Introduction
1
It is obvious that the defects in the critical thinking process will cause the rising power of tyrants. If people play the role as the followers who do not have their own critical thinking and share a common identity and support for dictators, they will lead to the serious consequence of tyranny. Followers believe that they are participants in any movements and they are integrating themselves into the collective. This sense of solidarity and subordination is an important component of the dictatorship. These characteristics are reflected in the process of a large number of dictatorships, such as the Third Reich. In Hitler’s Germany, Hitler makes people believe that they have the responsibility to contribute to the rising of the nation, and narrow self-interest should give way to the great goal. The fundamental reason why people voluntarily obey orders is that they have been brainwashed and trained in this way for a long time, which leads to another consequence, that is, people tend to become cowardly and obedient under the rule of tyrants. They lose their ability to think about the behaviors of tyrants in a critical way. However, the White Rose Group in Hitler’s Germany is different from other obedient people. The group members oppose the Nazism, and their behaviors also cause a negative influence on Hitler’s Nazi rule. Therefore, people have the responsibility to think critically and act ethically.
The Analysis of the White Rose Group
The White Rose Group was a patriotic underground resistance organization founded at the University of Munich in Germany during World War II. Its members were mostly students of the University of Munich, led by brother and sister- Hans Scholl and Sophie Scholl (Toby 06). In addition, there were many other members who also contributed to the development of the group, such as the professor of philosophy Kurt Huber, soldier Willi Graf, Christoph Probst, Alexander Schmorell and so on (Simon 42). They came together for their opposition to Nazi Germany's brutal rule and evil war. The members of the group fought against the Nazis mainly by issuing leaflets to arouse the German anti-war spirit ideologically. There were films about White Rose Group in Germany, such as “Sophie Scholl: The Final Days” in 2005. The spirit of the two young people was as beautiful and lofty as a white rose and became a symbol of hope in the darkness. In 1943, shortly after the White Rose Group was founded, the group was informed by Nazis in the school when they operated a secret leaflet dissemination action. The brother and sister were captured by Gestapo. Five members of the group were arrested one after another. Finally, they were willing to awaken the numb soul of the Germans with their own death and sacrifice bravely.
The White Rose Group took measures to oppose the rule of the Nazis with their critical thinking and took ethical action instead of violence. But they found that the whole society did not think about Naz ...
Nazi Germany isolated and oppressed Jewish people through several means:
- Jews were denied refuge in other countries as life became difficult in Germany leading up to WWII.
- Jews were isolated into ghettos within German cities.
- An estimated 3 million innocent Jews were later killed in Nazi death camps through methods like gas chambers and mass shootings, proving the vast prejudice they suffered under Nazi rule.
The document provides information about the White Rose resistance movement in Nazi Germany. It discusses how Hans and Sophie Scholl, along with other university students, formed the group and distributed leaflets criticizing the Nazi regime. The leaflets opposed the Nazis' policies and war crimes. The group printed thousands of leaflets that were distributed in several German cities. However, the members were eventually arrested by the Gestapo and tried for treason. Hans and Sophie Scholl were sentenced to death and executed. The document examines the White Rose movement and its impact resisting the Nazi dictatorship through non-violent means.
The passage discusses the key roles of Joseph Goebbels, the Gestapo, and the SS in maintaining control for the Nazi regime in Germany. Goebbels was the Minister of Propaganda who controlled Germany's media and spread Nazi ideology and anti-Semitism. The Gestapo was the secret police that arrested dissidents and sent them to concentration camps. The SS, led by Himmler, grew into a powerful paramilitary organization that enforced racial policies and operated the concentration camps. Without these organizations propagating Nazi messaging and repressing opposition through fear, the Nazi regime likely would not have achieved the level of control it did under Hitler.
The Nazi party rose to power in Germany during the 1930s, a time of economic crisis following World War I. Nazi propaganda was highly effective in gaining widespread support and influencing public opinion. Joseph Goebbels, the Nazi minister of propaganda, skillfully organized massive rallies and dominated all aspects of society to promote Nazi ideology. Propaganda appealed to Germans by portraying Hitler as a strong leader who could restore national pride and prosperity. It also spread anti-Semitism by portraying Jews as the cause of Germany's problems. Through the education system and Hitler Youth, the Nazis also successfully indoctrinated German youth with their racist ideology.
The document summarizes key events that allowed Hitler to consolidate power in Germany:
1) The Reichstag fire allowed Hitler to arrest communists and blame them, helping him win the 1933 election.
2) The Enabling Act granted Hitler emergency powers and eliminated democracy.
3) The Night of Long Knives purge eliminated SA leader Ernst Rohm, cementing Hitler's control.
4) Hitler controlled religion, education, censorship and anti-Semitism to propagate Nazi ideology and brainwash the German people.
Hitler’s germany social impact 1 (propaganda, censorship, ss)Reuben Ong
The Reich Ministry of Public Enlightenment and Propaganda was established under Joseph Goebbels to control information and secure loyalty to Nazism through media like films, posters, and radio. The Nazis banned anti-Nazi publications, scrutinized media, and made radios affordable to spread propaganda while banning foreign stations. They also suppressed freedom of expression and the White Rose resistance group. The SS and Gestapo enforced Nazi policies, operated concentration camps, were responsible for the Holocaust, and created a climate of fear through surveillance and arrests of dissidents.
The document discusses the Hitler Youth organization and young people's involvement in Nazi Germany from 1933-1945. It provides context on how the Nazis appealed to young people and made the Hitler Youth attractive through activities, travel, and leadership opportunities. However, over time young people became dissatisfied as the organization shifted its focus to militarization and war. The document also examines historians who have studied the Hitler Youth and analyzed why young people were initially drawn to it, how Nazi ideology was integrated into daily life, and how the war ultimately undermined the organization.
Nazi propaganda was extensively used in Germany and was very influential. It was impossible to escape and millions of Germans encountered propaganda every day. While not all propaganda was successful, it was largely effective in gaining support for Hitler and spreading Nazi ideas and attitudes. Propaganda dominated all aspects of society and education to indoctrinate children and future generations. However, some propaganda, such as exhibits portraying Hitler as lazy, was not successful.
Nazi Germany isolated and oppressed Jewish people through several means:
- Jews were denied refuge in other countries as life became difficult in Germany leading up to WWII.
- Jews were isolated into ghettos within German cities.
- An estimated 3 million innocent Jews were later killed in Nazi death camps through methods like gas chambers and mass shootings, proving the vast prejudice they suffered under Nazi rule.
The document provides information about the White Rose resistance movement in Nazi Germany. It discusses how Hans and Sophie Scholl, along with other university students, formed the group and distributed leaflets criticizing the Nazi regime. The leaflets opposed the Nazis' policies and war crimes. The group printed thousands of leaflets that were distributed in several German cities. However, the members were eventually arrested by the Gestapo and tried for treason. Hans and Sophie Scholl were sentenced to death and executed. The document examines the White Rose movement and its impact resisting the Nazi dictatorship through non-violent means.
The passage discusses the key roles of Joseph Goebbels, the Gestapo, and the SS in maintaining control for the Nazi regime in Germany. Goebbels was the Minister of Propaganda who controlled Germany's media and spread Nazi ideology and anti-Semitism. The Gestapo was the secret police that arrested dissidents and sent them to concentration camps. The SS, led by Himmler, grew into a powerful paramilitary organization that enforced racial policies and operated the concentration camps. Without these organizations propagating Nazi messaging and repressing opposition through fear, the Nazi regime likely would not have achieved the level of control it did under Hitler.
The Nazi party rose to power in Germany during the 1930s, a time of economic crisis following World War I. Nazi propaganda was highly effective in gaining widespread support and influencing public opinion. Joseph Goebbels, the Nazi minister of propaganda, skillfully organized massive rallies and dominated all aspects of society to promote Nazi ideology. Propaganda appealed to Germans by portraying Hitler as a strong leader who could restore national pride and prosperity. It also spread anti-Semitism by portraying Jews as the cause of Germany's problems. Through the education system and Hitler Youth, the Nazis also successfully indoctrinated German youth with their racist ideology.
The document summarizes key events that allowed Hitler to consolidate power in Germany:
1) The Reichstag fire allowed Hitler to arrest communists and blame them, helping him win the 1933 election.
2) The Enabling Act granted Hitler emergency powers and eliminated democracy.
3) The Night of Long Knives purge eliminated SA leader Ernst Rohm, cementing Hitler's control.
4) Hitler controlled religion, education, censorship and anti-Semitism to propagate Nazi ideology and brainwash the German people.
Hitler’s germany social impact 1 (propaganda, censorship, ss)Reuben Ong
The Reich Ministry of Public Enlightenment and Propaganda was established under Joseph Goebbels to control information and secure loyalty to Nazism through media like films, posters, and radio. The Nazis banned anti-Nazi publications, scrutinized media, and made radios affordable to spread propaganda while banning foreign stations. They also suppressed freedom of expression and the White Rose resistance group. The SS and Gestapo enforced Nazi policies, operated concentration camps, were responsible for the Holocaust, and created a climate of fear through surveillance and arrests of dissidents.
The document discusses the Hitler Youth organization and young people's involvement in Nazi Germany from 1933-1945. It provides context on how the Nazis appealed to young people and made the Hitler Youth attractive through activities, travel, and leadership opportunities. However, over time young people became dissatisfied as the organization shifted its focus to militarization and war. The document also examines historians who have studied the Hitler Youth and analyzed why young people were initially drawn to it, how Nazi ideology was integrated into daily life, and how the war ultimately undermined the organization.
Nazi propaganda was extensively used in Germany and was very influential. It was impossible to escape and millions of Germans encountered propaganda every day. While not all propaganda was successful, it was largely effective in gaining support for Hitler and spreading Nazi ideas and attitudes. Propaganda dominated all aspects of society and education to indoctrinate children and future generations. However, some propaganda, such as exhibits portraying Hitler as lazy, was not successful.
1 Dr Joseph Goebbels was the Third Reich’s master propagandist. cargillfilberto
1
Dr Joseph Goebbels was the Third Reich’s master propagandist. He was born on 29th October 1897 in the Rhineland, to a pious Catholic family. He attended a Roman Catholic school and later studied History and Literature at the University of Heidelberg under a Jewish literary historian. During the First world war, military service rejected him because of his crippled foot. His clubfoot was a result of contracting polio as a child. Also, he had a diminutive figure and black hair. His physique led the German people to refer to him as the “little doctor.” What he lacked for in physique his intellect made up for it. Being conscious of his disability, he strived to belong to the ruling class. The fear of being regarded as a self-proclaimed intellectual fueled his insatiable thirst for power. He was described as cynical, hostile and hateful to the entire human race. All these traits in his personality were as a result of self-loathing, and inferiority complex ("Joseph Goebbels"). He was also quite skilled at igniting the same emotional state of rage and hatred that he felt onto masses both verbally and via writing.
A friend introduced him to socialist and communist ideas. Later, he joined the NSDAP in 1922. Initially, he was not antisemitic. Goebbels was under Professor Friedrich Gundolf, a Jewish professor renowned as a Goethe scholar and a close disciple of the poet Stefan George, whom he looked up to and admired ("Joseph Goebbels | German Propagandist"). The development of his antisemitic beliefs is believed to be purely tactical. Before joining the Nazi party, his talents were unappreciated. He tried his luck as a novelist. He only wrote a single book that was published in 1926. Nevertheless, Goebbels was intelligent, sensible, sharp, and his oration skills were exceptional (Michael 3). He put his skills to use for the Nazi administration.
The Nazi saw his potential, and he became the district administrator of the National Socialist Worker's Party (NSDAP) in Elberfeld. He established and edited the NS letters (Nationalsozialistischen Briefe). The main theme of these publications was to spread the anti-capitalist opinion and mobilise the citizens. The papers would draw examples from the Soviet Russia which he regarded as a socialist and nationalist country. He was among the co-authors of the Hanover conference in 1926, which called for the expulsion of Adolf Hitler ("Joseph Goebbels"). Goebbels’s political savvy instinct made him switch to Hitler’s side in the same year. Hitler rewarded him by appointing him as the Nazi district leader of Berlin-Brandenburg.
Berlin-Brandenburg was on the northern side of Germany where the Strasser brothers were superior. Goebbels was able to take control of the region by establishing and editing his weekly newspaper. He discovered the power of words both oral and written on the credulous German population. He hatched schemes, published propaganda, and orchestrated impressive parades to further his political ...
Collapse of the Weimar Republic - hitler's leadership of the nazismrmarr
Hitler joined the German Workers' Party in 1919 and helped transform it into the Nazi Party. He became the leader of the party in 1921 after nearly causing a split by threatening to resign. Hitler realized the importance of propaganda and imagery in winning support, designing the swastika logo and introducing the Nazi salute. He was a charismatic speaker who helped the Nazis gain popularity through their message and organized structure, ultimately becoming Chancellor in 1933.
The document discusses several key aspects of Nazi Germany:
1. Nationalism was strongly encouraged through rituals like the Hitler salute, which showed commitment to the Nazi cause.
2. Human rights were disregarded, as dissidents faced discrimination, imprisonment and death in concentration camps without due process.
3. Jewish people and ethnic minorities were scapegoated to increase nationalist fervor and direct public discontent toward a common enemy.
4. Military expansion violated the Treaty of Versailles but was pursued secretly and then openly to establish Germany as a great power.
The document summarizes the various groups that resisted Hitler and the Nazi regime in Germany between 1933-1945. It discusses the political opposition from groups like the Social Democratic Party and Communist Party. It also outlines resistance from industrial workers, youth groups like the Edelweiss Pirates, students in the White Rose movement, and churches. One of the most prominent acts of resistance was the failed 20 July 1944 bomb plot led by Claus von Stauffenberg to assassinate Hitler. Overall, there was no single resistance movement in Germany but rather opposition from different individuals and groups with different motivations who worked to undermine and eventually overthrow the Nazi dictatorship by various means.
Between World War One and Two, Germany experienced several changes in government: from an emperor to a democracy to the rise of a new dictator, a Führer Adolf Hitler.
the following points are addressed in the lesson plan.
1) Introduction to the Background of Germany post W.W1
2) Causes of the rise of Nazism in Germany.
3) Nazi ideology
4) Rise of Hitler as the Nazi leader.
5) The end of the era of Hitler
Nazi germany - power of the terror apparatusmrmarr
The Nazis established totalitarian control over Germany through both coercion and popular support. They passed laws like the Reichstag Fire Decree and Enabling Act to consolidate power, banned opposing political parties, and used the SS and Gestapo secret police to crush dissent through intimidation, violence and mass arrests. However, the Nazis also cultivated support by improving the economy, appealing to German nationalism, and controlling information. While some Germans opposed the Nazis or passively resisted out of fear, many actively supported Nazi policies and actions. Historians disagree on whether popular consent or fear of state repression was the primary source of Nazi domination in Germany.
Nazism developed in 1920s Germany out of nationalist and anti-Semitic ideologies. It promoted the idea that Germans were racially superior and sought to restore Germany's military and economic power. These beliefs were outlined in Hitler's autobiography Mein Kampf, where he also expressed his anti-Semitic views and plans to remove Jews from Germany and make it rule the world. As Germans struggled economically in the 1930s, the Nazi party gained support by blaming Jews and promising to restore Germany's strength. This ideology and Hitler's charismatic leadership allowed the Nazi party to rise to power and establish a fascist dictatorship in Germany in 1933.
Symbols can have more than one meaning.1. The battle flag of the c.docxhildredzr1di
This document discusses how symbols can have multiple meanings depending on the viewer. It provides two examples: the Confederate flag, which some see as representing rebellion against authority while others associate it with repression, hate, and slavery. Another example is sports team apparel, which could be perceived as representing a gang by some due to similar symbolic meanings of colors. The document suggests that symbols often do not have a single agreed-upon meaning and different people may associate different concepts or ideas with the same symbol.
Sustainable development is an idea that has been talked about global.docxhildredzr1di
Sustainable development is an idea that has been talked about globally for years. But there is often multiple definitions of sustainable development. Some people value sustainability more that development and vice versa. The main issue you see is through sustainable developments three main pillars; environmental, economic, and social. It is almost impossible to have one without sacrificing at least a little of the others. There are also many differing views of what should be developed and what should be sustained. Even when these issues are brought into fruition at UN summits developed and developing countries often disagree on these issues. Even though plans have been made at these summits, goals have failed to be turned into action. That is the main issue I see is in order to make these plans work people must be willing to ask for a change and be willing to make the big decisions to change. Despite this, the mistrust between Northern and Southern countries will always make sustainable development a struggle.
________________________________________________
Q: i want a short response about 20 words for the previous paragraph based on globalilzation
.
Suppose you are the Chief Security Officer for a financial instituti.docxhildredzr1di
Suppose you are the Chief Security Officer for a financial institution. Someone on your information security staff has informed you that recent Web content filters have shown an end user who has been visiting sites dedicated to alternate data stream (ADS) and steganography hiding techniques. She is interested in what the end user may be doing and comes to you for some explanation on these techniques.
Write a two to three (2-3) page paper in which you:
Explain how a user could utilize ADS to hide data and explain other destructive uses which exist for ADS.
Determine how rootkits can be used as an alternative for data hiding and explicate why they can be used for this purpose.
Describe the processes and tools used by an investigator in determining whether signs of steganography are present in a given situation.
Select two (2) tools that could be used for steganography and explain how these tools can help someone hide data from others.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length
.
SWK313 Case Study OneYou are a social worker in a program with in.docxhildredzr1di
SWK313 Case Study One:
You are a social worker in a program with in a non-government agency that supports people recovering from addiction. Steve, a 23 year old man presents at your service as he has been has a upcoming Court date for some drug related offences and his lawyer
told him if he attends a course it will prevent him from going to prison.
Steve has a long history of alcohol and marijuana addiction as well as several prior convictions for theft and burglary. Steve has no family support and left home and school when he was 14 after being abused by his alcoholic step father. He is currently living in transitional housing with friends who are also drug users.
Steve has never been able to hold down a job, but picks up occasional work.
Steve agreed to one of one counselling however, during sessions he would often make rude remarks he was angry and bored and would often walk out of sessions.
SWK313 Case Study Two
You are a social worker in a government child protective service and you receive the following report and are allocated to work with the family:
Subject Children:
Stephen (aged 8
Mary (aged 4
Parents
Jeanie (b.mo aged 28)
Tom ( b.fa aged (32)
Address:
Remote community (during Wet season)
Outstation (during Dry season)
Case Manager:
Tess
Current situation:
A notification was received from a remote community health centre notifying that Stephen and Mary will be air lifted to Hospital due to weight loss (each averaging 200 grams per week). B/mo of the children Jeanie is pregnant and is also considered to be severely malnourished so will also be flying in with the children for treatment.
Family will be accompanied by another female family member who notifier describes as ‘responsible’.
Notifier advised that they had applied the World Health Organisation classification for malnourishment to both children and it meets the ‘severe’ category.
Notifier also notes that it is unusual to need to admit a child of eight (8) years of age to hospital for malnourishment.
Notifier stated they have continued to experience difficulties in following-up health issues for the children because family spends large amounts of time at their Outstation and there is no service outreach to this location.
Previous involvement with the family has resulted in two (2) hospitalisations for Stephen and Mary for failure to thrive and each time their weight had increased on their return to community however contact is lost when family moves to the outstation. Notifier added that b/mo Jeanie has disclosed that there is often little to no food available at the Outstation as it runs out quickly.
Jeanie presents as disempowered when discussing family issues with the health centre and her own serious malnourished state supports the view that her nutritional needs take low priority in the family hierarchy.
The health centre has had no direct involvement with the birth father as he never accompanies Jeanie or the children to their service. When.
Synco AnswersWrite a 700- to 1,050-word paper in which you d.docxhildredzr1di
Synco Answers
Write
a 700- to 1,050-word paper in which you discuss an ethical dilemma from a current story in the news. Address the following in your paper:
The nature of the dilemma
The ethical decision made
The outcome of the situation
Alternative courses of action and why
Willing to pay 40
.
Survivor SpeechWrite a 300-400 words speech on being a survivor. U.docxhildredzr1di
Survivor Speech
Write a 300-400 words speech on being a survivor. Used the 3 main points to create a speech. Speech doesn’t have to be accurate but interesting.
I. Main Point 1. Becoming a teen mother with only a high school diploma I had to figure out a way to support not just myself but my child as well.
II. Main Point 2. Began dancing to support myself and my child, it wasn’t something I wanted to do, but it was fast money and money on the spot.
III. Main Point 3. Here is where I met the guy that I believed was going to help me change my life, but instead he physically and verbally abused me.
.
Support your assertions, claims,inferences, theories, and argument.docxhildredzr1di
Support your assertions, claims,
inferences, theories, and arguments with examples or evidence from
one of the dramatic narratives mentioned below.
1.
Is the conflict between determinism and self-reliance as strong an
element of the plot of
Romeo and Juliet
as it is in
Oedipus Rex
?
.
Supporting Activity: Anything-as-a-Servic
Objectives:
View more
»
Expand view
Leveraging on the Software-as-a-Service kind of concept, there are also Analytics-as-a-Service, Communications-as-a-Service, Monitoring-as-a-Service, etc.
Pick
a kind of "as-a-service," and describe how it is changing that technology area, and as a result, is benefiting both consumers and businesses.
.
summary and reflection on our Martin Luther King, Jr. readings s.docxhildredzr1di
summary and reflection on our Martin Luther King, Jr. readings
students will be graded on completeness, spelling, grammar, and format. Please also remember to include at least one direct quote
"one page- double Spaced- 12 font"
Reading attached
Readings attached
.
Summative Assessment To complete this assignment, read the scena.docxhildredzr1di
Summative Assessment
To complete this assignment, read the scenario below and address the specific questions and issues indicated. Review the
SOC313 Family Document
for specific information on each member of the family.
Grandmother Ella has had cancer for years now and has followed alternative remedies from the time she was first diagnosed. Ella had a period of remission; however, the cancer returned and has metastasized to her bones, liver, and lungs. She is in the hospital after collapsing from weakness. She is being released from the hospital as she wishes to spend her last days and months at home. Ella has her preferences for care, though she is now so weak that she has given up in many ways. The family members are each experiencing their own fears and are grieving as they face the loss that will occur when Ella’s life ends. Ella feels stressed by the discord and discomfort of family members.
For this final assignment, you are the social worker for this case. You meet this family in the hospital setting. You learn that Ella wants to return home with care from the Hospice nurse and health aide. Ella’s husband also wants her to return home; however, several of her children and their spouses want Ella to remain in the hospital or move to a nursing home so she gets professional care.
For this assignment, you will:
Synthesize the current research that is relevant to this scenario. Discuss the current practices for end of life and palliative care from the Western Medicine as well as the Complementary and Alternative Medicine perspectives.
Comprehensively discuss the cultural and/or traditional issues that could arise at this time. Consider how the integration of Complementary and Alternative Medicine and beliefs, mainstream medical practices, and cultural/traditional rituals and practices might create issues and what they might include.
Describe how the family might react to each of the following possible scenarios:
Ella wishes to continue the Complementary and Alternative practices.
Ella is coerced into following mainstream medical advice.
Ella’s husband, Joe, insists that, as father and husband, his family traditions should be followed.
Examine the biological basis for care and describe how the choices for care might affect the other family members with respect to their individual problems, if at all.
Son Sam, the alcoholic
Daughter Lila, with Type II diabetes
Grandson Josh, starting to have drug problems
Granddaughter Lucy, bipolar with more entrenched drug problems
Daughter-in-law, Sarah’s stress related to her family’s medical issues (son with leukemia and brother with HIV)
Discuss the micro, meso, and macro influences affecting both the patient and the diverse family members in this scenario as impacted by Ella’s medical condition and prognosis.
What are the pertinent and likely family (micro) conflicts and differences, and concerns that could be encountered?
How is the neighborhood and extended family (meso) reacting to.
Summative AssessmentTo complete this assignment, read the scenario.docxhildredzr1di
Summative Assessment
To complete this assignment, read the scenario below and address the specific questions and issues indicated. Review the
SOC313 Family Document
for specific information on each member of the family.
Grandmother Ella has had cancer for years now and has followed alternative remedies from the time she was first diagnosed. Ella had a period of remission; however, the cancer returned and has metastasized to her bones, liver, and lungs. She is in the hospital after collapsing from weakness. She is being released from the hospital as she wishes to spend her last days and months at home. Ella has her preferences for care, though she is now so weak that she has given up in many ways. The family members are each experiencing their own fears and are grieving as they face the loss that will occur when Ella’s life ends. Ella feels stressed by the discord and discomfort of family members.
For this final assignment, you are the social worker for this case. You meet this family in the hospital setting. You learn that Ella wants to return home with care from the Hospice nurse and health aide. Ella’s husband also wants her to return home; however, several of her children and their spouses want Ella to remain in the hospital or move to a nursing home so she gets professional care.
For this assignment, you are required to use the outline form with subtopic headers from the Week 3 assignment. Address the following items in your work:
Synthesize the current research that is relevant to this scenario. Discuss the current practices for end of life and palliative care from the Western Medicine as well as the Complementary and Alternative Medicine perspectives.
Comprehensively discuss the cultural and/or traditional issues that could arise at this time. Consider how the integration of Complementary and Alternative Medicine and beliefs, mainstream medical practices, and cultural/traditional rituals and practices might create issues and what they might include.
Describe how the family might react to each of the following possible scenarios:
Ella wishes to continue the Complementary and Alternative practices.
Ella is coerced into following mainstream medical advice.
Ella’s husband, John, insists that, as father and husband, his family traditions should be followed.
Examine the biological basis for care and describe how the choices for care might affect the other family members with respect to their individual problems, if at all.
Son Sam, the alcoholic
Daughter Lila, with Type II diabetes
Grandson Josh, starting to have drug problems
Granddaughter Lucy, bipolar with more entrenched drug problems
Daughter-in-law, Sarah’s stress related to her family’s medical issues (son with leukemia and brother with HIV)
Discuss the micro, meso, and macro influences affecting both the patient and the diverse family members in this scenario as impacted by Ella’s medical condition and prognosis.
What are the pertinent and likely family (micro) confl.
Support Need AnalysisUsing the information from the interview you .docxhildredzr1di
Support Need Analysis
Using the information from the interview you conducted in
Week 2
, list in descending order the support needs of your participant. Also discuss how to implement objectives of Healthy People 2020 to increase wellness. Give examples of appropriate interventions of the professional caregiver, for example, the nurse.
Submit your findings in a 4- to 5-page Microsoft Word document.
Support your responses with examples.
On a separate references page, cite all sources using APA format.
.
SummaryU.S. Census Bureau signed a $600 million contract with H.docxhildredzr1di
Summary:
U.S. Census Bureau signed a $600 million contract with Harris corporation in 2006 to build 500,000 devices, but still wasn’t sure which features they wanted included in the units. Census officials did not specify the testing process to measure the performance of the handheld devices. Four hundred change requests were added to the project requirements. Two years and hundreds of millions of taxpayer dollars later, the handhelds were far too slow and unreliable to be used for the 2010 U.S. census.
-To answer the questions, you may want to consider the following
readings
:
http://harris.com/view_pressrelease.asp?act=lookup&pr_id=1818
http://www.census.gov/2010census/news/releases/operations/census-bureau-awards-600-million-contract-to-support-automation-project.html
http://www.breitbart.com/big-government/2010/06/02/the-census-bureaus-recent-history-of-throwing-billions-of-dollars-down-the-drain/
http://www.mytwocensus.com/tag/harris-corporation/
http://www.zdnet.com/article/billion-dollar-it-failure-at-census-bureau/
https://www.census.gov/2010census/pdf/2010_Census_Evaluation_of_Automation_in_Field_Data_Collection_in_Address_Canvassing_Report.pdf
Based on the
readings
above, please answer the following.
Part I
·
*
What was the situation and how important was the system for the US Census Bureau?
·
*
How does the system impact operational activities and decision making?
·
*
What are the key risk factors of the project?
·
*
Classify and describe the problems faced?
·
*
What management, organizational, and technology factors caused those problems?
·
*
Describe the steps you would have taken to control the risks in this project.
Part II
·
*
What was the relationship between the technology and the end users who would use the technology?
·
*
What was the relationship between the technology and the Census Bureau management?
·
*
What was the lifespan of the technology?
·
*
Theoretically, how was the data that was going to be generated by the system going to be used? Practically, what occurred? Why?
·
*
Given the confidential nature of the census, how could the cloud based technologies pose a risk to privacy?
·
*
Given the advances in
cloud computing
, describe a basic architecture for how such a system could be implemented today.
·
*
How was employee use of the system?
·
*
What could Census Bureau management and the Harris Corporation have done to prevent or change the outcome to be more positive?
read the readings to answer the questions
post any sources or refrences
must be done on time
.
SummaryReflection—Due one week after your assigned day. Discussion .docxhildredzr1di
Summary/Reflection—Due one week after your assigned day. Discussion leaders (as a team) must submit a 1-2 page reflection about the process. Reflect on what worked well and what you might do differently in the future. What was challenging? What did you learn? And, finally, what should we as a class take away from the readings/conversation as we move forward?
.
Support or challenge the following statement Regardless of the cir.docxhildredzr1di
Support or challenge the following statement: “Regardless of the circumstances that students experience at home, teachers have a responsibility to help them perform at their highest level at school.”
Propose one or two benefits that students would gain from the increased involvement of diverse parent and community groups in schools.
.
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1 Dr Joseph Goebbels was the Third Reich’s master propagandist. cargillfilberto
1
Dr Joseph Goebbels was the Third Reich’s master propagandist. He was born on 29th October 1897 in the Rhineland, to a pious Catholic family. He attended a Roman Catholic school and later studied History and Literature at the University of Heidelberg under a Jewish literary historian. During the First world war, military service rejected him because of his crippled foot. His clubfoot was a result of contracting polio as a child. Also, he had a diminutive figure and black hair. His physique led the German people to refer to him as the “little doctor.” What he lacked for in physique his intellect made up for it. Being conscious of his disability, he strived to belong to the ruling class. The fear of being regarded as a self-proclaimed intellectual fueled his insatiable thirst for power. He was described as cynical, hostile and hateful to the entire human race. All these traits in his personality were as a result of self-loathing, and inferiority complex ("Joseph Goebbels"). He was also quite skilled at igniting the same emotional state of rage and hatred that he felt onto masses both verbally and via writing.
A friend introduced him to socialist and communist ideas. Later, he joined the NSDAP in 1922. Initially, he was not antisemitic. Goebbels was under Professor Friedrich Gundolf, a Jewish professor renowned as a Goethe scholar and a close disciple of the poet Stefan George, whom he looked up to and admired ("Joseph Goebbels | German Propagandist"). The development of his antisemitic beliefs is believed to be purely tactical. Before joining the Nazi party, his talents were unappreciated. He tried his luck as a novelist. He only wrote a single book that was published in 1926. Nevertheless, Goebbels was intelligent, sensible, sharp, and his oration skills were exceptional (Michael 3). He put his skills to use for the Nazi administration.
The Nazi saw his potential, and he became the district administrator of the National Socialist Worker's Party (NSDAP) in Elberfeld. He established and edited the NS letters (Nationalsozialistischen Briefe). The main theme of these publications was to spread the anti-capitalist opinion and mobilise the citizens. The papers would draw examples from the Soviet Russia which he regarded as a socialist and nationalist country. He was among the co-authors of the Hanover conference in 1926, which called for the expulsion of Adolf Hitler ("Joseph Goebbels"). Goebbels’s political savvy instinct made him switch to Hitler’s side in the same year. Hitler rewarded him by appointing him as the Nazi district leader of Berlin-Brandenburg.
Berlin-Brandenburg was on the northern side of Germany where the Strasser brothers were superior. Goebbels was able to take control of the region by establishing and editing his weekly newspaper. He discovered the power of words both oral and written on the credulous German population. He hatched schemes, published propaganda, and orchestrated impressive parades to further his political ...
Collapse of the Weimar Republic - hitler's leadership of the nazismrmarr
Hitler joined the German Workers' Party in 1919 and helped transform it into the Nazi Party. He became the leader of the party in 1921 after nearly causing a split by threatening to resign. Hitler realized the importance of propaganda and imagery in winning support, designing the swastika logo and introducing the Nazi salute. He was a charismatic speaker who helped the Nazis gain popularity through their message and organized structure, ultimately becoming Chancellor in 1933.
The document discusses several key aspects of Nazi Germany:
1. Nationalism was strongly encouraged through rituals like the Hitler salute, which showed commitment to the Nazi cause.
2. Human rights were disregarded, as dissidents faced discrimination, imprisonment and death in concentration camps without due process.
3. Jewish people and ethnic minorities were scapegoated to increase nationalist fervor and direct public discontent toward a common enemy.
4. Military expansion violated the Treaty of Versailles but was pursued secretly and then openly to establish Germany as a great power.
The document summarizes the various groups that resisted Hitler and the Nazi regime in Germany between 1933-1945. It discusses the political opposition from groups like the Social Democratic Party and Communist Party. It also outlines resistance from industrial workers, youth groups like the Edelweiss Pirates, students in the White Rose movement, and churches. One of the most prominent acts of resistance was the failed 20 July 1944 bomb plot led by Claus von Stauffenberg to assassinate Hitler. Overall, there was no single resistance movement in Germany but rather opposition from different individuals and groups with different motivations who worked to undermine and eventually overthrow the Nazi dictatorship by various means.
Between World War One and Two, Germany experienced several changes in government: from an emperor to a democracy to the rise of a new dictator, a Führer Adolf Hitler.
the following points are addressed in the lesson plan.
1) Introduction to the Background of Germany post W.W1
2) Causes of the rise of Nazism in Germany.
3) Nazi ideology
4) Rise of Hitler as the Nazi leader.
5) The end of the era of Hitler
Nazi germany - power of the terror apparatusmrmarr
The Nazis established totalitarian control over Germany through both coercion and popular support. They passed laws like the Reichstag Fire Decree and Enabling Act to consolidate power, banned opposing political parties, and used the SS and Gestapo secret police to crush dissent through intimidation, violence and mass arrests. However, the Nazis also cultivated support by improving the economy, appealing to German nationalism, and controlling information. While some Germans opposed the Nazis or passively resisted out of fear, many actively supported Nazi policies and actions. Historians disagree on whether popular consent or fear of state repression was the primary source of Nazi domination in Germany.
Nazism developed in 1920s Germany out of nationalist and anti-Semitic ideologies. It promoted the idea that Germans were racially superior and sought to restore Germany's military and economic power. These beliefs were outlined in Hitler's autobiography Mein Kampf, where he also expressed his anti-Semitic views and plans to remove Jews from Germany and make it rule the world. As Germans struggled economically in the 1930s, the Nazi party gained support by blaming Jews and promising to restore Germany's strength. This ideology and Hitler's charismatic leadership allowed the Nazi party to rise to power and establish a fascist dictatorship in Germany in 1933.
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This document discusses how symbols can have multiple meanings depending on the viewer. It provides two examples: the Confederate flag, which some see as representing rebellion against authority while others associate it with repression, hate, and slavery. Another example is sports team apparel, which could be perceived as representing a gang by some due to similar symbolic meanings of colors. The document suggests that symbols often do not have a single agreed-upon meaning and different people may associate different concepts or ideas with the same symbol.
Sustainable development is an idea that has been talked about global.docxhildredzr1di
Sustainable development is an idea that has been talked about globally for years. But there is often multiple definitions of sustainable development. Some people value sustainability more that development and vice versa. The main issue you see is through sustainable developments three main pillars; environmental, economic, and social. It is almost impossible to have one without sacrificing at least a little of the others. There are also many differing views of what should be developed and what should be sustained. Even when these issues are brought into fruition at UN summits developed and developing countries often disagree on these issues. Even though plans have been made at these summits, goals have failed to be turned into action. That is the main issue I see is in order to make these plans work people must be willing to ask for a change and be willing to make the big decisions to change. Despite this, the mistrust between Northern and Southern countries will always make sustainable development a struggle.
________________________________________________
Q: i want a short response about 20 words for the previous paragraph based on globalilzation
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Suppose you are the Chief Security Officer for a financial instituti.docxhildredzr1di
Suppose you are the Chief Security Officer for a financial institution. Someone on your information security staff has informed you that recent Web content filters have shown an end user who has been visiting sites dedicated to alternate data stream (ADS) and steganography hiding techniques. She is interested in what the end user may be doing and comes to you for some explanation on these techniques.
Write a two to three (2-3) page paper in which you:
Explain how a user could utilize ADS to hide data and explain other destructive uses which exist for ADS.
Determine how rootkits can be used as an alternative for data hiding and explicate why they can be used for this purpose.
Describe the processes and tools used by an investigator in determining whether signs of steganography are present in a given situation.
Select two (2) tools that could be used for steganography and explain how these tools can help someone hide data from others.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length
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SWK313 Case Study OneYou are a social worker in a program with in.docxhildredzr1di
SWK313 Case Study One:
You are a social worker in a program with in a non-government agency that supports people recovering from addiction. Steve, a 23 year old man presents at your service as he has been has a upcoming Court date for some drug related offences and his lawyer
told him if he attends a course it will prevent him from going to prison.
Steve has a long history of alcohol and marijuana addiction as well as several prior convictions for theft and burglary. Steve has no family support and left home and school when he was 14 after being abused by his alcoholic step father. He is currently living in transitional housing with friends who are also drug users.
Steve has never been able to hold down a job, but picks up occasional work.
Steve agreed to one of one counselling however, during sessions he would often make rude remarks he was angry and bored and would often walk out of sessions.
SWK313 Case Study Two
You are a social worker in a government child protective service and you receive the following report and are allocated to work with the family:
Subject Children:
Stephen (aged 8
Mary (aged 4
Parents
Jeanie (b.mo aged 28)
Tom ( b.fa aged (32)
Address:
Remote community (during Wet season)
Outstation (during Dry season)
Case Manager:
Tess
Current situation:
A notification was received from a remote community health centre notifying that Stephen and Mary will be air lifted to Hospital due to weight loss (each averaging 200 grams per week). B/mo of the children Jeanie is pregnant and is also considered to be severely malnourished so will also be flying in with the children for treatment.
Family will be accompanied by another female family member who notifier describes as ‘responsible’.
Notifier advised that they had applied the World Health Organisation classification for malnourishment to both children and it meets the ‘severe’ category.
Notifier also notes that it is unusual to need to admit a child of eight (8) years of age to hospital for malnourishment.
Notifier stated they have continued to experience difficulties in following-up health issues for the children because family spends large amounts of time at their Outstation and there is no service outreach to this location.
Previous involvement with the family has resulted in two (2) hospitalisations for Stephen and Mary for failure to thrive and each time their weight had increased on their return to community however contact is lost when family moves to the outstation. Notifier added that b/mo Jeanie has disclosed that there is often little to no food available at the Outstation as it runs out quickly.
Jeanie presents as disempowered when discussing family issues with the health centre and her own serious malnourished state supports the view that her nutritional needs take low priority in the family hierarchy.
The health centre has had no direct involvement with the birth father as he never accompanies Jeanie or the children to their service. When.
Synco AnswersWrite a 700- to 1,050-word paper in which you d.docxhildredzr1di
Synco Answers
Write
a 700- to 1,050-word paper in which you discuss an ethical dilemma from a current story in the news. Address the following in your paper:
The nature of the dilemma
The ethical decision made
The outcome of the situation
Alternative courses of action and why
Willing to pay 40
.
Survivor SpeechWrite a 300-400 words speech on being a survivor. U.docxhildredzr1di
Survivor Speech
Write a 300-400 words speech on being a survivor. Used the 3 main points to create a speech. Speech doesn’t have to be accurate but interesting.
I. Main Point 1. Becoming a teen mother with only a high school diploma I had to figure out a way to support not just myself but my child as well.
II. Main Point 2. Began dancing to support myself and my child, it wasn’t something I wanted to do, but it was fast money and money on the spot.
III. Main Point 3. Here is where I met the guy that I believed was going to help me change my life, but instead he physically and verbally abused me.
.
Support your assertions, claims,inferences, theories, and argument.docxhildredzr1di
Support your assertions, claims,
inferences, theories, and arguments with examples or evidence from
one of the dramatic narratives mentioned below.
1.
Is the conflict between determinism and self-reliance as strong an
element of the plot of
Romeo and Juliet
as it is in
Oedipus Rex
?
.
Supporting Activity: Anything-as-a-Servic
Objectives:
View more
»
Expand view
Leveraging on the Software-as-a-Service kind of concept, there are also Analytics-as-a-Service, Communications-as-a-Service, Monitoring-as-a-Service, etc.
Pick
a kind of "as-a-service," and describe how it is changing that technology area, and as a result, is benefiting both consumers and businesses.
.
summary and reflection on our Martin Luther King, Jr. readings s.docxhildredzr1di
summary and reflection on our Martin Luther King, Jr. readings
students will be graded on completeness, spelling, grammar, and format. Please also remember to include at least one direct quote
"one page- double Spaced- 12 font"
Reading attached
Readings attached
.
Summative Assessment To complete this assignment, read the scena.docxhildredzr1di
Summative Assessment
To complete this assignment, read the scenario below and address the specific questions and issues indicated. Review the
SOC313 Family Document
for specific information on each member of the family.
Grandmother Ella has had cancer for years now and has followed alternative remedies from the time she was first diagnosed. Ella had a period of remission; however, the cancer returned and has metastasized to her bones, liver, and lungs. She is in the hospital after collapsing from weakness. She is being released from the hospital as she wishes to spend her last days and months at home. Ella has her preferences for care, though she is now so weak that she has given up in many ways. The family members are each experiencing their own fears and are grieving as they face the loss that will occur when Ella’s life ends. Ella feels stressed by the discord and discomfort of family members.
For this final assignment, you are the social worker for this case. You meet this family in the hospital setting. You learn that Ella wants to return home with care from the Hospice nurse and health aide. Ella’s husband also wants her to return home; however, several of her children and their spouses want Ella to remain in the hospital or move to a nursing home so she gets professional care.
For this assignment, you will:
Synthesize the current research that is relevant to this scenario. Discuss the current practices for end of life and palliative care from the Western Medicine as well as the Complementary and Alternative Medicine perspectives.
Comprehensively discuss the cultural and/or traditional issues that could arise at this time. Consider how the integration of Complementary and Alternative Medicine and beliefs, mainstream medical practices, and cultural/traditional rituals and practices might create issues and what they might include.
Describe how the family might react to each of the following possible scenarios:
Ella wishes to continue the Complementary and Alternative practices.
Ella is coerced into following mainstream medical advice.
Ella’s husband, Joe, insists that, as father and husband, his family traditions should be followed.
Examine the biological basis for care and describe how the choices for care might affect the other family members with respect to their individual problems, if at all.
Son Sam, the alcoholic
Daughter Lila, with Type II diabetes
Grandson Josh, starting to have drug problems
Granddaughter Lucy, bipolar with more entrenched drug problems
Daughter-in-law, Sarah’s stress related to her family’s medical issues (son with leukemia and brother with HIV)
Discuss the micro, meso, and macro influences affecting both the patient and the diverse family members in this scenario as impacted by Ella’s medical condition and prognosis.
What are the pertinent and likely family (micro) conflicts and differences, and concerns that could be encountered?
How is the neighborhood and extended family (meso) reacting to.
Summative AssessmentTo complete this assignment, read the scenario.docxhildredzr1di
Summative Assessment
To complete this assignment, read the scenario below and address the specific questions and issues indicated. Review the
SOC313 Family Document
for specific information on each member of the family.
Grandmother Ella has had cancer for years now and has followed alternative remedies from the time she was first diagnosed. Ella had a period of remission; however, the cancer returned and has metastasized to her bones, liver, and lungs. She is in the hospital after collapsing from weakness. She is being released from the hospital as she wishes to spend her last days and months at home. Ella has her preferences for care, though she is now so weak that she has given up in many ways. The family members are each experiencing their own fears and are grieving as they face the loss that will occur when Ella’s life ends. Ella feels stressed by the discord and discomfort of family members.
For this final assignment, you are the social worker for this case. You meet this family in the hospital setting. You learn that Ella wants to return home with care from the Hospice nurse and health aide. Ella’s husband also wants her to return home; however, several of her children and their spouses want Ella to remain in the hospital or move to a nursing home so she gets professional care.
For this assignment, you are required to use the outline form with subtopic headers from the Week 3 assignment. Address the following items in your work:
Synthesize the current research that is relevant to this scenario. Discuss the current practices for end of life and palliative care from the Western Medicine as well as the Complementary and Alternative Medicine perspectives.
Comprehensively discuss the cultural and/or traditional issues that could arise at this time. Consider how the integration of Complementary and Alternative Medicine and beliefs, mainstream medical practices, and cultural/traditional rituals and practices might create issues and what they might include.
Describe how the family might react to each of the following possible scenarios:
Ella wishes to continue the Complementary and Alternative practices.
Ella is coerced into following mainstream medical advice.
Ella’s husband, John, insists that, as father and husband, his family traditions should be followed.
Examine the biological basis for care and describe how the choices for care might affect the other family members with respect to their individual problems, if at all.
Son Sam, the alcoholic
Daughter Lila, with Type II diabetes
Grandson Josh, starting to have drug problems
Granddaughter Lucy, bipolar with more entrenched drug problems
Daughter-in-law, Sarah’s stress related to her family’s medical issues (son with leukemia and brother with HIV)
Discuss the micro, meso, and macro influences affecting both the patient and the diverse family members in this scenario as impacted by Ella’s medical condition and prognosis.
What are the pertinent and likely family (micro) confl.
Support Need AnalysisUsing the information from the interview you .docxhildredzr1di
Support Need Analysis
Using the information from the interview you conducted in
Week 2
, list in descending order the support needs of your participant. Also discuss how to implement objectives of Healthy People 2020 to increase wellness. Give examples of appropriate interventions of the professional caregiver, for example, the nurse.
Submit your findings in a 4- to 5-page Microsoft Word document.
Support your responses with examples.
On a separate references page, cite all sources using APA format.
.
SummaryU.S. Census Bureau signed a $600 million contract with H.docxhildredzr1di
Summary:
U.S. Census Bureau signed a $600 million contract with Harris corporation in 2006 to build 500,000 devices, but still wasn’t sure which features they wanted included in the units. Census officials did not specify the testing process to measure the performance of the handheld devices. Four hundred change requests were added to the project requirements. Two years and hundreds of millions of taxpayer dollars later, the handhelds were far too slow and unreliable to be used for the 2010 U.S. census.
-To answer the questions, you may want to consider the following
readings
:
http://harris.com/view_pressrelease.asp?act=lookup&pr_id=1818
http://www.census.gov/2010census/news/releases/operations/census-bureau-awards-600-million-contract-to-support-automation-project.html
http://www.breitbart.com/big-government/2010/06/02/the-census-bureaus-recent-history-of-throwing-billions-of-dollars-down-the-drain/
http://www.mytwocensus.com/tag/harris-corporation/
http://www.zdnet.com/article/billion-dollar-it-failure-at-census-bureau/
https://www.census.gov/2010census/pdf/2010_Census_Evaluation_of_Automation_in_Field_Data_Collection_in_Address_Canvassing_Report.pdf
Based on the
readings
above, please answer the following.
Part I
·
*
What was the situation and how important was the system for the US Census Bureau?
·
*
How does the system impact operational activities and decision making?
·
*
What are the key risk factors of the project?
·
*
Classify and describe the problems faced?
·
*
What management, organizational, and technology factors caused those problems?
·
*
Describe the steps you would have taken to control the risks in this project.
Part II
·
*
What was the relationship between the technology and the end users who would use the technology?
·
*
What was the relationship between the technology and the Census Bureau management?
·
*
What was the lifespan of the technology?
·
*
Theoretically, how was the data that was going to be generated by the system going to be used? Practically, what occurred? Why?
·
*
Given the confidential nature of the census, how could the cloud based technologies pose a risk to privacy?
·
*
Given the advances in
cloud computing
, describe a basic architecture for how such a system could be implemented today.
·
*
How was employee use of the system?
·
*
What could Census Bureau management and the Harris Corporation have done to prevent or change the outcome to be more positive?
read the readings to answer the questions
post any sources or refrences
must be done on time
.
SummaryReflection—Due one week after your assigned day. Discussion .docxhildredzr1di
Summary/Reflection—Due one week after your assigned day. Discussion leaders (as a team) must submit a 1-2 page reflection about the process. Reflect on what worked well and what you might do differently in the future. What was challenging? What did you learn? And, finally, what should we as a class take away from the readings/conversation as we move forward?
.
Support or challenge the following statement Regardless of the cir.docxhildredzr1di
Support or challenge the following statement: “Regardless of the circumstances that students experience at home, teachers have a responsibility to help them perform at their highest level at school.”
Propose one or two benefits that students would gain from the increased involvement of diverse parent and community groups in schools.
.
Summative Discussion BoardReview and reflect on the knowledge you .docxhildredzr1di
Summative Discussion Board
Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:
What were the most compelling topics learned in this course?
How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified?
What approaches could have yielded additional valuable information?
.
summary about the movie selenaanswering the questionDid sel.docxhildredzr1di
summary about the movie selena
answering the question:
Did selena shown in the movie how she is meant to be shown like? as a chicano artist was she shown by the movie that how chicanos are really like? or was she shown in a bad way? to describe how chicanos are like
2 pages answering these questions
.
Summary of both readings togetherSullivan, Francis. The Develop.docxhildredzr1di
Summary of both readings together
Sullivan, Francis. "The Development of Doctrine About Infants who Die Unbaptized." Theological Studies 72.1 (2011): 3-14. Print. [available via course shell]
Galvin, John. "Salvation Outside the Church." The Gift of the Church. Ed. P. Phan. Collegeville: Liturgical Press, 2000. 249-266. Print. [available in Many are Called]
mla
400 words
no plagraism
work citited
.
Summarize(1) loanable fund market(2) monetary policy.docxhildredzr1di
This document lists 13 key economic concepts: (1) the loanable funds market, (2) monetary policy tools, (3) the quantity equation, (4) Okun's law, (5) the multiplier effect and crowding out effect, (6) automatic stabilizers, (7) risk aversion and risk taking, (8) the Fisher effect, (9) aggregate models, (10) shifts in aggregate demand, (11) the Phillips curve, (12) protectionist policies, and (13) capital inflows and outflows.
Summarize the structurecontent of the text and identify the autho.docxhildredzr1di
Summarize the structure/content of the text and identify the author’s writing style.
Explain how the essay you read might influence your own writing, or how and why you might make different choices in your own writing process during this milestone.
http://www.ft.com/cms/s/2/b00af0ba-5fee-11e0-a718-00144feab49a.html
Dave Grohl and the Foo Fighters,
by Carl Wilkinson
A group of record company executives, sitting down to sketch the perfect rock star, may well come up with someone a little like Dave Grohl. He has the look – long, thick black hair; he has the talent – he plays the drums, guitar and piano, he sings and he writes his own songs; and, above all, he has both pedigree and credibility.
In the early 1990s, as drummer with seminal grunge band Nirvana, Grohl helped change the face of popular music. Today, as lead singer with stadium-filling rock giants Foo Fighters, he is a multi-millionaire who has sold more than 15 million albums worldwide, won six Grammy awards and is president of his own record label. Alongside Foo Fighters he has a number of side projects (including super group Them Crooked Vultures, with Led Zeppelin’s John Paul Jones); a documentary about his band shot by Oscar-winning director James Moll was released last month and his seventh album, Wasting Light, is out on Monday. Now 42, Grohl – and his brand of rock ’n’ roll – has grown up, had kids and settled down.
We meet at Studio 606, the 8,000 sq ft recording space he built in 2005 in the Northridge area of Los Angeles. Outside, the Californian spring sunshine throws stark shadows across some neighborhoods that estate agents would describe euphemistically as “mixed”; from inside this large utilitarian building, with its tinted windows, the blue sky looks almost overcast.
Grohl, who is tall, lean and has grown into his slightly goofy looks, sets down the keys to his decidedly un-rock ’n’ roll grey BMW estate, tucks his shoulder-length hair behind his ear and flips the lid on his laptop. “Sorry,” he beams. “I’ve just got to check my e-mail. I want to see if my daughter got into private school.” Grohl married Jordyn Blum in 2003, and they have two daughters, Violet Maye, aged four, and Harper Willow, one.
The upstairs lounge looks like a bachelor pad: there’s a fridge, jukebox and widescreen TV with an eclectic selection of boxsets: The Office, ACDC and Bon Jovi gigs, and a tape of the Make-up and Effects trade show 1997. Scattered across the purple sofa are cushions covered with old band T-shirts (Slayer, The Police, Black Sabbath, Motorhead, Led Zeppelin) made by Grohl’s mother. “She called up and said ‘David, what do you want me to do with those T-shirts in the attic?’,” says Grohl in a falsetto.
Downstairs, a vast recording studio complete with Persian rugs and a grand piano in the corner leads on to a warehouse filled with carefully labelled guitar cases, drums and assorted equipment. Among the platinum records, framed posters and photographs hanging in the corri.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Introduction1It is obvious that the defects in the criti
1. Introduction
1
It is obvious that the defects in the critical thinking process will
cause the rising power of tyrants. If people play the role as the
followers who do not have their own critical thinking and share
a common identity and support for dictators, they will lead to
the serious consequence of tyranny. Followers believe that they
are participants in any movements and they are integrating
themselves into the collective. This sense of solidarity and
subordination is an important component of the dictatorship.
These characteristics are reflected in the process of a large
number of dictatorships, such as the Third Reich. In Hitler’s
Germany, Hitler makes people believe that they have the
responsibility to contribute to the rising of the nation, and
narrow self-interest should give way to the great goal. The
fundamental reason why people voluntarily obey orders is that
they have been brainwashed and trained in this way for a long
time, which leads to another consequence, that is, people tend to
become cowardly and obedient under the rule of tyrants. They
lose their ability to think about the behaviors of tyrants in a
critical way. However, the White Rose Group in Hitler’s
Germany is different from other obedient people. The group
members oppose the Nazism, and their behaviors also cause a
negative influence on Hitler’s Nazi rule. Therefore, people have
the responsibility to think critically and act ethically.
The Analysis of the White Rose Group
The White Rose Group was a patriotic underground resistance
2. organization founded at the University of Munich in Germany
during World War II. Its members were mostly students of the
University of Munich, led by brother and sister- Hans Scholl
and Sophie Scholl (Toby 06). In addition, there were many other
members who also contributed to the development of the group,
such as the professor of philosophy Kurt Huber, soldier Willi
Graf, Christoph Probst, Alexander Schmorell and so on (Simon
42). They came together for their opposition to Nazi Germany's
brutal rule and evil war. The members of the group fought
against the Nazis mainly by issuing leaflets to arouse the
German anti-war spirit ideologically. There were films about
White Rose Group in Germany, such as “Sophie Scholl: The
Final Days” in 2005. The spirit of the two young people was as
beautiful and lofty as a white rose and became a symbol of hope
in the darkness. In 1943, shortly after the White Rose Group
was founded, the group was informed by Nazis in the school
when they operated a secret leaflet dissemination action. The
brother and sister were captured by Gestapo. Five members of
the group were arrested one after another. Finally, they were
willing to awaken the numb soul of the Germans with their own
death and sacrifice bravely.
The White Rose Group took measures to oppose the rule of the
Nazis with their critical thinking and took ethical action instead
of violence. But they found that the whole society did not think
about Nazism critically. They chose to obey it and contributed
to tyranny to a certain extent. They refused to support the
actions of the White Rose Group. In the film, Hans made an
analysis of this phenomenon. Many people just felt isolated and
helpless, so they dared not take the leaflets, let alone read them.
Some students quickly discard leaflets as if they were
electrocuted. This inner fear was real, and the psychological
effect pursued by Nazism was to form this fear. It not only
caused superficial obedience but also forcibly deprived people’s
right to think freely. It made the public become the war machine
of the Nazi government. After World War II, the German
3. government and people had a deep and multi-faceted reflection
on the Nazi and the silence of citizens in the war. There was no
doubt that the dual crime of war and dictatorship should be
borne by Hitler himself, as well as by the Nazi Party and the
Nazi Government, but the individual who was the victim should
also bear the responsibility of lack of supervision and critical
thinking. Under the great pressure of power, silence had easily
evolved into a kind of indulgence, even encouragement. It was
this narrow and unawakened thinking that formed the ruling
basis of Nazi power politics.
Some of the young people in the White Rose Group used to be
the members of Hilter Youth, but their mindsets and attitudes
changed obviously at last. So they established the White Rose
Group to awaken the people who indulged in Nazi thoughts. It
was not an easy process. At that time, the silence of the citizens
could be understood as the fear of them. In the beginning, the
young members of the group doubted about the ability and the
guiding thoughts of the group. Some of them were even in the
group of Hitler Youth. For example, in the beginning, Professor
Huber liked the silent majority, raised his own concerns that
what could the small leaflet change in such a difficult situation
and what was the point of doing this. Hans, who had
participated in the Hitler Youth League, answered the questions
very concisely: awaken people. Huber’s doubts were right. A
piece of paper could not really change anything, even the
illusory hearts of people. However, it not only expressed the
dissatisfaction of the civilians with the Nazi government but
also showed people’s opposed attitude toward the war of
aggression. Huber changed his thoughts liked other young
members at last. He began to contradict Nazi authorities’
teaching meetings, encouraged his students to think critically
and freely in class, offered paper for the printing of leaflets,
and eventually joined the White Rose Group lastly. He realized
that the way of disseminating ideas was more suitable for
Germany. He supported the main thought of the group to
4. awaken people, liked a movement to inspire people’s wisdom.
Although the White Rose Group had the critical thinking, they
still acted ethically. They did not use the violence to express
their dissatisfaction. They wanted to awaken people by
changing their thoughts. In the film, there was an argument
between Huber and Hans. Faced the ideological restraint of the
Nazi, Hans thought that he would oppose the Nazi government
by violence. Huber thought it was not only dangerous but also
inappropriate. Because distributing leaflets was within the
scope of the Constitution, while violence was terrorist activity.
Christoph, a member of the White Rose Group, also opposed
violence. He thought that they should defeat the Nazis with
spirit. Counterviolence could only be exchanged for more
dangerous violence. Therefore, the behaviors of the White Rose
Group were remembered by the people. They did not break the
ethical principles of the society but held a critical attitude
toward the Nazism.
Although the group had caused the influence on the Nazis to
some extent at that time, they did not escape the tragic end
because of their weak power. They wanted to shake the tyranny
of Hitler and the Third Reich, but they were killed by Nazis
cruelly. On February 18, 1943, Joseph Goebbels, the Nazi
propaganda minister, summoned the German people to support
the general war in his Sportpalast speech. On the same day,
Hans Scholl and Sophie Scholl arrived at the University of
Munich with a lot of leaflets. They put a bunch of leaflets into
the empty courtyard hastily, hoping that other students would
find them when they came out of the lecture hall. They were
supposed to leave before class, but when they left, they found
that some of the leaflets were still in the suitcase. They decided
to send them all. So they returned to the atrium and climbed up
the stairs to the top floor. Sophie scattered all the remaining
leaflets into the air, which was seen by Jakob Schmid who was
the campus administrator at that time. So the police came to the
campus and took the brother and sister away and handed them to
5. Gestapo for detention (Elder 89). Other members of the White
Rose Group were arrested soon, and all the organizations and
individuals associated with them were arrested and interrogated.
On 22 February 1943, Hans Scholl, Sophie Scholl, and
Christoph Probst were sentenced to death for treason by the
court, and they were sent to the guillotine on the same day to
execute the death penalty. Alexander Schmorell and Kurt Huber
were also beheaded on 13 July 1943, while Willi Graf was
beheaded on 12 October 1943. The friends, classmates, and
colleagues of White Rose members, those who had helped to
prepare or send leaflets and subsidized money for the group
were also sentenced to six to ten years’ imprisonment.
Therefore, the White Rose Group was destroyed by Hitler’s
government thoroughly at last.
Conclusion
During the period of World War II, Hitler and his Third Reich
ruled the people with Nazism. They controlled people’s minds
by killing and genocide. They made people felt fear and choose
to obey the Nazis. People lost their ability of critical thinking,
and they became the accomplices and tools to the rising of
tyrants. Although the White Rose Group did not achieve their
goal, at last, they still aroused the young people’s critical
thinking on the Nazi rule. Many people supported their actions
and got the inspiration from them. Therefore, the group made
the people understand their responsibility to think critically and
act ethically.
2
How the White Rose Refused to be Tainted by Nazism’s Thirst
6. for Blood
Hitler’s use of propaganda may have indoctrinated several
Germans into a philosophy and outlook that wholeheartedly
supports Nazism. However, not all Germans were blinded to the
truth, even though they may have served in some of the
excursions that saw firsthand the invasion of different areas.
Some of them were able to see beyond the crafty tactics and
schemes of propaganda minister Joseph Goebbels to truly
witness, understand, and reject the horrors and violence done by
Hitler’s regime, enough to make them take arms and fight back
for Germany by opening the eyes of other Germans.
Thi was the common thread of the stories of the White Rose
members. The White Rose is often attributed to the group of
young German students who took arms not using violence or
guns but the mightier pen and words. Some of them had
experienced being a Hitler Youth, serving time in Hitler’s army
and taking part in invasions and the war, which crushed the
blinders of propaganda to lead them to their true calling of
heroism. They spoke out against the Nazis through their own
idealism for the country and disseminated them through
pamphlets that they hope would encourage others to understand.
Hans Scholl was one of the main founders of the White Rose.
He grew up with his sister Sophie, who would also become a
key member of the White Rose, outside of Munich under the
care of their father, who had strong morals and worldviews
hinged on religion. While Hans joined the Hitler Youth, he saw
the constraints that were red flags to freedom and the right thing
(Hurowitz). Pursuing his goal of becoming a doctor, he
remained a medic during his excursion to France and pursued
medicine in the University of Munich after his drafting. There,
he met individuals with the same ideals, including Alexander
Schmorell, Willi Graf, and Christoph Probst.
7. Alexander Schmorell, who had been canonized in 2012 for his
actions in the White Rose, had also started out as part of the
Nazi troops. He as a combat medic on the Eastern front, he had
his firsthand experience of the war when he was drafted; there
he saw killings and the loss of human dignity for those outside
the Nazi party. He had convinced his childhood friend Christoph
Probst, and together with Scholl and Graf, they created the anti -
Nazism group.
Willi Graf’s story was a little different. As opposed to the other
members’ story of disillusionment following their own
experiences of the war, he was supposedly already against
Nazism at the start. He was a Catholic who had was a member
of the Gray Order association built by Fritz Leist that allowed
him to go on camps and trips (“Willi Graf”). He also trained as
a medical orderly at the Wehrmacht in 1940, deployed in France
and Belgium, and transferred to the Soviet front before he was
able to get leave in 1942 to pursue medicine. From here on, he
met with and formed the White Rose group with its other
founders. Between 1942 to 1943, Graf tried to convince old
friends to the right cause.
The stories of enlightenment of most of the main founders of
the White Rose were very similar of the story of the freed
prisoner in Plato’s Allegory of the Cave. In Plato’s narrative,
prisoners live their lives in a cave where all they know are what
is presented of them. Because of this, freedom meant knowing
the difference between reality and the shadows that were
reflected back to the unthinking masses. Freedom also meant
being able to question what one once believed in, and whether
or not it is the reality or a propaganda constructed by another.
Beyond self-realization, this freedom also led to enlightenment;
one becomes more knowledgeable about the world as he steps
out of the cave and into the light. One sees that the cave was a
fraction of the world, and that the shadows they saw were
incomparable truths to the “real objects” that can be found
8. outdoors. The free man explores and reflects about the truth he
now sees. He thinks of new ideas and possibilities, ones that he
can juxtapose with the old outlook he had to evaluate the kind
of life he lived. The question now pertains to whether or not the
free man is responsible for exercising critical thought, act
according to the dictates of ethics, and go back to the cave to
bring enlightenment back to the trapped prisoners.
This was the exact same journey that the White Rose members
had to endure. It started with the inconvenience and discomfort
in being blinded by the truth, in the same way that Scholl was
disturbed by what he saw in the war and in the Nuremberg
rallies. Like the freed prisoner, he saw the disconnect between
the propaganda fed by Hitler’s party and the reality of the
situation. He saw that what was fed to them were hidden in lies
and deception, and that the suffering of others were the cruel
reminder of the twisted ideologies that he was made to believe.
This triggered the goal of bringing back enlightenment to the
people, in the form of the six leaflets the White Rose distributed
to Germans in the campus.
The series of the leaflets, also known as the Leaflets of the
Resistance were published beginning June 1942. Given the vast
knowledge and familiarity of the group’s members with the
likes of Frierich Schiller and Johann Wolfgang von Goethe, they
injected ideologies into the essays (Ray). In the course of eight
months following the first release, five more were drafted and
disseminated to more Germans, which had become a sore point
for the Gestapo and Hitler’s army. The pamphlets were the
group’s way of saying “engage in passive resistance, reject Nazi
philosophy, sabotage the war effort, and break through their
apathy” (Blakemore). One could argue that their time at the
forefront of the war became a great breaking point for their
ideals to truly shatter. In one account, it is said that following
Hans’ time at the Eastern Front as a medic, he was able to see
not just the war’s consequences but also additional inhumane
9. atrocities such as the abuse and extermination of European
Jews. When he shared this to his friends, that was the time “the
friends’ detachment melted away in the face of their wartime
experiences and the growing Nazi terror” (Blakemore). This
became the trigger for one to act, because it was no longer
ethical or even tolerable to stand by and keep one’s beliefs to
oneself.
This saw their duty as people--not even just Germans, citizens,
or even students--to ensure that Germany break free of the
blinders of propaganda. Once they got a manual printing press,
they began to create and distribute leaflets. It went from
anonymous sending via addresses on the phone book to leaving
leaflets in classrooms for students to find, and finally to them
distributing the leaflets personally in Munich. They also
recruited other members, such as Liselotte Furst-Ramdohr, who
was brought in by Schmorell (Burns). She remembered how
Sophie Scholl, Hans’ younger sister, who was also brave enough
to follow in the footsteps of her brother despite being so scared
that she had to sleep beside him.
What fueled them on was their love for their country. The White
Rose group saw it as their moral and ethical duty to ensure that
they bring enlightenment to everyone. Regardless if this spel led
their doom, which it did. The Scholl siblings were arrested in
the campus, after Sophia was seen throwing the leaflets out of a
school window to be picked up by university students and Hans
for being fond with a leaflet in his pocket. They were tried
alongside Probst in an emergency session of the People’s Court,
found guilty, and executed by guillotine on February 22, 1943.
Schmeroll failed to escape and was reported by a former
girlfriend who saw him going into a raid shelter where he was
arrested and shortly after executed (Burns). Graf was arrested in
February 18, 1943 and sent to Munich-Stadelheim Prison where
he was murdered half a year later on October 12 (“Willi Graf”).
The rest of the White Rose were dismantled or fallen, though it
10. did inspire even those in the Hitler Youth, but remained with
the Nazi Party because of fear.
Looking at the White Rose members, they were nothing
spectacular or special. If anything, they had even been part of
the masses that were exposed to the propaganda since they were
teenagers. Their experience in the war and the openness with
which they allowed the atrocities to impress upon them
probably made the difference that allowed them to be “freed”
from Nazi ideology. As Schmorell put it in his letter: “For you
this blow, unfortunately, is heavier than for me, because I will
go there knowing that I served my profound conviction and the
truth. For all this I face the approaching hour of my death with
a peaceful conscience” (“No Country Will Replace Russia For
Me!! - Alexander Schmorell”).
It is not a stretch to imagine that each of the members of the
White Rose knew that what they were doing was dangerous.
Their mission of enlightenment came with the price of their
lives for every copy of the leaflet of resistance. Even non-
founding members like Furst-Ramdorh, who did not personally
distribute a leaflet but stored it in her cabinet, played a huge
role in pushing their anti-Nazism ideologies. Suffice it to say
that their resistance did not bring the Nazi party to a full stop
nor were they even powerful to change the minds of those in the
HItler Youth. However, their efforts were not in vain, especially
not when one considers how Hitler’s party were still shaken by
what would ideally just be called student idealists. In exchange
for their lives,they were able to make other Germans, even close
friends, families, and acquaintances, realize that HItler’s regime
was all forms of wrong. They were able to plant some sort of
seed in their minds that Germany was experiencing something
that was not good or right. The fact that executions of that kind
were held in public may have even served more like a wake-up
call for some rather than purely a warning, and even that alone
could have sparked the start of enlightenment in others' minds.
11. Just like the free man in Plato’s Allegory of the Cave, the White
Rose members felt that it was their ethical duty to pursue the
truth and bring it to everyone who would listen. It did not
matter if those people may not have wanted it, but the White
Rose knew what it felt to be those same prisoners to an ideal
before they themselves were enlightened. They knew that even
with their relatively unknown and supposedly unimportant roles
in Hitler’s regime, they needed to make a stand. True enough,
years later, when the war was over and Hitler had become
condemned as one of the most evil men in history, the White
Rose is hailed as the student heroes, Germans who did
everything they could because they loved their country.
They did not need to be special; rather, they probably did not
even think of themselves as such. Six years ago, Schmorell was
canonized as a saint. Furst-Ramdorh, a friend and member of
the White Rose said of Schmorell’s canonization: “He would
have laughed out loud if he’d known. He wasn’t a saint--he was
just a normal person” (Burns). This is testament to what the real
goal of the White Rose was. It was not to become famous rebels
or be underground celebrities who did not conform with the
Third Reich. They had their eyes opened to the wrongness of
Nazism. They had the background to act and even the talent to
write about these atrocities. They exercised their gifts and their
reach even as students. And even if their actions caused their
deaths, they persevered because they knew that it was their
duty--as average men and women of Germany who loved their
country--to bring enlightenment to where it was needed.