Underage Drinking Essays - 1216 Words

â€Å"Automobiles are not ferocious.... it is man who is to be feared,† as Robbins B. Stoeckel remarked, enumerates a simple, yet fundamental concept- a vehicle in itself is a relatively safe, that is, until you put a person behind the controls. Further adding to the danger is the ever prevalent risk of a fellow driver being impaired by the usage of alcohol; perhaps the only thing that may make such a situation even more difficult and dangerous is one who is under the legal alcohol drinking age. Fewer situations are more life threatening than when an underage driver has been illegally consuming alcohol, yet persists in the belief that he or she retains the ability to drive safely. Thoughts along this line are foolish at best and deadly at†¦show more content†¦Simply remarking that such a decision is dangerous fails to suffice as concrete evidence of the negative effects of underage alcohol consumption, and so statistical evidence must be given. Approximately five thou sand underage drinkers die each year; the most prevalent cause is, not surprisingly, motor vehicle accidents. What many do not understand is what other factors constitute the other approximately three thousand; sixteen hundred to homicides, that is, murders and other deliberate killings, as well as 300 to suicide, usually caused by an exacerbation of underlying depression or other psychological difficulties. The remaining thousand are usually caused by such grisly circumstances as falling, burning, and drowning. While this may seem a relatively small number in the vast amounts of the twelve to twenty year old age group, estimates are that within the past month one-quarter of underage persons used alcohol, while two-thirds of those were binge drinkers. Not only does underage drinking increase the chance of dying in related incidents it encourages other destructive behaviors: engage in sexual activities, carry a plethora of illegal substances, and correlations have even been found tha t links underage drinking to poor performance in school. Other observations have been made that negatively link underage drinking with mentalShow MoreRelatedUnderage drinking1086 Words   |  5 Pages Underage Drinking It is five o clock on a Friday night and classes are over for the weekend. The options for this evening are the kegger down the street, drinking at the bonfire, or sneaking into a bar with a fake ID. This can be a normal weekend for an underage drinker. Underage alcohol consumption can be very common in the weekly routine for many students. There are many different types of drinkers and reasons for their drinking habits. Some people may drink for social reasons and othersRead MoreUnderage Drinking1369 Words   |  6 PagesUnderage Drinking Introduction Underage drinking has long been, and continues to be, a serious public health concern. â€Å"Teen alcohol use kills more than 4700 people each year and high school students who use alcohol or other drugs are five times more likely to drop out of school† (MADD, 2014) than kids who do not. There have been years of underage drinking prevention programs to curtail the use of alcohol by those under 21 years of age and yet alcohol is the most widely used drug by adolescentsRead MoreUnderage Drinking851 Words   |  4 PagesUnderage drinking is becoming more of a noticeable problem in society, not only with high school students, but also with younger generations. Drinking is all over the television, the radio, and talked about in schools, public places, etc. Alcohol advertisements are more and more appealing to younger generations. If our youth is educated at a younger age, if school policies were stricter, and if clubs and bars cracked down on underage drinking the problem woul d not be as serious. Youth should beRead MoreThe Effects Of Drinking On Underage Drinking3458 Words   |  14 PagesEffects Drinking has on Underaged Drinkers Underage drinking is the most abused substance in the U.S, and accounts for over 4,300 deaths yearly. Drinking, is not only unhealthy but even worse for developing teens. The human brain doesn’t stop developing until 25. It impairs judgment, causes brain damage, and most importantly lifestyles. Nineteen percent of underage people 16 to 20 got in the car with intoxicated drivers. This caused $68 billion dollars in medical bills. When an underage drinkerRead MoreUnderage Drinking And Teenage Drinking1584 Words   |  7 PagesAlex Wilmore Joshua James, Instructor ENG 111 07 July 2015 Underage Drinking â€Å"With such compelling information, the question is why haven t we been able to do more to prevent the crisis of underage drinking? The answer is: rising the age to 25† is what Lucille Roybal-Allard once said, a U.S. Representative for serving in Congress since 1993. This statement has brought many to speculate of issues and debates. This expression opened the eyes of American people that often struggled to make this truthRead MoreUnderage Drinking And Teenage Drinking1584 Words   |  7 PagesAlex Wilmore Joshua James, Instructor ENG 111 07 July 2015 Underage Drinking â€Å"With such compelling information, the question is why haven t we been able to do more to prevent the crisis of underage drinking? The answer is: rising the age to 25† is what Lucille Roybal-Allard once said, a U.S. Representative for serving in Congress since 1993. This statement has brought many to speculate of issues and debates. This expression opened the eyes of American people that often struggled to make this truthRead More Underage Drinking Essay644 Words   |  3 Pagesor be in an accident. But many lives are taken away because of underage drinking. These people are killed in an instant, squashed like bugs on a windshield. They never get to grow up and fulfill their dreams. They become that bum on the street, staggering around and yelling obscene comments. They are like the stray dog that never really finds a place in life. So what is the solution to this problem? Stop the underage drinking. Americans today need to wait until they are mature enough toRead MoreThe Dangers of Underage Drinking775 Words   |  4 Pagesand would not have the responsibility to drink. If teens drink a certain amount of alcohol it could be lethal by alcohol poisoning. â€Å"Alcohol can enter the blood stream; binge drinkers can ingest a fatal dose of alcohol before passing out.† (â€Å"Binge Drinking Can Be Fatal†). The legal minimum age should not be lowered, teens under 21 don’t have the responsibility to get intoxicated and those include car accidents, homicides, suicides, and other injuries. I’m going to tell you why minors should not drinkRead MoreUnderage Drinking in Australia683 Words   |  3 PagesUnderage drinking is rapidly becoming a widespread matter within Australia. It is considered to be a serious problem not only nationally, but also globally wide. Underage drinking has climbed its way up the ladder to one of the most common forms of substance use. â€Å"The health risks that accumulate over a lifetime from alcohol increase progressively – this means that the more young people drink, the greater the risk† (Windle, Spear, Fuligni, Angold, Drown, Pine, Smith, Giedd, Dahl 2009). Some statesRead MoreThe Consequences Of Underage Drinking1745 Words   |  7 PagesConsequences of Underage Drinking While alcohol may not be the most dangerous of drugs, it is harmful nonetheless. There have been many research studies done by the National Institute of Alcohol Abuse and Alcoholism that prove this to be true. Binge drinking is drinking with the purpose of getting drunk, and is the most common form of alcohol consumption while it is also the most dangerous. There have been numerous researches by other organizations and scientists that have demonstrated just how dangerous

Prison Term Policy Recommendation Paper Free Essays

string(59) " may resort to criminal activity to obtain what they want\." In September 2011 there will be a vote on a bill that will double the prison sentence of anyone committing armed robbery, in the state of Wisconsin. The hope of the bill sponsors is that the increased penalties will deter a person from committing armed robbery. Senator McKenzie is aware of popular support for the bill; however, he has asked for my recommendation of whether or not the measure will have any genuine deterrent effect on the rate of incidence. We will write a custom essay sample on Prison Term Policy Recommendation Paper or any similar topic only for you Order Now When State Senator McKenzie asked me for my recommendation, I looked for studies on the deterrent effect of lengthy sentences, for armed robbery. The studies I read indicate that, whereas there may be a slight decrease in recidivism, the reduction was not significant enough to indicate that a longer sentence has a significant deterrent effect on those commit armed robbery. The reduction of crime is not directly contributable to the length of sentence. Rather than focus, too intently, on studies of the deterrent effect of stiffer penalties, I believe that it is more important to look at the other factors, which may lead a person to commit an armed robbery. There are three criminology theories in particular, which may influence a criminal’s decision to commit a violent crime. The biological theory theorizes that some people are ‘born to be bad’; something in his or her biological makeup causes them to behave in a violent fashion. The rational choice theory theorizes that people have free will and, if they commit a violent act it is that they choose to do so. Finally, the psychological theory theorizes that there is a psychological deficiency that leads a person to commit criminal acts. What is Armed Robbery? To begin, it is important to understand why armed robbery should receive greater penalties than non-armed robbery. When a person commits armed robbery, he or she is using, or threatening to use, a weapon; the criminal is intimidating the victim into relinquishing his or her money or property (CriminalDefenseLawyer. com, 2011). When weapons are involved, the danger that someone will be seriously harmed or killed significantly increases. The purpose of the bill, on focusing on armed robbery, is to deter criminals from using violence in the commission of his or her crime. The main question to be considered is; why does a criminal commit an armed robbery? Understanding this question may eventually lead to the genuine determination of how to reduce and eliminate crime; three theories of criminal behavior in particular may hold the key. Biological Theories The first theory to consider is the biological theory. Is there something in the fundamental makeup of an individual that may lead him or her to violence and criminal activities? Cesare Lombraso, a 19th century Italian medical doctor, is one of the best known scientific biological theorists. One of his theories posited that, if a person had an underdeveloped brain (e. g. inferior brain) they would be incapable of conforming to the rules and laws of society; because they would be unable to understand why what they are doing is wrong. Lombroso performed autopsies on numerous criminals, including an Italian soldier who attacked and killed eight of his fellow soldiers, and found deformities of the criminals’ brains. This led him to conclude that a reason for the criminal’s behavior was that the criminal had inferior reasoning capabilities, and therefore, the criminal could not understand the difference between what is right and wrong (Schmalleger, 2009). A biological theory, by evolutionary theorist Charles Darwin, theorized that because life favors the strongest and best individuals, those who are able to attain power and possessions are most likely to procreate, thus continuing his or her genes. Animals, including humans, are driven to ggression, and crime, to improve his or her economic and social positions; to facilitate his or her search for a mate (Schmalleger, 2009). Lombraso and Darwin determined that biology is the cause behind aggressive and criminal behavior. Rational Choice Theory A second theory is the classical school of criminology referred to as the rational choice theory, or free will. This theory posits that a person chooses to commit criminal acts; that circumstances su ch as social and economic hardships lead a person to commit crime. The theory maintains that a person will consider the pros and cons of committing a criminal act; if the benefits outweigh the punishment, the person will commit the crime (Law Library: Free Legal Encyclopedia, 2011). According to this theory, a person with low social standing, and often impoverished would be more likely to commit armed robbery to improve his or her economic conditions, thus improving his or her social position. Classical theorists Cesare Beccaria and Jeremy Bentham were two theorists who believed that if the punishment were greater than the benefits of the crime, individuals would be deterred from committing criminal (Schmalleger, 2009). However, this theory does not appear to take into account the desperation factor; if someone is impoverished, possible living on the streets, his or her desperation for basic requirements may be such that there is no deterrent strong enough to stop him or her. Psychological Theory The third theory is based on psychological factors. Sigmund Freud and J. Dollard proposed theories that, when a person is significantly frustrated, over a long period, aggression is the natural outcome (Schmalleger, 2009). According to this belief, if a person lives in depravation long enough, the individual will eventually become frustrated enough that he or she may resort to armed robbery, to improve his or her economic status. Another psychological theory, which is popular in current times, is that violent video games, television, and movies, are the driving force behind violent criminal activity. Lieutenant Colonel Dave Grossman, a former assistant professor of psychology at West Point, calls video game, â€Å"hypnotic murder simulators† (Schmalleger, 2009, p. 231). This theory posits that people become desensitized to violence and lose perspective; they no longer see right and wrong, therefore they may resort to criminal activity to obtain what they want. You read "Prison Term Policy Recommendation Paper" in category "Papers" Whether any, or all, of these theories have merit, it is clear that there are factors other than simple greed that can lead to a person committing a violent crime such as armed robbery. Without being able to narrow down the factors of why a person is likely to commit an armed robbery, it is difficult at best to determine what will deter him or her from committing the crime. It is my belief that too many factors contribute to a person’s decision to commit the crime, to believe that simply lengthening the sentence will be effective. Studies Two studies in particular, on the deterrent effect of longer sentences on criminals committing armed robbery, indicate that although there may be a slight deterrent effect, there is not a significant deterrent effect by increasing sentence length. In 2006, Italy passed a bill that gave clemency to thousands of criminals with three or fewer years left on his or her sentences. If the criminals were to commit any further crimes within the next five years, not only would the individual have to serve the sentence for whatever crime was committed, the sentence would be extended by whatever time had not been previously served (University of Chicago Press Journals, 2009). This gave three scientists, Francesco Drego, Roberto Galbiati, and Pietro Vertova the opportunity to study the deterrent effect of longer sentences on recidivism rates. In 2009, the scientists published their discoveries in the Journal of Political Economy; the results indicate that an increase of sentencing, by as little as one month, reduced the recidivism rate by 1. 3% in less serious crimes; however, for criminals committing more serious offenses, of which armed robbery is one, there was virtually no deterrent effect (University of Chicago Press Journals, 2009). Although this study is encouraging for less serious crimes, it does not indicate that there is a significant reduction of serious and/or violent crimes because of the longer sentencing. Another study conducted by the economists David S. Lee of Columbia and Justin McCrary of Michigan, focused on Florida recidivism rates, discovered that even though imprisonment and sentences increase from three to 17% after the age of 18, depending on the seriousness of the crime, there was no significant drop in recidivism rates when juvenile criminals transitioned to adult courts. It was, in fact, because the individual was incarcerated and unable to commit more crimes that there was a drop in criminal activity between the ages of 17 and 19 (Waldfogel, 2007). Conclusion There are too many factors, which may cause a person to commit an armed robbery, to believe that simply lengthening the prison term will be effective. If a person is biologically inclined toward criminal activity, longer sentences will not be sufficient to override his or her biological ‘programming’. If they have inferior cognitive abilities, because of underdeveloped brains, they will be unable to comprehend the significance of a longer sentence; a longer sentence would have no more significance to them than a shorter sentence. If the person has endured frustration long enough that they feel his or her only choice it to take what they want by force, they are unlikely to consider the prison sentence before they commit the act. Or they may determine that even if they are caught, at least they will have a roof over their heads, food on their plate, and clothes on their back, if they are sent to prison. For some criminals this may, in fact, be an inducement to commit the crime. If a person has become psychologically ‘warped’ by social media, they may have lost the capability to judge right and wrong, thereby losing the capability to consider the consequences of his or her actions; a longer sentence would not be sufficient deterrence. Finally, if the person has made the choice, of his or her own free will, to commit an armed robbery, even after weighing the pros and cons, doubling his or her sentence is going to have very little deterrent effect. Many criminals believe that they will not be apprehended; or they believe they will be able to reduce their sentence through a plea bargain. When a criminal chooses to commit a crime, they are also choosing to accept the penalty should they be caught. Of the three theories, I believe that a criminal who falls under the rational choice theory has the best chance of being deterred. This criminal is the one who is most likely to understand the significance of a longer sentence. However, as the Italian and Florida studies indicated, imposing longer sentences did little to deter violent criminals. As violent crime is not, in my opinion, a rational act, it is unlikely that armed robbers would fall under the rational choice theory; hence, they are unlikely to be deterred by doubling their prison sentence. My Recommendation While I do not believe that doubling the prison sentences of armed robbers will have a significant deterrent effect on armed robbers, I do believe that it will have an effect on the crime rate. If the criminal is incarcerated for a long period, they are unable to commit further armed robberies. They will be segregated from society, and will be unable to further victimize society. Society will also receive psychological benefits from the new law; they will feel comforted by the fact that the individual is no longer able to victimize society. As the bill has popular support, from both the legislature and the public, I recommend that Senator McKenzie vote to pass the bill, when it comes up for a vote in September 2011. References CriminalDefenseLawyer. com. (2011). Armed Robbery. Retrieved 10 January 2011, from http://www. criminaldefenselawyer. com/crime-penalties/federal/Armed-Robbery. htm Law Library: Free Legal Encyclopedia. (2011). Classical School of Criminology. Retrieved 30 January 2011, from http://law. jrank. org/pages/14359/classical-school-criminology. html Schmalleger, F. (2009). Criminology Today: An Integrative Introduction, Fifth Edition. Retrieved 30 January 2011, from CJA 314. University of Chicago Press Journals (2009). Potential Criminals Can Be Deterred By Longer Sentences, Study Suggests. ScienceDaily. Retrieved 30 January 2011, from http://www. sciencedaily. com /releases/2009/05/090518111726. htm Waldfogel, J. (2007). The Irrational 18-Year-Old Criminal. Slate. Retrieved 30 January 2011, from http://www. slate. com/id/2158317/ How to cite Prison Term Policy Recommendation Paper, Papers

Integrative Theory of Leadership-Free-Samples-Myassignmenthelp

Question: Critically analyse the traits, motives and characteristics of leaders. Answer: Leadership can be referred to a state, which someone possesses with the help of various necessary elements in it that are known as traits, motives and effectiveness of leaders (Northouse, 2015). There is a strong bonding in between the leadership traits, motives and effectiveness. A leader can have varied different traits, which depends hugely on its personal behaviour and the situational circumstances surrounding to him or her (Germain, 2012). Many traits are given there to identify the degree of level to become an effective leader. However, it depends hugely in the personal capabilities of the individual and on its capabilities to tackle the surrounding situation. Some leaders are born; however, they may have different characteristics altogether. Despite of the differences they have, they inspire their zone because the situational circumstances shape them accordingly (Wasylyshyn, Shorey Chaffin, 2012). Leaders can have varied characteristics of influence such as dominance, self-as surance, passion, tough-mindedness etc. This is also very interesting that different kinds of leadership yield different results, which gets evident in the organizational output and the employees behaviour (Sam et al., 2012). For example, leaders who have enthusiasm, they are very keen to adapt the different changes if they are asked to do so. They are very adjustable in nature, which makes them highly suitable for the workplace as they believe in assimilating with the workforces. On the other hand, tough-minded leaders are very practical and less attached to sentiments. They are loosely attached to the varied emotions of employees. Such leaders are worthy for the organization but not for the employees. Some employees find such leaders very professional and less expressive, which also prevents them from making strong connectivity with such leaders. In such circumstances, employees work just for the sake of its needs; however, they find it difficult to attach themselves with such emp loyees (Wasylyshyn, Shorey Chaffin, 2012). The main purpose of this assignment is to make its readers understand that different traits of leaders have strong connectivity with their different motives and effective characteristics. However, the assignment would make its reader understand that not all the traits are productive in nature as far as operation is concerned. Moreover, this assignment would also make its readers understand the different possibilities, which a particular trait can cause on the respective surroundings. Theory of traits states that leaders have different sets of trait, which is born in them or are produced in the influence of various surrounding circumstances. Leadership is a topic that has many theoretical facts behind it, which tries to provide it a layer, so that, it could become understandable to the readers. The leadership theory has been categorised in many different traits, which according to the leadership theory are ideal characteristics that a leader possess or can have to influence a group (Amanchukwu, Stanley Ololube, 2015). It means that different traits of leadership such as enthusiasm, self-assurance, tough-minded etc. have their good impact on its followers. However, this is not always true because at times leaders can be strict, which are bearable to many but some might find this a strange behaviour. For example, encouraging employees to work extra over the normal shift time might be a good resource for earning, as this would provide them over time allowances. Howe ver, on the other hand, some might not take this as an equally good option. To such employees, work life balance matters a lot. For example, Australians have high flair to work life balance than the Japanese (Chhokar, Brodbeck House, 2013). Differences can also be found at the same workplace. Traits and motives are two different terms with different characteristics as well but they collectively give birth to effectiveness, which the leader has on its followers. Motives can be termed as different behavioural states, which influence its followers differently at different circumstances (Chemers, 2014). For example, employees those have behavioural issues, it is then required from leaders that they use strong ethical attitude to rectify the faulty behaviours. Traits are those factors that influence the leaders for a particular motive when it is required. A leader takes different motives, which is best feasible to the surrounding circumstances only when it has the capability to excel into the requirement. For example, a leader can have passion to inspire the behaviour of employees but it might or might not inspire the same. This is because employees might have some issues, which is not repairable through any theoretical approach. It rather requires some practically added to it . For example, if an employee has issues with the work nature of his or her respective workplace, leaders can never be able to motivate such employees by just using some motivating theories. Leaders in such circumstances would rather need to understand the exact problem and then work accordingly (Daft, 2014). If the concerned employee has issues with the work pressure, it is advisable to make him understand the requirement. If the concerned employee persists with the same feeling then it is better that respective leader use the most feasible approach to resolve the issue. Leaders should first check the truthiness of the escalated issue and then accordingly act to reduce the work pressure. This can either be done by aligning additional manpower or by extending the work deadline. Leaders can go both the ways depending on the feasibility of the options with the surrounding circumstances in the concerned organization. It is indeed undeniable that leaders who have strong passion to success and does not know any obstacle as big as it appears, they tend to inspire and influence mass followers. For example, Mark Zuckerberg who is the founder and CEO of Facebook has had never thought that his innovation would bring him such as success. Mark Zuckerberg who is just above the age of 30 has become one of the most powerful billionaire in this universe (Kirkpatrick, 2012). It is evident that leadership skills play a high role in conquering the success; however, it is also undeniable that very few leaders have been successful in producing the same effect. It is indeed very important for leaders to become practical and use the leadership characteristic according to the situation. They need to mix it up with some practical yet feasible decisions to influence its followers. Leadership skills and motives then require a right execution of it in order to become an effective leader and influence the behaviour of its followers. It is also evident in the mentioned example that a proper execution of a correct set of leadership characteristics is indeed more important for yielding the success. Colonel Harland Sanders present strong supporting evidence in this regard. The man who started at the age of 65 did conquer the success after facing the failure at approximately 1009 times (Ozersky, 2012). This clearly proves that leadership qualities are born but it takes time to yield the deserving success, which is only possible if it is executed at the most appropriate time. Traits, motives and effectiveness are all a part of leaders, which are potential characters and can produce potential results as well provided if it is executed appropriately according to the circumstances. Leadership characteristics are born in leaders but they need to realise the right time to execute the most appropriate leadership characteristic, which could yield the desire success. Leadership qualities are born; however, it takes time to realize the inbuilt qualities. Colonel Harland Sanders took 65 years of his age to realise that he has leadership quality in him. He realised the potential of a leader in him after facing failure on approximately 1009 times. He eventually travelled a long journey with no success and then finally realised that he can make a difference. Colonel Harland Sanders then took a bold step to come up with chicken recipe and the rest is history. Colonel Harland Sanders is one of the most powerful billionaires on this earth and KFC is one of the most powe rful fast food brands in the world. A proper execution of leadership qualities is also evident in the example of Mark Zuckerberg who is just above the age of 30; however, he is one of the most powerful billionaires in this world. Nobody has had ever thought that a social platform would be such a success; however, Mark Zuckerberg realised the urgency at the most appropriate time and the rest is history. Facebook is the highest engaged platform across all the social platforms that are available. These two examples clearly state that theoretical concept on leadership traits; motives and effectiveness are truthful to an extent when there is no such urgency. However, it is not as effective in situations when it needs to analyse the most productive leadership traits. It simply depends on the decisions, which leaders take according to the situational needs. Such decisions might not look like a leadership trait or motive; however, the future would define the usefulness of such decisions. Tr ue leadership examples are very few; however, those few examples have set benchmark for other to follow. References Amanchukwu, R. N., Stanley, G. J., Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management.Management,5(1), 6-14. Chemers, M. (2014).An integrative theory of leadership. Psychology Press. Chhokar, J. S., Brodbeck, F. C., House, R. J. (Eds.). (2013).Culture and leadership across the world: The GLOBE book of in-depth studies of 25 societies. Routledge. Daft, R. L. (2014).The leadership experience. Cengage Learning. Germain, M. L. (2012). Traits and skills theories as the nexus between leadership and expertise: Reality or fallacy?.Performance Improvement,51(5), 32-39. Kirkpatrick, D. (2012).The Facebook effect: The real inside story of Mark Zuckerberg and the world's fastest growing company. Random House. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Ozersky, J. (2012).Colonel Sanders and the American Dream(Vol. 3). University of Texas Press. Sam, M., Fazli, M., Tahir, M. N. H., Abu Bakar, K. (2012). Owner-managers of SMEs in it sector: leadership and company performance. Wasylyshyn, K. M., Shorey, H. S., Chaffin, J. (2012). Patterns of leadership behaviour: Implications for successful executive coaching outcomes.The Coaching Psychologist,8(2), 74-85.

Evaluate the impact of propaganda in the Nazi regime Essay Example

Evaluate the impact of propaganda in the Nazi regime Essay Adolf Hitler and the Nazi party came to power in January 1933 and held power until the end of the Second World War in 1945. (Fulbrook 1990 p176-202) During this time of the Nazi regime, Hitler, along with his minister of propaganda, Dr Joseph Goebbels, took control of all media output, giving them one voice towards the population of Germany. (Fulbrook 1990 p182) Having control of all the media output, such as literature, art, music, radio, films, and newspapers, gave the Nazis one of their greatest weapons during their time in power an unopposed propaganda machine. (Snyder 1995 p273) Propaganda is seen as the art of persuasion, it is the ability to persuade others that your side of the story is correct. It might take the form of persuading others that your military might is too great to be challenged or that your political might within a nation is too great or popular to challenge. (Rutherford 1985 p8) The Nazis however, were more concerned with using propaganda to build the myth of Hitler, the image of him being the saviour of Germany and the myth of the Aryan German. This myth being that the pure German was the superior race through nobility of blood. (Snyder 1995 p277) To evaluate the impact of propaganda within the Nazi regime, this essay will focus on the importance, or the worth of the impact to which the propaganda had through these myths. It will focus firstly on the Hitler myth, and how Hitlers image made an impact on the German population with the use of propaganda. It will look at the radio, the impact broadcasted propaganda had when portraying this myth. It will then look at the Aryan myth, and how the youth of Germany were fed propaganda from the outset of their lives, allowing them to know nothing else but this myth. (Snyder 1995 p278) And the impact this propaganda had upon the Jewish population of Nazi Germany. We will write a custom essay sample on Evaluate the impact of propaganda in the Nazi regime specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Evaluate the impact of propaganda in the Nazi regime specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Evaluate the impact of propaganda in the Nazi regime specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It has been suggested by Ian Kershaw in his book the Hitler myth that at the peak of Hitlers popularity nine Germans in ten were Hitler supporters, Fuhrer believers. He claims, with certainty that support for the Nazi party never approached the same levels as it did for Hitler, suggesting that the support, praise or belief for Hitler went way beyond those who thought of themselves as Nazis. He claims that Hitler embraced many who were critical of the institutions, policies, and ideology of the regime. It could be said that the impact of the Hitler myth was massive, along with the propaganda that portrayed it. The worth of the image of the Fuhrer would be priceless in providing the regime with its mass base of support. (Kershaw 1987) Hitler himself paid the greatest attention to the building of his public image. He gave great care to style and posture during speeches and other public engagements. He was keen to avoid any hint of human failings, as in his refusal to be seen wearing spe ctacles or participate in any form of sport or other activity in which he might not excel and which might make him an object of amusement rather than admiration. Even his celibacy was portrayed by Goebbels as a sacrifice of personal happiness for the welfare of the nation. (Bessel 1987 p41-45) Hitler worked wonders for his own image as the fuhrer, but it could be argued that a more dynamic impact was to come from radio broadcasts. (Snyder 1995 p279) Dr Goebbels considered the radio to be his number one weapon in transmitting propaganda. In 1933 Goebbels appointed Eugen Hadamowsky as head of the chamber of radio, and on the 16th August of the same year, Hadamowsky issued a report on what had been accomplished in a little more than a month. (Snyder 1995 p279) The report read, We National Socialists must show enough dynamism and enthusiasm coupled with lightening speed to impress Germany and the whole world. Party comrade Dr Goebbels ordered me on July 13th 1933, to purge the German radio of influence opposed to our cause. I can now report that the work has been done thoroughly. Throughout the day and evening the German public would hear broadcasts portraying the fuehrer as the nations most precious asset and would describe the Nazi way of life as desirable. It could be argued that the propaganda used by the Nazis was so constant and unopposed, that it effectively brainwashed a nation into believing what the Nazis wanted them to be lieve. (Snyder 1995 p279) It had the biggest part of a nation believing that Hitler, the Fuhrer, was a godlike figure. He was seen in this way by most of the people beneath him. Everyone owed allegiance to him and he always got his way. The phrase The Fuhrer knows best became a common saying throughout Germany. This ingenious Nazi propaganda had turned the mild Adolf Hitler into the fuhrer of Germany, who was now seen by the people of Germany, as the saviour of Germany. (Kershaw 1987) As well as being an ingenious form of propaganda, it could be argued that the Hitler Myth increased Hitlers confidence too much, and made him too powerful, forcing him into decisions which he may not have other wise made with a little more opposition or a little less popularity. It could be said that Hitler started out with a plan of action, It has been said that he wrote this plan in his book Mein Kampf, (Watt 1974) yet it would be difficult to believe that even Hitler himself would have believed that his ideas would actually become reality. Hitlers huge platform of popularity made his own power position ever more invincible; it provided the basis for the extreme ways in the Third Reich. It allowed for Hitlers personal ideas and obsessions to become translated into a reachable reality. It could be suggested that the mass adulation actually caused Hitler to believe he was indeed superhuman, and that he would lead a pure German Aryan race. (Watt 1974 p258) The Aryan myth and Nazi ideology was injected into society from an early age. Every German child would say Heil Hitler throughout the day, everyday, every time they would greet someone in the street, or at school, or when they would greet their parents. (Ayer, 1995, p144) This greeting, accompanied by the raising of the right arm, high up in to the air as a salute to the fuhrer of Germany could be said to have had a great impact on every child, and possibly most adults. (Wiesenthal, 1997) It could easily be said that the children of Germany, were seen as a major propaganda weapon of the Nazis them-selves. Guided by the Nazis, they would install their rules and beliefs from the outset of a childs life. (Wiesenthal, 1997) When a child would leave the house to head off for school, with the words Heil Hitler upon his or her lips, he or she would possibly walk down a street covered with the swastika flag, the Nazi emblem, hanging from almost every window of every other house in the street . (Ayer, 1995 p144) Once at school the German child would soak up the propaganda that was forced upon them. All aspects of Nazi ideology, and in particularly the preaching of anti-Semitism, that being the hatred towards the Jews, and the need for a pure German population, the need for an Aryan population would be the everyday routine. (Gutman, 1995) It could be argued that there was no other condition wherever Nazis were in power; and in Germany at that time, they did rule everywhere. Their supremacy over the German child, as they learnt, ate, slept, and grew up, would be almost complete. (Wiesenthal, 1997) The children of Germany would grow into Nazi teenagers; join such groups as the Jungvolk, the junior division of the Hitler youth or the jungmadel for the young girls of Germany, where they would endure more preaching of the Nazi ways. (Wiesenthal, 1997) In these youth organisations, the young Aryan teenagers would be fed with more Nazi propaganda, in the form of enjoyment; they would bond together, wear the brown shirt uniform of the Hitler youth and preach the might of the fuhrer to younger children. These organisations had something for everyone, but were open to only the pure German children. (Snyder 1995 p187) Once the teenagers had reached the age of fourteen, the young women would then join the bund deutscher madel, which was better known as the league of German girls where the young women would be prepared for marriage and motherhood. (Snyder 1995 p45-46) The young boys however would join the Hitler Jugend, more commonly referred to as the Hitler youth, all the way to the age of twenty-one. Here the young men would be gradually drawn away from their families, with a routine covering the entire week. Every free hour was monopolized, and the parents dared not object to this kind of conformity. The failure of any boy to join the Hitler youth was regarded as a violation of civic responsibility. (Snyder 1995 p161-162) These youngsters, who lived more and more with their comrades, and with the impact of the Nazi propaganda, would gradually turn into young German adults, thinking and breathing only in the ways of an Aryan Nazi. But not everyone in Germany fitted this picture of perfection of the Aryan, and not all children had the preaching of Nazi ways. (Snyder 1995 p277-278) Due to the mass propaganda surrounding the superior race or Aryan myth, the Nazis saw to it that a euthanasia policy was to come into effect to deal with the unsuitable children of Germany. Any child with a disease, such as idiocy or mongolism, or any deformity, in particular the absence of limbs, or spina bifida would come under this policy and would be subjected to death. (Rees 1997 p81) The youth were also picked out due to the Aryan myth. If they had a bad family background, and the Nazis classed them as delinquent, then they would be forcibly sterilized as teenagers. This sterilization of teenagers and the euthanasia policy would effectively, in the eyes on the Nazis, cleanse the future German Aryan race. (Rees 1997 p83) The Jewish population also fell foul to the Aryan myth. The Nazis saw the Jewish population as a pollutant, or bacteria, which was poisoning and infecting the healthy Aryan stock. (Snyder 1995 p201) In 1941 after Germany had invaded the Soviet Union, (Snyder 199 5 p84) Hitler and the Nazis saw the Jews in the way of victory, and came up with a final solution for ridding Europe of the Jews. It could be said that this final solution was to see the process of the Jews move from exclusion to persecution, then to expulsion, and ultimately to annihilation through the Holocaust. (Snyder 1995 p84) The Holocaust was used to describe Hitlers attempt to exterminate all European Jews, and the Nazis succeeded in physical destroying approximately six million Jews in Europe during their time in power. (Snyder 1995 p168-169) It is in no doubt that the so-called propaganda stunts of the Hitler myth and the Aryan myth caused a massive impact in the Nazi regime. Propaganda set the direction of young peoples lives within the regime and was one of the major causes of millions of deaths. It could easily be said that because the Hitler myth and the Aryan myth had such a big impact on the people of Germany, it actually led to an over positive impact on Hitler himself, or even a negative impact. It could be argued that his over confidence, because of propaganda actually led to Hitlers eventual downfall due to his own belief that he was superhuman and invincible. It could be argued that he made decisions because of his stature, a stature that was glorified over and over again through propaganda and with no opposition. Hitler could effectively do whatever he wanted to do, therefore he did do too much, and he eventually did the unthinkable in the Holocaust. The burning question would be that if the propaganda did no t make such a big impact on Hitler himself, would he have taken such unbelievable actions has he did?

What Is the PSAT Test Everything You Need to Know

What Is the PSAT Test Everything You Need to Know SAT / ACT Prep Online Guides and Tips Most students know what the SAT is,but what is the PSAT? Sure, it's got"SAT" in its name, but is the PSAT actually connected to the SAT? More importantly, how does the PSAT test work and what is its purpose? In this article,we’ll answer your most pressingquestion: what is thePSAT test?We'll start by explaining the meaning of PSAT and whystudents typically elect to take it. We'll then go over the logistics of the test and how PSAT scoring works. Finally, we'll finish with a brief discussion about how important PSAT scores actually are for students. What Is the PSAT? How Is It Connected to the SAT? To start, what is the PSAT test? Cosponsored by the College Board and National Merit Scholarship Corporation (NMSC), the Preliminary SAT/National Merit Scholarship Qualifying Test (NMSQT)- often shortened to PSAT- is a standardized testtargeting 10th and 11th graders in the US. Every year, approximately3.5 million students take the PSAT test at various high schools. But why take it at all? As it stands, the PSAT is heavily connected to the SAT.One of the test's primary purposes is to act as a precursor to the SAT- as the name suggests, as an SAT practice test. Thus, thePSAT and SAT heavilymirror each other in regard tocontent, structure, and even scoring. But the two tests aren't identical. Here are some majordifferences between the PSAT and SAT: The SAT hasan optional Essay section, whereas the PSAT does not The PSAT is slightly easier than the SAT There are fewer questions on the PSAT than there are on the SAT Now, let's jump back to the"NMSQT" part of the full PSAT name. In addition to being a preparatory test for the SAT, the PSAT is a qualifying test for the National Merit Scholarship Program. In other words, PSAT scores determine students' eligibility for National Merit scholarships.Each year the top 1% of 11th-grade PSAT takers becomeSemifinalists. Of these, about 7,500 go on to win scholarship money. Finally, what about the PSAT 10 and PSAT 8/9? The main purpose of these two tests is to prepare students for the PSAT/NMSQT and eventually the SAT. Nearly identical to the PSAT/NMSQT, the PSAT 10 is only offered in the spring and is specifically geared toward 10th graders. As a result,the PSAT 10 is slightly easier than the PSAT/NMSQT. Additionally, because only 10th graders can take the PSAT 10, this test cannotqualify you for National Merit. The PSAT 8/9, on the other hand, targets even younger folks- you guessed it: 8th and 9th graders- and is administeredin the fall and spring. Unlike both the PSAT 10 and PSAT/NMSQT, the PSAT 8/9 uses a different scoring scale and is both shorter and easier than the PSAT 10. Why Do Students Take the PSAT? 10th and 11th graders take the PSAT primarily forthe following three reasons: To practice for the SAT:One of the most common reasons students, especially juniors, take the PSAT is to get familiar with the layout and content of the SAT, which is often required for college admission. The PSAT provides students with the opportunity to get a feel for the SAT, and helps them identify potential strengths and weaknesses. To secure a National Merit distinction or scholarship:The other major reason students take the PSAT is to try to win a National Merit scholarship. Each year about 1.6 million juniors enter the National Merit competition viathe PSAT. Of these test takers 16,000 will become Semifinalists, and of these Semifinalists 15,000 will become Finalists. In the end,7,500 entrants will each win a $2,500 scholarship along with the (extremely prestigious) distinction of National Merit Scholar. To prepare for a second attempt at the PSAT (if taking it as a sophomore): The final reason students take the PSAT is to practice for the PSAT as sophomores before taking it again as juniors. Although sophomores aren’t eligible for National Merit,taking the PSAT earlycanincrease your shot at getting a high PSAT score- and a coveted National Merit scholarship- later on. One thing should be noted, though: at some high schools, the PSAT is mandatory for certain grade levels or groups of students. This means that some studentswill take the PSAT simply because they have to. Even if the test is required by your school, your PSAT score will never affect your GPA or your chance of getting into college. Bonus: Aiming for a National Merit Scholarship? If you're not sure you can self-study your way to a qualifying PSAT score, you'll love our PSAT prep program, PrepScholar. We designed our program to learn your strengths and weaknesses through advanced statistics and customize your prep to be as effective as possible for you. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty PSAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Where and When Is the PSAT? Unlike the SAT, you do notget to choose your test center; rather, you register for and take the PSAT test at your own high school (or a nearbyschool, should your school not offer it). If you’re uncertain whether your school will be administering the PSAT, or if you'd like to look for a list of schools in your area that will be administering it, use the College Board’s school search tool. Sowhen can you take the PSAT? The PSAT is administered every autumn, usually starting in early or mid-October, on three dates: A primary date A Saturday date An alternate date Again, you donot get to choose when you take the test. Instead, your school will decide on which date it will administer the PSAT. By far the vast majority of schools hold the PSATon the primary date. To confirmyour school's PSAT test date, consult your counselor. Here is the anticipated 2019 official PSAT testing schedule: Primary Date Saturday Date Alternate Date Wednesday, October 16, 2019 Saturday, October 19, 2019 Wednesday, October 30, 2019 Source: The College Board How Much Does the PSAT Cost? The PSAT costs $16, butthis price varies depending on the school. Some schools might cover all or part of this fee, making the test free for students, whereas others might require students to pay more so asto compensate for the hiring of test proctors. Your school (or the school at which you're taking the PSAT test) should give youinstructions on how to pay for the testand by when you'll need to submit your payment. Most schools request PSAT payments from students by around September. Note that you will neverneed to pay the College Board directly (that’s theschool’s job!). If you can’t afford the test fee, you might be eligible for a PSAT fee waiver. Feewaivers are typically available to low-income 11th graders only. To see whether you qualify for a waiver, consult your counselor. Only schools- not students- can request fee waivers from the College Board. What Does the PSAT Cover? The PSAT, which underwent a redesign in 2015 to accompany the 2016 SAT redesign, is extremely similar to the SAT in bothform and content. There are three sections on the PSAT: Reading, Writing and Language (hereafter "Writing"), and Math. (AsI mentioned, there's no optional Essay section on the PSAT.)Each section appears only once on the PSAT in a predetermined order: (1) Reading, (2) Writing, and (3) Math. Similar to theSAT, the PSAT Math section consists of two subsections: a No Calculator subsection on which you may not use a calculator, and a Calculator subsection on which you may use a (pre-approved) calculator. Most questions on the PSAT are multiple choice. The only exceptions are the Math section's grid-in questions. For these questions, you must come up with and write in your own answers. According to the College Board, 17% of PSAT Math, oreight questions, are grid-ins. Belowis the general breakdown of the PSAT. You can see when eachsection appears on the test, how much time you’ll havefor each section, and how many questions there are.Foran even better idea of what’ll be on the PSAT, I suggest looking atanofficial PSAT practice test. PSAT Section Order on Test Time Allotted # of Questions Reading 1 60 mins 47 Writing and Language 2 35 mins 44 Math No Calculator 3 25 mins 17 Math Calculator 4 45 mins 31 How Is the PSAT Scored? The total PSAT score range is 320-1520 in 10-point increments.This score consists of your Math score and your Evidence-Based Reading and Writing (EBRW) score, both of which are scored on a scale of160-760.(EBRW is a combination of the Reading and Writing sections.) These two section scores are actually your scaled, or equated, scores.Buthow do you getthese scores? On the PSAT, you start off with three raw scores, one each for Reading, Writing, and Math.A raw score is equal tothe number of questions you answered correctly. You do not lose any points for incorrect answers! Your raw scores for each section are then converted into test scores on a scale of 8-38through a special equating process described in our guide to PSAT scoring. It should also be noted here that thesetest scores, when combined and multiplied by 2, give you yourSelection Index score, which the NMSC uses to determine eligibility for the National Merit competition. Your Math test score is multiplied by 20 to give you a scaled Math score out of 760. Similarly, your Reading and Writing scores are combined and multiplied by 10 to give you a single scaled EBRW score (also out of 760). In addition to section scores, you’ll be givensubscores and cross-test scores. These scores are the same as those on the SAT and indicate your mastery of specific skills. Subscores have a score range of1-15,whereas cross-test scores have a score range of8-38. Here is a list of the sevensubscores on the PSAT test: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math And here are the twocross-test scores on the PSAT: Analysis in History/Social Studies Analysis in Science At present,the average PSAT score is 1014 for 11th graders and 934 for 10th graders. A good PSAT score for you, though, will depend on what your PSAT goals are. If youhope to qualify for National Merit, you’ll need a score thatplaces you in the top 1% of test takers foryour state. A good PSAT score could also be any score in the75th percentile or higher, or simply any score similartowhat you'll need on the SAT to get into the colleges you're planning on applying to. But in the end, does your PSAT score really mean anything? Does Your PSAT Score Actually Matter? The truth is that your PSAT score is far less important than your SAT (or ACT) score is. This is mainly because the PSAT isn't used for college admissions. Moreover, your PSAT score has no effect on your GPA, so if you really don’t want to take the test, you don't actually need to (unless it’s mandatory at your school). The only major function of PSAT scores is to win scholarship money and the honor of National Merit Scholar. But unless you’re actively aiming for National Merit status, your PSAT score isn't actually that important. Nevertheless, if you’re hoping to eventually secure a high SAT score, approaching the PSAT with diligence will be critical for your success. Why? You see, PSAT scores directly translate into SAT scores.So a 1400 on the PSAT equals a 1400 on the SAT, a 900 equals a 900, and so on. In short, your PSAT score acts as a predictor of your SAT score. Of course, your PSAT score doesn’t take into account any additional time you’ll spend studying for the SAT, so it's not likely going to be 100% accurate. But whatyour PSAT score does offer is a clear idea as towhere you’re currently scoring and how much of an improvement you’ll need to make in order to hityour SAT goal score. Simply put,you can use yourPSAT score as your baseline SAT score,making it a fairly useful (and thusimportant) score to know. Summary: What Is the PSAT? Is It Important? The PSAT/NMSQT, or PSAT, is a practice test for the SAT that's offered every fall for10th and 11th graders. Italso serves as a qualifying test for the National Merit Scholarship Program, which awards $2,500 scholarships annually to high-scoring 11th graders. You must register for thePSAT test at your own school (or a nearby school) and take it on the test date chosenby your school. The testfee is $16, but this cost varies depending on the school. Fee waivers are usuallyavailable to low-income juniors. The overall structure and content of the PSAT is similar to that of the SAT.There are three sections (Reading, Writing, and Math) that combine to give you a score between 320 and 1520. PSAT scores directly correspond toSAT scores,meaning a score on the PSAT will always equalthe same score on the SAT. Ultimately, how important your PSAT score is depends on what you planto do with it.If you want toqualify for National Meritor eventually get a high SAT score, it's critical that you get a good PSAT score. But if not, your PSAT score won't hold much significance for you or anyone else. In any case,your PSAT score will always be far less important than your SAT (or ACT) score will be! What’s Next? Want to learn more about thePSAT?Check out our expert guide to the PSATfor an extensive overview of everything you'll need to know about the test and what's on it. Confused about PSAT scores?Our in-depth analysis of the PSAT score rangetakes aclose look athow the PSAT is scored andexplains howyou can usethis knowledge to your advantage. Readyto register for the PSAT?Follow our step-by-step guide to learn how the PSAT registration process works as well as how it differs from theSAT registrationprocess. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Lab report Example | Topics and Well Written Essays - 500 words - 5

Lab Report Example The initial angle’s complementary values result in the same range but the heights are different. 45o is the projection angle with the maximum range. For this experiment, the velocity is still constant in the x-direction (vox = vx = constant). The only difference is that the velocity has a y-component (vo = (vox2 + voy2)Â ½ ). For both experiments, the initial velocity is the same (vox = vo cos q and voy = vo sin q). To find the motion’s equation, Δy = v0y t + Â ½ a t2, t was solved: There is a significant difference between the theoretical range and the experimental range. Errors could have occurred due to incorrect readings because of parallax and calculation errors because of rounding off. These experiments, despite having quite evident errors, the angles with the highest range are 400 and 450. The experiment further emphasized the independence of x- and y-components in projectile motion (Serway, Vuille & Faughn,

Higher Education Essay Example | Topics and Well Written Essays - 1000 words

Higher Education - Essay Example transferring knowledge, skills and cultural values to the students, higher education teachers are indirectly keeping young and unemployed individuals off the streets (Stephens & Leach, 1998, p. 203). In general, each of the school teacher(s) have different set of multiple roles which they need to satisfy on a daily basis. Because of their unique function within an educational institution, functionalists may sometimes conclude that the presence of certain school policies and institutions can be dysfunctional for most of the teachers within a given educational institution. As explained by Appelrouth and Edles (2008, p. 386), the occurrence of dysfunctionality is possible because â€Å"they are functional for a more powerful social group or the social system itself†. Functionalists strongly suggest that the main function of higher education teachers is to provide better occupational opportunities for the unemployed students in the long-run. Upon analyzing the functionalist theory of education, it is the students who function as the receiver of the transferred knowledge, skills and cultural values from the school teachers. However, this theory is not applicable when it comes to analyzing the relationship between teachers and students in higher education. Conflict Theory Conflict theory view education as something that â€Å"reflects other inequalities within a given society† (Andersen & Taylor, 2011, p. 348). Because of the presence of racial, class and gender discrimination, not all students are able to receive equal rights to education. Furthermore, conflict perspective in higher education also suggest that the process of tracking down teachers’ ability to deliver good quality teaching based on the prescribed school curriculum also contributes to the development of... This essay stresses that based on symbolic interaction theory, social interaction between teachers and students within an educational institution is possible and necessary when it comes to individual and group successes. As compared to functionalist theory, symbolic interaction theory view human beings within a given society as something that is â€Å"not an established structure but as individuals who are trying to meet their life conditions and expectations†. Based on the core perspectives in contemporary sociological theory, the concept of a structural functionalism is more on the non-rational collective side whereas the orientation of symbolic interaction theory is more on non-rational and individualistic side. Considering the fact that symbolic interaction theory heavily relies on the actions made by the school teachers and students, this particular theory can be more effective and applicable in terms of analyzing how the relationship between the school teachers and stude nts in higher education work. This report makes a conclusion that as compared to functionalist and conflict theories, symbolic interactionism theory is the best applicable theory when it comes to analyzing the relationship between teachers and students in higher education. Unlike the functionalist and conflict theories in sociology, symbolic interactionism theory does not focus on analyzing the structure or functionality or conflicts in a given educational institution but only with regards to how each of the stakeholders who are trying to meet their life conditions and expectations as human beings.