The Hitler-Youth; Hitler-Jungen and the Bund Deutscher Madel In the period between 1925 -1945 in Nazi Germany the Hitler-Jungen was formed and developed‚ this group for girls‚ boys‚ and teenagers‚ ages 10-18 indoctrinated German youth in Nazi ideology‚ and trained them to function within the society of the Third Reich. This paper will outline the history of the Hitler-Jungen. The Hitler-Jungen was varied and complex ; it differed based on region‚ time period‚ class status of members‚ ideological
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as well as an intrusive and arbitrary terror. “What we have written and said is in the minds of all of you‚ but you lack the courage to say it aloud”; Sophie Scholl’s statement during her trial in 1943 raises a key question about the opposition to the Third Reich from 1939 to 1945 – was fear the main reason for the lack of resistance? Scholl seems to suggest that either limited opposition or even mass German cynicism never rebelled due to lack of courage‚ which may stem from fear of the SS Gestapo
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How Successful Was the Indoctrination of the German Youth Under the Nazi Regime? Hitler expressed the need for indoctrination in many speeches from the beginning of his leadership. This is shown in a quote from a meeting with radio officials on 25th March 1933: ’the mobilisation of the mind is as necessary as‚ perhaps even more necessary than‚ the material mobilisation of the nation.’ The Law on the Hitler Youth also emphasised the indoctrination of the youth: ’All German young people...will be
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“Good evening‚ he thinks. Or heil Hitler. Everyone is choosing the latter”(Doerr 69). Anthony Doerr’s novel‚ All the Light We Cannot See‚ focuses around the points of view of two main characters‚ one of which is part of the movement known as the Hitler Youth during World War II. Even though many young German children did not want to be a part of the Hitler Youth because it did not agree with their principles‚ the organization still continued to grow rapidly and played a major role in the growth of
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This study tests the relationship between sources of motivation and organizational citizenship behaviors. One hundred seventy-five employees from 31 locations of two agriculturally based companies completed the motivation sources inventory (Barbuto & Scholl‚ 1998) and were rated by their supervisors for demonstrated organizational citizenship behaviors (Organ‚ 1997; Smith‚ Organ & Near‚ 1983). Results showed significant relationships between instrumental‚ self-concept external‚ and self-concept internal
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Nazi Germany – Unit 2 Women * 3k’s – Kinder Kirche Kuche = Children Church Cooking * 1933 – encouragement marriage * 1934 – encouragement children * Traditional role – home‚ no prof. job‚ no fashion * Mother hood cross – 4 children * Lebensporn – Accommodation specifically for women to have children * Responsible for church – Nazis against religion though Church * 1933 – Catholic concordat * Protestants – Some support Nazis – Some Opposed * Pastor
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Personality Tests (n.d.). http://davideck.com Louis‚ D.J. (2003.) Notes on the job characteristics model‚ Tutorial Developed for Module 2. Organizational Goals (n.d.). D:ackground readingsadditional goals.htm Scholl‚ R.W. (n.d.) . Employee Satisfaction Model http://www.cba.uri.edu/scholl/WebTexts/Notes/Satisfaction.html
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LITERATURE REVIEW Question # 1: What factors influence an organization structure? The literature review provides common characteristics of organizational structure types and reveals several definitions of organizational structure. “In essence‚ structure is the architecture of business competence‚ leadership‚ talent‚ functional relationships and management” (Wolf‚ 2002‚ para. 2). Walton (1986) identifies structure as the basis for organizing‚ to include hierarchical levels and spans of responsibility
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Motivation is the process of being moved into action or the process of being moved into cognition‚ feeling‚ and action (Deckers‚ 2010). Motivation can be induced by several different sources; “…internal state or condition that activates behavior and gives it direction‚” a “desire or want that energizes and directs goal-oriented behavior‚” or “influence of needs and desires on the intensity and direction of behavior” (Huitt‚ 2011). An individual’s actions or behavior are not produced unexpectedly;
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