Impact of Recent Changes in Capitalism on Social and Economic Status of Women

Introduction The history of women and their oppression has been well documented in literature. Several authors have explored the origin of women oppression. Women’s oppression has its roots in capitalism which has existed for many centuries (Stuart & Martin 1989). Their oppression is of course not unique to capitalism as it has been there since the colonial times and through the 19th century and 20th. However, over the past few decades, we have observed significant changes in capitalism which has impacted on the status of women. Many changes have been observed some of which are positive and others which take a more gloomy view. In this respect, this paper explores how the recent changes in capitalism have affected the social and economic status of women. In particular, the paper considers how post-Fordism and neoliberalism have altered women’s socio-economic position. Changes such as industrialization, urbanization, internationalization, globalization and modernization will be discu ssed in detail. The paper will examine how the concurrent cultural shifts have interacted with these socio-economic transformations and determine what the overall impact of these different factors has been. An exploration of this topic will be incomplete without examining the origin of capitalism and the rise of post fordism and neoliberalism. History of capitalism and crisis of fordism The origin of capitalism remains shrouded in the mists of history. Its exact birth date is speculated to be anywhere between the 14th century and the 17th century (Stuart & Martin 1989). Capitalism emerged from a feudal society and is linked to Europe’s economic system of the late 1700s (Price 2005). It is argued to have begun with the enclosure of common land used by peasants, and development of merchant capital and slave trade in western Europe (Price 2005). Rich landowners appropriated public land and made it their own private land, thereby creating a landless working class which provided the needed labour to develop industries (Harvey 1989). Fordism, a regime characterized by mass production, emerged in the early 20th century. It became dominant in the advanced capitalism during the postwar reconstruction. It was characterized by the mass production of homogenous consumer products, use of rigid technology, increased productivity, rising income which is dependent on product ivity, increased profitability and investments, and homogenization and intensification of labour (Clarke 1990). Fordism gave birth to the current phenomenon of ‘mass worker’. The fordist regime adopted a set of cultural norms and values which continued to oppress women. The regime supported the male breadwinner model where women were seen as mothers and house wives while men worked in paid labour (Castell 1996). Gender relations under this regime required women to work without pay while the male subject was remunerated. However, fordist regime had its limits which were technical, social and economic in nature. Technical limits were mainly the exhaustion and the intensification of labour (Clarke 1990). The economic limits included decrease in profitability which was a result of the rising wages and declining productivity. Social limits were related to the growing demands of mass worker. Post-fordism and neoliberalism Given the crisis of fordism, a new form of ‘post-fordist regime’ emerged which was characterized by the growing differentiation of products, new technologies, more flexible production methods, and greater skill and flexibility, and increased involvement of women in paid labour (Burrow & Loader 2003). Post-fordism emerged primarily due to three main driving forces: internationalization, technology revolution, and as a result of the paradigm shift from fordism to post-fordism (Broomhill 2001). Introduction of the welfare system and the rise of women movement in the post-fordist regime led to the abandonment of the male breadwinner model and women’s financial independence (Broomhill 2001). Several historical events have transformed the social landscape including technological revolution, demise of international communist movement and the collapse of Soviet statism (Castell 1996). Proliferation of technologies centred on information systems have reshaped the social la ndscape and accelerated the pace of development of the society. Moreover, the rise of globalization has led to a new form of relationship between states and economies (Castell 1996). All these changes have been driven and shaped by the neo-liberal thought. Neoliberalism has led to the increasing globalization, decentralization, de-regulation of the market, organizational restructuring, growth and consolidation of transnational corporations, and ‘free marketization’ which has reduced the old state and contractual controls (Acker 2004). Furthermore, new forms of flexibility in employment relations including part-time and online forms of working have emerged, changing the working environment. Post-fordism and neoliberal policies have resulted in the feminization of labour and made men and women both similar in the public sphere (Broomhill 2001). Impact on women’s economic and social status These changes in capitalism have had profound yet contradictory impact on the economic and social status of women. While it has to a large extent improved women’s socio-economic status by undermining older forms of male dominance, it has to some extent worsened their life conditions (Beck et al. 2001). On the positive side, post-Fordism and neoliberalism have altered women’s socio-economic position and disrupted the settled economies that supported patriarchy structures. Post-fordist relations of production have resulted in the inclusion of women in paid labour force. Neoliberal policies have increased flexibility in employment. These changes have changed the way women view themselves and challenged the patriarchic view of domination of women by the men (McRobbie 2008). And since domination essentially occurs through construction of reality, if the women subjects do not internalize patriarchalism, then its demise is just a matter of time. While some religion in some cou ntries, especially Islam, continue to re-state the sanctity of the patriarchal family, its disintegrations is evident in many countries. Women in many countries have joined the paid workforce and even conquered legal parity at work. However, their inclusion in the paid labour force does not necessarily imply that they were relieved of the burden of Partriachalism. It might be that despite working for pay, women still continue with their role of providing domestic and caring labour at home. Nonetheless, their liberation from oppression is clearly evident across the globe. The number of women in paid workforce has been increasing gradually over the years. Estimates indicate that women currently account for about 42% of the global workforce with majority of them employed in the health sector (75%) (WHO 2008). Not only has their economic status improved, their social status has improved as well. Women are increasingly being seen as equals to men including in politics where they were ess entially absent. The political system in many countries has opened up to female leadership. The participation of women in leadership positions and politics is clearly evident in the recent presidential elections in the US where Hillary Clinton contested against President Barack Obama. Many more women leaders have emerged all over the world with President Ellen Johnson Sirleaf of Liberia being the most popularly known in Africa, having won as the first ever female president in Africa. Others include the German chancellor Angela Merkel, President Cristina Fernandez of Argentina, Prime minister Sheikh Hasina of Bangladesh, President Dilma Rousseff of Brazil and many more (Aguirre et al. 2012). The list is certainly endless. In addition, the education system has become more open to the girl child including in fundamentalist countries such as Iran which have seen a growing number of women graduates (Castell 1996). The affirmation and recognition of women’s values, the growing wome n movements and critique of patriarchalism are some of the most important transformations that have contributed to the new status of women. Feminism As women movements continue to fight for their autonomy and recognition of women’s values, the more has feminism diversified. A new frontier has emerged based on the notion of ‘degendering’ of the society which implies a society free from gender associations or rather one that moves beyond gender (Murphy 2011). This new frontier in feminism has superseded the old battles that existed between equality feminism and difference feminism. By mobilizing women to oppose patriarchalism and to defend their rights, feminism has transformed to the point of canceling the distinction between men and women (Sulivan 2007). Men and women are now largely viewed as individuals with meaningful existence, liberating them from the patriarchic burden of responsibilities. This has certainly been very helpful in achieving a more equal society. Women’s role in the development of the economy is increasingly being recognized. Available evidence indicates women to be powerful drivers of economic growth. A study by the Center for Economic and Policy Research found the high rate of women employment to be the driving force of the US economy. The study found that, if women had not entered the workforce over the last 30 years, the economy would have been 11% less. Today, we see several institutions including the World Bank and the Department for International Development (DFID) campaigning for more involvement of women in economic development (Aguirre et al. 2012). According to the World Bank, encouraging the growth of women entrepreneurs is as sure way of fighting poverty. Women are poised to drive the global economy in the next coming decades. Estimates indicate that nearly 1 billion of women across the world might join paid labour over the coming decade (Aguirre et al. 2012). Criticism While there seems to be a progress in women’s socio-economic status driven by post-fordist relations and the neoliberal policies pursued by the several states, some countries continue to follow partriarchalism. Despite its inevitable demise, some countries tend to still follow partriarchal lines which subordinate women under men’s dominance. A good example can be seen with Saudi Arabia. A woman’s place in Saudi Arabia is still in the home. Saudi women continue to walk in the shadow of their men. For example, despite their obvious presence, they are not allowed to participate in the public sphere (Hamdan 2005). They are viewed as non-existing in the public sphere and are silenced in public life. They continue to be subordinated to male individuals in both private and public sectors despite their qualifications. While a progress seems to have been made with respect to their education, at the core of women’s education is sex segregation. Education in Saudi co ntinues to support the prevailing gender structures, implying lower social status of Saudi women (Hamdan 2005). Perhaps more shocking news is the fact that Saudi Women are not allowed to drive. While religious reasons are generally given for denying women the right to drive, it is clear that their place is still in the home. Also, even though many women have progressed economically due to their inclusion in workforce, only a few of them work in the management positions. In spite of the increasing number of women in workplace, many of them are concentrated in the lower-status occupations. For example, while the health sector comprise of 75% of the women workforce, they are concentrated n the lower status working either as nurses and midwifery personnel or as ‘caring’ cadres (WHO 2008). They are largely underrepresented at the managerial level and specialist categories such as dentists, pharmacists, and physicians. Feminist critique of sexism seems to have given justifica tion to new forms of exploitation and oppression. With more women joining the paid workforce, the ‘family wage’ model central to state-organized capitalism which viewed men as the ‘breadwinners’ and women as ‘home makers’ has now been replaced by the newer, more modern norm of ‘two-earner’ family (Fraser 2013). While this may sound like good news, the reality is that post-fordism and neoliberal ideas have resulted in depressed wage levels, increased job insecurity, exacerbation of double shifts and the increase in the number of working hours (Fraser 2013). What was once the ‘family wage’ in capitalism has now been replaced by a low-waged work. Majority of their work has not really brought liberation rather a ‘tedious reality’ far from the perceived image of a working woman (Frank 1999). They remain relegated to lower positions at work. Even with many women being employed either in full or part-time positio ns, they are not getting to the ‘top’. Also, where their role is clearly evident, women continue to suffer from some level of hostility and public disapproval. For example, when it comes to journalism, women have proved flexible and able to forge new approaches. Their adaptability to new approaches is clearly evident with their news coverage of the September 11 events, the overthrow of Taliban forces and the bombing of Afghanistan (Chambers 2004). Women journalists developed different angles in their approach to war journalism, thereby attracting more news audiences. Yet despite the critical role that they played, a heated public debate emerged about the risks of reporting in war zones. It is clear that despite their liberation from oppression, women are still defined in terms of men. As wives and mothers, women clearly continue to suffer from some level of hostility and public disapproval that men with families do not ( Chambers 2004 p.13) In addition, some recent even ts have pointed to the renewed crisis of capitalism. There is currently a crisis of profitability which is facing capitalism. The profit rates are falling and many firms have been laying off workers. British capitalism is particularly in a crisis given its relatively weak position compared to other imperialist nations (FRFI 2013). The current focus on the growth of the private sector implies that priority has been placed on industrial development over social objectives. Workers wages have been cut to a massive extent and unemployment seems to be growing. Given this crisis, capitalism is now insisting on women returning to their traditional roles as domestic workers (FRFI 2013). Neoliberal ideas contributing to sexism While the recent changes experienced by capitalism seem to have contributed to the recognition of women as gender equals, recent developments continue to enact sexism. For example, many advertisements of today show nude pictures of women. What this means is that the male gaze is invited and encouraged as women continue to become objects of the gaze. Moreover, many clubs continue to feature young women stripping, lap-dancing and flashing out their breasts in public (McRobbie 2009). A hyper-culture of commercial sexuality seem to be growing, an aspect that is clearly a repudiation of feminism. Even the young women journalists who through their education are ‘gender aware’ refuse to condemn such acts of commercial sexuality. It seems like the new female Subject is called upon by the society to withhold critique and to remain silent despite her freedom. Consumer and popular culture seem to be introducing invidious forms of gender re-stabilization by pretending to support fem ale success yet tying the female subject to new post-feminist neurotic dependencies (McRobbie 2009). In order to be considered a modern sophisticated girl, the female subjects choose to withhold their critique despite their obvious image as sexual objects of men’s gaze. With the progress seen with women’s socio-economic status, one might think that the feminists are happy to see the things they fought so hard to have come true. However, what has emerged is different from what was desired (Cornwall et al 2008). Neoliberal values seem to have created space under which women can be further oppressed and their core values undermined. The culture of neoliberalism has led to the idea of self-sufficiency and free choice. All that one has to do is to compete in the market place. Some women have even gone to great lengths to make themselves acceptable to the world of work by performing cosmetic surgery under the illusion of having freedom choice to make their own decisions (Gup ta 2012). Yet some of their work goes against their core values. Many women have ventured into the sex industry under the illusion of having control over their lives. They have chosen this kind of work in the spirit of freedom of expression of their sexuality and believe that the work is liberation from the drudgery of cleaning jobs (Gupta 2012). However, the so called freedom of expression is actually reducing them to the status of ‘commodity’ and as objects of ‘men gaze’. Feminism which once fought for the liberation of women from oppression has become entangled in a dangerous liaison with neoliberal efforts to build a free market society (Fraser 2013). It has led to the notion of ‘freedom of choice’ which ultimately has given rise to prostitution. Feminists’ perspective on prostitution, however, is an interesting one. Feminists argue that prostitutes are social workers and have in fact used their social concepts to contend for decrimi nalization of prostitution (Sullivan 2007). Feminists have formed strong links with prostitutes resulting in advances in the area of prostitution law reform. The feminist position of the sex industry is one that empowers women as long as they choose to participate. But what is progressive about women’s participation in prostitutionCan women really progress by becoming sexual objects and objects of male gazeWhat is revolutionary about legalizing prostitutionIn fact, legalizing prostitution just makes women to become sexual commodities. The fight against sexism that has long been fought for by feminists seems to have ended up again to encouraging it. The progress in women that we have seen so far will not continue if women continue to follow neoliberal ideology that values individual ‘choice’ and ‘freedom’ over emancipation. Selling their bodies will not provide them with independence and empowerment that they seek but rather it will just reinforce mal e power and privilege. Trafficking of women and children Further, neoliberal ideology has led to the growing trafficking of women and children. This is particularly evident in Asia and the pacific region where human trafficking has grown to become a booming business. Millions of children in the pacific region are traded to work in brothels or sweatshops. Human trafficking has not grown by accident but as a result of free trade and structural adjustments brought about by neo-liberalism. Sex trafficking is currently a growing market in some parts of Eastern Europe, most notably Romania and Albania (FRFI 2013) Conclusion There is no doubt that the socio-economic status of women has improved following the recent changes in capitalism. This is evident in their inclusion in the paid workforce, their enrollment in eductation and increased participation in the public sphere including in politics. However, to some extent, these changes have painted a gloomy picture with regard to the status of women. A vast majority of them continue to occupy positions at the low levels of the organization. Also they continue to suffer from some level of hostility and public disapproval. Neoliberal ideology has led to their increasing commodification and increased trafficking of women and children. A hyper-culture of commercial sexuality seem to be growing, an aspect that is clearly a repudiation of feminism. Nonetheless, a huge progress has been made. Today, there are many successful women in the capitalist society. In fact, many women seem to have embraced the capitalism and showed support of it due to their improved soc ial and economic status. If their status is to be further improved in post-fordist employment, policy initiatives must address the issues of women’s employment, skills and training (Burrows & Loader 2003). Furthermore, there is need for public policy to challenge the polarized labour market that has emerged from post-fordism. Neo-liberal policies which support the development of a polarized market are socially divisive. Also, feminist scholars need to caution Women against prostitution. Selling their bodies will not provide them with independence and empowerment that they seek but rather it will just reinforce male power and privilege Reference Acker, J., 2004. ‘Gender, capitalism and globalization’. Critical Sociology, vol. 30 (1), pp.17-41 Aguirre, D., Hoteit, L., Rupp, C. and Sabbagh, K., 2012. Empowering the third billion women and the world of work in 2012. Booz & Company McRobbie, A., 2008. The Aftermath of Feminism: Gender, culture and social change, pp. 1-95. Zygmunt, B., 2001. The Individualized Society. Polity press. Beck, Ulrich & Elizabeth Beck-Gernsheim, 2001. Individualization: institutionalized individualism and its social and political consequences. Sage publishers. Broomhill, R., 2001. ‘Neoliberal globalism and the local state: a regulation approach’. Journal of Australian Political Economy , No.48 Burrow, R. and Loader, B.D., 2003. Towards a post-fordist welfare stateLondon: Routledge Castells, M., 1996. The Power of Identity. Blackwell Castells, M., 1996. The Rise of the Network Society. Blackwell Chambers, D., Steiner, L and Fleming, C., 2004. Women and journalism. Routledge Clarke, S., 1990. The crisis of Fordism and the crisis of capitalism. University of Warwick. Cornwall, A., Gideon, J. and Wilson, K., 2008. ‘Introduction: reclaiming feminism: gender and neoliberalism’. IDS Bulletin, vol. 39 (6) Franks, S., 1999. Having None of It: Men, Women and the Future of Work, Granta. FRFI, 2013. Women’s oppression under capitalism. Revolutionary Communist Group [viewed on 3rd May 2014] available from http://www.revolutionarycommunist.org/index.php/women-s-oppression/2850-women-s-oppression-under-capitalism Gupta, R., 2012. Has neoliberalism knocked feminism sideways[viewed on 3rd May 2014] available from http://www.opendemocracy.net/5050/rahila-gupta/has-neoliberalism-knocked-feminism-sideways Hamdan, A., 2005. ‘Women and education in Saudi Arabia: challenges and achievements’. International Education Journal, vol.6 (1), pp.42-64 Harvey, Da., 1989. The Condition of Postmodernity. Blackwell. Jessop, B., 2008. Post-fordism and the state, UK, Lancaster Murphy, M., 2011. A progressive dialogue: building a progressive feminist movement in neo-liberal times. [viewed on 3rd May 2014] available from http://rabble.ca/news/2011/10/progressive-dialogue-building-progressive-feminist-movement-neo-liberal-times Price, R.G., 2005. Understanding capitalism part IV: Capitalism, culture and society. [Viewed on 2nd May 2014] available from http://www.rationalrevolution.net/articles/capitalism_culture.htm Stuart, H and Martin J, 1989. New Times: The Changing Face of Politics in the 1990s. Lawrence & Wishart Whelan, Imelda, 2000. Overloaded: Popular Culture and the Future of Feminism, The Women’s Press. Sullivan, B., 2007. Feminist approaches to the sex industry. Australia: University of Queensland World Health Organization (WHO), 2008. Gender and health workforce statistics. World Health Organization.

Why President Hindenburg Gave Hitler Chancellorship in 1933

Throughout this essay, I will be aiming to explain why President Hindenburg appointed Adolf Hitler, leader of the Nazi party, as Chancellor in 1933. There were many factors that affected Hindenburg’s appointment however, from a behind-the-scenes power struggle between Germany’s leading politicians, the fear of Communism, and the fact that the Nazi’s were indeed the largest party represented in the Reichstag, having previously gained a large 37. 5% of the votes in 1932. Under normal circumstances, Hitler would have been made Chancellor as he came from the largest party represented.However, backstage politics and a dislike towards him from Hindenburg stalled Hitler’s hopes of becoming Chancellor. But firstly, before going into detail into some of the factors, I will set the scene regarding the state of Germany and indeed the world, post WW1, leading up to 1933. Following defeat in WW2, and the abdication of the German Kaiser, Germany was in crisis, lacking l eadership and support from its people. There was no support for the Provisional Government who had just signed the Armistice, despite the German people believing they were on the brink of winning the war, prompting the ‘stab in the back theory’.The following year, the new Republic, the Weimar Government signed the Treaty of Versailles, something else that angered the German people as it made Germany pay astronomical reparation sums in compensation and have its army drastically reduced to 100,000 men. Hitler used both of these stories in building support for the Nazi’s in the early 30’s. What followed was a period of hyperinflation in 1923 as Germany couldn’t keep up with the reparation demands of the Allies; many German people suffered with poverty and lost life savings.What followed however were years of prosperous fortune for the German people, known as the ‘Golden Twenties’. Gustav Stresemann led the recovery, restoring Germanyâ€⠄¢s international reputation, rebuilding a troubled economy, and seeking help from the US through the Dawes Plan in 1924, before his untimely death in 1929. 1929 saw Wall Street, the US stock exchange crash, kicking off the Great Depression. Germany was hit hard and faced mass unemployment, rising to 6 million people by 1932. It was around this time that people started taking Left Wing parties seriously, voting for the Communists and the Nazi’s.The conditions gave Hitler ammunition to gain support from the people. Hitler was a renowned public speaker and would make up any lie to please the people of Germany at any time, in any place. Coupled with his Nazi propaganda and the fear of Communism in Germany, Hitler had the perfect platform to gain votes in the Reichstag, and would soon be on his way to becoming Chancellor. Now, having looked at the history behind the years leading up to 1933, I can now look deeper into the individual factors behind Adolf Hitler cementing his posit ion as Chancellor.In my opinion, the main reason as to why Hindenburg made Hitler Chancellor in 1923 was because the Nazi’s had indeed become the largest party in the Reichstag. As mentioned previously, the party had gained 37. 5% of the votes in the previous election, and although this wasn’t a majority politically, it had become a majority psychologically, in the fact that the Nazi’s could no longer be ignored as they had been in previous years. This was proven when Franz Von Papen, much to Hitler’s distress was given Chancellorship in late 1932.He was the leader of the Catholic Centre Party but as the Nazi’s controlled over a third of the Reichstag, he failed to gain full support. General Von Schleicher was in the same boat, as he also failed to gain full support. Enter Adolf Hitler, the only man who could truly get anything done, as he was the only man who could unite the Reichstag, making him the obvious choice for Chancellor. Another factor l eading to Hitler’s rise to Chancellorship was the popularity of himself, the party, and the policies they promoted.The Nazi’s policies seemed to suit all of the German people, and he would even lie to the people in order to gain their full support. Policies such as rebuilding the army, abolishing mass unemployment, and his attitude towards ‘inferior’ races would not have gone un-noticed by Hindenburg, as he would have seen this drastic rise in support, as well as the rise in seats in the Reichstag. Coupled with the policies of the Nazi’s are Hitler’s inspiring, heart-felt speeches.Widely-regarded as one of the greatest public speakers of all time, alongside people such as Martin Luther King, he had the ability to tug on the heartstrings of people who didn’t even support the Nazi’s, especially when he spoke of making Germany great again and restoring a broken country to its former stature. This was a quality that President Hinden burg certainly wanted in his Chancellor, someone who could connect with the nation and address them with such power and belief, provided it could be controlled. Other factors leading to Hitler becoming Chancellor was the fear of Communism throughout Germany.In the years 1930-1932, the support for the German Communist party increased astronomically, due to support from the working class. It was also well documented that the German Communist Party was the largest in Europe (outside of the Soviet Union). However, not all people liked the Communists, and many large business owners and farmers chose to vote for the Nazi’s. In fact, many of the votes that the Nazi’s received were actually gained because people didn’t want to vote for the Communists and because of Hitler’s publicized hatred towards them.If the Communists had ceased to exist, many would question if the Nazi’s would have received many votes at all? In summary, there was very weak opposition to the Nazi’s, with the Democrats and Communists refusing to work together and stop the Nazi’s, no one offered a stern resistance and seemed more content with arguing than resolving Germany’s political issues. This would have also been recognised by Hindenburg, and even though he disliked Hitler he couldn’t afford to appoint a Chancellor that didn’t offer strong, effective leadership.Hitler seemed to be the perfect choice at that moment in time. Another considerable factor which helped Hitler in his rise to power was the Wall Street Crash of 1929, which eventually led to the Great Depression, something that rocked the entire world. Germany had been struck with its second economic crisis of the decade, and without Gustav Stresemann, the Weimar Government didn’t have the brain they needed to ‘steady the ship’. This led to mass unemployment, starvation, German Firms going bankrupt and people lost the confidence to invest.Mass unem ployment left the Government short on money, as workers were no longer paying taxes; therefore they were unable to do anything to help the poor, making them extremely unpopular. Enter the extremist parties, and as unemployment figures rose over the coming years, so did the votes for the Nazi’s and by January 1932, the Nazi party had received 13. 4 million votes. In this time of hardship, Hindenburg had to go with who the people wanted. The Weimar Government had run its cause, and Germany needed a new Chancellor, someone who they could look at with optimism and belief.Hindenburg realised that this man was Adolf Hitler. My final reasons as to why I believe Hitler was made Chancellor in 1933, is due to the belief of Hindenburg and Von Papen that they could ultimately control Adolf Hitler, and act as puppet-master’s behind the scenes, having Hitler, the public idol, transfer their messages. They believed that if they conveyed their ideology through Hitler, the public would be more respectful of the decisions. At this point, only 3 of the 12 politicians who made up Hitler’s cabinet were actually Nazi’s, and with Von Papen as Vice-Chancellor, Hindenburg believed he could be controlled.In the following months, Hitler blamed the Reichstag Fire on the Communists and with the Presidents help, banned them from future elections and threw major Communist leaders into jail. He then forced the Nationalist party to join the Nazi’s and create a Coalition, giving him the majority he needed to pass the Enabling Law, which meant he could now do as he wished, and after President Hindenburg’s untimely death in August 1933, he became dictator of Germany.Although Von Papen and Hindenburg originally believed they could control him, Hitler had obtained way too much power over the course of 1933, in complete contrast to what they wanted him to achieve. Overall, I do not believe that there was one decisive factor that cemented Hitler’s pos ition as Chancellor, instead, it was a mixture of a variety of circumstances that all seemed to fall in to place at the right time for the Nazi’s.Hypothetically speaking it was like a giant row of dominoes, with each domino resembling a factor, all toppling in unison. However, remove a factor, such as the Wall Street crash or the fear of Communism, and you break the chain that Hitler needed to become Chancellor. Therefore I believe that along with parts of political genius, Hitler also received numerous strokes of fortune on the road to becoming one of the most powerful leaders the world had ever seen.

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Dp# edmond - Assignment Example s the employers in not just understanding the potential employees but it also assist in protecting the welfare of their interest groups such as the current employees, partners, customers as well as financial regulations of the company (133). Information from social media ca help employers receive some insights about the potential employees which is particularly important in some jobs such as in day cares and hospitals that deals with minors. Information on shared on Facebook should never be private hence job applicant should ensure that private matters that they may not want people to be aware of, should never be shard on social media platforms. By seeking some information on social media, employers are able to minimize some risks associated with sensitive departments such as finance and administration (134). The case of Edmond can be strengthened by adding more examples of some of the jobs that require detailed background information on the life of the potential job seekers. By listing only one case lowers the backing of access to Facebook account by employers. Firms dealing with intelligence services need to have access to the Facebook accounts of their potential employees. This is because, the firms deal with very crucial matters that need not to be shared to the public owing to their great

The Complexity of Management Essay Example | Topics and Well Written Essays - 2250 words

The Complexity of Management - Essay Example It is important to note that these events cannot be specifically prevented, as most cases come up as unexpected (Cummings, 2004). In line with this type of complexity's unpredictable nature, the consequences implied afflict conflict between the organization and its stakeholders, and hinders the firm from attaining its corporate goals. A simple problem can escalate into a crisis if not properly managed, one of which can adversely affect the organization and its operations (Bhave and Narendra, 2000). Complexity in the form of Crisis Complexities in the form of crises are usually brought about by risks, whether these have been identified by the firm or not. From a corporate perspective, the disadvantage is that these risks, regardless of its societal, economic, physical, or technological nature, has the possibility of evolving into a more sophisticated and complicated framework (Bhave and Narendra, 2000).Such a premise is supported by situations wherein the consequences of risks would n ot only influence a specific aspect of the business, due to the interrelated nature of business wherein one small detail can affect the whole operations in general. From this perspective, one can note that the effect of risks can either be direct or systematic, wherein both scenarios present a threat to the organization's business (Alavi and Leidner, 2001). The ubiquitous nature of risks in firms imply the need for organizations to employ problem solving approaches that are innovative, as this would serve as their guide in identifying the nature of the problem and quickly apply the most ideal and practical solution. In addressing crisis, solutions must not be applied to fix problems temporarily, as the concept of strategic decision making regards the need for solutions that would produce a long term implication. In crises events, a company can either "pay sooner or later". However, a crisis cannot be immediately solved by a perfect template designed to fix situational events (Choo, 2006). In every crisis lie external and internal factors that must be considered, as each are sensitive to the environment and the situation at hand. The evaluation and implementation process of efficient measures are also coupled by risks, which is why mitigation strategies must be carefully formulated. It is important to note that communication is key in every crisis situation, as an open and continuous communication with stakeholders exemplifies transparency and enjoins trust among the stakeholders (Cummings, 2004). Through establishing trust and transparency, the organization would be equipped the capability to effectively carry out their mitigating measures to address and manage the crisis (Gioia and Chittipeddi, 2006). The Case of Johnson and Johnson: The Tylenol Crisis The researcher has chosen the nature of complexity in corporate organizations, particularly Johnsons and Johnsons, in regards to the renowned crisis concerning Tylenol. In that light, the focus of the study is the application of Crisis Management (Rehak, 2002). The researcher aims to deconstruct the Tylenol crisis, as to how Johnsons and Johnsons resolved the issue in terms of Planning, Leading, Organizing and Controlling on a Management Perspective. The core issue of Johnson and Johnson rooted from the spiked Tylenol products, wherein the issue has aggravated and reached a national level due to the concerns of affected stakeholders (Rudolph, 2000). The incident transpired in October

LEGAL ENVIRONMENT 3 Essay Example | Topics and Well Written Essays - 1250 words

LEGAL ENVIRONMENT 3 - Essay Example The pharmaceutical industry in the developed countries is one such industry which has recently been condemned as relentless in the protection of its rights to the extent of infringing on ethical principles and humanity. This has been the major theme of Cooper, Zimmerman and McGinleys report in the Wall Street Journal (2001). The arguments presented therein shall be discussed in the following sections. In Cooper, Zimmerman and McGinleys article (2001) the authors have presented issues related to the controversial legal and ethical debates surrounding pharmaceutical companies of the developed nations. The main arguments are that pharmaceutical companies charge exorbitant prices for their products even in poor countries which cannot afford to buy their medicines. This is especially true in the case of African countries where the major AIDS population depends on imported medicine for curing the disease. No doubt, the stance that the pharmaceutical companies had taken justify their business position nevertheless, one needs to also understand that corporate philanthropy is not limited to charity and donations. It extends to corporate social responsibility as well. Ethically, pharmaceutical companies need to consider the human side of business as well; especially when the majority of their consumers are patients belonging to poor and under developed countries. According to Boateng (2001 ) the Big Pharmas are not the inventors of lifesaving drugs. In fact research indicates that the majority of the drugs researched in the United States and in other developed countries have been public-funded projects which have been entrusted to the private sector pharmaceutical companies for manufacturing and distribution. The campaign against Africa and its generic drug importation is clearly a monopolistic approach to business practice and should be discouraged. Similarly, pharmaceutical companies across the world are pressuring world

American Past Essay Example | Topics and Well Written Essays - 750 words

American Past - Essay Example To understand the American historical expansion, an extensive analyses and evaluation of the existing primary sources is significant. The essay analyses and evaluates two closely related primary sources of American past from Reading the American Past Volume 1 by Michael Johnson (a history of the United States of America and America revolution in South Carolina). The essay will as well elaborate in detail some of the main developments in American history. One primary source (A history of the United States of America) expounds on revolutionary incidences in the United States of America while the other sources (America Revolution in South Carolina) is focused on slave trade in america and its impacts to modern development.The two documents under study present a wide range of information on social, cultural, political, and economic development of America’s historical past. The American Past Volume 1 was authored by Michael Johnson. The main aim of the text, A History of the United States of America source was to incorporate ideas and experiences from different scholars in one volume. The source was also intended to provide a trustworthy basis for explaining contemporary developments in the United States of America. Michael has offered a decisive overview of the historical social, economic, and political challenges in the development of modern global superpower state that is the United States of America. ... American History Volume one author has as well documented the American Revolution in South Carolina, a source that talks about slave trade and slavery. The source was anticipated to give details on the role of immigrants, native inhabitants and slaves to the modern flourishing economic prosperity in America. The source also clarifies on the historical American revolutions that were solely responsible for the modern American civilization. The sources expounds on the incidents that took place in the settlement and exploration of American states, especially in South Carolina. The author outlines the impact and contribution of the initial inhabitants in the development Carolina states. The sources also analyses how the modern unique Carolina states cultures was shaped by slave trade and immigrants. The first source â€Å"A History of the United States of America† was documented to help scholars, economists, politicians and historians appreciate and utilize the past incidents and e xperiences in coming up with productive and sensible decisions and policies. The source is also significant to modern learners and thinkers as it offers an insight on the necessities relevant in modern and future development. The second source â€Å"America revolution in South Carolina† has emerged as an incredibly relevant source of information to the United States of America learners. Lawmakers and legislatures have used the source to make laws and policies that will minimize gender and racial based discrimination. The first source has as well offered an intensive explanation on historical wars, violence and their impact on ancient economic development. The source has also explained views and perceptions of different

Pick an idea from the book,In The Belly of the Beast by Jack Henry Essay

Pick an idea from the book,In The Belly of the Beast by Jack Henry Abbott), and discuss about it.Write it on the paper if you ar - Essay Example Authorities at prison deemed him vulnerable for the environment of the jail. When he fights against the filth, the psychiatric torture of the jail administration and insults, he is hated. This was the situation that forced Abbott to write so harsh about the world. He was of those who had found ill-luck to go with them for the whole of their life. He was forced to bring up the cruel mentality which allowed no one and not even for a second to agitate against his wish. He developed a strange opinion of the world; to him, the people can be treated only with bullets and swords. He tells the same flaw in his mentality in the words: â€Å"The only time they appear human is when you have a knife at their throats. The instant you remove it, they fall back into animality† (Abbott and Mailer 83). One of the most interesting ideas which Abbot presents in his letters from jail is the one appealing towards communism. His life-long sufferings, flaw in mental health, the brutalities of the so ciety and his own violent behavior made him believe that there was no God. The theories which the religions produce about God or gods are all false, according to Abbott. Had there been any God, he would surely have helped Abbott to get out of his sorrows. The world could not understand the genius in him and had there been God, there would have been no need for Abbott to explain his innocence before the world. Abbott expresses the cruelties the world has done to him in the words: â€Å"And what is so odd about it all is that society has denied me the experience it enjoys (or thinks it enjoys). The oddity exists in the fact that I cannot know from experience what I have missed, so why am I not happy? I have been denied the society of others: it is as simple as that† (Abbott and Mailer 146). Because the society denied him his due rights, he agitated against it. His agitations turned violent causing bloodshed and he had to bear the consequences in the shape of eternal solitude in jail. In In The Belly Of The Beast, he complains that the society could not treat him like he deserved. At this stage, he wants the society be reproached by the God for his maltreatment. But the God does not do it and he arrives at the conclusion that all the miseries happened to him because there was no God. He is troubled by the concept of God. This idea developed because he sees no solution for his troubles. It reveals he has cried a lot for a God to be there to listen to him. It shows his state of hopelessness against anticipation. He was in fact in dire need of God to solve all his problems but when disappointed, he created his hypothesis by telling Mailer that God was the concept which the human creates of his own and which is created due to despair. Communism is, according to him, the cure of all the diseases. Abbott resembles in fact aligns to Marx in his views. He believes that communism is above all the religions and it should be adopted likewise. In a communist society, all are told that they can get what they want irrespective of their abilities and capabilities. Abbott was unable to find luxuries for his life. It turned him violent and at last a vulnerable criminal ready for bloodshed every time. He could guess no reason behind his violence but the society which behaved brutally towards him. He thought he had to react in a harsher way. The only solution his mind picked was his yearning for a society where he could find everything he wished whether due or undue. When this was his mindset, the

Perfume Essay Example for Free

Perfume Essay This essay will compare and contrast the various methods used by the author and director of the novel Perfume. Perfume, written by Patrick Suskind and adapted by Tom Tykwer, is a dramatic, crime thriller about the life of a murderer. Born and raised in Paris, Jean-Baptiste survives the most gruelling childhood; his father unknown and mother executed for attempting to kill him, rejected by the wet nurses in the village and when finally taken in by Madame Gaillard at the orphanage, the children endeavour to kill him. They fear he is dangerous because of his lack of personal scent. However Grenouille survives through even their best efforts, survives the measles, dysentery, chicken pox and cholera. It is clear that this child is special not only because of his amazing ability to endure the most appalling conditions but also because of his exceptionally talented sense of smell. The title â€Å"Perfume† gives the reader/viewer a good idea of what to expect from the very beginning. Trying to translate Grenouille’s olfactory language into visual picture was from the beginning a mammoth task than is expertly accomplished by the director through the use of audio and several visual components. It is however much easier to do in a book because the reader can be manipulated through their personal experience with smell. Therefore from this point the book is mildly better even though it is at a disadvantage because the reader has no visual aid. The main themes of Perfume are black humour, emotionally/mentally challenged people, hatred of humanity and seeing importance in others life only when they affect your own. These themes are portrayed well throughout both the book and film. The most prominent is seeing importance in others life only when they affect your own. For example, Madame Gaillard dies in a tragic way shortly after she sells Grenouille. In the book she dies of cancer in a crowded bed, in the film she is slit at the throat as she returns home. Monsieur Grimal falls into the river on his way home from celebrating the sale of Grenouille. Giuseppe Baldini’s house falls into the river not long after Grenouille leaves for Grasse. All these deaths symbolise that Grenouille can only value human life if it has something to reward him with; when this is done they no longer exist in his mind. This also explains why Grenouille can kill the innocent girls, take what he wants and leave without feeling any remorse for his actions. One of the best adapted scenes is the opening chapter, Grenouille’s birth. Suskind does an extended description of the putrid place where Grenouille was born. â€Å"The streets stank of manure, the courtyards of urine, the stairwells stank of mouldering wood and rat droppings, the kitchens of spoiled cabbage and mutton fat†, this quote goes on for a considerable amount of time yet it is necessary because there is so many rotten smells included that everyone can relate to at least one. This provokes the reader to think of the most revolting smells they have ever experienced and then try to imagine them worse. In the film, Tykwer uses a fast moving, rolling shot to show the reader the various scents that inhabit the area. And he uses shots of typically revolting objects such as rats, fish guts, sick and rotting vegetables. These smells are relatable to humans and so the viewer can appreciate how bad it smells, however this may not be as powerful as the smell that the human imagination can fabricate from the book. Also he employs the sound of a heartbeat and rapid breathing of the new-born babe to humanise the situation and to portray the struggle the baby has to survive. The heartbeat makes us anxious and so we wonder whether the baby will survive. The baby breathing rapidly makes us question if it can continue. However regardless of this the baby lets out a scream. The audio effects stop and this could symbolise that as soon as the baby chose to live it ended the life of his mother and shows that the world is not the same. Obviously some scenes from the book have had to be cut to stay within a reasonable screen time, one of the scenes cut is the scientific study that is carried out on Grenouille nevertheless this is not missed and the film makes up for such scenes in other aspects. One of the biggest advantages the film has over the book is that it can use the best actors suited to the role. The actor that plays Grenouille, Ben Whishaw is perfectly suited to the character. He has a childlike voice that represents his innocence, not that his soul is innocent but because he has been void of all love for his whole life. His life was only valued by those wanted something from him. His character is also very good because his expression can be changed in an instant. In one scene he can appear helpless and angelic while in another he can be closer to the devil than a human. The way he sets himself into the role is nothing less than perfect; he scuttles as he should, hunches as he should and does everything as weirdly as is should be. Grenouille is a disturbing character and this is very well portrayed by the actor. In the book Grenouille doesn’t say much because the book is written in third person. This is used so that the reader can get close into the minds of all the characters instead of being limited to one. This also means that we can observe events happening in all the different places. In the film this is done through the use of a narrator. However the narrator does tend to disclose information that as viewers might have preferred to interpret ourselves. So even though the narrator is used in both the book and film the effects are far better in the book. To conclude, there are many similarities between the book and film adaption of Perfume that are equally as good as each other but some aspects such as the narrator are stronger in the book. Equally particular aspects of the film are better, for instance the ability to use actors. One of the primary differences is the character change of Grenouille from book to film. The book shows him as a conniving parasite that is very good at manipulating people. The film shows a man who is unaware of the effects of his actions and is somewhat innocent. The strongest parts of the book are the descriptions of the in-depth break down of the various scents and how deep into Grenouille’s mind the reader gets, since spoken language is not Grenouilles strength. The best bits of the film are casting decisions and the superb adaption that captures the soul of the book and enhances it through captivating music and images. It’s like smelling with your eyes.

The Pros and Cons of Charter School Environment

The Pros and Cons of Charter School Environment Alternative Education is emerging from being a small community to becoming the standard of offering educational classes. The No Child Left Behind implemented by President Bush has given students the opportunity to acquire their high school diploma. By this statement I mean to say that the students do not have to fall between the cracks, they can afford to go to an alternative school and get their diploma since alternative schools offer their services to students up until the age of 21. Alternative Education also known as Charter Schools are becoming the norm for parents to enroll their children in. Most of the charter schools were developed by parents, teachers, students, community members and government entities to restructure the educational standard. Many of the parents felt that their children were not getting the proper education for their children. Others felt that the educational setting was not a safe one. Some parents felt that their children were being discriminated upon by teachers not taking the time to teach the students that were falling behind. Others had no patience what so ever to teach the students that were slow learners or were considered a nuisance. Peer pressure, gangs and other parable caused concerned for parents and community members to petition for charter schools. The main goal of charter schools is to provide the students with the education they deserve. According to TEA rules and regulations, Charter schools purposes are to provide a free learning environment, an opportunity to finish high school and a choice they want to attend a Charter school; unlike public school that they must attend the district that is in their jurisdiction. What is the requirement for admission? According to the rules and regulations under TEA charter school must allowed all students regardless of learning skills, social economics, demographics and or family matters to apply to charter school. Since charter school face a magnitude of problems concerning space. Many of the students are on a waiting list for the following year until space is available. Under any other circumstances charter schools cannot deny services to a student. All charter schools must adhere to the curriculum regulations that school districts must follow. Charter schools also follow the Texas Essential Knowledge Skill or TAKS, that public school are accountable for. Students are accepted regardless of their educational level as long as they follow the rules they sign at the beginning of orientation. Many environmental factors that charter schools face is the size of the schools. Many of the charter schools are held in small buildings that cannot accommodate a population of 300 at a time. In order for the school to accommodate 300 students some charters schools offer a.m. or p.m. classes. A.M. classes are held from 7:55 until 12:05. P.M. classes are held from 1:00 till 5:05 in the afternoon. Some charter schools offer tutorial afterschool or super Saturday to help students with the passing of the TAKS. Furthermore another factor that some charter schools face are that most of the students are considered at risk or drop outs. (Terry) The motto of our school is that all students are capable of learning as long as they use self discipline and are meticulous in attending classes. The teachers and staff are willing to go beyond their call of duty to help the student accomplish their dreams of getting a high school diploma. In the process of helping the students educators must learn to handle their emotions to deal with conflict. (Moore) Having teachers work in collaboration instead of isolation from one another is also a great way of getting the students to learn from one class to another. Teachers offer tutorials for students that do not pass the TAKS. During the summer the school offers day care services while the mothers and fathers are having tutorials at the school. Many of the applicants are not able to receive service because the lack of space and the limit were required to service. Some of the contextual factors the school faces are a lack of text books. The school uses research based methods of keeping track on the objective the students need help on. The school uses DMAC. DMAC is web-based software program designed to calculate the percentages of the students progress. Teachers and staff can have the developmental and assessment data available for each of the individual student in the school. The school also has available PLATO, America Preparatory Instruction (API) and C-SCOPE all of these program help students recover credits and or work on a self pace curriculum. The math department hires a consultant to help the teachers learn strategies to help the students pass the TAKS. The Language Arts department has the literature available. The school does not have a library on the premises, but the students have access to computers with internet availability. The social studies classes have an abundance of documentations of the Wars, Civil rights movement and other educational and anti gang documentation. The science department has labs available that student use to have actual hands on knowledge of the content. The students use the TEKS based curriculum. The school also offers a different approach to learning. The school does not have traditional setting implementation. Teachers are at their discretion to use whatever setting they wish to use. Teachers The curriculum being used is student-centered and competency based. The classrooms have a small group student-teacher ratio with individualized assistance. The school hours are flexible. Students can either go in at 9:00 a.m. or 2:00 p.m. if they are not lacking that many credits. The environment of the school is safe and respectful, the school has three security guards available and all the classes have cameras. Depending on the enrollment year seniors need a minimum credits, or recommended to receive a high school diploma; once all state requirements have been met. The students have an opportunity to learn from teacher directed instruction, and since the classes are small the students have a more interactive opportunity with the teachers. The school where Im at, four counselors are available for all students. Community in Schools program is also offered at the school, they provide bus tickets, monies to help pay for prescription glasses, and or help the family with rent. According to TEA and the accountability report card from TEA about, 50% to 90% of the students enrolled in an educational programs administered by SAPI are defined as at-risk and/or of dropping out of school as defined in TEC Section 29.081(d) (1). Most of the students we provide services to are students with poor self-concept, family difficulties, social misconduct, and poor decision-making, below grade level reading and verbal skills, the in availability to adjust to traditional method of classroom instruction at the middle and high school levels. (SAPI) Poor academic accomplishment can generate a magnitude of problems for the students behavior towards school-related areas, such as indifference from extracurricular activities; tardiness and truancy; inappropriate school conduct resulting in frequent absences via suspension, the loss of academic credit; apathy; and poor peer/adult relationships. In conclusion charter district offered an opportunity for all high school students to attend a school of their choice. Many students enjoy the interaction they get at a charter school. At a charter each student is treated equally and with respect. The teachers believe in the students; that they can succeed and charter schools have the capability to offer many services not offered in a public school setting. The teaching philosophy at charter schools is that the students are given the benefit of the doubt that they can achieve their full potential as successful, productive and caring members of the world. Students are teacher understand that regardless of their problem the student will persevere in achieving their goals of getting a diploma. One of the perks that charter school face is that if they get unacceptable performance for two consecutive years it can and will be shut down. Whereas, a traditional public schools are allowed to have five consecutive years of unacceptable perform ance before being shut down.

Passionate Storms :: essays research papers

Passionate Storms   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Kate Chopin’s â€Å"The Storm†, is a story filled with metaphorical references between a thunderstorm of rain and a thunderstorm of passion. Calixta, Bobinot, and Bibi led, what one would assume to be, a rather normal life. While Bobinot and Bibi are in town shopping they notice a storm approaching, and â€Å"Bobinot, who was accustomed to converse on terms of perfect equality with his little son, called the child’s attention to certain sombre clouds that were rolling with sinister intention from the west, accompanied by a sullen, threatening roar.† However, a moment a Mother Nature’s fury unleashed a wealth of passion between Calixta and her former beau Alcee Laballiere.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Calixta was at home sewing while Bobinot and Bibi were at Friedheimer’s store, and she did not realize that a serious, yet pleasurable, storm was fast approaching. Once she noticed that it was getting darker she quickly set about closing doors and windows. Calixta remembered hanging Bobinot’s Sunday coat on the front gallery and as she was retrieving it Alcee rode up seeking shelter from the storm. â€Å"May I come and wait on your gallery till the storm is over, Calixta?† he asked. Although Alcee wished to remain on the gallery, Calixta insisted that he come inside and stay until the storm passed. Although it was dark outside, inside Alcee admired the fact that â€Å"she was a revelation in that dim, mysterious chamber; as white as the couch she lay upon.† Calixta realized that â€Å"her firm, elastic flesh that was knowing for the first time it’s birthright, was like a creamy lily that the sun invites to co ntribute its breath and perfume to the underlying life of the world.† â€Å"Her mouth,† unlike the torrential rains, â€Å"was a fountain of delight.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As though their adulterous tryst were timed with the weather, their forbidden lust filled afternoon was over just as the storm was moving on. Although basking in the after-glow, neither dared to sleep. â€Å"The rain was over; and the sun was turning the glistening green world into a palace of gems.† Their passion was as fierce as the crashing torrents of the rain outside and then the after-glow from both being mutually satiated was like the sun coming back out.

Hitler Youth :: essays research papers

I thought the most interesting aspect of the Hitler Youth movement was the beginning of it all, when the numbers were small to when the organization held a lot of power. The years 1933-1938 were the most influential of the youth movement. These years determined what the organization would become and how much power they would hold.   Ã‚  Ã‚  Ã‚  Ã‚  When Hitler came into power as the German Chancellor in 1933, the Hitler youth was not nearly close to an idea of what it was to become. Around this time, The Hitler Youth Organization numbered around one hundred thousand. Until two months later when Hitler was given dictatorial powers, which meant the state, was behind the Hitler Youth now. Immediately Hitler ordered that either organizations join the Nazi’s or disband. If the organizations chose to join the Hitler Youth Movement were under the power of Baldur Von Schirach who Hitler appointed to be the head of The Youth organization, with only Hitler to answer to.   Ã‚  Ã‚  Ã‚  Ã‚  Schirach began quickly by sending the fifty boys into The Reich’s Committee of German Youth Association, and taking the six million members under the authority of the Hitler youth. So most of the recruitment for the Youth Movement was forced. Some groups did join willing though, but groups like The Catholic Youth Organization held out for as long as three years.   Ã‚  Ã‚  Ã‚  Ã‚  Schirach soon organized Hitler’s Youth Movement into a precise running machine. He set up age brackets as well as a Hitlers youth for girls called the BDM(Bund Deutcher Madel{League of German Girls}). The age brackets for boys started at ten to fourteen were the boys were in the jungvolk, and the boys from fourteen to eighteen were in the HJ(Hitler Jugend{Youth}). The girls had their age brackets as well the young girls from ten to fourteen were in the Jungmadel, and the girls from fourteen to eighteen were in the actual BDM.   Ã‚  Ã‚  Ã‚  Ã‚  The youth organization was based on competition on what ever they did boys or girls. The boys and girls did not participate together though, they did do very much of the same things. The boys played War games, and often started brawls, which was not discouraged because the Nazi’s believed it was toughing up the youth.   Ã‚  Ã‚  Ã‚  Ã‚  The only problem Schirach was running into was that he could not find enough qualified people to be Youth leaders. Schirach could not fill the positions because the youth movement was growing so fast.

The Gross Clinic :: essays research papers

In 1874, Thomas Eakins took a second course in anatomy at Jefferson Medical College. He attended surgical lectures and clinics presided over by Professor Samuel D. Gross. Eakins painted â€Å"The Gross Clinic,† to show the emotion involved in medical procedures. It appears as if the doctors performing the surgery have emotionally removed themselves from the situation at hand. By removing themselves from the emotional aspects of the surgery, the doctors can complete the task much easier than they would have been able to do if they had become emotionally attached to the patient. Had the doctors been emotionally involved in the surgery, they would have become more prone to making errors while operating on the patient because they would be thinking more of their feelings than they would about the surgery in progress. Although emotions are great and necessary things, sometimes trying to remove them is for the best. Another thing noticed by the viewer is the veiled woman crying next to the doctor. She is very involved in this operation by letting her emotions freely show themselves. This woman could be the mother or siblings of the patient, and while she knows that the surgery was necessary to save or improve the life of her beloved, it is difficult to watch. By putting emotions out into the open, as the woman has done, makes them easier to deal with. Keeping feelings bottled up inside can cause breakdowns and emotional instability. This adds another layer of complexity to the surgery. Performing the task would require enough of the doctor's skill, but mix emotion into the equation, and the work, mentally as well as physically, is doubled. In the painting, Gross appears to be feeling a various assortment of emotions. He has paused his surgery and lecture, to deeply think about something. While he must keep his feelings in check, he also needs to by sincere for the sake of the patient’s mother and the students in the surgical amphitheatre. The head of the doctor is placed against a dark background, making it stand out. This creates a dividing layer of emotions. This â€Å"emotion layer† divides the onlookers, who have no real intentions other than to observe the lecture, from the actual participants involved in the surgery. The people in the foreground, whether fighting to get rid of them or choosing to let them to flow out, are dealing with some sort of feelings.

Premature Specialization in Medicine

A medical doctor in today†s world is educated and trained in a traditional manner that seeks to insure the well being of his or her patients. Practicing medicine requires a strong science background and rigorous training; it is in the interest of clients and medical boards across the world to assure this. Thus, education in the science field is extremely important, even at the undergraduate level. Being a doctor is not just a job, nor is it solely a career. The medical profession is saturated with risk, for both the patient as well as the doctor. Doctors need early specialization in their education in order to acquire the skills necessary to handle delicate situations that occur on a daily basis. Malpractice must come to an end. The education that a doctor receives is a tool that he or she will use his or her whole life, (unlike a person who majored in something contrary to what their field of work is). A doctor†s experience is a vital instrument. Medical skill is a demand for certain practicing procedures and should be taken seriously. Knowing the legal system requires a doctor to have a good amount of experience can ease the concerns of family and loved ones, and also gives confidence to a doctor that he or she can do his or her work correctly. In order for doctors to get the best experience and education needed, training must take place early on in education. An abundance of science courses in college is a good start to prepare for medical school. Even though medical schools might cover the material that is offered in undergraduate biology and chemistry courses, repeat exposure to the material can only be beneficial to the student. The more experience that a student has in science and related subjects ultimately helps the future doctor in the long run. To ensure the level of maturity of a doctor, it is necessary to educate them on a broad level. According to Thomas, English, History, the literature of at least two foreign languages, and philosophy should come near the top of the list, just below Classics, as basic requirements, and applicants for medical school should be told that their grades in these courses will more than anything. (Thomas 115) Educating premed students in these courses is important, but science is the most significant part in an undergraduate program. It requires thought and practice as well as research, which are all fundamental keys to being a doctor. If a MD were certified with the least amount of experience allowed in the science field as possible, malpractice could be expected. On the other hand knowing two foreign languages is not vital to ones life. In fact, if a patient speaks another language translators can be brought in to fit certain needs. Doctors that focus on science and health are achieving what the profession requires. Understanding science to its full capacity ought to be the goal for premeds and medical students. To ensure the well fare of a patient, over achievement of science courses is necessary. Looking at the medical educational setup that is present in today†s Universities, premed students work hard at science and put forth the effort to make these classes their number one priority. According to Thomas, † If there are any courses in the humanities that can be taken without risk to class standing they will line up for these, but they will not get in to anything tough except for science.† (Thomas 114) Comprehending science can be hard and exhilarating, students should space out these courses while maintaining a level of understanding of other fields, but it is serious to make focus on science. Any student in the undergraduate level maintaining a good grade point average while taking 300, and 400 level science classes is bound for success. The risk factor for a doctor practicing medicine that has thoroughly been educated and has completed all necessary science classes, whether it be premature specialization or courses in medical school, will ultimately be a safe doctor and will create a more secure atmosphere in the field.

Warrantless Wiretapping

Dave Gorman November 20, 2008 Writing About World Affairs Word Count: 708 Warrantless Wiretapping Since the September 11, 2001 attacks on the United States, many of the counterterrorism measures taken by President George W. Bush and his administration have been questioned concerning their legality, morality and practicality. Chief among the issues being debated is that of warrantless wiretapping and data mining inside of the United States. This unprecedented use of executive power has been directed by the National Security Agency since 2001. Bush administration officials argue that the civil liberties concerns are unfounded. They also state the NSA program does not target Americans. â€Å"Nothing could be further from the truth,† wrote John Yoo, a former official in the Justice Department’s Office of Legal Counsel. Several official also assert that the program had helped expose a plot byIyman Faris, an Ohio truck driver and naturalized citizen who pleaded guilty in 2003 to supporting al Qaeda by planning to demolish the Brooklyn Bridge with blowtorches. Another plot involving fertilizer bomb attacks on British train station was revealed and thwarted in part due to the NSA’s program, officials said (Bush Lets U. S. Spy†¦). Many law scholars, judges, activists, and intelligence experts have pronounced that the counterterrorism actions taken by the Bush administration, namely warrantless wiretapping have been unlawful, impractical, and immoral. While the administration contends that the measures it has taken since September 11 have made the United States safer, those same opponents would vie that it has not, while still violating civil liberties and Constitutional law.

Nuclear-powered submarines

The war which the world feared upon never happened, the Cold War. United States of America and the Soviets are preparing for this battle as who among these super powers will really dominate the world. As a means of preparation they are to dominate the seas, especially the under sea navigational fleet, the Submarines.American leaders as a means of preparing for battle put their trust and confidence in their submarine force. Empowered by their own power plants these nuclear submarines are to dominate the seas with unbelievable sophistication and with weapons of incredible destructive power.The idea of submarine came from the Germans who were the ones who pioneered in the creation of the vessel during World War II (Weir, 1998). The US Navy has envisioned that submarines of the future would go deeper and move much faster. Thus as the years passed, the nuclear submarine was created.Under the US military force, the main mission of the first known SSBNs or â€Å"Ship Submersible Ballistic Nuclear† was for the prevention of war to happen. They are to be deployed to strategic sites for them to guard and thus to prevent war   (Weir, 1998). Because of their relentless power, as the nuclear is used to propel them, they have the capability to submerge and circumnavigate the world with fewer expenses. They can submerge for number of days to avoid detection and can easily guard strategic sites as their main mission. They are considered as the guardians of a possible nuclear war.According to David Munns in his book, the greatest advantage so that submarines, armed with ballistic missiles, can release its relentless power is that they have to be close to the shore. This idea was the main basis for the development of the undersea military force of both United States and the Soviet Union. Throughout the 45-year Cold War both countries developed submarines, especially nuclear powered, to gain intelligence or for espionage, due to its stealth power, and to attack and destr oy any possible enemy surface ships. Its powerful ballistic missiles have the ability to attack ground or land based targets. Both countries develop such powerful undersea fleet and were considered as the most potent nuclear threat for both of them. (Munns, 2004)The main idea was that to counter this powerful surface warships and nuclear propelled missile cruisers and aircraft carries they have to develop more powerful underground fleet (Munns, 2004). With the development of the nuclear power, the first ship that was ever built by the Americans that went to sea is the USS Nautilus. It went to sea on January of 1955. It is propelled by pressurized-water nuclear reactor plant. This firs submarine built by the Americans sets the new standard for submarines (Huchtausen, 2002).The Russians on the other hand, built their first submarine which went to sea on a much later date. The K-3 or also known as Leninsky Komosol, it is a part of the November class of attack submarines only went to se a only on 1958. This submarine was the first Soviet sub who have reached the North pole, only in 1962, which the United States first sub USS Nautilus have already done four years earlier. The November class submrines however had serious problems one example was the accident happened in 1968 of its K-27 due to a radioactive gas lead which killed 9 people (Huchthausen, 2002).The next Class of submarines that was built by the Americans was the Skipjack Class Submarines. Built in 1959, this attack submarine was the first to combine nuclear power which has extraordinary speed. This is more hydronamic which has a new teardrop hull design. All other US submarines that was created was based on this design. The known accident that happened for this class of submarine was on May 21, 1968 when the USS Skipjack Scorpion was lost in the sea and was nowhere to be found even due to extensive military search. All the 99 people aboard the submarine also lost their lives (Compton-Hall, 1999).The Sovi et built the Hotel-class submarines on 1960. This is the first Soviet Nuclear subs which carries with it ballistic missiles. The design of the November Class is much similar to that of the November class, but with much larger compartment to accommodate the ballistic missiles (Compton-Hall, 1999). On the same year the Skipjack Class was created, the US Military built the USS George Washington Class. Built and deployed on 1959, this submarine was the first Nuclear Ballistic missile submarine which was created. The main idea for this ballistic missile submarines was that it would attack land-based targets with its nuclear weapons. They are to be deployed near shore targets so that their long range missiles can easily hit their targets.The Soviets then build the Victor Class submarines in 1967. Their design was to attack enemy submarines and to protect surface ships of the Soviets. The new teardrop hull enabled the Victor Class to attain higher speed. The Soviets however abandoned the c onstruction of the second Victor submarine design after learning through spy information that the NATO forces could easily track them (Compton-Hall, 1999). Due to this, the Soviets created the Victor III submarine.The Americans on 1961 built the Thresher Class attack submarines. This submarine is much stronger, much faster, and can dive much deeper. It is also designed to be quieter than the Skipjack Class, the materials used in this class have more streaming improvements. The name was however changed from Thresher Class to Permit Class when the submarine Thresher sank in New England in 1963 killing all 129 crew (Huchtausen, 2002).In 1967, the Soviets created the Yankee Class submarines. This is the first Submarine that has the same firepower as that of the US submarines. This is much quieter than the Hotel Class due to a new hull shape, a new propeller design, and exterior sound-deadening coatings which is much harder to track. Several modifications were also made on this class, wi th its big design it was enabled to carry miniature submarines.On 1976, the Americans built and deployed the Los Angeles class. This class had 62 vessels built and is considered as the world’s largest nuclear-propelled submarine. This class was designed to primarily protect carriers and other enemy submarine. The purpose of this submarine was the same as that of the Soviet’s Victor Class. This submarine however was much more powerful than the Victor class because of its capability to do other special missions such as deployment of Special Forces on the ground and attacking larger targets. The Los Angeles class was also improved for better ice operations on the North and South Pole (Compton-Hall, 1999).The next class built by the Soviet and one of the last Class is the Typhoon class submarine. During its time, in 1981, it was considered as the world’s largest attack submarine. This improved design which is much quieter compared to its size. This submarine is also more maneuverable even if it is huge. The design of this submarine is much more complicated due to the existence of two pressure hulls which is parallel with each other and a third hull which is on top of them. This design increases its width and had simplified internal arrangements. Being part of a cooperative arms reduction program of the former Soviet states, six of the Typhoon class was dismantled in 2003 (Compton-Hall, 1999).The Ohio-class submarine is the last among the long line of designs of the ballistic-missile submarine fleet of US.   It replaced the old 1960s version and was larger and more capable than its precedents.   These subs can carry more and longer-range weapons, operate more quietly, and dive deeper (Compton-Hall, 1999).   Russia, on the other hand, designed the contemporary of Ohio, the Oscar submarines.   These are Russia’s largest and most advanced and are still active submarines.   Designed to attack U.S. aircraft carrier battle groups, it carries three times as many antiship cruise missiles than its predecessors (Compton-Hall, 1999).Norman Polmar and K.J. Moore, were two naval officials under the US Armed Forces who were interviewed by Munns in his book. They said that â€Å"the United States and the Soviet Union put to sea a combined total of 936 submarines, of which 401 were nuclear propelled,† during the whole Cold war from 1945-1991 (Munns, 2004). The Soviet Union was the one who is aggressive in the development of submarines. This development still continues until after the 1970’s where research and effort to make the vessels more powerful were developed.From the mid-1940s until early 1990s, Cold War was a period of conflict and competition between two superpowers, the United States and the Soviet Union.   It was also a period of great technological advancements in the military with no less than the development of nuclear submarines.   Faster, quieter and deadlier weapons were developed. It wa s also this same period which placed the entire world on edge. And knowing the potentials of these weapons, the war that never happened also brought unparalleled relief to mankind.WORKS CITED:Compton-Hall, Richard. The Submarine Pioneers. Sutton Publishing, 1999.Huchthausen, Peter. K-19: The Widowmaker—The Secret Story of the Soviet Nuclear Submarine. National Geographic Books, 2002.Munns, David W. Sea Power. May 2004. Retrieved at http://findarticles.com/?noadc=1Polmar, Norman and Moore,K.J. COLD WAR SUBMARINES: The Design and Construction of U.S. and Soviet Submarines.   Dulles, Va.: Brassey's, March 2004. 336 pp.Weir, Gary E. Deep Ocean, Cold War. Washington: Brassey’s, 1998.Evolution of Subs: U.S. and Soviet Submarine Milestones of the Cold War. National Geographic. ; http://www.nationalgeographic.com/k19/evolution_main.html;;http://www.navy.mil/navydata/cno/n87/usw/issue_7/deepocean.htm;

American Express Essay

Bonnie Wittenburg, the plaintiff in this case filed an age discrimination lawsuit against American Express Financial Advisors, Inc. ’s (AEFA). AEFA filed a motion for summary judgment, the district court granted and the United States Court of Appeals, Eighth Circuit affirmed. Wittenburg started working at AEFA Equity Investment Department (EID) in November 1998 at the age of 46 (Walsh, 2011). According to the portfolio managers, Wittenburg provided outstanding service and displayed excellent investment skills and in 2000, she was name Analyst of the Year (Walsh, 2011). In 2001, AEFA hired a new Chief Investment Officer (CIO) and 2002 the CIO initiated a redesign of EID. The project would take approximately two years; add an additional three portfolio managers, a new satellite office and the merger or movement of certain funds to AEFA’s satellite office (Walsh, 2011). During a discussion regarding new hires, the CIO stated he was not averse to hiring younger managers or analysts to grow with the company (Walsh, 2011). The new design plan would include a reduction in force (RIF) which according to the CIO was necessary. The first RIF terminated Al Henderson, age 62. Henderson made a comment that Dan Rivera told him that AEFA fired him because the company wanted to retain the younger employees (Walsh, 2011). The second RIF eliminated three analyst positions but primarily focused on portfolio managers. During the second RIF, a team of managers reviewed about 25 people in the department giving each a rating of keep, maybe keep, maybe, maybe drop or drop (Walsh, 2011). They used the ratings to educate leaders about the individuals in the department and in late 2002 held a meeting to discuss employee ratings. Wittenburg received a low rating because of poor performance and negative input provided by portfolio managers but continued in her current position during the second RIF. Wittenburg along with two other analysts were terminated when the third RIF occurred; Wittenburg was 51 and the other two were 41 and 36. Wittenburg applied for a portfolio manager, she did not get the position and sued AEFA claiming Age Discrimination in Employment Act (ADEA) (Walsh, 2011). Wittenburg’s defense would rely on statements from co-workers such as â€Å"those that were younger† â€Å"not averse to hiring younger portfolio managers† and notes that indicated the analyst department would maybe add a junior person. In making a decision, the court will consider if the statements were made by decision makers or by someone who may influence the decision to terminate the plaintiff, the gap between statements and the date of termination, and if the statement itself was discriminatory or merely an opinion. The CIO’s comment regarding the company’s willingness to hire younger workers was a general comment. The statement was not discriminatory nor did it establish that age was the basis for Wittenburg’s termination over a year ago. The reference to adding a junior person did not show discriminatory intent and Wittenburg did not prove the employee equated junior person to a younger person or how such a notation related to her termination. Wittenburg admitted that Rivera was not a decision maker in the 2003 RIF and his statement made to Henderson did not relate to her termination. The court decided that these comments did not establish a pretext based on AEFA’s nondiscriminatory purpose given for her termination. A total of 31 analyst were affected by the 2002 and 2003 RIF, 17 of the analyst were 40 years old or older and of the 17, six were terminated, four resigned and seven retained their jobs (Walsh, 2011). In addition, there were four terminated, two resigned, two transferred and six retained their positions of the 14 analysts who were not in the protected class (Walsh, 2011). There were two members, ages 41 and 46, of the protected class who ranked first and second during the 2002 analyst ratings and the two analyst terminated in 2003 were both younger than Wittenburg, one was 41 and the other 36 (Walsh, 2011). Another analyst in the protected class whose age was the same as Wittenburg survived the 2003 RIF. Wittenburg’s accusation that scores were manipulated to retain younger employees during the 2002 RIF by ranking them in the â€Å"keep† category even though their scores were low was actually a moot point as she survived the 2002 RIF even though her score was low putting her in the maybe keep category. AEFA stated they needed only one Technology Sector analyst and then redistributed the workload amongst other employees, Wittenburg argues that pretext was shown however, as stated by the court, â€Å"employers often distribute a discharged employee’s duties to other employees performing related work for legitimate reasons† (Walsh, 2011). As far as the two vacancies, those were among the 10 analysts who had survived the RIF, they were not new positions (Walsh, 2011). The decision to downsize and redesign the Equity Investment Department was for the betterment of the company. Wittenburg’s argument that AEFA only relied on her 2002 performance review in making their decision to terminate does not help her case. The court noted there is nothing discriminatory in an employer choosing to rely on recent performance data in deciding which employees to RIF (Walsh, 2011). American Express had not been doing very well and the CIO explained analyst’s performance evaluations on an annual basis are important because consumers look at one-year performance and make decisions (Walsh, 2011).

Ethnic Difference in Quality of Life in Adolescent Essay

Ethnic Difference in Quality of Life in Adolescent - Essay Example It is the assessment of physical, mental and social well-being and for informed healthcare decision making (Wee, 2007). Singapore is a multi-ethnic city-state, with a resident population of 3.26 million persons in 2000 of which 76.8% are Chinese, 13.9% Malays and 7.9% Indians (Leow, 2001). Singapore is wholly urban, and has undergone rapid economic and demographic transitions over the last 40 years, from a poor country with a high fertility rate, to a rich one with one of the lowest fertility rates in Asia and a rapidly aging population. This paper describes self-rated health in Singapore, and examines the socio-economic factors and health behaviors associated with poor health ratings. It concludes by discussing the public health implications of the findings. In this article, focus is on transitions during adolescent where individuals are more of experimental nature and want to try new stuffs which encompass risk and addiction behaviors such as consumption of tobacco, alcohol use along with various conditions of violence, accidental injury and suicide. The article is based on the questionnaire which focuses on health-related quality of life in adolescents. The QOL is same what so ever cultural values are present. There are various factors governing the influence of ethnicity on health and health related quality of life, this encompass biological, demographic, psycho-social, behavioral and environmental factors. The article emphasizes that to observe ethnic differences, cultural differences would be excluded and socio-economic and health status is considered. The article has taken cross- national differences in adolescent QOL. Method Random selection of 1397 early and mid-adolescents of the age group 10- 15 years was made in two stages from 40 schools. The first stage encompassed random selection of schools out of 341 schools (primary, government, primary government aided, secondary government, secondary government aided, secondary school independent and full primary and secondary schools). The study made in the article is base on the questionnaire from Japanese researcher but a few (39) questions were eliminated with a thought that they were beyond the understanding of the participants. These were related with sexual subjects, work, mobility and personal beliefs. This is controversial with the assumptions that authors have made about the adolescents in introduction part stating that children over 9-10 years age are able to report on subjective concepts such as behavior or self-esteem (Landgraf, 1996, Stone, 1990). The article has incorporated some additional questions based on school life and peer relationships. The QOLQA then comprised of 70 items and pre-tested on 77 subjects. The questionnaire was translated in the Chinese which was not required as the ethnic differences were observed in Singapore where the primary language of instruction is English. This was not required, moreover 70 items in the questionnaire was divided into five domains, physical (8 items) encompassing pain, discomfort, energy and fatigue, sleep and rest; psychological (33 items) encompassing positive feelings, self esteem, body image and appearance, negative feelings; independence (6 items): activities of daily living,