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ECE 631 AU Children Families and Communities Guidebook Parent Message Presentation

ECE 631 AU Children Families and Communities Guidebook Parent Message Presentation.

Children, Families, and Communities Guidebook: Parent Message[CLOs: 1, 2, 3, 4]The Summative Assessment for this course includes creating a family message in which you will describe how you will apply the contents of your previously developed Children, Families, and Communities Guidebook to promote collaborative learning with the parents or guardians and families with whom you work. The purpose of your Guidebook is to demonstrate your applied and collaborative knowledge regarding family and community partnerships. You will share this knowledge in a family/parent message, which will include your professional philosophy, beliefs, and practices that will guide your future work. This project supports the MAECEL core Program Learning Outcomes and is an opportunity to demonstrate your specialized knowledge, intellectual skills, and professional philosophy.Assignment Overview and Context: Early childhood education settings are comprised of diverse children and families. As you have learned in the past 6 weeks, family and community partnerships have a lasting impact on children’s success and thus, it is crucial that partnerships are developed early and maintained throughout the year. For this project, you will develop an audio, video, or multimedia presentation and a written transcript that you could share at the beginning of the year with the families in your early childhood environment. The following must be included in your audio, video, or multimedia presentation and written transcript:Content Expectations:
Introduction

Clearly introduce yourself and describe what your future goals, position, and learning environment you intend to work in, including desired age level.

Effective Partnership

Discuss how effective, on-going home and community partnerships can support early childhood curriculum, learners’ development and the learning environment. In your explanation, be sure to include research-based evidence from at least two scholarly resources such as theories, practices, strategies, and frameworks to substantiate your position.

Communication and Collaboration Strategies

Articulate what communication and collaboration strategies you will use in your setting. Provide a rationale, detailing why your suggested strategies are best for developing and maintaining partnerships. Support your position with at least two scholarly resources.

Family and Community Involvement

Specifically explain how families can be involved in school, at home, and in the community. Include a minimum of four examples.

Future Plans for Partnerships

Share your plans and visions for on-going partnerships that encourage and inspire families. Describe how you will get them excited about supporting their child throughout the year!
You must include a written text script of your presentation, including a title and reference page.

Research and Resource Expectations:
Support your position, with at least four scholarly peer-reviewed sources.
Include the NAEYC Code of Ethical Conduct as a source in this assignment.
Writing and Formatting Expectations:
Title Page: Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Link to audio/video or multimedia presentation

Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
Organization: Demonstrates logical progression of ideas.
Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style, as outlined in the Ashford Writing Center.
Presentation Expectations:
Presentation is completed using one of the options below and is professional, effectively communicated, and informative. Choose one of the following technology tools to develop your presentation:
Audio: Vocaroo (Links to an external site.)–http://vocaroo.com/
Video: YouTube (Links to an external site.)–https://www.youtube.com/
Multimedia: Jing/Screencast (Links to an external site.)–https://www.techsmith.com/jing.html
Other: If you have an alternative tool that you would like to use or need an accessibility accommodation for this assignment, please contact your instructor to ensure it is appropriate for this assignment.

Presentation includes an APA-formatted transcript and includes the link to the audio, video, or multimedia presentation.
Suggested Assignment Length: This should be a four to five minute presentation, with a script that is four to five double-spaced pages in length (not including title and reference pages).
ECE 631 AU Children Families and Communities Guidebook Parent Message Presentation

To what degree did air power contribute to Allied victory at the Battle of El Alamein in October/November 1942? The second battle of El Alamein took place between October and November 1942 in Egypt. Allied forces, led by Field Marshal Bernard Montgomery, fought against General Field Marshal Erwin Rommel’s Panzerarmee Afrika to secure a much-needed victory after Britain had faced various global strategic setbacks. This included the loss of Hong Kong, Germany’s invasion of Greece and Yugoslavia and the sinking of allied ships by German U-boats in the Atlantic.[1] This essay will substantiate that the use of air power made a considerable contribution to the demise of the Panzerarmee Afrika and consequently secured victory for allied forces. Most significantly, the Desert Air Force played a pivotal role in the disruption of the supply line to Panzerarmee Afrika, which consequently prevented the Germans from launching a counter offensive[2]. In addition, Air Vice Marshal Arthur Coningham and Field Marshal Bernard Montgomery’s professional relationship led to Land and Air Commanders working together more closely. Montgomery used this close collaboration with the Desert Air Force to secure his first victory at Alam Halfa Ridge, which in turn led to a more rapid victory for British forces at El Alamein[3]. This essay will detail the importance of the role that air power played in shaping the battle, utilising close air support, through targeting areas beyond the battlefield and having a greater air armada in order to achieve air superiority. Finally, this essay will consider the role that land forces played by utilising the infantry and armour, especially during Operation Supercharge, and it will argue that maximising air power through air support and aerial bombardment was the leading factor in air-land integration during this operation. Supplies such as fuel and munitions were fundamental components required for the second battle of El Alamein. The Desert Air Force proved vital to the disruption of the Panzerarmee Afrika supply line. One of the ways this was achieved was with the assistance of Ultra,[4] who provided the exact locations of Axis shipping movements heading to Torbuk. Consequently, the Desert Air Force attacked the ships causing severe enemy cargo losses in the region of 25 per cent of general military cargo and 41 per cent fuel.[5] To counter the losses caused by the Desert Air Force and their continuous attack on his provisions, Rommel attempted to bring supplies in from Benghazi by lorries and other various means.[6] However, they proved attractive targets for long-range Beaufighters who destroyed the convoys. In September 1942, no less than nine Italian vessels were sunk on the African convoy routes, six of these by Mediterranean aircraft. Rommel stated, “[and some of] the petrol, which was a necessary condition of carrying out our plans, did not arrive. The ships which Cavallero had promised us were […] sunk, some of them delayed and some of them not even despatched”.[7] Once again, the Dessert Air Force were hindering Rommel’s attempts to launch a counter-offensive. On 26th October 1942, 3 days into the second battle of El Alamein, the Desert Air Force intercepted and attacked a heavily escorted convoy of cargo ships making for Torbuk, resulting in the sinking of Proserpina, an oil tanker carrying 2,500 tons of petrol for the Axis ground forces.[8] However, the convoy wasn’t completely destroyed until the following day when Tergestea, a large merchant vessel off the coast of Torbuk port carrying 1,000 tons of petrol and 1,000 tons of ammunition, was sunk.[9] This attack is believed to have been observed by high ranking German officers from the coastline.[10] If this is accurate, not only did they observe the convoy perish in a plume of black smoke, but also, they witnessed the demise of Rommel’s last attempt to launch a counter offensive. Had it not been for Coningham’s Desert Air Force and their relentless disruption of the enemy’s supplies, Rommel would have received sufficient fuel and ammunition to have allowed him to move substantial forces from the rear-guard in order to mount a major counter-attack.[11] It can be argued that the foundation of a successful professional relationship is based on collaboration. Montgomery wrote in his memorandum that the Eight Army could not fight on the ground without the support of the RAF,[12] therefore, for the Army and Air to co-exist on the battlefield they needed to be united as one force. Thus Montgomery’s first priority was to develop a close collaboration with the Desert Air Force. Initially, to form their air-land integration, Montgomery and Coningham built the land and air headquarters near to the front line. This simplified the command of these services and ensured that the correct support was delivered at the right time and in the right places.[13] Montgomery profited very early on from this professional relationship whilst commanding the Eighth Army, where he tasted his first victory at Alam Halfa Ridge. During the battle, once daylight had started to fade and the Army were unable to establish enemy targets, the Desert Air Force would light up the desert below with flares exposing soft-topped transport, tanks and guns of the Axis forces to be destroyed by medium range and low flying fighter-bombers.[14] This battle demonstrated how the organisation of air power could be used in direct support of the Eighth Army, helping to secure a rapid victory for British forces. To some degree, the growing relationship between air and land forces was an emerging concept in the British military at leadership level. The effects of this professional relationship would inspire Army-Air cooperation for the remainder of the Desert War. The Eighth Army took immense satisfaction in watching the tight formations of the Desert Air Force fly over their advanced armour and clear out Axis forces who presented themselves as attractive targets. This had a huge effect on the morale of the troops below as they knew that they were being supported by the air throughout the campaign.[15] The Desert Air force’s attempt to secure air superiority in early October 1942 began with the ability to put 530 serviceable aircraft into the air which heavily outnumbered the 350 exhausted Luftwaffe of the Axis forces.[16] This was actioned when, on the 9th October 1942, enemy owned Daba and Fuka airfields were underwater due to a very heavy rain fall on the 6th October. Seizing the opportunity whilst the enemy were stranded, Coningham launched his full armada of bombers and fighters to destroy the two airfields, along with transport, fuel dumps and gun positions.[17] This attack on the already outnumbered and fragile Axis forces meant that Rommel’s air support was declining swiftly, thus gaining air supremacy for the Desert Air Force. The Desert Air Force then began its full offensive with a bombing campaign, attacking the enemy’s lines of communication, bombing airfields and providing reconnaissance on the enemy’s movements. Furthermore, they supported the Army’s forward area with fighter cover, whilst preventing any attempts by Rommel’s forces to spy, either through air or ground reconnaissance. This contributed further to their command of the air and their assistance of Montgomery and his preparations.[18] Four days later, Montgomery deployed his units on land with a reduced enemy threat from the air[19] and launched operation Lightfoot on the 23rd October 1942. This was followed by the artillery of the Eighth Army opening fire on enemy positions.[20] Rommel, now suffering from the effects of the allies controlling the air, recognised that without regaining control, the fight for the desert was looking bleak. As Desert Air power played such a dominant role early on in the battle, Rommel was forced to withdraw his troops on the 4th November 1942, effectively handing victory to the allied forces. The infantry regiments played a crucial role for the Allied forces during the battle. One obstacle that the Eighth Army had to overcome was the clearing of a path through a vast minefield known as ‘devil’s gardens’.[21] Throughout this perilous task the infantry and armour were closely supported by effective air power which enabled the path to be cleared and allowed them access to attack Rommel’s troops. The influence of air support was unmistakeable to those operating on the ground. Once troops had dug their trenches and taken up fire support positions to assist the armour, all that was required of them was to wait whilst the Desert Air Force took control.[22] One infantry commander stated, “this battle was fought as it were over the heads of the infantry…though shelled and mortared, and sometimes under machine gun fire, they were spectators, of what, to them seemed was a new kind of warfare”.[23] There were no immediate threats from the air, the Allied infantry units were able to engage successful attacks against enemy forces, destroying Axis armour. On the 2nd November, Montgomery launched his next offensive, Operation Supercharge, which was designed to penetrate Rommel’s main line.[24] Once again, the Desert Air Force underwent an intensive bombing campaign lasting several hours on the Axis positions, followed by an artillery bombardment. On the second day of Operation Supercharge, the Desert Air Force flew 1,208 times and dropped 396 tons of bombs on enemy positions in order to aid the movement of ground forces towards the Rahman Track, which would open a corridor to enable Montgomery’s remaining forces to attack the Panzerarmee Afrika.[25] Once Rommel began to withdraw, Montgomery became more reliant on the Desert Air Force to bomb the retreating infantry columns, whilst the Allied infantry mounted attacks to finally push out the remaining armour.[26] Although victory was ultimately achieved on the ground, it was by employing the Desert Air Force to provide consistent air support through harassment of Rommel’s supply lines, aerial bombardment on the battlefield and further afield, that this was possible. Despite the obvious significance of land forces, the Second Battle of El Alamein was won on the ground, air power proved essential in facilitating the victory for land forces. The Desert Air Force played a fundamental role in disrupting the supply line to Panzerarmee Afrika in the prelude to the battle, which prevented Rommel from launching a counter offensive against Allied Forces, and potentially averting their defeat. Arguably, the professional relationship between Coningham and Montgomery proved to be a crucial factor, as they demonstrated that successful Land-Air integration would allow for greater freedom of movement for infantry and armour on the ground. This in turn led to successes on the battlefield as they were being supported by air throughout the campaign. The continuous aerial bombardment of battlefields and other axis establishments by the Desert Air Force had a major impact on the effectiveness of an already exhausted Luftwaffe, thus allowing Allies the freedom to strike Rommel’s ground forces from both land and air. Although the records show that Montgomery’s Eighth Army commanded more infantry, artillery and tanks than those of the Panzerarmee Afrika, it is evident that air power was a leading factor in maximising their efforts, especially during Operation Supercharge. By the end of the battle, Rommel understood what Montgomery had acknowledged from previous battles; that in controlling the air, you can then control the battle on the ground. It was written that “the Royal Air Force forgot how to support the Army”, however, General David Fraser Commandant of the Royal College of Defence Studies re-quoted this with the addition “by the end of 1942 [the RAF] had re-learned the art, with advantages”,[27] recognising the true significance of air power at the Battle of El Alamein. BIBLIOGRAPHY Ball, Simon (2016), Alamein (Oxford: Oxford University Press). Barr, Niall (2005), Pendulum of War: The Three Battles of El Alamein (London: Pimlico). Evans, Bryn (2014), The Decisive Campaigns of the Desert Air Force 1942-1945 (Barnsley: Pen

Motivation of Self-determination Theory

Motivation of Self-determination Theory. Summary of Findings This study explore the different type of motivations of Self Determination Theory, and its three key needs (competence, relatedness, autonomy) towards the social networking game. Therefore, the research question “What motivates college students to play social networking game?” is explained according to the results of the study. It was found that although more people play the game to spend their leisure time, but the major needs for them is the competence as we can see from the data collected, competence has the highest overall mean value. According to Ryan and Deci (2002) humans thrive to experience mastery and to get a sense of confidence. It is also the search for optimal challenge that motivates people to maintain their performance and to improve their skills so that they could reach another higher level. The need for competence is satisfied if an individual feels masterful, efficient, and confident towards the thing that they are doing for example in playing the game. So from this study, we found that competence needs is the major reason that they engaged in the social networking game. In this study, we found that both needs competence and autonomy are partially related with each other as need of competence is satisfied if an individual feel masterful, efficient, and confident towards the thing that they are doing and when he/she successfully reached the goal after overcoming many obstacles, the sense of competence will formed (Takatalo, 2010). This is similar to the characteristic of the needs of autonomy as it is also mean that having a feeling of control over a particular performance and the way they are performed. In Section A which is aimed to test the competence level of the players, we found that most respondent think that they are only have least motivation if their rank in the game has been dropped. Which mean the rank in the game will not affect much of the engagement of the players in game. Not only that, we can see that rank is not a very important element that why players engage in the game as they not necessary will continue to play the game even if they successfully maintain in the high ranking in the leader board. However, most of the players are still feeling quite happy when they successfully achieve their favourite position on the leader board in social networking game. As according to Sweetser and Wyeth (2005), positive feeling towards the game and sense of competence could be form when the players are feeling in control in the game, and thus, players are feeling happy when they completed the task and reach their favourable rank. We can also see that most of the players are very enjoy in playing those social networking game. Social networking successfully provides the happiness for the players to engage in them. Although many college students will not be motivated to play the game when their ranking is dropped, but if once they reach their rank and successfully in high rank, they will feel more motivated to play. In Autonomy, from the study we can also see that most of the players seldom search for information before they play social networking game. They are also seldom spend the time to search for all the information or guideline such as blog, cheats and many others in order to win the games. This shows that they are barely play the game for their own sake without searching for the information. Peers play an important in influencing the people to play a particular social networking game. This can be proved by the results as more respondent are influenced by the friends to engage in the game. However, people do not spend much of their time to play social networking game in a day as they do not like to engage in the game for very long hour. Not only that, they also seldom send the help request to friends to overcome the difficult task. They might think that they are able to challenge the tasks by themselves in order to get the feeling of control over a particular game and this, they will feel autonomous. As mentioned by Ryan and Deci (2002), Autonomy is also means that having a feeling of control over a particular performance and the way they are performed. In order for an individual to feel autonomous, an individual need to feel satisfied or accepted with the actions that they select to engage in. We can also see that from the statistic they are prefer the game that are more challenging in order to get the sense of autonomous. They do not like to play the game which is easy as it may lead to boredom. The need for relatedness is the need to feel meaningfully connected to important others (RyanMotivation of Self-determination Theory

Savannah State University Ch 2 & 3 Juvenile Justice System, Crime and Delinquency Discussion

assignment helper Savannah State University Ch 2 & 3 Juvenile Justice System, Crime and Delinquency Discussion.

Awnser 6 questions1.The juvenile justice system has been defined as “justice that applies to children and adolescents with concern for their health, safety and welfare under socio-legal standards and procedures.” Is this definition adequate? Why or why not? Explain your answer in a minimum of three paragraphs of 5-7 sentences each.2.Under the principle of parens patriae, how does the state (or the court) accept the role of “parent”? Are all households administered and managed alike? Explain your answer in a minimum of two paragraphs of 5-7 sentences for each paragraph.3. What do you consider the major milestones in the evolution of juvenile justice? Explain your answer in a minimum of three paragraphs of 5-7 sentences for each paragraph.4.Which of the theories of the causation of crime and delinquency seem most logical? Explain in a minimum of two paragraphs of 5-7 sentences each paragraph.5.How is labeling theory of importance to parents? Teachers? You? Explain in a minimum of three paragraphs of 5-7 sentences each paragraph.6.Do you believe that there are sufficient opportunities for youths to be involved in acceptable activities and avoid criminal activity? Explain with a minimum of two paragraphs of 5-7 sentences each.
Savannah State University Ch 2 & 3 Juvenile Justice System, Crime and Delinquency Discussion

Hendrix College Jainism Religious Belief Descriptive Essay

Hendrix College Jainism Religious Belief Descriptive Essay.

The book that I need you to use is (Bowker, John. World Religions: The Great Faiths Explored and Explained.) you will find the book in this website https://www.scribd.com/ .The username: turki5.intr@hotmail.com. The password: 12345qaws Each student will post a weekly reflection/discussion on the Monday discussion board. Students will pick one point of interest from the weekly readings and post a 100-150 word reflection each week. Please note that there are 2 levels of due dates for this assignment:Reflections will be due on Mondays at 1:10pm and will constitute the student’s first post for the discussion board. Then, each student is expected to re-visit the discussion before the Wednesday in-person class meeting (1:10pm) to read and respond to at least 3 other student’s posts/reflections. Posts and responses must be substantive and engaging and written in grammatically correct English; no texting language.
Hendrix College Jainism Religious Belief Descriptive Essay

Relevance of Strategy in the ‘Wars of Annihilation’ 1939-1945

A person is easy to kill, whereas an ideology is hard to destroy. To truly conquer and hold territory you must extinguish any sparks of rebellion. After the horrific aftermath of World War One (WW1) nation states across the world realised that if another great war was to break out, that no aspects of life would be off-limits to war. This is the idea of ‘total war’, which is defined by the Oxford Living Dictionaries to be “A war that is unrestricted in terms of weapons used, the territory or combatants involved, or the objectives pursued, especially one in which the laws of war are disregarded.” [1] An extension of total war incorporating a war on ideologies lead to “wars of annihilation”. Where it wasn’t about capturing the enemies land or ruling the enemy it was a matter of crushing their ideologies to prevent future uprises. Strategy to convince the German people that this was an acceptable practice to all rally behind the war effort was essential. The use of relentless propaganda as a medium to brainwash the population was meet with a great success. This spread of misinformation allowed the for the German commands to successfully manipulate the Wehrmacht and the general population. Erich Ludendorff’s design of total war was the foundation to allow ‘wars of annihilation’ to occur between 1939-1945. While Ludendorff died in 1927 and did not see World War 2 (WW2), he had been in support of Adolf Hitler up until his failed coup in 1923. He had left as he did not believe that Hitler would be able to lead the nation to victory[2]. Although before departing Hitler’s company he made it clear that the nation would only win the war if it followed the ideas of total war. “Total war requires enormous things from the commander… that have never been asked for from commanders in the past”[3], from Ludendorff’s book ‘the total war’ he discusses how the commander must not only control the military but all aspects of the nation with no divide between civilian and military life. This profound ideology was exemplified in Joseph Goebbels speech in the Sportpalast, he asks “Do you want total war?” then continues to illustrate how total war is necessary to prevent Bolshevism control[4]. Stating “Jewry has intellectually and politically so deeply penetrated the Anglo-Saxo states” that they lost their ability to acknowledge the threat of communism[5]. Here Goebbels combines Ludendorff’s idea of total war and a strong racist propaganda which was prominent in the German success in the Herero genocide. This was to rally the nation behind a single racially motivated cause. This strategic propaganda is a strong part of what lead Germany to be able to stage a strong war of annihilation. The strategic plan to unite the nation behind one goal of systemic extinction of a race lead to Germany being able to commit to a total war and more specifically a war of annihilation. That is because members of the German war economy could relate to how their work was creating a better world. This inherent buy in, coerced by strategic propaganda, resulted in everyone wanting to contribute to the war effort and supporting the military in their inevitable victory in the war. Misinformation and shared assumptions developed from racial prejudices allowed Hitler to successfully push a war of annihilation against the Soviet Union. Andreas Hillgruber suggests that a joint military system such as the Nazi Wehrmacht is the ideal system.[6] This system combined air power, sea power, land power along with civilian infrastructure in line with Ludendorff’s design for total war. Due to this strategic decision for a joint force values and propaganda would be uniform across the military, unlike some modern-day militaries with very distinct differences in service culture. Due to the cultural similarities, assumptions were often shared across the entire Wehrmacht, Hillgruber suggests that the Wehrmacht was ill-informed about the Soviet Union[7]. Hitler and his generals knew that the soldiers of the Wehrmacht believed that the Russians were simple, primitive people and that the soldiers had a sense of invincibility after beating the French.[8] This knowledge allowed Hitler to push for an inhumane war to be fought against the Russians. Hillgruber argued that due to the assumption held by the German people the command team was able to convince them that the annihilation of the soviet people in an uncivilised fashion while breaking war crimes was necessary and acceptable.[9] The strategic decision to form the Wehrmacht to replace the Reichswehr in 1935 further lead to the unification of ideas and ideologies which allowed the 3rd Reich to successfully convince their military to commit war crimes in the war of annihilation against Russia. This is very similar to the approach used by the 3rd Reich to dehumanise Jews to the point that people thought that their genocide was essential. Bankier reflected Hillgruber’s ideas that misinformation was used to convince the German population to continue to fight as the rest of society would not accept them. “Germans were fed the knowledge that too many atrocities had been committed … to allow for an understanding to be reached with the allies”.[10] This misinformation convinced the populous that they have gone too far to turn back so the war of annihilation must continue and that defeat was not an option. With defeat not being an option, the German people would band together to defeat the perceived evil ideologies and the war. Conquering land is not an effective way to secure control and power, to truly have stable control and power the people must accept your rule and align with your ideologies. “Fight two worldviews against each other … If we do not take it that way, we will beat the enemy, but in 30 years the Communist enemy will be facing us again. We are not waging war to preserve the enemy” Hitler had said to his generals.[11] Hitler is suggesting that to truly win and hold the captured territory that the enemy and those who had a different value system to him had to be annihilated. I believe that this is the key strategic difference between total war and wars of annihilation. While in total war the military is the point of the spear whereas the civilisation is the stake supporting the point. Whereas wars of annihilation are both a spear supported by the entire civilisation they are also a bag of salt to ensure the defeated civilisations never rise again. The strategic plan to eliminate the culture through genocide had vastly changed the strategy Germany deployed in WW2. The Nazi propaganda promoted the extermination of Jewish, Bolshevik, Asiatic and many more groups of people[12] meant that rather then following humane acts of war many war crimes were committed by the German forces. This is evidenced by the treatment of prisoners of war (POW). 2.8 million soviet POWs (which is over 85%) died in 1941.[13] This was due to direct violations of international law[14]. The Barbarossa decree exemplifies how this was encouraged. The decree states “Every officer in the German occupation … will be entitled to perform execution(s) without trial … on any person suspected of having a hostile attitude towards the Germans … you are allowed to apply the principle of collective responsibility … German soldiers who commit crimes against humanity, on the USSR and POWs are exempted from criminal responsibility, even if they commit acts punishable according to German law”.[15] This clearly exemplifies how Germany’s strategy was designed around completely annihilating the enemy to prevent any future rebellion. Pursuing the wars of annihilation, the 3rd Reich strategy significantly changed between 1939 and 1945. The need was no longer to only control and capture territory it was to crush and decimate the enemy. This need saw the implementation of strategies which would allow this. One of these strategies was the dehumanisation of specific ethnic groups through extremely graphic and prolific propaganda which was used to brainwash and feed misinformation to the German public and fighting forces. The fact that Germany had been able to align its people behind a single ideology allowed them to unite behind the war front in a total war campaign. Uniting like this would not have been possible without a common goal and a common ideology. Propagandist then went on to tell the public that they had done such horrible things in the eyes of the allies that they must never give up. As a result, this drove an immense lust to continue the war effort and not back down even though life and conditions were tough. This made it much more difficult to break the people of Germany, strengthening the total war effort. Wars of annihilation were deemed necessary by the 3rd Reich, not only due to the undercurrent of extreme racism seen amongst the high leaders but also to ensure a stable and prosperous empire. Hitler had set about to replicate an empire such as that of the Romans, one which would stand and last through the ages. To do this he must prevent any future uprisings. The long-term strategy to secure his empire could have arguably lost him the war as he had deluded himself in believing that Jewish-Bolshevik people would destroy him if they weren’t stopped. As a result of wishing to secure an empire under a single ideology and belief system, the wars of annihilation were waged upon Europe during WW2. This required clever strategic spread of misinformation to indoctrinate the people that the inhumane and illegal action taken upon the state’s enemies were justified. Bibliography 2019. https://research.calvin.edu/german-propaganda-archive/goeb36.htm. “Controversy: Total War | International Encyclopedia Of The First World War (WW1)”. 2019. Encyclopedia.1914-1918-Online.Net. https://encyclopedia.1914-1918-online.net/article/controversy_total_war. Datner, Szymon. 1964. Zbrodnie Wehrmachtu Na Jeńcach Wojennych Armii Regularnej W II Wojnie Światowej. Warszawa: Wydawn. Ministerstwo Obrony Narodowej. Davies, Norman. 2007. No Simple Victory. London: Pan Books. Evans, Richard John. 1989. In Hitler’s Shadow. London: Tauris. Herf, Jeffrey. 2005. The “Jewish War”. Kattago, Siobhan. 2001. Ambiguous Memory: The Nazi Past And German National Identity. Praeger. Le Faucheur, Christelle. 2018. Were US Pows Starved To Death In German Camps?. The National WWII Museum. LUDENDORFF, Friedrich Wilhelm Erich. 1936. The “Total” War, Etc. [An Epitome Of “Der Totale Krieg.”]. London. Speer, Albert, Richard Winston, Clara Winston, Eugene Davidson, and Albert Speer. n.d. Inside The Third Reich. “Total War | Definition Of Total War In English By Oxford Dictionaries”. 2019. Oxford Dictionaries | English. https://en.oxforddictionaries.com/definition/total_war. “War Of Annihilation”. 2019. En.Wikipedia.Org. https://en.wikipedia.org/wiki/War_of_annihilation. Wette, Wolfram, and Deborah Lucas Schneider. 2009. Wehrmacht. Cambridge: Harvard University Press. 2019. https://academic.oup.com/hgs/article/19/1/51/656425. 2019. Yadvashem.Org. https://www.yadvashem.org/untoldstories/documents/studies/Andreas_Hillgruber.pdf. 2019. https://www.cambridge.org/core/journals/central-european-history/article/andreas-hillgruber-historian-of-grossmachtpolitik-18711945/49B2507AC27BA6CDAA24B2002E5AF95A. “Propaganda In Nazi Germany”. 2019. En.Wikipedia.Org. https://en.wikipedia.org/wiki/Propaganda_in_Nazi_Germany#Anti-semitism_during_World_War_II. “Sportpalast Speech”. 2019. En.Wikipedia.Org. https://en.wikipedia.org/wiki/Sportpalast_speech. References [1] [https://en.oxforddictionaries.com/definition/total_war “Total war” Oxford Living Dictionaries [2] Marc, Daniel. 2019. “Controversy: Total War | International Encyclopedia Of The First World War (WW1)”. Encyclopedia.1914-1918-Online.Net. https://encyclopedia.1914-1918-online.net/article/controversy_total_war/2014-10-08. [3] LUDENDORFF, Friedrich Wilhelm Erich. 1936. The “Total” War, Etc. [An Epitome Of “Der Totale Krieg.”]. London p. 120 [4] Herf, Jeffrey. 2005. The “Jewish War”. P. 50-81 [5] Speer, Albert, Richard Winston, Clara Winston, Eugene Davidson, and Albert Speer. n.d. Inside The Third Reich. [6] Kattago, Siobhan. 2001. Ambiguous Memory: The Nazi Past And German National Identity. Praeger. p. 62 [7] Wette, Wolfram, and Deborah Lucas Schneider. 2009. Wehrmacht. Cambridge: Harvard University Press. p. 21 [8] Wette, Wolfram, and Deborah Lucas Schneider. 2009. Wehrmacht. 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