The Amazing and Horrifying Story of Kurt Gerstein

Anti-Nazi Kurt Gerstein (1905-1945) never intended to be a witness to the Nazi murder of the Jews. He joined the SS to try to find out what happened to his sister-in-law, who had mysteriously died in a mental institution. Gerstein was so successful in his infiltration of the SS that he was placed in a position to witness gassings at Belzec. Gerstein then told everyone he could think of about what he saw and yet no action was taken. Some wonder if Gerstein did enough. Kurt Gerstein Kurt Gerstein was born on August 11, 1905, in Mà ¼nster, Germany. Growing up as a young boy in Germany during the First World War and the following tumultuous years, Gerstein did not escape the pressures of his time. He was taught by his father to follow orders without question; he agreed with the growing patriotic fervor that espoused German nationalism, and he was not immune to the strengthening anti-Semitic feelings of the inter-war period. Thus he joined the Nazi Party on May 2, 1933. However, Gerstein found that much of the National Socialist (Nazi) dogma went against his strong Christian beliefs. Turning Anti-Nazi While attending college, Gerstein became very involved in Christian youth groups. Even after graduating in 1931 as a mining engineer, Gerstein remained very active in the youth groups, especially the Federation of German Bible Circles (until it was disbanded in 1934). On January 30, 1935, Gerstein attended an anti-Christian play, Wittekind at the Municipal Theater in Hagen. Though he sat amongst numerous Nazi members, at one point in the play he stood up and shouted, This is unheard of! We shall not allow our faith to be publicly mocked without protest!1 For this statement, he was given a black eye and had several teeth knocked out.2 On September 26, 1936, Gerstein was arrested and imprisoned for anti-Nazi activities. He had been arrested for attaching anti-Nazi letters to invitations sent out to invitees of the German Miners Association.3 When Gersteins house was searched, additional anti-Nazi letters, issued by the Confessional Church, were found ready to be mailed along with 7,000 addressed envelopes.4 After the arrest, Gerstein was officially excluded from the Nazi Party. Also, after six weeks of imprisonment, he was released only to find that he had lost his job in the mines. Arrested Again Not able to get a job, Gerstein went back to school. He began to study theology at Tà ¼bingen but soon transferred to the Protestant Missions Institute to study medicine. After a two-year engagement, Gerstein married Elfriede Bensch, a pastors daughter, on August 31, 1937. Even though Gerstein had already suffered exclusion from the Nazi Party as a warning against his anti-Nazi activities, he soon resumed his distribution of such documents. On July 14, 1938, Gerstein was again arrested. This time, he was transferred to the Welzheim concentration camp where he became extremely depressed. He wrote, Several times I came within an ace of hanging myself of putting an end to my life in some other way because I hadnt the faintest idea if, or when, I should ever be released from that concentration camp.5 On June 22, 1939, after Gersteins release from the camp, the Nazi Party took even more drastic action against him regarding his status in the Party - they officially dismissed him. Gerstein Joins the SS In the beginning of 1941, Gersteins sister-in-law, Bertha Ebeling, died mysteriously at the Hadamar mental institution. Gerstein was shocked by her death and became determined to infiltrate the Third Reich to find out the truth about the numerous deaths at Hadamar and similar institutions. On March 10, 1941, a year and a half into the Second World War, Gerstein joined the Waffen SS. He was soon placed in the medical services hygiene section where he succeeded in inventing water filters for German troops - to his superiors delight. Gerstein had been dismissed from the Nazi Party, thus should not have been able to hold any Party position, especially not become part of the Nazi elite. For a year and a half, the anti-Nazi Gersteins entry into the Waffen SS went unnoticed by those that had dismissed him. In November 1941, at a funeral for Gersteins brother, a member of the Nazi court that had dismissed Gerstein saw him in uniform. Although information about his past was passed on to Gersteins superiors, his technical and medical skills - proven by the working water filter - made him too valuable to dismiss, Gerstein was thus allowed to stay at his post. Zyklon B Three months later, in January 1942, Gerstein was appointed the head of the Technical Disinfection Department of the Waffen SS where he worked with various toxic gases, including Zyklon B. On June 8, 1942, while the head of the Technical Disinfection Department, Gerstein was visited by SS Sturmbannfà ¼hrer Rolf Gà ¼nther of the Reich Security Main Office. Gà ¼nther ordered Gerstein to deliver 220 pounds of Zyklon B to a location known only to the driver of the truck. Gersteins main task was to determine the feasibility of changing the Aktion Reinhard gas chambers from carbon monoxide to Zyklon B. In August 1942, after having collected the  Zyklon B  from a factory in Kolin (near Prague, Czech Republic), Gerstein was taken to  Majdanek, Belzec, and  Treblinka. Belzec Gerstein arrived at Belzec on August 19, 1942, where he witnessed the entire process of gassing a trainload of Jews. After the unloading of 45 train cars stuffed with 6,700 people, those that were still alive were marched, completely naked, and told that no harm would come to them.  After the gas chambers were filled: Unterscharfà ¼hrer Hackenholt was making great efforts to get the engine running. But it doesnt go. Captain Wirth comes up. I can see he is afraid because I am present at a disaster. Yes, I see it all and I wait. My stopwatch showed it all, 50 minutes, 70 minutes, and the diesel did not start. The people wait inside the gas chambers. In vain. They can be heard weeping, like in the synagogue, says Professor Pfannenstiel, his eyes glued to a window in the wooden door. Furious, Captain Wirth lashes the Ukrainian assisting Hackenholt twelve, thirteen times, in the face. After 2 hours and 49 minutes - the stopwatch recorded it all - the diesel started. Up to that moment, the people shut up in those four crowded chambers were still alive, four times 750 persons in four times 45 cubic meters. Another 25 minutes elapsed. Many were already dead, that could be seen through the small window because an electric lamp inside lit up the chamber for a few moments. After 28 minutes, only a few were still alive. Finally, after 32 minutes, all were dead. 6 Gerstein was then shown the processing of the dead: Dentists hammered out gold teeth, bridges and crowns. In the midst of them stood Captain Wirth. He was in his element, and showing me a large can full of teeth, he said: See for yourself the weight of that gold! Its only from yesterday and the day before. You cant imagine what we find every day - dollars, diamonds, gold. Youll see for yourself! 7 Telling the World Gerstein was shocked by what he had witnessed. Yet, he realized that as a witness, his position was unique. I was one of the handful of people who had seen every corner of the establishment, and certainly the only one to have visited it as an enemy of this gang of murderers. 8 He buried the Zyklon B canisters that he was supposed to deliver to the death camps. He was shaken by what he had seen. He wanted to expose what he knew to the world so that they could stop it. On the train back to Berlin, Gerstein met Baron Gà ¶ran von Otter, a Swedish diplomat. Gerstein told von Otter all he had seen. As von Otter relates the conversation: It was hard to get Gerstein to keep his voice down. We stood there together, all night, some six hours or maybe eight. And again and again, Gerstein kept on recalling what he had seen. He sobbed and hid his face in his hands. 9 Von Otter made a detailed report of his conversation with Gerstein and sent it to his superiors. Nothing happened. Gerstein continued to tell people what he had seen. He tried to contact the Legation of the Holy See but was denied access because he was a soldier.10 [T]aking my life in my hands every moment, I continued to inform hundreds of people of these horrible massacres. Among them were the Niemà ¶ller family; Dr. Hochstrasser, the press attachà © at the Swiss Legation in Berlin; Dr. Winter, the coadjutor of the Catholic Bishop of Berlin - so that he could transmit my information to the Bishop and to the Pope; Dr. Dibelius [bishop of the Confessing Church], and many others. In this way, thousands of people were informed by me.11 As months continued to pass and still the Allies had done nothing to stop the extermination, Gerstein became increasingly frantic. [H]e behaved in a strangely reckless manner, needlessly risking his life every time he spoke of the extermination camps to persons he scarcely knew, who were in no position to help, but might easily have been subjected to torture and interrogation. . .  12 Suicide or Murder On April 22, 1945, near the end of the war, Gerstein contacted the Allies. After telling his story and showing his documents, Gerstein was kept in honorable captivity in Rottweil - this meant he was lodged at Hotel Mohren and just had to report to the French gendarmerie once a day.13 It was here that Gerstein wrote down his experiences - both in French and German. At this time, Gerstein seemed optimistic and confident. In a letter, Gerstein wrote: After twelve years of unremitting struggle, and in particular after the last four years of my extremely dangerous and exhausting activity and the many horrors I have lived through, I should like to recuperate with my family in Tà ¼bingen. 14 On May 26, 1945, Gerstein was soon transferred to Constance, Germany and then to Paris, France in early June. In Paris, the French did not treat Gerstein differently than the other war prisoners. He was taken to the Cherche-Midi military prison on July 5, 1945. The conditions there were terrible. On the afternoon of July 25, 1945, Kurt Gerstein was found dead in his cell, hung with part of his blanket. Though it was apparently a suicide, there is still some question if it was perhaps murder, possibly committed by other German prisoners who did not want Gerstein to talk. Gerstein was buried in the Thiais cemetery under the name Gastein. But even that was temporary, for his grave was within a section of the cemetery that was razed in 1956. Tainted In 1950, a final blow was given to Gerstein - a denazification court posthumously condemned him. After his experiences in the Belzec camp, he might have been expected to resist, with all the strength at his command, being made the tool of an organized mass murder. The court is of the opinion that the accused did not exhaust all the possibilities open to him and that he could have found other ways and means of holding aloof from the operation. . . .Accordingly, taking into account the extenuating circumstances noted . . . the court has not included the accused among the main criminals but has placed him among the tainted.15 It was not until January 20, 1965, that Kurt Gerstein was cleared of all charges, by the Premier of Baden-Wà ¼rttemberg. End Notes Saul Friedlà ¤nder,  Kurt Gerstein: The Ambiguity of Good  (New York: Alfred A. Knopf, 1969) 37.Friedlà ¤nder,  Gerstein  37.Friedlà ¤nder,  Gerstein  43.Friedlà ¤nder,  Gerstein  44.Letter by Kurt Gerstein to relatives in the United States as quoted in Friedlà ¤nder,  Gerstein  61.Report by Kurt Gerstein as quoted in Yitzhak Arad,  Belzec, Sobibor, Treblinka: The Operation Reinhard Death Camps  (Indianapolis: Indiana University Press, 1987)  102.Report by Kurt Gerstein as quoted in Arad,  Belzec  102.Friedlà ¤nder,  Gerstein  109.Friedlà ¤nder,  Gerstein  124.Report by Kurt Gerstein as quoted in Friedlà ¤nder,  Gerstein  128.Report by Kurt Gerstein as quoted in Friedlà ¤nder,  Gerstein  128-129.Martin Niemà ¶ller as quoted in Friedlà ¤nder,  Gerstein  179.Friedlà ¤nder,  Gerstein  211-212.Letter by Kurt Gerstein as quoted in Friedlà ¤nder,  Gerstein  215-216.Verdict of the Tà ¼bingen Denazification Court, August 17, 1950 as quoted in Friedlà ¤nder,  Gerstein  225-226. Bibliography Arad, Yitzhak.  Belzec, Sobibor, Treblinka: The Operation Reinhard Death Camps. Indianapolis: Indiana University Press, 1987.Friedlà ¤nder, Saul.  Kurt Gerstein: The Ambiguity of Good. New York: Alfred A Knopf, 1969.Kochan, Lionel. Kurt Gerstein.  Encyclopedia of the Holocaust. Ed. Israel Gutman. New York: Macmillan Library Reference USA, 1990.

Against The Legalization Of Drugs - 1671 Words

Against the Legalization of Drugs Legalization of drugs is an increasingly hot topic in today’s society. It is one of that needs vast advancements in research and treatment for addicts to prevent the moral and legal obligations, as well as the severe health ramifications that come along with addiction of these powerful drugs. To legalize drugs would be detrimental to the family unit as well as our youth and have serious health consequences at an alarming rate. James Q. Wilson, author of, â€Å"Against the Legalization of Drugs,† was the first Senior Fellow at Boston College’s Clough Center for the Study of Constitutional Democracy and Distinguished Scholar in its Department of Political Science. In his essay, Wilson portrays his stance on being against legalization of drugs and speaks of figuring out how to win the war on drugs and â€Å"not send up the white flag of surrender.† Wilson explains the historical aspect of not legalizing heroin in 1972 and health deterioration along with the number of deaths to heroin assisted in decreasing the number of heroin users in the United States. Wilson gives perspectives from the stance of legalization and why it would not have worked and will not work today. Wilson’s argument on the detrimental effects of legalizing drugs on our society as a whole would not only have severe effects on our children and young adults, but also our unborn fetuses. Specifically, Wilson’s essay describes the detrimental effects of heroin and crack cocaine.Show MoreRelatedThe Social Benefits of Legalization of Marijuana1459 Words   |  6 Pagesthe hemp plant.†(Marijuana, 317). Today in most countries soft narcotics and especially narcotics like marijuana are illegal. Marijuana is a misunderstood drug that is thought of as dangerous but it isn’t. Because of people’s ignorance and gullibility marijuana has become illegal for all the wrong reasons and should be re-examined for legalization. Society today cannot understand that there has been a culture behind marijuana for many centuries, and has been used by different ethnicities, for religiousRead MoreShould Drugs Be Legalized? Essay1203 Words   |  5 PagesThe legalization of drugs is among the most polarizing issues faced by the US government today. The increase in organized crime related to drug trafficking has forced authorities to reevaluate their stance on thei r legalization issue, and yet there are those in the civil society that oppose such legalization vehemently. 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The biggest downside of the medical drug evolution was the side effect of mass addiction. Although there was a problem with addiction the drugs still were very effective in helping cure many problems. Even with the

Consumerist Culture Definition and Discussion

If culture is understood by sociologists as composed of the commonly understood symbols, language, values, beliefs, and norms of a society, then a consumerist culture is one in which all of those things are shaped by consumerism; an attribute of a society of consumers. According to sociologist Zygmunt Bauman, a consumerist culture values transience and mobility rather than duration and stability, and the newness of things and reinvention of oneself over endurance. It is a hurried culture that expects immediacy and has no use for delays, and one that values individualism and temporary communities over deep, meaningful, and lasting connection to others. Baumans Consumerist Culture In Consuming Life, Polish sociologist Zygmunt Bauman explains that a consumerist culture, departing from the previous productivist culture, values transience over the duration, newness and reinvention, and the ability to acquire things immediately. Unlike a society of producers, in which people’s lives were defined by what they made, the production of things took time and effort, and people were more likely to delay satisfaction until some point in the future, consumerist culture is a â€Å"nowist† culture that values immediate or quickly acquired  satisfaction. The expected fast pace of consumerist culture is accompanied by a permanent state of busyness and a near-permanent sense of emergency or urgency. For instance, the emergency of being on-trend with fashion, hairstyles, or mobile electronics are pressing ones in a consumerist culture. Thus, it is defined by turnover and waste in the ongoing quest for new goods and experiences. Per Bauman, consumerist culture is â€Å"first and foremost, about being on the move.† The values, norms, and language of a consumerist culture are distinctive. Bauman explains, Responsibility now means, first and last, responsibility to oneself (‘you owe this to yourself’, ‘you deserve it’, as the traders in ‘relief from responsibility’ put it), while ‘responsible choices’ are, first and last, those moves serving the interests and satisfying the desires of the self.† This signals a set of ethical principles within a consumerist culture that differ from those of periods that preceded the society of consumers. Troublingly, Bauman argues, these trends also signal the vanishing of the generalized â€Å"Other† â€Å"as object of ethical responsibility and moral concern. With its extreme focus on the self, â€Å"[t]he consumerist culture is marked by a constant pressure to be someone else.† Because we use the symbols of this culture—consumer goods—to understand and express ourselves and our identities, this dissatisfaction we feel with goods as they lose their luster of newness translates into dissatisfaction with ourselves. Bauman writes, [c]onsumer markets [...] breed dissatisfaction with the products used by consumers to satisfy their needs -- and they also cultivate constant disaffection with the acquired identity and the set of needs by which such an identity is defined. Changing identity, discarding the past and seeking new beginnings, struggling to be born again -- these are promoted by that culture as a duty disguised as a privilege. Here Bauman points to the belief, characteristic of consumerist culture, that though we often frame it as a set of important choices we make, we are actually obligated to consume in order to craft and express our identities. Further, because of the emergency of being on-trend, or even ahead of the pack, we are constantly on the lookout for new ways to revise ourselves through consumer purchases. In order for this behavior to have any social and cultural value, we must make our consumer choices â€Å"publicly recognizable.† Connected to the ongoing quest for the new in goods and in ourselves, another characteristic of consumerist culture is what Bauman calls â€Å"the disabling of the past.† Through a new purchase, we can be born again, move on, or start over with immediacy and ease. Within this culture, time is conceived of and experienced as fragmented, or â€Å"pointillist† — experiences and phases of life are easily left behind for something else. Similarly, our expectation for a community and our experience of it is fragmented, fleeting, and unstable. Within a consumerist culture, we are members of â€Å"cloakroom communities,† which â€Å"one feels one joins simply by being where others are present, or by sporting badges or other tokens of shared intentions, style or taste.† These are â€Å"fixed-term† communities that allow for a momentary experience of the community only, facilitated by shared consumer practices and  symbols. Thus, consumerist culture is one marked by â€Å"weak ties† rather than strong ones. This concept developed by Bauman matters to sociologists because we are interested in the implications of the values, norms, and behaviors that we take for granted as a society, some of which are positive, but many of which are negative.

Cultural Diversity Within The Classroom - 1288 Words

Cultural Diversity in the Classroom-What Every Teacher Needs to Know Most teachers in the United States are Caucasian English speakers who do not have much experience teaching students from other areas of the world. The cultural differences that this creates can often put teachers at odds with their students. Sometimes the cultural beliefs of the teachers may even clash with those of the students which can end up preventing the student from having a positive or successful learning experience. These diverse student’s cultural values, beliefs, and norms can be very different from those of mainstream American education and classroom etiquette and the closer the connection is between the teachers instructional style, the curriculum, and the student’s learning style, the better chance there will be that the student will achieve success in the classroom (Manning Baruth, 2009). Teaching and learning styles can reflect cultural backgrounds and students who have teachers from t he same culture have very few problems in understanding the information given by the teacher. They are most likely very familiar with the types of interactions that are expected in the classroom and what the outcomes of those interactions will be. Some students are used to a community or group style of learning, while others focus on independence and a certain amount of competition between students. If these children have the proper instruction by their teacher they will be able to learn and function inShow MoreRelatedMulticultural Education Is A Method For Instruction That Values Diversity Within The Classroom1227 Words   |  5 PagesStates diversity will become progressively more reflected in our schools. In our school, students are becoming increasingly diverse, by assisting pupils to attaining knowledge, attitudes they need in order to become active citizens within our society. 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Why Was Swanwick Station the busiest station in England for a few weeks each year in the 1930’s, and why did this cease to be the case Free Essays

The strawberry industry was the farming and distribution of the finest strawberries in Hampshire. In this project I will explain why Swanwick station was the busiest in England in the 1930’s. I will also explain why the strawberry industry developed and declined, and how these events changed life around the area. We will write a custom essay sample on Why Was Swanwick Station the busiest station in England for a few weeks each year in the 1930’s, and why did this cease to be the case? or any similar topic only for you Order Now This area I will be researching is Swanwick, Locks Heath, Warsash and Ticthfield. I will do this by visiting each of these sites and taking photographs. I will also be looking for places that have some significance to the industry such as Swanwick station, or old pubs etc. I am hoping to find out more about the strawberry industry in the 1930’s, and I will hope to find out why the industry built up so fast, but declined just as fast. The Site Today Today, the site has clues as to how important the industry was. For example, MOJ Engineering is a building which used to be a basket factory, at the top of Duncan Road in Swanwick. At the bottom of Duncan Road is Swanwick Station, a two platform train station operating into Southampton, Portsmouth and London. The Q8 petrol station and the pub/restaurant The Talisman is in Park Gate, off the A27. Opposite Brookfield School in Sarisbury is a road called Strawberry Hill. This is a dead end road, but has brand new traffic lights for the main road at the bottom of the hill. The Joseph Paxton pub and the off-licence â€Å"Threshers† in Park Gate are both relevant to this study. Photos from the Site Today This is a photo of MOJ Engineering. The faded writing on the wall reads â€Å"Swanwick and District Basket Factory.† This is the outside of Swanwick Station today. The Talisman at Park Gate The Village Inn; used to be the inn for railway commuters. The Site As It Was and How The Industry Developed The site was completely different to what it is today, as it has endured many changes. In 1872, the strawberry industry picked up, and soon there were many growers across Swanwick, Warsash and Park Gate. They were mainly situated in the well known strawberry fields. As the industry developed, Swanwick train station was built. It was completed in 1888 and had the job of transporting the strawberries to London and various other places. Wicker baskets to hold the strawberries were transported in from Winchester Jail made by prisoners. However in 1913 the Swanwick and District Basket Factory was established adjacent to the station. It produced light and attractive plastic punnets. A successful season was critical for the industry and at encouraging moments during the growing period, prayers were offered for fair weather and a healthy crop as this was the growers’ only source for income. During the season – usually mid June to mid July -the picking started as early as 4am for the 10am trains to places such as Aberdeen, Glasgow and Dublin. Because picking was hard, thirsty work, the local off-licence would supply a firkin of beer (about 9 gallons) everyday to each field throughout the season. The workers would receive a glass after 1000 baskets of strawberries had been picked. The fruit from the area was known in the trade as â€Å"Southamptons† and was soon recognised as been of a superior quality to that of competitors in Cornwall. The first variety of berry grown in the area was known as the â€Å"Maud† and was about the size of a thimble. Later came the â€Å"Joey† or â€Å"Paxtons†, short for Sir Joseph Paxton who was the producer of this strain, being much larger then the â€Å"Maud† and was considered by many experts to be the most delicious berry ever grown. Later servicemen from the Great War returned to look for jobs, and found strawberry growing to be the most suitable, as it would earn them sufficient amounts to support a family for the whole of the year. During the season, Swanwick was over-flowing with the horses and carts which transported the strawberries from the fields to the station. Strawberry Hill was a road in which they travelled by, as you can tell by the name. â€Å"It was recorded by some means that in the 1928 season 1,287,925 baskets left Swanwick station for London to take advantage of the lucrative markets there.† Much of the crop was grown for London markets, whose salesmen spoke highly of the local fruit. â€Å"Up to sixty pair-horse wagons were needed to convey the fruit from Waterloo to the markets.) The land around the area was perfect for growing strawberries, but only strawberries as it didn’t have the right nutrients for other crops, which is a reason why the industry developed, as they had no competition. The availability of pickers was immense, as gypsies would invade the area as pickers for the picking rate of a penny farthing per 4 pound chip basket or 6 pence per hour. Whole families would work up to 18 hours per day. This was good for the industry as it meant more work could be done faster meaning more income. Photos from The Site As It Was Why did the Industry Decline? The sudden boom of strawberry growing was a success but it was in 1913 that a new variety of berry was to prove disastrous to the growers. The â€Å"Madame La Fevebre† was favoured and was for several years known as a good cropper. However it was this variety that brought the deadly disease â€Å"root – rot† to the area. As a consequence, crops were badly hit and this coupled with the depression led to many growers going bankrupt. started to deteriorate in the 1930’s. One of the main reasons was that the earth was basically exhausted. Growers had used the land to the extent that it would no longer yield the crops. The Depression, late frosts in 1938 and finally the outbreak of war hastened the decline of the industry in the 30’s. The survivors from the war realised that there were better jobs on offer, and didn’t return to growing strawberries. There was a lot of competition from foreigners as well, as their crops ripened earlier and were sold cheaper. This was a problem for local growers as with this competition, they weren’t getting the money they needed to support their families. Around this time (30’s/early 40’s) air transport was developing, so England was experiencing foreign strawberries. The growth of supermarkets instead of small fruit markets meant they needed â€Å"perfect† strawberries, and with all the problems in the area, the standards declined. Along with the developing supermarkets, the land originally used for crops was being increased to build houses on. By the 1940’s the trend was general produce such as potatoes and tomatoes (for the rationing during the war.) However this growth of produce continued after the war and competed against strawberry growers. 1949 was particularly bad for them as Nurseries were developing all round the district with vast areas under glass. â€Å"Locks Heath Nurseries† boasted the largest greenhouse in Hampshire given over to the cultivation of tomatoes. To Conclude†¦ Looking back to the 40 boom years or so from the 1870’s Locks Heath has been established all because of their strawberries. Nowadays they are associated with the recent phenomenon of â€Å"pick your own.† There are few memories left from this time, such as the station, and the basket factory etc, but the seasonal frenzied activity which included every citizen of Locks Heath, young and old, every year are now long since over. How to cite Why Was Swanwick Station the busiest station in England for a few weeks each year in the 1930’s, and why did this cease to be the case?, Papers

The Employee Engagement

Question: Explain the Factors influencing the employee engagement of two different teams in the same department. Answer: Introduction to research Employees are the essence, potency, power and sustenance that work to strengthen any organisation functionality (Truss et al. 2013). Breidbach, Brodie Hollebeek (2014) indicated that to make an eatable healthy and tasty there is the requirement of a good recipe. Similarly, to make an employee effective and workable for the organisation there is the requirement of effective employee engagement strategies that add a potential to the workforce. An effective employee engagement with a positive perseverance can add increased productivity, flexibility and quality ensuring employee retention. In contrast, employee disengagement will produce an opposite effect leading to high employee turnover. Therefore, Gorgievski, Antonio Moriano Bakker (2014) stated that any organisation either small or large requires employee engagement strategies that induce moral, social, spiritual, physical and emotional engagement in employee towards their organisation (Wilkinson et al. 2014). In this research, a clear focus is made on one specific organisation that has been detected of having failed employee engagement in its workplace. The research focus is to analyse the factors leading to this failure of employee engagement that will also help to understand the importance of employee engagement in workplace scenario. Significance of research This research on analysing the importance of employee engagement in any working scenario and the factors influencing employee engagement will help to strengthen the business management process. Better employee engagement will provide a passionate, committed, honest and effective workforce that will surely deliver effectual services to their organisation. By understanding the barriers to employee engagement, the management can reproduce better engagement strategies to overcome these hurdles and add potential to the roots of their organisation (Anitha, 2014). Background of research Following recent events, which uncovered failures in systems and resulted in bad publicity, Abertawe Bro Morgannwg University Health Board (ABMUHB) have launched a Health Board wide initiative concentrating on values and behaviours. The ethos of this initiative is Caring for each other -Working together- Always improving. Managers are assigned with cascading the information and encouraging these improvements in their specific areas and teams. Presently, the ABMUHB Community Dental Service (CDS) are tasked with delivering the Designed to Smile Programme (D2S) in the three localities of Swansea, Neath Port Talbot and Bridgend. D2S is a National oral health improvement programme for children from 0-11 years old. A team was established within the CDS specifically to deliver this prevention programme with an allocated ring-fenced budget from Welsh Government (WG). There are nineteen D2S team members, three of whom existed CDS staff who applied for the new posts and sixteen new recruits. The D2S team consists of one manager, dental nurses with additional qualifications in oral health education, dental healthcare support workers, administration staff and a mobile dental unit driver. Within the CDS team, there is twenty staff with congruent duties and bindings with the D2S team; in addition, the CDS have twelve dentists and three dental therapists. The CDS management team includes a clinical services manager, two senior dental officers, one service improvement manager and one dental nurse manager. Recent sickness monitoring revealed that the CDS has one of the highest sickness absence rates in the entire ABMU Health Board. Morale amongst the majority of the CDS team appears to be consistently low. Not only are the relationships between managers and staff fraught but there are additional tensions and frictions between CDS team members. It has been observed that this level of sickness absence and discontent is not as evident in the D2S team. The IQT that is Improving Quality Together isa national quality improvement learning programmefor all NHS Wales staff and contractors, which builds upon recognised local, national and international expertise. The content of theprogramme has been developed on a national level, and is being used locally by NHS Wales organisations and incorporated into existing organisational development programmes. (ABMUHB Intranet, 2016). The CDS and D2S members were the participants of meeting held to introduce IQT awards. The presenters of this session divided the audience into six groups of between six and eight people, they integrated CDS, D2S staff and the management team for the activities they had planned. There was a combination of practical team building tasks and questionnaires. Each group was asked to provide truthful responses to several questions relating to management. One member of each group was selected to feedback on the outcome of the results. During the feedback process of the individual teams, it transpired that the members of the D2S teams in each of the groups elected to provide separate responses to those of the CDS teams. It became evident that each of the responses the CDS team provided was negative and critical towards the management team; however the D2S team responded with positivity and was complimentary in all areas of the questionnaire. Discussions between teams concluded that both endured similar levels of difficulties with the various aspects of their jobs; this consequently raises the question as to why one team appears to be engaged while one does not. Some CDS staff stated they felt unimportant, unhappy and dissatisfied in work; this was not the case for the D2S team. Further discussions uncovered negative behaviours in the CDS team; individuals complained that there was no impression of team-work within the department. Comments such as thats not my job were considered commonplace and resulted in low mora le; in contrast the D2S team reported a strong sense of support for each other and a can do attitude by all team members. Research rationale The rationale for this research proposal has transpired following observations of the extremely differing attitudes of two teams in the same department. These observations were made during a CDS departmental meeting including the agenda of introducing the Bronze Level IQT Award. On the basis of background observations attained from this IQT meeting the major issue is to analyse the reasons for the difference in two-team (CDS and D2S team) satisfactory level working for a same organisation. Research aim The research will aim to investigate and address the reasons contributing to such differing levels of engagement of two teams in a relatively small department in the ABMUHB. This research aspires to aid the development of an initiative, which can be used to assist successful employee engagement in the CDS team and potentially for use by other department/teams in the Health Board. Research objectives Undertake a literature review of three papers on employee engagement. Identify the differences between employee engagement and employee satisfaction. Devise an effective employee engagement survey involve employees in the design by using focus groups to identify key issues. Questions will include exploring attitudes on: Nature of the work e.g. levels of involvement, autonomy and workload Communication levels of managers Compose one to one interview questions following the results of the departmental questionnaire for a selected number of participants, in order to undertake a longitudinal survey. Analyse the results of the survey and utilise them to identify strengths and weaknesses, which in turn can enhance employee engagement strategies. Encourage all staff to take part and ensure confidentiality; allow two weeks for the questionnaire to be returned to team Research questions What is the importance of employee engagement? What is the difference between employee engagement and employee satisfaction? What are the factors that influence employee engagement as per employee engagement survey involving focus group of research? What are the outcomes of the qualitative survey conducted by interviewing the D2S and CDS team of the organisation? What are the strength and weaknesses of these factors that can influence employee engagement strategies of survey organisation? What are the possible recommendations to improve employee engagement in target organisation? Literature review Concept of employee engagement Kahn Heaphy (2014) studied the most basic concept of employee engagement considering it as a characteristic for developing a relationship between employees and organisation. Further, the MacLeod and Clarke concept of employee engagement where employee engagement involves pathway to communicate the voice of employees to the administration, which promotes involvement and dialogues for enhancing two-way communication (Bakker Leiter, 2010). Hence, employee engagement involves a concept of two-way communication rather than one-way dictatorship (Macleod Clarke, 2009). According to Leiter Bakker (2010), employee engagement is a collaboration of tools and strategies that can improve work engagement. These tools and strategies help in employee satisfaction and trigger meaningful communication between the workforce and administration of any organisation. Further, Sharma Kaur (2014) consider employee engagement as a technique of higher management to keep workers or employees completely engaged in the regular affairs of the organisation. This is a process to consume the potential and energy of employees for the overall betterment of organisation as well as employee career. Strategies of employee engagement The three most workable employee engagement strategies for employee engagement are affinity, affiliation and autonomy. Affinity includes process and technique to develop affinity in conscious of employee for their work and organisation. This involves rewards, bonus, awards and incentives. Affiliation includes processes to allow employee participation in the regular organisation functionality. This involves social engagement, feedback collection, employee discussions, decision-making involvement. Lastly, the strategy of autonomy involves providing freedom to employees for their decision-making in work culture (Gagne, 2014). According to Lyons Kuron (2014) studies the top ten employee engagement strategies are: - Keeping employee engagement at the top priority Engaging top-line leaders Better communication Creating motivational organisation culture Rewarding high performance Individualized engagement Feedback mechanism Promote and appreciate right behaviours Involve workforce in decision-making process Perform progress analysis regularly Relation between employee engagement and employee satisfaction Sharma Kaur (2014) indicated in their study that employee engagement and employee satisfaction are two contrasting scenarios that are directly proportional to each other. The employee satisfaction is the measurement of an employees happiness with current job and conditions; it does not measure how much effort the employee is willing to expend whereas employee engagement is the measure of an employees emotional commitment to an organization; it takes into account the amount of discretionary effort an employee expends on behalf of the organization. The study of Sweetman Luthans (2010) raised a question that can an organisation have a satisfied employee who is not engaged and vice versa? Further, it is argued by Markos Sridevi (2010) that an engaged employee is a satisfied employee; as it would be unrealistic to assume an unhappy employee would perform additional tasks to those expected of them. The researches of Sweetman Luthans (2010) indicated the relation between employee engagement and satisfaction on the basis of Maslows Hierarchy of Needs; suggesting that humans are motivated to fulfil basic needs before moving on to other, more advanced needs. According to Sharma Kaur (2014) achieving satisfaction without engagement will have significantly less impact on business results. Further, Healthcare Commission (2008) studied the NHS Human resource management techniques leading to effective employee satisfaction that includes training opportunities, measuring performance, feedback appreciation, improving communication etc. that helped in sustaining employee engagement for the organisation. Study of case related to employee engagement There appears to be an impression of confusion around employee engagement; some maintain the belief that it is merely an alternative managerial trend, and argue that it is simply job satisfaction. However, there has been increasing awareness and acceptance amongst organisations and employers that there are significant differences in employee engagement and job satisfaction (Gallup, 2010). In 2008 in the midst of a recession and with the assumption that improved employee engagement throughout the UKs companies and organisations could impact positively on the economy; the UK Government requested that David Macleod and Nita Clarke produce a report on employee engagement and the potential benefits it could generate. The outcome was the report - engaging for success: enhancing performance through employee engagement (Truss et al. 2006). The report suggested that the significance of employee engagement has become a recognised necessity when examining the outcomes linked with organisational success (Macleod Clarke 2009). They argue that there are four enablers that should be considered; a strategic narrative, engaging managers, employee voice and integrity. Case studies from the public and private sectors were reviewed, taking into consideration the opinions and advice of many individuals and collective stakeholders in the working environment. However it is apparent that the review failed to produce a succinct explanation of employee engagement choosing to determine that there is not one agreed definition of employee engagement. In point of fact there proved to be in excess of 50 definitions, one they quoted from the Institute of Employment Studies, A positive attitude held by the employee towards the organisation and its values. An engaged employee is aware of the business context and works with colleagues to improv e performance within the job for the benefit of the organisation. The organisation must work to develop and nurture engagement, which requires a two-way relationship between employee and employer (Robinson, Perryman Hayday, 2004). Generally, it appears that there is not one specific example of research that can determine completely that engagement accounts for improved performance or efficiency. However the conclusion is that even though each case study reviewed are all open to some degree of challenge, taken together they offer a very compelling case. Evidence suggests that only three in ten UK employees were actively engaged in their work in 2006 (Truss et al. 2006). Macleod Clarke (2009) indicated that failure of leadership and management is the main cause of poor employee engagement. This statement follows results from the Towers Perrin report of 2007 which reveals only 29% of UK employees felt senior managers were concerned about their well-being, only 31% felt they were communicated with effectively, 60% felt they were just another organisational asset to be managed. Supporting this theory is the 2008 NHS staff survey; this revealed only 51% felt they were involved with decisions that had a direct effect on them. However, it can be argued that the managers were not approached as part of the survey to provide responses as to why the information had not been shared; further analysis could disclose realistic explanations on certain decisions made by management teams. The study did not categorically create solutions needed to establish improved employee engagement but suggests the need for a national discussion. It concludes that for future improvements across the economy, whether in the private or public sector, levels of employee engagement need to improve. It is suggested this occurs with the encouragement of sustainable culture change not by formal government involvement. In brief, the three recommendations made included: A nationwide awareness raising campaign Government-funded organisations and departments supporting one another to develop and achieve the necessary skills for engagement Providing practical quality support for those who seek to develop engagement However there is adequate information in the report that can establish important aspects, for instance: Employee engagement is significant, but the level to which it can have an effect on an organisation is ambiguous. Even when areas of improvement are identified there can be substantial resistance from staff. It can be argued that employee engagement may not have a positive impact when attempting to implement change in areas where there is opposition from staff and potential financial constraints. The strategies adopted to improve certain areas of employee engagement can be measured. These improvements are measurable in areas such as staff sickness levels and personnel retention; however there can be difficulties when examining the results in areas such as improved patient experience. Improvements in engagement can rely heavily on the line manager/management team. On the question of values and behaviours and best practice, effective communication is essential but does not necessarily incur a financial burden (Gagne, 2014). It is recognised that the recommendations submitted will need to be customised for the particular stakeholder. This research suggests that in view of people varying personalities and expectations it is unrealistic to expect a one size fits all approach. In view of these findings, the research proposal will need to acknowledge such diversities when developing questionnaires, interview questions or recommendations. Methodology The formation and completion of any research require a proper methodology with this requirement the research onion described by Saunders, Lewis Thornhill (2009) was followed to design the research methodology. Type of investigation The research onion helps to study different aspects of research out of which the type of investigation required in current research was identified and implemented as the research method. Below provided are the details of different research onion aspects and justification for selected aspect regarding current research. Research philosophy Research philosophy is the first layer of research onion that helps to determine the philosophy required in research. There are different categories of philosophy paradigms that involve Positivism, Realism, Interpretivism and Pragmatism. The positivism philosophy involves a logical philosophical methodology towards research. In contrast, Interpretivism is antipositivism philosophy dealing with descriptive studies. The realism philosophy involves the reality based concept in research approach whereas pragmatism deals with the practical approach for determining proposition in research (Somekh Lewin, 2011). Positivism philosophy justification For this research work, the positivism philosophy will be considered because this philosophy involves data of experience rather than assumptions. A logical flow of was an initial requirement in this research. Research design There are three types of research design as per the second layer of research onion that involves Exploratory, Explanatory and Descriptive. The exploratory design is adopted when there is the absence of much effective literature related to any research topic. Further, explanatory design involves an explanation of phenomenon rather than analysis. Lastly, the descriptive design is the combination of explaining and exploring in research (Cameron, 2009). Descriptive design justification The descriptive design will be selected to design methodology of research to fulfil the qualitative researches aim of description based on observations and phenomenon. Research approach There are two categories of research approaches that are the inductive and deductive approach. The inductive approach moves from observations to generalisations and development of theories. In contrast, deductive is just the reverse of inductive approach (Somekh Lewin, 2011). Deductive approach justification This approach will be adopted in this research because research needs an approach that performs theoretical development followed by determining hypothesis and then performing observation-based research. Methods of data collection Basically, there are two types of data collection method for this category of research design that are quantitative and qualitative. Quantitative data collection is used for data having the quantity for analysis that can be numerical findings, summative and calculative results. Further, qualitative data collection is basically the quality data including survey observations, information, and interviews (Cameron, 2009). For this research, the qualitative data collection method will be adopted where Gallup Workplace Audit (GWA or Q12) will be used for the formation of content questions that will be asked to target participants of the research. These questionnaires will include six categories of responses where the participant needs to select one category as their response. The Q12 design will allow measurement of outcomes. Methods of sampling There are two categories of sampling that are probability and non-probability sampling method. The probability sampling provides equal opportunity to every individual whereas non-probability involves selective and saturated sampling of interest individuals for research (Saunders, Lewis Thornhill, 2009). The probability sampling method will be adopted where members of CDS and D2S teams of CDS department will be selected for research. Participants will comprise of the 59 personnel in the entire CDS department of the ABMUHB. Participants will be required to complete and return the questionnaires within 10 days of receiving them. There is an internal departmental mailing system through which participants are able to return the questionnaires to the researcher. Those undertaking the interviews will be invited to a face-to-face or telephone interview. There is a separate private office away from the clinical areas, which is available to use for those participants involved in face-to-face or telephone interviews. Confidentiality will be guaranteed to all participants. Owing to the small numbers in the teams a questionnaire will be distributed to the entire CDS department, including both D2S and CDS teams. The four focus groups of volunteers will be asked to form a focus group to ascertain whether the content of the questionnaire appropriately highlights the issues they feel will need addressing. Following the return of the questionnaires, the interview questions will then be decided upon. The interviews will begin 15 days after the returned questionnaires. This will allow for recommendations to be made following the outcome of the results of the questionnaires. Data analysis The thematic analysis strategy will be adopted to analyse the interview and survey questionnaire quality responses of the target participants. The thematic analysis will involve the formation of themes that are linked with secondary research on employee engagement literature forming analysis of participant responses in research. Accessibility issues The major accessibility issue in this research will include consent for conducting the research. Approval to conduct the research will be required from the CDS Clinical Services Manager (CSM); a copy of the proposal and any other related paperwork would be provided for prior inspection. Further, the maintenance of data authenticity and confidentiality will involve distribution and collection of data through private e-mails. Ethical issues The Data Protection Act of 1998 will be followed to maintain the authenticity of survey data. The survey questionnaire will be specifically research oriented with no fillers. The autonomy of participants will be maintained by providing them the freedom to withdraw for a survey at any time. Research strengths The value-based information and data as per responses from individual facing the issue will provide tremendous strength to this research. The data evaluation using thematic analysis approach will provide proper justifications for the findings and conclusions of the research. Research limitations The small sample size and time limitation will restrict the research approach. Further, the limited budget will put a limitation on the effort of the researcher to conduct further analysis. Limitation of literature sources related to research topic will be another research limitation. References ABMUHB Intranet. (2016). Retrieved 14 July 2016, from https://howis.wales.nhs.uk/sites3/home.cfm?orgid=743 Anitha, J. (2014). Determinants of employee engagement and their impact on employee performance.International Journal of Productivity and Performance Management. Bakker, A. B., Leiter, M. P. (Eds.). (2010).Work engagement: A handbook of essential theory and research. Psychology Press. Breidbach, F., Brodie, R., Hollebeek, L. (2014). Beyond virtuality: from engagement platforms to engagement ecosystems.Managing Service Quality,24(6), 592-611. Cameron, R. (2009) 'A sequential mixed model research design: design, analytical and display issues',International Journal of Multiple Research Approaches, 3(2), 140-152. Gagne, M. (Ed.). (2014).The Oxford handbook of work engagement, motivation, and self-determination theory. Oxford University Press, USA. Gallup (2010). The state of the global workplace: A worldwide study of employee engagement and wellbeing. Omaha, NE: Gallup. Healthcare Commission (2008) Sixth Annual NHS Staff Survey. Gorgievski, M., Antonio Moriano, J., Bakker, A. (2014). Relating work engagement and workaholism to entrepreneurial performance.Journal of Managerial Psychology,29(2), 106-121. Kahn, W., Heaphy, E. D. (2014). Relational contexts of personal engagement at work.Employee engagement in theory and practice, 163-179. Leiter, M. P., Bakker, A. B. (2010). Work engagement: introduction.Work engagement: A handbook of essential theory and research, 1-9. Lyons, S., Kuron, L. (2014). Generational differences in the workplace: A review of the evidence and directions for future research.Journal of Organizational Behavior,35(S1), S139-S157. Macleod, D. Clarke, N. (2009) Engaging for Success: Enhancing performance through employee engagement. London: BIS Markos, S., Sridevi, M. S. (2010). Employee engagement: The key to improving performance.International Journal of Business and Management, 5(12), 89. Robinson, D., Perryman S., Hayday, S., (2004). The drivers of employee engagement. IES Report 408. Saunders, M., Lewis, P., Thornhill, A. (2009).Research Methods for Business Students, (6thed.) London: Pearson Sharma, S. K., Kaur, S. (2014). An introspection of employee engagement: A quantitative content analysis approach.IUP Journal of Organizational Behavior,13(2), 38. Somekh, B. Lewin, C. (2011)Theory and Methods in Social Research, 2nd ed. London: Sage Publications Sweetman, D., Luthans, F. (2010). The power of positive psychology: Psychological capital and work engagement.Work engagement: A handbook of essential theory and research, 54-68. Truss, C., Alfes, K., Delbridge, R., Shantz, A., Soane, E. (2013).Employee engagement in theory and practice. Routledge. Truss, C., Soane, E., Edwards, C., Wisdom, K., Croll, A., and Burnett, J. (2006). Working life: employee attitudes and engagement 2006 CIPD. Wilkinson, A., Donaghey, J., Dundon, T., Freeman, R. B. (Eds.). (2014).Handbook of Research on Employee Voice: Elgar original reference. Edward Elgar Publishing.

Swaggie free essay sample

Which Italian city-state dominated the renaissance until the 15th century? Florence 2. A major difference between Italian and Northern Renaissance was that the Italian renaissance was more secular. 3. The characteristics of Italian Renaissance art are curvilinear rhythms, rich color, and detail. 4. Upper class women during the Italian Renaissance declined in status. 5. A major difference between European society in the Renaissance compared to society in the later middle ages was that the renaissance society experienced a sense of self separate and greater than their predecessors 6. Identify characteristics of the 16th century work of art, Toledo, by El Greco: showed a rejection of Renaissance ideals 7. Who was Niccolo Machiavelli and how did he believe a ruler should act? He was a civil servant of the Florentine republic and believed a ruler should be efficient in maintaining and gaining power and to not be limited my moral principles 8. An important characteristic of â€Å"new monarchs† of the late 15th and 16th centuries was their strong sense of royal authority and national purpose. 9. How does Thomas More in Utopia describe the conditions of 16th century England? Flawed social institutions/greed were responsible for human corruption 10. In the period 1450 to 1550—how would you explain the major differences between society in Renaissance Italy and the societies of France and England? France and England were more religious and the Renaissance was a development of broad social reform based on Christian ideals. Identify the following 16th century Catholic figures: [only need to know that Teresa of Avila promoted emotionalism and a personal relationship with God] 2. The ideas of Martin Luther and John Calvin were similar that: they maintained the sacraments of communion and baptism. 3. The art entitled the Passional of Christ and Antichrist reflect: the Lutheran movement rejected corrupt practices of the Roman Catholic church 4. The Council of Trent (1545-1563) is significant because it ended pluralism and absenteeism, raised the standards of the clergy, and reaffirmed Catholic practices. 5. What European ruler posed the biggest obstacle to the spread of Protestantism in the 16th century? Charles V 6. Ignatius Loyola: created Society of Jesus and helped convert much of Europe back to Catholicism 7. Discuss the doctrine of the Anglican Church under Henry VIII: the king is the head of the church, was a permanent break with Rome, dissolved English monasteries for their wealth, and was between Catholicism and Protestantism 8. Identify the results of the Treaty of Westphalia: ended conflict over religious faiths and recognized the sovereignty of German princes CHAPTER 15: EXPLORATION 1. The first European explorer to find an all-water route to India by rounding the southern tip of Africa was Vasco de Gama. 2. Given information about each of these explorers, look at those who may have been opposed to the cruel treatment of American Indians in the 16th century New World: a) Francisco pizarro- conquered Incans, and landed in Peru b) Christopher Columbus- discovered Caribbean, cruel to the natives c) Bartolome de Las Casas- Spanish missionary, wanted to end Indian slavery, started black slavery d) Tomas de Torquemada- headed Spanish Inquisition e) Philip II- not an explorer, funded the voyages  21. Identify technological innovations and advancements used in navigation during the 16th century: ship cannon, astrolabe, caravel, magnetic compass 22. What country was the first to introduce African slavery to the New World? Portugal 23. Identify some immediate causes of the Thirty Years’ War. Defenestration of Prague [act of throwing someone out a window] 24. Explain the impact of the commercial revolution had on Western European Society: more developed towns, powerful nation-states, age of competition for overseas colonies, inflation, bourgeoisie influence increased, and increase in standard of living 25. Explain the role the Dutch Republic played in trade and finance during the first half of the 17th century: started taking control of Portuguese and Spanish holdings in the New World, controlling overseas trade, and one of the largest powers in trade 26. Explain the role that Henry IV of France played in politics: ended France’s civil war and used practical compromises to solve political issues [sacrificed religion for political necessity Identify causes of the English civil war: personality of King Charles I, decline of power of the English monarchy, broadening the ship tax, clashes with Scots, and a response to threats made against Parliament 28. Explain the political theories of Jacques-Benign Bossuet: strongly believed in the divine right of kings and political absolutism 29. Identify the results of the glorious Revolution in England: bill of rights including religious freedom for Catholics, sole power of Parliament [on test: did not reject mercantilism] 30. Explain the important consequences of the Treaty of Utrecht (1713): set the limits where one power could expand and completed the decline of Spain 31. Explain the major difference between the societies of eastern and western Europe during the 17th and 18th centuries: the extent of control the nobility had over the peasantry (Eastern Europe’s peasants suffered a downward shift in rights compared to Western Europe’s peasants gaining rights). Identify and explain the role the Fredrick William the â€Å"Great Elector† had in the 1640s to 1680s: duke of Prussia—promoted trade and domestic reforms that helped turn Prussia into a European power 33, Explain some of the accomplishments of Peter the Great: a ruler that brought many Western influences to modernize Russia, increase serfdom, and developed the Baltic region of Russia 34. How did the Ottoman Empire maintain control of southeastern Europe in the 17th and 18th centuries? Forced Christian children into the military [conscription] 35. Identify some of Catherine the Great’s achievements: defeated the Ottoman Turks, gained land in Poland, abolished torture, established religious toleration, education for girls, and established the Legislative commission. 36. What was King Louis XIV’s Edict of Fontainebleau? What did it replace? Revoked the edict of Nantes and replaced the Peace of Augsburg 37. The key to economic prosperity of the Dutch Republic in the early 16th century was: religious toleration and cosmopolitan culture CHAPTER 18: ENLIGHTENMENT 38. Explain who Voltaire is and his role in politics. French enlightenment writer that promoted civil liberties such as religious toleration and was a great philosopher 39. Explain who Cardinal Richelieu is and his role in politics: reshuffled the royal council, divided France into 32 districts, executed and controlled aristocrats 40. Explain what deism is: a belief based on a more secular view of the universe 41. Isaac Newton’s Principia (1687) was very important in science because it demonstrated how the world worked though explainable, natural forces 42. Francis bacon is also an important person during the Scientific Revolution because he started the scientific method and thought to reject everything unless you could prove it 43. Vesalius is also an important person during the scientific revolution because he founded modern anatomy and wrote the most influential book on human anatomy. 44. Explain the Catholic Church’s response to Copernicus’s heliocentric theory:   the church responded slowly but generally did not support it as it was contradictory to the previous beliefs 45. Explain the Catholic Church’s response to Galileo: the Church tried him for heresy, forced him to recant, and spend the rest of his life in house arrest 46. Jean-Jacques Rousseau and his political (government) beliefs: the ruler is determined by the general will of the people (which may not be the majority) and must serve it or the people will rebel 47. Identify the â€Å"Enlightened Rulers† and the countries they ruled: Fredrick the Great- Prussia; Catherine the Great- Russia; Joseph II and Maria Theresa- Austria 48. What was the persistent foreign policy that threatened the Austrian Hapsburgs between 1525 and 1700? Turkish advances into Eastern and Central Europe CHAPTER 19: EXPANSION OF EUROPE 49. Explain some of the consequences of the agricultural revolution in the 18th century: rotation of crops 50. Explain Adam Smith’s political and economic viewpoints: he was critical of mercantilism and the government’s role in economics; he wanted a free market economy [laizee faire economics] and wanted a system of natural liberty CHAPTER 20: CHANGING LIFE OF THE PEOPLE What disease were Lady Mary Wortley Montagu and Edward Jenner able to control? Small pox 52. During the 18th century, how were children treated, or reared? [On test: middle class families became more child centered and nurturing] CHAPTER 21: FRENCH REVOLUTION AND NAPOLEON 53. Napoleon’s acceptance of the Concordat of 1801 resulted in: improved relations between the French Government and Roman Catholic Church 54. What social group was able to maintain most of its gains during the French Revolution and Napoleonic era? The peasantry 55. Explain the Tennis Court Oath. Who was involved, who was this about, and the end result. The 3 French estates were in a deadlock over a National Assembly; the 3rd estate broke off and created their own National Assembly, vowing to not disband their National Assembly until a constitution was created 56. Explain the Continental System under Napoleon Bonaparte: was meant to exclude British goods in trade but was not successful 57. Explain what French society was prior to the French Revolution: the bourgeoisie had financial wealth and power, but few legal rights because they were excluded from the other classes 58. Explain how the English Civil War and the French Revolution were similar: after the revolts, the ruling classes in power previous to the revolt returned to power afterwards 59. The most radical phase of the French Revolution occurred during the National Convention 60. What was Olympe de Gouges role during the French Revolution? Worked with women during the revolution—spokesperson for women’s rights CHAPTER 22: THE INDUSTRIAL REVOLUTION 61. What were the conditions that allowed England to industrialize? Expanding Atlantic economy, strong position in Latin America, colonization in the Americas, involvement in slave trade 62. The following inventions were necessary for the development of the industrial Revolution.