The Nazi regime was obsessively controlling over any instances involving homosexual acts. Nazi’s aim was to create an Aryan race and by doing so their goal was to terminate all existing people who threatened that.During the Holocaust millions of Jews died but some gay men did not suffer the same fate. The Nazi’s believed that gay men were not defined by the homosexual act(s) they had been a part of, instead it was believed that after strict punishment and prosecution the men would revert to “normal” sexual behaviour. As we know now this is not true but the Nazi’s believed it because without their young male youth it was thought that the regime would fall apart. Heineman’s article discusses the obsession that some Nazi leaders had with homosexuality but also mentions that it was not all leaders who were more obsessive over homosexuals than the Jews, as Heineman mentions this meant that homosexuality might be punished to different degrees depending on the person accused.
This is a violation of code 8.06 because the nature of the experiment was not clarified beforehand the professor waited until after the students begin rebelling to make a bargain for their grade. The students in the course are all familiar with one another in some way, so he or she is aware of whom the professor is referring to with the statement. Once the students rebelled to the experiment according to code 8.04 the professor should have offered an alternative assignment to prevent withdrawing (American Psychological Association, 2002). However, the professor failed to do so and violated the code previously mentioned. Overall, the professor violated several codes and should consider tips on how to fix
In this case, Ojeda’s counter argument should have been more expanded and increased with such powerful words. For example, when Ojeda highlights, “He didn’t like being denied,” she could have proclaimed that “Hitler does not appreciate the act of disapproval and he dislike being excluded.” The quote that she proceeded by Max Rothman, should have been more detailed and aggrandized. Also, she did not have a concluding sentence on her counter argument. Whereas her third paragraph and her conclusion did not have any concluding sentences as well. Overall, Ojeda did a very decent job on proving that Hitler’s environment led him to become a dictator in Gernmany.
If the teacher did not do as asked the experimenter would insist, “The experiment requires that you continue.” If the teacher still did not continue, the experimenter stated, “It’s absolutely essential that you go on.” Finally, if the teacher protested further, the experimenter would demand, “You have no choice, you must go on.” Throughout the experiment, if the teacher showed any signs of not wanting to proceed with the experiment, the experimenter would command that he does. With the increasing shocks the learner’s responses also become intense. He would protest by shouting “You have no right to hold me here!” Shouting turned into screams of excruciating pain as the voltage reached severe levels. As an ultimate resort the learner decided to stop answering but the experimenter asked no response to considered as a wrong answer and to administer the shock. The experiment ultimately reached the “Danger” level and this was when the learner’s response turned into nothing but
Society and government require people to be obedient towards authority, but is it always the best thing to do? During the aftermath of World War II many of the major leaders of the Nazi regime were put on trial for crimes against humanity (History.com). These trials were known as the Nuremburg war trials, were most of the convicted proclaimed that they were “just following orders” (McLeod 584). Being an accomplice to a crime is also against the law. In the Nuremburg trials, those accused were not breaking the law that their government had created, they were actually following it.
Milgram’s baseline experiment was to study whether people would comply with an authority figure during a brutal experiment or if they would utilize their own morals to make the experiment stop. This study was influenced by the Holocaust and Nazi war crimes. For his experiment he had taught an accomplice to pretend to receive electric shocks. The experimental subject/administrator was placed in front of some sort of dial and they were told would give them incrementing levels of shock to the actor. The administrator would then ask a series of questions and if he answered incorrectly the actor would then receive an electric shock.
He would show lovely posters for people to think that he is the best. Hitler would have a recruitment system very strict, soldiers that were trained to be ruthless and fiercely loyal. The SS could arrest people without warrant and search houses. Hitler later on built concentration camps, in these he would send people, he though was not perfect to his eyes: they would be either exterminated or would have to do hard labour. Hitler even had a secret called Gestapo; they could open your mails, tap telephones, arrest and torture people without going through courts.
After having my watershed moment, I was offended by the fact that I was taught at a young age that we should only do things that we found fun and nonstressful. I was offended by this brainwashing material that was being fed to me when I was too young to understand anything. If I could educate people based off of my realization, I would make sure that we stopped teaching children at a young age that we should only do things that we liked. Teaching children this gives them a false sense of what the future will bring them, and when negativity eventually hits them, they will want to completely stop everything, just as I did. If we taught everyone that any work toward a goal brings negativity, they will approach tasks with an open mind and an idea that whatever they are working for will truly be worth it in the long
The death penalty can be a greatly valuable device in sentencing criminals that have perpetrated a portion of the most exceedingly terrible crimes known to society. It is basic that we start to pass enactment making capital punishment lawful all through the United States so justice can be served appropriately. The morality of the death penalty has been hotly discussed for a long time. Those opposed to the death penalty say that it is immoral for the government to take the life of a citizen under any circumstance. This contention is refuted by Immanuel Kant who set forth the idea that, a society that is not willing to request a life of some individual who has taken another person 's life is essentially immoral.
Gregory Michie asks, “What has changed?” One possible answer is teacher disempowerment. Jaded and discouraged by the educational system, teachers who were once beloved may become burnt-out and disinterested in teaching, no longer motivated to make a positive impact on students’ lives. This teacher powerlessness has roots in systemic issues that rob teachers of control in their own classrooms. Yet the effects of these discouraged teachers manifest most strongly in their classroom, where students can receive the brunt of their frustration or apathy. Only by understanding the causes and issues that contribute to
So as the voltage increased, he gets very emotional. Not experimented but another point to be analyzed is in Asch’s experiment. In an experiment, a group of students were instructed to answer incorrectly to the questions to see if the subject answers following the groups answer. This experiment not only tests the person’s decision making, but also the idea of following orders from others. For example, Asch states, “…members of the group were instructed by the experimenter
This is why school teachers have a big role in this. Based on this survey students think that the staff is not really of much help when in reality they should feel that they can seek help in them because teachers have a sense of authority and if the students trusted in the staff to tell them what is going on they could do something to maybe halt or change the course of how the bully impacts the student and end the problem or even yet a little advice on the part of the staff on what would be the right thing to do never hurts. There was a situation at Madera High school
After reading the text form Rose about both Marti and Lucia, I think rose is trying to bring to teacher and counselors attention that they have classrooms full of unique students from different backgrounds and therefore different views on life. I feel that Rose want teacher and counselors to not just understand this but acknowledge this. In Lucia’s case, when the teacher gave the book, he should have explained that the book is just one persons opinion (Szaszs) and that he knows that everyone will not agree with what Szasz is saying, and that it is perfectly fine if they don’t share the same views as Szasz. The teacher should have explained to them that they can use their opposing view to help get through and understand the text if it helps,
The law of course justifies the Nazi Holocaust as rightfully wrong, with that said it requires a due process for the Nazi members to adhere for forgiveness from the law. Unfortunate like Amery discusses, “ that too many criminals are spared by the letter of the law..”(108). One is innocent until proven guilty, but is one really innocent? If the law clears a Nazi member from all charges, can he automatically be forgiven? Even if Wiesenthal forgave the dying SS man, how would his friends back at the camp, Arthur and Josek view Wisenthal if he had forgiven a man that caused so much harm?
Most teachers have great relationships with their students and want them to succeed. Some students struggle and end up cheating. Having an Honor Code would destroy these resected student-teacher relationships non existent due to the fact that students would have to tell on other students. The balance that had been established would be destroyed and could never be recovered. Having an Honor Code will fracture the trust that students have with teachers.