Ancient Societies in Mesopotamia and Ancient Societies in Africa

Nazi Idealogy Essay Example

Nazi Idealogy Essay Example Nazi Idealogy Essay Nazi Idealogy Essay Nazi Idealogy BY uzatr265 Nazi Ideology Nazism was never a coherent or uniform ideology ? » (Griffin). Jud]ment on the true nature of Nazi ideology is always diffuclt to make and easy to change, for this reason one can not affirm one of the above statements to be true, nor can one say that one of them is wrong, they are both right in one sense, wrong in another, all depending from which angle one looks at them. Nazi ideology was born out of the need to attract the widest range of people from the widest range of backrounds thus reating a diverse and contradicting ideology as the 25 points prove. At the same time Hitler created an ideology that he not only believed in but that also proved capable of achieving his personal ambitions. One of the difficulties in analysing Nazi ideology is distinguishing between real ideas that influenced political and economic theory and the propaganda distributed to the public. Many historians think of Nazi ideology as purely Fascist even as the model of Fascism while others tend to suggest that Nazism went a step further than Fascism : ? « [they] believed that the decadence as not only political and cultural, but biological and racial ? ». One could argue that Nazi ideology was an? « essentiely new, racist destructive philosophy ? ». One of the aspects of Nazi ideology which mark it as ? « new ? » is the presence of ? «ecstatic invocations of the spirit of modern technological warfare ? ». The Nazi military tradition was not a relic of the past, it was modern and its style was purely and soely Nazi. It also called for industrialisation and advance in science: two features of a society wishing to modernise itself. Nazi ideology was most certainly racist, in its 25 points, the rights of Jews and other minority groups is dealt with in considerable detail so that the fourth point concludes with ? « Therefore no Jew can be considered to be a fellow German ? », its purpose was not as some people argue to affirm the superiority of the German people but to suppress all Jews for the sole reason of their religion, this is the definition of racism and can only be viewed as such. As a philosophy, the dominant side of Nazism was its destructive element: its ampaign against decadent art, its goal to destroy all literature which did not agree with, its views and foremost and uttermost the clinical elimination of all those whose lives were deemed not worth living or who were classed as subhuman. There was much diversity and contrast in Nazi ideology but can one call it ? « confused ? » ? It certainly adopted views that could be considered opposite however this seems to have been calculated by Hitler to attract the largest number of people possible. When one looks at Nazi ideology one can see very different sources for the ifferent points that are made thus we see v? ¶lkish nostalgia for the values ofa pre- urban, pre-Christian idyll and at the same time we feel the incredible presence of the spirit of modern technological warfare. While there were calls for the regeneration of peasantry there were also celebrations of industrial renovations, and at the same time there were strains of anti-capitalist socialism and stress for the studies of human and natural sciences. There was also a very primitive and mythical side to Nazism such as during their flame torch night, which brought on in most Germans a furious pride of being German and a Nazi. One can also prove that Hitler attempted to turn back the clock by the fact that he called his empire the ? « Third Reich However, the real aim of Nazism was not to turn back the clock or provide the German people with a new philosophy, its sole goal was to provide Hitler the means to fulfill his own personal goals ofa German Empire which like his ideology was neither totally new nor a vestige of the past. Nazism was shaped to please a wide range of people, in it one can find traces of socialism to attract the urban proletariat, romises of economic recovery and protection from the communist for the upper class and farmers and laws which favour capitalism for the middle class. Therefore one can not really say that the ideology presented in the 25 points demonstrate the Nazis real views if they have any past the Third Reich and their hatred of Jews. The Nazis did have some firm notions, they were obsessed with the decadence of liberalism, the threat posed to recovery by its Marxist alternative and the need for a national rebirth, a reawakening, a new order. These firm notions are the fascist spect of Nazism. Both of the statements can be argued to provide a convincing Judgment of the true nature of Nazi ideology however the first one suggests a truer or at least a less wrong version of it. However, Nazism did have some truly firm notions which constituted its fascist side obssessed with rebirth and war as Nazi leader Rosenberg proves when he writes : ? «A new age of German mysticism has dawned, the myth of blood and the myth of the free soul are awakening to new and conscious life ? ». (Rosenberg, Nazi leader in The myth of the twentieth Century).

Parent Preparedness When Discussing Child's Sexual Education Essay

Parent Preparedness When Discussing Child's Sexual Education - Essay Example Right when parents begin to assume their responsibility in educating the child, the children seek an escape and thus, generate a communication gap that lead to lack of knowledge transmitted form parent to child. Another argument that sex education supporters raise is that the success rate of abstinence only program are low. One cannot observe any significant difference between individuals who enroll and who do not in this program. In order to frame a sex education program for school counseling, it is a recommendation that one starts with the most basic knowledge and then progresses to higher level of complexities. A very important perspective that needs attention here is the preparedness of parents in terms of educating their children. Experts believe that parents can play a crucial role in teaching children about sex. Introduction The paper aims to address the importance of sex education in adolescence. With the growing number of cases of sexual abuse and rapes, the matter is a pres sing concern for schools and parents all over the world as it is their responsibility to educate the child beforehand. ... Studies by World Health Organization reveal the contribution of healthy sexual development to overall well being of an individual. According to the U.S. Surgeon General, David Satcher, â€Å"sexual health is inextricably bound to both physical and mental health,† (Moore & Rosenthal, 2006). In terms of definition, sexual education refers to "education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, and other aspects of human sexual behavior" (Klein, pp. 9, 1992). Although people all around the world accept the importance of sexual health, very few actually agree to the idea of education system to promote it. Main arguments regarding sex education programs involve role of government in family life; limitations to parent’s role in defining a sexual pattern for their children, subjectivity of values associated to sex for instance, gender and po wer etc and above all how does one define a mature sexual behavior for adolescent (Bruess & Greenberg, 2008). In addition, there are also questions as to how can one effectively communicate these ideas to adolescents, the content of such courses and mainly who is better suited to provide this guidance. Sex education has never been this critical an issue. Researches (Reintsma, 2007) reveal that there are 850,000 pregnancies and 9.1 million STIs (sexually transmitted infections) (Moore & Rosenthal, 2006). In addition, 70% females and 62% males have already experienced vaginal sex by the age of 18 in US. It has been a grave problem with little attention given. Moreover, as per U.S Department of Justice, every 2 minutes, a woman is raped. Only in the year 1995, 354,670 females encountered rape or