Jerusalem Essays - Neighbourhoods Of Jerusalem, Quarters

Jerusalem Jerusalem is situated in the core of Israel and is isolated into three areas: the Old City, New City (West Jerusalem), and East Jerusalem. In the inside is the Old City which is separated into four principle segments: Muslim Quarter, Jewish Quarter, Christian Quarter, and the Armenian Quarter. Likewise, the Old City is the site of numerous strict and verifiable tourist spots. Inside Jewish Quarters, the fundamental fascination is the Western (Wailing) Divider Wall). It's named the Moaning Wall on the grounds that numerous Jews come to ask there, and their supplications sound like moaning. The Wall is the little remaining piece of King Solomon's Temple. After the Jews were exiled from Sanctuary Mount, the Western Wall turned into the most hallowed spot of Judaism. There are two significant groups of Jews in this piece of the city. There is the Sephardic gathering, who originate from Spain, Africa, and the Mediterranean, and there is the Ashkenazic gathering, who originate from Northern Europe. Another area of the Old City is the Christian Quarter. The inside of this piece of the city is The Church of the Holy Sepulcher. It is accepted that the Via Dolorosa, a road, was the site of the first Stations of the Cross. Besides, it is kept up that Jesus was initially covered at this site. The Church was reconstructed by Crusaders in 1099 CE, yet it was initially worked in the fourth century. The St. James Cathedral is the focal point of consideration in the Armenian part. Numerous families who got away from the Armenian Holocaust in 1915 settled in the Old City. A considerable lot of the inhabitants of this piece of the Armenian Quarter practice the Greek Orthodox religion. The last segment of the city is the Muslim Section. On the Temple Mount are the gold-domed Dome of the Rock (661 BCE) and the silver-domed al-Aqsa mosques. The Rock alluded to in Dome of the Rock is Mt.Zion. This is the place Abram went to forfeit Isaac and Muhammed rose to paradise.

Ethics and Euthanasia Essay Example

Morals and Euthanasia Essay Example Morals and Euthanasia Paper Morals and Euthanasia Paper Willful extermination or kindness executing has for some time been a discussed subject. The inquiry is whether it is others conscious for an individual to pick his own passing when it is unavoidable and drawing out his/her life would just stretch his/her affliction. It might be so when the patient despite everything has the ability to recognize the demonstration yet sometimes, the patient can no longer react to some random upgrades. In these exceptional cases, close family members are given the option to choose for the patient yet this should even now be dependent upon some guideline as giving the such dynamic capacity to someone else may prompt maltreatment. It is critical to know the realities behind killing and how it is arranged before talking about the good and moral issues related with it. It is grouped into four sorts which are uninvolved and dynamic killing and willful and automatic killing. Uninvolved and dynamic willful extermination are distinctive that latent killing includes â€Å"withdrawing clinical treatment† and dynamic killing â€Å"is finding a way to cause the patients death†. They are both delegated a type of killing yet the first is progressively acknowledged in a moral viewpoint (Pregnant Pause, 2001). A case of detached willful extermination is the point at which a patient is as of now completely reliant on an actual existence bolster system to support life, for example, a respirator. In such a case, the patient may decide to disengage the respirator to kick the bucket an effortless passing when he/she wishes to do as such. An increasingly old style case of uninvolved willful extermination is a â€Å"do not revive order†. In standard clinical practice, when there is a danger to a patient’s life, the clinical staff will attempt to revive him/her however when the clinical staff decides not to do as such, this is considered as uninvolved killing. Then again, dynamic willful extermination which is the more disputable type of leniency murdering includes ingesting into the patient toxin which as a rule is an overdose of painkillers and resting pills, for example, morphine. In correlation, dynamic killing is dependent upon a great deal of discussion in this manner sanctioning it would bring about much fuss for the strict area while there isn't a lot of good and moral contentions against detached willful extermination (Pregnant Pause, 2001). Willful extermination is likewise classified as intentional and automatic. Intentional willful extermination implies that the patient has assented in the end of life-backing or clinical treatment while automatic killing is killing without an accord from the patient. This might be because of the failure of the patient to settle on choices for himself in whom close family members are given the option to choose for them (Pregnant Pause, 2001). Helped self destruction is another type of executing in spite of the fact that it is hard to decide if it orders as a type of willful extermination or not. In this strategy, the specialist gives the patient access to approaches to end his/her life. The specialist has no immediate association since he won't oversee the medication to the patient. The patient at that point needs to settle on the choice on the off chance that he/she would utilize the gave intends to end his/her life. This is helped self destruction (Pregnant Pause, 2001). Presently, taking a gander at the good and moral angles, willful extermination, contingent upon how it is performed and the conditions when it is performed decides if is correct or wrong. In the event that the willful extermination is latent or intentional, at that point, there isn't a lot of issue in light of the fact that the patient knows about the outcomes and he has agreed yet when killing is dynamic or automatic, numerous moral issues might be experienced, for example, the estimation of life which inconveniences numerous strict gatherings. For automatic willful extermination, the patient has not agreed and the family members are the ones that settled on the choice for them. The dread here is that the family members may settle on the choice that the patient would not normally need. This is a profoundly dubious point likewise thinking about the money related ramifications of the demise of the patient (Pregnant Pause, 2001). The utilization of morphine trickles has consistently been related with kindness slaughtering. Morphine is especially utilized as an agony reliever and its reactions incorporate respiratory misery. Many accept that the utilization of morphine abbreviates the life of an individual and numerous likewise dread its addictive properties. It is likewise seen as an ordinary instrument for inciting willful extermination. An appropriate portion of morphine is definitely not a serious deal yet in greater dosages, its clinical segments are being utilized to calmly execute somebody (Esolen, 2006). There are numerous potential situations wherein morphine trickles can be utilized to help individuals who are in incredible agony. Actually, in a split second expanding the measurement to possibly deadly levels, morphine trickles might be considered as dynamic willful extermination for the individuals who have not built up a resistance for the medication. Be that as it may, on one perspective, this is better than uninvolved willful extermination wherein you simply let the patient squirm excruciatingly as the clinical staff do nothing to help. The utilization of morphine dribbles might be perceived as an accommodating method of kindness executing since morphine wipes out torment and guarantees that the patient passes on an effortless demise (Esolen, 2006) According to Dr. Thomas Preston,the utilization of morphine dribbles â€Å"is obviously willful extermination, covered up by the beauty care products of expert convention and language†. Ceaseless infusion of morphine into the circulatory system will in the long run lead to death because of end of the breathing capacity. Preston likewise demonstrated that the utilization of morphine trickles is the â€Å"societys wink to euthanasia†. He likewise bore witness to that willful extermination is currently an across the board practice despite the presence of laws that forbid such (When Death is Sought, 1997). Whenever done deliberately, essentially expanding the dose of morphine will unquestionably cause passing yet portraying morphine dribbles as a â€Å"covert type of euthanasia† is mistaken. The connection of morphine dribbles and patient passings has no unmistakable relationship. Because of the reality they individuals quickly build up a resilience to the medication, dosages might be increments and as long as the medication is appropriately directed, there is by all accounts no resistance limit. The case that morphine trickles rushes the demise of the patient who have not created resilience bears no ground (When Death is Sought, 1997). Killing ought not be quite a bit of an ethical issue; rather it ought to be viewed as a chance to have the option to help individuals. Some of the time, it is vastly improved to kick the bucket in comfort than to live in torment. Patients ought to be allowed the chance to pick between the two accessible choices. In the event that morphine dribble is a reasonable and viable approach to accomplish such, at that point, it ought to in no way be prohibited from use. The facts confirm that life is of most extreme significance yet when there is outrageous agony and enduring, in addition to the way that the patient would not be living long enough in light of a fatal malady, finishing life to end enduring is rarely an awful other option. Killing ought to be done when the patient solicitations it. It ought to likewise be suggested in clinical practice at whatever point reasonable as opposed to giving bogus expectations. Some contend that as people reserve a privilege to life yet they likewise reserve an option to death. References Pregnant Pause. 20 November 2001. Sorts of Euthanasia. Recovered April 14, 2008, from pregnantpause. organization/euth/types. htm Anthony, Esolen. 18 January 2006. Deadly Drips. Recovered April 14, 2008, from http://merecomments. typepad. com/merecomments/2006/01/_in_the_matter_. html The New York State Task Force on Life and the Law. 1997 April. At the point when Death is Sought. Recovered April 14, 2008, from http://wings. wild ox. edu/staff/inquire about/bioethics/suppl. html

My Day

My Day Lydia K. 14 challenged us bloggers to write about our days, inspired by Ana V. 15s post titled 1 day. Ill write about my Wednesday, and what has happened or is on the schedule to happen today. My day started at 6am. My cat decided that sleeping next to me was boring and she wanted to play, so she started trying to eat my Brass Rat, which I keep on a chain around my neck.  I then picked up the kitty, gave her a treat, played with her for a bit, and went back to sleep for a few hours. At 9am, my phone alarm played the following song: I snoozed it twice, and I finally woke up. I sprayed dry shampoo in my hair, and headed to MIT Medical, where I had a line of duties waiting for me. My first duty was to take care of myself. I went to mental health counseling at 10am, and I met with a counselor to talk about life. Its a nice break to go there and talk about things, and how to cope with the pressure that is MIT. So I had my appointment, and then I checked my email and found out that my EMS instructor, Mark Forgues, was holding a continuing education session at 11am on Narcan administration for EMTs. I went straight to see him in the basement of the medical building, and Will R. 16 and I got trained in Narcan administration and passed the exam for the session. After the session, I went to the MIT pharmacy to grab some medication that I needed (I havent been feeling well), and there was a really long line. So I checked my email, and I saw the following message: My friend Sabrina S. 16 got worried because when I get stressed out or sad, I forget to eat. So she set up a bot to send me reminders to eat and stay hydrated and happy three times a day. So I got off the pharmacy line, went to the basement of MIT medical, bought fritos from a vending machine, and then went back up to wait on the pharmacy line. I also visited the cat website, and it made me super happy, even though I have my own bundle of joy waiting for me at home. So after I started consuming my fritos and became cat happy, I headed back upstairs, this time for a different visit with the MIT Medical allergy nurse. The reason why I was seeing an allergy nurse at MIT is because I had a bad allergic reaction to my  Ultrium ® Class Ring, or Brass Rat. I first saw the allergy doctor at MIT Medical many weeks ago, and he said that I should get a patch test, or a T.R.U.E. ® test. The thing about this test is that it takes four days, and you cant shower for those four days or the results can get altered. Im on day three. Im going through a bottle of dry shampoo and washing myself down, but I still feel gross, especially after being used to showering everyday. Anyway, on Monday, I got the T.R.U.E. ® Test placed on my upper back by the nurse. T.R.U.E. ® stands for Thin-layer Rapid Use Epicutaneous Patch Test. Basically, my back has been really itchy and Ive been very anxious for the nurse to remove the patch. It also looked super ugly, and everyone kept asking me if I got a tattoo. Why do so many people thing youre supposed to cover up a new tattoo with numbered patches and tape? Who knows, maybe thats what people do. I dont have any tattoos, so I wouldnt know. Anyway, the nurse finally peeled off the patch with the expectation that I would have the most common allergy, an allergy to Nickel, which is a common alloy in the steel jewlery I was having bad allergic reactions to. But we were both surprised to find that I did not have an allergy to Nickel, and instead I was very allergic to Gold. I got a fancy sheet of paper describing my allergy: Your T.R.U.E. Test ® indicates that you have a contact allergy to gold sodium thiosulfate. This contact allergy may cause your skin to react when it is exposed to these substances although it may take several days for the symptoms to appear. Typical symptoms include redness, swelling, itching, and fluid-filled blisters. Huh. Strange. Especially strange because I had all of those symptoms when I wore my Brass Rat on my finger, and with some of my stainless steel earrings. Very confusing, and unexpected. My Brass Rat is made of stainless steel; I dont even own a gold one. I still cant shower for another day, though, and Im going back tomorrow morning to see if any of the other metals or T.R.U.E. patches caused a delayed allergic reaction. At least I dont have super itchy and annoying tape all across my back. Apparently Im also slightly allergic to first aid tape. Ugh. Anyway, after the visit with the allergy nurse and me discovering something new about my body and its systematic reaction to metals, I headed home to listen to my health bot and eat some food. As soon as I opened the door to my room, my kitten Rory ran out the door and down the hall to visit her kitten playmate, Aria. And suddenly it was 1:30pm, and I had missed my 1pm lecture. Instead of going to lecture, I made the conscious decision to eat food and watch the lecture videos online, which are super helpful. The class is 3.032, or Mechanical Properties of Materials. You can take the class on EdX. The lecturer, Professor Lorna Gibson, is incredible, and I really enjoy watching her lecture videos. Its just difficult when days are busy to fit in lunch, and in this case, I needed to eat and listen to health bot before it gets angry. I ate carrots and hommus, but should have actually eaten real food. But its okay, because at 2:30pm, I got pie!! We also got the best Holiday Care Packages ever!! On a normal Wednesday, I would have a class at 2:30pm, Industrial Ecology of Materials, which is a really cool class that lets us look at the life cycle of materials and the different impacts creating, using, and disposing of materials has on different metrics. However, this Wednesday is different since our professor is going on a trip, so we just have lots of homework to do for the class. Im going to try to get most of it done today. I also have another event at 4pm which involves food! Yay food!! And being healthy!! Even though I cant exercise because of this allergy test. Ugh. Anyway, at 8pm, I am going to head over to Random Hall, one of the other East Side dorms on campus, to visit my friend Kate T. 16 and help with a photo shoot for the infamous Women of the East Side calendar that I am helping organize with Annie L. 15 and Raeez L. 15. Kates shoot will involve her wearing a white lab coat and holding beakers that contain bubbly and strangely colored liquids. Im really excited. And then Ill go home to East Campus, and try to get homework done. There are a few distractions at home see Exhibits A and B. Exhibit A: Kitten blocking access to computer Exhibit B: Thor and Galileo being super cute and fluffy But I think Ill be able to make some progress with things. And Im handling the pressure that is MIT, one step at a time, one breath at a time. The journey to where I am right now was a hard one, with tons of evil obstacles and occasional breakdowns and missed meals. But in the end, we have cats, and everything is going to be okay. Because cat.

10 Fascinating Facts about Bess Beetles

The  amiable bess beetles  (family Passalidae)  make great classroom pets, and are fun to watch. Bess beetles are so much more than cute; theyre also some of the most sophisticated bugs on the planet. Dont believe it? Consider these 10 fascinating facts about bess beetles. 1. Bess beetles are important decomposers Passalids live in hardwood logs, munching away on the tough tree fibers and turning them into new soil. They prefer oak, hickory, and maple, but will set up shop in just about any hardwood log that has sufficiently decayed. If youre looking for bess beetles, turn over rotting logs on the forest floor. In the tropics, where bess beetles are more diverse, a single log may house as many as 10 different Passalid species. 2. Bess beetles live in family groups Within their log homes, both bess beetle parents reside with their offspring. With their powerful mandibles, they excavate rooms and passages to house their family. The bess beetle family guards its home against any and all intruders, including other unrelated bess beetles. In some species, a large, extended family of individuals lives together in a colony. This subsocial behavior is quite unusual among beetles. 3. Bess beetles talk Like many other insects – crickets, grasshoppers, and cicadas, for example – bess beetles use sounds to communicate with one another. Whats remarkable, however, is how sophisticated their language seems to be. One North American species, Odontotaenius disjunctis, produces 14 distinct sounds, presumably with different meanings. An adult bess beetle talks by rubbing a hardened part of its hindwings against spines on the dorsal surface of its abdomen, a behavior known as stridulation. Larvae can communicate, too, by rubbing their middle and hind legs against each other. Captive bess beetles will complain loudly when disturbed in any way, and squeak audibly when handled. 4. Bess beetles co-parent their young The vast majority of insect parents simply deposit their eggs and go. A few, like some stink bug mothers, will guard her eggs until they hatch. In fewer still, a parent might stick around long enough to keep her nymphs safe. But rare are the insect parents that remain together as a pair to raise their young to adulthood, and bess beetles are counted among them. Not only do the mother and father bess beetle work together to feed and protect their offspring, but the older larvae stick around to help with rearing their younger siblings. 5. Bess beetles eat poop Like termites and other insects that feed on wood, bess beetles need the help of microorganisms to break down the tough plant fibers. Without these digestive symbionts, they simply couldnt process the cellulose. But bess beetles arent born with these vital fungi and bacteria living in their guts. The solution? They eat their own poop, much like rabbits do, to keep a healthy number of microorganisms in their digestive tracts. Without enough frass in its diet, a bess beetle will die. 6. Bess beetles lay their eggs in nests of poop Baby bess beetles are at an even greater digestive disadvantage, because their mandibles arent strong enough to chew wood and they lack gut microorganisms. So mama and papa bess beetle start their babies out in a cradle made of masticated wood and frass. In fact, when a  bess beetle larva reaches its final instar and is ready to pupate, its parents and siblings work together to construct it a cocoon made of frass. Thats how important poop is to a Passalid. 7. Bess beetles have a lot of nicknames Members of the family Passalidae go by a long list of common names: bessbugs, bessiebugs, betsy beetles, bess beetles, horned passalus beetles, patent leather beetles, peg beetles, and horn beetles.   The many variations on bess seems to derive from the French word baiser, which means to kiss, and is likely a reference to the smooching sound they make when they stridulate. If youve seen one, you already know why some people call them patent leather beetles – theyre quite shiny and black, like patent leather shoes. 8. Bess beetles look menacing, but are surprisingly gentle The first time you see a bess beetle, you might be a bit intimidated. Theyre hefty insects, often well over 3 cm long, with the massive mandibles youd expect from a beetle that eats wood. But rest assured, they dont bite, and dont even grab hold of your fingers with their feet the way scarab beetles do. Because theyre so easygoing and big, they make good first pets for young insect lovers. If youre a teacher interested in keeping insects in your classroom, you wont find one easier to care for and handle than the bess beetle. 9. Most bess beetles live in the tropics The family Passalidae includes roughly 600 described species, and nearly all of them live in tropical habitats. Only four species are known from the U.S. and Canada, and of these, two species havent been seen for decades. Some bess beetle species are endemic, meaning they live only in a certain area, such as on an isolated mountain or a particular island. 10. To date, just a single bess beetle fossil has been found The only prehistoric Passalid known from the fossil record is Passalus indormitus, collected in Oregon. Passalus indormitus dates to the Oligocene epoch, and lived about 25 million years ago. There are no known bess beetles living in the Pacific Northwest today, interestingly. Passalus indormitus is most similar to Passalus punctiger, a living species that inhabits Mexico, Central America, and parts of South America. Sources: Bringing Nature Home: How You Can Sustain Wildlife with Native Plants, by Douglas W. TallamyAmerican Beetles: Polyphaga: Scarabaeoidea through Curculionoidea, Volume 2, edited by Ross H. Arnett, JR, Michael C. Thomas, Paul E. Skelley, J. Howard FrankInsect Behavior, by Robert W. Matthews, Janice R. MatthewsNinety-nine Gnats, Nits, and Nibblers, by May BerenbaumBess Beetles of Kentucky, University of Kentucky Entomology website. Accessed December 10, 2013.Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. JohnsonEncyclopedia of Entomology, 2nd edition, edited by John L. Capinera.

The Palestinian-Israel Conflict Essay - 2191 Words

The Palestinian-Israeli conflict has been in existence since the end of 19th century. The conflict became an international concern when Israel got its independence in 1948. This conflict has resulted in a lot of minor conflicts and 5major wars. Tensions between the Arabs and Zionists started after the 1800’s when the immigration of the European Jews to Palestine was on the increase. The population of Palestine from 1882-1883 was 468,000 and the population consisted of 408 Muslims, 44,000 Christians and 15,000 Jews. During this time Palestine was under the Ottoman Empire. From 1915 to 1916, there was an exchange of letters between the Sharif of Mecca Husayn bin Ali and the British high commissioner in Egypt Sir Henry McMahon. The Arab side†¦show more content†¦This plan was to create Arab and Jewish states from Palestine. The Jewish public accepted this plan but the Arabs rejected it. In 1948, the British mandate announced their intentions to terminate its mandate in Palestine due to the conflict between the Palestinians and the Jews. Britain faced difficulties trying to bring peace to Palestine. After the British mandate left Palestine, the Jewish people declared the establishment of a Jewish state (Israel). On the same day, Jordan, Egypt, Syria, Iraq intervened and this marked the first Arab-Israeli war. After this war, over 800,000 Palestinian Arabs became refugees as a result of the independence of Israel. Also, Jews in the Arab countries were made to abandon their properties and flee. In 1956, Gemal Abdul Nassir announced that he wanted the nationalization of the Suez Canal. This canal has been operated by Britain and France since the 18th century and due to this, tensions rose between Egypt, Britain and France. Israel regarded Gemal Abdul Nassir as a threat to its national security and due to this it was easy for Britain and France to convince Israel in the invasion of Egypt and the overthrowing of its president. Israel invaded Sinai Peninsula, Britain and France landed their troops later on the pretence of separating the fighting parties. This was the start of the Suez crisis. The USA condemned their actions and forced the three parties to withdraw and this made it possibleShow MoreRelatedThe Palestinian And Israel Conflict2619 Words   |  11 Pagesmany nations with internal conflict that has been a victim of the recipe of quarrels time and time again. In my paper I will focus on two different conflicts, one in which who has been able to create a recipe for su ccessful peace in the land, and another in which is still a victim of the recipe that leads to everlasting fights. The conflict I am focusing on that has been able to successfully bring its disagreements into a compromise is the Protestant and Catholic conflict in Northern Ireland duringRead MoreThe Israeli Palestinian Conflict : Israel Palestine Conflict Essay1516 Words   |  7 PagesSome studies on the Israel-Palestinian conflict postulate that the nature of the conflict has always been about land, meaning the partition of the holy land (e.g., Newman, 2002; Klieman, 2000; Alpher, 1995). But a tectonic shift occurred with the swift Israeli victory in the 6 day war of 1967, when Israel occupied the territories. Israeli occupation of the Palestinian territories bar Gaza strip ( territorially miniscule) has morphed into a sort of colonialism as Israel has buil a number of settlementsRead MoreThis paper is about the Palestinian-Israeli Conflict and favors the side of Israel. 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The issues Israel/ West Bank scored highestRead MoreThe Partition Of Israel And Palestine966 Words   |  4 PagesSince the UN partition of Israel and Palestine in 1947, Israel has been placed in many instances of conflict between the Jewish migrants to the region and the Palestinian natives. Several conflicts resulted in open, declared war, such as the First Arab-Israeli War of 1948-1949, and the Yom Kippur War of 1973. In addition, Israel has been involved in the occupation of the West Bank and the blockade of the Gaza Strip . After the last open war, Israel’s occupation of the West Bank has been marked by

Defining the Humanities Free Essays

Defining the Humanities Defining the Humanities The purpose of this paper is to differentiate the humanities from other modes of human inquiry and expression. I will define the humanities of a cultural event of music and how music was an expression of what I know about the humanities, art, style, genius, and culture from the 60s. I will also discuss how the music of the 60s compares with other forms I know about from the same period. We will write a custom essay sample on Defining the Humanities or any similar topic only for you Order Now One of the definitions of humanities, according to the American Heritage Dictionary, is â€Å"Those branches of knowledge, such as philosophy, literature, and art, that are concerned with human thought and culture; the liberal arts. † Culture is a big part of humanities. Culture, as defined by the American Heritage Dictionary, is the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and other products of human work and thought. These patterns, traits, and products considered as the expression of a particular period, class, community, or population (American heritage dictionary, 2000). Music is an artistic form of sound communication via musical instruments and voice that produce sounds and tones. Music is as old as mankind and cultures past and present have music. The â€Å"oldest known song† dates back 4,000 years ago and was written in ancient cuneiform. Cuneiform is a character or characters formed by the arrangement of small wedge-shaped elements and used in ancient Sumerian, Akkadian, Assyrian, Babylonian, and Persian writing (American heritage dictionary, 2000). The certainty of how or when the first musical instrument was invented, however, most historians point to early flutes made from animal bones that are at least 37,000 years old (Bellis, 2010). The music of the 60’s in America is the humanities or culture of the American people of that era. Many changes going on in the 60s including revolutionary changes, extraordinary levels of sexual freedom among youths, and revolting teenagers like no one has ever seen before. Music has consistently been influenced by the trends of its time; reflecting the politics, economics, and lifestyles that exist. The Baby Boomer generation lived during a time when war had a powerful impact on everyone’s life. Drugs became, perhaps, one of the most influential variables apparent in the music of the 60s. In the early 1960s a band named the Byrd’s and guys like Dylan changed the way many people looked at music. These bands started an underground wave that flowed throughout the 60s, this became known as the â€Å"Psychedelic Era. † This era introduced drugs to be an important aspect involved in the creation of the music, and was used by the listeners to enhance their experience. Bands such as the Byrd’s and Grateful Dead started experimenting with such drugs as LSD, marijuana, and acid. They believed that drugs could help them create music that would blow the music of the fifties away, and it did (â€Å"The music of the sixties–the psychedelic eraâ€Å", 1998). The music of the 60s came in many styles. Some of the genres of the era are: Soft rock, (also referred to as mellow rock, light rock, or easy rock) is a style of music that uses the techniques of rock and roll (often combined with elements from folk rock and singer-songwriter pop) to compose a softer, more toned-down sound for listening. Soft rock songs generally tend to focus on themes like love, everyday life, and relationships (â€Å"Soft rockâ€Å", 2010). Hard rock – modify rock and roll (blues, country, and gospel), adding to the standard genre harder sounds, heavier guitar riffs (A short rhythmic phrase), bombastic (long winded) drumming and louder vocals (â€Å"Hard rockâ€Å", 2010). Country rock – formed from the fusion of rock with country (â€Å"Country rockâ€Å", 2010). Folk rock – combining elements of folk music and rock music (â€Å"Folk rockâ€Å", 2010). Punk rock – They created fast, hard-edged music, typically with short songs, stripped-down instrumentation, and often political, anti-establishment lyrics (â€Å"Punk rockâ€Å", 2010). Shock rock – is a wide umbrella term for artists who combine rock music with elements of theatrical shock value in live performances (â€Å"Shock rockâ€Å", 2010). Rhythm and Blues (R;B), Soul, Funk Influenced by R;B (â€Å"Rhythm and bluesâ€Å", 2010). Many artists’ musical roots come from gospel. For example, Elvis Presley started out singing gospel when he was only a few years old later moving onto Rock and Roll (Nite, 1974, p. 95). The art in America of the 60s was influenced by the desire to move into the modern age or future that the space age seemed to forecast. As with the music of the 60s, drugs had an influence on some of the art of the 60s. This art came to be known as psychedelic art (ex. Brummbaer). Major works by Alexander Calder (mobiles and sculpture) or He len Frankenthaler (non-representational art) showed a desire to escape from details to interpret. Artists wanted to inspire the viewer to leap into the unknown and experience art in their own way. A new artist who appeared was Andy Warhol, a leading name in pop art. Other forms evolving during this time were assemblage art, op art (or optical art) (ex. Vasarely), or kinetic abstraction (ex. Marcel Duchamp), environmental art (ex. Robert Smithson), and pop art, (ex. David Hockney) (Goodwin, 2009). In conclusion, humanities or cultures have been around since the beginning of mankind. Cultures can be estranged in their beliefs hence the creation of new cultures. Music, dance, theater, art, literature, or other cultures can change over time trough many influential channels. For example, the way the war and drugs influence the cultures of the 60s with the songs of war protests and psychedelic art. When changes come about the changes will usually have an effect on the, music, dance, theater, art, literature, or other cultures of the era. The one thing mankind can count on through the years, decades, centuries, and millennium is change. References American heritage dictionary. (4th ed. ). (2000). Chicago, IL: Houghton Mifflin Company. Bellis, M. (2010). Inventing musical instruments. Retrieved from http://inventors. bout. com/od/mstartinventions/tp/musicalinstrument. htm Country rock. (2010). In Country rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Country_rock Folk rock. (2010). In Folk rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Folk_rock Goodwin, S. (2009). American cultural history 1960 – 1969. Retrieved from http://kclibrary. lonestar. edu/decade60. html Hard rock. (2010). In Hard rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Hard_rock Nite, N. N. (1974). Rock on. New York, NY: Thomas Y. Crowell. Punk rock. (2010). In Punk rock. Retrieved May 5, 2010, from Rhythm and blues. (2010). In Rhythm and blues. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Rhythm_and_blues Shock rock. (2010). In Shock rock. Retrieved May 5, 2010, from http:// en. wikipedia. org/wiki/Shock_rock Soft rock. (2010). In Soft rock. Retrieved May 5, 2010, from http://en. wikipedia. org/wiki/Soft_rock The music of the sixties–the psychedelic era. (1998). Retrieved from http://library. thinkquest. org/21342/text/1960. htm How to cite Defining the Humanities, Papers

A Contrast Of Motivation Theories And Manager’s Interview - Samples

Question: Discuss about the Contrast Of Motivation Theories And Managers Interview. Answer: There are several motivation theories both traditional and contemporary that explain motives of employees performance in the workplace (Bratton, Gold 2017, p.4). Findings of interview with a manager can be used to compare with different motivation theories. The various theories of motivation to make comparison with include: Maslow hierarchy of needs, Mc Gregorys theory X and Y, Herzberg two factor theory, Mc Clelands three need theory, goal setting theory, equity theory, and expectancy theory. The Maslow hierarchy of needs states a level of needs to be provided in working environment. The first needs is psychological needs as per the manager recommendation from the psychological needs have not been met in the organizations that is evidenced by organization lacking of wellness programme (Cook Artino 2016, p.995). In terms of safety needs the manager stated that they do not provide job security to their employee which is against Maslow hierarch of needs of safety provision to employees. The manager recommendations agreed with Maslow hierarchy of needs on provision of esteem needs each of the employees is provided with job titles which allowing them to take participate in job. On the basis of self-actualization needs in the theory hierarchy the employees are not allowed for career development progression according to the managers recommendation. Mc Gregorys theory X and Y states characteristics of employees differ in work performance and attitude. Theory X explains employees who dislike work while theory Y having a liking to work (Guill 2018, p.65). According to manager recommendations the employees are motivated to work, and they are controlled to achieve results. That shows that the employees are ready to seek and accept any kind of responsibility being allocated. Participation in research clearly supports the employees seek and accept responsibility of doing tasks according to the responses of the manager. The mentioned characteristics recommended by the manager support theory Y of the Mc Gregory theory. The Herzberg two factor theories argues that that other employees work well when they are provided with motivators while others work well when provided with hygiene factors. Managers recommends that certain motivators are in place to encourage satisfaction among the employees. Some of the motivators mentioned include job titles, rewarding good workers, allowing participation and giving opportunity for them to research. The manager recommendation showed that the organization is not doing well in providing hygienic factors which lead to job dissatisfied (Kember, 2016 p.23). Mc Clelands three needs theory states that for motivation to take place it requires three motivators which include: need for achievement, need for power, and need for affiliation. The managers recommendation showed that employees lack the need for achievement they do not set goals for achievements, they also lack need for power because they lack ambition to be leaders, and in addition the managers recommendations showed that employees do not have any social affiliation they lack common groups to associate with. On the basis of the contemporary theories of motivation certain clauses go hand with certain practices of the organization according to the managers recommendations (Gss, Burger Drner 2017, p.885). On goal setting theory and manager recommendation there were prove that employees are able to set their own goals which can enable them to achieve the intended performance. The goal setting theory enables the employees to provide feedback that can be useful in management of organizations. According to manager recommendations employees are rewarded on the performance they have achieved that enables them to get motivated to design own job. Based on the equity theory and managers recommendations it showed that equity is being promoted among the employees which encourages them to be motivated to work harder (Kanfer, Frese Johnson 2017, p.338). As per the managers recommendations all the employees were working on the basis of expectancy theory in order for the organization to recognize their efforts. The manager stated that they have unique grouping of workers and its contribution to motivation towards achievement of intended goals (Kember 2016, p.42). According to the manager recommendations the organization has implemented a low cost reward program which is used to motivate employees to work. That is in line with the reward scheme theory and according to manager recommendations that employees are subjected on pay for performance where they are paid on the nature of the work achieved. References Bratton, J., Gold, J. (2017).Human resource management: theory and practice. Palgrave. Cook, D. A., Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories.Medical education,50(10), 997-1014. Guilln, M. (2018). Creating Better Human Motivation Theories for Personal Flourishing in Organizations. InPersonal Flourishing in Organizations(pp. 49-65). Springer, Cham. Gss, C. D., Burger, M. L., Drner, D. (2017). The Role of Motivation in Complex Problem Solving.Frontiers in psychology,8, 851. Kanfer, R., Frese, M., Johnson, R. E. (2017). Motivation related to work: A century of progress.Journal of Applied Psychology,102(3), 338. Kember, D. (2016). Relationship to Other Theories of Motivation. InUnderstanding the Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education(pp. 21-41). Springer, Singapore.

Uniforms In Public School Essays (2960 words) - Uniforms

Uniforms In Public School? Final Draft Quality education is critical to the future of America's children. However, we cannot educate our children in schools where weapons, gang violence, and drugs, threaten their safety. Many local school districts have made uniforms an important part of an overall program to improve school safety and discipline. Students resort to violence and theft simply to obtain designer clothes or name brand shoes. This instills a fear among the students and teachers. It is no secret that violent behavior has become a problem in public schools. For this reason more and more public schools are entertaining the idea of uniforms to get the minds of their students off of fashion and onto their education. Many parents and students support the uniform issue because they feel it makes all the students equal in the eyes of their peers and teachers. However, many parents feel that just like installing metal detectors, uniforms are a simplistic solution to a far greater problem. Some experts believe uniforms promise to cut down crime and reduce violence, but only if we take away that students individuality and freedom of expression. What does this promise? Uniforms have been used in an effort to try an reduce crime, and at the same time, remove peer pressure amongst students to try to ?fit in? so they can concentrate on their school work. President William Clinton agrees with this saying ?If uniforms can help deter school violence, promote discipline, and foster a better learning environment, then we should show strong support to the parents that try them?.(21) By mandating uniforms in public school, school officials hope to see a reduction in crime and violence. According to statistics, there are notable decreases in school violence and illegal offenses after the enactment of a school uniform or standardized dress code policy.(Lewis) Can uniforms really help in deterring violence and crime? Many parents and teachers say yes. Supporters of uniforms say social and economic classes would no longer be revealed by students' clothing and the school system will have more of a sense of community.(Nittel) Providing that a child's clothes does make a difference in school violence, then uniforms are exactly what our children need. Some parents feel uniforms will put the students' emphasis on schoolwork instead of dressing ?cool?, and they will help to lower school violence. Almost five years ago, the Long Beach School District made headlines when it became the first school district in the country to make uniforms mandatory for its elementary and middle school students. According to Phoenix school officials in Long Beach, California, attendance and test scores improved, incidents of students fighting decreased by 50%, student crimes decreased by 36% and student suspensions decreased by 32% after they enacted a uniform policy.(Will) Also other there were other steps to improve student behavior. Increasing the number of teachers patrolling the hallways during class changes, were also taken by the district around the same time the uniform policy was introduced. Dress codes were initiated in private schools as a standard. As violence, competition between students, and distractions from the educational system increased in public schools, administrators began to consider uniforms as a solution to the problem. In Baltimore, Maryland, school administrators found a 44% drop in assault and battery charges, a 50% reduction in assault with a deadly weapon, a 41% cut in occurrences of fighting and a 74% drop in sexual offenses. They also found drug abuse to be down by 89% and vandalism had dropped by 8%.(Stacey) These results and others caused many school districts to consider uniforms for their own schools. Uniforms seem to give students a sense of responsibility. It says that clothing is not that important. With this realization the students began to forget about their clothes and refocused their attention on education. Consequently their test scores and attitudes improved. One teacher stated that ? I have never seen so many children change their overall attitude in the classroom in just a matter of a few weeks.? Studies show school uniforms are more successful in elementary schools, where students are not so intent on their individuality.(Stover) And, experts recommend placing students in uniforms at a young age so they become accustomed to a program. This allows there to be no focus on material items and the children's focus remains on education from the start. Stover(1990) states that most supporters of uniforms agree the program will not succeed unless school officials gain the support of a large majority of parents from the beginning.

How Delegates to Presidential Conventions Are Selected

How Delegates to Presidential Conventions Are Selected In the summer of every presidential election year, political parties in the United States typically conduct national conventions to choose their presidential candidates. At the conventions, the presidential candidates are selected by groups of delegates from each state. After a series of speeches and demonstrations in support of each candidate, the delegates begin to vote, state-by-state, for the candidate of their choice. The first candidate to receive a preset majority number of delegate votes becomes the partys presidential candidate. The candidate selected to run for president then selects a vice presidential candidate. Delegates to the national conventions are selected at the state level, according to rules and formulas determined by each political partys state committee. While these rules and formulas can change from state-to-state and from year-to-year, there remain two methods by which the states choose their delegates to the national conventions: the caucus and the primary. The Primary In states holding them, presidential primary elections are open to all registered voters. Just like in general elections, voting is done through a secret ballot. Voters may choose from among all registered candidates and write-ins are counted. There are two types of primaries, closed and open. In a closed primary, voters may vote only in the primary of the political party in which they registered. For example, a voter who registered as a Republican can only vote in the Republican primary. In an open primary, registered voters can vote in the primary of either party, but are allowed to vote in only one primary. Most states hold closed primaries. Primary elections also vary in what names appear on their ballots. Most states hold presidential preference primaries, in which the actual presidential candidates names appear on the ballot. In other states, only the names of convention delegates appear on the ballot. Delegates may state their support for a candidate or declare themselves to be uncommitted. In some states, delegates are bound, or pledged to vote for the primary winner in voting at the national convention. In other states, some or all delegates are unpledged, and free to vote for any candidate they wish at the convention. The Caucus Caucuses are simply meetings, open to all registered voters of the party, at which delegates to the partys national convention are selected. When the caucus begins, the voters in attendance divide themselves into groups according to the candidate they support. The undecided voters congregate into their own group and prepare to be courted by supporters of other candidates. Voters in each group are then invited to give speeches supporting their candidate and trying to persuade others to join their group. At the end of the caucus, party organizers count the voters in each candidates group and calculate how many delegates to the county convention each candidate has won. As in the primaries, the caucus process can produce both pledged and unpledged convention delegates, depending on the party rules of the various states. How Delegates are Awarded The Democratic and Republican parties use different methods for determining how many delegates are awarded to, or pledged to vote for the various candidates at their national conventions. Democrats use a proportional method. Each candidate is awarded a number of delegates in proportion to their support in the state caucuses or the number of primary votes they won. For example, consider a state with 20 delegates at a democratic convention with three candidates. If candidate A received 70% of all caucus and primary votes, candidate B 20% and candidate C 10%, candidate A would get 14 delegates, candidate B would get 4 delegates and candidate C would get two delegates. In the Republican Party, each state chooses either the proportional method or a winner-take-all method of awarding delegates. Under the winner-take-all method, the candidate getting the most votes from a states caucus or primary gets all of that states delegates at the national convention. Key Point: The above are general rules. Primary and caucus rules and methods of convention delegate allocation differ from state-to-state and can be changed by party leadership. To find out the latest information, contact your states Board of Elections. 2020 National Nominating Conventions: Dates and Sites The 2020 Democratic National Convention will be held from July 13th to 16th, 2020, at the Fiserv Forum in Milwaukee, Wisconsin. Since by tradition, the convention of the party currently holding the White House is held after that of the opposing party, the 2020 Republican National Convention will be held on August 24th to 27th, 2020, at the Spectrum Center in Charlotte, North Carolina.

Improving Existing Cognitive Technique Program Essay

Improving Existing Cognitive Technique Program - Essay Example The essay "Improving Existing Cognitive Technique Program" discusses the evidence-based treatment and rehabilitation interventions in view of statistics showing increasing rates of incidence and risks involving mentally disordered offenders. Violence is a major concern among those who are responsible for the care of mentally ill prisoners. People with mental problems are more prone to violence than healthy individuals, especially people who have significant psychological impairments†. In this regard, it becomes worthwhile to learn that this study is generally meant for public safety. Since initial outcomes of the study were found successful and have shown potentials and room for development, it is justifiable that the research is funded appropriately even if it has to come up with revisions and/or innovations. Program completion or success rate or success was pegged at 78%†. There is a need to follow through and attempt to surpass the previous success rate of the program. Research methods should shift its focus on the emotional monitoring and control strategies that would lengthen the patients’ span of memory and receptiveness to the interventions. I would also agree with what Rees-Jones, et.al â€Å"to pursue further this research with randomized controlled design†. The significance of a study can only be justified if it has undergone a systematic process of evaluation. Relying on a hunch or common sense can only bring inaccurate premises and can only result in biases, gaps, and pressures to decision makers.

South america Essay Example | Topics and Well Written Essays - 500 words

South america - Essay Example A characteristic feature of the state of affairs brought about by some powerful economic interests in an environment with weakened or nonexistent rule of law is the disappearance of clear boundaries between the sphere of governments/authorities and the sphere of organized crime or rebels. In a region traditionally torn by international disputes over land, resources, or economic paradigms, guerrilla or paramilitary groups in one country are often sponsored by the government of a neighbouring country. Over the last years this has been the case with FARC - a Marxist rebel terrorist group active in Colombia, and its ties to the present-day government of Venezuela. The organization derives most of its finance from growing coca (Philp). In their effort to restore the money influx after it suffered from U.S.-backed anti-drug campaign led by Colombian government, the guerrillas invaded areas previously unassociated with coca production, doing everything to get the indigenous inhabitants of these lands involved in their trade. As Philp shows in her article, the coca growing guerrillas, a self standing anti-government group thinking themselves to be outside the reach of legitimate Colombian authorities, never refrain from threats, violence, murder.

Are Genocidal Perpetrators Ordinary Men or Ideological Monsters

Are Genocidal Perpetrators Ordinary Men or Ideological Monsters The term genocide was coined by Raphael Lemkin as a response to the mass murder of Jews, Jehovahs Witnesses, Romani, homosexuals and other minority demographics discriminated against and ultimately murdered on a mass scale in Nazi occupied Europe in the 1930s and 1940s. Prior to Lemkins definition, the Holocaust was, as Churchill described it, a crime without a name (Jones, 2006:8). Lemkins definition described the crime as the destruction of a nation or an ethnic group (Jones, 2006:10) and was later adopted by the newly formed United Nations in the Convention on the Prevention and Punishment of the Crime of Genocide (1948) which in Article 2 defined the crime as acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group including murder; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; imposing measures intended to prevent births within the group; or forcibly transferring children from the group to another. The question arises however, as to how individual perpetrators of genocide could be considered normal or ordinary and not the evil of their actions; a debate summarised by Matthà ¤us as ordinary men vs. natural born killers (1996:134). We label the perpetrators of crimes we deem particularly heinous because, as Waller argues a world in which ordinary people would be capable of extraordinary evil is simply too psychologically threatening (1996:12) and incomprehensible because we fail to comprehend something about them (Dudai 2006:699). Following the Holocaust, much academic research was conducted across multiple disciplines in an attempt to explain how an otherwise outwardly normal person could be, or become, a perpetrator of genocide. Goldhagen explained the actions of perpetrators of the Holocaust as based entirely on the entrenched historical anti-Semitism within Germany and such a monocausal explanation is sufficient (1997:416); however his thesis assumes that the majority of German citizens believed in this ideology and focuses only on the genocide of European Jews. Conversely, Browning (2001), Bauman (2009) and others have argued that the actions of individuals are a response to their immediate social surroundings and that their role in the social structure of hierarchy has a far greater impact on complicity. Mann, however, bridges these two central reasons as to why perpetrators commit their crimes. Firstly, the individuals were peculiar people, either ideologically motivated or disturbed perhaps by mental ill-health or as a result of their upbringing, career path or marginalised lifestyle. Secondly, the individuals were largely ordinary but bigoted, trapped in a coercive and comradely organization, trapped within a bureaucracy or pursuing material goals (2000:232-3). Utilising social-psychological studies, sociological and historical research, it will be shown that where genocide occurs, the individual perpetrators who actively participate in acts of violence or murder are largely normal, healthy human beings who respond to the micro social situations and organizations in which they find themselves. Although the research focuses primarily on the Jewish Holocaust of Nazi Europe, other twentieth century genocides will be considered to assess whether ideology was the primary factor across the spectrum. A critique of Goldhagens thesis of eliminationist anti-Semitism will be presented to discuss that this was the wider, macro social environment of genocide but was not the sole reason why individuals were complicit. The Macro, Ideological Approach Dudai argued that the ideology of genocide is the macro social environment in which perpetrators act (2006). Accordingly, ideology was central to genocidal policies of the twentieth century; racial as in the case of the Turkish genocide in Armenia or the Serbian genocide of Muslims; against a class for example in the Communist genocides in Russia, Cambodia and during Maos Great Leap Forward in China; or an intertwining of both as with the Holocaust (2003:176-177). Societies in which violence is idealised and an acceptable form of achieving goals are more likely to utilise violence by the state as a means of social control (Staub, 2002: 55) for example, Germany had a strong use of violence to manage the unruly during the Weimar republic (Rafter, 2008) and Russian Communists found violence to be valuable and necessary (Staub, 2002:54) and were therefore more likely to be violent and aggressive in order to achieve their ideological goals. William Gladstone claimed The very worst things that men have ever done, have been done when they were performing acts of violence in the name of religion (Jones, 2006:400). Staub argues that pluralistic societies are less likely to be susceptible to narrow ideology as individuals are offered a more independent perspective without fear of ostracism or physical danger (2002:235) therefore suggesting that without the rigorous hierarchy and oppression of genocidal states, individuals may have the ability to choose not to participate. Where genocide takes place, a process of othering takes place whereby the persecutors believe themselves to be superior and their enemies, the others, inferior. Howard Becker defined the outsider as the individual or group who fail to abide by the rules of his wider social group, imposed by the insiders. To be an outsider does not require a specific act but is a consequence of the application by others of rules and sanctions (Becker, 1968:11). Anti-Semitism had existed for centuries in Germany and across Europe prior to the Holocaust however, the concept that eliminationist anti-Semitism (Goldhagen, 1997:71) was a standard belief is highly discredited. Goldhagen infamously argued that the Germans had for centuries harboured homicidal animosity towards Jews which lead to 80-90 percent of the German population under Nazi rule wanting to murder them (1997:541) although he presents no evidence for this assumption. European anti-Semitism was partly a result of Christian dogma regarding Jews as the killers of Christ and unbelievers early in the middle ages, perpetuated by the education of Christian children in the criminality and inferiority of Jews (Staub, 2002:101). Although the Christian Church had never outwardly called for the destruction of the Jewish faith, the Church had made the Jewish people a symbol of unredeemed humanity; it painted a picture of the Jews as a blind, stubborn, carnal, and perverse people (Blass, 1993: 44). Mann studied fifteen hundred biographies of perpetrators of the Holocaust in an attempt to explain who these people were, finding an unexpected correlation between Christianity and Nazism whereby those who identified with the Catholic Church were disproportionately represented as perpetrators (2000:347). Similarly, the Christian Armenians had, for centuries lived under oppressive Ottoman rule and under aspects of Islamic law. Under Islamic civil law, Muslims enjoyed the full rights and duties of citizenship whereas dhimmà ®, non-Muslims, were to be endured with great inequality between the two groups (Akcam, 2007:7). Edicts dating back to the sixteenth century declared that the dhimmà ® were unable to testify against Muslims in court or marry Muslims and they were unable to observe their religious practices if it would disturb Muslims, therefore building new churches or ringing bells was forbidden and repairs to existing churches required official permission from the state. P hysical othering also took place to identify non-Muslims as socially lower than their Muslim counterparts where houses were not to be built higher than Muslims, valuable materials such as silk were not to be worn and head and footwear were to be coloured red (Akcam, 2007:9).In Rwanda, Jones argues that the high rates of conversion in religion to Islam from Catholicism was a result of Islamic rejection of participation in the genocide and the rescuing of Tutsi (2006:400). However, secular ideology can be as destructive as fundamentalist, extremist religious ideology in the instigation of genocide (Jones, 2006:400). Indeed, secular ideologies have underpinned twentieth century genocides (Jones, 2006:400). If Goldhagen is considered to be incorrect in his assertion that traditional and historical eliminationist anti-Semitism was the sole reason behind the Holocaust, new ideologies must also be considered as to the macro social background behind genocides in the twentieth century. Stalins Russia, Maos China and the Khmer Rouges Cambodia were based on Marxist Communist theory which, although written decades prior to the genocide, caused new political revolutions in which individuals fought for a new role in society. Maslow identified cultural differences in synergy, the extent to which individuals forfeit their own gains and fulfil themselves by contributing to a common good (Staub, 2002:51). As one Stalinist perpetrator argued, with the rest of my genera tion I firmly believed that the ends justified the means. Our great goal was the universal triumph of Communism, and for the sake of that goal everything was permissible to lie, to steal, to destroy hundreds of thousands and even millions of people (Jones, 2006:401). However, universality of acceptance of the new regimes was not the case. Davis argues that Stalins terror famine and the famine of Maos Great Leap Forward were the culmination of violence and killing of the peasantry, designed to break independent spirits and force subordination (Shaw, 2003:39). Furthermore, resistance to the movements became common with some families choosing suicide over living under Communist rule and subsequent starvation, by choosing to kill livestock rather than hand it over to the Communist party or being part of violent uprisings (Shaw, 2003:55). If one considers the role of capitalist, democratic ideology in recent warfare, enforcing this ideology in other countries has, in some instances been very unpopular. The anti-Vietnam movement, for example, demonstrated against the United States bombing of Cambodia as part of the war on Communism in Vietnam (Shaw, 2003:202) and there were similar demonstrations against the early twenty-first centurys war in Iraq which held the intention of restoring democracy to the Iraqi people but was highly unpopular with British citizens. Goldhagen argues, with no supporting evidence, that the bystanders of Kristallnacht, the infamous pogrom in 1938, believed this would serve the Jews right because the absence of evidence is evidence itself (Augstein, 1998:157) however if anti-Semitic ideology was as traditional and prolific in other European countries as Goldhagen argues, the thesis neglects to reason why for the majority of Europe, it took Nazi invasion or annexation to give rise to such eliminationist attitudes. In Italy where anti-Semitism was rife, it was only when the country attempted to further their allegiance to Germany that anti-Semitic policy increased (Rafter, 2008:302). Conversely, Czechoslovakia for example had a long history of anti-Semitism with pogroms and the forced removal of Jews into a ghetto in the Josefov district of Prague dating back to the thirteenth century but had made no outward attempts to deliberately exterminate the Jewish population. Moreover, if the eliminationist anti-Semitic ideolo gy was so powerful in Germany, Goldhagen, in acknowledging that without the economic depression the Nazis would have never come to power, fails to consider why the overwhelming desire to eliminate the Jews was not acted upon sooner (Finkelstein, 1997:42). Responses to Nazi occupation varied greatly both within occupied areas and globally for example, Jan Karski infiltrated the Warsaw ghetto and Belzec concentration camp, escaping to London with hundreds of documents detailing the genocide taking place but many, Jews included, found the actions unbelievable (Jones, 2006:399) and early reports following the liberation of Auschwitz were disbelieved by the British media who only reported their findings after other global media had verified and reported. Furthermore, if the ideology was so entrenched in society and traditionally perceived as a threat, Goldhagen fails to acknowledge why many Jewish citizens of occupied Europe did not attempt to emigrate sooner, believed the Nazi propagand a detailing their resettlement at work camps and that the gas chambers in extermination camps were shower facilities as testimony from those survived the concentration camps and particularly those who worked in the Sonderkommando (special units of concentration camp prisoners who worked in the gas chambers and crematoria) describes (for example Venezia, 2009; Mà ¼ller, 1999; Haas, 1984). Moreover, Goldhagen fails to explain why the eliminationist ideology rapidly dissipated (Goldhagen, 1997:593-4) following the fall of Berlin and Nazi rule. Propaganda and indoctrination are highly used in genocide to spread the state ideology across the masses. For example, propaganda in Nazi Europe and indoctrination of Argentinean soldiers to promote character, honour and pride (Staub 2002:214). Coupled with the perceived threat of Communism, propaganda was highly used against the Jews, portraying them as not only racial inferiors but as assisting in Bolshevism (Jones, 2006:267). Indeed, perpetrators were more likely to have originated from the threatened borders of the Reich where anti-Bolshevism and anti-Semitism were great (Mann, 2000:348). Similarly, the Hutu portrayed the Tutsi as bloodthirsty foreigners intent on exterminating the Hutu (Valentino, 2005:35) by means such as the radio and the extremist Hutu newspaper, the Radio-Tà ©là ©vision Libre des Mille Collines and Kangura respectively, and calling on Hutu to follow the infamous Hutu Ten Commandments calling for vigilance against the Tutsi enemy (Jones, 2006:237). The 1972 genocide in Burundi of Hutus was a theme of Hutu political discourse and used in an attempt to invoke fear in the Hutu population, that if the Tutsi were not destroyed, the Tutsi would destroy the Hutu (Valentino, 2005:183) for although there was little evidence of fear and hostility between the two groups prior to the 1994 genocide, the conflict was engineered (Valentino, 2005:57). Ideological propaganda can be received by individuals differently however. Franz Stangl, commandant of Treblinka believed propaganda was used by the Nazis to condition those who actually had to carry out these policies to make it possible for them to do what they did, further arguing that the primary motive for genocide was for Nazi control of Jewish money and property (Semelin, 2003:270). Self-concept is a large factor in the ideology of genocide. Germany had lost a large proportion of their territory following their defeat in World War I, a war fought to gain the power and advantages Germany felt were owed to them, and the subsequent Treaty of Versailles. Hitler subsequently blamed the Jews for the loss of the war and, owing to the Sonderweg (special status of the country) (Elias, 1996:438) declared that Germany needed more Lebensraum (living space) resulting in the invasion of many countries across Europe to regain land which was seen as belonging to Germany. Moreover, individuals may have a strong sense of belonging to a group, identified for or against by visible symbols, education and other means (Staub, 2002:253). Self image is reinforced by the relationship to the others, the outsiders who have been deemed a threat by the social group. For example we may consider the attitude of the British in their war efforts in World War II or the social responses to terrori sm in comparison with genocidal action; where a threat (whether real or imaginary) is posed by one social group against another a unity of identity forms. Racially unclean social groups in Nazi occupied Europe, including the mentally and physically ill, were deemed inferior and inherently criminal based on biological criminology and alterations to Lombrosos Born Criminal thesis (Rafter, 2008). Where the Weimar Republic had been a series of turbulent governments and viewed as soft on crime, a more authoritarian policy on crime and criminals was called for by conservatives. Hitler was, Goldhagen argues, not seen as a madman but a politician to be taken seriously (Augstein 1998:157). With biological evidence collected by the Criminal-Biological Service in Bavaria that these groups were the cause of crime within the state, the ideological policies became incorporated into the criminal justice system, further perpetuating the image of the Jew as inferior and a potential threat to the German way of life. The Micro, Bureaucratic and Hierarchical Approach An acknowledgement of ideology must therefore be considered to underpin the rationale of genocide. Browning, in arguing a multi-causal rationale of the Holocaust acknowledges the deluge of racist and anti-Semitic propaganda (Jones, 2006:270), however he also questions the role of obedience, peer pressure and obligation. Arendts Report on the Banality of Evil impacted greatly on the impression we have of perpetrators of genocide, drawing focus away from the pathological and towards more social explanations of their actions (Dudai, 2006:700), followed by Bauman who argued that cruelty is social in its origin much more than it is characterological (Bauman, 1989:116). Prior to multi-disciplined research into the psychology of perpetrators, individual participants were believed to be mentally ill. Goldhagen reinstates this claim, arguing that the anti-Semitic ideology made the Germans pathologically ill, struck with illness of sadism diseased, tyrannical and sadistic (Goldhagen, 1997:397). Blass discusses a dispositional approach to the individual pathologies of the perpetrators in that they may be in some way mentally unhealthy (Blass, 1993:37). Rorschach ink-blot tests were conducted on Nazi leaders prior to the Nuremberg trials in 1945 to conclude that they were of a distinct group and were not psychologically normal or healthy individuals (Blass, 1993:37). However, the findings have largely been discredited with Kelley arguing that the personalities displayed were not unique or insane and could be duplicated in any country of the world today; the tests were not blind and the researchers could therefore have been biased in their analyses and whe re blind analyses were conducted there was individuality of results that contradicted the conclusion of a uniform distinction setting apart the perpetrators (Blass, 1993:37). Where Eichmann had been perceived by Arendt and Wiesenthal to be normal and acting under orders, blind analyses of personality tests revealed him to be sadistic and violent in his hostility, quite paranoid and a criminal with an insatiable killing intention (Blass, 1993:37). Finkelstein rebuts this claim, arguing that a homogeneously sick society would act as an alibi for the perpetrators for who can condemn a crazy people (Finkelstein, 1997:44). Arendt, who was present at the trial of Eichmann found him to be normal and there to be potentially an Eichmann in every one of us (2005:113). Nazi ideology and German culture in the 1930s and 1940s were strongly affiliated with the concept of obedience, indeed as Berger notes, the first commandment in indoctrinating Nazi youth was the leader is always right (Blass, 1993:33).The Holocaust in Nazi Europe took place under a strict bureaucratic regime with a meticulous division of labour and linear graduation of power (Bauman, 2009:98). Those faced with the task of directly murdering enemies were the subordinates at the end of a long bureaucratic chain leading to Himmler, the head of the SS and Heydrich, the head of the Einsatzgruppen. The practical and mental distance afforded to those at higher levels of the bureaucracy who may have had little experience or knowledge of the true nature of the delegated orders was not the case for those whose responsibility it was to shoot at point-blank range in the Einsatzgruppen or pour in the poison Zyklon B pellets into the gas chambers (Bauman, 2009:99). The obedience that allows the subordinates of a hierarchy to commit murder is therefore of critical importance. A psychological explanation offered by Blass is that of a situational perspective, whereby forces outside of the individual, largely from the social environment such as the position in a hierarchy and subordination can explain seemingly deviant or counter normative behaviour as a result of the immediate situation (Blass, 1993:31). Blass argues that the results of Milgrams obedience experiments are representative of the causal relationship between the immediate situation and the reactions of individuals. Milgrams experiment consisted of asking the subject to apply increasing voltages of electric shock to the learner should they answer a question incorrectly in 15 volt increments up to 450 volts, ominously marked XXX. 65% of subjects subjected the learner to the highest levels of voltage and he concluded that individuals could become agents in a terrible destructive process o ut of a sense of obligation, through the course of their jobs and without any hostility towards their victim (Blass, 1993:33). Responsibility for any harm caused was relinquished to the legitimate authority, the examiner, and the subordinate subject was no longer guided by conscience but the extent to which they obey the orders of authority (Blass, 1993:33). Similar experiments were carried out throughout the 1970s including that of Ring, Wallston and Corey who found a 91% obedience rate in applying painful sound to a learner, even when the experiment appeared to go awry and surprise even the experimenter (Blass, 1993:34). In the well-documented experiments conducted by Zimbardo, individuals were randomly labelled as prisoner or guard and were to carry out these roles in a controlled environment for a period of time. Those labelled as guards, knowing they were overseeing individuals who were had in no way been labelled as inferior prior to the experiment, became overly zealous in their positions and when physical violence and humiliation was utilised against the prisoners, the experiment was halted on ethical grounds. Zimbardo concluded that the dominant positioning within the hierarchy allowed sadistic behaviour to be elicited from non-sadistic, normal people who would exert violence on their equals because their social positioning allowed them to (Valentino, 2005:44-46) Two social-psychological theories attempt to explain the actions of genocide perpetrators whilst obediently following orders. The concept of the divided-self considers that the self, our personality and behaviour remains intact but a second self is created or activated in a new situation. Conversely, unitary-self theories argue that there is a single self which becomes altered as a result of the societal forces, situations and organisations (Waller, 1996:12). Lifton uses examples of The Strange Case of Dr Jekyll and Mr Hyde or the comic, Superman in his analogy of the divided self in that when presented with a situation of distress, a character such as Clark Kent changes into his alter-ego of Superman to save the world (Waller, 1996:13). Clark Kent remains the primary self but Superman, the secondary self, becomes activated and controls the behaviour of the body and mind. A variation of this dissociation may be doubling where the two selves are separate with no conflicts and where mo ral standards are annulled (Waller, 1996:14-15). Auschwitz survivors have described some of the doctors as two different people (Waller, 1996:26) For example, The Nazi doctor, Mengele who performed pseudo-medical experiments on Auschwitz inmates asked children to call him uncle and would appear to behave with kindness, playing with them and giving them luxuries of sweets and chocolate only to continue to perform his experiments and murder (Nomberg-Przytyk, 1985:104). Steiner also noted differing psychosocial types which only present under certain conditions for example the sleeper will not be apparent until an environment allows for or causes the release (Blass, 1993:43). Bauman similarly notes a difference in personalities dependent upon the extraordinary situations in which one finds oneself. Recounting the studies of Le Monde, survivors of a hijacking had a high incidence of divorce owing to individuals seeing their partners in a different light; good husband were selfish, the br ave business man displayed cowardice and the resourceful fell to pieces'(Bauman, 2009:6). The journalist questioned which face of the survivors was their true self; the original or their selves during the hijacking and concluded that neither was more true than the other. The normal good face was apparent in ordinary settings and, but for the extraordinary circumstance of the hijacking, the other self would have remained dormant (Bauman, 2009:6). Milgram contended that in conforming to the orders of a superior, an agentic state is created where the individual operates on the behalf of their superior and thus becomes an agent of their will. Similar to Steiners psychosocial types and Baumans analogy of the hijack victims, Milgram argues that this state lies dormant until it is required that one will act under orders. However, unlike Liftons doubling, the agentic state avoids an inner moral conflict by toggling between the autonomous and agentic states (Waller, 1996:16). More contemporary social psychology has adopted a strategy of the unitary self. When an individual is faced with actions which are inconsistent with their morality, they must either alter their behaviour or their personality as inconsistencies between the two cause individuals to feel troubled (Waller, 1996:16). In certain situations, including the rigid hierarchy of the SS where each individual was accountable to an immediate supervisor (Bauman, 2009:100), changing ones behaviour may not be possible or desired as individuals who hid or aided a Jew were punishable by death (Staub, 2002:165) as were moderate-Hutu in Rwanda (Jones, 2006:238). Fear is arguably a motivation for compliance. As Augstein criticised Goldhagen, he had grown up in an American democracy and could not imaging the conformist pressure and moral cowardice which took place under Hitlers dictatorship (Augstein, 1998:153). In Cambodia, one survivor talked of his complicity in the violence saying Collaborate? Everyone do what Khmer Rouge say no one want to be killed (Baum, 2008:158). Therefore in order to remain consistent, the manifest conformity to rules and orders may lead to a change in the self (Waller 1996:16). Waller furthers this argument by stating that there are three catalysts to the internal changes in the selves of direct perpetrators of genocide; devaluing and dehumanising the victim and blaming them for their own suffering; the escalating of commitments to a cause; and learning by doing. The process of dehumanization was raised in the Rwandan context by Hatzfeld as one perpetrator felt they no longer regarded the Tutsi as people as the killing escalated (2005:47). While Goldhagens answer to the Germans murder of the Jews was because they wanted to, Foster, Haupt and de Beers answer to the political violence in South Africa was because they felt entitled to (Dudai, 2005:703). Entitlement would imply an option of redeeming behaviour by the victims however victims of genocide are not persecuted because of what they do rather, who they are. Routinisation of actions are argued to facilitate genocide, for example Hatzfeld quotes one Rwandan informant who claimed I struck a first blow. When I saw the blood bubble up, I jumped back a step later on we go used to killing without so much dodging around (Hatzfeld,2005:23)and repetition caused the perpetrators to become more and more cruel, more and more calm, more and more bloody (2005:50). Furthermore, Waller argues that coerced behaviour is rarely internalised however when our initial attitudes are weak, the initial act may result in a change of attitude (1996:22). The attitude of ones superiors could directly influence the behaviour of the subordinates. For example the police sergeant, Hein, was never seen to hit or humiliate a Jew, participate in mass-killings of Jews, or be unfair in his treatment of Jews. Furthermore, those under his command could abstain from the mass-shootings. However, self presentation theorists seek to explain Heins following of official requirements for Jews to stand whilst he was sitting as an attempt to maintain an appearance of conforming whilst inwardly rejecting the ideology (Matthaus, 1996:141). Goldhagen argued that the cruelty of the perpetrators of the Holocaust was nearly universal (Valentino, 2005:52) however a surprising number of the Einsazgruppen refused to participate, perhaps twenty to thirty percent in comparison to the less than thirty percent who presented themselves as enthusiastic and the remaining members who dutifully adopted their roles within the system (Valentino, 2005:54). During their first mass killing in Lithuania, the Schutzpolizei (urban police) members of one Einsatzgruppen (mobile killing unit) dropped out of the act because they knew some of the victims or could not stand the mental pressure. Furthermore, doubts were raised regarding the legality of the killings and justifications were made amongst themselves that one generation has to go through this so that our children will have a better life (Matthaus 1996:136). However, obedience need not be in a downward, linear direction but obedience to ones peers. Browning argues that for some members of a police battalion faced with the mass-shooting of Jews, comrades not participating would be seen to leave the dirty work to their comrades, risking isolation, rejection and ostracism which, in the tightly knit regiments, would have been an uncomfortable prospect (Valentino, 2005:46). Similarly, a unity existed between the Hutu, using lexis as comrades and patriotic brothers (Hatzfeld, 2005:12). Where Browning argued members of the Einsatzgruppen existed in a reverse morality; where those who avoided killings were regarded, by themselves included, as cowards, in Rwanda, a supportive comrade would assist when one perpetrator felt unable to participate that day whilst the individual would contribute with other useful tasks (Hatzfeld, 2005:74). Hilberg argued that the methods for genocide of European Jews in the 1930s and 1940s were not suggested entirely by those further up the hierarchy; major ideas could be produced by those at a lower level of responsibility and approved by superiors to become policy (Blass, 1993:37). Manns biographical study of perpetrators included an examination of the previous job positions held by individuals prior to Nazi rule and found correlations between Nazi policy, related institutions and individuals within them. For example, a key Nazi policy was racial purity, ensuring the Aryan race was free of those considered undesirable, beginning early in the rule with the T4 experiments to euthanize those with mental or physical health problems. Correlating with this policy, Mann found 13.53% of his sample to have been previously employed as healthcare workers. Rafters assertions of Nazi racial policy impacting on German criminology and policy within the Criminal Justice System correlate with 22.29% of Manns sampled perpetrators holding previous employment in the military, police or prison system, 12.92% having held employment in civil administration and 3.38% having worked in the legal field (2000:350). Individuals may therefore have acted in an agentic state towards the Nazi ideology because this was their profession and they were caught up in the hierarchy and bureaucracy. In instances of revolution and rapid-paced political change, however, an anomic theory where a lack of social position and role in a hierarchy, as a

Discuss the training requirements for Higher Level Teaching Assistants (HLTAS)

1) Discuss the training requirements for Higher Level Teaching Assistants (HLTAS). Higher level teaching assistants (HLTAS) have a variety of training requirements to adhere to for example numerical and literacy skills up to NVQ level 2 which ensures that they are able and confident in what they are teaching. HLTAS should also have a broad knowledge of learning strategies from independent to group within the curriculum to allow a pupil to fulfil their potential.HLTAS should also have a solid knowledge of the curriculum along with skills in curriculum development and delivery this is to allow HLTAS to be able to teach to a high standard and be aware of what a pupil needs to do to get them to move up a sub level or level in different subjects. In addition to this most HLTAS are required to have experience with the children that they are assigned to work with whether this be young children teenagers, special needs or gifted and talented.It is also recommended that HLTAS have a sound kno wledge of ICT to allow this to be implanted across the curriculum and in order to adhere to certain procedures within the school such as using behaviour programmes online or for cross curriculum to be implanted. Policies and procedures are also required for HLTAS to be aware of and able to draw upon when and if needed, also to allow HLTAS to know the policies the school has on safeguarding, bullying and many others.HLTAS should also be confident in regulations and laws surrounding the area in which they are working with whether this be the every child matters act or the children in care act for LAC children. HLTAS should be able to discuss development stages form birth to teenager including speech and language stages. HLTAS should also be confident administering assessments as well as marking them with the correct levels which is why HLTAS need a sound knowledge of the curriculum so that they are able to do this. HLTAS should also have good organisation skills in order to keep the c lass running smoothly and that all procedures are followed.HLTAS should have good self-evaluation skills in order to look at their teaching critically in order to reflect on it and improve. Furthermore HLTAS should have good team work skills so that they can share planning teaching and evaluating themselves and other within the team also for support within the school environment. 2) What are the National Occupational Standards (NOS)? What purpose do they serve? The National Occupational Standards (NOS) are performance standards that specify what skills and knowledge a HLTA should have in order to perform in their role.NOS provide a valuable resource to schools that use them to assist in the creation of job descriptions and roles and responsibilities, as well as underpinning training, progression and supporting development needs of staff. They were developed by representatives and different employers in a variety of sectors within education. HLTAS can target the use of the national o ccupational standards in a variety of ways from supporting and assisting with the development of frameworks used for the organisation, promoting and supporting equal opportunities to ensuring confidentiality but to name a few.Other National occupational standards are applicable to HLTAS from roles outside of education for example self-assessment for competence and opportunities for professional development and improvement of skills all of these help staff and HLTAS be able to perform their role to a correct standard and increase their competency within their role. HLTAS can use the National Occupational Standards to Measure their performance, knowledge and understanding against a nationally agreed checklist.Which in turn helps them to see where they need to develop their skills, knowledge and understanding in a variety of different areas, furthermore to help HLTAS decide what skills, knowledge and understanding they will need to progress in their career and for contentious professio nal development. The HLTA role is at the centre of the national occupational standards for supporting teaching and learning, with the standards reflecting the larger scope of responsibilities that the role now holds.Many standards are relevant to my job role with tasks beyond the level one job description, such as, working with children who have special educational needs, implementing IEP’S and Behaviour plans being undertaken along with a new amount of paperwork such as annual reviews for statemented children and the uptake of APP and target framework for example despite the task and descriptor ‘Monitor pupil’s responses to learning activities and accurately record achievement/progress as directed and Provide detailed and regular feedback to teachers on pupils achievement, progress, problems etc.  Ã¢â‚¬â„¢ (Veronica, W :2003) being on a level 2/3 job description it is usually undertaken by many level 1 teaching assistants.3) How do Higher Level Teaching Assist ants support children in schools? HLTAS support children in a variety of ways in the school community, for example a Higher Level Teaching Assistant (HLTAS) assess the needs of a child which can be done from the HLTA performing assessments to administering test. HLTAS also should serve as a good role model for children which in turn help to support and encourage relationships between children and their personal and educational environments.HLTAS should also help children and teachers set high expectations for children to boost performance and self-esteem. Supporting and developing systems of rewards and consequences which should help a child learn right from wrong. HLTAS should get to know the child/children they are working with and support them in their learning environment whether it be IEPs, behaviour support to literacy and numerical support. HLTAS also support in planning

Nietzsche and “The Problem of Socrates”

Without a doubt, Nietzsche was one of the great thinkers of his time.   He showed great insight into some of the social ills that existed at his time and sought to find ways in which to correct them.   Like Marx, Nietzsche believed that, to some extent, the root of many social ills came from the division between the classes and with the decadence of those with wealth.   In the case of the â€Å"problem† of Socrates, Nietzsche moves somewhat beyond the typical Marxist argument and questioned the wisdom of Socrates in other ways.   Although Nietzsche drew extensively from ancient texts to support his arguments about Socrates, the conclusions to which he came were completely modern in their nature. For his first argument, Nietzsche states that all sages have concluded that life is devoid of positive meaning (Nietzsche par. 1).   To support this argument, he cites Socrates’ conclusion that life equals sickness.   Socrates, Nietzsche argues, was not just tired of life himself; rather, his decadence was the symptom of a decline in society himself.   Not only was Socrates a â€Å"great erotic† (Nietzsche par. 8), but he was also an indication of how society itself was decadent. Nietzsche goes on to argue that Socrates was not a wise man at all.   Although it is usual to admire Socrates for his deeply analytical mind, Nietzsche argues that it is the philosopher’s overindulgence in this particular virtue that makes him decadent to begin with.   In fact, Nietzsche argues that Socrates was truly the opposite of everything that he was purported to be, and might not even be Greek at all.   To support these arguments, Nietzsche relies not only the texts that come from the time at which Socrates lived, but also on the writings of scientists, the â€Å"anthropological criminologists,† who argue that criminals are typically ugly people. In the eyes of Nietzsche, it appears that Socrates is not what he appears at first blush at all.   It is well known that Socrates came from the plebian class, but Nietzsche also argues against his ugliness, which appears in both writings on and sculptures of Socrates.   If Socrates was ugly and conventional wisdom at the time during which Nietzsche lived was that criminals are ugly, is it not possible to argue that Socrates was not a great man, but, rather, a criminal? And, because criminals are typically decadent, it is not possible to support, at least by arguments of the times, the statement that Socrates was decadent as well?   If these things are true, then Nietzsche can feel justified in arguing that Socrates was not a great man and that all of the philosophers that followed him through the leadership of Plato were also symptomatic of all that was wrong with Socrates and with his form of reasoning. Where Socrates fails, in the mind of Nietzsche, is in his overwhelming need for and reliance upon reasoning.   Prior to Socrates, Nietzsche points out, argumentation in polite society did not exist in polite society.   In fact, Nietzsche argues, the argumentation that Socrates relied upon was the vanquishing of â€Å"a noble taste† in which people did not live solely by reason, but through personal responsibility and personal morality, through instincts, rather than reason. It is through the writings that come down to this age, in which Socrates is depicted as an ugly man that is ruled solely by reason, that Nietzsche is able to draw his very modern conclusion: man without instincts is a diseased creature who has no desire to live.   Using this argument, Socrates did not bravely face his execution; instead, he wanted to die because he was not true to his instinctive human nature and, thus, had become infected with the decadence brought about by his over-reliance on logic, reason, and morality imposed from an exterior source. All of Nietzsche’s reasoning, of course, is based on his own desires to support his own arguments.   It is not difficult to trace a decline in Greek society over the centuries, but whether this decline is directly correlated with the reason imposed by Socrates and later by Plato it is impossible to say.   Rather, it appears that Nietzsche is making the argument to support his belief that human beings are instinctive creatures that are best when they are overflowing the restrictions imposed by society. Socrates’ form of reasoning, Nietzsche argued, was a last resort of a failing society.   This Socratic reasoning did not so much remove decadence from society as it did simply change that decadence into another form. The removal of instinct from society’s grasp and, in fact, the actual opposition that society had to the instinctive nature of humanity, was the cause of the disease that Socrates personified–at least in Nietzsche’s opinion. At the time that the ancients were writing in praise of Socrates, it was to their benefit to do so.   A new form of society was coming into being and Socrates was the forerunner of the kind of citizen that would populate it.   If Socrates was denigrated in writings during the time at which he lived, it was not because he was decadent or ugly, but because he challenged the society in which he lived. Nietzsche, however, chose to interpret the writings that he studied as proof that Greek society was in decline due to the rise of reason over instinct, which would thus support his argument that the ills and decadence of modern society sprang from the morals and reason that were being imposed upon the world.   In a very real sense, it can be argued that Nietzsche skewed the historical writings he studied to support his modern philosophical statements. Nietzsche argues that as long as reason and external morality is imposed upon society, the people who live within it are diseased and devoid of reasons to live.   He indicates that all of the sages throughout the ages have come to this conclusion, including Socrates, who came to such a conclusion about his own right.   Nietzsche came to very different conclusions than those that were reached by the people upon whose texts he based his reasoning because of his imposing modern values upon the writings of these ancient texts.   By using his own reasoning and the reasoning suggested by then-modern scientists, Nietzsche supported his own agenda that argued against reason and for instinctive humanity. Work Cited Nietzsche, F.   â€Å"The Problem of Socrates.†Ã‚   18 Dec 2007. .