Theme Assignment- Night Essay Example for Free

Theme Assignment- Night Essay Night Theme Assignment Holocaust survivors provide an opportunity for studying the lasting effects of massive suffering and extremely stressful experiences. Before the Second World War, the Germans made laws, which said that Jewish people are no longer welcomed in Germany. German people began to persecute them. When the Second World War started most of the Jews were brought to concentration camps all over Europe including Eliezer and his father. Everyone who was in one of these concentration camps will never forget their experience during the war. In the novel, Night, Elle Wiesel states the theme, that the victims of the Jewish holocaust are profoundly affected by their hellish experiences. Many quotations from different major characters extracted from the novel support the theme. â€Å"One day I was able to get up, I decided to look at myself in the mirror on the opposite wall. I had not yet seen myself since the ghetto†¦Ã¢â‚¬  (p. 115) this quotation is a final statement about the effect the Holocaust has had on Eliezer. He implies that even though he has survived the war physically, he is essentially dead; his soul was killed by the suffering he witnessed and experienced. In this quote he indicates a fundamental separation between his sense of self and his identity as a Holocaust victim. His body-image reminds him of how much he suffered throughout the holocaust and how much of himself-his faith in God, his innocence, his faith in mankind, and his family. Eliezer survives and develops a sense of identity that will endure beyond the Holocaust. In assessing the impact of the Holocaust on survivors, it needs to be said that no person could have survived Hitlers concentration camps and emerged totally unchanged. Never shall I forget that night, the first night in camp that turned my life into one long night seven times sealed â€Å"(p. 34, 11-12) this is one of the first quotation which shows that Eliezer’s life change from the beginning of the camp. The quotation is taken after Eliezer is brought to the camps. In his head there are always these memories from the journey they had to make. He thinks about Mrs. Schachter who went crazy in the train because she had no water. He thinks about the smoke from the crematoria which scared him a lot. And he thinks about all his lost hope. Elizer doesn’t believe in god anymore beginning from this point. He thinks if someone like god would exist, he wouldn’t have to suffer in a concentration camp and he wouldn’t have to see all these pain. â€Å"That night, the soup tasted of corpses† (p. 65) this passage occurred after the pipel suffered, struggled between life and death, under Eliezer’s eyes, as he was obligated to watch a criminal act. Eliezers had seen worse, like the old man and the Polish boy who had done wrongs to deserve the punishments they received. The Polish boy stole during the bombing session and the old man ate soup from the cauldron. The pipel on the other hand did not really do anything wrong, but refused to talk and sacrificed his life. The death of the innocent child represents the death of Eliezer’s own innocence. Elizer was starting to lose faith in god in a world where an innocent child could be hung on the gallows and his entire emotional worldview transformed. The fact that the young boy remained alive and experienced death slowly made them cringe the most, which is why the soup tasted like corpses. Many psychological effects caused by the Holocaust forever changed the way the Jewish people view the world and themselves. â€Å"Many years later in Paris, I sat in the Metro, reading my newspaper. Across the aisle, a beautiful woman with dark hair, and dreamy eyes. I had seen those eyes before. † (p. 53, 21-23) this quotation occurs when Eliezer is working in a factory. One day, unprovoked, Idek, a German officer, savagely beats Eliezer, after which a French girl who works next to Eliezer in the warehouse offers some small kindness and comfort. She tells him to keep his anger for another day and advise him not to begin consider rebellion but to rely on faith. Eliezer sees after many years this one French girl again in Paris. He still remembers her look, especially her eyes. They talk about what happened in their past and in this one moment they shared. This quotation proves that pain goes by, but the horrible memories are still alive and can be affective in a person’s life. â€Å"Men to the left, women to the right† (p. 29) eight words spoken, indifferently, without emotion with painful life changing meanings. These ords separated Eliezer and his mother and sister forever, as well as countless other husbands and wives, mothers and sons, fathers and daughters on their arrival. The weak, old, and young people were basically worthless and had to be immediately executed by the SS officers. It emphasizes the cruel Nazi guards and the tragedies that were daily upon Jews in Auschwitz concentration camp. Millions of J ewish lives were profoundly affected by the Holocaust as a result. Being separated from your loved ones at such a young age is something that sticks with you your whole life and can make you cold as a person. Years later I witnessed a similar spectacle in Aden. Our ship’s passengers amused themselves by throwing coins to the â€Å"natives,† who dove to retrieve them† (p. 100, 18-20) in this quotation Elizer is after the Holocaust on a ship for holidays. When this ship passes natives the passengers starting to throw coins to them. Elizer sees how to young children are fighting in the water to grab these coins. Immediately his old memories are coming up when he is sitting in the train and people try to help by throwing bread into the wagons. But the people in there are starting to kill each other for bread. Deeply in Eliezer’s memories is one moment when a son kills his own father just to eat his bread. Elizer who felt this pain already once doesn’t want to happen it again, so he tells the passengers on the ship to stop it. All this proves that his experience and all the things that happened in concentration camps will never be forgotten by the prisoners â€Å"Jews, listen to me! That’s all I ask of you. No money. No pity. Just listen to me! † (p. 7) this passage occurs after Moshe returns and describes how the deportation trains were handed over to the German secret police at the Polish border. He escaped the concentration camp in order to warn Eliezer about the situation, but no one wanted to believe his story and people thought he was a lunatic. Moshe was a different person when he returned to his hometown; the joy inside of him was gone. His horror stories about deprivation, killing, and taking away everything you owned sounded so awful and unbelievable that his truth was dismissed. Moshe tried his best to warn the people from Sighet, but they ignored him and as a result everything that he was telling the citizens actually occurred again in 1944. This time he was clever enough to slip away before getting caught again. This quotation proves that Moshe’s previous hellish experience affected his chance of surviving. â€Å"I became A-7713. From then on, I had no other name. † (p. 42, 23) The Nazis started in the camp to mark people. They did it so they wouldn’t have to learn the names of the prisoners and the Nazis could handle with numbers and letters to identify them. Every prisoner became his own number. This number is a symbol for how he was seen in Auschwitz, as a slave and not as a person. This tattoo will always stay on Eliezer’s body, and it constantly reminds him of the many bad memories and feelings at the camp. So the most terrible thing which will always remind Elizer of his ominous time at Auschwitz is his tattoo. Night mostly occurs when suffering is worst, and its presence reflects Eliezer’s belief that he lives in a world without God. In Night, Eliezer exploits this allusion and develops the theme that the victims of the Jewish holocaust are deeply affected by their hellish experiences. Wiesels experiences in the concentration camps of Auschwitz and Buchenwald are very well detailed in the story; his accounts of starvation and cruelty are shocking—an intense testimony to the penalties of evil. The Holocaust was perhaps the most evil single event ever performed by human beings. Today, he is a writer, professor, political activist, and a holocaust survivor. â€Å"No human race is superior, no religious faith is inferior. All collective judgments are wrong. Only racists make them† Eliezer Wiesel.

truman :: essays papers

truman World War II began to take shape when Adolf Hitler came to power in Germany on January 30, 1930. Soon after, the German Parliament suspended the constitution making Hitler Fuhrer and dictator. Hitler was angered by the Treaty of Versailles and he blamed Germany’s defeat on the Communists and the Jews. In 1934, Hitler announced a program of rearmament that violated the Treaty of Versailles. At the same time Mussolini was building a powerful army in Italy and threatened to invade Ethiopia. In may 1935, Italy invaded Ethiopia and quickly overwhelmed their weak defenses. This action made Congress pass a Neutrality Act that authorized the president to stop all arms shipments to nations at war. In 1936, Mussolini joined forces with Hitler to form the Rome-Berlin Axis. During the buildup of the war the United States had the intention to stay neutral. Roosevelt stated, â€Å"We are not isolationists except in so far as we seek to isolate ourselves completely from war.† Isolation policies became more difficult when Franco started a civil war in Spain with the aid a Germany and Italy. Over 3000 Americans joined the loyalist cause and fought in the Abraham Lincoln Brigade to oppose fascism in Spain. As a show of neutrality, the U.S. passed another Neutrality Act making it illegal for American citizens to travel on ships of countries at war. This act also made nonmilitary items available to other nations on a cash and carry basis only. In 1936, Hitler seized the previously demilitarized zone of the Rhineland and in 1938 he annexed Austria. Six months later he demanded the Sudetland which Britain and France granted him in return for an agreement that Germany make no more territorial advances. Within six months Hitler’s forces took Czechoslovakia. August 23, 1939 brought a Nazi-Soviet pact. One week later Hitler attacked Poland officially beginning World War II. Britain and France came to Poland’s defense. Also in 1939, Albert Einstein warned Roosevelt that German scientists were building an atomic bomb. Roosevelt authorized the establishment of the Manhattan Project. The German blitzkrieg rushed through Europe overwhelming Norway, Denmark, Belgium, Luxembourg, and the Netherlands. Soon after the Germans invaded France which led to the French surrender in June of 1940. Meanwhile the U.S. approved shipments of 50 old American destroyers to Britain in return for the right to establish naval bases in British territory.

Discussion

Violating my copyright privileges is definitely not a good thing. I am all for sharing music. If music was not shared, some of the smaller acts would never be recognized. As for my scenario my employment and income is based off of music sales. In this case I am not okay with it. The Fair Use Act seeks to protect people from others reproducing their content without consent.By people sharing my music they are violating the fair use act cause I did not give this music away for free in the first place.. The reduction in my profits is a terrible thing. I am not sure how to stop copyright infringement. There really is no way to stop people from sharing music unless we make it more affordable. This also hurts the artist who is signed to a record label. The record label takes a percentage of sales for promoting and distributing the material.If we could aka music available digitally that can help reduce the cost of an album. It eliminates packaging and shipping. There really are no legal reme dies to pursue In my opinion. By suing fans you will create a bad name and make people not want to purchase your material. It is hard to sue everyone as well. Some people cannot be caught. All we can do Is find a new way to deliver music that will not be able to be copied and distributed. Tunes Is a great example. Discussion Many papers have been writing on the subject of exploitation of the poor by multinationals and there is no easy answer or solution to satisfy both sides; economists and ethicists are continuously debating on the back of the increasing expectations from the consumer population for firms, to behave socially and environmentally responsibly. The Economist Approach The world of business is no romance; it is a place populated with various stakeholders and the survival and long-term success of an MEN is dependent on meeting the needs of these stakeholders.Friedman's free market school of thought from the ass is still relevant today: the key role of a business is to satisfy the needs of these stakeholders (Penn. 2009). As a CEO, I would justify my global strategy very simply; doing business with the bottom Of the economic pyramid (BOP) is part of the global strategy of any MEN and ignoring this segment would be a failure on my part to my primary stakeholders.While the billions of people in t he world who survive on $2 a day may seem to have little purchasing power, ‘the sheer number of these individuals makes up a potential market of trillions of dollars as disposable income† as suggested by Parallax and Hart (2002). With a little vision to the not so far future, it is easy to imagine that as developing economies become transient economies, these billions of people â€Å"move up the income distribution ladder and swell the ranks of the lower-middle and middle income tiers† (Parallax,C.K. 2005). In emerging markets, the BOP has needs as much as the top of the pyramid but they do not have the same income, therefore I would adopt different distribution, packaging and pricing tragedies for that specific segment. The Ethicist Approach As a businesswoman, I would want to keep a strong ethical reputation and as a CEO, I would want my firm to keep a strong ethical brand image and not be seen to be exploitative.While my primary role would be the pursuit of eco nomic performance, acting socially and environmentally responsible would not have to be contradictory as part of my strategy planning. Porter and Kramer (2006) have argued that a firm's social responsibility initiatives must be aligned with its overall strategic direction to be truly effective, that is, profitable. When planning my strategy for doing business with the BOP, I would ensure that managers of all levels in the company are truly aligned with the CARS values. Loud ensure that the decision-making process when considering Foreign Direct Investment (FED) would not just be driven by the economical outcome but also by the â€Å"ethical attitude† and practices of the country receiving the investment. The long-term effect of investing in countries involved with corruption for example would both me as person and would not fit with the corporate image and profile, would hope my firm would want to achieve.Therefore, in my view, conducting business in a responsible way, social ly and environmentally, with the BOP can deliver on the â€Å"triple bottom line' and exploiting that segment of the pyramid does not mean the exploiting the people in it. Discussion Organizational management is a variety of tools and assets that must be managed well in order to be successful. Patients are our number one stakeholder in health care and health care is a business that requires a strategic mindset to steer a health care facility not only in profitability but also in innovation to keep up with new medicines and technology.Having a strategic mindset not only look at the present but also looks at the past for mistakes that as a health care manager can learn from to ensure those stakes will not happen again, but also looks abroad to the competition and future projects which can bolster opportunities to capture more patients for the facility. The key elements of organizational strategy, according to Patrice Spats and Stanley Abraham IS, † It requires identifying who its competitors are and how it might best them. It means accurately identifying its consumers and knowing what they want.It entails determining whether it can produce the kinds of servic es consumers want to buy, whether it has the people and organizational structure to make it all happen, and, most important, how to make a profit when all is said and done. â€Å"(Spats, & Abraham, 2013, peg. 1. 4) These key elements are in direct relationship with a strategic mindset because these are the blueprint to be successful in healthcare. Profits is a key element at the end of the day is what matters, yes we want to cure diseases and help as many people as we can but if you have no money to find those initiatives than unfortunately you will become bankrupt.Everybody has the capacity to learn traits to become a successful health care manager but you have to have the motivation and drive to learn these traits. There are many resources to help and guide you to develop a strategic mind but you have to be motivated to take the time and learn and develop those traits. Discussion Please use as a basis for your discussion the following question: Do you think the events of this chapter (Chapter 2) are isolated instances of business malfeasance, or are they systemic throughout the business world? I don't think events in Chapter 2 are isolated instances of business malfeasance. From the cases of Enron, Arthur Andersen and World, it's easy to find some similarities.All of them focused on short-term revenue and ignored the long-term development and companies' integrity and reputation; all of them couldn't successfully solve the interest conflict between â€Å"people on the top† and current and respective shareholders. For companies, the main goal and theme is to make more profit in general. A stably raising stock price satisfies the board of directors as well as attracts investors to make investment.To achieve this goal, there are two ways to go: one is following all the audit and accounting ethics when directing the company, which may be slow but stable and beneficial in long term; another one Is cheating and walking on the borderline of ethics, which can make a lot revenue In short term but prohibits the company's healthy development in the future. Obviously, companies In those cases In Chapter 2 chose the second way. However, I can hardly say that they are symmetric problem In the business world.Although there are some bad apples In the tree, there are more companies which aim to long-term healthy development and obey rules and regulations. I agree with Currant's opinion that there Is a give and take relationship on both sides of companies and investors. The two-side relationship urges companies to follow their policies within ethics, especially In current world where there are more Acts to regulate behavior of corporations as well as technology and Internet makes Information more transparent.

Top 17 Exposures Needed to Learn New Words

While technically not a muscle, a students brain benefits from regular daily exercise. Where there are health and fitness  experts who design routines and make recommendations for building specific body muscles using  repetition (reps) in sets, there are U.S. Department of Education experts who recommend the  learning of vocabulary through repetition (reps) or exposure to a word. So, just how many repetitions do these education experts say are necessary?  Research shows the optimum number of repetitions for vocabulary to go into the long-term memory of the brain is 17 repetitions. These 17 repetitions must come in a variety of methods over planned periods of time. The Brain Needs 17  Repetitions   Students process information during the school day into their neural network.  The brains neural networks form, store, and re-form information into long-term memory that can be recalled like files on a computer or tablet. In order for a new vocabulary word to make the journey into the brains long term memory, a student must be exposed to the word in timed intervals; 17  timed intervals to be exact. Teachers need to limit the amount of information presented per unit of time and repeat it cyclically throughout the day. That means students should never be given a long list of vocabulary words for one exposure and then be expected to retain the list for a quiz or test months later.  Instead, a small group of vocabulary words should be introduced or explicitly taught for several minutes at the beginning of a class (first exposure) and then revisited, 25-90 minutes later, at the end of class (second exposure). Homework might constitute the third exposure. In this way, over the course of six days, students can be exposed to a group of words for the optimum number of 17 times. The experts from the U.S. Department of Education  also strongly suggest that teachers  dedicate a portion of the regular classroom lesson to explicit vocabulary instruction. Teachers should also vary this explicit instruction by taking advantage of the way the brain learns, and include multiple instruction strategies that are auditory (hear the words) and visual (see the words). Build Vocabulary Muscles Just like a body workout, a brain workout for vocabulary should not be boring. Doing the same activity over and over will not help the brain develop the necessary new neural connections. Teachers should expose students to the same vocabulary words in a variety of ways: visual, audio, tactile, kinesthetic, graphically, and orally.  The list below of 17 different types of exposures follows the design of the  Six Steps for Effective Vocabulary Instruction, a set of recommendations by education researcher Robert Marzano.  These 17 repeated exposures begin with introductory activities and end with games. 1. Have students start with a sort by having them separate out the words in ways that make sense to them. (Ex: words I know vs. words I dont know or words that are nouns, verbs, or adjectives) 2. Provide students with a description, explanation, or example of the new term. (Note: Having students look up words in dictionaries is not useful for teaching vocabulary. If the vocabulary word list is not associated with or taken from a text, try and provide a context for the word or introduce direct experiences that can give students examples of the term.) 3. Tell a story or show a video that integrates the vocabulary word(s). Have students create their own videos using the word(s) to share with others.   4. Ask students to find or create pictures that explain the word(s). Have students create symbols, graphics or comic strips to represent the word(s).   5. Ask students to restate the description, explanation, or example in their own words. According to Marzano, this is an important repetition that must be included. 6. If applicable, use morphology and highlight the prefixes, suffixes, and root words (decoding) that will help students remember the meaning of the word. 7.  Have students create lists of synonyms and antonyms for the word. (Note: Students can combine #4, #5, #6, #7 into the Frayer model, a  four-square graphic organizer for building student vocabulary.) 8. Offer incomplete analogies for students to complete or allow students to write (or draw) their own analogies. (Ex: Medicine:illness as law:_________). 9. Have students engage in conversation using vocabulary words. Students can be in pairs to share and discuss their definitions  (Think-Pair-Share). This is particularly important for EL students who need to develop speaking and listening skills. 10. Have students create a concept map or  graphic organizer that has students draw an illustration representing vocabulary words to help them think about related concepts and examples. 11. Develop word walls that display vocabulary words in different ways.  Word walls are more effective when they are interactive, with words that can be easily added, removed or rearranged. Use pocket charts, or index cards with peel-and-stick Velcro, or peel-and-stick magnetic strips. 12. Have students use the activities on mobile vocabulary apps: Quizlet; IntelliVocab for SAT, etc. 13.  Cover a wall with paper and have students create  word posters or graffiti  the walls with vocabulary scribbles. 14. Create crossword puzzles or have student design their own crossword puzzles (free software programs available) using vocabulary words. 15. Have students interview a word by  teams as a class or small group activity. Give one team a word and list of interview questions. Have students â€Å"become† the word and write an answer to questions. Without revealing the word, someone acts as the interviewer and asks the questions to guess the word. 16. Organize the activity Kick Me:  Students find answers to blanks on a worksheet by looking at the words that the teacher has put on students’ backs using labels. This encourages movement in the lesson thus increasing student focus, engagement, and retention of information. 17. Have students play games that are adapted for vocabulary words and definitions: Pictionary, Memory, Jeopardy, Charades, $100,000 Pyramid, Bingo.  Games like these help teachers energize students and guide them in the review and use of vocabulary in collaborative and cooperative ways.