Hitlers leadership strategies

Hitlers leadership strategies Actually in many ways he was a good leader. He was able to get a whole country to back him up in a just cause or what he passed off as a just cause. He was also a wonderful speaker he had powerful words, he understood the power of words and used that to his advantage. Not saying Hitler was a good guy, but he did have great leadership skills. He also has some very good ideas such as the eugenics notion of breeding out genetically inherent diseases in the species an excellent idea, however his methods to go about doing that were very, very wrong. He had some good ideas the way of going about them made them wrong and evil to now where no one will willingly sit down and discuss weaknesses of the genes in our species and even dare to suggest that we should use our knowledge of genetics to carefully guide our future reproduction to make our species stronger. When these things are suggested people imagine the horrors of WWII and the Supermen of blond haired, blue eyed whites. He was a strong leader who had a few good causes to go after, such as the terrible injustice that post WWI Germany went through and the economic situations that not only Germany but the whole world were going through at the start of his leadership. He was able to break a few of the barriers the German People had internationally without war, he also turned the German economy completely around. Hitler BEFORE WWII was considered by many in and outside of Germany to be a great man for the job of Leader. He was hailed by many early on as being a good man. It wasnt until the breakout of war and the questionable steps leading up to the war that he lost favor in the eyes of the world. And it wasnt until the end of WWII that his real horror show was revealed to the world and we came to know the man for his true colors. Hitler was a Good leader, a master of manipulating the masses; alongside his Propaganda Minister, Josef Goebbels, this enabled him to influence and control many who would otherwise never have become Nazis. This is why he remained in power for twelve years, nine of them remarkably successful. This is what separates them from him; he created National Socialism and, in the early days, was driven by a rabid anti-Semitism. This was later dampened for, even in the early Thirties, such racism was unsavory to many Germans. Arguments must take into account the huge economic and social recovery undergone during the 1930s; hit harder than many by the Great Depression Weimar Germany was collapsing and it was under the Third Reich that it recoveredunemployment went to ZERO, national pride increased, and Germany was accepted again as a respected European power. Say what you like but under the Fuhrer many would argue, and have even now, that this appeared to herald a golden age for Germany. Thus the regime, Hitler, did do alot of good at the beginning. Many would say the regime was simply fortunate to have attributed to it the natural emergence from economic slump; Hitler actually did very little well for the nation it could be argued. Either way, in terms of the man himself; Hitlerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s anti-Semitism developed during his time as a tramp on the streets of Vienna where he saw prosperous Jewish business men better off than he was; if was from this that he developed his conspiracy theories and hatred. Of course, anti-Semitism was common at the time and Hitlerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s theories were therefore not considered evil at the time in themselves. However, as is widely known all we revolted by the revelations of the Allied advance in 1945 wherein the Extermination camps of the SS were uncovered. It is worth noting that it was Himmler, Hedrick and others who in fact created the final solution at the Wansee conference during WWII, Hitler was not at the meeting. It depends very much as to how you view the power structure within Nazi Germany as how far you think Hitler controlled this solution. i direct you to Ian Kershaw if you wish to know more. Hitler was terrifying, not mad, but so embedded within his own neuroses that he came to be what is called Evil. He felt betrayed and was thus embittered by Armistice of 1918 and subsequent crippling Treaty of Versailles; the creation and advancement of the Nazi Party was as much a fault of the allies as anyone else. He played on the militarism and nationalism within the Prussian elite and population as a whole and this created the spell he had over them. By 1945 Hitler was so caught up in his own propaganda myths that he believed himself to be infallible and invincible; you need only look at his handling of the Battle of Stalingrad to prove this. Upon realizing his mistake, he shot himself after taking poison If he wouldà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ve used his leadership skills for the good he wouldà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ve been a really good leader. Hitler was well spoken, very charismatic and had a way to get others to follow his visions and beliefs. just sucks he used it for the dark side How his quest for the perfect Arian race included a really specific work out regime for the youth of Germany which is perhaps the reason that Germany excelled in the Olympics during and shortly after hitters reign I have one more thing to add, I watched a documentary on Hitler and his speeches were so motivating and entertaining that Jewish people would actually go to his speeches because they were so popular it was like the thing to do and a few admitted to actually have been moved by him. The way he delivered his speech really grasped everyone in the crowd Adolf Hitler was born on April 20, 1889 in Braunau, Austria, a small town across the Inn River from Germany. Soon after Hitlers birth, his father, Alois Hitler, moved the family to Linz, Austria. Hitler attended school in Linz and at first was a good student, but in high school he was a very poor student. Hitlers academic abilities angered his father because his father hoped that Hitler would study to become a government worker as he had been. Hitler, however, wanted to become an artist. In 1907, Hitler went to Vienna Austria. In an attempt to fulfill his dream of becoming an artist. This attempt ended when he failed the entrance exam to the Academy of Fine Arts. When Hitlers mother died in 1907, he decided to remain in Vienna. He took the entrance exam a year later and failed again. He did not have steady work in Vienna, but, instead, took a variety of odd jobs. He lived in cheap rooming houses or slept on park benches and he often had to get meals from charity kitchens. During his time in Vienna Hitler learned to hate non-Germans. Hitler was a German-speaking Austrian and considered himself German. He ridiculed the Austrian government for recognizing eight languages as official and believed that no government could last if it treated ethnic groups equally. In 1913, Hitler went to Munich, Germany and when World War I began in 1914, he volunteered for service in the German army. Hitler was twice decorated for bravery, but only rose to the rank of corporal. When World War-I ended. Hitler was in a hospital recovering from temporary blindness possibly caused by a poison gas attack. The Versailles Treaty that ended the war stripped Germany of much of its territory, forced the country to disarm, and ordered Germany to pay huge reparations. When the army returned to Germany. The country was in despair. The country was bankrupt and millions of people were unemployed. In 1920, Hitler joined the National Socialist German Workers Party known as the Nazis. The Nazis called for all Germans, even those in other countries, to unite into one nation; they called for a strong central government; and they called for the cancellation of the Versailles Treaty. Hitler became leader of the Nazi party and built up membership quickly, mostly because of his powerful speaking ability. Hitler organized an army for the Nazi party called the Storm Troopers (Brown Shirts) who were called upon to fight groups seeking to disband the Nazi rallies. On November 9, 1923, Hitler led more than 2,000 Storm Troopers on a march to seize the Bavarian government. The attempt failed and Hitler was arrested and sentenced to prison for five years for treason. While in prison, Hitler wrote Mein Kampf (My Struggle). In this book. he stated his beliefs and plans for Germanys future. Hitler only served nine months in prison and when he was released, he began to rebuild the party again. He set up a private battle-ready elite guard known as the Schutzstaffel (SS). By 1929, the Nazis had become an important minor political party. In 1930, a worldwide depression hit Germany, yet Germany also had the debt of paying for the damage it had caused in World War I. Hitler protested against paying the debt and said that the Jews and Communists were the cause for Germanys defeat in World War I. He promised to rid Germany of Jews and Communists and to reunite the German speaking part of Europe. In July, 1932, the Nazis received about 40% of the vote and became the strongest party in Germany. On January 30,1933, President Paul von Hindenburg appointed Hitler Chancellor of Germany. Once in this position, Hitler moved quickly toward attaining a dictatorship. When von Hindenburg died in 1934, Hitler already had control of Germany and he gave himself the title Fuehrer (leader). Under Hitlers government, called the Third Reich, there was no place for freedom. The government controlled every part of ones life. Hitler used extensive propaganda to brainwash the nation into believing his theory about creating the perfect Aryan or nordic race. Therefore, it was Hitlers plan to rid the nation and eventually the world of Jews, Gypsies, Negroes, handicapped, and mentally ill persons. This plan was called the Final Solution. World War II began in 1939 when Hitler invaded Poland to begin his unification of all German-speaking peoples. By this time extermination camps were being established throughout Germany, Poland, and Russia. Before Hitler was stopped in 1945 by the Allied countries, he had caused the extermination over 12 million people. Hitler committed suicide in his bunker on April 30, 1945 and seven days later, Germany surrendered.

Black Women clubs of denver Essay -- essays research papers

In this study you asked us to look more closely at the plight of African American women of the west and their impact on the community in which they lived. I found that most of the articles assigned were of little help in achieving this objective, in that a large amount of the articles did not give much mention of the effects of these women on their communities. However, I was able to find little bits of helpful information in each article and with the help of the article â€Å"Lifting as We Climb† (which held the most valuable information), I was able to formulate the following analyze.   Ã‚  Ã‚  Ã‚  Ã‚  African American women that are focused on in the article â€Å"Lifting as We Climb†, I believe, give a fairly accurate overview of the over all impact and ideal system that many blacks in the community held. Therefore, to understand African American women’s ideal, which invariably is a reflection of the overall black ideal system, we must first evaluate the overall stance of blacks across the nation. The increasingly large amount of racism that was being experienced by blacks across the country during the reconstruction era and later, forced the African American’s of this nation to unite under one common belief. Originally the belief was that, with the 13th and 14th amendments, blacks would soon be experience full participation in the main stream culture of white Americans. This, they would soon realize, would not be the case and so a new approach must be taken. African A...

Collective Memory :: essays research papers

Anthony D. Smith who wrote â€Å"National Identity and Myths of Ethnic Descent† discussed how myths are formed and how they can lead to the ethnic regeneration within a group of people. He associated his ideas on ethnic regeneration with the countries of Turkey, Greece, England, France, and Israel. His ideas clearly outlined the steps that are taken to regenerate when people are influence by myths created sometimes thousands of years ago in such cases as seen by Jews. There were eight steps which all of these nation-states were said to have followed, in order to be where they are today. Of these eight steps I do not agree with the one that says, â€Å"they designate a space and time for their action.† I do not feel that a specific time is designated. Instead I feel that the time is determined at a moment’s notice. This can be seen presently when referring to the future state of Palestine. The date for this states declaration of existence has changed numerous time s during the past few years.   Ã‚  Ã‚  Ã‚  Ã‚  Yael Zerubavel writes about Collective remembering and Zionist reconstruction of the past. I do not agree with the historian that Zerubavel talks about in his writings. I feel that Halbwach’s view of history expressed as â€Å"collective memory†. Collective memory is what gives a society is goals that they must seek in the future. It also creates a bond between the people of that society. As a result it leads to these people wanting to settle together in a nation-state. The Zionist movement is an example of something caused by collective memory. Through generations the Diaspora and other events in the lives of Jews have been passed on, which eventually led Jews to create a homeland in 1948.

The SDLC

Several different projects may be required during the life of a system, first to develop the original system and then upgrade it later. The primary concern is with getting the system developed and deployed the very first time. One of the key, fundamental concepts in information system development is the Systems Development Life Cycle. The Systems Development Life Cycle is an entire process of building, deploying, using, and updating an information system Satzinger, J. W. , Jackson, R. B. , & Burd, S. D. (2009).Systems development includes four project managers, six system analysts, 10 programmer analysts, and a couple of clerical support employees. This paper has two objectives. The first is to explain the components of a formal SDLC process. The second is to identify types of employees involved in the SDLC process and their roles Although it is difficult to find a single, comprehensive classification system that encompasses all of the approaches, one useful technique is to categoriz e SDLC approaches according to whether they are more predictive or adaptive.In predictive the requirements are well understood and well defined. There is low technical risk. On the other hand in adaptive, the requirements and needs are uncertain. There is high technical risk. The SDLC consist of four groups of activities: planning, analysis, design, and implementation. These activities are sometimes referred to as phases, and they are the elements that provide the framework for managing the project. Throughout the SDLC, the analyst’s role as a project manager is being responsible for initiating, planning, executing, and closing down the systems development project Satzinger, J.  W. , Jackson, R. B. , & Burd, S. D. (2009).Project management is arguably the most important aspect of an information systems development project. Effective project management helps ensure that systems development projects meet customer expectations and are delivered within budget and time constrain ts. A project manager will periodically review the status of all ongoing project task activities to assess whether the activities will be completed early, on time, or late.Moreover, project scheduling and management require that time, costs, and resources be controlled. The roles and responsibilities of developers are large in number. The primary responsibilities are: to write code or documentation patches or contribute positively to the project in other ways. A developer’s contribution is always recognized. The software developer has to evaluate, assess and recommend software and hardware solutions. Develop software, architecture, specifications and technical interfaces.Design, initiate and handle technical designs and complex application features. Initiate and drive major changes in programs, procedures and methodology. And Coordinate with other developers and software professionals. Once system developers have accumulated the user requirements for the new system, analysts proceed to the system design stage. A system analyst researches problem, plans solutions, recommends software and systems, at least at the functional level, and coordinates development to meet business or other requirements Hughes, A.  (2013).A system analyst may identify, understand and plan for organizational and human impacts of planned systems, and ensure that new technical requirements are properly integrated with existing processes and skill sets. The analyst should also plan a system flow form the ground up, perform system testing, deploy the completed system, document requirements or contribute to user manuals, and help programmers during system development. Whenever programmers need help the system analyst provides use cases, flowcharts or even database design.The most difficult task in system analysis is to identify the specific requirements that the system must satisfy. System development projects are organized around the systems development life cycle (SDLC), and phase s the SDLC include activities that must be completed for any system development project. These phases are project planning, analysis, design, implementation, and support. Any organization can develop an information system in lots of ways. . System development includes four project managers, six system analysts, 10 programmer analysts, and a couple of clerical support employees.The role of a project manager is organizing and directing other people to achieve a planned result within a predetermined schedule and budget. The project manager can be defined as the processes used to plan the project and then monitor and control it. The other systems analysts assigned to the team are experienced developers with strong analytical skills, as well as experience in managing and controlling projects Hughes, A. (2013). Some developers think of a model as documentation produced after the analysis and design work is done.

Motivation for pursuing a graduate degree Essay

Instructional perspective The philosophy of education that I ascribe to has been the primary tool motivating my pursuit of a graduate degree in special education. My instructional philosophy has tended to focus mainly on hands on instruction where participants get involved directly in and take responsibility for their own learning. Much like the constructivist theorists and thinkers I believe that this active participation in learning is what makes learning more meaningful and that would produce the greatest successes in the classroom. As a general education teacher I have therefore tended to adopt instructional strategies and learning activities that are reflective of this outlook and have attempted as far as possible to ensure that the learners in my classroom are given the relevant life experiences with which they can interact and which they can utilize in constructing their own meanings and understanding of the things around them. I firmly believe that proper planning is the key to success in the classroom. Planning does not only involve preparing a lesson plan, but psychologically preparing for the learners and their needs in the classroom, understanding each learner and being willing to accommodate all, as far as possible, in the learning process. It is through such detailed planning that the correct activities will be designed for an interactive, constructive and cooperative classroom. Reflection on practice Considerable work has been done in the field of cognitive psychology by numerous theorists and researchers. Much of the research has been focused on trying to understand the characteristics of learners, the optimal age and conditions for particular types of learning, the most appropriate teaching and learning strategies and generally and understanding of how learning takes place. Several theorists have attempted to describe the characteristics of learners. Among them Jean Piaget, Lev Vygotsky, Albert Bandura and Jerome Bruner and some of the most noted forefathers of thought in this areas. Having worked as a teacher for the some years now, the theorist that has been the most influential on my practice is Jerome Bruner. Bruner’s philosophy emphasizes the concept of discovery learning and simulation. He posits that learning is most effective and meaningful when the learners actively explores issues as opposed to reading from textbooks or lectured to by the teacher (Good & Brophy, 1995). Simulation activities, Bruner suggests, are useful tools for promoting forms of discovery learning. I have found that the use of role-play and skits as simulation activities, have helped me deliver learning targets better than traditional lecture-type methods. Given the nature of the classroom and the variety of abilities and learning styles, I have found that the use of role-play and similar cooperative activities have helped me ensure that all learners are actively involved in the learning process. However, throughout my teaching character I have noticed some deficiencies in my teaching methodology, particularly as it relates to meeting the needs of all the learners in the classroom. I have noticed that while I am able to adequately motivate a portion of the class in each year, I have often been unable to fully motivate the entire class of learners or to introduce activities and strategies that are attractive to all the learners in the classroom. I believe in reflective practice so I often review my teaching methodology, with the help of relevant research and theoretical foundations. I have made whatever adjustments possible as I notice my deficiencies and have consistently been involved in improving my teaching strategies. However, despite my best efforts I have continued to face considerable obstacles in reaching out to some students in my classroom. Often these students were those who could be classified as at risk. They were sometimes from single-parent homes, students with tendencies towards delinquent behaviors and other similar students. There have also been students with noted cognitive or other physical difficulties, for whom the general education classroom, as is, was not adequate. More and more it became evident to me that within the general education classroom there is a diverse mix of students of different socioeconomic, cultural and ethnic backgrounds. Furthermore they had a range of abilities and performed to varying degrees of competence. I have acknowledged that, to some extent, I have contributed to the inability of some students to perform as well as others, as a result of my failure to effectively orient lessons to meet the needs of all learners. Another occurrence that has compounded this issue is the new move towards inclusion in the general education classroom. Increasingly more students with learning disabilities are being incorporated into the general education classroom. These changes in the educational framework has meant that needs have to modify their strategies to ensure that the needs of these diverse sets of learners are adequately met within their classroom and that students from all ability levels, achieve prescribed standards. Evolution With the coming on stream of the NCLB act, more attention is being placed on ensuring that classrooms are inclusive and that each learner is allowed to achieve his/her full potential based on individual abilities. The NCLB is a formidable demonstration of the particular interest that the federal government places on education. This issue presents several challenges for teachers in both the general education and the special education classrooms. Special education students are now being incorporated into the general education classroom and even where they remain in special education classrooms students are still required to demonstrate progress similar to that being achieved by the peers who do not have these special needs. Therefore teachers are required to ensure that every learner, despite their abilities or disabilities aspire to the same broad reaching goals and objectives as general education students. It is evident that the act, though it may present several benefits for special education, will also have its limitations. Educators are, however, still required to aim for the target of leaving no child behind. I firmly support the overall spirit of the NCLB act. The overriding principle of the NCLB is that each child registered within the school system must be given all opportunities to develop and to achieve and I agree with this position. To ensure the success of every child and to guarantee that no child is left behind, the act holds educators directly accountable for ensuring that each child aims for and achieves the prescribed standards. Having a particular interest in the development of students I was inspired by the newly emphasized principles of the NCLB act to obtain adequate training in special education so that I am equipped to deal with not only special education students, but the range of abilities that will come into the classroom. These broad reaching goals are of relevance to all involved in the education of children. Motivations to change I wish to develop the know-how and the skills that would help me become a dynamic teacher that is able to hone knowledge, skills and attitudes within learners from different socioeconomic backgrounds, with different cognitive capabilities, with varying physical and cognitive challenges or any multiple needs that may arise in the classroom. Teaching today is becoming more and more challenging. The influences of the teacher and what is taught in the classroom are being eroded by the mass media. The teacher has to compete with newly emerging communication technologies and the internet. The skills that were developed yesterday to tackle learner’s needs in the classroom soon become obsolete. I therefore wish to ensure that I remain on top of the game and continue to be a teaching who attempts to meet the needs of all learners. References Good, T.L.& Brophy, J.E. (1995). Contemporary Educational Psychology. (5th ed.). New York: Longman Publishers.

Cause and Effects of Propaganda Essay

Throughout history you find that many techniques of propaganda have affected today’s society. Whether it affects it in a good way or a bad way, propaganda is efficacious and does influence the way we think and act. You probably aren’t aware of what sort of propaganda is circling its way around, but once you are, you’ll think â€Å"wow did I really fall for that†? Propaganda is â€Å"information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc† (Dictionary. Com). There are several techniques of propaganda. It can go to anywhere from a glittering generalities commercial with enough colors galore for you to actually purchase it, to a name calling ad saying that your choice of candidate is not the word you’d like him or her to be called. All of these propaganda techniques leave some sort of impact on your mind. There are three types of different messages your mind could classify propaganda underneath, one is being Ethos. An ethos message can be a message from propaganda ads advertising some one or something in your favor. In that case you might just be convinced that the product or message the advertiser is trying to tell to you about is worth it or correct. In commercials using ethos you’ll find that most of the ads are basically a testimonial ad. Advertisers take in mind that there is a chance that a famous star or person is someone you would admire and in that case you’d believe what the commercial advertisers want you to believe. The next message there is to look at is a pathos message. That being a message that is sent to you arousing your emotions to think differently. The American Cancer Society could put up an ad with a child hooked up to what seems like a million IV’s. This would affect people with a sympathetic mind who actually will look at the piteous sight and will be willing to donate those ten dollars because some advertiser knew he could get you with that little child. The final & third message is a Logos Message. When you hear or look at a logos type message you will find yourself come to reasoning. You’ll find yourself doing that because propaganda plus a logos message behind it will make sense and be clear and it will be seem realistic at the time. A logos message will send your mind the message â€Å"that’s a good reason to get that/ believe that†. Now knowing these three types of propaganda you are more aware of how to recognize propaganda and what it is classified as. How much can propaganda affect you and those around you? Looking at the three kinds of propaganda messages, you realize how easy it is for you and others to fall into a propaganda trap. A propagandist wants to do three things. One, they want to modify the content of our opinion, two, change most of society’s views, and three they want to destroy the moral of an enemy (259 Ellul). Sounds pretty evil right? If the finale of a propagandists â€Å"show† happens, it is thanks to society, the people who purchased the tickets to see that the moral enemy is destroyed. Not only will it affect the person being destroyed but it will affect us. Propaganda doesn’t simply leave an effect on ones thoughts it can adjust our attitude for life. â€Å"The way in which an individual reacts to a stimulus depends on the entire pattern of his attitudes†¦ Therefore propaganda must base itself on existing tendencies to have the greatest effect (279 Ellul). Jacques Ellul endorses that a propagandist will do anything to change our attitude because our attitude is the way we react to things and fulfill our life. Ponder about your attitude towards life. It probably has been influenced by propaganda without you even knowing. For instance you could be a teenager reading a magazine, you probably feel a little under pressure because you’ll never be like Taylor Swift. You’ll just spend long years caring about something that’s not going to happen and you don’t even recognize that the magazine you looked at for ten minutes switched your attitude towards yourself for many long years. Its time to take charge, and time for society to realize our own genuine beliefs. We as a group need to come out of the media and look at we really believe deep down inside. (16 Hibbert) Think before you share your opinions and make sure they aren’t lead by beliefs you as a person would actually never believe if it wasn’t for propaganda. We need to never let propaganda get a hold of us because once we do it will set off a trend if it already hasn’t. As shown in the past, propaganda has killed a whole nation; it has been sinner’s best friend. Propaganda can go a long way. Many leaders have gained power and authority through it. Stalin in the Russian revolution had propaganda as his oxygen basically. It is what kept him running. Within the revolutionary war people, wanted the Tsar, the leader at the time, to be thrown out and within time he was killed. Momentarily Stalin was in for leader. At the time of the circumstance, the communist controlled the paper company making Stalin seem like a really good guy, also history books were rewritten so it would show the â€Å"importance† of Stalin. It can be quite amusing to see how far people will go for a disaster waiting to happen. While kissing up to society and making sure his image looked great, Stalin was able to organize 10 million independent farmers to form a communist collective farm. And when they didn’t cooperate, he went and organized troops to kill them. Realizing the ammo was a little bit too much out of his selfish pocket he managed to remove most sources of food and cause the farmers to starve to death. But society thought Stalin was good. It doesn’t take that much brain power to realize that propaganda had a lot to do with this. If people in the first place would’ve just stood up and said Stalin was doing bad pernicious things, no one would’ve believed the propaganda communist were sending around (756 Bullock). Stalin was not the only man in history that used propaganda to his advantage. Adolf Hitler hit home base being able to convince part of the European Nation that all Jews were bad and weren’t human whatsoever. He then hit second base being able to form a group of Nazis to help him with his dream. Getting to third base, basically was making sure all the propaganda he needed to be spread got into the human mind. He made home base by killing around 6 million Jews; unfortunately he won his game. Yet again I don’t know why people couldn’t catch his teams’ ball by standing up and saying it was wrong in the first place. Did anyone ever stop to look at the propaganda being exposed and say what the heck?. No instead they just looked at the ball and let it go because what good could they do? In today’s society we can find propaganda being used all the time. 694 Bullock) Right now Obama is taking the word â€Å"hope† and using it as his own. He is giving it a new meaning. He is using pathos and making you feel better about choosing him as your president. Meanwhile he doesn’t show all the mishaps along the road that are soon to come. Don’t be the person to let propaganda affect someone else’s WHOLE life because you looked at it for three seconds. Because if one man can start only god knows what one person influenced can do. Now you may wonder how in the world you can ever make sure you’re not falling for a propagandists trap. The first thing you should do is form a belief system, and examine it to make sure that what you say you believe is actually what you believe. Then you should really just be careful before you judge. When you say something that might possibly cause controversy, don’t let thoughts influenced by propaganda get in the way. If you have even the slightest care for humanity, you won’t permit propaganda to cause or provoke someone again, and if you don’t have the slightest care, maybe should find somewhere in your heart to fit it. Because propaganda is powerful and will influence the way you think and act.

Ancient history course notes

Focuses on written sources, written sources restricted to the last 5500 years, written sources are limited to literate societies, written sources from ancient societies were mostly written by men, reflecting a male bias. Archaeology: Focuses on physical sources, physical sources extend as far back as the beginning of human history Into prehistory, physical artifacts provide information about all human activity, and archaeologists usually study the lives of all members of society.Find a site finds Excavate Record what is found Examine and investigate Publish Findings Analysis and Interpretation of finds Finding a site: Human activities have led to many chance finds. Some activities Include: plugging, land reclamation, digging and building foundations, quarrying and dredging, construction of roads, railways. Sewers etc and modern warfare. Crop Marks, Shadow marks, and satellite photography..Excavation: People who may be involved in a dig: Anthropologist- Someone who studies the origins of the human species and their change over time. Epigrapher-studies Inscriptions, deciphers tablets. Paleontologist-studies fossils of living organisms. Architect-Designs and oversees the making of buildings. Forensic Pathologist-a branch of pathology that deals with determining the cause of death. Proctologist-studies the translation of texts written on papyrus. Botanist-Studies all aspects of plant life Geochemistry-study of the earth's chemical compositions. Radiologist-A doctor who specialists In the use of x-rays. Ceramicist-A craftsman who shapes pottery and makes it in a kiln Numismatist- Someone who studies, grades and collects coins. Zoologist-studies all features of the animal kingdom Anatomist-studies features and organs of human and animal bodies. Climatologist- Studies climate Volcanisms-studies all features of castles and volcanoes.