Risky Behaviors in Teens Essay Example for Free

Risky Behaviors in Teens Essay â€Å"Teens are at high behavioral risk for acquiring most STDs. Teenagers and young adults are more likely than other age groups to have multiple sex partners, to engage in unprotected sex, and, for young women, to choose sexual partners older than themselves. Moreover, young women are biologically more susceptible to chlamydia, gonorrhea and HIV. † (http://www. cdc. gov/std/Trends2000/trends2000. pd). In the United States alone teen births are extremely high, they represent about 10 percent of 4 million births each year. Not only does having a child during the teenage years causes social, emotional, and physical problems it also cost the United States 9 billion dollars a year. When having unprotected sex, not only pregnancy is a concern but receiving a sexually transmitted disease is a huge concern as well. In order to treat STDs in America it cost the government $17 million a year. The two most common STDs that teenagers catch are chlamydia, and gonorrhea. As a public health official it is important to know why do teenagers continually put themselves in situations that can alter their lives. Another thing public officials need to look into is the adolescents psychosexual health. There have been so many studies looking at the vantage point on the amount STDs, abortions, and pregnancies teens have. Now that depression is a growing concern in adolescents today, looking into the correlation between sexual activity and depression will be of great help to the public health community (Kosunen,Heino, Rimpela, and Laippala). In order to find these answers we must first examine two human behavioral theories: 1) Bronfenbrenner’s ecological theory and 2) the attachment theory. Once we have the answers to the question of why, then we can start the prevention of teen pregnancies and the spread of STDs amongst our youth. Bronfenbrenner is the leading contributor to the ecological systems theory. The ecological theory uses four types of roles and norms that shape children’s development. In order to make the theory is easy-to-understand Bronfenbrenner described it as the microsystem, mesosystem, exosystem, and macro system. It is stated that, â€Å"This theory looks at a child’s development within the context of the system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex â€Å"layers† of environment, each having an effect on a child’s development. This theory has recently been renamed â€Å"bio ecological systems theory† to emphasize that a child’s own biology is a primary environment fueling her development. The interaction between factors in the child’s maturing biology, his immediate family/community environment, and the societal landscape fuels and steers his development. Changes or conflict in any one layer will ripple throughout other layers. To study a child’s development then, we must look not only at the child and her immediate environment, but also at the interaction of the larger environment as well† (http://pt3. nl. edu/paquetteryanwebquest. pdf). The microsystem is where the child has direct daily contact with certain structures. The microsystem includes the child’s family, school, daycare, and the child’s neighborhood. Since this is the most important part of the ecological system the relationships have an impact that can go into different directions(both away from the child and towards the child). For example, a child’s parents may affect his beliefs and behavior; however, the child also affects the behavior and beliefs of the parent. Bronfenbrenner calls these bi-directional influences, and he shows how they occur among all levels of environment. The interaction of structures within a layer and interactions of structures between layers is key to this theory. At the microsystem level, bi-directional influences are strongest and have the greatest impact on the child. However, interactions at outer levels can still impact the inner structures. † ((http://pt3. nl. edu/paquetteryanwebquest. pdf). The mesosystem is the connection between the child’s microsystems. This can be the connection between the teacher and the child’s parents. The exosystem is the layer where the child does not function directly. This could be the parent’s work place or work schedule; even though the child does not function directly in this atmosphere the child can still feel the positive or negative consequences associated with the interaction. The macrosystem consists of the child’s culture, values, customs, and laws. For example if the child’s culture believes that it takes a village to raise a child, not only will mom and dad punish you but Ms.  Susie the next door neighbor will too. This gives the parent’s many more resources in order to raise their child in the appropriate way. â€Å"Attachment theory describes the dynamics of long-term relationships between humans especially as within families and between life-long friends. Its most important tenet is that an infant needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally, and that further relationships build on the patterns developed in the first relationships. Attachment theory is an interdisciplinary study encompassing the fields of psychological, evolution , and ethological theory. † (http://www. absoluteastronomy. com/topics/Attachment_theory). For a lot of adolescents, going into the teen years can be a very stressful transition. This met with a lot of intense challenges and changes. During this time the teen is moving away from his or her parents as their primary attachments figure and are looking towards their friends to be their primary attachment theory. If the teen’s friends are engaging in risky behaviors such as having more than one sexual partners, having unprotected sex, and etc. he teen is more likely to engage in the same type of behavior(Tracey and Shaver p. 2). â€Å"Adolescents interact simultaneously in several social spheressuch as family, peer, and neighborhood systemsthat can serve to either restrain or promote individual behaviors† (DiClemente, Salazar, Crosby, Rosenthalp. 1). The roles of the parents are very important; studies have shown that if parents are more focused on their child’s wellbeing and know the whereabouts of their child, the adolescent is less likely to engage in risky behaviors (Voisin and DiClemente p. ). in understanding how the ecological theory works, if the child or adolescent is surrounded by teen pregnancy, risky behaviors, and the prevalence of sexually transmitted diseases this adolescent will believe that this behavior is okay. It is important for the adolescent to have support inside and outside of his or hers home. It is a belief that teen pregnancy and STDs can be prevented, but the question is how do public health officials began to combat these problems? In January 2011 Frayser high school made national news because 90 girls were pregnant who currently attended the school. â€Å"In Memphis, the teen pregnancy rate is between 15 percent and 20 percent – and in Frayser, the rate is 26 percent, said Deborah Hester Harrison, executive director of Memphis’ Girls Inc. It’s no surprise that Harrison places at least part of the blame on the media, such as the popular MTV shows â€Å"16 and Pregnant† and â€Å"Teen Mom. † (http://fieldnotes. msnbc. msn. com/_news/2011/01/14/5841767-90-pregnancies-at-o ne-high-school). In order for Memphis to fight this epidemic, they have received funding from the Center of Disease Control (CDC) in order to conduct a youth risk behaviors survey and implement effective policies, programs, and practices to avoid, prevent, and reduce sexual risk behaviors among students that contribute to HIV infection, sexually transmitted diseases (STDs), and pregnancy. (http://www. cdc. gov/healthyyouth/states/locals/tn-memphis. htm). The youth risk behavior survey shows that 90% of teenagers in Memphis do not use protection when having intercourse. The survey also shows that over 60% of teens have had sex are sexually active. Memphis City Schools are implementing a lot of different programs that will teach teens the importance of using protection during sex and the different effects that STDs and pregnancy can have on their lives (http://www. cdc. gov/healthyyouth/states/locals/tn-memphis. htm#1). It is a well-known fact that parents play an important part in their child’s development, there should be a free parenting class to parents that will teach them how to deal with their teens risky behaviors. Also teachers need to be better trained on how they deal with a student’s situation. Schools represent another socializing agent for adolescents and can be a significant source of support. This may be particularly important for many high-risk teenagers, whose families may lack adequate resources and parental support. Adolescents who believe that they are receiving high levels of support in school and feel that they are connected to teachers are less likely to engage in risky sexual behaviors compared with peers reporting less school support or teacher connectedness† (DiClemente, Salazar, Crosby, Rosenthal, p. 1). By involving the parents and teachers into the preventive process teen pregnancy and STDs will decline.

Sustainable Design and Construction Essay -- Green Building, Sustainab

Our world faces energy concerns, global warming, climate change, water shortages, soaring housing costs, economic instability, and dwindling natural resources. In addition, an inordinate amount of construction waste is produced each day. It is essential to begin taking steps to prevent this pattern from continuing to take us down the road t environmental destruction. The engineers, architects and developers of today, more than ever, share an obligation to create new and innovative structures to turn this cycle around. Buildings and development have an enormous impact on our quality of life and the quality of our environment, both in construction and in operations. Buildings expend 40% of the world’s energy, 25% of its wood harvest and account for 16% of its water consumption 1, all resources we cannot afford to waste. Buildings of the future need to take the step beyond shelter and work places and perform as efficient, economic, environmentally sound spaces in which we can thrive and endure. It is our responsibility to utilize our knowledge and scientific research to move forward in the realm of design. Sustainable design, or â€Å"green building,† looks to create high performance buildings that improve our health as well as the health of the environment we live in. What is Green Building? According to the Environmental Protection Agency (EPA), â€Å"Green or sustainable building is the practice of creating healthier and more resource-efficient models of construction, renovation, operation, maintenance, and demolition.†2 Among the many constituents of sustainable design are improvements in water usage, waste reduction, use of recycled materials, reduced energy consumption, and an aesthetically pleasing environment for inhabitants... ...02.pdf. United States Green Building Council, Meet the USGBC, 2003, USGBC, 27 Feb. 2004, http://www.usgbc.org/AboutUs/mission_facts.asp. Ian Barbour, Ethics in an Age of Technology: The Gifford Lectures, Volume two (New York: HarperCollins, 1993) 34. The Engineering Handbook, Chapter Six: Ethics, Santa Clara University School of Engineering, 27 Feb. 2004, http://cseserv.engr.scu.edu/NQuinn/ENGR019_301Winter2004/EngrHandbook_Ethics.pdf. James Rachels, The Elements of Moral Philosophy, 4th ed. (San Francisco: McGraw Hill, 2003) 128. The Engineering Handbook, http://cseserv.engr.scu.edu/NQuinn/ENGR019_301Winter2004/EngrHandbook_Ethics.pdf. Barbour, 57. Thomas Shanks, S.J., Ph.D., How Did I Live Today?, 2003, Markkula Center for Applied Ethics, Santa Clara University, 27 February 2004, http://www.scu.edu/ethics/practicing/decision/today.html.

A Plan to write an evaluation of the ways in which the European Enlightenment has influenced modern schooling

Introduction The plan includes an introduction, which will include an explanation of what European Enlightenment is and what transpired within this period, as well as the general objective of the brief, which is to evaluate the ways in which it influenced modern schooling. It will highlight the point that history and reason were the two significant characteristics of this period (e.g. Saenz 1999, p. 119; Lesaffer 2009, p. 446). The European Enlightenment and its influence on modern schooling The foregoing discussions involve the clarification of the concept of ‘modern schooling’ and an evaluation of how European Enlightenment influenced it. It will discuss the critical view of Enlightenment thinkers (e.g. Voltaire, Gibbon) on the irrationality of the past, alongside their often established incisive historical discontinuities for the sake of history and reason. False paradigms and privileges during the European Enlightenment violated the natural law and configured irrational social organisations (e.g. Saenz 1999). This is an important point in the evaluation. The evaluation will demonstrate the link between the prevalent constructs during the European Enlightenment (history and reason) and the characteristics of modern schooling. It will specifically point out that the methods and techniques of modern science could be utilised to explore and understand all areas of life (e.g. Romano 2010). Conclusion The conclusion will include a summary of important points/discussions/arguments, such as the idea of scientific method and commitment to reason that embody modern schooling. References to be used: Avrich, P. (2006) The Modern School Movement: Anarchism and Education in the United States. Oakland, CA: AK Press. Bartlett, R. C. (2001) The Idea of Enlightenment: A Postmodern Study. Toronto: University of Toronto Press Incorporated. Beales, D. (2005) Enlightenment and Reform in Eighteenth –Century Europe. I. B. Taurus & Co. Ltd. Feiner, S. (2004) The Jewish Enlightenment. Pennsylvania: University of Pennsylvania Press. Grell, P. and Cunningham, A. (2007) Medicine and Religion in Enlightenment Europe. England: Ashgate Publishing Limited. Grell, P. and Porter, R. (2000) Toleration in Enlightenment Europe. Cambridge, UK: Cambridge University Press. Hille, T. (2011) Modern Schools: A Century of Design for Education. NJ: Wiley & Sons. Lesaffer, R. (2009) European Legal History: A Cultural and Political Perspective. New York: Cambridge University Press. Lindemann, M. (2010) Medicine and Society in Early Modern Europe. NY: Cambridge University Press. Melton, J. V. H. (2001) The Rise of the Public in Enlightenment Europe. Cambridge, UK: Cambridge University Press. Pilbeam, P. (2012) Themes in Modern European History 1780-1830. New York: Routledge. Romano, M. J. (2010) AP European History. Second Edition. NJ: Wiley & Sons. Selwyn, N. (2011) Schools and Schooling in the Digital Age: A Critical Analysis. First Edition. Oxon: Routledge. Saenz. M. (1999) The Identity of Liberation in Latin American Thought. Maryland: Lexington Books. Zafirovski, M. (2011) The Enlightenment and its Effects on Modern Society. NY: Springer.

Database Environment - 1114 Words

Database Environment Paper DBM-380 November 18, 2012 Introduction A database defines a structure for storing information and it collects information that is organized in such a way that a computer program can quickly select desired pieces of data. A database can also be thought of as an electronic filing system. Data and information are extracted from a database by creating a query and then submitting it to the query database management system (DBMS) and it is posed in a language that only the DBMS can understand. The query can be in the form of a question or just a keyword and once these queries run against the database, it will find a matching record (Reynolds, 2004) . Database Decisions When building a system for†¦show more content†¦This DB is high usage throughout the day and has to backup and saved daily so that repairs’ upkeep and maintenance can be done by the night IT crew. Database Management/Upkeep Both of these databases, the Command Directory and MCamp;SME have to be managed and regular maintenance has to be done in order to keep the information up to date. There are so many changes for associate / employee information if they leave the company or switch department or even if a department is no longer functioning all of this information has to be current. With MCamp;SME, there are so many changes to job procedures qualifications Etc... every day in order to minimize fraud or if new products are on the market and other ones are no longer being offered, MCamp;SME sends an alert immediately so if it affects your part of production, you will have to read it right away and make all necessary changes on how your work is done so the administration of both databases are important in order to take full advantage of the output to the relevant query. 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Social, Economic and Political Differences Between the New...

During colonial times, European nations quickly colonized the New World years after Columbus’ so called discovery. England in particular sent out a number of groups to the east coast of the New World to two regions. These areas were the New England and the Chesapeake regions. Later in the late 1700s, these two regions would go though many conflicts to come together as one nation. Yet, way before that would occur; these two areas developed into two distinct societies. These differences affected the colonies socially, economically, and politically. Social differences are one of the reasons New England and Chesapeake developed into two distinct societies. People in England were tired of being oppressed by the government, so they wanted to†¦show more content†¦They are treated in a way that benefits their situation. This is what America is all about, having opportunity even from a rank in the social structure. But a source that contradicts this fact comes from Captain Joh n Smith, History of Virginia â€Å"he writes, â€Å"those of us that had money, spare clothes, credit to give bills of payment, gold rings, fur†¦were ever welcome to[purchase supplies. The rest of us patiently obeyed our] vile commanders and [bought] our provisions at fifteen times the values [.]† (Document F) This is important because it shows that wealthier people are more favored in than poor people. It is unethical to charge poor people way more than they can afford. It seems that colonist of the Chesapeake region only wanted wealthier people to trade with so that the colonies don’t have to build their economy from scratch. The colonists are hiking up the prices for poor people because they feel that poor people are not contributing enough to build the economy. This shows that New England and Chesapeake colonies developed differently because the less fortunate/ poor people who came to New England colonies benefited more there then they did in the Chesapeake colonies. Economic differences also led to New England and Chesapeake developing into two distinct societies. Colonist of different colonies used different sources of labor to get work done. New England used indentured servants for most ofShow MoreRelatedSocial, Economic, and Political Differences between the Southern Chesapeake Colonies and the New England Colonies952 Words   |  4 Pagesthere started a migration to the new world by people of English origin. This migration first started in the south known as the Chesapeake region. Further along, as social, political, and economic events occur, this migration expands north to what would eventually be known as New England. 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Carrolls Interpretation of Corporate Social Responsibility

This report will demonstrate how Carroll’s interpretation of corporate social Responsibility (CSR) is more suited to an Anglo-American interpretation of CSR compared to that of a Nigerian perspective as it is difficult to apply the ideas in the African context due to the country being less stable than the western world that we know. To demonstrate this I will look at the Shell case study in Nigeria and how â€Å"culture may have an important influence on CSR priorities† (Burton et al, 2000). In March 2007 a British national was kidnapped from an oil rig in Nigeria emphasising the issues that large corporations face in foreign countries. To meet the expectation of â€Å"true corporate social responsibility it is expected that all four levels are met†¦show more content†¦This also shows that Carroll’s pyramid is floored with regards to African countries such as Nigeria due to the way they still perceive the law and ethical regimes. ‘The legal respo nsibilities of business refer to the positive and negative obligations put on businesses by the laws and regulations of the society where it operates’. (Carroll 2010) The ethical responsibility is at the top of the pyramid mainly due to it having the least affect upon the implementation of CSR in the African region, it ‘embodies the standards, norms, or expectations that reflect a concern for what consumers, employees, shareholders and the community regard as fair, or in keeping with the respect or protection of stakeholders moral right’ (Carroll 1991, p41). There still remains a divide that is hard to breach for the likes of Shell due to the way in which corruption still remains rife, meaning they are seen by locals to be doing the wrong thing, Shell pays the Nigerian government a 13% royalty (Coble, B 2007) on the oil but due to political system being widely corrupt very little of that money actually reaches the locals that need it. As this report has shown Carroll’s model is both a useful and durable model for defining CSR, but in the caseShow MoreRelatedReview and Discussion of the Article The Future of Corporate Social Responsibility by Duane Windsor728 Words   |  3 PagesThe future of corporate social responsibility. International Journal of Organizational Analysis, 9 (3): 225-256. Duane Windsor, via the aforementioned article regarding the future of social responsibility, purports â€Å"there are three emerging alternatives or competitors to responsibility: (1) an economic conception of responsibility; (2) global corporate citizenship; and (3) stakeholder management practices (pg. 225).† Windsor first provides a historical reflection of social responsibility beginning inRead MoreJohn Mackey, Cofounder and Co-CEO of Whole Market, Believes in Conscious Capitalism (pp. 29 30)743 Words   |  3 Pagesorganization (Kreitner Kinicki, pg. 30). Embedding this theory into your emloyees will bring more creativity and self-direction within the work environment. How does Whole Foods build human and social capital? Where would you locate Whole Foods on Carrolls global corporate social responsibility pyramid in Figure 1-3? Explain Which of the seven moral principles in Table 1-4 appear to be in force at Whole Foods? Explain. What factors would be an appeal to working at Whole Foods â€Å"TheRead MoreHi Hi Hi Hi11984 Words   |  48 Pages   True  Ã‚  Ã‚  Ã‚  False |    3. | Providing training for employees leads to lower employee turnover.      True  Ã‚  Ã‚  Ã‚  False |    4. | Trust can be built in organizations through the sharing of critical information.      True  Ã‚  Ã‚  Ã‚  False |    5. | Organizations are a social invention helping us to achieve things collectively that we could not achieve alone.      True  Ã‚  Ã‚  Ã‚  False |    6. | OB is an interdisciplinary field dedicated to better understanding and managing people at work.      True  Ã‚  Ã‚  Ã‚  False |    7. | The three levelsRead MoreChinese Consumers‚Äà ´ Perceptionof Corporate Social Responsibility (Csr)8887 Words   |  36 PagesJournal of Business Ethics (2009) 88:119–132 DOI 10.1007/s10551-008-9825-x Ó Springer 2008 Chinese Consumers’ Perception of Corporate Social Responsibility (CSR) Bala Ramasamy Mathew Yeung ABSTRACT. The findings of this article increase our understanding of corporate social responsibility from the consumers’ perspective in a Chinese setting. Based on primary data collected via a self-administered survey in Shanghai and Hong Kong and results of similar studies conducted in Europe and theRead MoreCorporate Irresponsibility and Corporate Social Responsibility: Competing Realities7010 Words   |  29 PagesSocial Responsibility Journal Emerald Article: Corporate irresponsibility and corporate social responsibility: competing realities Brian Jones, Ryan Bowd, Ralph Tench Article information: To cite this document: Brian Jones, Ryan Bowd, Ralph Tench, (2009),Corporate irresponsibility and corporate social responsibility: competing realities, Social Responsibility Journal, Vol. 5 Iss: 3 pp. 300 - 310 Permanent link to this document: http://dx.doi.org/10.1108/17471110910977249 Downloaded on: 14-10-2012Read MoreCsr And Organizational Leadership And The Implications For Leadership2879 Words   |  12 PagesWhether it is industry to industry, business to business or person to person, Corporate Social Responsibility (CSR) means many different things to different people (Campbell, J. L., 2007). The literature is full of a wide range of definitions and interpretations of what CSR actually is and how and why it is increasingly being seen as a key part of organisational strategy. This paper will critically analyse and discuss some of the key debates around CSR and will demonstrate the linkages that existRead MoreStarbucks Thesis12058 Words   |  49 Pages Corporate Social Responsibility Starbucks BAMMC – BA Thesis May, 2012 Corporate Social Responsibility – A case study of Starbucks’ CSR communication through its corporate website Bachelor Thesis in Marketing and Management Communication Sanne Sanne Bruhn-Hansen CPR: XXXXXX-XXXX Supervisor: Tomasz A. Fediuk No. of characters: Thesis: 54,329 Abstract: 3,492 Page 1 of 42 Sanne Bruhn-Hansen Supervisor: Tomasz A. 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Alexander De Grand argues Essay Example For Students

Alexander De Grand argues Essay 21 This maneuvering of mobilization by the mean of politicization by the German ruling class was successful and marked the triumph of nationalism before and during the interwar period which is a pre-condition for a war to break out. 22 While bureaucratization and technology have vastly extended the states capacity for surveillance and repression, mass involvement in the political process has made legitimacy, the consent of the ruled, an increasingly vital condition of the states effective operation. Political mobilization as a process has acted to legitimize (or contest) the authority of regimes as well as to articulate interests within them. 23 Fritz Fischer however is of the opinion that Social Darwinism and militarist doctrines had affected Germany to become the leading economic and political power in Europe and to play a greater role in world politics; to achieve this goal she was willing to go to war. 24 Fischers critics however argue that Social Darwinism and militarism was not uniquely a German phenomenon, but plague other European nations as well. 25 This is agreeable as military race among European powers such France, Britain, Italy and Russia was already at its rapid pace waiting to explode. Perhaps the synthesis of the two arguments; nationalism and Social Darwinism can be used to explain what generated the mass to mobilize in Germany that led to the Great War to break out. Believing that Germany must either grow or die, nationalists pressed the government to build a powerful navy, acquire colonies, gain a much greater share of the worlds markets and expand German interests and influence in Europe. Sometimes these goals were expressed in the language of Social Darwinism: nations are engaged in an eternal struggle for survival and domination. 26 Furthermore the militant nationalists preached, the special destiny of the German race and advocated German expansion in Europe and overseas. Decisive victories against Austria (1866) and France (1871), the formation of the German Reich, rapid industrialization, and the impressive achievements of German science and scholarship had molded a powerful and dynamic nation. Imbued with great expectations for the future, Germans became increasingly impatient to see the fatherland gain its rightful place in world affairs an attitude that alarmed non-Germans. 27 War had mobilized European working class and turned their allegiance to their fatherland respectively. Even the socialists, who had pledge their loyalty to an international workers movement, devoted themselves to their respective nations. 28 Perhaps it can be argued that at this point the celebration or welcoming of war by the German working class they naively saw as an opportunity for a change for they are tired of the striking gap between the proletariat and the bourgeoisie. On the eve of the War, the workers formed a quite clearly identifiable, excluded and underprivileged group. 29 War was even celebrated, war and its violence seemed to offer an escape from the dull routine of classroom, job and home and from the emptiness, drabness, mediocrity, and pettiness of bourgeois society. 30 Patriotic and nationalistic sentiments swept across Europe and cemented people into a collectivity ready to commit to the nation. The youth had been indoctrinated with strong nationalist sentiment, beliefs and myths that were designed in state-directed education curriculum to create social cohesion. 31 Amidst the World War I, propaganda machines garnered complete mobilization of the mass and at this time, not only the general German nation is united but also other European nations outside Germany as part of her Central Power allies vis-i -vis the Entente Powers are plunged into a psychological warfare. 32 Germany and her allies, as the undisputed aggressor was effectively depicted as the bad guy on war posters. In psychological warfare, truth, ethics, authority, morality have no place in the dictionary of mass propaganda. 33 Another mechanism for mass mobilization was the indiscriminate and impersonal general mass conscription that consequently made the line between combatant and civilian blurred, hence the very large scale of casualties in the Great War. .uaec5cb3a11e4a45f523115954afc09c3 , .uaec5cb3a11e4a45f523115954afc09c3 .postImageUrl , .uaec5cb3a11e4a45f523115954afc09c3 .centered-text-area { min-height: 80px; position: relative; } .uaec5cb3a11e4a45f523115954afc09c3 , .uaec5cb3a11e4a45f523115954afc09c3:hover , .uaec5cb3a11e4a45f523115954afc09c3:visited , .uaec5cb3a11e4a45f523115954afc09c3:active { border:0!important; } .uaec5cb3a11e4a45f523115954afc09c3 .clearfix:after { content: ""; display: table; clear: both; } .uaec5cb3a11e4a45f523115954afc09c3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaec5cb3a11e4a45f523115954afc09c3:active , .uaec5cb3a11e4a45f523115954afc09c3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaec5cb3a11e4a45f523115954afc09c3 .centered-text-area { width: 100%; position: relative ; } .uaec5cb3a11e4a45f523115954afc09c3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaec5cb3a11e4a45f523115954afc09c3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaec5cb3a11e4a45f523115954afc09c3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaec5cb3a11e4a45f523115954afc09c3:hover .ctaButton { background-color: #34495E!important; } .uaec5cb3a11e4a45f523115954afc09c3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaec5cb3a11e4a45f523115954afc09c3 .uaec5cb3a11e4a45f523115954afc09c3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaec5cb3a11e4a45f523115954afc09c3:after { content: ""; display: block; clear: both; } READ: Cultural Analysis Essay34 H. G Wells once argues, mass mobilization legitimizes civilians as targets. Wartime mobilization and Revolution in Germany In Germany in 1916, in the midst of the Great War, German males between seventeen and sixty were required to work only for war effort. 35 Labor was ranked among soldiers and sailors in their importance as vital resource in World War I and was fully exploited by the state and factory employers in the relentless effort to keep the army in the field supplied with bullets, shells, and uniforms. 36 This massive exploitation of workers had plunged Germany and other European countries into another series of workers strikes. The scenarios especially were rampant in German industrial cities. Like the situation before the war, issues of great concern were about bread and butter and added by other critical problems between the military and industry (workers) as question such as why they should make sacrifices to save a state which was in no way representative of their interests on account of its undemocratic structure. In this sense, workers were also concerned about political reforms that could affect them. War was fought and ended with bitter result, German economy was drained, grudges were still held among the general German working class and to a large extent the middle class sectors who were directly or indirectly affected by the war economically. The most significant repercussion of the war had on the workers was the radicalization of certain sections of European labor movements and created factions between labor movements and class tensions. 37 This radicalization ultimately changes the course of German mass mobilization. Problems such as, food shortage, inflation, longer working hours, increased governmental regulation of mobility and overtaxing were all factors that served to fuel working class ranging from those in industries, farmers, miners and to bitterly resent the state. 38 Workers demanded that the State intervened more, unable to address to all their demands, German state faced massive unrest and complete anarchy when laws were not obeyed hence the fast disappearing of confidence in the government and in September 1918, a workers assembly at Stuttgart concluded the helplessness of the government. 39 With the participations of Proletarian councilmen, returning veterans, fiery socialist orators, collective action was carried out in November 1918 marking a German revolution and the decline of Weimar Republics power for a formation of a more egalitarian peoples state or Volkstaat. 40 From 1918 until 1920 marked the period of peoples pressure when the Wilhelmine government had to surrender to the populist demand for more effective representation and more say in the government policy and decision making. 41 Mass Mobilization in Italy. Italy before 1914 had already faced domestic problems resulting from her conquest of Libya in 1911. The conquest of Libya drained her economy and exhausted her army. At home, she was deeply troubled by the resentments of the socialists and anarchists that weakened her industry and population boom exacerbated her domestic problem where development was not equal and Italians were not united under the rule of the house of Savoy. 42 Hence it is strongly argued that Italys participation in the World War to was a suicide. Italys problem at home was quite similar to that of Germany. Class struggle, strikes and riots, overwhelmingly elitist parliamentary system not only challenged the political integrity of the ruling elite and her political stability, but had also affected her international affairs when France, due to Italys own problem at home, had his hands in Tunisia in North Africa Italy considered to be her zone of influence. 43 A transformist government was created to suppress unrest at home and asserted Italys interests abroad. 44 This scenario not only marked an aggressive politicization of the masses but on the other hand, also provoked collective action among the Italian people and provided a seedbed for future Italian fascism. Describing scenario before the World War I, Alexander De Grand argues, Italian socio-political and economic landscape should be looked upon from two angles, the ruling class and the general Italian mass and the relationship between the two. The gap was extremely wide, the general mass of Italian society were poor, illiterate and had no participation nor say in the national politics contrary to the ruling elite. .u35ac9a7f4312736f73092b6e1852506d , .u35ac9a7f4312736f73092b6e1852506d .postImageUrl , .u35ac9a7f4312736f73092b6e1852506d .centered-text-area { min-height: 80px; position: relative; } .u35ac9a7f4312736f73092b6e1852506d , .u35ac9a7f4312736f73092b6e1852506d:hover , .u35ac9a7f4312736f73092b6e1852506d:visited , .u35ac9a7f4312736f73092b6e1852506d:active { border:0!important; } .u35ac9a7f4312736f73092b6e1852506d .clearfix:after { content: ""; display: table; clear: both; } .u35ac9a7f4312736f73092b6e1852506d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u35ac9a7f4312736f73092b6e1852506d:active , .u35ac9a7f4312736f73092b6e1852506d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u35ac9a7f4312736f73092b6e1852506d .centered-text-area { width: 100%; position: relative ; } .u35ac9a7f4312736f73092b6e1852506d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u35ac9a7f4312736f73092b6e1852506d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u35ac9a7f4312736f73092b6e1852506d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u35ac9a7f4312736f73092b6e1852506d:hover .ctaButton { background-color: #34495E!important; } .u35ac9a7f4312736f73092b6e1852506d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u35ac9a7f4312736f73092b6e1852506d .u35ac9a7f4312736f73092b6e1852506d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u35ac9a7f4312736f73092b6e1852506d:after { content: ""; display: block; clear: both; } READ: Architecture Personal Statement Essay45 Four groups made up Italian socio-political structure, namely, the political class, dominant interest groups, the intermediate elite, and the mass base. 46 Strained relationship between and within each of these levels of Italian society had caused unrest and later provided seedbed for the Italian Fascism. 47 Mass mobilization in Italy started with passive Sicilian peasants revolt in 1893-4 and in 1898 an organized workers riot in Milan and other cities. 48 Massive shortage of food especially staple food like bread, overtaxing by the state, other oppression on farmers was the major cause for violent protest took place as early as 1891, however efforts were made by Pope Leo XIII who pleaded for workers wages to be increased and improvement in child and female labor welfare. 49 Dissatisfaction among Italian workers and peasants also stemmed from burdening tax imposed on them by the ruling class, or the provincial governments.