Turners Syndrome essays

Turners Syndrome essays Turner's Syndrome- (Webster's definition) A chromosomal disorder resulting in a syndrome characterized by specific dysmorphic features (short stature) and organ malformations (gonadal dysgenesis) Turner's Syndrome- (Anastasia and Rosebud's def.) "It's something that makes me different from other people. It's something that I'm proud of, and ya know what? I have a pretty normal life." When I was assigned this report, I decided to do a little more than the average person does. When I was doing all of the research, I wondered what it would be like to have TS. Well, through the wondrous powers of the Internet, I was able to take a peek at TS by talking to two young women who have it. What did they have to say? Suprizingly, they were extremely open and happy. These girls were full of life and weren't letting TS get to them. Anastasia is 11(from Cincinnati, Ohio), and Rosebud (screen name) is 24, from Minnesota. Anastasia was diagnosed when she was 4 months old. She commented, "It's really not that bad once you get use to it." As a young child, she always is picked on about her shortness. However, she wanted to make it quite clear that she was only picked on about her shortness, and not her TS. Anastasia is in the 6th grade, (Caucasian) and wants to become famous. She takes GH shots to help her growth and shouted to the chat room, "I have TS...and I'm proud of it!!" Rosebud is 24, Caucasian, and single. She was diagnosed when she was 11. She comments that, "I would have to say that I've had a pretty normal life." Rose bud was never teased as a child or as an adult. Children don't really know about TS, but her playmates never made fun of her. Rose also took GH shots when she was younger to help her with the TS, but she doesn't take them anymore Turner's Syndrome is a rare chromosomal disorder of females (1:2500) characterized by short stature and the lack ...

Art and Artists essays

Renaissance/Ideas/Spread/Art and Artists essays Discuss how the Renaissance ideas are expressed in the Italian art of the period, referring to specific works and artists. The Renaissance was a rebirth or renewal of many of the classical ancient Greek and Roman beliefs. The Renaissance began in the city-states of Italy, the center of trade in Europe. Many wealthy merchants and bankers became patrons of the newly developing styles and ideals of Renaissance art. Many of the renewed classical Greek and Roman ideas such as Humanism, Individualism, Secularism, and Realism were expressed through the Italian art and the artists interests and influences of the period. The dominant intellectual movement of the Renaissance was humanism, a philosophy based on the idea that people are rational beings. It emphasized the focus on the individual, his potential and his achievements, an emphasis that was central to Renaissance developments in many areas. Humanism originated in the study of the ancient Greek and Roman classics, which soon led to a new-found interest in learning, and the promotion of a new educational curriculum that emphasized the humanities. Michelangelo (1475-1564) , Italian painter, sculptor, architect, and poet was a humanist and was brave enough to follow ancient Greek and Roman beliefs of showing the human body in its purest, most natural form-nude. A technique first used by Donatello since ancient Greek and Romans. Donatello was the first Renaissance artist to sculpt a nude statue. Donatellos sculpture David was of a man with a very feminine, not at all muscular body. Contrast to Donatellos interpretation of David, Michelangelo al so sculpted a David with a very muscular and well-proportioned body. One of Michelangelos best known creations is the sculpture David (1501-1504) . This 17 foot tall marble statue shows an alert David waiting for his enemy Goliath. You can see Michelangelos detail in Davids features ...

Geography of the Palestine-Israel Conflict and the USA Essay - 8

Geography of the Palestine-Israel Conflict and the USA - Essay Example This lobby and its activities should be blamed for urging America to get into a war with Iraq. There are many people in the US government who are assigned by the lobby to steer the US policies into serving Israeli interests. There are also many organizations working in the US which collect money from the US to send it to Israel. In contrast to Smith’s assertion that there are US officials working for Israel in reality, Mearsheimer and Walt argue that Israel is a close friend of the US and the US will always come to Israel’s aid when required. This does not mean in any way that every US official who supports Israel is also necessarily a part of the lobby or working for it. America is not concerned with the activities or interests of the lobby. Anyone who works to preserve America’s relationship with Israel should not be considered a member of the lobby. Frankel (2006) agrees with Smith’s viewpoint that the perceived power of the Israeli lobby in the US is just too much which is why more economic aid is received by Israel from the US than any other nation in the world. This is not only because Israeli power, rather it is the way the lobby’s power is perceived that the US gives Israel more foreign aid every year than it does to any other

Evaluate a classic study in psychology Essay Example | Topics and Well Written Essays - 1000 words

Evaluate a classic study in psychology - Essay Example Classic studies have been conducted to reveal the reason for the variations in accuracy of numerical detail regarding an event, particularly if it is tragic in nature like an accident. Interestingly, the variations observed in the different accounts seem to be dependent on some factors which influence the narrators’ judgment. In this study, one of such factors has been discussed to demonstrate the extent of influence by variables on the recalling of details resulting in reconstruction. According to Gruber and Goschke (2004), human cognition processes incorporating language and memory are complex behavioural and functional processes. In the findings, the authors reported that the human working memory can be divided into two systems distinguished from each other by their neuro-anatomical organization as well as by their evolutionary origin. In this work, it is admissible that the biology of the brain is behind the apparent disconnection between the language and memory of an event. The fact that there exists some division of the brain memory system, as occasioned by the anatomy and evolutionary functionality of the systems acts as a pointer that the human brain is prone to functional disjunctions. Reported details of an incident are therefore subject to the efficiency of the two systems of brain functionality, which evidently have some disconnection. To support this argument, Gruber and Goschke postulated that the two systems relied on different networks; one that su pports and mediates attention while the other mediates language functions. It has been found out that the control of these two systems is done from different centres; one prefrontal parietal and temporal systems dealing with behaviour while the other is controlled by the left hemisphere premotor and parietal region and largely directs language. Language

There Is a Fine Line Between Reality and Illusion Essay Example for Free

There Is a Fine Line Between Reality and Illusion Essay How can we distinguish between reality and illusion? Is reality an illusion, or is an illusion simply reality? Albert Einstein once stated that ‘reality is merely an illusion, albeit a very persistent one’. The statement suggests that what we interpret to be real may well be an illusion and this is evidenced mainly through dreams and aspirations. For example if someone has dreamt of one day being a doctor their reality, which is described as the state of things that actually exist, shifts or changes in order for that idea to become real. Reality is tangible while illusion is a faculty or activity of imagination. What may be reality for one person may be an illusion for another and this is clearly evidenced through many situations that we as individuals face. What is real is often clouded by the concept of illusion for example the idea of what is glamorous, the difference between what is beautiful and what is real is distort by the media and its false interpretations. However it is not only the media that can distort reality from illusion, the virtual world of computer games and Internet socializing has revolutionized the Nintendo 64 and the plain old phone call. We are now able to find solace inside the world of an Avatar or pet puppy that our parents never let us bring home, and instead of having real friends we can have as many as one thousand without even meeting them. Our emotions and mental state also contribute to the way in which we interpret our reality; it has proven to be a major impact of how we see things and importantly how we react to it. The reality of today is what Einstein most famously predicted, that we as individuals sometimes find it difficult to interpret the real world from illusion. It may often occur that an individual chooses to disregard what is real and accepts their illusions. This can be portrayed when we are faced with a really dismal time in our lives and in order to cope we convince ourselves that one-day it will change, as T. S Elliot suggested ‘humankind cannot bear too much reality’. Blanche DuBois from ‘A Streetcar Named Desire’ has a similar reaction to her reality. Her reality is that she has lost the love of her life to suicide, no longer remains a teacher and does not own any assets as she has lost the property known as Belle Reve. In order to endure her life Blanche rejects her reality and manipulates it with lies, makeup and lighting in order to hide from the truth. ‘I don’t want realism I want magic’, Blanche desires for a life of pure happiness and excitement, however her imagination is indistinguishable from her reality and the series of lies and dimmed lights soon begin to fade as she is met with Stanley Kowalski. Stanley Kowalski, a brutish and arrogant realist finds it difficult to understand Blanche’s reality. Unlike Blanche, Stanley needs reassurance that what he knows is perfectly real and reliable. In the play the two characters continuously disagree with each other and eventually Stanley’s animalistic behavior threatens Blanche’s safety. Blanche and Stanley are a great example of how one individual’s reality is different to another’s, these conflicting ideas and perceptions of life occur often between people and have been proven to cause disagreement. People around us have great influence of how we perceive things although there are other major influences that contribute to our perceptions for instance the media. The media has brought forward many deceiving images of models and famous Hollywood stars. These images of super skinny models with perfectly shaped bodies and teeth are portrayed to convince the audience that what we see is not only real, but also normal. We are lead to believe that if we wear special stockings that our fat will magically disappear, but who said that fat was ever ugly? No one just decided one day that a little cellulite was atrocious; it is the media that guides and influences our perception over what is socially acceptable. The Hollywood stars of today seem almost out of this world if you like, for example Lindsay Lohan who appears to have a ‘perfect’ and glamorous life is forced to steal a necklace, so how perfect is her life? Each time a magazine reports Charley Sean drunk and causing a public nuisance the world is captivated by his actions. Why is it that we find other peoples realities so fascinating? And why is it that we enjoy the escapism of entering the life of another? The twenty-first century has allowed Internet gaming to create fictional characters such as an Avatar to represent the virtual life of an individual gamer. Amy Taylor, 28, whose online avatar alter ego is named Laura Skye, divorced her husband because of his betrayal to her in the online game known as Second Life. She claims ‘it may have started online, but it existed entirely in the real world and it hurts just as much’, the online virtual world of gaming caused such an influence over Amy Taylor and her husband’s life that real life and the game were clouded. Reality and illusion in this case seems bewildered. Our emotions are a major influence over the way we interpret life, when one is in a state of depression, your reality is surrounded by negative energy and therefore it is influenced by our state of mind at that present time. In my personal experience I have witnessed the life of depression through a family member and often their reality is surrounded by the boundaries of fear and anxiety, and nothing can develop beyond those walls, happiness seems a mile away. Similarly Stella Kowalski’s love for Stanley has a major influence over her life and what she perceives to be real. It appears that she is blinded by their lustful relationship and can see no faults in his brutish behavior. Stella undoubtedly chooses Stanley’s reality over Blanche’s and this is evidenced in the ending scene of the play where she allows her sister to be taken away even after the suspicion of Stanley abusing her. Behavior like this is also conveyed in everyday situations where woman who have been viciously abused and beaten remain with their partners because of fear that they will be alone. Stella finds Stanley to be a safe haven; she ran away from her life in the South to a life in a one-bedroom apartment in New Orleans and despite the diversity between the different lifestyles, she much prefers her life with Stanley. It is clear that her love for Stanley is great, and that regardless of his behavior she finds solace within his presence. The difference between reality and illusion can sometimes be unclear due to factors such as the media, our emotions and also our state of mind. Reality is not a fixed idea and in the end is controlled by the individual; there are aspects that manipulate reality however it is solely in the individuals view to separate the conflicting worlds of reality and illusion.

Smiths Outlook on Life in Sillitoes The Loneliness of the Long Distan

There are two basic facts in Smith’s life: one, that he’s in a war with the â€Å"In-laws,† and two, that he’s going to fight it until the day he dies, or die fighting. From Smith’s perspective, there is an impassable line between him and the In-laws, who are out to get him, and his best method of success is beating them down. In taking revenge on the governor of Borstal, Smith thinks he has succeeded. What Smith doesn’t realize is that he, not the governor, truly loses when he loses the race. Smith needs to revise his world view to realize that there is a better way of getting what he wants, and the revenge he seeks is only a sign of his weakness and unhappiness with his own life. By focusing his energy on getting revenge, Smith compromises his opportunities and ability to succeed. Ultimately, his actions are a loss for Smith more than for the people he is fighting. Smith sees the authority figures around him as a threat to his happiness. To Smith, the cops and the governor of Borstal block his success. This is such a strong reality for him that the idea of them being on his side is impossible: â€Å"If only ‘them’ and ‘us’ had the same ideas we’d get [along]†¦but they don’t see eye to eye with us and we don’t see eye to eye with them, so that’s how it stands and how it will always stand† (7-8). The â€Å"them† he refers to are people like the governor of Borstal and the cops, the â€Å"In-law blokes† who, according to him, are â€Å"all on the watch for Out-law blokes like [Smith]†¦waiting to ‘phone for the coppers as soon as [he makes] a false move† (10). Furthermore, his strongest truth is that he is alone: â€Å"I knew what the loneliness of the long-distance runner running across country felt like, realizing that as far as I was concerned this feeling was... ...ke Smith, they become ever more revengeful towards those who end up punishing them for not being something they have no real incentive to be. Ultimately, criminals such as Smith end up wasting society’s resources (cops’ time and citizens’ money), wasting their own energy which could be better used to make them economically productive and contributing members of society, and making society less safe by reducing the mutual trust of society’s members due to thefts. The society does not seem to have a good way of dealing with criminals—Smith is not rectified in any manner by Borstal, and merely punished. Perhaps society needs to focus on increasing financial opportunities for the poor rather than trying to change values that are really an outcome of the society in which they grow up. The core problem is the society; once that is fixed, values will change automatically.

Gender Norms & Racial Bias in the Study of the Modern “History” Essay

History is the study of the past, specifically how it relates to humans. It is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events. Scholars who write about history are called historians. Events occurring prior to written record are considered prehistory. History can also refer to the academic discipline which uses a narrative to examine and analyse a sequence of past events, and objectively determine the patterns of cause and effect that determine them. Historians sometimes debate the nature of history and its usefulness by discussing the study of the discipline as an end in itself and as a way of providing â€Å"perspective† on the problems of the present. Stories common to a particular culture, but not supported by external sources are usually classified as cultural heritage or legends, because they do not support the â€Å"disinterested investigationâ₠¬  required of the discipline of history. Herodotus, a 5th-century BC Greek historian is considered within the Western tradition to be the â€Å"father of history†, and, along with his contemporary Thucydides, helped form the foundations for the modern study of human history. Their work continues to be read today and the divide between the culture-focused Herodotus and the military-focused Thucydides remains a point of contention or approach in modern historical writing. In the Eastern tradition, a state chronicle the Spring and Autumn Annals was known to be compiled from as early as 722 BC although only 2nd century BC texts survived. Ancient influences have helped spawn variant interpretations of the nature of history which have evolved over the centuries and continue to change today. The modern study of history is wide-ranging, and includes the study of specific regions and the study of certain topical or thematical elements of historical investigation. Often history is taught as part of primary and secondary educat ion, and the academic study of history is a major discipline in University studies. Etymology Ancient Greek á ¼ ±ÃÆ'Ï„Î ¿Ã ÃŽ ¯ÃŽ ± means â€Å"inquiry†,†knowledge from inquiry†, or â€Å"judge†. It was in that sense that Aristotle used the word in his . The ancestor word is attested early on in Homeric Hymns, Heraclitus, the Athenian ephebes’ oath, and in Boiotic inscriptions . The word entered the English language in 1390 with the meaning of â€Å"relation of incidents, story†. In Middle English,  the meaning was â€Å"story† in general. The restriction to the meaning â€Å"record of past events† arose in the late 15th century. It was still in the Greek sense that Francis Bacon used the term in the late 16th century, when he wrote about â€Å"Natural History†. For him, historia was â€Å"the knowledge of objects determined by space and time†, that sort of knowledge provided by memory . In an expression of the linguistic synthetic vs. analytic/isolating dichotomy, English like Chinese now designate s separate words for human history and storytelling in general. In modern German, French, and most Germanic and Romance languages, which are solidly synthetic and highly inflected, the same word is still used to mean both â€Å"history† and â€Å"story†. The adjective historical is attested from 1661, and historic from 1669. Historian in the sense of a â€Å"researcher of history† is attested from 1531. In all European languages, the substantive â€Å"history† is still used to mean both â€Å"what happened with men†, and â€Å"the scholarly study of the happened†, the latter sense sometimes distinguished with a capital letter, â€Å"History†, or the word historiography. The modern discipline of history is dedicated to the institutional production of this discourse. All events that are remembered and preserved in some authentic form constitute the historical record. The task of historical discourse is to identify the sources which can most usefully contribute to the production of accurate accounts of past. Therefore, the constitution of the historian’s archive is a result of circumscribing a more general archive by invalidating the usage of certain texts and documents . The study of history ha s sometimes been classified as part of the humanities and at other times as part of the social sciences. It can also be seen as a bridge between those two broad areas, incorporating methodologies from both. Some individual historians strongly support one or the other classification. In the 20th century, French historian Fernand Braudel revolutionized the study of history, by using such outside disciplines as economics, anthropology, and geography in the study of global history. Traditionally, historians have recorded events of the past, either in writing or by passing on an oral tradition, and have attempted to answer historical questions through the study of written documents and oral accounts. From the beginning, historians have also used such sources as monuments, inscriptions, and pictures. In general, the sources of historical knowledge can be separated into three categories: what is written, what is  said, and what is physically preserved, and historians often consult all three. But writing is the marker that separates history from what comes before. Archaeology is a discipline that is especially helpful in dealing with buried sites and objects, which, once unearthed, contribute to the study of history. But archaeology rarely stands alone. It uses narrative sources to complement its discoveries. However, archaeology is constituted by a range of methodologies and approaches which are independent from history; that is to say, archaeology does not â€Å"fill the gaps† within textual sources. Indeed, â€Å"historical archaeology† is a specific branch of archaeology, often contrasting its conclusions against those of contemporary textual sources. For example, Mark Leone, the excavator and interpreter of historical Annapolis, Maryland, USA; has sought to understand the contradiction between textual documents and the material record, demonstrating the possession of slaves and the inequalities of wealth apparent via the study of the total historical environment, despite the ideology of â€Å"liberty† inherent in written documents at this time. There are varieties of ways in which history can be organized, including chronologically, culturally, territorially, and thematically. These divisions are not mutually exclusive, and significant overlaps are often present, as in â€Å"The International Women’s Movement in an Age of Transition, 1830–1975.† It is possible for historians to concern themselves with both the very specific and the very gener al, although the modern trend has been toward specialization. The area called Big History resists this specialization, and searches for universal patterns or trends. History has often been studied with some practical or theoretical aim, but also may be studied out of simple intellectual curiosity. History and prehistory The history of the world is the memory of the past experience of Homo sapiens around the world, as that experience has been preserved, largely in written records. By â€Å"prehistory†, historians mean the recovery of knowledge of the past in an area where no written records exist, or where the writing of a culture is not understood. By studying painting, drawings, carvings, and other artifacts, some information can be recovered even in the absence of a written record. Since the 20th century, the study of prehistory is considered essential to avoid history’s implicit exclusion of certain  civilizations, such as those of Sub-Saharan Africa and pre-Columbian America. Historians in the West have been criticized for focusing disproportionately on the Western world. In 1961, British historian E. H. Carr wrote: This definition includes within the scope of history the strong interests of peoples, such as Australian Aboriginals and New Zealand MÄ ori in the past, and the ora l records maintained and transmitted to succeeding generations, even before their contact with European civilization. Historiography Historiography has a number of related meanings. Firstly, it can refer to how history has been produced: the story of the development of methodology and practices. Secondly, it can refer to what has been produced: a specific body of historical writing . Thirdly, it may refer to why history is produced: the Philosophy of history. As a meta-level analysis of descriptions of the past, this third conception can relate to the first two in that the analysis usually focuses on the narratives, interpretations, worldview, use of evidence, or method of presentation of other historians. Professional historians also debate the question of whether history can be taught as a single coherent narrative or a series of competing narratives. Philosophy of history Philosophy of history is a branch of philosophy concerning the eventual significance, if any, of human history. Furthermore, it speculates as to a possible teleological end to its development—that is, it asks if there is a design, purpose, directive principle, or finality in the processes of human history. Philosophy of history should not be confused with historiography, which is the study of history as an academic discipline, and thus concerns its methods and practices, and its development as a discipline over time. Nor should philosophy of history be confused with the history of philosophy, which is the study of the development of philosophical ideas through time. Historical methods Cultural history Cultural history replaced social history as the dominant form in the 1980s and 1990s. It typically combines the approaches of anthropology and history  to look at language, popular cultural traditions and cultural interpretations of historical experience. It examines the records and narrative descriptions of past knowledge, customs, and arts of a group of people. How peoples constructed their memory of the past is a major topic. Cultural history includes the study of art in society as well is the study of images and human visual production. Diplomatic history Diplomatic history, sometimes referred to as â€Å"Rankin History† in honor of Leopold von Ranke, focuses on politics, politicians and other high rulers and views them as being the driving force of continuity and change in history. This type of political history is the study of the conduct of international relations between states or across state boundaries over time. This is the most common form of history and is often the classical and popular belief of what history should be. Economic history Although economic history has been well established since the late 19th century, in recent years academic studies have shifted more and more toward economics departments and away from traditional history departments. Environmental history Environmental history is a new field that emerged in the 1980s to look at the history of the environment, especially in the long run, and the impact of human activities upon it. World history World history is the study of major civilizations over the last 3000 years or so. World history is primarily a teaching field, rather than a research field. It gained popularity in the United States, Japan and other countries after the 1980s with the realization that students need a broader exposure to the world as globalization proceeds. It has led to highly controversial interpretations by Oswald Spengler and Arnold J. Toynbee, among others. The World History Association publishes the Journal of World History every quarter since 1990. The H-World discussion list serves as a network of communication among practitioners of world history, with discussions among scholars, announcements, syllabi, bibliographies and book reviews. People’s history A people’s history is a type of historical work which attempts to account for historical events from the perspective of common people. A people’s history is the history of the world that is the story of mass movements and of the outsiders. Individuals or groups not included in the past in other type of writing about history are the primary focus, which includes the disenfranchised, the oppressed, the poor, the nonconformists, and the otherwise forgotten people. This history also usually focuses on events occurring in the fullness of time, or when an overwhelming wave of smaller events cause certain developments to occur. Histomomity Histornomity is a historical study of human progress or individual personal characteristics, by using statistics to analyze references to eminent persons, their statements, behavior and discoveries in relatively neutral texts. Gender history Gender history is a sub-field of History and Gender studies, which looks at the past from the perspective of gender. It is in many ways, an outgrowth of women’s history. Despite its relatively short life, Gender History has had a rather significant effect on the general study of history. Since the 1960s, when the initially small field first achieved a measure of acceptance, it has gone through a number of different phases, each with its own challenges and outcomes. Although some of the changes to the study of history have been quite obvious, such as increased numbers of books on famous women or simply the admission of greater numbers of women into the historical profession, other influences are more subtle. Public history Public history describes the broad range of activities undertaken by people with some training in the discipline of history who are generally working outside of specialized academic settings. Public history practice has quite deep roots in the areas of historic preservation, archival science, oral history, museum curatorship, and other related fields. The term itself began to be used in the U.S. and Canada in the late 1970s, and the field has become increasingly professionalized since that time. Some of the most common settings for public history are museums, historic homes and historic sites, parks, battlefields, archives, film and television companies, and all  levels of government. Historians Professional and amateur historians discover, collect, organize, and present information about past events. In lists of historians, historians can be grouped by order of the historical period in which they were writing, which is not necessarily the same as the period in which they specialized. Chroniclers and analysts, though they are not historians in the true sense, are also frequently included. The judgments of history Since the 20th century, Western historians have disavowed the aspiration to provide the â€Å"judgments of history.† The goals of historical judgments or interpretations are separate to those of legal judgments, which need to be formulated quickly after the events and be final. A related issue to that of the judgments of history is that of collective memory. Pseudo-history Pseudo-history is a term applied to texts which purport to be historical in nature but which depart from standard historiographical conventions in a way which undermines their conclusions. Closely, related to deceptive historical revisionism. Works which draw controversial conclusions from new, speculative, or disputed historical evidence, particularly in the fields of national, political, military, and religious affairs, are often rejected as pseudo-history. Teaching history From the origins of national school systems in the 19th century, the teaching of history to promote national sentiment has been a high priority. In the United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization, so as to give students a common heritage with Europe. In the U.S. after 1980 attention increasingly moved toward teaching world history or requiring students to take courses in non-western cultures, to prepare students for life in a globalized economy. At the university level, historians debate the question of whether history belongs more to social science or to the humanities. Many view the field from both perspectives. The teaching of history in French schools was influenced by the Nouvelle histoire as disseminated after the 1960s by Cahiers pedagogies and Inveiglement and other journals for teachers. Also  influential was the Institute national de recherchà © et de documentation pedagogue. Joseph Leif, the Inspector-general of teacher training, said pupils children should learn about historians’ approaches as well as facts and dates. Louis Franà §ois, Dean of the History/Geography group in the Inspectorate of National Education advised that teachers should provide historic documents and promote â€Å"active methods† which would give pupils â€Å"the immense happiness of discovery.† Proponents said it was a reaction against the memorization of names and dates that characterized teaching and left the students bored. Traditionalists protested loudly it was a postmodern innovation that threatened to leave the youth ignorant of French patriotism and national identity. In most countries history textbook are tools to foster nationalism and patriotism, and give students the official line about national enemies. In many countries history textbooks are sponsored by the national government and are written to put the national heritage in the most favorable light. For example, in Japan, mention of the Nanking Massacre has been removed from textbooks and the entire World War II is given cursory treatment. Other countries have complained. It was standard policy in communist countries to present only a rigid Marxist historiography. Academic historians have often fought against the politicization of the textbooks, sometimes with success. In 21st-century Germany, the history curriculum is controlled by the 16 states, and is characterized not by super-patriotism but rather by an â€Å"almost pacifistic and deliberately unpatriotic undertone† and reflects â€Å"principles formulated by international organizations such as UNESCO or the Council of Europe, thus oriented towards human rights, democracy and peace.† The result is that â€Å"German textbooks usually downplay national pride and ambitions and aim to develop an understanding of citizenship centered on democracy, progress, human rights, peace, tolerance and European.†