SAT Score Comparison for SUNY Campuses

When applying to colleges within the State Universities of New York (SUNY) system, good SAT or ACT scores  are crucial. However, it may not be clear what scores count as good, especially when it comes to applying to state schools like those in the SUNY system as opposed to colleges in  the Ivy League  or  top liberal arts colleges. Fast Facts: SUNY SAT Scores Binghamton University has the highest average SAT scores in the SUNY system; Buffalo State University has the lowest.Fashion Institute of Technology, Purchase College, and SUNY Potsdam have test-optional admissions.The majority of SUNY students earned SAT scores that are above the national average. Comparison of SAT Scores for SUNY Students If youre wondering if you have the SAT scores youll need to get into one of the four-year SUNY colleges and universities, heres a side-by-side comparison of scores for the middle 50% of enrolled students. If your scores fall within or above these ranges, youre on target for admission to one of these public universities in New York State. SUNY SAT Score Comparison (mid 50%) School ERW 25% ERW 75% Math 25% Math 75% Albany 550 630 550 630 Alfred State 470 580 480 590 Binghamton 650 710 660 730 Brockport 510 590 510 590 Buffalo 570 650 590 680 Buffalo State 400 510 460 530 Cobleskill 430 550 430 540 Cortland 530 600 530 600 Env. Science/Forestry 560 660 560 650 Farmingdale 500 580 510 580 Fashion Institute - - - - Fredonia 490 590 480 580 Geneseo 560 650 560 650 Maritime College 535 620 540 640 Morrisville 430 520 420 520 New Paltz 550 640 540 630 Old Westbury 480 553 470 500 Oneonta 460 590 450 590 Oswego 540 620 530 620 Plattsburgh 540 620 510 610 Polytechnic 490 660 510 690 Potsdam - - - - Purchase 550 650 510 620 Stony Brook 600 680 630 740 ERW=Evidence-Based Reading and Writing As an example of what these numbers mean, the middle 50% of students who entered SUNY Albany had an SAT evidence-based reading score between 550 and 630. This tells us that 25% scored a 550 or lower, and the top 25% scored a 630 or higher. Similarly, the middle 50% of students scored between a 550 and 630 on the math section. This means that 25% scored a 550 or lower, and at the upper end, 25% scored a 630 or higher. SUNY and Holistic Admissions Although SAT and ACT are important, they are not the only factors the admissions folks will use when determining whether or not a student will be accepted to a SUNY campus. In fact, some of the SUNY schools like Potsdam do not even require applicants to submit their scores at all. These test-optional universities recognize the limits and biases linked to standardized tests, and they instead evaluate students based their academic records and holistic measures. For nearly all SUNY programs, a strong academic record will be the most important part of your application. The admissions folks will want to see that you have earned high grades in challenging college preparatory classes. IB, Advanced Placement, and dual enrollment classes can all play an important role on this front, for success in challenging courses is the best predictor of an applicants potential for college success. Numerical data, however, is just one part of the SUNY application. The admissions officers will also want to see a winning essay, meaningful extracurricular activities and good letters of recommendation. Fine art and performing art applicants are likely going to need to submit a portfolio or audition, and other specialized programs may have additional application requirements. In general the SUNY schools do not require SAT Subject Tests or the optional writing sections of the SAT or ACT, but be sure to check the specific requirements for the school and program to which you are applying. Also, requirements can be different for international and home-schooled students. Data Source: National Center for Education Statistics

Wilfred Owens Attitude Towards World War 1 As Shown In...

What is Wilfred Owen’s attitude towards Worlds War 1 and how is this shown through his poetry? You should comment upon and compare at least two of his poems and describe the tone he writes in the imagery he uses and the poetical techniques he includes to convey his opinions. Wilfred Owen was born in Shropshire on 18th March 1893. He was the son of a railway worker and was educated at schools in Shrewsbury and Liverpool. Wilfred was encouraged to write poetry from an early age by his devoted mother. He couldnt afford university education, so decided to go abroad to teach English in France. Owen then volunteered for the Army in 1914 when the First World War was in action. After training he became an officer and was sent to France at the†¦show more content†¦It gives us the image that it takes a lot of effort for them to move. Men marched asleep; many had lost their boots, Men marched asleep, many had lost their boots, uses both alliteration and a hyperbole to illustrate how exhausted they were as they probably had not slept for months. Furthermore, it suggests that they are in a horrific condition and are facing extreme pain. In the first stanza the pace is very slow and a painstaking rhythm. Owen decides to use long words to illustrates how painstaking and slow the war was. Owen describes how painful and miserable the trenches are by using; similes, alliteration, hyperbole and onomatopoeia this is a wide range of language use and fits in well with what is described in the first stanza. ‘Gas! GAS! Quick, boys! An ecstasy of fumbling’ ‘Gas! GAS! Quick, boys! explains the speed of this section and that there is urgency in what is happening. The image created is that everyone in an ecstasy of fumbling was forced to run out into the mist, unaware of what is out there. Anyone wanting to fight in the war would become nervous at the image of himself running out into a blood bath the gas would burn and melt anyone who inhales it causing a very painful death. The graphic images displayed here are affecting and can be hard to be forgotten. The word ecstasy, is ironic as it gives the impression of extreme joy because it is a drug, yet the oppositeShow MoreRelatedCompare and Contrast Tennysons The Charge of the Light Brigade and Owens Dulce Et Decorum Est1862 Words   |  8 PagesDecorum Est’ was written in the twentieth century by Wilfred Owen. The main similarity we have observed is that they both capture war time experiences. However, the poets’ present these events using their own style, and the effe ct is two completely different observations of war. The themes of the two poems are portrayed in very distinctive ways. ‘The Charge of the Light Brigade’ explains in a majestic approach, that fighting in war is something every soldier should honour. The poem is

Systematic Implementation Of Healthcare †MyAssignmenthelp.com

Question: Discuss about the Systematic Implementation Of Healthcare. Answer: Objectives Healthcare topic attributes to the systematic implementation of healthcare safety standards across the emergency department settings. The safety standard 3 focuses on the development of proactive strategies and systematic interventions for preventing the establishment of healthcare associated infections in the treated patients (ACSQHC, 2012). This safety standard advocates the requirement of utilizing aseptic techniques and antimicrobial interventions for reducing Mrs. Bettys risk of developing a nosocomial infection. The safety standard 4 emphasizes the requirement of safe prescription and dispensing of medicines with the systematic utilization of an efficient medication management system (ACSQHC, 2012). The implementation of this evidence-based standard would prevent the inappropriate administration of medication to Mrs Betty that might result in the development of clinical complications. Audience The hospital quality and safety committee members include the chief medical officer, patient safety officer, registered head nurses, administrative heads, chief operating officer and department heads of emergency medicine, infectious diseases, pathology, surgery, medicine, pharmacy, obstetrics/gynaecology, radiology, psychiatry and ancillary services. Outline for Audience The hospital administration requires stringently undertaking protective measures in the context of safeguarding the health and wellbeing of the treated patient in the emergency care setting. The healthcare teams must regularly administer the organizational performance of the entire hospital with the objective of ascertaining the appropriate implementation of the National Health and Safety Standards for reducing the risk of traumatic events with the treated patients in the emergency care settings. The healthcare teams in concordance with the hospital administration should undertake appropriate infection control strategies for reducing the predisposition of the treated patients towards acquiring the pattern of nosocomial infections and associated health adversities. Utilization of environmental disinfection methods and safe disposal practices by the healthcare teams would reduce the frequency of occurrence of infectious conditions across the hospital environment. The healthcare teams require undertaking proactive measures with the objective of monitoring the incidents of patient falls in the hospital settings. The systematic utilization of various tools, techniques and medical equipment for reducing the risk of patient falls and resultant injuries would suffice the requirement of protecting the somatic health of the treated patients in the emergency care settings. Nurse professionals must require accessing the pattern of mental health of the treated patients in the context of reducing their risk of experiencing falls and associated injuries. Nurse professionals should also record the therapeutic regimen of the treated patients in the context of avoiding the risk of missing therapeutic dosages or inappropriate administration of medication regimen in the emergency care settings. Presentation Format The presentation format requires the systematic utilization of power point intervention for the effective display of the healthcare safety concerns in front of the selected audience (Murray, 2010). A systematic power point presentation is a recommended methodology deployed for capturing the attention of the viewers. The presentation notes prove to be an effective means of conveying the healthcare safety and quality concerns for retrieving the desirable outcomes (Murray, 2010). Methodology The methodology (requiring deployment) for the assessment of the level of understanding (regarding health and safety concerns) of the target audience attributes to the systematic administration of questionnaires. Indeed, the medical community utilizes questionnaires on a wide scale for retrieving the answers of various research questions. The results obtained from questionnaires prove to be sensitive in relation to the target population (Artino, Rochelle, Dezee, Gehlbach, 2014). Interview Schedule (Focussed Questions) To what extent do you think the requirement of undertaking protective measures for the treated patients in the emergency care setting is justified? In your opinion what evidence-based measures require implementation while treating the vulnerable elderly patients in the context of reducing their risk of falls and associated injuries? Do you think the existing emergency care settings are well equipped in terms of effectively undertaking the treatment and care of the elderly patients? What proactive measures in your opinion require administration while handling the medical emergencies with the mentally challenged elderly patients? Systematic partnering of the nurse professional with the family members of the treated patient is necessarily warranted for reducing the risk of patients traumatic episodes. Do you really agree with this statement? To what degree the implementation of National Safety and Quality Health Service Standards can streamline the healthcare process and associated outcomes in the emergency care settings? The healthcare teams in the emergency department remain overburdened due to additional workload in the context of shortage of staff. Do you really agree with the feasibility of placing vulnerable patients at accessible locations in emergency care settings? The systematic recording of patients medication information substantially reduces the risk of occurrence of healthcare adversities. Do you favour this statement? Barriers to the change in clinical practice The absence of an evidence-based healthcare system is considered as the greatest barrier to the establishment of a positive change in the clinical practice management. An effective control over the medical interventions is necessarily required in the context of safeguarding the health and wellness of the treated patients (Baradaran-Seyed, Nedjat, Yazdizadeh, Nedjat, Majdzadeh, 2013). The group thought culture proves to be another significant barrier that hinders the safe and effective medical management across the emergency care settings. Medical practitioners resultantly fail to follow the clinical guidelines under the influence of patients recommendation of continuing the previously prescribed treatment regimen (Austad, Hetlevik, Mjlstad, Helvik, 2016). This substantially increases the risk of the patient towards experiencing clinical complications following the treatment administration. The absence of an efficient electronic healthcare record system in the emergency care setting s substantially reduces the quantity of evidence required for undertaking the process of medical decision-making (Keiffer, 2015). This resultantly hinders the integration of medical practice guidelines with the emergency care patient encounter. The absence of well-defined disease specific protocols leads restricts the customization of healthcare interventions in accordance with the disease manifestations experienced by the patient population (Taba, et al., 2012). This substantially elevates the length of patients stay in the emergency care settings that reciprocally increases the work burden of the healthcare teams. The absence of familiarity of the nursing professionals with healthcare guidelines and ethical conventions reduces the effectiveness of healthcare interventions that reciprocally lead to the development of adverse patient outcomes (Fischer, Lange, Klose, Greiner, Kraemer, 2016). The increased workload of the nurse professionals considerably reduces their self-efficacy a nd motivation towards the systematic establishment of elevated healthcare outcomes in the emergency department settings. The non-utilization of patient-centred and holistic healthcare interventions in the emergency care setting increases the risk of development of co-morbid states and associated clinical complications among the treated patients (Austad, Hetlevik, Mjlstad, Helvik, 2016). The absence of thorough understanding of the treatment challenges and medication history of the treated patients (by the nurse professionals) elevates their risk of experiencing adverse healthcare outcomes in the emergency care settings. The absence of training sessions and educational interventions for the registered nurse professionals in the context of promoting the pattern of their clinical reasoning, critical thinking as well as meaningful assessment of the complex patient scenarios elevates the risk of occurrence of patient fatalities in the emergency care setting (Papathanasiou, Kleisiaris, F radelos, Kakou, Kourkouta, 2014). Facilitators to the change in clinical practice The greater understanding of the roles and responsibilities of nursing professionals in the treated patients increases their trust and confidence on the clinical interventions administered by the treating nurses in the emergency care setting (Doetzel, Rankin, Then, 2016). This increases the scope of enhancement of medical decision-making by the nurse professionals (in coordination with the treated patients) in the context of effectively dealing with complex medical emergencies. The pattern of optimism in the registered nurse professionals despite the existence of the additional work load is another significant attribute that effectively facilitates the enhancement of healthcare outcomes in emergency department settings (Kirk, Sivertsen, Petersen, Nilsen, Petersen, 2016). The pre-configuration of patient care goals substantially facilitates the reduction in patient admissions to the inpatient wards from the emergency department settings (Hullick, et al., 2016). These patient care go als require formulation while evaluating the risks of the treated patients in terms of experiencing falls/injuries and infections during their length of their stay in the emergency care settings. The establishment of an effective feedback mechanism for recording the concerns and opinions of the healthcare professionals as well as the treated patients and their family members assists in reducing the frequency of healthcare adversities in emergency department (Reddy, Zegarek, Fromme, Ryan, Schumann, 2015). The feedback system generates a rational requirement for improving the efficiency of the healthcare system in the context of reducing the risk of acquisition of nosocomial infections, post-treatment complications and traumatic episodes among the treated patients. Influence of barriers/facilitators on the recommended change in Bettys Healthcare The absence of appropriate fall prevention protocols in the emergency department setting would substantially hinder the implementation of measures warranted for reducing the risk of Bettys falls in the emergency care setting (Loganathan, Ng, Tan, Low, 2015). The deficient space in the emergency care setting and inappropriate patient to beds ratio further constraints the rational implementation of systematic mechanisms for controlling the risk of Bettys traumatic episodes during the length of her stay in the emergency care facility. The nurse professional as well as the healthcare team require understanding the social networks, transportation matters and individual perceptions and culture of the treated patient in the context of preventing the pattern of her traumatic episodes in the emergency care setting (Calhoun, et al., 2011). Bettys healthcare change would require systematic customization of medical interventions in accordance with her individualized treatment needs and the leve l of mental wellness. The administration of healthcare education sessions to the Mrs Betty in the emergency department would substantially reduce the pattern of her misconception of healthcare barriers and infectious conditions (Yousafzai, Janjua, Siddiqui, Rozi, 2015). She will resultantly comply with the infection prevention approaches and other preventive interventions thereby reducing the risk of development of contagious conditions in the emergency care setting. The hospital administration therefore, requires configuring effective healthcare policies and conventions while considering the barriers and facilitators that could effectively hinder or promote the recommended modification in Bettys healthcare. The healthcare conventions should be constructed in a manner to systematically enhance the willingness of the healthcare teams in terms of responding to the critical healthcare requirements of the elderly patient in the healthcare setting (Rutkow, Taylor, Paul, Barnett, 2017). These conventions must promote the development of a supportive environment for effectively facilitating the administration of evidence-based healthcare interventions in the context of safeguarding the pattern of health and wellness of the critically ill elderly patient in the emergency care setting. This will eventually decrease the length of patients stay in the emergency care facility and concomitantly reduce the risk of occurrence of post-treatment complications Bibliography ACSQHC. (2012). NSQHS Standards. Australia: Australian Commission on Safety and Quality in Health Care. Retrieved from https://www.safetyandquality.gov.au/wp-content/uploads/2011/09/NSQHS-Standards-Sept-2012.pdf Artino, A. R., Rochelle, J. S., Dezee, K. J., Gehlbach , H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical Teacher, 36(6), 463-474. doi:10.3109/0142159X.2014.889814 Austad, B., Hetlevik, I., Mjlstad, B. P., Helvik, A. S. (2016). Applying clinical guidelines in general practice: a qualitative study of potential complications. BMC Family Practice. doi:10.1186/s12875-016-0490-3 Baradaran-Seyed, Z., Nedjat, S., Yazdizadeh, B., Nedjat, S., Majdzadeh, R. (2013). Barriers of Clinical Practice Guidelines Development and Implementation in Developing Countries: A Case Study in Iran. International Journal of Preventive Medicine, 340-348. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634174/ Calhoun, R., Meischke, H., Hammerback, K., Bohl, A., Poe, P., Williams, B., Phelan, E. A. (2011). Older Adults' Perceptions of Clinical Fall Prevention Programs: A Qualitative Study. Journal of Aging Research. doi:10.4061/2011/867341 Doetzel , C. M., Rankin , J. A., Then , K. L. (2016). Nurse Practitioners in the Emergency Department: Barriers and Facilitators for Role Implementation. Advanced Emergency Nursing Journal, 43-55. doi:10.1097/TME.0000000000000090 Fischer, F., Lange, K., Klose, K., Greiner, W., Kraemer, A. (2016). Barriers and Strategies in Guideline ImplementationA Scoping Review. Healthcare (Basel), 4(3). doi:10.3390/healthcare4030036 Hullick, C., Conway, J., Higgins, I., Hewitt, J., Dilworth, S., Holliday, E., Attia, J. (2016). Emergency department transfers and hospital admissions from residential aged care facilities: a controlled pre-post design study. BMC Geriatrics. doi:10.1186/s12877-016-0279-1 Keiffer, M. R. (2015). Utilization of Clinical Practice Guidelines: Barriers and Facilitators. Nursing Clinics of North America, 50(2), 327-345. Retrieved from https://www.sciencedirect.com/science/article/pii/S0029646515000262?via%3Dihub Kirk, J. W., Sivertsen , D. M., Petersen , J., Nilsen , P., Petersen , H. V. (2016). Barriers and facilitators for implementing a new screening tool in an emergency department: A qualitative study applying the Theoretical Domains Framework. Journal of Clinical Nursing, 25(19-20), 2786-2797. doi:10.1111/jocn.13275 Loganathan, A., Ng, C. J., Tan, M. P., Low, W. Y. (2015). Barriers faced by healthcare professionals when managing falls in older people in Kuala Lumpur, Malaysia: a qualitative study. BMJ Open, 5(11). doi:10.1136/bmjopen-2015-008460 Murray, K. (2010). Broadcasting Your Microsoft PowerPoint Presentation. USA: Fair Trade Digital Exchange. Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., Kourkouta, L. (2014). Critical Thinking: The Development of an Essential Skill for Nursing Students. Acta Informatica Medica, 283-286. doi:10.5455/aim.2014.22.283-286 Reddy, S. T., Zegarek, M. H., Fromme, H. B., Ryan, M. S., Schumann, S. A. (2015). Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups. Journal of Graduate Medical Foundation, 214-219. doi:10.4300/JGME-D-14-00461.1 Rutkow , L., Taylor , H. A., Paul, A., Barnett , D. J. (2017). Perceived Facilitators and Barriers to Local Health Department Workers' Participation in Infectious Disease Emergency Responses. Journal of Public Health Management and Practice, 23(6), 644-650. doi:10.1097/PHH.0000000000000574 Taba, P., Rosenthal, M., Habicht, J., Tarien, H., Mathiesen, M., Hill, S., Bero, L. (2012). Barriers and facilitators to the implementation of clinical practice guidelines: A cross-sectional survey among physicians in Estonia. BMC Health Services Research. doi:10.1186/1472-6963-12-455 Yousafzai, M. T., Janjua, N. Z., Siddiqui, A. R., Rozi, S. (2015). Barriers and Facilitators of Compliance with Universal Precautions at First Level Health Facilities in Northern Rural Pakistan. International Journal of Health Sciences, 9(4), 388-399. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4682593

World War II Essay Summary Example For Students

World War II Essay Summary During World War II, Nazi commanding officers, and soldiers under their command, carried out crimes against humanity in order to please their commanding officers or out of fear of what may become of the, if they did not comply with their orders. What could have been going through the minds of Nazi officers and soldiers while they were carrying out the orders they had received to almost wipe out an entire race of people?The Nazi criminals were brought to justice in what was called the Nuremberg Trials. The prosecutors that brought the Nazis to trials consisted of the four powers of the United States, Great Britain, France, and Russia (Britannica 1). The Nuremberg trials were basically a series of trials held in 1945 through 1946 in which former Nazi leaders were indicted and tried as war criminals by the International Military Tribunal (Britannica 1). The indictment lodged against them contained four counts: (1) crimes against peace, (2) crimes against humanity, (3) war crimes, and (4 ) a common plan or conspiracy to commit the criminal acts listed in the first three counts (Britannica 1). Were the Nazi soldiers to be held responsible for the actions they carried out on their prisoners, or did they have the option of denying their superior officers and doing what they thought to be right and just? Were the trials conducted at Nuremberg legal? The indictment of the organizations raised a fundamental legal question: the legitimacy of creating a legal system of guilt by association (Court TV 2). The Nazis argued that there should not be punishment for laws that did not exist before the crimes were committed (Glueck 73). The tribunal took into consideration the defense presented by the defendants and came to the decision that the crimes committed by the Nazis could be presented in court, even though the crimes presented violated laws that were made ex post facto (77). The crimes committed were so severe that the tribunal could not allow the Nazis to walk away without facing some sort of punishment. Even though the laws were made ex post facto, the crimes committed by the Nazi leaders were crimes against humanity, and those crimes should not have to be written down in any law books. Crimes committed against humanity should be understood to be wrong and if someone should break those laws, they should expect to be punished for what they commit, even though there was no written law. Stanley Milgram, a Yale psychologist, conducted a classic study obedience in which the participants were forced to either violate their conscience by obeying the immoral demands of an authority figure or to refuse those demands (Behrens 343). Milgrams study suggested that under a special set of circumstances the obedience we naturally show authority figures could transform us into agents of terror (343). His experiment showed that normal people could be influenced to the point of administering great amounts of pain on another human being, just because a person in a position of authority told them to do so (343). A theory that was reached as a result of Milgrams experiment was that it is easy to ignore responsibility when one is only an intermediate link in a chain of action (355). Milgrams results offer a possible explanation as to why the Nazis did what they did. Even though it may be easy to ignore responsibility when being told to do so by an authority figure, it is still the resp onsibility of the individual to do what is right, no matter what the consequences or repercussions, that is how the tribunal saw the Nazis actions. The prosecutors of the Nazis declared that, if an organization was found to be criminal, the prosecution could bring individuals to trial for having been members, and the criminal nature of the group or organization could no longer be questioned (Britannica 1). The defendants that were brought under trial were entitled to receive a copy of the indictment, to offer any relevant explanation to the charges brought against him, and to be represented by counsel and confront and cross-examine the witness (Britannica 1). Nuremberg only brought twenty-four Nazi leaders to trial, and various groups (such as Gestapo, the Nazi secret police) were charged with committing criminal acts (Britannica 1). The total number of court sessions came to a total of 216, and on October 1, 1946, the verdict on 22 of the original 24 defendants was handed down (one of the defendants committed suicide while in prison, and another became mentally unable to stand trial) (Britannica 1,2). Men were given sentences of either imprisonment or death by hanging, depending on their involvement and actions during the war (2). When these sentences were handed down, the tribunal rejected the Nazis major defenses. It first rejected the contention that only a state, not individuals, could be found guilty of war crimes (2). And secondly that the Nazis argument that the trial and adjudication were ex post facto (2). The tribunal responded to the defendants that such acts had been regarded as criminal prior to World War II (2). The Nazis were one of the most evil and ruthless groups of people to ever emerge as a power on this earth. They almost eradicated an entire race and committed unmentionable acts of violence against citizens of the human race. But not every German that became a Nazi held their beliefs and ideals. The Germans committed these crimes on peop le of neighboring countries, and even people of their own country. But how could these men and women carry out these crimes on people that were once their neighbors and possibly even friends? Just because of where they were born, religious beliefs, or color of their skin, people were harassed, beaten, and killed by the Nazis. How could the Nazi soldiers carry out these acts on another human being? This question brings to mind the idea of suggestibility and peer pressure. If a person is fed the same message over and over again, they become brainwashed and eventually believe the message themselves. Solomon E. Asch, a social psychologist at Rutgers University in New Jersey, conducted a series of experiments on men to determine the effect of suggestibility and peer pressure upon them (Behrens 336). Aschs experiment was conducted to prove the theory that every persons practices, judgments and beliefs is a truism to which anyone will readily assent (336). It was shown in Aschs experiment that monotonous reiteration of instructions could induce in normal persons in the waking state involuntary bodily changes such as swaying or rigidity of the arms, and sensations such as warmth and odor (337). The results of this experiment proved that mens beliefs can be influenced, even though they know that what they are doing is wrong (336). If put in the situation of a Nazi soldier, one may not have had before the war the idea that he was superior to those the Nazis were oppressing. However, the soldiers were constantly fed a mass amount of propaganda telling them that they were superior to other races and therefore should enforce their power over them. Wanting to please their commanding officers and the fed notion of superiority are reasons why the Nazi soldiers carried out the crimes on humanity. Milgrams experiments, as well as Aschs, are in totally different circumstances than those the soldiers were placed in during World War II, however the results reached from both can of fer explanations to the actions of the Nazis. Both the idea of suggestibility and wanting to please their commanding officers are reasons why the Nazi soldiers carried out their crimes. Those factors can influence a person so greatly that it can force someone to go against everything they have ever been taught or known. A person that has been raised in a good and upstanding family can have a strong conscience and a good sense of morals, but suggestibility and fear of authority figures can wipe all of that out. People will always have to deal with topics such as suggestibility, and it is there responsibility to make sure that they do what is right no matter the consequences of their actions. What they choose to do will have an impact on society, no matter how big or how small the situation. Society must make good decisions on how people act and influence others, if people do not learn how to go against what is morally wrong, there may someday be another Holocaust, and another trial s uch as those held at Nuremberg. .u4d15ee6b957cada1b22f6c9fc85ad9c6 , .u4d15ee6b957cada1b22f6c9fc85ad9c6 .postImageUrl , .u4d15ee6b957cada1b22f6c9fc85ad9c6 .centered-text-area { min-height: 80px; position: relative; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 , .u4d15ee6b957cada1b22f6c9fc85ad9c6:hover , .u4d15ee6b957cada1b22f6c9fc85ad9c6:visited , .u4d15ee6b957cada1b22f6c9fc85ad9c6:active { border:0!important; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .clearfix:after { content: ""; display: table; clear: both; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4d15ee6b957cada1b22f6c9fc85ad9c6:active , .u4d15ee6b957cada1b22f6c9fc85ad9c6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .centered-text-area { width: 100%; position: relative ; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4d15ee6b957cada1b22f6c9fc85ad9c6:hover .ctaButton { background-color: #34495E!important; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4d15ee6b957cada1b22f6c9fc85ad9c6 .u4d15ee6b957cada1b22f6c9fc85ad9c6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4d15ee6b957cada1b22f6c9fc85ad9c6:after { content: ""; display: block; clear: both; } READ: A Journey Though The Golden Gates Of Promise EssayBibliography:Glueck, Sheldon. The Nuremberg Trial and Aggressive War. Alfred A. Knopf Publishing. New York, New York. 1946. Encyclopedia Britannica OnlineCourt TV OnlineBehrens, Laurence, and Leonard J. Rosen. Writing and Reading Across the Curriculum, seventh edition. Longman Publishing.