Computer Virus Charges Sought Assignment Example | Topics and Well Written Essays - 250 words

Computer Virus Charges Sought - Assignment Example 3. The I Love You Virus, as one of the first major viruses since the internet exploded in the late 90s and early 2000s shook people’s faith in the internet as a secure place. It also taught users that they had to be very careful of attacks that take advantage of their emotional states (by encouraging them to click/download something in order to cause a virus on their computer), such as the â€Å"I love you† message or other questionable content.   4. Guzman did not face any direct punishment for his crimes. Though Pilipino authorities tried to charge with a variety of crimes from theft to criminal mischief, none of the charges landed because of lack of evidence and the fact that the Pilipino criminal justice system was simply not set up to deal with cyber attacks. His name, however, will forever be associated with this virus and he will have a hard time finding employment in the future (Landler). I think that this punishment might fit the crime – it’s impossible for someone to make reparations for billions of dollars worth of damages, and people need to take some responsibility for their own internet behavior. If Guzman didn’t do this, someone else would have.   

How recent films ask us to think about the relation of the image to Essay

How recent films ask us to think about the relation of the image to memory - Essay Example Director, Alian Resnais adopted a stylistic approach to impart a history lesson of critical significance by portraying concentration camps in Nazi Germany. Perhaps, this documentary is most difficult to watch due to the appalling and gruesome footage (Barsam). The movie is unlike the usual films based on Holocaust, which accentuated the sheer size of one the greatest inhumanity or personalized the story by depicting affected individuals. It concedes how futile it is to assess the scale of the tragedy and does not count on sentiments. Rather, it presents complex queries about memory and responsibility in relation to denial, and eventually how current and prospective recurrences are linked with denial. The prime focus is analysis instead of statistics and facts. HISTORY An exhibition in 1954 by the Institut Pedagogigue National inspired the conception of Night and Fog. It was unanimously decided by the chief of the Comite and Antaole Dauman to document a film for the preservation of ch ronicles of Holocaust. Renais was approached to direct the project. However, he initially declined as he feared that the realism and genuineness of the film might not be up to the mark. On Dauman’s insistence, Renais agreed on the condition that Jean Cayrol who had spent time at the concentration camps should serve as the scriptwriter. ... Micel Bouquet narrated the lucid and seductively calm script in such a detached and unflustered way, that viewers were able to assimilate the tragic circumstances. Renais and Cayrol recognized that excessive shock ensues in amnesia and denial; and therefore aimed at creating a collective memory. The images stood out due to their disturbing nature. It is quite impressive how Renais covers the background and creation of concentration camps, deliberate genocide, freedom of survivors and deserted camps within a span of only thirty-one minutes. The documentary depicts how leading German companies bid for the contracts, presented design and profited enormously from the construction of internment camps. In addition, it highlights how gas chambers and crematoriums served to exterminate prisoners. The ingenuity behind making practical use of the dead bodies for: parchment, soap, wigs, fertilizers etc. Similarly, proof of investigational operations, castration, and phosphorus burns are shown. Possessions of the prisoner are piled in warehouses. Then, an appalling scene hits the screen as heaps of heads and decomposed bodies are dumped in a pit by bulldozers. Withered and shrunken survivors are filled with consternation as allied forces arrive. The pieces of German, British, and French footage were juxtaposed with the novel footage of 1955 (Van der Knaap). The bland colours and lengthy, smooth tracking shots stand out against the black and white images of the war period. Now the land is covered with grass, fences are free from current and crematorium have reduced to rubble, this portrays the fading of memories as time passes by into history. This brilliantly presented contrast overpowers the viewers. SUBJECT MATTER The purpose of the documentary was not

School Of The Future Inititative Education Essay

School Of The Future Inititative Education Essay Roxboro Community School (RCS) today announced its highly anticipated RCS School of the Future Initiative to students and parents. The RCS School of the Future Initiative was developed over many months with the goal of enhancing the core mission of the school, one facet of which was to be a school that used technology in unique ways to enhance the student learning experience. The RCS School of the Future Initiative is primarily shaped by the fact that RCS is committed to being on the cutting edge of technology and its use in education, that middle school students will have regular access to computers in the school, and high school students will have their own take home computer to be used in all curriculum areas. It is also shaped by the following more specific objectives: Enhance the learning environment and teach children to be critical thinkers through the use of technology, Prepare students for using technology in a post secondary school environment including college and the professional work environment, Eliminate the boundaries set by traditional school environments; students learn at different paces based on their abilities and their specific needs, Support parent involvement in their childrens educational experience through the use of technology. The RCS School of the Future Initiative represents a significant investment of the schools resources and the RCS Board of Directors has committed to spend in excess of $1.5 million over the next 10 years to support technology in the school. This isnt something were just planning on doing one year and then forgetting about, said RCS Board Chair Donald Long, We are committed to the long term education of our students and as such we must be commited to long-term funding of their technology needs and their technology education. We want our parents and students to know they are going to get an education at RCS that is like no other. We have exceptional teachers and we plan to enhance their abilities with technology that helps students learn better. The RCS School of the Future Initiative is a comprehensive approach to incorporating technology into every aspect of the school and its curiculum. The plan is highlighted by the following features: Provide laptop computers to our Senior class as a pilot project for all high school students to have laptop computers August, 2009, Install an internal television system and create RCS-TV, with monitors in the Bulldog Cafà ©, the main lobby/foyer area, and the media center August, 2009, Provide a Mobile Computing Lab for use by teachers and students August, 2009, Install the infrastructure to support the new RCS School of the Future Initiative. This includes wireless access points, backup devices, switches, cabling, file servers, increased internet bandwidth, etc. August, 2009, Create unique student computer login accounts with email, data storage, and appropriate security August, 2009 Replace all teacher desktop computers with laptop computers January, 2010, Transform the Bulldog Cafà © into the Bulldog Internet Cafà © with the installation of 40 computers to serve students during lunch and as an additional computer lab when lunch is not being served February, 2010, Install television monitors in all classrooms, making RCS-TV available to the whole school April, 2010 Beyond the end of the 2009-2010 school year, the plan will be fully implemented for the 2010-2011 school year, so expect the following to be implemented by August, 2010. Provide laptops to all high school students, Develop, identify, and purchase all software and technology items for teacher classrooms that are specific to the curriculum, Incorporate multimedia presentations, the internet, and other technology into the lesson plans where appropriate. The object is to change the way students learn and to use the technology available to us to do it. (Please visit the web site http://www.microsoft.com/education/lessonplans.mspx for sample lesson plans that demonstrate how teaching might change once students have all of the technology available to them). Develop an advanced Network Administration curriculum for Junior and Senior level students. The students will be managing and maintaining the schools technology systems in a way that few other schools are currently doing. Courses will be developed to teach students how to run a professional computer system with the same technologies used in the business world. Provide an internship opportunity for up to three students. Students would apply for three open positions to work on the RCS computer system during the summer. These will be full time, paying summer jobs for those who qualify. The RCS School of the Future Initiative is not just about putting computer equipment in the hands of students and teachers. It is about changing the way students learn and teachers teach, so the RCS School of the Future Initiative calls on teachers to develop new lesson plans that might not be focused so much on opening a book to a certain page, reading a passage, and answering questions. The school of the future will use technology so that teachers and students meet objectives in ways that take into account differences in personalities, individual abilities, and learning styles. The School of the Future will not be a mass production facility, rather it will produce a customized learning experience. According to RCS Principal Walter Finnigan, The workplace of the future will continue to be technology driven. The college of the future will continue to be technology driven. It makes sense that middle school and high school should also be technology driven so that our students have a better shot at succeeding both acedemically and professionally. Finnigan continued, As Ive said before, our goal is to be to be among the best schools in the nation and the RCS School of the Future Initiative is just one of the ways we plan to acheive that goal. We want to offer a tailored educational experience to our students and the only way we can do that is by using the same technology currently being used in the private sector. There are very few schools accross the nation who have embraced this idea like RCS is embracing it, but it really just makes sense to do so. It should just ring true to people.

Arthur Miller :: Biographies Bio Biography

A leading American playwright, Arthur Miller, b. New York City, Oct. 17, 1915, has enriched the Broadway stage for several decades. Although Miller's dramas take place in familial settings, he has made a reputation for dealing with contemporary political and moral issues. Miller began writing plays while a student at the University of Michigan, where several of his dramatic efforts were rewarded with prizes. In 1937, during his senior year, one of his early plays was presented in Detroit by the Federal Theatre Project. In 1944 his The Man Who Had All the Luck won a prize offered by New York City's Theatre Guild. With his first successes--All My Sons (1947; film, 1948), winner of the Drama Critics Circle Award, and Death of a Salesman (1949; film, 1952), winner of both the Drama Critics Circle Award and the Pulitzer Prize--Miller condemned the American ideal of prosperity on the grounds that few can pursue it without making dangerous moral compromises. Death of a Salesman, with its expressionistic overtones, remains Miller's most widely admired work. The keen social conscience evident in these plays has continued to manifest itself in Miller's writing. In the Tony Award-winning The Crucible (1953), for instance, he wrote of the witch-hunts in colonial Salem, Mass., and implied a parallel with the congressional investigations into subversion then in progress. The probing psychological tragedy A View from the Bridge (1955) questions the reasonableness of U.S. immigration laws. After the Fall (1964), which includes a thinly disguised portrayal of Miller's unhappy marriage to film actress Marilyn Monroe, offers a second, candid consideration of the congressional investigations in which Miller had been personally involved. Two one-act plays, Incident at Vichy (1964) and The Price (1968), deal with the universality of human responsibility and the guilt that often accompanies survival and success. Miller's later dramatic works include The Creation of the World and Other Business (1972), a play that seemed too openly didactic for both critics and audiences, and The Ride Down Mount Morgan (1991), which opened in London to mixed reviews. Imbued with a passionate morality and demonstrating the absolute need for responsible, loving connections between people, most of Miller's work is indeed didactic. Miller's writings outside the theater have been prolific and varied. His novel Focus (1945) is an ironic tale of anti-semitism. The screenplay for the Misfits (1961) is only one of several he has written. In 1969 he wrote In Russia, a travel piece with illustrations by his wife, the photographer Inge Morath.

Justice in “King Lear” Essay

Many themes are evident in King Lear, but perhaps one of the most prevalent relates to the theme of justice. Shakespeare has developed a tragedy that allows us to see man’s decent into chaos. Although Lear is perceived as ‘a man more sinned against than sinning’ (p.62), the treatment of the main characters encourages the reader to reflect on the presence or lack of justice in this world. The characters also vary in their inclination to view the world from either a fatalistic or moralistic point of view, depending on their beliefs about the presence or absence of a higher power. The theme of justice in relation to higher powers can be illustrated from the perspective of King Lear, Gloucester, and Edgar. When reading King Lear, it is helpful to understand the Elizabethan ‘Chain of Being’ in which nature is viewed as order. Rosenblatt (1984) states that there was a belief in an established hierarchy within the universe. Everything had its own relative po sition beginning with Heaven, the Divine Being, and the stars and planets which are all above. On earth the king is next, then the nobles, on down to the peasantry. Holding the lowest position were the beggars and lunatics and finally, the animals. Interrupting this order is unnatural. King Lear’s sin was that he disrupted this chain of being by relinquishing his throne. By allowing his daughters and their husbands to rule the kingdom, the natural order of things was disturbed. His notion that he can still be in control after dividing the kingdom is a delusion. According to Elizabethan philosophy, it would seem that this is the beginning of his mistakes and is also the cause of much of the misfortune that occurs later on in the play. Chaos rules the unnatural. As well, King Lear makes another devastating mistake which affects his relationship with his daughters by asking them to tell him how much they love him in order that he may divide his kingdom according to the strength of their love. Cordelia, the youngest daughter, states that she loves her father ‘according to her bond’ (p.4). She is saying that she loves him as much as any child could love a father. On the other hand, Goneril and Reagan easily speak the words that their father wants to hear, rather than the truth. Because Lear is not satisfied with Cordelia’s response, he turns his back on Cordelia and on her love. By doing this he is destroying the natural family unit and lacks the insight to know this. He unjustly punishes Cordelia by banishing her from the kingdom. He casts out his daughter in an unfatherly fashion, yet is gravely upset by the ingratitude of his other two daughters, Goneril and Reagan. Once again, due to Lear’s lack of wisdom, he fails to recognize the sincerity of Cordelia’s words. Thus, he puts his relationship with his daughters in jeopardy which results in a constant source of grief for King Lear. King Lear holds firm to his belief that the world is governed by the gods and in justice. Therefore he does not question the will of the gods in letting him suffer from his daughter’s unkindness, but prays If it be you that stirs these daughters’ hearts Against their father, fool me not with so much To bear it tamely; touch me with noble anger (p.50). Greer (1986) reminds us that Shakespeare uses the word ‘nature’ often, but rarely with the same meaning. For instance, Lear personifies nature when he calls Cordelia ‘a wretch whom Nature is ashamed/Almost to acknowledge hers’ (p.9). Here, it seems as though Lear thinks himself to be particularly special and close to nature because he is presumptuous in believing that he can read Nature’s mind. On the same note, Lear also seems to order his goddess, Nature, as though he is in control. He commands Nature to follow his orders, Hear, Nature, hear! dear goddess, hear! Suspend thy purpose, if thou didst intend To make this creature fruitful (p.29). Therefore, Lear is once again disturbing the order of things by putting himself above the gods. Lear disturbs the Chain of Being, unjustly punishes Cordelia and misinterprets his role in life by assuming himself to be the lord of creation. For these ‘sins’ he is punished when Goneril and Reagan turn on him and Cordelia dies. Thus, it would seem that justice is served. However, Holloway (1961) suggests that Lear suffers more for his ‘sins’ than seems reasonable. Holloway sums up this concept as follows: ‘the world can be to mankind, and has been to Lear, a rack: a scene of suffering reiterated past all probability or reason’ (p.506). Gloucester plays a parallel role to Lear in the play. He is elderly, gullible and taken in by his children. Again, the natural unit of the family is disturbed for Gloucester has a bastard son who is his downfall. However, unlike Lear, he is not weak and infirm and is more good- natured and brave. Like Lear, Glouceste r makes reference to Nature. However, Greer (1986) feels that Gloucester views Nature as neutral and sees it existing only for man’s benefit: These late eclipses in the sun and moon portend no good to us. Though the wisdom of nature can reason it thus and thus, yet nature finds itself scourged by the sequent effects (p.15). Rather than blame Nature, Gloucester is aware that his problems are a result of his own foolishness. He does not feel that the gods are necessary to explain Edmund’s treason or Cornwall’s brutality. However, he does make clear his belief that the gods are not interested in the affairs of men: As flies to wanton boys are we to the gods. They kill us for their sport (p.82). Although it may seem as though he is an atheist, Frye believes otherwise: Gloucester is not atheist: he postulates gods, divine personalities, and if he replaces them with a mechanism of fate or destiny he couldn’t ascribe malice to it. What he feels is that there is some mystery in the horror of what’s happened to him that goes beyond the tangible human causes’ (p.111). It is true that Gloucester has been lustful and has fathered an illegitimate son as the consequences. Since this, too, is an unnatural act, it seems justice must be served to restore order. However, to what degree is Gloucester responsible for Edmund’s evil behaviour? And was it just that Gloucester’s eyes were poked out by Goneril and Reagan? This leaves one wondering whether or not justice was served as Gloucester dies at the end of the play. The punishment would seem to exceed the crime. Edgar is Gloucester’s legitimate son who is in danger of losing his right to his inheritance. At first, he is the good and dutiful one. At times he is gullible and naive when responding to his illegitimate brother Edmund, who tries to take his birth-right. Edgar is the moralist in this play. When he reflects on his own undeserved troubles and the suffering of others, there is a religious tone. He has faith in the gods and their justice, and is quick to give the ‘higher powers’ the credit for what happens to men. Thus, he says to Gloucester, who believes he has fallen from the edge of a cliff: Think that the clearest gods, who make them honours Of men’s impossibilities, have preserved thee (p.96). And thus he points out the justice of the gods in punishing Gloucester by the hand of Edmund: The gods are just, and of our pleasant vices Make instruments to plague us (p.119). Edgar believes that there is order in na ture. He thinks that there is a natural ebb and flow in human fortunes, meaning that even the worst situation can become better (Greer, 1986). He believes in the Wheel of Fortune and if he is at the bottom of the wheel, his fortune will improve as he moves upward: To be the worst, The lowest and most dejected thing of fortune, Stands still in esperance, lives not in fear. The lamentable change is from the best; The worst returns to laughter. Welcome, then, Thou unsubstantial air that I embrace! (p.81). However, he comes to realize that this belief is not necessarily so. When he finds his father blinded, it becomes obvious that this suffering is renewed: The worst is not So long as we can say ‘This is the worst’ (p.82). Greer (1986) comments that it may seem that nature is indifferent to the fate of any individual. Edgar differs from Gloucester in that he takes a moralistic point of view. Frye suggests that while Gloucester ‘feels that there is some mystery in the horror of what’s happened to him that goes beyond the tangible human causes†¦Edgar†¦looks for human causes and assumes that there are powers above who are reacting to events as they should’ (p.111). In Edgar’s case it seems that he has received his just reward. He does not have an easy time when dealing with his brother, Edmund. Yet, it would seem that justice is served as Edgar regains his proper position in the natural order of things. In King Lear, each of the characters discussed have varying interpretations of the importance of the higher powers affecting their fortunes. As well, justice is handed out in different degrees. In the eyes of the characters, Shakespeare succeeds in illustrating the universal conflict that members of society have always had in understanding their fate in this world.

Tok Bias Essay (Gavin Menzies, Jared Diamond, Etc.)

Theory Of Knowledge To what extent can disagreement aid in our understanding of history? October 2012 International School of Curacao Wordcount: 2,691 Historical Disagreements To what extent can disagreement aid in our understanding of history? Disagreement has been present in the world ever since the first biotic and abiotic factors roamed the Earth. In order to understand what the question is asking, we must define its key words. Disagreement is defined as a difference in opinion and diversity.Even though the word disagreement has a negative tone, it does not necessarily have to be bad. Disagreement offers people a different point of view and can help the world’s population improve its understanding of each other. This brings me to the next key word in the question: understanding. Understanding is described as the comprehension of a certain topic and as having a mental grasp on something. People encounter disagreements during discussions, which makes the conversation richer. I find it is important, for every human being, to understand that disagreements are healthy.Without disagreement, there will be too much familiarity and similarity, and life will be lacking adventure and uncertainties. Disagreement and lack of understanding are often, if not always, seen in history. Many wars start because of a disagreement and/or because of the lack of willingness of understanding. History is defined as the study of the past. Much of the study of history is factual. Facts are statements supposedly set in stone and true. From a young age on, children are taught that facts are not to be altered. As they grow up, they find that this is false: history is not entirely set in stone.And that is exactly what this paper will be covering, with the help of Jared Diamond, Galileo Galilei, Gavin Menzies, Fritz Fischer, Charles van Doren, and Reuben Abel. Historiography is the writing of history. According to Reuben Abel, different historiographies are influenced by the history of civilization. This history of civilization is depending on climate, soil, and geography. Geography brings up another historian that helps support that disagreement aids in the understanding of history. Jared Diamond did research on why historiography is different in different continents.He published his findings in a book called â€Å"Guns, Germs, and Steel†. Diamond argued that the gaps in technology and power between human societies are not caused mainly by cultural and racial differences. He states that the geography and ecology of European and Asian landmasses gave the societies there an advantage over those on other continents. Although Diamond’s findings sound realistic, his work was critiqued for ‘factual errors’. Diamond, although criticized, is important to mention in the discussion on how disagreement aids in the understanding of history.His findings may not all be correct, but some are. This shows that there were many different factors playi ng in the different historiographies in different continents in the world. Reuben Abel goes on by stating that the history of civilization is also dependent of race, hereditary ability, and psychological factors. Additionally, it depends on the motif of power and on the theory that history is the history of class struggle. This is an idea taking from Marxism, and the first kind of approach to history: that it is cyclical.Reuben Abel goes on by stating that historiographies should be appraised and assessed, but that there is no crucial experiment that can test the validity of a theory of history. Abel’s claim that â€Å"History is far from being exclusively scientific or factual; it is also a larger part creative† is one I can agree with. History is not just facts. Between the factual sentences, there has to be at least one sentence linking one fact to another. The main reason why Reuben Abel is important to mention in this essay about disagreement aiding the understand ing of history is that humanity has not yet discovered every bit of evidence in the world.Abel mentions that the past is â€Å"inferred from present evidence†. What he means with this is that the evidence found in modern times indicates the past. With this, Abel concludes that present evidence is not complete. Hence, the past remains a mystery. A good example of historical deception is Stalin’s photograph taken with Nikolai Yezhov, which was altered later to remove Yezhov. Disagreement has been present in history and often a source of major (bloody) historical events. A good example of disagreement aiding in the understanding of history is the three different views of any historical event.You have the Orthodox view of a historical event, which is the traditional outlook and interpretation of historical ‘facts’. The second view is the revisionist one. These historians take a second look at the evidence of the first view. The third view is the post-revisioni st view. Historians look at both the traditional and the revisionist view of the same historical event, and conclude ‘something’ based on both views. This is important in discussing how disagreement aids in the understanding of history. The three views obviously have a different opinion of what caused a certain historical event.But this disagreement, that is healthy, provides the world’s population with a better understanding of history. The disagreement gives the world the option to choose which view they support the most. Gavin Menzies is another great example of one who argues the truth of history. He states that it was not Christopher Columbus who discovered America in 1492, but the Chinese. He says that the New World was ‘stumbled upon’ by the Chinese in 1421. This is seven decades prior to Columbus. Menzies is relevant in the discussion about disagreement aiding in the understanding of history, because he questions and challenges history.He has found and states his evidence, in his book, supporting that China had been actively sailing around the world during the 1420’s. The reason why he is arguing the truth of America’s discovery is because he himself found out that many historical Chinese events happened in 1421. This is the main reason why he decided to write a book about the Chinese discovering America before Columbus. Additionally, Menzies is important to mention in the discussion of how disagreement can aid in the understanding of history because of his thesis.His thesis changed the Western age of discovery and altered the common belief that Europe discovered Asia. Some of his arguments include finding Asian jade in Aztec tombs, and allegations of Chinese ideograms found on pre-Columbian pottery. Another argument he uses to defend his statement(s) is the idea of maps that show countries that were not yet discovered by Europe in the 15th century. His third supporting argument is that not only many acade mics in China support him; also academics on the West Coast of America believe Zhang He found North America and Australia during his two-year journey over the ocean, which began in 1421.Menzies re-opened the discussion of truth in relation to history in 2008 when he stated that the Chinese sparked the Renaissance. With his book, Menzies received much criticism. Oxford professor Felipe Fernandez-Armesto, for example, counters Menzies’ evidence of maps by saying: â€Å"What [Gavin Menzies] doesn’t understand is that maps at that time were as much acts of the imagination as cartography†. Menzies replies by stating that there are over 6,000 references that support the idea of ‘diffusion theory’. This is the idea that there are various alternative theories that discuss America’s discovery.Menzies goes on by stating that it is â€Å"Virtually impossible to still argue that Columbus discovered America, that Cook found Australia or that Magellan was the first to circumnavigate the world†. This is also because evidence was discovered that the Vikings discovered America 500 years prior to Columbus, and 430 years prior to the Chinese. Menzies also states that in the 1400’s, only the Chinese had the capacity and knowledge to explore the world. The article on his website summarizes that Menzies says that the Chinese fleet could have circumnavigated the world four times between 1421 and 1426. The key word to view is could.By using this word, Menzies assumes that the Chinese could circle the world four times, while there is hardly any sign of evidence to support this argument. If Menzies had evidence to support his statement, he would not be using the word could. Another reason why Menzies is significant when looking at disagreement aiding in the understanding of history is because he introduces the idea of ‘diffusion theories’ to a younger audience. He is able to make people question what they were taught a t school and think about their sources. But then this question comes to mind: is Menzies’ goal to prove China’s role in the discovery of America ethical?This means that many historians that studied the topic of discovery should and will be questioned. Many people will be questioning their beliefs and Spain (as well as various other countries) will be suffering under a ‘bad image’. Menzies is making the public question their authority and textbooks. Another man who made the public question their authority and textbooks was German historian Fritz Fischer. In 1961, he introduced that Germany intended to start a (world) war to gain more economic and political dominance over Europe, Africa, and Asia.Germany had a strong sense of colonialism, and found imperialism very important. Fischer, as a revisionist, concludes that therefore Germany is responsible for the start of the Great War, or the First War. His colleagues and the (German) public received his contribu tions with shock as it challenged the traditional view that Germany stumbled into the war, just like the other great European powers did. Younger historians later found truth in some of his evidence and Fischer became Germany’s best-known living historian to the world, until he died on December 1st of 1999.The main reason why Fischer is important to mention in a discussion about disagreement aiding in the understanding of history is because his statement opened up the discussion of the world wars. Before, German people were not allowed to speak of the war, as it was still a very sensitive topic. Fischer blew new life into the topic of Germany’s intentions. The disagreement among him and his supports and other historians has shown that there is more evidence to what humanity is aware of now. Back then; the causes of the Great War were debatable, yet one was seen as set in stone.Now children are taught that there are various causes of the Great War. This disagreement cau sed by Fischer has resulted in a better understanding of the intentions of Germany in the Great War. Another important subject related to disagreement in aiding the understanding of history is truth and reality. Before and somewhat after the Renaissance, religious populations believed that the world was flat, and that one could fall off of it. This was, however, proven wrong by various scientists in BC and in AD. Another example of human deception and ignorance of truth and reality is Charles van Doren’s game show appearance.In January of 1957, he entered a game show and won more than $1 million. It became later known that Van Doren was given the answers to the questions and that he therefore cheated. Van Doren’s cheating shows that even something as simple as a game show, can be manipulated. When viewing this problem on a larger scale, one will make the startling discovery that certain things are happening that ‘ordinary’ people are not and will never be aware of. The manipulation also shows and supports the idea that what happens in the present, and what happened in the past, may be believed to be true, until one knows the actual truth.Sometimes people do not want to have a disagreement about history and present knowledge. A good example of this is the Renaissance, specifically Galileo Galilei. Galileo was famous for his scientific findings and believes. In 1632, he published a book in which he stated that the Earth was moving around the sun. By doing so he was proving the common believe of the Earth being central in the universe, wrong. This angered the Pope, and Galileo was found suspect of heresy and was forced to say that his findings were wrong. Additionally, he became imprisoned and persecuted by the church.Galileo is important to mention in the discussion of disagreement aiding in the understanding of history as he demonstrated the advantages of experimentation and change. He was among those who began the Scientific Revoluti on in Europe. Disagreement is necessary in discussions and in life. Without it, life would be dull and too familiar. Because of disagreement, many people are given the option to choose who and what they want to believe. This is when historiography comes into place. Historiography is the writing of history. There is someone who writes the history that children are taught of in class.This someone can be a traditional Orthodox historian, a revisionist historian, or a post-revisionist. The lessons for history that we, the ordinary and educated part of humanity, are taught were once determined by one of these categories of historians. Their view is what we value as truth and factual. Galileo, for example, was one among many who proved the truth of a flat Earth wrong. He discovered, with a telescope and calculations, that the Earth is round. Although found mad at first, Galileo proved something that was found true by many religious people, false. Another example of this would be Gavin Men zies.He argued that it was not Columbus who discovered America, but the Chinese. Although he receives many critics on his book, he has proven that there is new evidence supporting that Columbus was not the first on America. This has made many people question their textbooks and take a second look at many historical facts. Fritz Fischer has done similar and made Germans and other countries in the world take another look at their textbooks. He did so by stating that Germany is responsible for the First World War, as they promoted imperialism and colonialism. Germany was greedy and therefore to blame for the First World War.Jared Diamond has also made people check their textbooks. He introduced the idea that there are various factors influencing each historical event. Diamond proved that Europe and Asia were able to conquer the New World due to their geography and agriculture. Charles van Doren did not prove anything wrong either, but proved that humanity may be deceived by their lack of knowledge. By entering a game show and winning through cheating, Van Doren has proven that something as simple as a game show can be manipulated. This raises the question of what else is manipulated that humanity is unaware of?To conclude, disagreement is important when looking at history. History is not set in stone, and can never fully be. Reuben Abel said that the evidence found today, determines the history. This is true as much information is still lacking from history, and certain events are still lacking cause and reason, which would be determined by the evidence. The disagreement among historians wakes up humanity. It forces us to study certain events better in order to fully understand all of its possible causes. We will be able to understand history better by viewing different possibilities.The people present during the historical events are gone, and only psychical evidence is left over. From this, historians conclude their professional opinions. Disagreement aids in t he understanding of history as it provides humanity with the possibility of variety. Bibliography BBC News. (2002, October 22). 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