Father of Science Fiction: H. G. Wells

H. G. Wells is the True â€Å"Father of Science Fiction† At the very end of the Victorian Era, there emerged a man of literature the likes of which the world had never before seen. Some know him best as an English novelist, though most of his works were not novels. Some call him a political and social commentator, due to the didactic themes in many of his works. Due to inclusion of the social and natural sciences in his works, he is also known as a popularizer of science.His devotion to the development and establishment of future studies as a science most certainly garnered him the reputation as an early futurist. His pervasive influence in the development of the science fiction genre is indisputable. However it was his masterful weaving together of futurism and speculative fiction into a single body of work dedicated to the future of mankind that earns H. G. Wells the title of â€Å"The Father of Science Fiction†. Herbert George Wells was born in Bromely, Kent, England in September of 1866, the son of a maid and a professional cricketer.When he was eight years old Wells broke his leg and began reading library books to pass the time, stimulating his desire to write. He attended a number of schools throughout his early life, acquiring an xtensive background in physics, astronomy, and chemistry. He even studied biology under Thomas Henry Huxley at the Royal College of Science, acquiring extensive knowledge in the theories of evolution. Joining the school Debating Society nurtured his interest toward social issues and reform.Wells considered himself a socialist and was a member of the Fabian Society that included other such notable members as George Bernard Shaw and Virginia Woolf. At that time he also founded The Science School Journal, allowing him a forum to develop his pen for literature, expressing his iews on society and perfecting his burgeoning fiction. After doing some teaching, he eventually graduated from The University of London with a Ba chelors of Science in zoology. His prolific writing career that followed included hundreds of works over the span of fifty years.His talent for combining the possibilities of science and technology in the form of fictional stories that became known as â€Å"science fiction† or as the genre was known in Britain at the time, the â€Å"scientific romance†. Science fiction as a modern literary genre is distinguished by its use of real cientific ideas and concepts to form a story that is plausible within a futuristic or alternative-world setting. The imaginative elements of science fiction are largely possible within the realm of scientific theory and fact.This differentiates science fiction from other speculative genres such as fantasy and horror in that those works are not concerned with scientific and technological possibility. Even Mary Shelley's Frankenstein (1818), though certainly innovative in using themes of science fiction, is more accurately classified as a horro r novel. Horror and fantasy genres also delineate rom science fiction in that they include magical and supernatural elements that are absent from the realistic and logical science fiction genre.Though some story elements of sci-fi can be purely imaginary, accurate depictions of science and technology are used to tormulate realistic conjectures ot the tuture, or even alternative timelines of the present or past. What distinguishes H. G. Wells from earlier authors who delve into themes of modern science fiction is that he studied science as a primary disciplinary field and applied his knowledge in a literary fashion, focusing on scientific and technological plausibility. All of Wells' scientific romances contain realistic elements that are based on applied scientific methodology and knowledge.Some of these include such famous works as The Time Machine (1895), The Invisible Man (1897), and The War of the Worlds (1898). Though Wells is considered the â€Å"Father of Science Fictionâ₠¬ , it is often argued that Mary Shelley's Frankenstein is the first work that could be considered true science fiction. Many of the innovative themes used by Mary Shelley unquestionably fall into the realm of modern science fiction. Never before had any story been written about a man of science† (the term â€Å"scientist† was not yet coined and would not be until 1834) that performs â€Å"experiments† in a â€Å"laboratory'.Written as a response to the recent Industrial Revolution, Shelley uses fantastical scientific innovations to explore the moral and ethical consequences of technology, a device used by nearly all modern science fiction writers, including Wells. However, unlike Wells, Shelley's works include precious little in the way of actual scientific fact or theory, leaving the audience to speculate about their plausibility. Her education, though broad and advanced for a oman of the Romantic era, was in literary studies and included no instruction in th e natural or physical sciences.Her sources were limited to discussions with her peers of earlyl 9th century experiments in vivisection and galvanism, the latter of which is an antiquated term for the stimulation of muscles by electric current, applied in the case of Frankenstein to the reanimation of dead tissue. Her scientific education is in contrast to Wells, who had an extensive educational background in the sciences. Although Shelley's science is neither plausible nor the main focus of her story, its ealistic nature made Frankenstein truly frightening to her audience, which was her intention in using such scientific elements.Shelley had originally conceived the work as a horror story, thus her themes of science fiction become secondary to the theme of horror as the focus of the work. She inspired the archetype of the â€Å"monster† that followed in literature and film. Though Shelley's idea of using science merged with fiction was innovative for the time and implemented by later writers (including Wells, and not for another 80 years), Frankenstein's designation as science fiction remains ncillary to that as a landmark novel of the horror genre.The title of â€Å"The Father of Science Fiction has also been applied to popular French writer Jules Verne, but is more accurately applied to H. G. Wells. While certainly a brilliant and talented writer that heavily influenced science fiction as a genre of literature, Verne's novels can easily be disputed as works of true science fiction. Much like Shelley's Frankenstein, the works of Verne contain elements and themes that are considered scientific but accessory to his primary literary theme.Much attention is given to Verne's Voyages Extraordinaires, a series of fifty-four stories hich include such famous works as Journey to the Center of the Earth (1864), From the Earth to the Moon (1865), and Twenty Thousand Leagues under the Sea (1869). At the time of their publication, the technological advancements pre sent in Verne's works had been extrapolated by him to aid in his fantastic voyages, but would soon atter become scientific realities. This earned him the reputation ot being a technological prophet, a reputation also held by Wells.Some of his prophecies that came true include the electric submarine, the helicopter, and a â€Å"projectile† to carry passengers to the moon. Although Verne's scientific prophecies were at times more grounded in reality than those of Wells, they were made almost primarily in the area of transportation, unlike Wells, whose prophecies were made in multiple areas of science. The argument can be made that Verne himself inspired these technological advancements. Many pioneering submarine, aviation and rocketry innovators have credited Verne as the inspiration for their successful inventions. However, Jules Verne was in no way a scientist. He was educated as a lawyer and studied geography, the latter of which inspired him to write his stories of adventur e and travel. Verne argued incessantly that his stories were not meant to be read scientifically, and even stated â€Å"l do not in any way pose as a scientist†2. The science he did use in his stories was well researched; Verne often spent time in the company of the best contemporary scientists of his day, consulting them on possibilities of future technology that he could realistically yet fantastically apply to his adventure stories.While not all science fiction writers are scientists, the case of whether Verne or Wells is â€Å"The Father of Science Fiction† can favor Wells as the true â€Å"Father† when it's argued hat Wells' scientific educational background gives him credibility and authority. His use of scientific elements as the primary theme of his works (unlike Verne, whose science was used as an auxiliary to the theme of adventure) makes him more deserving of the title. Also, Verne's title of â€Å"technological prophet† passed to Wells because of his dedication not Just to science but also the serious exploration and inquiry of the future.In 1901, H. G. Wells wrote a book called Anticipations of the Reactions of Mechanical and Scientific Progress upon Human Life and Thought which is onsidered the â€Å"first comprehensive and widely read survey of future developments in the short history of predictive writing†3. Wells was not the first person to take seriously the study of the future, but rather he had access to a vast amount of early speculative writings, including some utopian novels that explored the future state of society, that he combined into a single body of work.With the development of scientific thought during the 18th and 19th centuries and the movement of scholars away from religious apocalyptic future inquiry, scholarly thinking and literature that ealt with general human progress instead of eschatology began to emerge. The development of social sciences that studied human interaction showed predictiv e power when applied to how future society might develop. Many 19th century novelists such as William Morris synthesized sociology with speculative fiction perfecting the utopian novel that gives an image of an ideal society set in the future.Earlier works inherited by Wells that included futurist themes often had a different purpose than the actual scientific study of the future such as exploring God and nterpreting history. In Anticipations, all the early tendencies toward future thought were combined by Wells into the first volume of work that gave complete attention to futurist ideas and systematically explored the future. Like the works of Verne, Anticipations investigates the future of transportation, accurately predicting major highways and interstates as well as the prevalence of motor vehicles.He accurately predicts the rise ot suburbia and huge metropolises as an enormous unbroken sprawls of middle-class life. The book also dwells extensively on the future of world rder an d government, even predicting the formation of the European Union. After the publication of the book, the Royal Institution requested a lecture on future study, which he published under the name The Discovery of the Future (1902). The lecture calls for a whole new science to establish an ordered and working vision of the future, and is known to this day to be the birth of future studies.Wells continued this theme with other works dedicated to the future such as A Modern Utopia 1905), The Future in America (1906), What is Coming? (1916), A Year of Prophesying (1925), The Fate of Homo Sapiens (1939) and many, many more. His work The Shape of Things to Come (1933) is a fictional outline of future history, the title a phrase coined by Wells that has been used countless times and is still used today. The term â€Å"foresight† used in Anticipations was also coined by Wells.Wells' other accurate future predictions include lasers, cell phones, the Internet, and the atomic bomb (a phr ase he used in his book The World Set Free [1914] to describe the bombs that would not be developed until the 1930's). The attention that Wells gave to surveying the future not nly established future studies as a legitimate science, but also helped firmly established future thought as a major theme of science fiction. Before Wells published Anticipations, he published his first and most well-known novel The Time Machine (1895).The story features a scientist known only as â€Å"The Time Traveler† who built a device that can move through time. This device is known as a â€Å"time machine†, a term coined by Wells and still used to this day in reference to such a device. The Time Traveler Journeys forward in time almost 800,000 years and meets a peaceful society of child-like humans known as the Eloi. He also meets the frightening race of Morlocks that live underground and are keepers of the technology that achieve the above-ground serenity.The Time Traveler also soon lear ns that the Morlocks feed on the Eloi, and that their technology is used to keep the Eloi passive. He comes to the conclusion that the two races are a product of Darwinian evolution and the large gap between the social classes of British society. He speculates that the Eloi were once the leisure class, and due to their conquest of nature with technology they have become feeble in an environment where intelligence and strength are no onger necessary for survival. He also speculates that the Morlocks are descendants of the oppressed working class.This application of Darwin's theories as a literary motif echoes Wells' education under Huxley who was known as â€Å"Darwin's Bulldog†. Before publication of The Time Machine, the premise of time travel as a plot device had been used very little. There were some old folk tales and less than a handful of modern fictional works that had included time travel. The idea was certainly popularized by Wells and considered the inspiration of a ll later science fiction works that feature time travel. Like Anticipations, it also established time settings in the future as a major element of science fiction.Wells is the first author to use modern science fiction elements to compose social and political commentary. The Time Machine famously illustrates the possible future consequences of a stratified society that becomes too dependent on technology and will be subject to a form of extreme social Darwinism. In The War of the Worlds, Wells examines Victorian attitudes and values. In his story of Martians attempting to colonize Earth and exterminate humans, Wells provides an imaginative vehicle tor ommentary on British Imperialism.Wells also explores morality and technological ethics, specifically within the realm of vivisection and genetic engineering in his novel The Island of Dr. Moreau (1896). The use of science in a fictional setting to make a didactic point is a reoccurring theme in Wells' scientific romances. It has since then became a major literary device in modern science fiction works to explore the impact of technology on society and humanity. In his best-known and most influential work, 2001 : A Space Odyssey (1968), British author Arthur C.Clarke explores the moral and hilosophical implications surrounding technology and artificial intelligence, evolution, and alien life. Clarke was strongly influenced by Wells; he was even vice president of the H. G. Wells Society. The British author C. S. Lewis was a champion of science fiction that is philosophically reflective and includes a moral point. He created his Cosmic Trilogy as a direct influence by H. G. Wells, citing his novel The First Men in the Moon (1901) as â€Å"the best sort [of science fiction] I have read†4.Out of the Silent Planet (1938), the first book in Lewis' trilogy, is so similar to The First Men in the Moon that the opening age says â€Å"Certain slighting references to earlier stories of this type which will be found in the following pages have been put there for purely dramatic purposes. The author would be sorry if any reader supposed he was too stupid to have enjoyed Mr. H. G. Wells fantasies or too ungrateful to acknowledge his debt to them. â€Å"5 Wells' influence on science fiction extends to many more authors, including British science fiction author Olaf Stapledon.Stapledon himself was a heavily influential writer, contributing many ideas to the genre of science fiction. Stapledon and Wells orresponded for over a decade, both creating ideas together and borrowing from each other. In his book The Billion Year Spree, Brian Aldiss calls Stapledon the â€Å"greatest of Wells' followers†6. Wells' science fictional reach extended beyond the sphere of British authors and diffused quickly to America, where his influence can be seen in such notable science fiction authors as Isaac Asimov and Robert Heinlein.During the 19th and 20th centuries, when the idea of the utopia as story element be gan to have a prominent place in literature, Wells himself wrote a number of utopian novels such as A Modern Utopia (1905) and Men Like Gods (1923). Wells progresses the idea of the utopia with his novel The Time Machine by turning the theme into an anti-utopia point of view. He illustrates the seemingly utopian society of the Eloi, and upon the discovery of the violent Morlocks, the world transforms into a horrifying dystopia.In his novel When the Sleeper Wakes (1899) about a man who falls asleep for two hundred years and wakes up in the future, Wells gives definitive form to the dystopia as a science fiction theme. This theme was taken up by later authors, most notably the British authors George Orwell and Aldous Huxley in their amous novels Nineteen Eighty-Four (1949) and Brave New World (1932) respectively. These two novels have been explicitly touted by their authors as directly influenced by the works of Wells, and have in turn influenced many other authors, works, philosopher s, thinkers, and even nations and governments.The achievement of H. G. Wells in the development of science fiction as a respected and important literary genre is unquestionable. His background as a scientist combined with his adept queries on futuristic ideas provided a springboard into an illustrious and intluential literary career His creative inventions ot science fiction themes such as the time travel, alien invasions, and invisible men have taken their place as staples of sci-fi literature.This, along with his numerous coined terms, technological prescience and populizing of proto-science fiction themes into mainstream literature designate Wells as the most important science fiction writer the genre has ever seen. And when his pervasive influence on future science fiction writers is regarded along with his other contributions, the only conclusion that remains is that H. G. Wells is the true â€Å"Father of Science Fiction†. Works Cited Wells, H. G. Anticipations of the R eactions of Mechanical and Scientific Progress upon Human Life and Thought.

Professional relationships with children Essay

Describe how to establish respectful, professional relationships with adults. The support which you will need to give other adults will be on several levels which can be remembered with the acronym PIPE. Practical: you may be working with others who are unfamiliar with the classroom or school surroundings who need help or advice finding equipment or resources. Informative: you may need to give support to people who may not have information about a particular situation, or you may be asked to prepare or write reports on specific students. Professional: you may need to support or help others with things such as planning or you may be asked if others can observe you while working with students. Emotional: it is important to support others through day-to-day events by keeping a sense of humour. The main elements to building relationships with children and adults in any situation are if others are comfortable in your company as they will be more likely to communicate effectively. If people don’t get along or feel uneasy around each other they tend to avoid each other whenever possible and so relationships don’t develop. Positive relationships don’t happen by chance they need to be thought about and ways to develop them need to be considered. The importance of adult relationships as role models for Children and Young People. When working as a professional adult with children and young people you need to remember that you should be a positive role model for the students. This means you have to show them how to relate to and communicate with others at all times through your interactions and relationships with other adults and students, it is also important that they see you behaving professionally and appropriately while in school. You build relationships with other people in school on a daily basis in numerous ways. Children and young people will always respond to positive communication and relationships from adults, this will help them want to be in school and learn more. In some cases parents  may not always agree with the school’s ethos, this shouldn’t be seen as a negative thing, this should be seen as an opportunity for the school and parents to talk and discuss what they believe is est for the student/s. Task 2 – Know how to communicate with children, young people and adults. How communication with children and young people differs across different age ranges and stages of development. Communication can be broken down into 4 different sub categories: Verbal, non-verbal, formal and informal. Depending on age children and young people will require different levels of attention when communicating. Younger children may need more reassurance especially if they have only just started school, which may result in them need more physical contact. As children grow up and become more mature they may need more help when talking through issues or reflecting on their thoughts. You need to remember to adapt vocabulary used and consider repeating what you have said when speaking with younger children to make sure they understand what you have talked about. You need to act more sensitively towards children who have communication difficulties, such as partial hearing, as they will need to take their time and feel comfortable when speaking. Some children may not be nervous when speaking so you will need to change the way in which you communicate to make sure that it suits their individual needs. If they have a speech disorder like a stammer or tourettes which can make it difficult for them, you need to allow them to take their time and not rush them. It is also important to try and not fill in words for them or guess what they are trying to say as this could add to their nervousness and may make their speech disorder worse or make them lose confidence in themselves. Additional training is a good thing to consider to help you be able to communicate effectively with the students. In some cases when children have special educational needs you may have to have additional equipment in order to communicate with each other such as hearing aids and microphones. The main differences between communicating with adults and communicating with children and young people. There can be many similarities when communicating with adults, children and young people, such as always remembering to maintain eye contact, responding to what they have said and treating them with respect. However when communicating with children and young people you also need to think about the relationship with their parent/carer and what that means in a school context. No matter how well you get on with the person you must always remember that they need to see you in a professional way and that your relationship with them will always need to be that way when in school. Whenever you communicate with children and young people you need to make sure your very clear in what you say. They rely on teachers to communicate clearly to them what is expected of them, so that they can communicate well for themselves. You should not use over complicated language which could confuse them or long lists of instructions which can make things difficult for them to grasp. As adults, you need to show children and young people how to get along and communicate with each other positively. You also need to show behaviour that you expect from them. If you can show the students that you value and respect others around you they are more likely to show the same behaviour towards adults and other students. Children copy the adult behaviour around them from an early age regardless of if its positive or negative behaviour being exhibited. By showing respect for each other when communicating with adults or children this will help young children learn and grow up with positive communication skills.

Advantages of Cooking a Food by Yourself Essay

Foods have important for human’s life. Some people choose prepare food at home, because it’s a save money. In the other hand, some people want to comfortable and save time, they choose eating ready-made meal. But, if you like to take care oneself, I can advise to you about advantages for cooking at home by yourselves. There are three advantages of home cooking; healthy, budget saving and family communicates. First of all, home cooking will make a healthier because you can choose fresh ingredients and high quality for planned menu. If you want diet or take care of eating, you should cook at your house. Such as, food’s material and seasoning for cook, it have label show nutrient information to you. It will help to you calculate volume and control the ingredient. Moreover, if you want to eat vegetarian food, you will be confident for prepare food by yourselves. For some people seriously to process cooking some food. Although, you ordering in high price restaurant, you will not surely them because chef will make a dish in kitchen that you can’t look it. In short, at present, many people see healthy as important, them pay attention to eating and exercise. So, cooking at home is a good choice for you. Second, eating at home is a great to reduce the expenses for daily food. Such as, you spend for once meal at restaurant, it be equal to you cook a two or three meal at home. Moreover, you just to pay rent on your house or apartment, and buy kitchen equipment, you should use kitchen to most benefit. All in all, if you don’t believe me, you can try to calculate how much money you can different to save when you go to restaurant with cooking at home. You will be surprised, it a good ways to save money. Last, in your family, you can use cooking activity for increase communication. Home cooking, is a fun activity when doing it with the other members in your family. For example, you can guide to prepare food for your kids. They can help to you and your children have a nice relationship. Furthermore, you can sit in front of the TV and watch an interesting TV program with family. Finally, having home-cooking at home, they are closer and share some good or bad moments happened that time. So, if you want to add relation for family, it a good reason for started to cook a food in your family. In conclusion, There are three reason support about advantage prepare of food by yourselves. It is a better choice for people who love to take care of health, save budget, and increase family relationship.

Business Organisation and policy report Essay Example | Topics and Well Written Essays - 2500 words

Business Organisation and policy report - Essay Example A study by Harvard Business Review finds that companies spend over $2 trillion in acquisitions while the failure rate of M&As is between 70 to 90 percent There have been no efforts to learn why combinations fail and mergers and acquisitions continue to be mismanaged. Despite the large number of failures, executives still consider acquisition a key strategy to achieving business objectives. This investigation presents a report on why boards of directors continue to take over other firms. This would be derived through investigation of a successful and an unsuccessful merger. Exxon Corporation and Mobil Corporation, the two largest marketers of gasoline, were direct, significant and powerful competitors in at least 40 metropolitan areas from Maine to Virginia. Both these organizations competed in several products and geographic markets in the United States. This was a horizontal merger – merger of two competitors, which would result in the biggest non-government oil company in the world. There are two primary reasons of mergers and acquisitions – to boost current performance and to reinvent the business model. M&As are also driven by the need for market expansion and for product diversification. Exxon Corp. Chairman Lee R. Raymond and Mobil Corp. Chairman Lucio A. Noto were realistic in their expectations from the merger. They recognized the need to cut costs due to changes in the oil industry. In fact these were the precise reasons for the merger – changes in the oil industry and the need to cut costs. Early intentions can influence subsequent integration. Leadership has to put forward a clear and convincing rationale to people on both sides that the merger is more than a cost-cutting deal , which was done in the case of Exxon and Mobil.... There are two primary reasons of mergers and acquisitions – to boost current performance and to reinvent the business model (Christensen, Alton, Rising and Waldeck, 2011). M&As are also driven by the need for market expansion and for product diversification (Duncan and Mtar, 2006). Exxon Corp. Chairman Lee R. Raymond and Mobil Corp. Chairman Lucio A. Noto were realistic in their expectations from the merger. They recognized the need to cut costs due to changes in the oil industry. In fact these were the precise reasons for the merger – changes in the oil industry and the need to cut costs. Early intentions can influence subsequent integration. Leadership has to put forward a clear and convincing rationale to people on both sides that the merger is more than a cost-cutting deal (Baxter, 1999), which was done in the case of Exxon and Mobil. The merger of Exxon and Mobil was inspired by the merger of BP with Amoco and ARCO. They too wanted to reach the heights of the new m arket leader and they relied purely on financial analyses (Marks, Mirvis and Brajkovich, 2001). There was no strategic intent and the decisions were based on empire-building. 2.1 Speedy entry to new product/market area The most profitable part of business is this industry is oil exploration and this merger would give them a competitive edge in this activity. This merger was a response to aggressive and excessive exploration behaviour by competing major players as each of them was trying to maintain its relative standing in the industry (Krishnan, Joshi and Krishnan, 2004). This relative positioning was important because mature oligopoly was prevalent in the industry. Mergers such as this become a strategic tool to exit some players and contract the industry (Voola, 2006). Excessive capacity

The Sentencing Phase in the United States Research Paper

The Sentencing Phase in the United States - Research Paper Example The research paper "The Sentencing Phase in the United States" deals on the sentencing phase of the criminal justice system and tries to discuss some of the more urgent issues regarding this crucial phase. The justice system forms the third leg of the triad in the handling of criminal cases, the other two being law enforcement system and the penal or corrections system. All three must work together for penal sanctions to be effective as a deterrent to the commission of crimes. The wheels of justice can indeed grind very slowly and sometimes it takes years for the victims to get vindication and justice for the harm done to them. In a sense, the concern to be so careful to avoid penalizing the innocent is the main cause of this slowness in the justice system. No criminal justice system is perfect. Be that as it may, it should not prevent society nor preclude the government from imposing justice for deviant behaviors. The idea is that the system must be geared towards fairness and equality; flaws in the system can be corrected over time and must not adversely affect the sense of trust by the people that the system is indeed fair. Lapses in the procedures, processes, and practices must not undermine the whole legal system. There are a lot of variables that can confound and confuse the litigants in many instances. A person can opt out of the criminal justice system through a plea bargain agreement that will lessen the sentence to be imposed and may subject the defendant to probation.

Risk Management and Risk Management Strategy Case Study

Risk Management and Risk Management Strategy - Case Study Example This research paper consists of two parts. On the example of PowerCo, the company operating in the field of electricity, risk management strategy is correlated with human resource development as one of the crucial and integrative components necessary for company’s competitiveness in the global market. Further on, it is underlined that the steps taken by risk managers of the company are oriented on internal and external trainings development and a constant education of employees. In such a way, PowerCo makes an attempt to fight against its rivals in the global market. Moreover, they try to fight against overall occurrence of electricity campaigns and become global by means of investing and developing their human resources. Part I Case Study on Risk Management Introduction Risk management is one of the most important issues for the modern companies. A successful performance of a small and big company directly depends on the ability to apply risk management strategies correctly. The main objective of risk management is to identify, evaluate and mitigate potential external risks. Very often risk management strategy is applied for global or large companies. Small companies are left outside and very often managers of these companies do not care much about risk management strategy involvement as a possible solution to the company’s problem. The following research consisting of two parts is outlined with regards to a common risk management cycle. The company chosen for further discussion is PowerCo international company producing electricity that has a potential to expand globally. With this respect, numerous challenges may occur. The future is unpredictable for successful companies or those who only start up their businesses. Nevertheless, many researches and

Mandatory vaccinations Essay Example | Topics and Well Written Essays - 750 words

Mandatory vaccinations - Essay Example On one hand, proponents of mandatory vaccination call it medicine’s greatest achievement while, on the other hand, concerned professionals and parents believe the application and theory of this policy is flawed and are not willing to comply with this goal. This paper seeks to argue that vaccinations should not be mandatory because it violates the rights of parents, it could be dangerous to the health of many children, and some are just plain unnecessary. Mandatory vaccinations are controversial for a number of reasons. First, they deprive the rights of parents to choose. Although there is no consent required by federal guidelines before vaccination, 1986’s Childhood Vaccine Injury Act requires doctors to present a Vaccine Information Statement to the recipients representatives (Staver 11). Some states have legislated specific consent laws. This sort of consent is both ethical and appropriate for parents to possess better information on vaccines. In the United States, forty-eight states allow exemption to vaccinations to serve both public health concern and religious freedom. A parent’s right to make a voluntary and free decision regarding the child’s vaccination schedule must be treated as a human right since it involves a risk where the product’s after-effects are concerned (Staver 12). While no evidence exists that, these vaccines can cause grievous harm or death no guarantee exists that the mandatory vaccine will not cause complications that could lead to a serious injury. Mandatory vaccines are wrong because they involve the government taking away the right of a parent to consent or refuse a pharmaceutical product that they may not prefer. Another argument against mandatory vaccinations is the fact that these vaccines could actually be hazardous to the health of the child. First, these vaccines contain chemicals that may be harmful to the

Refugee Crisis in Europe Essay Example | Topics and Well Written Essays - 750 words

Refugee Crisis in Europe - Essay Example From this paper it is clear that  the division like treatment and differing opinions on the acceptance of the refugees has led the countries to take a different stance on the refugee policies. The situation threatens to compromise the strength of the European countries’ unity and derail the ambience that was enjoyed by the countries before the crisis greatly hit the continent.  As the discussion stresses  Germany had initially thrown free its borders to the refugees that were trying to enter the country through Hungary, the Balkans and Greece and introduced passport-free travel to the country. The twenty-eight-nation bloc had agreed to share the responsibility of forty thousand of the refugees that were to access the burden Italy and Greece.   As a result of the reluctance of other member countries, Germany, Netherlands, Austria and Slovakia have all introduced border controls in a bid to have a record of the thousands of people who arrive from Middle East, Africa and Asia. The once open German borders have now had police on the borders and trains in a bid to control the huge number of migrants who are trying to access the European Union heavyweight. The strict controls introduced as a result of lack of commitment and cooperation from other member states.  Hungary has taken a great stand against the refugees who are trying to enter its borders.  The nation has warned those trying to enter the country that they risk great rejection and possibly being deported back to their homelands.  

Labor and Birth Case Review Essay Example | Topics and Well Written Essays - 1500 words

Labor and Birth Case Review - Essay Example The process included conducting a pelvic exam in order to determine how the patient was progressing (Stevens, 2004). Notably, the active stage was faster than the latent phase with the patient experiencing contractions in every two minutes. However, the contractions were more painful. The transition to second stage began when the cervix dilated to about 8 – 9 cm. Second stage By the time the second stage started, the baby’s head had appeared at the top of the cervix. It is worth noting that the mother was advised on when to push. Notably, uterine contractions were also getting stronger (Tharp, 2000). With assistance from abdominal muscles contraction together with mother’s pushing, the baby passed through the birth canal. It was noted that active pushing played a significant role during the stage. More importantly, an epidural anesthetic was administered in order to make the mother to manage the abdominal muscles better. Consequently, crowning occurred as the inf ant filled the lower vagina. After the head was out, then the shoulders followed, and the baby’s mouth and nose was suctioned in order to ease the baby’s first breath. Third stage During the final stage of labor, the continuing uterine contractions push the placenta out of vagina. ... This called for use of a stethoscope known as fetoscope. Consequently, after child birth, the patient was given some pain relief. This involved an epidural being placed in the patient while she lay on her side. Then her back was scrubbed with antiseptic, while the local anesthetic was injected in the skin. The anesthesia provided complete pain relief. Natural birth preparation The patient together with the family selected Lemaze method for preparing for childbirth. The method entails practice of breathing exercises together with concentration at a focal point (Tharp, 2000). This was done to assist the patient to control her pain while at the same time being conscious. In addition, the method made the flow of oxygen possible in the baby as well as to the muscles. I coached the mother during the birthing process. Conclusion The birth process was successful as expected. The mother did not experience any complications although the baby was noted to have heart murmurs. All in all, all the procedure that are involved in the birth process were a success. References Korte, D. (1992).  A good birth, a safe birth. Harvard: Harvard Common Press.   Stevens, L. R. (2004). "Gimme a C: Is Choosing a Cesarean Section for a Nonmedical Reason Wise?"  Fit Pregnancy  April-May: 40-42. Tharp, A. J. (2000).  This giving birth: pregnancy and childbirth in American women's writing. Bowling Green, OH: Bowling Green State University Popular Press.   Evidence based care Evidence based care refers to an evidence based solution that addresses a clinical dilemma and calls for defining the problem, in addition to conducting an efficient search in order to obtain the best evidence (Walsh, 2007). This is then followed by appraisal of the evidence, which is then

Watson & Skinner Perspective Essay Example for Free

Watson Skinner Perspective Essay Psychological perspectives will always change as long as psychology continues to move forward. Not one perspective or approach would be considered wrong or incorrect. It just adds to our understanding of human and animal behavior. Most psychologists would agree that not one perspective is correct, although in the past, early days of psychology, the behaviorist would have said their perspective was the only truly scientific one (McLeod, 2007). Two Psychologists who are well known for their theories on behaviorism are John B. Watson and B. F. Skinner. In this paper I will discuss their own perspectives on behaviorism. Behaviorism is an approach to psychology that combines elements of philosophy, methodology, and theory. It emerged in the early twentieth century as a reaction to mentalistic psychology, which often had difficulty making predictions that could be tested using rigorous experimental methods. The primary tenet of behaviorism, as expressed in the writings of John B. Watson, B. F. Skinner, and others, is that psychology should concern itself with the observable behavior of people and animals, not with unobservable events that take place in their minds. The behaviorist school of thought maintains that behaviors as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as thoughts and beliefs. John Boardus Watson(January 9, 1878 – September 25, 1958) was an American psychologist who established the psychological school of behaviorism. Watson promoted a change in psychology through his address, Psychology as the Behaviorist Views it, which was given at Columbia University in 1913. This is sometimes called The Behaviorist Manifesto(Watson, 1913). The first paragraph of the article concisely described Watsons behaviorist position: Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. Watsons quote: â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years† (Watson, 2012). The quotation often appears without context and with the last sentence omitted, making Watsons position appear more radical than it actually was. In Watsons book Behaviorism, the sentence is provided in the context of an extended argument against eugenics. That Watson did not hold a radical environmentalist position may be seen in his earlier writing in which his starting point for a science of behavior was the observable fact that organisms, man and animal alike, do adjust themselves to their environment by means of hereditary and habit equipments. (Watson, 2012). Nevertheless, Watson recognized the importance of nurture in the nature versus nurture discussion which was often neglected by his eugenic contemporaries. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorists total scheme of investigation. With his behaviorism, Watson put the emphasis on external behavior of people and their reactions on given situations, rather than the internal, mental state of those people. In his opinion, the analysis of behaviors and reactions was the only objective method to get insight in the human actions. This outlook, combined with the complementary ideas of determinism, evolutionary continuism, and empiricism has contributed to what is now called radical behaviorism. It was this new outlook that Watson claimed would lead psychology into a new era. He claimed that before Wundt there was no psychology, and that after Wundt there was only confusion and anarchy. It was Watsons new behaviorism that would pave the way for further advancements in psychology (Watson, 2012). Burrhus Frederic B. F. Skinner (March 20, 1904 – August 18, 1990) was an American Psychologist, behaviorist, author, inventor, and social philosopher (Woodward, W. R. 1996). He Innovated his own philosophy of science called radical behaviorism, and founded his Own School of experimental research psychology—the experimental analysis of behavior. His Analysis of human behavior culminated in his work Verbal Behavior, as well as his Philosophical Manifesto Walden Two, both of which have which have recently seen enormous Increase in Interest experimentally and in applied settings. Contemporary academia considers Skinner a Pioneer of modern behaviorism along with John B. Watson and Ivan Pavlov. Skinner Called his particular brand of behaviorism Radical behaviorism (Skinner, 1984). Radical Behaviorism is the Philosophy of the science of behavior. It seeks to understand behavior as a Function of Environmental histories of reinforcing consequences. Such a functional analysis Makes it capable of producing technologies of behavior. This applied behaviorism lies on the Opposite side of the Ideological spectrum as the field of cognitive science. Unlike less austere Behaviorism, it does not accept private events such as thinking, perceptions, and unobservable Emotions in a causal account of an organism’s behavior. Skinner stood at the opposite position From humanistic Psychology for his whole career and denied humans possessing freedom and Dignity as well as Evidenced in his novel Beyond Freedom and Dignity (Skinner1984). Most of His theories were supposed to be Based on self-observation, which caused him to become a Supporter for behaviorism. Much of This self-observed theory stemmed from Thorndike’s Puzzle Box, a direct antecedent to Skinner’s Box (Skinner, 1984). The psychologist further Expanded on Thorndike’s earlier work by introducing the concept of Reinforcement to Thorndike’s Law of Effect (Skinner, 1984). Skinner was an Advocate of behavioral engineering And he thought that people should be controlled through the Systematic allocation of external Rewards (Skinner, 1984). Skinner believed that behavior is maintained from one condition to Another through similar or same consequences across these Situations. In short, behaviors are Causal factors that are influenced by the consequences. His Contribution to the understanding of Behavior influenced many other scientists to explain social Behavior and contingencies (Skinner, 1984). Reinforcement is a central concept in Behaviorism, and was seen as a central Mechanism in the Shaping and control of behavior. A common Misconception is that negative Reinforcement is Synonymous with punishment. This Misconception is rather pervasive, and is Commonly found in even scholarly accounts of Skinner and his contributions. To be clear, while Positive reinforcement is the strengthening of behavior by the application of some event, Negative reinforcement is the strengthening of behavior by the Removal or avoidance of some Aversive event (e. g. , opening and rising an umbrella over your Head on a rainy day is reinforced By the cessation of rain falling on you). Both types of Reinforcement strengthen Behavior, or Increase the probability of a behavior reoccurring; the Difference is in whether the Reinforcing Event is something applied (positive reinforcement) or something removed or avoided (negative Reinforcement). Punishment and extinction have the Effect of weakening Behavior or decreasing The future probability of a behaviors occurrence, by the application of an aversive Stimulus/event (positive punishment or punishment by contingent Stimulation), Removal of a Desirable stimulus (negative punishment or punishment by contingent Withdrawal), or the Absence of a rewarding stimulus, which causes the behavior to Stop (Skinner, 1984). After researching endless research, what is really boils down to is Watson, a classical behaviorist, believed that there was a connection between response and Environment and Skinners theory was a bit different from Watsons in that behavior was a result of consequence. Watson and Skinner were all fathers in the field of psychology. Their ideas Contributed to the way that behavior is seen. Their theories have helped to create many forms of Behavior modification as well as the processes that occur during thought. Although psychologys Theories grow and change daily; these two psychologists theories will maintain their values in Modern psychology.

The Great Pyramid Of Khufu History Essay

The Great Pyramid Of Khufu History Essay In the Old Kingdom sometime between the years of 2575 BC and 2134 BC the Egyptians constructed The Great Pyramid. The Pharaoh Khufu ordered the building of a pyramid of greater dimensions than any other pyramid ever constructed. In hope to increase interest in the building of his pyramid Khufu shut down other temples to divert the interest to his site. Khufu chose to build on the Giza plateau on the East side of the Nile River. It is said that Khufu ordered slaves to construct the huge pyramid, but this is incorrect. The pyramid was built by about 5,000 free citizens of Egypt drafted for public work. The men were divided up into gangs of laborers and masons. The laborers consisted of approximately 18 to 20 individuals. The laborers would personalize the blocks of stone in which they moved with their group ¿Ã‚ ½s name. Using stone cut mostly from a quarry right on the Giza plateau the laborers quarried and hauled the massive blocks of stone up the pyramid (Egypt 55). Fine white lime stone was taken from Tura across the Nile River. The granite used for the king ¿Ã‚ ½s burial chamber was quarried from Aswan, 400 miles upriver from Giza (Egypt 58). The blocks of stone weighed as much as 15 tons as the granite stones were the heaviest (Casson 131). The total weight of the pyramid is 6.25 million long tons of stone (Harris 86). The Great Pyramid has a total of about 2,250,000 blocks of stone (Woods 16). This feat is almost unheard of today with the use of new machines and techniques for hauling and moving incredibly heavy objects. The Egyptians used some rather ingenious ways to keep their building project on the perfect side. The crews would dig connected trenches around the building site and fill the trenches with water. After filling the trenches with water they would tie a length of rope at equal height onto two sticks. Thus stretching the rope taunt they could see any unleveled points to fill or level off to keep their base even all-around (Casson 133). The l aborers used log rollers to aid in the moving of the massive blocks of stone. Before tipping the stone onto the rollers the side that is to be faced down on the logs is finished early to ensure a smooth ride (ibid. 131). Seeing how organized the ancient civilization was proving itself to be, historians are not shocked to find that they used a four-way ramp system to haul the blocks of rock to the upper most places of Khufus pyramid. The system used three ramps that formed three squared off spirals to the top, and one ramp that followed the same form down and off the formation (ibid. 134). This gives us four tiers of ramps, a sort of Egyptian highway system of on and off ramps. French architect Henri Chevrier tested the ramp theory with 50 men and a one ton block of limestone set on a track of wet mud from the Nile River. The results showed that one man harnessed to a rope could move the block on a level surface, 1 not all 50 (Egypt 58). After possibly what might have taken the entire twenty-three year reign of Khufu the structure was complete. The entrance lead down around 60 feet. The next obstacle to be faced is three stone sealing plugs that slid in front of the entrance to prevent grave robbers from entering. The sealing blocks kept robbers out for about 400 years till finally they got through and stole the contents of the pyramid (Casson 136). Then advancing upward to a second burial chamber that was left incomplete, this chamber is commonly misnamed the Queens Chamber. Then we fall upon a 153 foot long 28 foot high tunnel called The Grand Gallery. The Grand Gallery is noted for its ceiling made with tiers and braces (ibid. 136). After traveling through The Grand Gallery we find ourselves in the actual burial chamber of Khufu. The sarcophagus still stands at the west end of the chamber; of course it has been empty for some time now. This chamber was actually the third placement designated by Khufu. Each time hi s aspirations grew he wanted the pyramid bigger, and his tomb higher. The burial chamber was designed with six stress relieving roofs made of granite to support the tons of block over head (ibid.136). This monument of Egyptian architecture and technique covers a land mass of 13.1 acres. At the top of the once gold capstone the pyramid stands 482 feet high, now it is 31 feet shorter due to other projects taking stone from the handy source. The sides at the base are an astounding 756 feet long. (Egypt 53). I want to share with you the strange tales and theories about the Egyptians being able to see the future. One theory is from the Scottish astronomer Charles Piazzi Smyth. Smyth believed that the pyramid reflected measures of time and distance that could have then been only from a divine source. The pyramid showed the distance of the sun to the earth when its height in inches is multiplied by 10 to the 9th power. Smyth also said that the perimeter of the pyramid equaled 1000 times 365.2, the number of days in a solar year. Unfortunately Smyths measurements were proven wrong by British archaeologist Flinders Petrie (Egypt 55). Even thought the construction of the pyramid still has its doubts and theories, we find that the Egyptians used such great accuracy in their techniques that some spots in the pyramid have gaps only about .0001 inch (.0003 cm) wide (woods 23). This is about large enough to squeeze a postcard through. This brings us to the outside surroundings of the Great Pyramid. There are two other major pyramids at the Giza site. The second biggest is the pyramid of Khafre, and the smallest of the three is the pyramid of Menkaure (Egypt 56). These other pyramids were built after Khufus death. The second largest was built by his son, (Khafre), and his grandson, (Menkaure). In the surroundings of the Great Pyramid the Great Sphinx is found. This 240 foot long and 66 foot high Guardian ordered by King Khafre was carved out of an outcropping left behind at the limestone quarry that supplied the stone for the Great Pyramid (ibid. 60). Perhaps one of the greatest discoveries found around the perimeter of the Great Pyramid is the twin pits that contain funeral boats for Khufu. During a routine clearing of the base of the pyramid in 1954 Egyptian archeologist Kamal el Mallakh uncovered what he at first thought to be a part of the enclosure wall. Then Mallakh noticed that this section was closer than on the other sides. Thinking of a possible find he instructed to dig deeper until a row of 81 huge limestone blocks in separate sets were apparently covering the twin pits. After careful work Mallakh opened a hole in one of the six-foot-thick slabs. Under that slab he saw an oar and realized he had come upon a historical relic, a cedar funeral boat of Khufu. It took about sixteen years to remove the boat from the pit. Not wanting to risk the loss they left the second pit untouched (ibid. 61). Today the boat is on display in a special museum along side of the Great Pyramid of Khufu (ibid. 59). Another great discovery was found around the Great Pyramid by accident. In 1925 a photographer while setting up his tripod to take photos of The Great Pyramid nicked a piece of plaster from a hidden opening cut into the rock. Archaeologists removed stones and revealed a 100 foot shaft that lead down to a tomb. The tomb belonged to Queen Hetepheres, Khufus mother. After a total of three-hundred-twenty-one days of work it became apparent that 4500 years had taken its toll on the tomb. Most objects were already decayed almost to nothing. Using 1701 pages of sketches and 1057 pictures of the site most items were able to be reconstructed (Egypt 54). In front of the pyramid was what is known as the Great Causeway. The Great Causeway led to a rectangular mortuary temple. From this point the coffin was taken to a spot below the tomb entrance and then hauled up 56 feet to the opening of the pyramid (Casson 138). Also next to the pyramid are three satellite pyramids that belonged to the rulers three queens. There were also several fields of mastaba tombs and two temples, all connected by The Great Causeway (Egypt 59). Until recently it was thought that we had little chance of finding all of the missing sections of Khufu ¿Ã‚ ½s pyramid. In 1990 workmen installing sewer lines hit upon a part of the Great Causeway. After this finding the original path of the Causeway was easily mapped. The government of Egypt wants to move the residents of Nazlet el Simman and excavate the site (ibid. 59). The location of the Great Pyramid at Giza has been a popular place throughout time, and time has definitely taken its toll on the Great Pyramid. Unfortunately we have almost no tombs from the old kingdom left with artifacts and treasures from the nobility that once inhabited them. Khufus Great Pyramid is unfortunately one that was made in the old kingdom, hence it was not well preserved and artifacts are rare (Harris 88). Another fear is as man progresses the pollution will cause the rocks on the pyramid to erode at a much more rapid pace. Possible tourism someday will take a toll and start to make the wonderful site deteriorate much more rapidly than it would if we were to just admire from a distance. The pyramids at Giza remain the only of the seven wonders of the ancient world that is still here (ibid. 85). The future holds the truth of what time will do to the Great Pyramid. If it is treated like the sphinx has been we may be in danger of some idiot shooting a cannon at it. If hi story continues on the path it is set on now there is nothing to stop the Egyptians from using the blocks as a handy source for outer building projects. Time has been responsible for the changes in the pyramid: the contents have disappeared, outcroppings have been buried and possibly lost forever, and the environment has taken its toll on the massive structure. In conclusion, The Great Pyramid has open eyes on the techniques and loyalty of the ancient Egyptian empire. The Egyptians have constructed a piece of history that can only sit on a list of seven; the other six are no longer in existence. This makes the pyramid the last of the seven wonders of the ancient world. There will probably never be anything constructed with such raw accuracy and detail without computers and machines. I hope you have enjoyed the information I have given you on: the construction of the Great Pyramid, the surroundings of the Great Pyramid, and the effect of time on the Great Pyramid of Khufu.

Were German Citizens Aware of the Holocaust?

Were German Citizens Aware of the Holocaust? Jason Jimenez To what extent was the average individual of Germany during WWII aware of the atrocities committed within the Holocaust? Table of Contents A. Plan of Investigation2 B. Summary of Evidence2 C. Evaluation of Sources3 D. Analysis.3-4 E. Conclusion.4 F. Bibliography.5 A.  Plan of Investigation This investigation assesses the extent of how much the average German knew of the Holocaust during WWII. In order to evaluate this, the investigation examines the situation of Germany at this point in time. First, the cause and effect of the force of extreme anti-Semitism on the people by Hitler will be explored. Also, this investigation will delve into the extensive spread of knowledge between the groups of people that were aware of the genocide with the others that did not. Lastly, the seemingly enormous task of the Final Solution will be considered, as well as challenged in a manner that would suggest awareness in the general German population. These three major factors are the primary focus of this investigation; they will be analyzed by evaluating several essay sources, as well as other internet articles, for their origins, purposes, values, and limitations. B. Summary of Evidence Prior to WWII, Hitler already possessed hatred for the Jews. He states in his book that he first became an anti-Semite in Vienna, where he attained extreme German nationalism. He strongly believed in a union with the Germans and a violent expulsion of the â€Å"inferior† races. During his time as the leader of the Nazi Party, as well as Fuhrer, Hitler delivered many speeches to the masses regarding the Jews as the enemy. In one of his speeches, he declared, â€Å"The struggle for world domination will be fought entirely between us, between Germans and Jews. All else is facade and illusion. Behind England stands Israel, and behind France, and behind the United States. Even when we have driven the Jew out of Germany, he remains our world enemy.†[1] This statement suggests that Hitler saw that Jews as the ultimate enemy, and disregards the rest of the world as even mildly relevant. Joseph Goebbels, the Nazi Propaganda Minister responsible for the Night of Broken Glass, in which hundreds of Jews were murdered, was also an essential component in the spread of anti-Semitism at that time.[2] The general German population knew of their government’s extreme hatred toward the Jews, and it was only a matter of time until they figured out what was going to happen next. Furthermore, from the huge size of the army, as well as the thousands of camps located in and around Germany, it was inevitable for information not to spread between the populations. For example, German soldiers would, at the very least, have brought home numerous stories of what was going on in Russia (where the atrocities were well known) or the east.[3] The stories that the soldiers would have told their loved ones back home would have spread swiftly, and therefore soon after, knowledge of rumours would be instilled into the general population. The many camps that existed then were located inside Germany itself, but there were many more outside the country. A large number of these camps were located near several highly-populated areas, such as Dachau, outside of Munich.[4] However, the major extermination camps, such as Auschwitz and Treblinka, were not set up inside Germany, so it certainly was possible that the average German in the home front had no knowledge of them. Although, it is logical to assume that most people knew that being sent to a concentration was, without a doubt, a death sentence; even if they did not know the details, they had to have noticed that barely anyone ever returned from the camps. Overall, it all boils down to the issue of whether or not the Germans wanted to know more about what was going on, for perha ps they just wanted to turn a blind eye because it did not affect them in any way. Lastly, the monstrous project of the Final Solution (Nazi Germany’s plan to systematically kill off the entire Jewish population in Nazi-occupied Europe) seemed all too massive of a project to have been undertaken only by the Nazis. Konnilyn Feig, a well-respected Holocaust author, suspects that most people did, in fact, know about much of what was going on. In her book, Hitler’s death camps: the sanity of madness, she states that â€Å"Hitler exterminated the Jews of Europe. But he did not do so alone. The task was so enormous, complex, time-consuming, and mentally and economically demanding that it took the best efforts of millions of Germans†¦ All spheres of life in Germany actively participated†[5] As the case may be, therefore, it is not futile to rule out this very possibility. C. Evaluation of Sources Note: Because there were seemingly no readily available traditional resources regarding this investigation’s rather specific question, two significant internet articles will be evaluated in lieu. One article is written by Will Coleman, and is an extended response to the same question this investigation is attempting to answer. The other source is an essay article written by Theresa Art, named â€Å"What Did Most Germans Know about the Nazi Concentration Camp System?† As a response to a similar question posed in the website, www.quora.com, Will Coleman writes an in-depth â€Å"report† on the truth that he believes, in which he states that â€Å"the large majority of the German public, knew and collaborated willingly with the deportation and extermination of the Jews†¦Ã¢â‚¬ [6] This article was written with the obvious purpose of attempting to answer the question in the website, but to also do so using methodical reasoning. The article’s value lies in the fact that it provides a systematic explanation of Coleman’s perspective on the matter, and this allows the reader to easily interpret and understand the logic behind his bold statement that à ¢â‚¬Å"all of Germany was responsible†. Coleman does this by ordering his points from least to most significant; first he starts off with basic arguments that reinforce the fact that communication within Germany must have defeated any sort of secrecy about the mass murders simply because of how many people there were, and he ends with an intricate â€Å"collective guilt† argument, wherein he explains that the German people felt guilt for the atrocities committed by their fellow countrymen, and could only have done so because they either participated or turned a blind eye to it. There was a minor limitation in this article, in which it would sometimes confuse awareness of the holocaust with direct participation. In Theresa Ast’s article, she aims to focus not on the â€Å"culpability or degree of culpability of different segments of the German population†[7], but on general German knowledge of concentration camps. Much like Coleman, Ast suggests that many Ge rmans were aware of the mass killings; she states that â€Å"most concentration camp inmates were German or Austrian citizens and many of them served limited sentences before being released. It begs believability to think that these individuals did not discuss their experience with family and close friends.† The value in Ast’s article, as opposed to Coleman’s, is that she took into account several WWII veterans’ first-hand opinions and experiences in her findings. This allowed her to develop a well-formulated conclusion stating that â€Å"the typical German response was to deny knowledge of, and disclaim any responsibility for, the concentration camps.† A limitation in this article lies in the fact that it is mostly comprised of evidence, and has a minor lack of detail in its arguments. D. Analysis The importance of this investigation in its historical context is immense, as the question poses the issue of whether or not the Germans should feel guilty for having taken part in the most documented, systematic, industrial slaughter of human beings in all of recorded civilized history. From one perspective, based on the sources, it can be argued that the average German had a rough idea as to what was going on, but did not know the details; this is either because he genuinely did not know, or perhaps because he did not want to know more of his own country’s monstrosities. From another perspective, it can be argued that the average German knew a great deal of what was going on, as Coleman states, â€Å"How can a country on total war footing continue to move, house, manage and exterminate millions of people while at the same time, use those sparing resources on war production? They cant, not without a lot of help. Where was this help? The German nation of course.†[8] Fro m these arguments also arises the question that if the Germans did help undertake the Final Solution, did they do it willingly? Or were they forced to do it by the Nazis? With Adolf Hitler’s entrance into Germany’s politics, so did his theories of racial struggle and the â€Å"intent† of the Jews to survive and expand at the expense of the Germans. From 1933-1938, the Nazis staged book burnings, ordered anti-Jewish boycotts, and enabled anti-Jewish legislation.[9] The Jews were defined by race and was totally separated from the Germans by the Nuremberg Laws in 1935. These measures focused on total segregation of Jews from Germans and Austrians, both legally and socially. These new statutes, added with the extremely anti-Semitic Nazi propaganda imposed on the country must have, at the very least, implied something utterly terrible to come for the Jews. Although hundreds of thousands had already been killed by death squads and in mass pogroms[10] (riots aimed at m assacre of Jews), the large-scale deportation of the Jews must have spelled disaster for them in the eyes of the Germans. The communication that must have travelled back and forth, from the people that knew to the ones that did not, suggests that even though the full details of the holocaust were not leaked, a general idea of it must have formed within the people. The SS would routinely mix labour battalions, which consisted of thousands of starving Jews, with German nationals who were producing war goods. Without a doubt, these nationals must have shared stories of horribly treated Jews back home. The average Nazi soldier who had seen the atrocities committed in both concentration and death camps most likely would have wrote home letters describing what he had seen. Overall, there was very little chance that a German did not know anything as to what was going on around him, as all signs, including the mass deportation of Jews by train and the mass murders in pogroms, point to the u ltimatum that the Jews were being thoroughly purged out of Germany. The amount of work that the Final Solution must have required was much greater than that which the Nazis could hope to accomplish. As Will Coleman mentioned in his article, Germany could not have afforded to be on total war as well as systematically exterminate millions of people simultaneously without extra help, and this, in all likelihood, came from the general population of Germany itself. German police units, namely the Reserve Police Battalion 101, shot 38,000 Jews and deported 45,000 more to the camps.[11] Bankers often volunteered the names of their Jewish employees to Nazi authorities, most of which ended up in death camps.[12] What all of this is suggesting is that such a massive task could not have been done solely by the Nazis, but with the collective help and cooperation of everyone in the country. E. Conclusion Each and every subtopic that this investigation evaluates all point to the same conclusion. First, the extreme anti-Semitic ideas that had been forced on the people, coupled with the initial attacks on the Jews, implied the beginning of the end for them. Nobody knew exactly what the future h eld for the Jews, but they just knew it would be disastrous. Second, the substantial network of communication that had been utilized must have at least given the average German a clue as to what the Jews were going through at the time. Whether the information was passed through a letter, orally, or first-hand, the population must have received a basic idea for what was happening, and also, what was about to happen. Lastly, the Final Solution could not have been finished by the Nazis without further help from outside sources. Like Konnilyn Feig stated, â€Å"The task was so complex that it took the best efforts of millions of Germans†¦Ã¢â‚¬  Most, if not all Germans were aware of the Holocaust, let alone the ones that participated too. There is no doubt that everyone had the idea, and this alone reinforces the fact that yes, almost everyone was aware of what was happening. Total word count: 1,971 F. Bibliography Internet Sources: Coleman, Will, â€Å"To what extent were average German citizens aware of or involved in the Holocaust†. n.d., Quora. 30 March 2014. http://www.quora.com/Nazi-Germany/To-what-extent-were-average-German-citizens-aware-of-or-involved-in-the-Holocaust Ast, Theresa, â€Å"What Did Most Germans Know About The Nazi Concentration Camp System?†. n.d., HubPages. 30 March 2014. http://phdast7.hubpages.com/hub/What-Did-Average-germans-Know-Concentration-Camps Museum, â€Å"ANTISEMITISM IN HISTORY: NAZI ANTISEMITISM†. 10 June 2013. Holocaust Encyclopedia. 30 March 2014. http://www.ushmm.org/wlc/en/article.php?ModuleId=10007167 Connolly, Kate, â€Å"Letter proves Speer knew of Holocaust plan†. n.d. The Guardian. 30 March 2014. http://www.guardian.co.uk/world/2007/mar/13/secondworldwar.kateconnolly Douglas, Davis â€Å"British bank implicated in Nazi dealings†. 2 April 1999. Jewish News of Greater Phoenix. 30 March 2014. http://www.webcitation.org/5wQnrMwcy Book Sources: Rauschning, Hermann. Hitler Speaks (Munich, Germany: Kessinger Publishing, 2006) Feig, Konnilyn. Hitler’s Death Camps: The Sanity of Madness (California, United States: Holmes Meier Pub, 1981) Niewyk, Donald. The Columbia Guide to the Holocaust (New York, United States: Harper Collins, 1992) Gilbert, Martin. Kristallnacht (Oxford, England: Harper Perennial, 2007) [1] Hermann Rauschning. Hitler Speaks (Munich, Germany: Kessinger Publishing, 2006) p.234 [2] Gilbert Martin. Kristallnacht (Oxford, England: Harper Perennial, 2007) p.29 [3] Will Coleman, â€Å"To what extent were average German citizens aware of or involved in the Holocaust†. n.d., Quora. 30 March 2014 http://www.quora.com/Nazi-Germany/To-what-extent-were-average-German-citizens-aware-of-or-involved-in-the-Holocaust [4] Will Coleman, â€Å"To what extent were average German citizens aware of or involved in the Holocaust†. n.d., Quora. 30 March 2014 http://www.quora.com/Nazi-Germany/To-what-extent-were-average-German-citizens-aware-of-or-involved-in-the-Holocaust [5] Konnilyn Feig. Hitler’s Death Camps: The Sanity of Madness (California, United States: Holmes Meier Pub, 1981) p.84 [6] Will Coleman, â€Å"To what extent were average German citizens aware of or involved in the Holocaust†. n.d., Quora. 30 March 2014 http://www.quora.com/Nazi-Germany/To-what-extent-were-average-German-citizens-aware-of-or-involved-in-the-Holocaust [7] Theresa Ast, â€Å"What Did Most Germans Know About The Nazi Concentration Camp System?†. n.d., HubPages. 30 March 2014 http://phdast7.hubpages.com/hub/What-Did-Average-germans-Know-Concentration-Camps [8] Will Coleman, â€Å"To what extent were average German citizens aware of or involved in the Holocaust†. n.d., Quora. 30 March 2014 http://www.quora.com/Nazi-Germany/To-what-extent-were-average-German-citizens-aware-of-or-involved-in-the-Holocaust [9] Museum, â€Å"Antisemitism in History: Nazi Antisemitism†. 10 June 2013. Holocaust Encyclopedia. 30 March 2014 http://www.ushmm.org/wlc/en/article.php?ModuleId=10007167 [10] Kate Connolly, â€Å"Letter proves Speer knew of Holocaust plan†. n.d. The Guardian. 30 March 2014. http://www.guardian.co.uk/world/2007/mar/13/secondworldwar.kateconnolly [11] Donald Niewyk. The Columbia Guide to the Holocaust (New York, United States: Harper Collins, 1992) p.83-87 [12] Davis Douglas, â€Å"British bank implicated in Nazi dealings†. 2 April 1999. Jewish News of Greater Phoenix. 30 March 2014 http://www.webcitation.org/5wQnrMwcy

Penetanguishene Charter Violation :: essays research papers

In Penetanguishene, the law now says that anyone under 16 out after 12am will be taken home. This was on VR News tonight, the reasons they listed--a skate park had been graffitied and a park bench was slightly burned in a fire. These all seem a little light to me, I guess to a town of less than 9000 people, it's very severe, but is that an excuse to defy the Constitutional rights of Canadians? I have so many problems with this, I don't know where to begin. I think I'll start with the Charter, section 15. (1) "Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability." I'd like to stress on equal protection and equal benefit without discrimination based on age. What is this? It's discriminating based on age. Penetanguishene has introduced a law targeted at a group of people, without taking in any individual merit (more on this later), and using age as the target point. We all have to remember that just because someone is a minor, it does not give the right for the government to abuse them. Unless it can be proven that all people in Penetanguishene under 16 out after 12am are committing a crime or are planning to commit a crime, this law is unconstitutional. This law infringes on section 2. c) by depriving the right to peaceful assembly as the police will not take into account what the people are doing and will take home anyone and everyone fitting the [already deemed unconstitutional] preset criteria. It infringes on section 7., it deprives liberty of these people to not give them the choice, and the reasons do not affect the principles of fundamental justice at all. So, what does the local Ontario Provincial Police have to say about enforcing an unconstitutional curfew? "It's not a curfew". According to the OPP, they are not introducing any new law, simply enforcing an already passed law (regrettably I can neither remember which jurisdiction it was under or what it was called, something about Youth and Family Services). A good question is what's the point of fighting this, Burlington has curfew bylaws and I don't say anything about them. Well it's simple, Burlington's curfew is there in case it has to be used, like a police officer's sidearm, they don't go around shooting everyone for anything, but should the rare occurrence that they need it, it's there.

The Police Force Essay -- American History, Police Training

Throughout history the police force has severely changed, with the first forms of policing appearing in the Anglo-Saxon period in England; where the king would provide protection to the civilians for a tax (Mawby, 1999). Centuries later and the principles of protecting the people are generally the same. However, in recent times crimes and perpetrators are becoming more sophisticated; the need for higher abilities to control and manage these complicated situations is becoming more prevalent. It can be seen that the entry requirements into the police force are also dramatically increasing over the decades. This paper aims to critically assess the effectiveness of higher education requirements by outlining the advantages and disadvantages and how it can be improved further. To gain a further understanding a brief history of the constant debate will be analysed. At the beginning of the twentieth century, in Berkeley, California, Police Chief August Vollmer expressed his encouragement for police to acquire a formal university education (Carte, 1973). Unfortunately it wasn’t until the late 1960s that significant debate arose from police leaders about the effectiveness and benefits of formal qualifications, and how it plays a role in police professionalism (Roberg and Bonn 2004). The first major debate in Australia occurred in 1990; when the National Police Professionalism Implementation Advisory Committee (NPPIAC) recommended that to achieve national professionalism in police services, a university qualification should be included in the education requirements (Trofymowych, 2008). Although the topic has been debated for almost a century only minimal requirements have been applied. In Queensland the current education requirements f... ...e early 1990s; it is recommended this should be the requirement instead of the current 18 months of tertiary education. The belief that the current 18 months is sufficient enough is very lacking. The main point which has been seen is to increase the ‘professionalism’ of an individual, however it is hard to believe that a person will be professional if they only achieve half a university degree then quit. A nationwide requirement needs to be set out as a minimum for the security of Australia; it is believed that the advancement of skills, methods and training can only be achieved through higher levels of education. It is unclear if police will ever attain ‘professional’ status; however it is believed that with the correct structure and implementation, higher education will play the deciding factor. Although it is also believed that there is still a long way to go.

Ken Robinson

Even in modern day 20th century despite our growth in society, anyone who wishes to pursue any dreams or aspirations in the arts is heavily criticized for any chance of success and is frowned upon. In this article, Robinson (2006) takes an interesting approach to convey his point across that school education systems kill creativity. He takes three approaches which are listing, explaining and analysis. He uses he’s own personal stories and professional stand point to grasp the reader’s attention.Robinson discusses the theme spoken throughout the presentations and how it will tie into his presentation. He now goes on by explaining that creativity should be treated with the same status as literacy has in education. According to Robinson (2006) he states, â€Å"We stigmatize mistakes and we’re now running a national education system where mistakes are the worst thing you can make. The result of creating that stigma is that we are educating people out of their creati ve capacities†.Robinson refers to a quote from Picasso that states â€Å"all children are born artist†. How will we fix these issues and keep the creative mindset if all we do is frown upon those who are more artistically bound rather than academically bound. Robinson shares a perfect example of the previous statement. He shares a story of a personal friend named Gillian Lynne, a world known choreographer for Phantom of the Opera and Cats. He opposed the question to Gillian on how she became a dancer and she explained that in school she felt hopeless and could never concentrate.The teacher suggested to her parents that she had a learning disorder; she was sent to see a psychologist who later on came to the conclusion after observing her that Gillian was not sick in anyway, she was just a dancer. She later on attended a dance school, auditioned Ken Robinson 3 for the Royal Ballet Academy, graduated and founded her own company. One of many perfect examples of artistic peo ple who became insanely successful despite the lack of academics.Robinson (2006) concludes with how there are three types of intelligence, â€Å"it’s diverse, it’s dynamic and it’s distinct†. According to Robinson (2006) â€Å"We invest a lot of time into educating children on how to succeed in the future but if we are unable to predict the future in five years despite our expertise the who’s to say we’re meant to educate them for it. † How will we prepare them for a time that is so far away and technology that has yet to be invented yet. Robinson goes into urther analyzation when he says â€Å"We must adopt a new conception of human ecology, one of which we start to reconstitute out conception of the richness of human capacity†. As for the future it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children†. Robinson (2006) How can we push the human capacity to its full potential if we’re not exploring all it its aspects. We would not have people like William Shakespeare if we didn’t explore the artistic aspect and the historic change made in art and literacy. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech?Robinson did an exceptional job at capturing the reader’s attention and let the think of his discussion and making them form their own opinion. He also backed up every point with a personal story and/or fact which made this more effective. He used humour as an essential way to make his presentation entertaining yet analytical. He argued both pros and cons to each paradigm in order to show he was not biased. Ken Robinson 4 Robinson theory that school kills creativity was proven to be well written and presented by adding humour, personal stories and facts. He left the readers with a lot to debate about and consider.

Computer Basics

The society in which we live is complex and sophisticated. As consumers we demand a variety of goods and services to enable us to maintain the quality of life we enjoy. In order to satisfy these demands, suppliers must produce the goods and services, which the consumer wants by combining factors of production such as land, labor and capital in the most efficient manner. To do this the hiring of workers, rent or purchase of the appropriate premises, and maybe, even investing in plant and machinery, as well as the raw materials needed to produce the final product. These are just some of the factors that have to be considered before the final product is produced at a profit. This is achieved under commercial organizations. In short, an organization is a group of people working together to achieve a goal of supplying a demand. In Britain, the economy is made up of the Public Sector and the Private Sector. The Public Sector Company provides goods and services through the state in much the same way as commercial organizations. This sector also employs staff, occupy premises and raise capital. The public sector seeks to fulfil a service such as education, hospitals, police, etc. These services are necessary to provide society with order, in which individuals are free to express their demands and producers are able to meet such wants.   The prime objective of the private sector is to make a profit. These organizations are made up of several different sectors. They are a mixture of large and small business. For example: – Banks, Railtrack, Imperial Chemical Industries, Solicitors, Accountants.   Sole traders are normally owners of small businesses such as the newsagent or the local cafe. The sole trader has unlimited liability and has a greater risk than a partnership. However, he has total control of his business and is alone in the making of all decisions relating to his business. The sole trader keeps all profits but in the majority of cases works very long hours, it is also very hard to find the time for things such as holidays. Partnerships has a minimum of two people and no more than twenty partners, who have made an agreement to work together and to provide capital for the benefit of the company. Their aim is to make a profit. These businesses are normally on a larger scale. Sleeping partners in the business i. e. profit share partners do not play an active role in the organization. A Deed of Partnership is normally drawn up when setting up a partnership. This sets out the terms and conditions such as the objectives, profits, transfer of ownership, individual salaries, decision-making, etc. THE PRIVATE LIMITED COMPANY (LTD) Private Limited Companies have certain legal binding restrictions before it can trade, these are: The Memorandum of Association This consists of the company relating to the outside world i. . : name and rules, address of the business, the names of the directors and the purpose of the organization. The Article of Association relates to the internal matters of the organization. When the Article of Association form in completed it is then registered and permits the company to trade. THE PUBLIC LIMITED COMPANY (PLC) A Public Limited Company has similar rules to limited companies with the ex ceptions: Shares can be openly bought and sold A vast amount of capital can be made available through the issue of extra shares. The minimum share capital required is ? 50,000. No limits to the amount of shares a shareholder can have. The functional areas of an organization such as a music venue can be vast. Therefore, the areas that will be dealt with will be limited. The marketing department is responsible for all publicity that the organization needs to make public awareness and the events available. They also can organize suppliers, as well as the delivery of these items. This department is in charge of all venue publicity and public awareness. The accounts department is responsible for the payment of all bills/invoices. When an invoice is presented for payment, the manager concerned first checks it against the appropriate delivery note. Only then, will this department approve payment automatic and regular payments such as, standing orders and direct debits are also done through this department. These systems of payments are required to pay bills like gas, electric and other suppliers used on a regular basis. The wages department is responsible for the wages and salaries of all personnel working for the venue. It includes wage payments for company directors, full and part-time staff to the artists and musicians working on an evening event. They also supply wage slips that supply information such as number of hours worked, overtime, bonus, holiday†s etc. The required tax deducted and payment is made through the BACS system directly into the employee†s bank account in most cases. The personnel department is responsible for the welfare of all employees within the organization. Personnel are responsible for recruitment, training and development of all staff. They also ensure that the venue and bar managers carry out the required company training. They hold all of the organizations staff records. To keep their files updated these departments regularly liaise with the wages department over staff sickness, holiday entitlements etc. IT Services All incoming areas i. e. bar and entrance fees are linked to a computerized system, therefore the IT services department even though small plays a vital role in this organization. This department is divided into two, the Operations and the Programming.

Comparison between Hard Times and the Star

Like the beginning of Hard Times, the Star is about children and the way that they are treated. Although Hard Times was written a hundred years before the Star but both stories have similar messages and implications. The Star and Hard Times both stress what their authors thought about teaching in their times. An important theme in both stories is the importance of imagination. For ‘Sissy' Jupe in Hard Times, her imagination is what makes her herself. For the boy Cameron in the Star his imagination is a way of escape from the dystopian world around him. In both stories, these ideas are more important than the characters: but I think that in Hard Times the characters play a much more important role than in the Star, as they are described in much more detail and depth. Like Hard Times, the surroundings in the Star connote ideas of entrapment and claustrophobia. The phrase â€Å"monotonous vault† in Hard Times suggests a prison like feeling to the schoolroom, while in the Star, â€Å"enclosing tenements† connotes a similar feeling about Cameron's neighbourhood. An important message in both stories is that no matter how hard you try to suppress imagination, it will always resurface. In Hard Times, this is represented by the phrase, â€Å"dost thou think that thou wilt always kill outright the robber Fancy lurking within- or sometimes only maim and distort him! † This message is also reflected in the Star by the child disobeying the teacher and swallowing the star instead of handing it to the teacher. Dickens describes his characters in great detail, using similes and metaphors. For example, there is a lengthily description of Mr. Gradgrind being likened a building in chapter one. In Hard Times, Dickens how a character will act is reflected in their name. â€Å"Gradgrind† suggests gradually grinding, which is what Mr. Gradgrind does; he gradually grinds the children into his image of what a person should be. Dickens also hints to us how we are meant to feel about certain characters in his descriptions of them. I find that Gray doesn't describe his characters in the Star in as much depth as Dickens does in Hard Times. Gray spends more time on the descriptions of the images that Cameron imagines when he looks into the star; such as the snow-flake. â€Å"He brought it close to his eye. In its depth was the pattern of a snowflake†¦ He looked through the flake's crystal lattice into an ocean of glittering blue-black waves under a sky full of huge galaxies. † I preferred Hard Times to the Star because the characters are described in more detail whereas descriptions of the star seem to make up most of the story in the Star. I also find Hard Times easier to understand, probably because it is more blatant than the Star.

Communications Essay

1. What is an implication, in general, and what are specific implications of the presence of the U.S. flag, Constitution, and Bill Of Rights in all the classrooms at the University of Arizona? a. A general definition of an implication is an assumption that can be inferred from a given scenario that is not obviously specified. The US flag, Constitution, and Bill of Rights are all important symbols of freedom in the United States. The Bill of Rights contains the first ten amendments to the Constitution that preserve the liberties and freedoms prevalent in the United States. The Constitution sets forth the structure of the government we created after rebelling against the British monarchy. The US flag contains a representation of the original 13 colonies that rebelled against the British monarchy as the stripes and the current 50 states as the stars, this representation holds a strong symbol of Americanism. A specific implication of having the U.S. flag, Constitution and Bill of Rights in all University of Arizona classrooms is to help remind students of the freedoms that are available to them in the United States. These symbols of personal freedom promote one’s ability to be an outspoken individual, go against the grain in everything they do, and maintain an individual spirit. 2. Problems in business, government, and relationships are frequently blamed on a lack of communication or a failure to communicate properly. Use the Tubbs communication model on page 9 of your Human Communication textbook to diagnose a communication problem and suggest a recommendation for fixing the problem. a. Tubbs’ communication model involves two communicators and contains three main components of communication: the messages, interference, and the channel. Communication problems can exist across all three components of Tubbs’ communication model. Messages can be intentional and unintentional, when we send an unintentional message we give a message that we didn’t intend to and will usually not find out about the error until we receive feedback from the receiver. Communication problems in channels can occur when sending a message through the wrong channel, each channel serves a primary purpose and sending the wrong message through a channel can lead to a breakdown in communication. Interference is what causes a sent message to become misunderstood or missed completely, usually due to a distortion in the message or the receiver becoming distracted. A fairly common problem that has become more prominent in communication since the rise in popularity of electronic messaging is the inability to relate sarcasm, irony, or other emotions effectively. Usually when someone says something sarcastic it can be taken as a serious statement and the receiver can view the sender as ignorant or senseless. To fix this the person either has to relate the message through a more emotionally efficient channel, such as a telephone call, or include a signifier that allows the person to realize the text should be taken as sarcasm, such as including the tag /sarcasm afterwards. 3. What subject matter is at the heart of the field of communication? To answer this question, imagine that a friend or family member asked you what ‘communication’ as an academic subject was about. How would you respond to that person so that they had a clear understanding? a. Communication has changed a great deal over the last 2400 years but has always maintained a primary center to its study while adding more and more elements. In ancient Greece, Socrates and Plato used communication (then called Rhetoric) as a means to discover the truth and draw it out of their students. Aristotle took Plato’s view and expanded onto it that truth is not always absolute and humans must therefore ascertain the â€Å"probable† truth. These early understandings still hold relevant today and create a framework for the contemporary study of human communication. At the heart of communication is the need for understanding, the need for people to be able to help others understand what they’re saying and understand what others are saying. With this need for understanding Plato stated that rhetoric would be used to promote falsehood over truth while Aristotle saw that either falsehood or truth could be promoted and it is the duty of the citizen to use rhetoric to defend the truth. Communication covers the central topic of providing information to other people through multiple channels in an efficient and effective manner. As communication progresses it will continue to hold its central subject matter while adding more and more relevant areas of interpretation. 4. How was the ancient Greek city-state of Athens involved in the history of communication? What connections exist between communication in ancient Athens and communication in the world today? a. Athens was home to the three scholars who created the two primary views to what we currently know as communication. Socrates, Aristotle and Plato provided a strong foundation for the study of communication while coming from two different views of rhetoric. Socrates and Plato were credited to creating the view of â€Å"Divine Truth† which sought to use reasoning and dialogue to â€Å"draw out† knowledge and understanding. Where as, Aristotle viewed that truth is all around in the environment and must be taken in through the senses. Much of what Socrates, Aristotle and Plato put into communication (rhetoric) is still valid today; Aristotle stated communication is â€Å"purposive† and can be evaluated on whether they accomplish their purpose. Socrates demonstrated a strong relationship between communication that would result in the discovery and appreciation of truth and beauty; this gave a precedent to the value of ethics in communication. Each view puts value into a different way of viewing the truth that surrounds us every day; one sees that there is truth in everything and it’s up to the individual to find that truth while the other views that truth is dependent on the person and can change depending on a persons view. These two views from ancient Athens will continue to lead the study of communication and help shape the continued understanding of the field.