5. Conformity and Obedience
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The Sign of Peace the Mass in Slow Motion
The Mass In Slow Motion Volume 22 The Sign of Peace The Mass In Slow Motion is a series on the Mass explaining the meaning and history of what we do each Sunday. This series of flyers is an attempt to add insight and understanding to our celebration of the Sacred Liturgy. This series will follow the Mass in order beginning with The Gathering Rite through The Final Blessing and Dismissal, approximately 25 volumes. Previous editions are available via the rectory office or our website: www.hcscchurch.org. The Rite of Peace follows the “Our Father” and the prayer “Lord Jesus Christ you said to your Apostles, „I leave you peace…‟, by which the Church asks for peace and unity for herself and for the whole human family, and the faithful express to each other their ecclesial communion and mutual charity before communicating in the Sacrament. The manner of expressing this sign of peace is established by Conferences of Bishops in accordance with the culture and customs of the peoples. It is, however, appropriate that each person offer the sign of peace only to those who are nearest and in a sober manner. (cf G.I.R.M. # 82) Other instructions in the Missal indicate that exchange of peace is shared “if appropriate” and that the celebrant “gives the sign of peace to a deacon or minister.” The instruction adds that the priest may give the sign of peace to the ministers but always remains within the sanctuary, so as not to disturb the celebration. Hence, we learn some of the following things about the sign of peace: 1. -
Political Trends in Russia
russian analytical russian analytical digest 60/09 digest analysis Fascist Tendencies in Russia’s Political Establishment: The Rise of the International Eurasian Movement By Andreas Umland, Eichstaett, Bavaria Abstract Aleksandr Dugin, a prominent advocate of fascist and anti-Western views, has risen from a fringe ideologue to deeply penetrate into Russian governmental offices, mass media, civil society and academia in ways that many in the West do not realize or understand. Prominent members of Russian society are affiliated with his International Eurasian Movement. Among Dugin’s most important collaborators are electronic and print media commentator Mikhail Leont’ev and the legendary TV producer and PR specialist Ivan Demidov. If Dugin’s views become more widely accepted, a new Cold War will be the least that the West should expect from Russia during the coming years. The Rise of Aleksandr Dugin course that must be taken seriously. Dugin’s numerous In recent years, various forms of nationalism have be- links to the political and academic establishments of a come a part of everyday Russian political and social life. number of post-Soviet countries, as well as institutions Since the end of the 1990s, an increasingly aggressive in Turkey, remain understudied or misrepresented. In racist sub-culture has been infecting sections of Russia’s other cases, Dugin and his followers receive more se- youth, and become the topic of numerous analyses by rious attention, yet are still portrayed as anachronis- Russian and non-Russian observers. Several new radi- tic, backward-looking imperialists – merely a partic- cal right-wing organizations, like the Movement Against ularly radical form of contemporary Russian anti-glo- Illegal Emigration, known by its Russian acronym balism. -
Lesson 12: Handout 4, Document 1 German Youth in the 1930S: Selected Excerpted Documents
Lesson 12: Handout 4, Document 1 German Youth in the 1930s: Selected excerpted documents Changes at School (Excerpted from “Changes at School,” pp. 175–76 in Facing History and Ourselves: Holocaust and Human Behavior ) Ellen Switzer, a student in Nazi Germany, recalls how her friend Ruth responded to Nazi antisemitic propaganda: Ruth was a totally dedicated Nazi. Some of us . often asked her how she could possibly have friends who were Jews or who had a Jewish background, when everything she read and distributed seemed to breathe hate against us and our ancestors. “Of course, they don’t mean you,” she would explain earnestly. “You are a good German. It’s those other Jews . who betrayed Germany that Hitler wants to remove from influence.” When Hitler actually came to power and the word went out that students of Jewish background were to be isolated, that “Aryan” Germans were no longer to associate with “non-Aryans” . Ruth actually came around and apologized to those of us to whom she was no longer able to talk. Not only did she no longer speak to the suddenly ostracized group of class - mates, she carefully noted down anybody who did, and reported them. 12 Purpose: To deepen understanding of how propaganda and conformity influence decision-making. • 186 Lesson 12: Handout 4, Document 2 German Youth in the 1930s: Selected excerpted documents Propaganda and Education (Excerpted from “Propaganda and Education,” pp. 242 –43 in Facing History and Ourselves: Holocaust and Human Behavior ) In Education for Death , American educator Gregor Ziemer described school - ing in Nazi Germany: A teacher is not spoken of as a teacher ( Lehrer ) but an Erzieher . -
Strong Cultures and Subcultures in Dynamic Organizations
02-091 The Role of Subcultures in Agile Organizations Alicia Boisnier Jennifer A. Chatman1 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. Copyright © 2002 by Alicia Boisnier and Jennifer A. Chatman Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Role of Subcultures in Agile Organizations Alicia Boisnier and Jennifer A. Chatman1 Haas School of Business University of California, Berkeley May 24, 2002 To appear in, R. Petersen and E. Mannix, Leading and managing people in dynamic organizations. Forthcoming, 2002. 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. 2 Organizations face increasingly dynamic environments characterized by substantial, and often unpredictable technological, political, and economic change. How can organizations respond rapidly to such changes or become more agile? Organizational agility, according to Lee Dyer, “requires a judicious mix of stability and reconfigurability” (2001: 4). We consider an unlikely source of agility: organizational culture. This may seem like an odd juxtaposition since strong unitary cultures exert a stabilizing force on organizations by encouraging cohesion, organizational commitment, and desirable work behaviors among members (e.g., Deal & Kennedy, 1982; Nemeth & Staw, 1989; O'Reilly & Chatman, 1986). -
The Development and Character of the Nazi Political Machine, 1928-1930, and the Isdap Electoral Breakthrough
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 The evelopmeD nt and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough. Thomas Wiles Arafe Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Arafe, Thomas Wiles Jr, "The eD velopment and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough." (1976). LSU Historical Dissertations and Theses. 2909. https://digitalcommons.lsu.edu/gradschool_disstheses/2909 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. « The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing pega(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
Paper 3 Weimar and Nazi Germany Revision Guide and Student Activity Book
Paper 3 Weimar and Nazi Germany Revision Guide and Student Activity Book Section 1 – Weimar Republic 1919-1929 What was Germany like before and after the First World War? Before the war After the war The Germans were a proud people. The proud German army was defeated. Their Kaiser, a virtual dictator, was celebrated for his achievements. The Kaiser had abdicated (stood down). The army was probably the finest in the world German people were surviving on turnips and bread (mixed with sawdust). They had a strong economy with prospering businesses and a well-educated, well-fed A flu epidemic was sweeping the country, killing workforce. thousands of people already weakened by rations. Germany was a superpower, being ruled by a Germany declared a republic, a new government dictatorship. based around the idea of democracy. The first leader of this republic was Ebert. His job was to lead a temporary government to create a new CONSTITUTION (SET OF RULES ON HOW TO RUN A COUNTRY) Exam Practice - Give two things you can infer from Source A about how well Germany was being governed in November 1918. (4 marks) From the papers of Jan Smuts, a South African politician who visited Germany in 1918 “… mother-land of our civilisation (Germany) lies in ruins, exhausted by the most terrible struggle in history, with its peoples broke, starving, despairing, from sheer nervous exhaustion, mechanically struggling forward along the paths of anarchy (disorder with no strong authority) and war.” Inference 1: Details in the source that back this up: Inference 2: Details in the source that back this up: On the 11th November, Ebert and the new republic signed the armistice. -
Signaling Conformity: Changing Norms in Japan and China
Michigan Journal of International Law Volume 27 Issue 3 2006 Signaling Conformity: Changing Norms in Japan and China David Nelken University of Macerata Follow this and additional works at: https://repository.law.umich.edu/mjil Part of the Comparative and Foreign Law Commons, Law and Society Commons, and the Rule of Law Commons Recommended Citation David Nelken, Signaling Conformity: Changing Norms in Japan and China, 27 MICH. J. INT'L L. 933 (2006). Available at: https://repository.law.umich.edu/mjil/vol27/iss3/8 This Comment is brought to you for free and open access by the Michigan Journal of International Law at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of International Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. COMMENT SIGNALING CONFORMITY: CHANGING NORMS IN JAPAN AND CHINA David Nelken* The transnational circulation of people and ideas is transform- ing the world we live in, but grasping its full complexity is extraordinarilydifficult. It is essential to focus on specific places where transnationalflows are happening. The challenge is to study placeless phenomena in a place, to find small interstices in global processes in which critical decisions are made, to track the information flows that constitute global discourses, and to mark the points at which competing discourses intersect in the myriad links between global and local conceptions and institu- tions. -Sally Merry' In the current restructuring of world order, scholars of international and comparative law encounter unprecedented opportunities to offer in- sights into legal and social change, as well as to debate how such developments should best be regulated. -
The Holocaust: Historical, Literary, and Cinematic Y, Timeline
The Holocaust: Historical, Literary, and Cinematic Timeline (Note: Books and films are cited in the following formats: Books: Authorr, Tittle; Films: Tittle (Director, Country). For non-English language texts in all cases the standard English title has been used.) 1933 Januarry 30: Nazistake power March 9: concentration camp established at Dachau, outside Munich Appril1: state-sponsored boycott of Jewish shops and businesses 1935 May 21: Jews forbidden to serve in the German armed forces Septtember 15: promulgation of Nuremberg Laws 1936 June 17: Reichsführer SS Heinrich Himmler appointed head of all German police and security services 1938 March 12: Anschluss [union] of Austria; Austrian Jews immediately deprived of civil rights, subjected to Nazi race laws; by Septemberr, all Viennese Jewish busineses (33,000 in March) liquidated May: concentration camp established in the granite quarries at Mauthausen, near Linz (Hitler’s birthplace) June 9: main synagogue in Munich burnt down by Nazi stormtroopers Julyy–September: Jews forbidden to practice law or medicine October 6: Italy enacts anti-Semitic racial laws; 27: 18,000 Polish- born Jews deported to Poland November 10: Kristallnachtt; 191 synagogues fired; 91 Jews murdered; over 30,000 arrested; 20% of all Jewish property levied confiscated to paay for damage; 12: Göring orders the liquidation of all Jewish businesses by year’s end; 15: Jewish children banned from German schools December: no Jewish-owned businesses (of over 6,000 in 1933) remain in Berlin (Kathrine) Kressmann Taylor’s ‘Address Unknown’, published in Storry Magazine 1939 Januarry 30: in his annual speech commemorating the Nazi seizure of power, Hitler predicts that a new world war will result in “the annihilation of the Jewish race in Europe” March 15: Partition of Czechoslovakia: 118,000 more Jews fall under German dominion September 1: Germany invades Poland (Jewish population in 1939: approx. -
Indictment Presented to the International Military Tribunal (Nuremberg, 18 October 1945)
Indictment presented to the International Military Tribunal (Nuremberg, 18 October 1945) Caption: On 18 October 1945, the International Military Tribunal in Nuremberg accuses 24 German political, military and economic leaders of conspiracy, crimes against peace, war crimes and crimes against humanity. Source: Indictment presented to the International Military Tribunal sitting at Berlin on 18th October 1945. London: Her Majesty's Stationery Office, November 1945. 50 p. (Cmd. 6696). p. 2-50. Copyright: Crown copyright is reproduced with the permission of the Controller of Her Majesty's Stationery Office and the Queen's Printer for Scotland URL: http://www.cvce.eu/obj/indictment_presented_to_the_international_military_tribunal_nuremberg_18_october_1945-en- 6b56300d-27a5-4550-8b07-f71e303ba2b1.html Last updated: 03/07/2015 1 / 46 03/07/2015 Indictment presented to the International Military Tribunal (Nuremberg, 18 October 1945) INTERNATIONAL MILITARY TRIBUNAL THE UNITED STATES OF AMERICA, THE FRENCH REPUBLIC, THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND, AND THE UNION OF SOVIET SOCIALIST REPUBLICS — AGAINST — HERMANN WILHELM GÖRING, RUDOLF HESS, JOACHIM VON RIBBENTROP, ROBERT LEY, WILHELM KEITEL, ERNST KALTEN BRUNNER, ALFRED ROSENBERG, HANS FRANK, WILHELM FRICK, JULIUS STREICHER, WALTER FUNK, HJALMAR SCHACHT, GUSTAV KRUPP VON BOHLEN UND HALBACH, KARL DÖNITZ, ERICH RAEDER, BALDUR VON SCHIRACH, FRITZ SAUCKEL, ALFRED JODL, MARTIN BORMANN, FRANZ VON PAPEN, ARTUR SEYSS INQUART, ALBERT SPEER, CONSTANTIN VON NEURATH, AND HANS FRITZSCHE, -
Parallel Journeys:Parallel Teacher’S Guide
Teacher’s Parallel Journeys: The Holocaust through the Eyes of Teens Guide GRADES 9 -12 Phone: 470 . 578 . 2083 historymuseum.kennesaw.edu Parallel Journeys: The Holocaust through the Eyes of Teens Teacher’s Guide Teacher’s Table of Contents About this Teacher’s Guide.............................................................................................................. 3 Overview ............................................................................................................................................. 4 Georgia Standards of Excellence Correlated with These Activities ...................................... 5 Guidelines for Teaching about the Holocaust .......................................................................... 12 CORE LESSON Understanding the Holocaust: “Tightening the Noose” – All Grades | 5th – 12th ............................ 15 5th Grade Activities 1. Individual Experiences of the Holocaust .......................................................................... 18 2. Propaganda and Dr. Seuss .................................................................................................. 20 3. Spiritual Resistance and the Butterfly Project .................................................................. 22 4. Responding to the St. Louis ............................................................................................... 24 5. Mapping the War and the Holocaust ................................................................................. 25 6th, 7th, and 8th Grade Activities -
Upholding the Disney Utopia Through American Tragedy: a Study of the Walt Disney Company’S Responses to Pearl Harbor and 9/11
Upholding the Disney Utopia Through American Tragedy: A Study of The Walt Disney Company's Responses to Pearl Harbor and 9/11 Lindsay Goddard Senior Thesis presented to the faculty of the American Studies Department at the University of California, Davis March 2021 Abstract Since its founding in October 1923, The Walt Disney Company has en- dured as an influential preserver of fantasy, traditional American values, and folklore. As a company created to entertain the masses, its films often provide a sense of escapism as well as feelings of nostalgia. The company preserves these sentiments by \Disneyfying" danger in its media to shield viewers from harsh realities. Disneyfication is also utilized in the company's responses to cultural shocks and tragedies as it must carefully navigate maintaining its family-friendly reputation, utopian ideals, and financial interests. This paper addresses The Walt Disney Company's responses to two attacks on US soil: the bombing of Pearl Harbor in 1941 and the attacks on September 11, 200l and examines the similarities and differences between the two. By utilizing interviews from Disney employees, animated film shorts, historical accounts, insignia, government documents, and newspaper articles, this paper analyzes the continuity of Disney's methods of dealing with tragedy by controlling the narrative through Disneyfication, employing patriotic rhetoric, and reiterat- ing the original values that form Disney's utopian image. Disney's respon- siveness to changing social and political climates and use of varying mediums in its reactions to harsh realities contributes to the company's enduring rep- utation and presence in American culture. 1 Introduction A young Walt Disney craftily grabbed some shoe polish and cardboard, donned his father's coat, applied black crepe hair to his chin, and went about his day to his fifth-grade class. -
Faith and Beauty Free
FREE FAITH AND BEAUTY PDF Jane Thynne | 432 pages | 10 Mar 2016 | Simon & Schuster Ltd | 9781471131943 | English | London, United Kingdom When faith and beauty combine - Vatican News Membership was voluntary and open to girls aged 17 to Work in the Society was mainly Faith and Beauty towards priming the girls for their tasks as wives and mothers, and while courses offered ranged from fashion design to healthy living, the overall idea was to teach them home economics so they would 'properly' run their households, cook well for their families, and care properly for their children. According to Dr. The task of our Girls League is to raise our girls as torch bearers of the national-socialist world. We need girls who are at harmony between their bodies, souls, and spirits. And we need girls who, through healthy bodies and balanced minds, embody the beauty of divine creation. We want to raise girls who believe in Germany and our leader, and who will pass these beliefs on to Faith and Beauty future children. From Wikipedia, the Faith and Beauty encyclopedia. The Wehrmacht Cinema Economy. Namespaces Article Talk. Views Read Edit View history. Help Learn to edit Community portal Recent changes Upload file. Faith and Beauty as PDF Printable version. League of German Girls - Wikipedia It was the only legal female youth organization in Nazi Germany. With the surrender of Nazi Germany inthe organization de facto ceased to exist. Under Section 86 of the German Criminal Codethe Hitler Youth is an "unconstitutional organization" and the distribution or public use of its symbols, except for educational or research purposes, is not permitted.