Nature v/s Nurture in Human behaviour development

People behave differently when exposed to similar circumstances; behaviour is an element of genetic factors, attitude, social norms and perceived behavioural conduct that stimulates a response to a certain action or situation.Advertising We will write a custom essay sample on Nature v/s Nurture in Human behaviour development specifically for you for only $16.05 $11/page Learn More Psychologists have continued debate whether behaviour is a function of nature or nurture. Genetics predispositions  endow human beings with inborn abilities and traits, whereas socialisation process shapes the inborn abilities and traits (Wendy,1999). This paper looks into how genetic predispositions  (nature) and environment (nurture) factors shapes human behaviour. Human behaviour development Debates on whether human behaviour is affected by nurture or nature started getting attention in the 13th century when some psychologists supported genetic predispositions  (nature theory of human behaviour) whereas others were of the opinion that the determinant of human behaviour is the socialization that a person has undergone through (empiricism theory of human behaviour). Recent research and developments in psychology has found that both nature and nurture have a role to play in human behaviour development. Biological processes (nature) A child is a product of its mother and father; physical attributes that the parents had are more likely to be seen in the child. The child may look like the mother or the father and sometimes a relative. The child has these genetic attributes; they are hereditary. When it comes to someone’s behaviour, intelligence, attitude and character, the effect of hereditary aspects is minimal although it has a part to play. Genetics endows human beings with inborn abilities and traits, they are different in different people; these inborn traits can be traced down a certain family despite the socialisation process its people h ave undergone. For example, some families are highly tempered while others prefer a peaceful process of solving issues (Vadackumchery Kattakayam, 2000). Scientists are of the opinion that abstract characters like intelligence, personality, and sexual orientation can be traced in someone’s deoxyribonucleic Acid (DNA) analysis. A persons DNA is a factor of biological genetics. Studies done on identical twins have shown that they are different in their own way; however, there are some behaviour traits similar to them whether they have been raised under the same condition or different circumstances.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their reasoning, attitude and sexual orientation have a great deal of similarities. These similarities are proving that they have some genetic attributes deeply instilled in their behaviour. Genetic theory of schizophrenia supports that children born by depressed or stress families are more likely to be stressed later in life whether they have been brought up in the family or not. For example, the world’s concordance rate stands at 1%, however the rate is more in MZ twins than in DZ twins where the rates are 50% and 17% respectively. Research on gender attributes of human being has shown that the identity of whether one is a man or a woman is developed at birth. Some attributes cannot be shaped by socialisation factors for example the differences at adolescent and the effect it has on male and female behaviour. In the support of genetic theory of gender identity, a research was done on Reimer twins, the twins were born male with XY sex chromosomes. After an accident surgery, one of the children was raised as a girl. At later stages in life before and after adolescence, the child refused to be socialized as a girl and developed male socialisation. This supported existence of male genetics that had been developed in the child at birth. Some drawbacks of the theory of nature are that when adopted, it can be used to reinforce and justify indiscipline in the community like criminal acts  or justify  divorce. People may believe that people doing such criminal acts are doing it beyond their control since the genetic powers in them have the control over their behaviour. The concepts of â€Å"born a criminal†, or â€Å"born holy†, may be used to define someone’s character. Of late, there is a heated debate whether gays and lesbianism should be accepted in the society; some supporters are using the theory of nature to support the behaviour (Shaffer    Kipp, 2009). Nurture and human behavior According to empiricism theory of human behaviour, human behaviour is shaped by socialisation that a person has undergone. The choice of one’s actions, attitudes, perception and personality are shaped by the socialisation that starts before a child’s birth and is unending.Advertising We will write a custom essay sample on Nature v/s Nurture in Human behaviour development specifically for you for only $16.05 $11/page Learn More At birth, a child is seen as innocent; mentors, peers and the environment around him or her shape the character and attitude he or she develops. Supporters of the theory do not discount that hereditary factors affect human behaviour but are of the opinion that they do not matter. Their influence is only that a person has to be born with some attributes that are reshaped and changed by the environment they are brought up. They are of the opinion that environmental factors are responsible of human behaviour. No man was born a criminal but the criminality in him or her was developed through the process of socialisation. The theory is of the opinion that the learnt behaviour can be changed or moulded by use of appropriate reward/punishment reinforcing mechanism. People learn through observation and imitation of ro le models and the learnt traits are reinforced through the process called vicarious reinforcement. For example, a child may observe an adult being generous, and then the adult gets respect and praise from his peers. A child observing such behaviour may decide to imitate and as a result moulds its behaviour to develop a generous personality trait. B. F. Skinner’s early experiments theory of operant conditioning supports the nurture theory of human behaviour. He demonstrated that human behaviour is moulded through stimulus. In the theory of operant conditioning, certain behaviour exists in the society if the consequences of such behaviour are known. Some people have the potential of being thieves, but when they consider the consequences that they will have when they steal, they opt to change their behaviour. On the other hand, the theory goes in line with Sigmund Freud theory X of motivation, where they observe that human beings are lazy generally but they work in recognition o f the benefits of hard work. Hard work as a human behaviour is developed from the benefits that human beings expect from the virtue but nobody was born a hard worker (Garcà ­a, Elaine,   Richard, 2004). The sense of humour is thought to be a learnt behaviour that is influenced and shaped by the culture and environment that human beings are exposed. This explains why humour in certain area is not as humorous in another area. The theory is supported by differences that exist in identical twins, it argues that if the socialisation process has no effect on human behaviour, then identical twins should be exactly the same whether raised under the same conditions or not.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another observation is seen in discipline forces, why the police and armed forces are likely to think, behave and respond to similar situations in the same way is explained by their behaviour modification that takes place when they are under training. They usually are from diverse background but when on training their behaviour is moulded to behave in a similar manner. The behaviour of human being is moulded by the environment that he or she is living in, for example, before school going age, a child have some behaviour that has been instilled by early care givers may it be parents or baby sitters. When time comes to go to school, the child is exposed to a different environment that he or she needs to adjust his or her behaviour if he has to cope in the environment. Teachers’ advice children on how they should relate with each other. In the efforts of reinforcing good behaviour, teachers give rewards and punish children. In this case, the rewarded child learns the benefit of good behaviour or a certain virtue while other admires and moulds their behaviour in anticipation of rewards in the future (Cartwright, 2001). Conclusion Human behaviour is an element of biological and socialisation factors. People are born with some character traits that are dominant and run down a family. As one matures, the environment a person is socialized in moulds his or her characters, attitude, personality, and behaviour. Both supporters of nature theory and empiricism theory agree that nature and nurture shapes human behaviour, the contentious issue is which of the two is most dominant. References Cartwright, J. (2001).Evolutionary explanations of human behaviour. New York: Routledge. Garcà ­a, C.,  Elaine L.,   Richard, M. (2004). Nature and nurture: the complex interplay of genetic and environmental influences on human behavior and development. New York: Routledge. Shaffer, D.,    Kipp, K. (2009).Developmental Psychology: Childhood and Adolescence .New Jersey: Cen gage Learning. Vadackumchery, J., Kattakayam, J. (2000). Human behaviour and law enforcement. New Delhi: APH Publishing. Wendy, M. (1999). The nature-nurture debate: the essential readings. Massachusetts: Wiley-Blackwell. This essay on Nature v/s Nurture in Human behaviour development was written and submitted by user Victor Mancha to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Multilingualism

Multilingualism Introduction Multilingualism is defined as the ability of a person to speak in more than one language. To many people it is easier to learn a first language than a second language. This is because learning the second language involves learning new things or aspects about the language. Some of the reasons for it being hard could be because old learners may no longer possess the natural ability of acquiring languages like the young children.Advertising We will write a custom essay sample on Multilingualism specifically for you for only $16.05 $11/page Learn More Discussion There lacks an agreed method of collecting data relating to L1 and L2 learning and this has made most of the data collected unreliable. Mostly, the data related to linguistic is collected informally and this has also contributed to making the data unreliable. Natural capacity and social experience play a big role in language learning. Naturally, human beings have an innate capability to lear n their first language right from birth. This explains why all children start learning their first language at the same age and in the same manner and beyond some age limit, then learning of this language can never be complete. It is, therefore, clear that part of first language learning in children is genetic. The role of social experience in language acquisition is seen through the fact that children learn to communicate using language that is used by the people around them. Proper social experience and interaction is thus an important factor in language learning. First and Second Language Learning can be compared using three distinct phases. The first phase involves fundamental knowledge concerning language structures and policies in the mind of the learner during first or second language acquisition. The second phase entails all stages of language acquisition and development including maturational changes that occur during child grammatical development. The third and last phase is a product of first and second language learning. During first or second language learning, language input is an essential factor. However, though first language learning in children takes place in the absence of facilitating conditions such as instructions, feedback, and aptitude. Second language learning requires these facilitating conditions for it to be successful.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The question on the possibility of children to attain the last state of first language development with ease and absolute success given the complicated nature of the language and their undeveloped cognitive ability at the learning age poses a logical problem in language acquisition. This problem according to linguists is associated with syntactic phenomena. Various theoretical frameworks offer the bases for different approaches in learning of Second Language Acquisition (SLA ). These include linguistic, psychological, and social frameworks. The Linguistic frameworks focus on the internal and external aspects of language. The internal sets focus on the goals of the study and looks at understanding linguistic proficiency instead of describing it as it was done in earlier structuralism. The focus done on the external aspect in SLA stresses on language use, and this includes the functions of the language that are learnt in different stages. The Psychological frameworks focus on the languages and the brain. They also focus on the learning processes or the differences on an individual. The final framework is the social framework that focuses on the micro and macro factors that affect the learning process. Conclusion Some people are more successful in learning a second language than other people. This could be due to differences in emotional involvement, gender, and age. The above three frameworks complement one another, and there is a need to gain an understa nding of the full spectrum of each framework.

Archimedes’ Autobiobraphy

This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse† Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press. Archimedes’ Autobiobraphy This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse† Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press.

Article Summary Paper Essay Example | Topics and Well Written Essays - 750 words

Article Summary Paper - Essay Example The study aimed at investigating effects of investors’ perceptions over stock and the stock’s returns in the international scope. One of the study’s hypothesis predicted relationship between the sentiments and stock returns in the international market while the other two hypotheses predicted effects of environmental factors to the relationship between investors’ attitude towards stock and returns. The following economic question can therefore be inferred for the study (Schemeling 394, 395). The author expected an inverse relationship between invertors’ sentiments and stock returns and their conceptual framework and reviewed literature informs this. The author noted deviation from the standard finance theory that argues for the role of arbitrageurs in eliminating irrationality in the stock market. Literature suggested that investors’ opinions are persistent and that arbitrage is not effective in managing irrationality. These suggested effects of investor sentiments on stock returns and reported inverse relationship from the United States’ stock market, being inferred to the international market, informed the expectation (Schemeling 394, 395). Stock returns and investor sentiments were the study’s main theoretical variables and consumers’ confidence was used as the empirical proxy for investor sentiments. Background information on availability of the proxy, both on cross sectional and time series scope, and its consistency informed use of the proxy. Unlike consumer confidence, other possible indicators of investor sentiment are not consistent. â€Å"Agreegate stock market,† â€Å"portfolio of value stock† and â€Å"portfolio of growth stock† were however proxies for stock returns (Schemeling 397). Professor Kenneth French’s website was the data source for stock return proxies while Directorate Generale for Economic and Financial Affaire, Datastream and Ecowin were the data sources for consumer confidence (Schemeling 397). Where rt+1 defines

Conducting a Literature Review Data Collection Essay

Conducting a Literature Review Data Collection - Essay Example For instance, the mothers’ smoking habit also increases the probability of ‘physician-diagnosed asthma and wheezing’ after first few years of birth. For instance, the unborn children in uterus were found vulnerable to asthma and adverse respiratory effects primarily because of maternal smoking. 1.2 – Maternal Smoking and Low Birth Weight Veiga & Wilder (2006) conducted an extensive research on maternal smoking habit during pregnancy among African – American and Caucasians in American society. The authors actually based their research on previous findings of 180 – 200 gm weight deficit among new born children whose mothers smoke during pregnancy. Their new research results augmented the weight losses as the researcher revealed that maternal smoking is noxious for health of unborn children and that the smoking causes weight loss of 200 – 230 gm. For instance, the probability of low birth delivery (LBD) among smoking mothers during pregnan cy is twice than that of non-smoking women. In addition, the demographic factors such as race, marital status, age, education and income level also impact the results since greater percentage of LBDs had been recorded among Caucasians in comparison to Afro – American women.

Each Man Kills the Thing He Loves Essay Example for Free

Each Man Kills the Thing He Loves Essay â€Å"It seems to me that we all look at Nature too much, and live with her too little† This quote provides a philosophical insight into the main theme I will explore within my chosen poems. Nature is defined as the phenomena of the physical world collectively, including plants, animals, the landscape, and other features and products of the earth, as opposed to humans or human creations. However this simply states that nature and humans are opposites, and one opposes the other. The poems I have chosen question this definition of nature and put it to humankind to answer the question, are we one with nature, or merely manipulating it to our own advantage, giving little back to our heritage? Oscar Wilde’s ‘The Ballad of Reading Gaol’ explores our own humanity and how easily two conflicting emotions become each other; whilst Charlotte Mew’s ‘The Trees Are Down’ examines human ignorance and through use of language she unravels the ever changing connections with nature. However it is Lawrence’s ‘The Snake’ that uses strong imagery to portray humankind in all its shapes and forms, forever changing. These three poems utilize a series of techniques that bring forth a common phrase we are what we hate, kill and love, which ultimately contributes to a universal relevance, the main idea I will be focusing on, ‘each man kills the thing he loves’. Oscar Wilde is considered a gifted author, playwright and poet of the nineteenth century. He was intimately involved in the up rise of aestheticism, a philosophy of nature and expression of beauty; Wilde expanded the narrow-mindedness of the Victorian Era, ultimately bringing a new light to society. ‘The Picture of Dorian Gray’, a semi autobiography, is considered the most seminal and serious of all Wilde’s works. However it is after being accused of homosexual offences, by his lover’s father, and further incarcerated at Reading Gaol that Wilde’s writing took a more melancholic approach. After serving his two years of hard labour, Wilde then moved to France, and was in ‘penniless exile’ It was in his last remaining years that Wilde produced two extremely heart felt pieces of work; De Profundis, a Latin term for ‘from the depths’, was an epistle addressed to his lover, Lord Alfred Douglas, and recounted his lifestyle of extravagance and love, within the first half. In the second part the text looks into his recent experiences, during his time at Reading Gaol, as he comes to terms with his spirituality. The other, ‘The Ballad of Reading Gaol’, a six ‘cantos’ poem, further subdivided into six lined stanzas, describes his experiences of loneliness and death, whilst incarcerated at Reading Gaol. The initial scene of the ballad, ‘He walked amongst the Trial Men, In a suit of shabby grey’, was inspired by the hanging of Charles Thomas Wooldridge, on Saturday 7th July 1896, a thirty year-old man convicted of cutting the throat of his wife. Charlotte Mew was an understated poet, whose works were less recognised, in comparison to Wilde, however she was highly praised by the likes of Siegfried Sassoon and Virginia Woolf. Mew lived a traumatic life, from beginning to end; facing close family deaths and two of her siblings being diagnosed with mental illness. These early experiences affected her future and had major influences on her; beginning with her and her sister Anne making a pact never to marry, in fear of passing on her family’s madness. Additionally Mew had similar sexual orientations as Wilde, attracted to ones own sex, however due to the condemnation of homosexuality, in the nineteenth century, Mew was left with a strong sense of suppression. Her life was extremely stifled by such experiences of death, loneliness and disillusionment and hence reflects these themes within her work. ‘The Trees are Down’ is a six stanza poem, that follows no structured form, merely ranging from one to nine lines, each stanza. The poem is based around the Revelation reference, at the beginning of poem: ‘-and he cries with a loud voice: hurt not the earth, neither the sea, nor the trees† and relates this to our society, past, present and future. David Herbert Lawrence, D. H.  Lawrence, was an extremely successful writer and artist. Publishing many plays, novels and volumes of poetry. He lived a very modest life, born in the small mining township of Eastwood, England, in 1885. Lawrence was an outcast, with few friends at school, who didn’t follow in his father’s footsteps of becoming a miner. So Lawrence went on to study, gaining a scholarship at Nottingham High School and then becoming an elementary teacher. However it was after falling in love with his old professor, Earnest Weekely’s, wife, Frieda von Richthofen, that his life was altered. Breaking off his engagement and ending his teaching career, Lawrence developed his writing into a career. ‘Sons and Lovers’ is a semi-autobiographical account of Lawrence’s experiences as a boy, under the name of Paul Morel, who loved his mother and full of hatred for his father. Lawrence wrote this novel after the death of his mother, in 1910, and explores the love of a mother As her sons grow up she selects them as loversfirst the eldest, then the second. These sons are urged into life by their reciprocal love of their motherurged on and on. † All three poets lived extremely different lifestyles, however the common thread between them is the literary period they lived in, the nineteenth century. Wilde’s work, pre-incarceration, was considered extremely lush and light, however post-incarceration it grew sad and he adapted Dark Romanticism into his works. Mew explored Naturalism where the environment controls people, especially in ‘The Trees are Down’, which is similar to the works of Lawrence who combines naturalism with Pre-Raphaelitism, combining literacy with the visual arts, which is seen through his strong imagery. Comparing these three literary movements helps shape each poem, providing a purpose behind the theme of each text. The intent of these poems differ slightly from one another, however all three have embedded the allegory of killing our intimates within their texts. Wilde takes his own personal experiences of loss, and additionally the example of Wooldridge’s own act, to reveal how within love echoes hate and vice versa. Mew, who’s poem seems completely ahead of her time, exposes the ignorance of the human race. This exposure of human’s prejudice towards nature is again echoed within Lawrence’s poem through the line ‘my education said†¦ he must be killed’. The common purpose within these texts is the exposure of human’s ignorance and how inevitable it is. Lord Alfred Douglas’s father took Wilde to court for alleged homosexuality and this life altering moment in Wilde’s life is easily identified within the poem ‘The Ballad of Reading Gaol’. However Wilde carefully entwines Wooldridge’s own attempt of ‘killing the thing he loved’ within his own story to expose the wider occurrence of this tragedy. It is questioned whether or not Wilde came up with this statement or whether it is a nod to Shakespeare’s Merchant of Venice when Bassanio asks ‘Do all men kill the things they do not love? ’ Wilde is well known for his stimulating epigrams, yet this phrase seems to generate a metaphor for life and although not a question, like in Merchant of Venice, Wilde questions the similarities of love and hatred. When searching the word ‘love’ up on Thesaurus. com it provides a list of antonyms, including ‘hatred’, and vice-versa and yet here we see Wilde placing the two, opposing verbs, hand in hand. Wilde’s underlying purpose within ‘The Ballad of Reading Gaol’ is not to recount his experiences at Reading, but what Wilde is really looking for is the mode of interaction in which love and hatred are one and indivisible, in which the bitterness is an expression of the admiration. Written in the nineteenth century Mew’s poem, ‘The Trees are Down’, was completely ahead of its time and in today’s society is seen as an empowering demonstration of humanity’s destructive ignorance. Using the line from the revelation Mew makes deep connections with the past and by examining her present looks into the future of what is to come, what is now extremely relevant. The purpose of this is to reveal society’s destructive nature and speak out against the destruction of our heritage as ‘half my life it has beat with’. Lawrence examines prejudices of the human race towards animals, within the poem, ‘The Snake’, and how we accept the words fed to us in an alleged ‘education’. However the irony of it all is that we are one with the Snake and this is what Lawrence was trying to achieve. Describing the snake drinking from trough as if ‘he’ is a person, the same as the narrator, then ‘he’ looks up ‘just like cattle do’. Lawrence’s connections across the animal kingdom; man, snake and cattle alike, break down the barriers of humans vs. animals, generating a scene of equality. However it is once the narrator’s ‘voice of†¦ education’ convinces him otherwise, his face becomes humanity; fearful and paranoid. Each text focuses on humanity and from here branches off the love-hate, ignorance and prejudices of the human race. Wilde highlights the correlations between love and hatred we express towards one another, Mew exemplifies humanity losing touch with their heritage, whilst Lawrence’s reveals the irony within humankind’s prejudices. In all three cases the writer is attempting to exemplify how two effects, wildly different, grow closer together, reciprocating off one another, or how two objects, scientifically/emotionally tied together can push one another away.

Running Training Essay -- Compare Contrast Papers

Running Training For the past several years runners all over the world have been trying to figure out and arguing over the simple question: â€Å"Is high mileage training better than low mileage, during training season?† Kenyan’s in Africa have been running unbelievable amounts of mileage for years, and tend to always be in the top field in any race over five thousand meters. While Africans have been leading the fields for years, where do the best US runners end up? Not in the lead pack! Perhaps they are training too hard to be like their Kenyan counterparts. I think a lot of runners believe that if they train like the runners from Kenya that they will have the same results. When in truth they end up running themselves into the ground. Perhaps that is why there are others that think that if they train light and more to their athletic ability level that they will have better results. Many runners think that less mileage is better for a runner during training season, as does George Sheehan who wrote the essay titled â€Å"Training: More or Less.† In his essay he claims that he believes the optimal distance for athletes is twenty to twenty-five miles per week, including speed work, and races. While his theory on training might be correct for his level of training, it may not be sufficient for other runners who are serious about training with all they have. Many believe that in order to get better they must put in the miles on the road, which will get their legs used to the stress put on their muscles and feet during the course of a race. As a distance runner for the Buena Vista University Cross Country and Track team, in Storm Lake, Iowa, my experience with low mileage training and high mileage training came out wit... ... further distances. Runners are entitled to their own opinion, because everybody’s bodies are different and are more fit for running different levels of mileage. While those runners are training with low mileage, others who are against running low mileage because they believe that getting the body used to running further distances will improve their running. The above research gave plenty of examples of how there is a rebuttal going on where some runners believe that less training means more output, as well as how some believe that more training means more output. Examples are given throughout the paper to support both ideas. Works Cited Hage, Jim. When Less Really is Less. 15 Apr. 2002 . Sheehan, George. Training: More or Less. 1991. 15 Apr. 2002 .

Gcse History Revision Notes – Germany

History Revision Notes – Germany Weimar – strengths and weaknesses The Weimar Republic After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919 at the small town of Weimar. It was too dangerous to make a declaration in Berlin where there had just been a revolt by a Communist group called the Spartacists. STRENGTHS †¢ A Bill of Rights guaranteed every German citizen freedom of speech and religion, and equality under the law. †¢ All men and women over the age of 20 were given the vote. †¢ There was an elected president and an elected Reichstag (parliament). The Reichstag made the laws and appointed the government, which had to do what the Reichstag wanted. WEAKNESSES †¢ Proportional representation – instead of voting for an MP, like we do in Britain,Weimar Germans voted for a party. Each party was then allocated seats in the Reichstag exactly reflecting (proportional' to) th e number of people who had voted for it. This sounds fair, but in practice it was a disaster it resulted in dozens of tiny parties, with no party strong enough to get a majority, and, therefore, no government to get its laws passed in the Reichstag. This was a major weakness of the Republic. Article 48 – this said that, in an emergency, the president did not need the agreement of the Reichstag, but could issue decrees [Decrees: Laws passed by one minister in a parliament, which have not been approved by the majority parliament. ]. The problem with this was that it did not say what an emergency was, and in the end, it turned out to be a way that Hitler used to take power legally. Weimar – problems 1919-1923 The Weimar Republic faced opposition from the outset in 1919, after the signing of the Treaty of Versailles. Economic hardship affected the whole nation and led to uprisings and assassinations.Key problems The Weimar Republic was created at a time of confusion and ch aos after Germany had lost the First World War. Many people felt that Germany had received a very harsh deal in the Treaty of Versailles and they resented the government for signing it and agreeing to its conditions. The Weimar Republic faced violent uprisings from various groups, not to mention economic problems. Germany between 1918 and 1919 was in chaos. People were starving, the Kaiser had fled and people hated the government for signing the armistice to end the war in November 1918 – they called them the November criminals.Bands of soldiers called Freikorps refused to disband and formed private armies. It was not a good start for the Republic. There was continuous violence and unrest: †¢ In March 1920, there was a rebellion – the Kapp Putsch – that aimed to bring back the Kaiser . †¢ Nationalist terror groups assassinated 356 government politicians. †¢ Many of the people in Germany were communists who wanted to bring in a Russian-style commun ist government. There were a number of communist uprisings. For instance, in 1919 the Spartacists rebelled in Berlin. [pic] The Kapp Putsch march in March 1920, the right-wing nationalist Dr Wolfgang Kapp took over Berlin. The army refused to attack him; he was only defeated when the workers of Berlin went on strike. The Weimar government's main crisis occurred in 1923, when the Germans failed to make a reparations payment ( payments made for damage caused in WW1. Part of T of V) on time, which set off a train of events that included: †¢ a French invasion of the Ruhr †¢ a general strike †¢ hyperinflation †¢ a number of communist rebellions †¢ an attempted Nazi putsch in Munich Weimar – crisis of 1923The 1923 crisis began when Germany missed a reparations payment. This situation spiralled out of control and once again the German people were unhappy and in financial difficulty, so uprisings occurred throughout the country. Hyperinflation The sudden floo d of paper money into the economy, on top of the general strike – which meant that no goods were manufactured, so there was more money, chasing fewer goods – combined with a weak economy ruined by the war, all resulted in hyperinflation. Prices ran out of control – eg a loaf of bread, which cost 250 marks in January 1923 had risen to 200,000 million marks in November 1923.German's currency became worthless. But remember: †¢ Some people made fortunes during the crisis. One man borrowed money to buy a herd of cattle, but soon after paid back his loan by selling one cow. †¢ People on wages were safe, because they renegotiated their wages every day. †¢ Pensioners on fixed incomes and people with savings were the most badly hit. One woman sold her house with the intention of using the money to live on. A few weeks later, the money wasn't even enough to buy a loaf of bread. The Early Nazi Party The Nazi ideology: †¢ Lebensraum – the need for ‘living space' for the German nation to expand. A strong Germany – the Treaty of Versailles should be abolished and all German-speaking people united in one country. †¢ Fuhrer – the idea that there should be a single leader with complete power rather than a democracy. †¢ Social Darwinism – the idea that the Aryan race was superior and Jews were ‘subhuman'. †¢ Autarky – the idea that Germany should be economically self-sufficient. †¢ Germany was in danger – from Communists and Jews, who had to be destroyed. The appeal of the Nazis In the 1920s, the Nazis tried to be all things to all people.The 25-Point Programme had policies that were: †¢ Socialist – eg farmers should be given their land; pensions should improve; and public industries such as electricity and water should be owned by the state. †¢ Nationalist – all German-speaking people should be united in one country; the Treaty of Versaille s should be abolished; and there should be special laws for foreigners. †¢ Racist – Jews should not be German citizens and immigration should be stopped. †¢ Fascist – a strong central government and control of the newspapers. The Nazis did not appeal to: †¢ working men who voted Communist intellectuals such as students and university professors They were popular with: †¢ nationalists and racists †¢ farmers †¢ lower middle-class people such as plumbers and shopkeepers who were worried about the chaos Germany was in †¢ rich people worried by the threat from Communism Rebellions Unsurprisingly, the hardships created by hyperinflation led to many uprisings as groups struggled to take power from Weimar. The Munich Putsch 1923 In November 1923, Hitler tried to take advantage of the crisis facing the Weimar government by instigating a revolution in Munich.It seemed like the perfect opportunity, but poor planning and misjudgement resulted in failure and the subsequent imprisonment of Adolf Hitler. Summary At first, the Nazis were just a terrorist group. Hitler assembled a large group of unemployed young men and former soldiers, known as the storm troopers (the SA), which attacked other political groups. Hitler hoped to take power by starting a revolution During the crisis of 1923, therefore, Hitler plotted with two nationalist politicians – Kahr and Lossow – to take over Munich in a revolution.Hitler collected his storm troopers and told them to be ready to rebel. But then, on 4 October 1923, Kahr and Lossow called off the rebellion. This was an impossible situation for Hitler, who had 3,000 troops ready to fight. [pic] Hitler waved a gun at Khar and Lossow On the night of 8 November 1923, Hitler and 600 storm troopers burst into a meeting that Kahr and Lossow were holding at the local Beer Hall. Waving a gun at them, Hitler forced them to agree to rebel – and then let them go home. The SA took over the army headquarters and the offices of the local newspaper. 16 Nazis were killed in the scuffleThe next day, 9 November 1923, Hitler and his Nazis went into Munich on what they thought would be a triumphal march to take power. However, Kahr had called in police and army reinforcements. There was a short scuffle in which the police killed 16 Nazis. Hitler fled, but was arrested two days later. Why did Hitler attempt the Munich Putsch in 1923? 1. By 1923, the Nazi party had 55,000 members and was stronger than ever before. 2. The Weimar Republic was in crisis and about to collapse. 3. In September 1923, the Weimar government had called off the general strike, and every German nationalist was furious with the government. . Hitler thought he would be helped by important nationalist politicians in Bavaria. 5. Hitler had a huge army of storm troopers, but he knew he would lose control of them if he did not give them something to do. 6. Hitler hoped to copy Mussolini – the Italia n fascist leader – who had come to power in Italy in 1922 by marching on Rome. Results of the Munich Putsch The Munich Putsch was a failure. As a result: 1. The Nazi party was banned, and Hitler was prevented from speaking in public until 1927. 2. Hitler went to prison, where he wrote ‘Mein Kampf'.Millions of Germans read it, and Hitler's ideas became very well-known. 3. Hitler decided that he would never come to power by revolution; he realised that he would have to use constitutional means, so he organised: o the Hitler Youth o propaganda campaigns o mergers with other right-wing parties o local branches of the party, which tried to get Nazis elected to the Reichstag o the SS as his personal bodyguard, which was set up in 1925 It was this strategy of gaining power legitimately that eventually brought him to power. How did the Weimar Republic survive?In 1923 the Weimar Republic was teetering at the brink of a very large cliff with problems such as hyperinflation, attem pted revolutions and public discontent, pushing it increasingly towards the edge. How could the Republic possibly survive? Gustav Stresemann and Charles Dawes In 1923, the Weimar Republic was on the verge of collapse, but, surprisingly, the crisis was the start of a period of stability and success. The period 1923-1929 was a time when the economy boomed and cultural life flourished in Germany. This dramatic turnabout happened because Germany was saved by two people – Gustav Stresemann and Charles Dawes.Gustav Stresemann had been a nationalist, but he realised that something needed to be done to save Germany. Under Stresemann's guidance, the government called off the strike, persuaded the French to leave the Ruhr and even got the rest of the world to allow Germany to join the League of Nations in 1926. Stresemann also introduced reforms to help ordinary people such as job centres, unemployment pay and better housing. Charles Dawes was the US budget director. In 1923, he was se nt to Europe to sort out Germany's economy. Under his advice, the German Reichsbank was reformed and the old money was called in and burned.This ended the hyperinflation. Dawes also arranged the Dawes Plan with Stresemann, which gave Germany longer to pay reparations. Most importantly, Dawes agreed to America lending Germany 800 million gold marks, which kick-started the German economy. Was Weimar stable during 1923-1929? Despite all the successes, many historians believe that the stability of the Weimar republic was illusory: 1. The nationalists and fascists did not win many seats in the Reichstag, but they were allowed to exist and campaign, so they were just waiting for the right opportunity to attempt a takeover again. . Everything depended on American money – if that stopped, Germany was ready to return to crisis. 3. No political party had a majority. Coalition gov’t struggled to agree and get laws passed. 4. Dawes Plan and new currency meant eco was stable Hitler 's rise to power Hitler's rise to power cannot be attributed to one event, but a mixture of factors including events happening outside Germany, the strengths of the Nazi party, and the weaknesses of other parties within Germany. Hitler used these factors to his advantage and in 1933 he legitimately gained power to become chancellor.In 1929, the American Stock Exchange collapsed, and caused an economic depression. America called in all its foreign loans, which destroyed Weimar Germany due to the Dawes Plan. Unemployment in Germany rose to 6 million. The government did not know what to do. In July 1930 Chancellor Bruning cut government expenditure, wages and unemployment pay – the worst thing to do during a depression. He could not get the Reichstag to agree to his actions, so President Hindenburg used Article 48 to pass the measures by decree. The Nazis gain support Anger and bitterness helped the Nazis to gain more support.Many workers turned to communism, but this frightened wealthy businessmen, so they financed Hitler's campaigns. Many middle-class people, alarmed by the obvious failure of democracy, decided that the country needed a strong government. Nationalists and racists blamed the Treaty of Versailles and reparations. [pic] In 1928, the Nazis had only 12 seats in the Reichstag; by July 1932 they had 230 seats and were the largest party. The government was in chaos. President Hindenburg dismissed Bruning in 1932. His replacement – Papen – lasted six months, and the next chancellor – Schleicher – only lasted two months.Hindenburg had to use Article 48 to pass almost every law. In January 1933, Hindenburg and Papen came up with a plan to get the Nazis on their side by offering to make Hitler vice chancellor. He refused and demanded to be made chancellor. They agreed, thinking they could control him. In January 1933, Hitler became chancellor, and immediately set about making himself absolute ruler of Germany using Articl e 48. Reasons why Hitler rose to power 1. Hitler was a great speaker, with the power to make people support him. 2. The moderate political parties would not work together, although together they had more support than the Nazis. . The depression of 1929 created poverty and unemployment, which made people angry with the Weimar government. People lost confidence in the democratic system and turned towards the extremist political parties such as the Communists and Nazis during the depression. 4. The Nazi storm troopers attacked Hitler's opponents. 5. Goebbels' propaganda campaign was very effective and it won support for the Nazis. The Nazis targeted specific groups of society with different slogans and policies to win their support. 6. Hitler was given power in a political deal by Hindenburg and Papen who foolishly thought they could control him. . German people were still angry about the Treaty of Versailles and supported Hitler because he promised to overturn it. 8. Industrialists ga ve Hitler money and support. How Hitler consolidated power 1933-1934 Dates and events 1933-1934 |Date |Event | |27 Feb 1933 |Reichstag Fire Hitler used the fire to his advantage in two ways: | |[pic] |It gave him an opportunity to imprison many communist leaders, which stopped them campaigning during the election. | |It allowed the Nazis to say that the country was in danger from the communists during its election campaign. | | |Both these actions helped the Nazis to win more seats in the election. | | |When the courts convicted Dutch Communist van der Lubbe, but did not convict otherCommunist leaders, Hitler was furious and | | |replaced the courts with the Nazi People's Courts. | |5 Mar 1933 |General Election – only 44 per cent of the population vote for the Nazis, who win 288 seats in the Reichstag. |[pic] |Although it did not give the Nazis the majority that Hitler had hoped for in the Reichstag, it gave them enough seats – after | | |Hitler had arrested all the co mmunist deputies and the other parties had been intimidated by the SA – to get the Enabling Act | | |passed, which is all Hitler needed to do. | |23 Mar 1933 |Enabling Act – the SA intimidates all the remaining non-Nazi deputies. The Reichstag votes to give Hitler the right to make his | |[pic] |own laws. | |Arguably the critical event – it gave Hitler absolute power to make his laws. | |26 April 1933 |Local government is reorganised – the country is carved up into 42 Gaus, which are run by a Gauleiter. These Gaus are separated | |[pic] |into areas, localities and blocks of flats run by a Blockleiter. Hitler sets up the Gestapo. | | |This put the Nazis in control of local government, and allowed the Gestapo to rule by terror. | |2 May 1933 |Trade unions are abolished and their leaders arrested. |[pic] |Abolishing the trade unions allowed Hitler to destroy a group that might have opposed him. It also gave Hitler the opportunity | | |to set up the German La bour Front, which gave him control over German workers. | |20 June 1933 |Concordat – Hitler makes an agreement with the Pope who sees him as someone who can destroy communism. This agreement allows | |[pic] |Hitler to take over political power in Germany as long as he leaves the Catholic Church alone.Hitler's agreement with the Pope | | |was a temporary truce that allowed Hitler to ban the Catholic Zentrum party without opposition from the Catholic Church. | |14 July 1933 |Political parties are banned – only the Nazi party is allowed to exist. | |[pic] |Banning political parties made Germany a one-party state and destroyed democracy in the country. | | |After this action, Germans could no longer get rid of Hitler in an election. |24 April 1934 |People's Courts – Hitler sets up the Nazi people's courts where judges have to swear an oath of loyalty to the Nazis. | |[pic] |These were set up to give Hitler greater control over the judgements made in courts. Hitler w as furious because the courts did | | |not sentence the communists to death for starting the Reichstag fire. | |30 June 1934 |Night of the Long Knives – some SA leaders are demanding that the Nazi party carry out its socialist agenda, and that the SA | |[pic] |take over the army.Hitler cannot afford to annoy the businessmen or the army, so the SS [SS: Also known as the Blackshirts. A | | |German police/ military style organisation created to serve as the personal bodyguards of Adolf Hitler. In Hitler's Germany they| | |eventually controlled the intelligence, security and police forces, and extermination of those they considered undesirable. ] | | |murders perhaps 400 of the SA members, including its leader Rohm, along with a number of Hitler's other opponents. | |This destroyed all opposition within the Nazi Party. It gave power to the brutal SS. It also showed the rest of the world what a| | |tyrant Hitler was. | |19 Aug 1934 |Fuhrer – when Hindenburg dies, Hitler dec lares himself jointly president, chancellor and head of the army. This formally made | |[pic] |Hitler the absolute ruler of Germany. | Many historians believe that Nazi Germany only appeared to be a dictatorship.In fact, officials were left to make most of the decisions themselves, and the Nazi government was badly-organised, and chaotic. Hitler and the army It is important to note that in 1934, the army was not subject to Hitler's authority. At this point, he still needed the army's support, which is why he destroyed the SA in the Night of the Long Knives. In 1938, army leaders hoped Hitler's plan to conquer the Sudetenland would fail and give them an opportunity to depose [Depose: To remove a ruler or monarch. ] him.When he suceeded, their attempt to get rid of him fell apart, and Hitler dismissed the chief of staff and 60 other generals. Thereafter, the army was also subservient to Hitler. The structures of control in the Nazi state Hitler introduced many policies and measures to ensure the Nazis remained in control, once he declared himself Fuhrer. These measures dealt with political opponents, as well as ordinary people, who suddenly found their private, social and working lives controlled by the Nazis. Seven key structures The Nazi party aimed to control every aspect of people's political, social and working lives.It maintained control through a mixture of propaganda [Propaganda: A type of advertising for an idea or cause, produced by supporters or opponents of that idea or cause. It is usually produced to influence how the people of a nation think. ] and intimidation. 1. Government (political) The way Hitler consolidated power in 1933-1934 meant that the Nazis had absolute control of national and local government. 2. Religion (social) †¢ Hitler believed that religion was a threat to the Nazis' control over people's minds, so he tried different ways to reduce the power of the church over people.Non-Nazi Catholic priests and Protestant pastors such a s Martin Niemoller and Dietrich Bonhoffer were sent to concentration camps. †¢ Jews and Jehovah's Witnesses were openly persecuted. †¢ Hitler set up a state Reich Church, which banned the Bible and the cross. †¢ Nazis encouraged people to revive the old Viking myths and ceremonies. 3. Culture (social) †¢ Hitler ordered Nazification – the imposition of Nazi values – on all aspects of German life. Artists had to produce acceptable paintings that portrayed Nazi values. †¢ Jazz music was banned. †¢ Books written by Jews were publicly burned. Homosexuals were persecuted; they did not fit the Nazi image of the ideal family. †¢ The Olympic Games of 1936 were a huge Nazi propaganda success. 4. Work (working) †¢ Dr Robert Ley, head of the DAF [DAF: German Labour Front ], boasted that he controlled workers' lives from the ‘cradle to the grave'. The RAD (National Labour Service) sent young men on public works. †¢ Hitler introduce d conscription in 1936; most men went into the army after the RAD. †¢ The DAF (German Labour Front) controlled workers' conditions at work. †¢ The KdF (Strength through Joy) movement regulated their leisure time. . Education and youth (working) †¢The lives of young people were controlled both in and out of school to turn them into fanatical Nazis. Non-Nazi teachers and university professors were sacked; teachers had to join the National Socialist Teachers' League. †¢ Textbooks were re-written to include Nazi political and racial ideas. †¢ History was taught to glorify Germany. †¢ There was a concentration on physical fitness. †¢ Girls were taught cookery; boys were taught science and maths. †¢ The Hitler Youth was compulsory; it indoctrinated boys and prepared them for war. The Nazi Girls' youth organisation – the BDM – was compulsory; it indoctrinated girls and prepared them for church, children and cooking. 6. Terror (method of control) †¢ Germany became a country where it was unsafe to do or say anything critical of the government. SS and Gestapo (Secret State Police. ) †¢ Blockleiters in each block of flats and street informed on ‘grumblers'. †¢ Arrests of thousands of people terrified opponents. †¢ Set up Nazi people's courts. †¢ Concentration camps.7. Propaganda (method of control) Josef Goebbels controlled the Propaganda Ministry, which aimed to brainwash people into obeying the Nazis and idolising Hitler. Mass rallies at Nuremberg. †¢ Newspapers were censored. †¢ People's radios were sold very cheaply, but broadcasts were controlled. †¢ Films were controlled to make films that glorified war and pilloried the Jews. †¢ Loudspeakers in public places blared out Nazi propaganda. †¢ Cult of personality – Hitler's picture was everywhere, and he was portrayed as Germany's saviour. Women in the Nazi state Hitler had very clear ideas about the wom an's role in the Nazi state – she was the centre of family life, a housewife and mother. Hitler even introduced a medal for women who had eight or more children!The role of women The Nazis had clear ideas of what they wanted from women. Women were expected to stay at home and look after the family. Women doctors, teachers and civil servants were forced to give up their careers. Even at the end of the war, women were never asked to serve in the armed forces. Their job was to keep the home nice for their husband and family – their life should revolve round the three ‘Ks': †¢ church †¢ children †¢ cooking Goebbels said: â€Å"The mission of women is to be beautiful and to bring children into the world. † Hitler wanted a high birth rate, so the population would grow.The Nazis even considered making it law that families should have at least four children. Girls did keep fit in the BDM [BDM: Bund Deutscher Madel – the German group for girls age 14+ ] to make themselves healthy for childbirth, but they were discouraged from staying slim, because it was thought that thin women had trouble giving birth. The Law for the Encouragement of Marriage gave newly wed couples a loan of 1,000 marks, and allowed them to keep 250 marks for each child they had. Mothers who had more than eight children were given a gold medal.Unmarried women could volunteer to have a baby for an Aryan [Aryan: a person of European decent (not Jewish) often with blond hair and blue eyes – the Nazis viewed as the superior human race ] member of the SS Women were supposed to emulate traditional German peasant fashions – plain peasant costumes, hair in plaits or buns and flat shoes. They were not expected to wear make-up or trousers, dye their hair or smoke in public. Opposition Those who spoke out against Hitler and his policies faced intimidation and threats from the Gestapo or imprisonment and in some cases execution.However, there were so me brave individuals and groups who openly opposed Hitler and his policies. Who opposed Hilter? It was difficult – and dangerous – to oppose Hitler. However, some brave people did try: 1. The Catholic Archbishop of Munster, von Galen, led a successful campaign to end euthanasia of mentally-disabled people. 2. Some Catholic priests opposed Hitler. In 1937, the Pope's message ‘With Burning Concern' attacked Hitler as ‘a mad prophet with repulsive arrogance' and was read in every Catholic church. 3. The White Rose group was formed by students at Munich University.They published anti-Nazi leaflets, but were discovered and executed in 1944. 4. A paramilitary wing of the Social Democratic Party, called the Reichsbanner, sabotaged railway lines and acted as spies. 5. During the war, ‘swing' groups were formed. These were young people who rejected Nazi values, drank alcohol and danced to jazz. More violent groups were called the Edelweiss Pirates. They daubed anti-Nazi slogans, sheltered deserters and beat up Nazi officials. In 1944, the Cologne Pirates (the Edelweiss Pirates based in Cologne) killed the Gestapo chief, so the Nazis publicly hanged 12 of them. . Many Protestant pastors, led by Martin Niemoller, formed the Confessional Church in opposition to Hitler's Reich Church. Niemoller was held in a concentration camp during the period 1937-1945. Another Protestant pastor, Dietrich Bonhoffer, took part in the 1944 bomb plot and was executed. 7. In 1944, a group of army officers and intellectuals called the Kreisau Circle tried to bomb Hitler. The bomb was planted by Colonel Stauffenberg. It exploded, but Hitler survived. In retaliation, 5,000 people were executed. Persecution Who did the Nazis persecute?The Nazis believed that only Germans could be citizens and that non-Germans did not have any right to the rights of citizenship. The Nazis racial philosophy taught that some races were untermensch (sub-human). Many scientists at this time believed that people with disabilities or social problems were genetic degenerates whose genes needed to be eliminated from the human bloodline. The Nazis, therefore: †¢ Tried to eliminate the Jews. †¢ Killed 85 per cent of Germany's Gypsies. †¢ Sterilised black people. †¢ Killed mentally disabled babies. †¢ Killed mentally ill patients. †¢ Sterilised physically disabled people and people with hereditary diseases. Sterilised deaf people. †¢ Put homosexuals, prostitutes, Jehovah's Witnesses, alcoholics, pacifists, beggars, hooligans and criminals – who they regarded as anti-social – into concentration camps. How the Nazis persecuted the Jews: key dates 1933 †¢ Boycott of Jewish businesses. †¢ Jewish civil servants, lawyers and teachers sacked. †¢ Race Science lessons to teach that Jews are inferior 1935 †¢ ‘Jews not wanted here' signs put up at swimming pools etc. †¢ Nuremberg laws (15 September) Je ws could not be citizens. They were not allowed to vote or to marry a German. 1938 †¢ Jews could not be doctors. Jews had to add the name Israel (men) or Sarah (women) to their name. †¢ Jewish children forbidden to go to school. †¢ Kristallnacht (9 November) – attacks on Jewish homes, businesses and synagogues [Synagogues: These are places of Jewish worship and community. ]. [pic] A shop damaged during Kristallnacht 1939 †¢ Jews were forced to live in ghettoes. 1941 †¢ Army Einsatzgruppen squads in Russia started mass-shootings of Jews. †¢ All Jews were forced to wear a yellow star of David. 1942 †¢ Wansee Conference (20 January) decided on the Final Solution, which was to gas all Europe's Jews.The main death camps were at Auschwitz, Treblinka and Sobibor. Economic policies and benefits Hitler's economic policy had four main ideas: 1. Full employment – the idea that everyone should have a job. By 1939, there was virtually no unemploym ent in Germany. 2. Beauty of Work – the Nazis set up the SdA (Beauty of Work) to help Germans see that work was good, and that everyone who could work should. In fact – because the Nazis had abolished the trade unions, banned strikes, and given more power to the industrialists – real wages fell and hours were longer under Hitler. 3. Re-armament begun in 1935 – the idea of ‘guns before butter'. . Autarky – there was an unsuccessful attempt at making Germany self-sufficient.The good life in Nazi Germany Despite the loss of political and religious freedom, life improved in Germany for many ordinary people who were prepared to ‘toe the line' and look the other way. †¢ Everybody had a job, and a wage. To people who had been unemployed and starving, ‘work and bread' was a wonderful blessing worth every civil liberty they lost. †¢ The Nazis set up KdF (Strength through Joy), which gave workers rewards for their work – ev ening classes, theatre trips, picnics, and even free holidays. The Nazis devised a scheme to allow workers to buy a Volkswagen Beetle car for a small weekly payment. †¢ People appreciated the public works – eg new schools and hospitals. †¢ Nazi Youth groups provided activities and holidays for young people. How Hitler increased employment Hitler introduced many policies to fulfil his goal of full employment: †¢ He stopped paying reparations and invested the money in German companies. †¢ He began a huge programme of public works including planting forests, and building hospitals and schools. He also built public buildings such as the 1936 Olympic Stadium.The construction of the autobahns created work for 80,000 men. †¢ Rearmament created jobs in the armaments industry. †¢ The introduction of national service meant all young men spent six months in the RAD [RAD: The labour service in which young men in Germany had to do a six-month compulsory stint . ] and then they were conscripted into the army. By 1939, 1. 4 million men were in the army, so they were not counted as unemployed. †¢ Many Jews were sacked and their jobs given to non-Jews. †¢ Many women were sacked and their jobs given to men.

Term Paper Social Work Ethics

Scenario one speaks about a single unemployed mother of two children who is thinking about having an abortion. She decides to make an appointment with a Social Worker about it, however that Social Worker decides that it’s not in the best interest of the client, doesn’t care about her wants and hands her a church pamphlet. Right away I see that there is a direct infraction, as a Social Worker one should never speak of their own beliefs and values when working alongside with a client. A Social Worker should always put what the client wants, within reason, first, as an act of self-determination for the client.The infraction that I found in the Code of Ethics is the third principle â€Å"Responsibility to Client†, specifically looking at the sub-principles 3. 1 and 3. 4. 3. 1 Speaks of how College members must â€Å"provide clients with accurate and complete information regarding the extent, nature and limitations of any services available to them† (pg. 11 Cod e of Ethics). As a member of the College, we as Social Workers have a duty to provide all resources available to a client, even if it may not agree with our own personal values, attitudes and beliefs.I also believe that we are responsible to provide accurate information; as a Social Worker I would not turn away a client looking for resources and tell her to go to a church, specifically my own church, and to seek God and forgiveness for thinking of abortion. I think it is important to deal with each situation without any hidden agendas and to look for the best possible outcome for the specific clients requests. 3. 4 Discusses how College members â€Å"do not discriminate against anyone based on race, religion, political affiliation, national origin etc†¦Ã¢â‚¬  (pg. 11, Code of Ethics).I think this was appropriate as a sub-principle as it speaks of how this Social Worker in the scenario brings in their own personal values, attitudes and beliefs and uses them against the client seeking professional help. I believe it is a direct infraction of one’s religion and rights as a person. As a Social Worker, I would have spoken to Mrs. Tremblay thoroughly to make sure that this is what she wants, as it is a permanent decision and I would want to make sure that this decision was made purely from her decision and not based on what I have to say. I would have given Mrs.Tremblay resources that are available that she may have wanted, such as hospitals, support groups, counseling services etc, and well as letting Mrs. Tremblay know that if she ever needs extra support that I would be available with a non-judgmental ear. Scenario two speaks of how Mr. Smith feels â€Å"blue† and see’s a Social Worker in therapy, however that Social Worker tells Mr. Smith that he/she is specialized in Mental Health, and diagnoses Mr. Smith with a depressive episode of Bipolar Affective Disorder, and tells the client to start group therapy and take a week vacation to h elp alleviate the symptoms.From reviewing the case, it would have to depend on whether or not this Social Worker has a Doctorate Degree in Social Work to be able to diagnose the client or not (as mentioned in the footnote from the Advertising principle) however from reading the text, I feel as though this Social Worker believes that he/she has just specialized in the field of Mental Health, and not earned a Doctorate in the field. I found that the infraction happened under second principle of â€Å"Competence and Integrity†, under â€Å"Competence† with the sub-principles 2. . 1 and 2. 1. 3. 2. 1. 1 Discusses how â€Å"members are responsible for being aware of the extent and parameters of their professional scope† (pg. 5, Code of Ethics). I believe that this is a direct infraction to what happened in the scenario. Since the Social Worker believes that they are specialized in the field because it is an area of practice that they have worked in seeing many patien ts â€Å"like him†, however does not have the appropriate credentials, the services are beyond the member’s professional scope of practice.As a Social Worker, and a member of the college, I would follow what the sub-principle says, and recommend for a particular service, refer Mr. Smith to other professionals who are able to legally diagnose Mr. Smith. 2. 1. 3 Discusses how â€Å"College members maintain current knowledge of policies, legislations programs and issues related to the community in their area of practice† (pg. 6, Code of ethics). I think that this was an appropriate sub-principle as it describes that any member of the College should have full knowledge of their boundaries regarding what and what they are not allowed to discuss with clients.If I were the Social Worker in this scenario, I would have talked to Mr. Smith about how he is feeling, to try and see which professional I could recommend Mr. Smith to. I would take notes on what we talked about, such as Mr. Smith feeling withdrawn, poor appetite and loss of sleep and referred him to the professional I feel would fit Mr. Smith the best. I feel as though it would possibly be beneficial to continue seeing Mr. Smith to talk about how he is feeling, and create goals with him if he wanted to continue our services together, however I would not ersonally diagnose Mr. Smith since I do not have a specific Doctorate in that area. Scenario three discusses that an Aboriginal girl is having troubles at home, and was picked up and brought to the Social Workers office. The Social Worker feels conflicted because the family is an â€Å"upstanding† family in the community and that Social Worker cannot believe that they are having family troubles. The Social Worker calls to let the family know that they have the child.With this case, I see that there is a slight of a conflict of interest and a judgment made seeing how the family is an â€Å"upstanding family† and that the Social Worker â€Å"cannot believe that they have having problems†. However, I feel as though there wasn’t an infraction made seeing as the Social Worker on the case did not provide any services to the family. The Social Worker was the Worker on hand who initially greeted the child upon the drop-off, therefore has a Duty to Report. The principle that I found this case was a part of was principle of Integrity found under the second principle, and the sub-principle is 2. . 1. 2. 2. 1 Speaks of how â€Å"College members do not engage in professional relationships that constitute of a conflict of Interest†¦ College members do not provide any professional service to a client† (pg. 6, Code of Ethics). Since the Social Worker only performed what their specific task was, and did not provide any professional service to that child, I believe that no infraction was created. If I were a Social Worker on Case, I would have called the family to let the child know that they wer e in my current care, however I would not engage in any professional relationships since it is a conflict of interest.I would speak to another coworker or supervisor to discuss this conflict, I would write a brief case note describing that I was initially at intake, that I could not continue my professional duty as a Social Worker due to the conflict of interest, and I would write who I passed the case along too. I would also include a signature from my coworker as a trail in case the notes were ever subpoenaed to court. Scenario four discusses how a Social Worker is a full-time worker at a large family counseling agency and maintains a private practice two evenings a week in his/her home office.Since the office has a six month waiting list for services, management asks you to take referrals in your private practice. In this case, there is no infraction. The Social Worker on case is accepting referral’s from other employee’s which is mentioned in the Footnotes of the p rinciple â€Å"Responsibility to Client† which mentions that â€Å"College members may accept referrals from their employees†(pg. 12 Code of Ethics). However, if the case was that the College member is â€Å"soliciting their employer’s clients for private practice† it would be a violation of the sub-principle 3. (pg. 11, Code of Ethics). If I were to be the Social Worker on hand in this case, I would make sure that the only clients I spoke to in terms of coming into my private practice were strictly those who were referred to by other members of the College. I value and believe in the help that can be received when asked for, and by allowing other members to be part of this â€Å"helping movement† we are aiding in their own goals to be reached which helps one with their own values of self-determination. Scenario five discusses how Mr.Smith wants his Social Worker to write up an illness certificate so that he can have a few weeks off work, however M r. Smith has no problems that would justify getting that time off work, but that Social Worker feels that a week off from work is good for everybody in general. Reading through this I see right away that there is an infraction. There is no reason that Mr. Smith should get a week off work because he has made some progress in therapy, and has been working well on his problems. I see the infraction under the Fourth principle of â€Å"Social Work and Social Service Work records† under the sub-principle 4. . 2. 4. 1. 2 Discusses how â€Å"College members do not make statements in the record†¦ record, issue or sign a certificate, report or other document†¦ that is known to be false, misleading or inaccurate†(pg. 15 Code of Ethics). In this case, the Social Worker feels as though Mr. Smith would benefit from having this week off and decides that it is a good idea, though Mr. Smith has no problems that would qualify him for this week off. In my own opinion, if I were the Social Worker in the case, I would continue to motivate Mr.Smith with his new found self-determination, especially when he is continuing to progress and complete goals that were initially set for him, why would a week off be beneficial. I feel as though that week off may set off a pattern that could lead him back to ground zero. I do not find it appropriate to fill out false information, especially when it could be documented and subpoenaed back to court and could be shown that I went out of my way to favoritize a client because he has made some substantial work in therapy.I would continue to motivate, encourage and work alongside Mr. Smith until he no longer is in need of my services. Scenario six discuses the case of a Social Worker who works in a private practice in a rural town of 5,000 and how a member of the same board would like you to talk to his son since he is having behaviour problems. I see this as an infraction of the second principle â€Å"Integrity† under the sub-principle 2. 2. 1, seeing as the Social Worker and the client know each other on personal terms, it is a direct conflict of interest. . 2. 1 Discusses how â€Å"College members do not engage in professional relationships that constitute a conflict of interest. where College members do not provide a professional service to a client†(pg. 6, Code of Ethics). In this instance, though the Social Worker in the case may be the only Social Worker in the town, he is still one of the few professionals, which means that there are other professionals that may assist his friend Barry and their child.The reason that I find it so important that we do not work with friends, acquaintances, or anyone of the sort that we know outside of our professional spectrum is biases. You cannot work with a client that you know because you will not be able to take a look at the situation with a blind eye. As a side point of the sub-principle, it mentions that doing so, â€Å"avoids conflicts of in terest and/or dual relationships with clients† (pg. 6, Code of Ethics), this means that as a Social Worker, having a professional relationship will never interfere with your personal one.It also discusses how â€Å"if the conflict of interest does arise, declaring the conflict of interest and taking appropriate steps to address it could eliminate the conflict† (pg. 6, Code of Ethics), which means that discussing the conflict of interest could avoid the whole situation entirely. If I was the Social Worker working on this case, I would discuss with my friend Barry that there is a conflict of interest and I would not be able to fully give his son the appropriate counseling required because I would be going into the counseling sessions with a hidden agenda.Since the scenario discusses that the Social Worker is one of the few, I feel like I could still reference Barry’s son to other professionals that could still talk to him about the issues that are going on. Scenari o seven discusses how there is a custody dispute where both ex-spouses agree to pay 50% of the costs, however something arises where the husband pays his and her halves of the cheque and the social worker decides that since the bill has been paid out in full, there is no need for further discussion about the money issues. From reading on about he case, I read that there is most definitely an infraction, under the principle â€Å"Fee’s† and the sub principle 6. 1. 6. 1 Discusses how â€Å"College members do not charge or accept any fee which is not fully disclosed† (pg. 29, Code of Ethics). From what I gather from the Scenario, the ex-wife was not aware of what the payment outcomes were, and since both spouses originally decided to each pay 50% of the costs I believe that by the Social Worker accepting the full bill and not discussing it with both parties, he is in fact breaking one of the principle’s under the Code of Ethics.If I was the social worker in this scenario, I would allow for both parties’ to be aware of what is happening in the custody dispute, that way there if one party is not fully accepting of what is going on, we can go ahead to figure out what the next best step is. I believe that it is important to keep both sides completely involved in the case when it, at the end involves both ex-husband and ex-wife. I, as a Social Worker value honesty and view this scenario as not being fair to both parties involved.I also believe that if this instance were to be subpoenaed to court, and the wife finds out that the husband paid her half out, and it shows that I took that money, I feel as though my professional license could be jeopardized due to the lack of honesty. Scenario eight discusses how Rachel has been referred to a mental health agency from a local Child and Family Agency in a first nation community. Rachel has two children between the ages of 5 and 7and is trying to get out of an abuse relationship. Rachel†™s sister-in-law (husband’s sister) works for the Child and Family Center, and wants to find out the update on Rachel’s situation.Personally I found this to be a complicated situation, where I would definitely want to discuss with other co-workers about their opinions for extra feedback of the best scenario. Right away I thought of the fact that Rachel’s kids are young, being 5 and 7, as soon as they enter a Shelter for Women leaving abusive relations, Children and Family Services must be called as it is a Duty to Report. However, if Rachel’s sister in law was, for instance the woman who took the initial call, it would be in her best interest to follow the rules of it being a conflict of interest and to pass the call to another worker.In this scenario it also speaks to the fact that Rachel discloses that she is worried that Richard will find out where she is, which is when the Social Worker got a call from the sister-in-law asking for an update. This So cial Worker is working in a Mental Health Agency, so the only outcome I can see it being appropriate would be to say that the children are no longer in your care, and that if there is any more details that need to be discussed, a confidentiality form must be signed by all parties included and that information must be relayed to the worker in charge of the case.Therefore, I realized that there was an infraction made regarding the fifth principle of confidentiality, under the sub-principles 5. 1 and 5. 3. 6. 5. 1 Discusses how â€Å"college members comply with applicable privacy and other legislations†¦ use of disclosure of client information including personal information, unless otherwise permitted by law† (pg. 23, code of Ethics). This discusses how unless there was a consent signed by the parties involved that allows for members of the College to speak to each other, nothing should be said that can put any client in risk.Therefore as mentioned earlier, unless there was a confidentiality form signed by all parties, and that Rachel’s sister in law was in fact on the case, this is a direct infraction. 5. 3. 6 Describes how â€Å"College members do not disclose the identity of and/or information about a person who has consulted or retained them unless the person consents† (pg. 24, Code of Ethics). As mentioned earlier, I believe that no information should ever be relayed to any other member of parties involved due to the fact that it can be a direct breach of confidentiality.In my opinion, if information is ever let out to the wrong person, that client can be put in direct harm, and even possibly killed. As mentioned earlier, I would go about this by every precaution available to make sure that my client is in the best situation for safety. I would speak to other co-workers to get a second opinion and I would go about every safety precaution from signing consent forms to discussing with those on the case from all parties involved about what is best for the client, since that is what my main priority is.Scenario nine discusses how a Registered Social Worker with a Master’s degree and 20 years in psychiatric settings has a 95% success rate in treating depression. Many clients tell the Social Worker that they are a Doctor because they believe strongly in the skills used. I found that this is an infraction as the Social Worker is not a registered Doctor and as a Social Worker should firmly state their position in the School of Social Work. The Principles that I found the infractions under are â€Å"Advertising† and the sub-principles 7. 1. 6, 7. 3. 3. 7. 1. 6 States that embers â€Å"cannot claim a special advantage that is unsupported by professional or scientific evidence† (pg. 31, Code of Ethics). Personally I feel like the Social Worker in this scenario is telling his clients that by having a 95% success rate and that many clients refer to the Social Worker as a â€Å"Doctor† when no do ctorate degree was ever received is an infraction of that rule. The Social Worker should be firm and honest with the clients stating that he is not a Doctor, however they have specialized in the field for 20 years, creating a great rapport with clients among the community. . 3. 3 States firmly that â€Å"College members correct whenever possible, false, misleading, or inaccurate information regarding qualification or services†(Pg. 32, Code of Ethics). I believe that this was a main sub-principle that was being broken. As opposed to the social worker stating that they were in fact not a Doctor, nor did he have a doctorate’s degree, the Social Worker carried on and laughed about the comments being made.As mentioned earlier, the Social Worker involved should have mentioned to all clients calling him â€Å"Doctor†, that he is in fact, just specialized in his field. As a Social Worker in this case, I would only mention what was known as true fact when it came time to speak to clients, if they assumed I was a doctor, I would correct them and state facts such as â€Å"No, not a Doctor, however, I have my masters in Social Work, and I’ve specialized in the Mental Health field for over 20 years†.I believe that honesty is what is important when it comes down to making a rapport with clients, that it is important to me as a Social Worker to be aware of these types of infractions so that there is no gray area in our sessions together as client and Social Worker. Scenario ten speaks of a Social Worker who receives a call from Pat, a potential client, which turns out that the client cannot get services from you however you refer the client to other counseling agencies. Two and a half years later, the social worker meets Pat once again and hit things off, where a sexual relationship begins.Personally, I do not see this as an infraction due to the principle of â€Å"Sexual Misconduct†, under the sub-principles 8. 8. However if circums tances were shorter and it had not been a year, this would be an infraction of 8. 6 due to the fact of the relationship starting at time of referral. 8. 8 Discusses how â€Å"sexual relationships between College members and clients whom the members have provided social work or social service work services are prohibited for a period of one (1) year following the termination of the professional relationship† (pg. 6 Code of Ethics). In my opinion, and from what I have read, the Social Worker and client discussed the situation briefly and two and a half years later have met up once again. I do not see that as a direct infraction, however if it had been short of a year, and the client had by chance worked with the Social Worker at hand to get help, there would be an infraction under the sub-principle 8. 6. 8. 6 Speaks of how â€Å"sexual relations between College members and clients at any time during the professional relationship are prohibited.College members do not have sexua l relations with any person who they’ve had a professional relationship due to the risk of creating a conflict of interest† (pg. 35, Code of Ethics). Explaining in fact that if Pat and the Social Worker did have a professional and Sexual relationship, they would be creating an infraction directly. As a Social Worker, I value, and believe that is it important to respect clients as people, and not take advantage of the vulnerability they may be facing once taking a step further to discuss deep rooted and personal issues with be, as a Social Worker.I believe that there is a rule placed for a reason and that it would not be fair to any people seeking my own personal help to take advantage of their vulnerability (intentionally or not) and use it while having a professional relationship with the client as well. Scenario eleven discusses how there is a Social Worker in an Aboriginal mental health agency, who has a specific client Mary Lou, who is about to terminate her treatme nt with the Social Worker since she has completed her goals. As a thank you gift, she has made a dream catcher for the Social Worker out of love and appreciation.Personally I do not feel that there is any infraction in this case, seeing as it was not a sexual misconduct for Mary Lou to give the gift and for the Social Worker to accept it a â€Å"thank-you gift†. Just to be certain however, I would look at the principle â€Å"Relationship to Client† under the sub-principle 1. 7. 1. 7 Discusses how â€Å"College members employed by organizations maintain an awareness and consideration of the purpose, mandate and function of those organizations and how they may limit professional relationships with clients† (pg. , Code of Ethics). I believe that in this statement it displays that College members must keep their relationship in mind when working alongside with clients. I believe that there would be a significant problem if the clients were offering us fee’s o n the side, â€Å"tips† almost, or that the client has found an emotional love for the worker, however this is not the case. As a Social Worker, I believe that there is nothing better than knowing that one appreciates what you’ve done for them in terms of creating that rapport.I believe that there is a specific reason why we all chose to get into this program, and helping others is a major reason, if it wasn’t, why else would it be? I do not believe that there is anything wrong with a gift of appreciation, especially one that demonstrates their culture. I value the rapport that we build with clients and the things we learn from each of the cases that we work on we are able to learn and grow each time. Works Cited Ontario College of Social Workers and Social Service Workers. (2008). Code of Ethics and Standards of Practice Handbooks . Toronto : Ontario College of Social Workers and Social Service Workers.

Central bank Essays - Economy, Currency, Eurozone, Monetary Policy

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