You Can Take the Slave Out Essays - Discrimination, Racism, Hatred

You Can Take the Slave Out Essays - Discrimination, Racism, Hatred You Can Take the Slave Out Of Slavery but You Cant Take Slavery Out of the Slave There is a famous quote that I always hear people say, and it states, You can change the player, but the game remains the same (Unkown). This quote is commonly used by females to explain, even though males may come in different colors, shapes, forms, and sizes, they have the same intensions. In my own opinion, that same quote can apply to racial inequality, mainly known as racism. The reason I applied this quote to racism is, no matter how equal the media and other sources say America is, it is not. No matter how many black friends a white person has there are still white people who dislike blacks, and vice versa. Lastly, everyday a child and or children somewhere in America is being taught strong hatred for people not of their race, and the cycle continues. Even though racism is not as prominent and as blunt as it once was, it will never end. Society has come a long ways in terms of racial equality, racism, and prejudice; society for the most part has come together as one and overlook the color of one anothers skin. It is rare to see someone refused service because he or she is a certain color, and there are plenty other of examples. However, even though the majority of the country is together as one, there is still that small fraction of whites who hate black and vice versa, Hispanics who hate Asians and vice versa. That small is what hinders the full equality, the peace, the togetherness, and the love of all races. No matter how society tries to hide the fact racism is still in existence and is still affecting lives through mass media, it still lurks around the United States. For that small fraction of people who continue acts of racism it is not their fault, nurture plays a major role. No one is born racist, no is born hating blacks, no one is born hating whites, no one is born hating Hispanics, and no one is born hati ng Asians. This is all something that is taught with in the home, which in turn effects the United States ever ridding itself of racism and racial inequality. The person I am today is not because I was born this way, young man I am today is because of the guidance, and the constant teaching learning and teaching from my mother, father, grandmother, and life experiences. For the most part, I did not choose to be the way I am, I was taught to be this way. The same way I was taught to be who I am is the same way racist become racist, they were taught and bred that way, not born. The way each of us are as individuals is a for the most part a clear reflection of our parents and our environment. Those who are racists today will teach their kids how to be racist as well, and those kids will teach their kids, and it will continue throughout that generation. With that being said, as long as racists continue to preach and teach racist behavior racism will never come to an end When I see someone, yes, I see that person for what skin color; however I do not treat him or her a certain way because of it. I treat that person the way anyone would want to be treated, with respect. I believe we should judge and treat people according to the content of their character and not the color of their skin (Martin Luther King, Jr.). Racism has destroyed this land and will continue to destroy the land. This is not a problem that can be fix, it will continue until the world ends, especially because of the constant teachings of racism and acts of racism being done to one another. Will racism ever come to an end, no I do not think so, but I pray that it does

Alexander Fleming Discovers Penicillin

Alexander Fleming Discovers Penicillin In 1928, bacteriologist Alexander Fleming made a chance discovery from an already discarded, contaminated Petri dish. The mold that had contaminated the experiment turned out to contain a powerful antibiotic, penicillin. However, though Fleming was credited with the discovery, it was over a decade before someone else turned penicillin into the miracle drug that has helped save millions of lives. Dirty Petri Dishes On a September morning in 1928, Alexander Fleming sat at his workbench at St. Marys Hospital after having just returned from a vacation at the Dhoon (his country house) with his family. Before he had left on vacation, Fleming had piled a number of his Petri dishes to the side of the bench so that Stuart R. Craddock could use his workbench while he was away. Back from vacation, Fleming was sorting through the long unattended stacks to determine which ones could be salvaged. Many of the dishes had been contaminated. Fleming placed each of these in an ever-growing pile in a tray of Lysol. Looking for a Wonder Drug Much of Flemings work focused on the search for a wonder drug. Though the concept of bacteria had been around since Antonie van Leeuwenhoek first described it in 1683, it wasnt until the late nineteenth century that Louis Pasteur confirmed that bacteria caused diseases. However, though they had this knowledge, no one had yet been able to find a chemical that would kill harmful bacteria but also not harm the human body. In 1922, Fleming made an important discovery, lysozyme. While working with some bacteria, Flemings nose leaked, dropping some mucus onto the dish. The bacteria disappeared. Fleming had discovered a natural substance found in tears and nasal mucus that helps the body fight germs. Fleming now realized the possibility of finding a substance that could kill bacteria but not adversely affect the human body. Finding the Mold In 1928, while sorting through his pile of dishes, Flemings former lab assistant, D. Merlin Pryce stopped by to visit with Fleming. Fleming took this opportunity to gripe about the amount of extra work he had to do since Pryce had transferred from his lab. To demonstrate, Fleming rummaged through the large pile of plates he had placed in the Lysol tray and pulled out several that had remained safely above the Lysol. Had there not been so many, each would have been submerged in Lysol, killing the bacteria to make the plates safe to clean and then reuse. While picking up one particular dish to show Pryce, Fleming noticed something strange about it. While he had been away, a mold had grown on the dish. That in itself was not strange. However, this particular mold seemed to have killed the Staphylococcus aureus that had been growing in the dish. Fleming realized that this mold had potential. What Was That Mold? Fleming spent several weeks growing more mold and trying to determine the particular substance in the mold that killed the bacteria. After discussing the mold with mycologist (mold expert) C. J. La Touche who had his office below Flemings, they determined the mold to be a Penicillium mold. Fleming then called the active antibacterial agent in the mold, penicillin. But where did the mold come from? Most likely, the mold came from La Touches room downstairs. La Touche had been collecting a large sampling of molds for John Freeman, who was researching asthma, and it is likely that some floated up to Flemings lab. Fleming continued to run numerous experiments to determine the effect of the mold on other harmful bacteria. Surprisingly, the mold killed a large number of them. Fleming then ran further tests and found the mold to be non-toxic. Could this be the wonder drug? To Fleming, it was not. Though he saw its potential, Fleming was not a chemist and thus was unable to isolate the active antibacterial element, penicillin, and could not keep the element active long enough to be used in humans. In 1929, Fleming wrote a paper on his findings, which did not garner any scientific interest. 12 Years Later In 1940, the second year of World War II, two scientists at Oxford University were researching promising projects in bacteriology that could possibly be enhanced or continued with chemistry. Australian Howard Florey and German refugee Ernst Chain began working with penicillin. Using new chemical techniques, they were able to produce a brown powder that kept its antibacterial power for longer than a few days. They experimented with the powder and found it to be safe. Needing the new drug immediately for the war front, mass production started quickly. The availability of penicillin during World War II saved many lives that otherwise would have been lost due to bacterial infections in even minor wounds. Penicillin also treated diphtheria, gangrene, pneumonia, syphilis, and tuberculosis. Recognition Though Fleming discovered penicillin, it took Florey and Chain to make it a usable product. Though both Fleming and Florey were knighted in 1944 and all three of them (Fleming, Florey, and Chain) were awarded the 1945 Nobel Prize in Physiology or Medicine, Fleming is still credited for discovering penicillin.

Spitfghter mark 1 airplane Essay Example | Topics and Well Written Essays - 500 words

Spitfghter mark 1 airplane - Essay Example It continued in these roles until the mid-1950, when production stopped. Until today, the Spitfire continuous to be a favourite aircraft with 53 being airworthy and many more being used as displays in air museums and schools (Zandvoort 1957). The Spitfires design started in 1931 when Mitchell wanted to meet the Air ministry’s new specifications for a modern craft that was capable of 250 mph. The design did not get off to a good start, the first one named Super-marine type 224, had a Rolls-Royce steam-cooled Griffon engine. Accordingly, the engine could only reach a top speed of 230 mph and had bulky gull wings with an open-cockpit. Mitchell and his team were disappointed but not discouraged; they immediately started on their next model designated Type 300. The aircraft went through several modifications, including smaller, thinner and elliptical shaped wings, an enclosed and blister-shaped cockpit, and oxygen-breathing apparatus and a more powerful Rolls-Royce PV-XII V-12 engine. The Air ministry adopted this model and its construction started. The model went into production, as the aircraft was in use over the years the design continuously improved beginning with the Mark I to Mark XIV, until the Spitfire went ou t of production (Axelrod & Kingston 2007). The plane used a semi-elliptical wing, which helped to reduce drag, house a retractable undercarriage while at the same time carried armament and ammunition. The ellipse-shaped and skewed wings ensured that the centre of the pressure aligned with the main spur and which prevented the wings fro twisting. As the aircraft performance Improve and it gained more power, the aileron reversal increased. It meant that there was a need for the design of new wings. The new models helped solve this problem by increasing their stiffness by 47% and the aileron reversals speed improved by the use of geared trim tabs and piano

Eco-Centric Valuation of Nature Essay Example | Topics and Well Written Essays - 750 words

Eco-Centric Valuation of Nature - Essay Example The source document of the definition of sustainable development is the Brundtland Report, which is a resource released by the United Nations World Commission on Environment and Development. Also known as â€Å"Our Common Future†, this report was published in 1987 in order to provide environmental agencies and national governments with information on how to achieve an environmental condition that continuously supports itself (Mebratu, 1998). This report poses a number of potential conflicts, based on the principles that are governs. Firstly, the term sustainable development is largely anthropocentric, which thus focuses on the needs of the population and less on the ecosystem or natural condition. It may be possible that the requirements of the ecosystem may not be fully addressed, including that of the carrying capacity of a habitat in supporting a defined population size. Sustainable development is also focused on maximizing the potential of production of a particular produc t and thus despite the efforts of avoiding any serious perturbations to the ecosystem (Bestor, 2001). It is thus still possible that the optimal conditions for growth and maturation of an ecosystem could be hindered and ultimately not achieved by the principles supported by this concept (Farrell and Hart, 1998). Sustainable living pertains to a lifestyle that campaigns for the activities that would maintain the natural resources and the environment (Norton, 2005). One of the most visible activities associated with sustainable living is the reduction of fossil fuels and other air pollutants to the environment.

Life Frankenstein Essay Example for Free

Life Frankenstein Essay Mary Shelley wrote Frankenstein in 1818. Frankenstein was a gothic novel and the book was based on Mary Shellys life as she had a lot of death in her life as her mother died giving birth to her she and she lost her only baby. Mary Shelly want to bring her back as that is what Frankenstein did when his mother die giving birth to his brother. There was a lot of increase of science at time which drove Frankenstein to make the monster. Chapter 5 is the most important chapter as it is when he brings the monster to life but when the monster comes to life Frankenstein would not take responsibility and would not go back to his house I did not dare return to the apartment which I inhabited. It shows that man should not play god if they are not willing to take responsibility for their action which Frankenstein didnt do. He runs out of his house seemingly to detain me, but I escaped, and rushed down stairs. Just because he didnt want to take responsibility for the  Monster. This chapter shows that he is a coward as he made the monster but when he saw it he was scary to him even though he was the one who made it. It also show he is very selfish as he doesnt think of the monster he only thinks of him self and what would happen if one of his friends sees it I dreaded to behold this monster but I feared still more that Henry should see it this show that he thinks more about him self then he does about the monster as he dont want Henry to see it as it would damage his reputation. Shelley used the language to create atmosphere like at the start it is depressing as Frankenstein realises that making the monster was morally wrong it was on a dreary night of November that I behold the accomplishment but at the end it becomes a scared atmosphere as he doesnt want to think of the monster could he allude to an object on whom I dared not even think. The time of day is night my candle was nearly burnt out.  The chapter talks about appearance and reality I behold the wretch the miserable monster whom I had created he called the monster a wretch which means he doesnt see him as a human and he thinks of him as a thing that he can just throw away when he feels like it and make something else just because he look different to every one else when really Frankenstein is the monster. The chapter also talks about isolation and loneliness as  During all that time Henry was my only nurse when he isolated him self he when insane as he wanted to finish his work and not to rest, but he doesnt ask his friends for help.  The chapter shows man should not play god as it is too much responsibility for them to take. Dreams that had been my food and pleasant rest for so long a space were now became a hell to me this show that mortals react to they emotions. Humans emotions change very quickly and this shows that they should not play god if they are not willing to play it out to the end and that no human can control they emotions. Studying this chapter has showed that man should not push science too far as it can cause very dangerous things that can hurt people but if we are going to play god which means we should not be allowed to change our emotions and take responsibility for what they have made or done. It also shows that just because you love someone you are aloud to give them a new life as this is going against god.

The History and Future of the Olympics Essay -- Exploratory Essays Res

The History and Future of the Olympics It is the year 2004, and everyone who is anyone in the world of athletics is headed to Athens, Greece. To some people Athens is just an ancient city where the myths of Hercules and Zeus were originated, but this year, it's not just an ancient city, it's a reunion of where sports began. Even thought they won't be played in the nude it will still be considered a reunion. That's right; the Olympics are headed back to their hometown of Athens, or at least it's close enough. However, looking back on the years, both modern and ancient, there has been quite a change in our Olympic events. The ancient Olympic event was all about glory, athleticism and total representation of one's own country. It seems to me that the Olympics have lost some of its touch when it comes to athleticism (cryptoworld.com). In addition, whatever happened to the idea of Amateur Athleticism? There was even a federation called International Amateur Athletics Federation formed, and it was stated that in order to participate in the Olympics, one must not be paid. Now, in modern terms, all they must do is take a break from being paid in their professional season to participate. The motto of the ancient Olympics is "Citius, Altius, Fortius", which in terms that we understand, "Faster, Higher, Stronger". Where are these three words are interpreted in table tennis, archery, equestrian, race walking, curling, synchronized swimming, synchronized diving (Contoni). These "games" just are not exciting and have nothing to do with the motto "Citius, Altius, Fortius". So, what does make an Olympic sport a spo rt? The answer is a majority of vote or enough complaints about discrimination against a sport that the International Olympi... ...cs." Physics Web. September 2000. http://physicsweb.org/article/world/13/9/8. Kahn, Jonathon. "Why Too Many Olympic Sports Are Neither." July 12, 2000. March 26, 2004. slate.msn.com/id/86069. Mallette, V. "Technology and the Olympics." Sport Information. http://www.ausport.gov.au/info/factsheets/tech.html. Michaelis, Vicki and Yu, Vincent. "IOC panel wants to drop basesball, add golf." USA Today. April 7,2004 http://www.usatoday.com/sports/olympics/2002-08-28-golf_x.htm People's Daily Online. People Daily. Monday, October 20, 2003. March 26, 2004. http://english.peopledaily.com.cn/200310/20/eng20031020_126437.shtml. Technology and the Olympics. "Sport Information." 1996. March 15, 2004. http://www.ausport.gov.au/info/factsheets/tech.html "The Olympic Games." Winged Sandals. March 15, 2004. <http://www.abc.net.au/arts/wingedsandals/history2.htm>

What I Learned from My Stock Market Simulation Experience

What I Learned From My Stock Market Simulation Experience The stock market simulation has been a wonderful experience for me as a student in economics and as a person in today’s society. Knowledge gained in this project will give me the advantage to wisely choose the correct stock when I start investing my own money into the stock market. Different aspects of the simulation provided innovative and diverse ideas to propel me familiarity further into the grand realm of economics.When first assigned with the project I struggled a little on how best to allocate my funds into the best companies that would steady gain and gain through out the ten week period. Honestly I think I made a wise decision and used a financial advisor, Shibs, on which stocks seem to be rising in the troubled times we are in. With that aid I was able to deduce that WFC, JNJ, and XLF would produce the best results in the time given. Taking that step and using an outside source to assist in the determination o f stocks is a fine example of everyday situations.As always I found a way to express my individuality by seeing that eBay would give me an extra boost in standings with its ever climbing ascension. In looking for research I found out more on other companies that affected mine including my own; this gave me a broader view on where and how fast the market was going. Those articles also provided information on how the different companies I had invested in functioned; I learned that each company is more that meets the eye.Those clues provided insight in how fear and greed can sway the market back and forth resembling a see-saw never balancing but going good one minute to falling down the next. Besides that insight I learned a very valuable lesson in how one little paragraph in a article can make all hell break loose; it seems that when some hear just one little phrase they start running around like chickens with their heads cut off and making dumb mistakes left and right. Most of all, I learned that patience wins out and that the slow risers in the stock market will be out the day trades.In putting together this binder I also learned some things about investing and the mechanics of the stock market. One thing was that keeping order among all the essays, articles, graphs, and what not helped keep track of different trends in the various sectors that I had invested in. Also watching how my classmates invested and where they ended up in the rankings gave me the opportunity to see where different tactics succeeded or flopped around doing nothing. Finally, writing this essay gave me the chance to peel back the different layers of the stock market and how my investments truly benefitted.

Nietzsche and the Nazis Essay

The word â€Å"Nazi† has been recalled with feelings of regret, fear, horror and the threat of violent crimes throughout human history. However, nothing can conceal or change the reality of the period of Nazi Weltanschauung and its consequences for humanity and culture. It was a deep refreshment of German souls as the Aryan race and a collective movement of intellectuals, writers and social leaders in support of Christian and Protestant society against Jews. Nevertheless, the appealing eccentricity of the growing ideology among anti-Semite writers and thinkers very much attracted the attention of the Nazis. They examined the complex philosophical works of Nietzsche, Hegel, Fichte, Treitschke, and Huston Stewart Chamberlain, and ultimately concluded with the hard philosophy of Nazism, including racist, nationalistic, and anti-Semitic attitudes (Aschheim, 1992, p. 123). It was not very difficult for Nazis to find a way to utilize many intellectuals’ ideal systems, philosophies and literature as they proceeded in the way that led to the holocaust and racial genocide. For instance, Wagner hated Jews, thus, his operas contained myths, fighting, pagan gods, heroes and demons. As an artist, Wagner had bred the growing hunger of anti-Semitism with his art to a great extent. Besides Wagner, Huston Stewart Chamberlain, the British author who was the composer Richard Wagner’s son-in-law, deeply influenced Hitler with his fundamentally racist text â€Å"Foundations of the 19th Century,† and understanding this helps to explain why the Holocaust took place (Harms, 2001). Nonetheless, Hegel believed that the state was everything and war was a great purifier. Thus, the idea of restoring the ethical health of people was borrowed from Hegel’s philosophy by the Nazis. On the other hand, politicians like Georg von Schà ¯Ã‚ ¿Ã‚ ½nerer, a German nationalist and a strong anti-Semite, and Karl Lueger, the mayor of Vienna, supported Nazi Weltanschauung from the heart by their political policies and notions. However, unlike the other cultural icons Nazis utilized, the relationship between Nietzsche and the Nazis developed in an odd, but widely effective manner. Nietzsche’s influence as a philosopher and a writer was apparently limited to his closest friends and some intellectuals in Austria, France and Denmark (Canada, 1997). His books were not widely read or considered by publishers. However, after becoming insane by the end of the 1890s, his fame immediately spread around Europe and he became a figure of considerable importance in German history. Macintyre states in his book â€Å"The Forgotten Fatherland† (as cited in Canada, 1997) that Nietzsche’s name started to appear in popular German journals and newspapers as well as numerous books, which collectively promoted him as the â€Å"philosopher of the time, whose influence is stirring the entire cultural world.† This shift in the attitude toward Nietzsche and his work was a bit because of the ideological movement from rationalism and empiricism to romanticism during the end of the eighteenth century and the beginning of the nineteenth century, according to Hinton’s â€Å"Nietzsche in German Politics and Society† (as cited in Canada, 1997). Consequently, suffering the subjugation of Napoleon as well as witnessing the growing strength of the West, the German population, experiencing a sense of inferiority, attempted to assure itself of its innate superiority by glorifying its history and culture with no doubts, according to the point of view Kohn (as cited in Canada, 1997). At this point, Nietzsche’s mental â€Å"death† made him a prime target for this German myth-making project. Nietzsche and his philosophy’s affiliation with the Nazi movement occurred as a product of the need for raw material to build a new valid consciousness for humanity under the unity of a superior nation. Hitler and other Nazi leaders made use of Nietzschean philosophy wherever possible. In other words, Nietzsche’s philosophy was a â€Å"blueprint† for the Nazis’ war, and they took Nietzsche’s logic to drive the atheistic world view to its legitimate conclusion (Krueger, 2001). Nietzschean phrases and themes, such as â€Å"lords of the earth, the will to power, herd instinct,† were most often used in public speeches, and written expressions of Nazi leaders, furthermore, appeared even in Hitler’s book, â€Å"Mein Kampf,† many times. Nietzsche’s open-ended philosophy gave big opportunities to Nazis as a means of support for their war. For instance, in â€Å"The Will to Power,† Nietzsche exclaims (as cited in DeLong, 1959): â€Å"A daring and ruler race is building itself up†¦. The aim should be to prepare a transvaluation of values for a particularly strong kind of man, most highly gifted in intellect and will. This man and the elite around him will become the ‘lords of the earth.'† Ultimately, the idea of superior German nation, the idea of superior individuals – overmans, in other words – as members of that nation and the idea of exerting extreme power over others that were inferior and weak, emerged as the fundamental codes of Nazi culture, and keywords for their aim. Nietzsche played a key role in the development and preservation of the cultural and ideological foundations of the Nazis (Canada, 1997). In short, in terms of political culture, with his peculiarity; Nietzsche had a significant role in German history by having an important effect on the Nazi movement. As Crane Brinton states (cited in Geib, 2001), Nietzsche called for the superman; Mussolini and Hitler answered the call. Nazis and other anti-Semites perceived Jews as scapegoats in every situation, even for their own personal failings. They never forgave the Jews for possessing â€Å"spirit† and money, and named them as underprivileged (Canada, 1997). This notion was very similar to the one that Nietzsche used to describe his overman in â€Å"Thus Spoke Zarathustra† (1967): â€Å"For that man be delivered from revenge that is for me the bridge to the highest hope and a rainbow after long storms† (127). At this point, it is clear that, according to the point of view of the Nazis, Nietzsche’s open-ended philosophy was working for them and their goal, while making Nazis’ ideologies concrete and reliable. The Nietzschean overman was the model of the Aryan race, which was destined to conquer other lesser races in the global struggle for racial supremacy (Canada, 1997). Nietzschean â€Å"heroic idealism† embodied the virtues of hardness, masculinity, leadership, courage, power, struggle, and the various other characteristics promoted by the Nazis. By introducing the overman to humanity, Nietzsche advised people to challenge themselves, not to live passively. It was a good reason for anti-Semites to take action and responsibility in the way that led toward creating a higher against reproducing a lower. Having a great willingness to be powerful in order to take possession of the life and destiny of a superior race, Nazis needed the cooperating hand and inspiration of Nietzsche’s philosophy, and Nietzschean themes and phrases, such as â€Å"the will to power.† Because Nietzsche cried out for the survival of the strongest, thus, a strong world while building his philosophy and creating the overman, at the same time, he supplied Nazis with a strong argument that they later used to reinforce their ideological system and movement. As Nietzsche exclaimed for the masters and slave morality, anti-Semites perceived themselves as the master of the world, commanding the rest as humiliated slaves. They treated people other than anti-Semites as dangerous creatures or obstacles threatening the cultural and racial superiority of the Aryan state. By exerting force on them, Nazis kept themselves safe from the misfortune and curse of declining Jews. They stepped forward in every situation that gave them the chance to realize the Nietzschean slogan: â€Å"Whatever does not kill me makes me stronger.† Moreover, they preferred war and courage to charity, with the illumination of the Nietzschean phrase, â€Å"Ye shall love peace as a means to new wars† (as cited in DeLong, 1959). They fought for years, lived dangerously and tried to become â€Å"hard† in terms of the Nietzschean will to power. War against the lower to attain the higher was a kind of ritual for the purpose of the Nazi movement. Besides all the inner attractive forces of Nietzsche’s philosophy for the Nazis, Nietzsche’s Sister Elizabeth (who was a radical anti-Semite), had a vital influence in the affiliation of Nietzsche and the Nazis. She interpreted everything in Nietzsche’s philosophy as creating a perfect accord with Nazi ideologies and values. In other words, she served Nietzsche’s philosophy on the ideological plates of the Nazi leaders as the main food of their meal. After the death of Nietzsche, Elizabeth took over the control of Nietzschean ideas and themes, and immediately hurled them upon the Jews with ideal appropriations she could succeed in making legitimate. For instance, as Kaufmann states, Elizabeth published new editions that incorporated her own introductions, which were intended to explain those passages that seemed antagonistic to the pro-German image of Nietzsche she was attempting to create. In many instances, Elisabeth rearranged material and included new passages in her editions of her brother’s work (as cited in Canada, 2001). In short, Elizabeth reflected Nietzsche as a German patriot and a heroic warrior in the Nazi movement (Aschheim, 1992, p. 47-48). After all, Elizabeth Nietzsche became an important icon for the Nazis as both the sister and a wonderful follower of Nietzsche. Rosenberg’s elaborate funeral service for â€Å"Zarathustra’s sister† was the best example of Elizabeth Nietzsche’s importance. On the other hand, anti-Semitism was the mainstay of the Nazi movement, and the structure of the Nazi movement was shaped completely according to the spirit of anti-Semitism. The Nazis built their education and jurisprudence system upon the basis of the Nietzschean philosophy. â€Å"Heroic idealism† and â€Å"the will to power† were the basic themes of the Nazi education system, where they perceived Nietzsche as their teacher (Aschheim, 1992, p.234). In this way, the objective of education was fairly clear: Nazis wanted to manufacture efficient, clever, and brave soldiers and leaders of tomorrow’s Germany. Under the direction of Rosenberg, Hitler’s appointed supervisor of German educational activities, along with Bernhard Rust, the Reich Minister of Education, the Nazi educational system was inundated with Nietzschean literature. Parts from such works as â€Å"Thus Spoke Zarathustra,† â€Å"Beyond Good and Evil,† and â€Å"The Will to Power† were heavily integrated into the school system as required reading (Aschheim, 1992, p.245). Too much of Nietzschean strong, meaningful, encouraging phrases and slogans like â€Å"whatever does not kill me makes me stronger† or â€Å"I have a why of living and can put up with any how† were repeated continuously and drawn into the mainstream thought of Nazi youth. Besides the influence of Nietzschean doctrines in the education system, the jurisprudence and judgment system were inspired by Nietzsche’s philosophy, as well. Hans Frank, the Reich Commissioner for Justice, once commented, â€Å"Both personally and objectively, it is of importance to me that Nietzsche of all people has become the mentor of German jurisprudence† (as cited form Macintyre in Canada, 2001) As in the case of education, thoughts and writings of Nietzsche were altered and appropriated to the Nazi’s legal and judicial objectives. In terms of these, violent punishments of anti-Semites were understood as being advocated in the words of Nietzsche’s philosophy. For instance, having experienced life in the concentration camps of the Nazis, Dr. Victor Frankl asserted (as cited in Geib), â€Å"I am absolutely convinced that the gas chambers of Auschwitz, Treblinka and Maidanek were ultimately prepared not in some ministry or other in Berlin, but rather at the desks and in the lecture halls of nihilistic scientists and philosophers.† As it is clear in the preceding quotation, the educational system based on Nietzschean doctrines was inevitably one of the main points of argument for the reasons of genocide and other violent acts committed by Nazis. Without a question, Nietzsche was perceived by the Nazis as being the intellectual and spiritual pillar of their regime (Canada, 1997). Such a creative policy gave the Nazis an intellectual justification and respectability to their ideology, while being the source of legitimization to their actions as well. Perhaps the most telling explanation of Kohn (as cited in Canada, 1997) concerning the Nazis’ motivation for appropriating Nietzsche, was that the former were attempting to create a mythical continuity in German history that would serve as a means for legitimizing the Nazi Weltanschauung.. As a result, with the great desire of being the biggest power not only in Germany, but also in the rest of the world, the Nazis made use of everything that would serve their purposes. And building upon a philosophical basis of a very appropriable scheme of Nietzsche, Nazis managed to draw their political culture upon vital foundations of one of the turning points of German history.    Bibliography Aschheim, S. E. (1992). The Nietzsche Legacy in Germany, 1890-1990. Berkeley: University of California Press. Canada, G. (2001). Nietzsche and the Third Reich. In Nietzsche [online]. Available: http://student.vwc.edu/~phialpha/%5CGreg.html (December 8. 2001). DeLong, J. B. (1998). William L. Shirer’s Take On The Relationship Between Friedrich Nietzsche and The Nazis. In Nietzsche and Hitler [online]. Available: http://econ161.berkeley.edu/TCEH/Nietzsche.html (December 12, 2001) Geib, R. J. (2001) Frederick Nietzsche: Religion, Imagery and Politics [online]. Available: http://www.rjgeib.com/thoughts/nietzsche/nietzsche.html (December 1, 2001). Harms, W. (2001) Bernard Silberman. In University of Chicago Quantrell Award Winner Bernard Silberman [online]. Available: http://www-news.uchicago.edu/resources/quantrell/silberman.html (December 7, 2001). Krueger, D. (1997). A Review of Zacharias’s A Shattered Visage: The Real Face of Atheism. In That Colossal Wreck [online]. Available: http://www.infidels.org/library/modern/doug_krueger/colossal.html (December 12, 2001). Nietzsche, F. W. (1967). Thus Spoke Zarathustra. New York: Heritage Press.

Medieval Renaissance Monarchs of England

Medieval Renaissance Monarchs of England Because Alfred the Great unified most of the various English kingdoms under one rule, the English monarchy traditionally begins with him. However, the House of Wessex, from which Alfred hailed and which served as the nucleus of the future kingdom, is sometimes considered the first royal house, with Egbert of Wessex regarded as the first king of all England; so it is included here as well. The House of Wessex 802-839: Egbert839-855: Ethelwulf855-860: Ethelbald860-866: Ethelbert866-871: Ethelred The Anglo-Saxons   871-899: Alfred the Great899-925: Edward the Elder925-939: Athelstan939-946: Edmund946-955: Edred955-959: Eadwig959-975: Edgar the Peacable975-978: Edward the Martyr978-1016: Ethelred the Unready (interrupted by Danish conquest)1016: Edmund Ironside The Danes 1014: Swein Forkbeard1016-1035: Canute the Great1035-1040: Harold Harefoot1040-1042: Harthacanute The Anglo-Saxons, Restored 1042-1066: Edward the Confessor1066: Harold II (Godwinson) The Normans 1066-1087: William I (the Conqueror)1087-1100: William II (Rufus)1100-1135: Henry I1135-1154: Stephen The Angevins (Plantaganets) 1154-1189: Henry II1189-1199: Richard I1199-1216: John1216-1272: Henry III1272-1307: Edward I1307-1327: Edward II1327-1377: Edward III1377-1399: Richard II The Lancastrians 1399-1413: Henry IV1413-1422: Henry V1422-1461: Henry VI The Yorkists 1461-1483: Edward IV1483: Edward V (never crowned)1483-1485: Richard III The Tudors 1485-1509: Henry VII1509-1547: Henry VIII1547-1553: Edward VI1553: Lady Jane Grey (queen for nine days)1553-1558: Mary I1559-1603: Elizabeth I Please note: all the individuals above can also be found through the Whos Who in Medieval History index of Royalty and the geographical index for Britain. Chronological Index Geographical Index Index by Profession, Achievement, or Role in Society The text of this document is copyright  ©2015 Melissa Snell. You may download or print this document for personal or school use, as long as the URL below is included. Permission is   not  granted to reproduce this document on another website. For publication permission, please visit  Abouts Reprint Permissions page. The URL for this document is:http://historymedren.about.com/od/whoswho/fl/Medieval-Renaissance-Monarchs-of-England.htm

Studying in a Foreign Country

Studying in a Foreign Country Free Online Research Papers Studying in a foreign country is becoming more common. The advantages and benefits of such study outweigh the problems or difficulties. Do you agree? Actually, studying abroad is getting more familiar. Great deals of countries such as America, England, Australia and China have attracted a large number of students from all over the world. This essay will argue that the choice of such study is excellent. This is because students will usually stay in a pure English environment, they will get an eye-opening experience, they will receive more advanced educations and finally they will obtain better treatments by employers in their homeland after graduation. To begin with, the overseas students will be surrounded by a real environment of a foreign language. It can help them to improve their foreign language skills which are the first step of living abroad. â€Å"Julia Reinhardt Lupton (International Education of Students Freiburg 1983) attributes her current position as associate professor of English and comparative literature at the University of California-Irvine to her experience abroad† (Ruhter McMillan and Opem 2005, Para. 4). Such students can make progress in their daily lives directly and expediently. Ruhter McMillan and Opem (2005, Para. 4) also state that Julia Reinhardt Lupton’s (International Education of Students Freiburg Freiburg 1983) language skill he reached is still preserved at present. As a result, studying abroad can lay a firm foundation for a foreign language. Secondly, studying overseas will widen their eyes to the whole world. It can help the students comprehend cultures, customs, thinking modes and ways of behavior which are quiet different from their home countries. The article ‘Strine sense of alienation’ (2006) reported that an overseas student in Australia never heard of wearing slippers in classes before and said his mother would go crazy by seeing such phenomenon. International students can realize more aspects of cultures through these details. According to Ruhter McMillan and Opem (2005, Para .9), â€Å"Eighty-two percent of alumni said that they had developed a more sophisticated way of looking at the world as a result of studying abroad†. It is a key diathesis which is essential for the labor career in the future. Furthermore, such students will contact a plenty of advanced educations from the whole world. It means they can grasp the greatest technologies, ideas and capabilities. A spokesman for the ministry said that by using the advanced technologies and administration methods of overseas students, the national economy and society have a rapid development (Overseas study spells success 2007). This kind of benefits even can give their country- education some assistance. As was noted in the People’s Daily (2005), â€Å"these scholars, many of whom have benefited from state-sponsored study-abroad programs, have helped to introduce the latest academic theories, teaching methods and materials to China’s colleges, universities and research institutions and have also improved the quality of the country’s higher education(People’s Daily, 2005). As will be readily seen, study-overseas not only can make them professional, but also let them contribute to their countries. Lastly, international students will receive some particular opportunities from their home countries after graduation. It is no other than their desire. Ruhter McMillan and Opem (2005, Para .6) provide that â€Å"Listing a study abroad experience on your resume can also enhance your chances for job success†. Now, some countries are seeking for this kind of people indeed, such as China. Zhou report that China is badly in need of international students who can assist the development of economic and society, especially to promote the construction of XiaoKang society (Overseas study spells success 2007). Obviously, international students have superiorities in the aspect of finding jobs; they have more opportunities to receive better jobs than others as well. To sum up, it appears obvious that the benefits of studying overseas far outweigh the problems. Overseas students will live in good language surroundings, they will broaden eye-reach, they can learn advanced knowledge and finally such students will hold larger development space in their home countries. Ministries of educations of all countries have responsibilities to encourage more students going abroad and making contribution to communications between different states. Reference List China Daily 2003, ‘Overseas Study Spells Success’’, viewed 20 May 2007, ‘Overseas Study Experience Benefits China’s Academicians’, People’s Daily?2005 9 January?viewed 20 May 2007, Amy Ruhter McMillan and Gayly opem, M 2005, ‘Tips For The Road’, 9 January, viewed 20 May 2007, ‘Strine sense of alienation’, The Australian, 2006, 22 June. Research Papers on Studying in a Foreign CountryStandardized TestingDefinition of Export QuotasInfluences of Socio-Economic Status of Married MalesPersonal Experience with Teen PregnancyPETSTEL analysis of IndiaAssess the importance of Nationalism 1815-1850 EuropeMarketing of Lifeboy Soap A Unilever ProductTwilight of the UAWBionic Assembly System: A New Concept of SelfThe Relationship Between Delinquency and Drug Use

Home land security and terrorism Essay Example | Topics and Well Written Essays - 500 words

Home land security and terrorism - Essay Example Either they belong to Muslim communities or non Muslim; they become the target of violent spreading factors (Eric Croddy, James J. Wirtz, 2005, p 458). In such a worse condition there are few countries which are severely affected i.e. Pakistan Afghanistan and Srilanka. But the super power of this world is not yet largely affected by the roots of terrorism. Securing the borders is one of the biggest challenges that US government is facing these days. To avoid the risk of terrorism the government utilizes a number of technologies such as â€Å"virtual fence† of sensors; cameras, motion detectors, and other equipments (United States, Dept. of Defense, Newton N. Minow). Undocumented immigrants are also forbidden by the government so that the invasion of terrorists is controlled within a state. But this does not make the whole system a fool proof system but it still leaves doubts because of which the government tries to enhance its system. Bush administration bequeathed a border security program to Obama team in which undocumented immigrants were cited as a cause of terrorism. Therefore Secure Border Initiative (SBI) plan was made by Obama administration’s new team. It is a comprehensive plan to control the illegal flow of immigrations. It includes increased staffing to strengthen interior enforcement. A great investment was also made in detecting technology and infrastructure. A vital module of the SBI strategy is SBI- net program. In March 2010 DHS designed another surveillance policy in which a new security technology would be installed. It includes mobile surveillance, thermal imaging devices, ultra-light detection, backscatter units, mobile radios, cameras and laptop computers for pursuit vehicles, and remote video surveillance system enhancements. By applying all these parameters it is expected that US can be successful in maintaining security

The Impact Of The Big Name Brands On The Consumers Essay

The Impact Of The Big Name Brands On The Consumers - Essay Example Luxury has the power to give to people an idealized image of beauty and satisfaction. Until the mid 20th century few people could afford to have luxurious items and only a privileged class of society had access to luxurious items. However in the past fifty years, the tide has turned and luxury has come down to the majority of the people in the shape of brands, which are targeted at upper middle class. This change to brands (luxury) started its way slowly in the 1980s, where the rise of individualism fueled the power of business and brands sprouted up to be consumed by wealthy consumers. The purpose of the brands was to spread the charm and luxury creating a personality cult, where people would identify themselves with their brands (Koehn,2001). Branding is the foundation for a business, which is meant to label a product. In marketing, the brand is considered as an embodiment of all information related to a product. A brand normally includes a name, logo, images, fonts or services, which typically arise in consumer’s mind, when a name or logo is mentioned. Thus we can say that brand is a combination of attributes, which are communicated through emotional attachment with a product. The value of the brand is in the mind of the consumer, which creates this promise of satisfaction. However brand is not merely creating the emotional attachment, but it moves beyond emotional forms and give two kinds of experiences; direct and indirect messaging. For example, a customer driving a car is gaining direct experience. However it is not possible for marketers to send a direct message for all their products, they opt for indirect experiences, such as Nikkei products are associated with fun, excitement, and sport as portrayed in TV commercials and magazines (Bush & Victoria, 2004). This kind of branding is repeated again and again to make it effective in the consumer's mind. Thus we can say that branding main purpose is to convey product message in multiple ways involving consumers in a compelling way to think and buy the product. The value of the brand lies as a security for the company earnings.