Nazi Holocaust Essay Example | Topics and Well Written Essays - 1000 words

Nazi Holocaust - Essay Example The essay "Nazi Holocaust" will help to understand the graphic nature of the Holocaust, and the reader can picture the events in his mind based on the explanation given. The book Night recalls the occurrences in the town of Sighet, Transylvania in Northern Romania. At the very beginning, we get introduced to the twelve-year-old Eli back in 1941. The historic expulsion of all Jew from Sighet gets vividly explained in the book. The Hungarian police rounded up all foreign Jews and bundled them up into waiting vehicles in full public glare. Rumor mills purported that these Jews got taken to Galicia where they became happy and got formally employed. These reports later got challenged by an escapee, Moshe the Beadle, who told of the Gestapo and how the Jews got killed each day. He explained that the Jews got led to a forest where they got forced to dig trenches before they got shot and buried. Babies, he explained, got tossed in the air and used for target practice. Moshe had escaped after getting a shot at the leg and mistaken to be dead. The Jews ignored Moshe’s warning with some saying that he was mentally unstable (Wiesel 21). As soon as the Fascist took over control of the government, Nazi soldiers took to the streets of Sighet where they rounded up all Jews including Eli and his family. Elis family got put in a cattle wagon after receiving a stern warning that anyone who dared to escape would be killed. They got transported to Auschwitz. Upon arrival, men and women got separated. Eli and his father got whisked away separately, while Hilda, Elis mother and Tzipora got led straight to the gas chamber. Eli tried to remain vigilant the rest of the night in the concentration camp never losing sight of his father. He feared that if they got separated, that would be the last he would ever see of him (Wiesel 22). On their first night at Auschwitz, Eli and his father got put in line ready to be thrown into the fire furnace. They both watched trucks loading up children that were to be delivered into the fire (Wiesel 19). Elis father chanted the prayer for the dead, commonly known in Jewish circles as Kaddish. He m ade the prayer for them too in anticipation of the inevitable. They survived the night and got ordered back to their barracks. Sometimes the whole camp got forced to watch hangings of children. Eli graphically explains this when he says the child’s eyes were still clear, and his tongue was still pink (Wiesel 23). Eli and his father got moved to Auschwitz II form Birkenau in 1945. This was a work camp with reduced cases of violence. Eli explains that they were in constant search of food, saying that they were worse than corpses. After American and soviet bombing of the concentration camps, 60,000 Jews including Eli and his father got moved back to Germany in what gets commonly referred to as the death march. They got bundled up in trains to Auschwitz where many of them lost their lives due to congestion. They literally lay on top of others, occasionally throwing out dead bodies each morning. This train journey marked their symbolic journey to freedom as the Soviets liberated A uschwitz (Wiesel 65). Maus, on the other hand, gets divided between the present interviewing sessions where Spiegelman interviews his father and the past, where Vladek recounts his experiences between the mid 1930s and 1945, when the Holocaust ended. The book recount details of the marriage union between Vladek and his wife, Anja. Vladek got captured as a war prisoner due to escalating racist and political tensions. He got shocked to find out that Sosnowiec got placed under German siege when he got released. Vladek got released on the Polish Protectorate side of the

Sexual Harassment and Abuse Essay Example for Free

Sexual Harassment and Abuse Essay Based on this week’s reading, what are the delimiting factors which determine whether or not an individual is experiencing sexual harassment or sexual abuse? In your opinion, how prevalent are these offenses and what is an appropriate response? Unfortunately in our society, we have been gradually increasing sexual liberties in the ways we dress, talk, and act in any and every public venue. This sexual liberation from both genders has helped to blur the boundaries of sexual harassment. Balswick and Balswick define sexual harassment as â€Å"any form of unsolicited language or touching containing sexual overtones. It includes sexual jokes, suggestive talk and unsolicited physical advances (Balswick and Balswick, 2008). † Based on that definition and what I know of many work places, especially hospitals, outsiders could perceive that sexual harassment is alive and well on any given day. Though many of those sharing sexual jokes and innuendos would adamantly deny that they were harassing anyone, they could not deny that they shared unsolicited material. They chose to verbally pass along what they found to be funny from their experiences or mind, while simultaneously failing to consider how the information may be received and perceived by those listening. Generally, those that object are thought to be sensitive people and are excluded from future exposure. Most institutions and work places today have established grievance policies for anyone that perceives they are experiencing sexual harassment. The boundaries of sexual abuse are clearer than the boundaries of sexual harassment. Sexual abuse is more profound, affords greater injury to the victim, and carries stiffer consequences for the perpetrator. Balswick and Balswick define sexual abuse as â€Å"a sexual act imposed on a child or person who lacks emotional, maturational, and or cognitive development (Balswick and Balswick, 2008. Balswick and Balswick use the terms sexual abuser and sex offender interchangeably. Thus, for me the scope of the definition of sexual abuse should be broadened. Sex offenders exist that rape and sexually abuse women who are not lacking emotionally, maturationally, or in cognitive development. They were merely overpowered or feared for their lives, yet, the abuse they suffered was strictly sexual in nature. Victims of sexual abuse often carry the weighted burdens of shame and unwarranted guilt in addition to numerous other negative emotions, hurts, feelings of betrayal and abandonment, physical trauma, and more. Though I believe more people report their experiences today than perhaps earlier decades, I believe that many never report; perhaps because of the time that has elapsed between the abuse and the time they feel safe enough to report; perhaps they feel they would heap on more personal shame by exposing a family member or that now their spouse and children would be hurt by the revelation; perhaps there are innumerable personal reasons for failing to report past abuses and hurts and maybe for the individual they are better dealt with in private counseling even if it negatively impacts our statistics. I believe our responsibility should be guided by helping the injured rather than punishment or seeking vengeance against the perpetrator. I am reminded of God’s Word to us in Psalm 82, â€Å"Defend the weak and the fatherless; uphold the cause of the poor and the oppressed. Rescue the weak and the needy; deliver them from the hand of the wicked (NIV). In Ephesians 4 Paul includes some instructions for living as Christians, â€Å"Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen. And do not grieve the Holy Spirit of God, with whom you were sealed for the day of redemption. Get rid of all bitterness, rage and anger, brawling and slander, along with every form of malice. Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you (NIV). † Finally, Paul reminds us in Romans of Jesus instruction, â€Å"Do not take revenge, my dear friends, but leave room for God’s wrath, for it is written: ‘It is mine to avenge; I will repay,’ says the Lord. On the contrary: ‘If your enemy is hungry, feed him; if he is thirsty, give him something to drink. In doing this, you will heap burning coals on his head. ’ Do not be overcome by evil, but overcome evil with good(NIV). †

Free Essays - Immortality and the Epic of Gilgamesh :: Epic Gilgamesh essays

Immortality and the Epic of Gilgamesh Immortality - (a) the quality or state of being immortal. (b) never ending existence. Although that is the Webster definition of immortality, what is never-ending existence? That question has a different answer for everyone. Some people believe that never-ending existence happens by never physically dying, and others believe that immortality can be obtained through your children. I personally feel that your children cannot give you immortality nowadays because of all the influences outside of the home. What I mean by this is that children are not striving to be "chips of the old blocks" anymore. They spend more time with their friends, or watching, TV, or listening to music, not following their parents around. To become immortal, you must either live forever, which is not very likely, or do something that is historically noteworthy like George Washington, or Abe Lincoln. Gilgamesh is an epic story about our hero Gilgamesh, and for a short time, his friend Enkidu. In the beginning Enkidu is one which animals; Later, however, he and Gilgamesh fight and become close friends. Together, they fought wars, and ruled the city. Eventually, the goddess of war asked Gilgamesh to marry her but he refused, making her very angry. She retaliates by sending the bull of heaven down to attack Gilgamesh and Enkidu. In the battle, they killed the bull, but Enkidu injured his hand; he eventually died from his wound. After Enkidu died, Gilgamesh went on a quest for immortality. Gilgamesh was trying to find immortality for both Enkidu and Himself. After gilgamesh got the "immortality" plant and scratched himself with it he was bathing and a snake ate the plant. As soon as that happened Gilgamesh started to cry. Since he had already used the plant on himself, it was evident that he still wanted the plant for Enkidu. Another example occurred during Gilgameshes conversation with the boatman.

Comparison of Frankenstein Essay

We see that it is not their fault that they want to spread all over the world and get released out of the cage of an island they are in now, it is not their fault that they are being so cruelly treated, they want freedom and so they must escape for it, this leads to the destruction of the park and ironically with the park John Hammond himself, it is ironic how Hammond is destroyed by his own creatures, and not the big T-rex but the small velociraptors, that bring an end to his life. We see the velociraptors as birds, which are sublime, which makes it even more ironic. But its not the destruction of the park or the destruction of Hammond which we are upset about, but it is the dying of the creatures that we are upset about, because we build a feeling of them being just innocent subjects of a cruel experiment, and we want them to survive and Hammond to die. But in the end it is justified that everything is destroyed, creator, creations and habitat. It signals an end to a disaster, which was long predicted by Ian Malcolm who is the hero of the show at the end. In Frankenstein similar views are created in the readers mind about the creations of Victor, at first we see him as an outcast in community, and we see him as an inhumane figure just because he does not look like a human. In reality he is bigger than human, he is greater, he is actually very intelligent and physically very big, actually ironically, he is bigger and better than his miniscule creator and most around him. Victor’s creation receives a lot of sympathy from the readers, at first in the beginning he is seen as an ugly creature whom everyone abhors but as soon as he starts to talk we understand him inside and why he does what he does, after killing victors family he talk to us but we understand him and see what is going on. We feel very sympathetic towards him. It is in the end just a tragedy that the creature has to dies, but it is also justified that Victor must dies with him. As we can see that both stories end in the same way, with both creators, creation and habitat all being destroyed, this is what we learn from the playing of god and how wrong it is and why we shouldn’t do it. The incidents, which lead up to the climax in each story, are systematically and cleverly put there to build up the reader’s thoughts for the end of the book. The final scene in Jurassic Park is the destruction of the Park and in Frankenstein it is the Final Confrontation between Victor and his creation. Either way they lead up to dramatic scenes. In Jurassic Park, at the beginning there are scenes to inform us of the dinosaurs these include sightings of the dinosaurs and how they bite a young girl and how a mauled down by a Raptor. Reading these scenes makes you think that there will be dangerous animals I the book and that it will be full of violence. Afterwards when it is clear to the reader that a park has been built for the dinosaurs and the awareness of the dinosaurs becomes apparent, the death scenes get more violent and destructive and frequent. As the scenes get more brutal we seem to think that the dinosaurs are getting way to out of control but later we realise that this is the way that dinosaurs behave and it is inhumane and not possible to make them act another way, so then we feel sorry for them. In the end this stupid ness to think that the dinosaurs could be manipulated to act in a way that they will not cause destructiveness is foolishness and because nothing is done about it, it is inevitable that in the need the dinosaurs just over rule the park and destroy everything and everyone and ironically their own creator in the process. As the death scenes get more frequent, they just keep on growing in frequency and eventually the dinosaur’s crack and all the dinosaurs attack at once and the park is destroyed. Only a few people get away, one of these is Ian Malcolm the theorist who beloved none of this was possible and how right he was, everyone thinks he is genius for this. In Frankenstein there are many deaths too until the final confrontation, but these deaths are al the same, except one which is the death of Justine Moritz. This death is different because she gets hanged for a murder which she did not commit, and which Victor’s creation committed. This fires up a lot of tension, and show that the creation is a evil person and also creates a bigger gap between Victor and his creation. We now see the monster as an evil man, but later on when we hear from him, we see that he is not actually what we think of him, he is quite the opposite, we hear that he thinks he is a clever man and is not accepted in society which is an effective method of making us feel sorry for him. In the end we can see that the book is not climaxed like in Jurassic park with the build of scenes of violence and destruction but with the points of view of both men and finally a confrontation. Either way in both books the climax is not what is ideal. It is a lesson that both writers are trying to convey, it is a message that playing god will eventually lead to deaths, and overall destruction. I n the end both characters in each book are as we can see victims of their own ideas, creations. They both fail because they act selfishly and do not listen to the advice of others. Both men assume the place of god, not just in the act of â€Å"playing god† but in the way they view their control their creatures as if they possessed God’s powers. They lack God’s love; neither Frankenstein, nor Hammond proves capable of loving and respecting his â€Å"offspring. † English/Literature GCSE Course Wider Reading Unit Comparison of â€Å"Frankenstein† (Pre-1900) and â€Å"Jurassic Park† (Pro-1900) Page 2 By Sheryar Majid Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Cost Classifications

Cost Classifications Consult Ch. 6 & 7 of Health Care Finance and other sources to complete the form. This worksheet requires you to match the definitions and examples of types of cost, and the types of centers where costs occur. Part 1: For each term in Column A, select the correct definition from Column B on the right. Write the corresponding letter of the definition next to the term. Column A f 1. Indirect costs a 2. Direct costs d 3. Fixed costs i e h b c g 4. Variable costs 5. Step-fixed costs 6. Responsibility centers 7. Revenue centers 8. Cost centers . Shadow cost centers Column B – Definitions A. Costs incurred directly as a result of providing a specific service or good B. Centers charged with controlling costs and generate revenue C. Have no revenue budget and no obligation to earn revenue D. Costs that do not vary as service volume varies E. Fixed over some range of service volume, but rise to a new level for a higher range of service volume F. Costs that cannot be tied directly to the patient’s stay in the bed G. Exist as budgets on paper only H. The places where costs occur and have budgets I. Costs that change as volume changes Part II: For each real-world example, select the correct term from the list on the left. Write the corresponding letter of the real-world example next to the term. Column A m 1. Indirect costs q 2. Direct costs p 3. Fixed costs n r j o l k 4. Variable costs 5. Step-fixed costs 6. Responsibility centers 7. Revenue centers 8. Cost centers 9. Shadow cost centers Column B – Real-World Examples J. A subunit of a larger organization that is responsible for some type of budget, such as the payroll department or courier service K. Shares of depreciation, administration division, or laundry service L. Administration, human resources, or housekeeping M. Utility bill, supplies, or maintenance N. Nursing care, food consumed, drugs administered O. Hospital cafeteria, gift shop, or parking ramp P. Depreciation of hospital equipment Q. Building loan payment, building insurance, or cable or internet service R. The nurse-to-patient ratio on the cardiac unit is one to three patients. There are four nurses scheduled for 12 patients. During the second shift, three more patients are admitted. The nurse manager calls in a fifth nurse. Part III: Select two choices from Part II and explain why they meet that cost classification. # 7 Revenue centers. I chose hospital cafeteria, gift shop, and parking ramp as the real life example of revenue centers because these are all for profit examples. The profit of any of the examples mentioned above contributes to the revenue of the hospital in general. # 4 Variable costs The reason I chose nursing care, food consumed, and drugs administered as the real life example for variables costs is because these costs fluctuate based on the hospitals or facility census. Cost Classifications Associate Level Material Cost Classifications Consult Ch. 6 & 7 of Health Care Finance and other sources to complete the form. This worksheet requires you to match the definitions and examples of types of cost, and the types of centers where costs occur. Part 1: For each term in Column A, select the correct definition from Column B on the right. Write the corresponding letter of the definition next to the term. |Column A | F |Indirect costs | |A |Direct costs | |D |Fixed costs | |I |Variable costs | |E |Step-fixed costs | |H |Responsibility centers | |B |Revenue centers | |C |Cost centers | |G |Shadow cost centers | Column B – Definitions | | | |Costs incurred directly as a result of providing a specific service or good | |Centers charged with controlling costs and generate revenue | |Have no revenue budget and no obligation to earn revenue | |Costs that do not vary as service volume varies | |Fixed over some range of service volume, but rise to a new level for a higher rang e of service | |volume | |Costs that cannot be tied directly to the patient’s stay in the bed | |Exist as budgets on paper only | |The places where costs occur and have budgets | |Costs that change as volume changes |Part II: For each real-world example, select the correct term from the list on the left. Write the corresponding letter of the real-world example next to the term. |Column A | |K |Indirect costs | | N |Direct costs | |Q |Fixed costs | |M |Variable costs | |R |Step-fixed costs | |J |Responsibility centers | |O |Revenue centers | |l |Cost centers | |P |Shadow cost centers | Column B – Real-World Examples | |A subunit of a larger organization that is responsible for some type of budget, such as the payroll| |department or courier service | |Shares of depreciation, administration division, or laundry service | |Administration, human resources, or housekeeping | |Utility bill, supplies, or maintenance | |Nursing care, food consumed, drugs administered | | | |Hospital cafeteria, gift shop, or parking ramp | |Depreciation of hospital equipment | |Building loan payment, building insurance, or cable or internet service | |The nurse-to-patient ratio on the cardiac unit is one to three patients. There are four nurses | |scheduled for 12 patients.During the second shift, three more patients are admitted. The nurse | |manager calls in a fifth nurse. | Part III: Select two choices from Part II and explain why they meet that cost classification. Places such as hospital cafeteria, gift shop, or parking ramp are classified as revenue centers. These are classified in this way because they are used for interaction and to produce profits from goods that are sold in that department or unit. A loan payment, insurance, or cable/internet service is classified as a fixed cost. Fixed costs are known as costs that do not vary depending on the services given. These costs are endured every month and at a standard, fixed rate for the company. Cost Classifications Associate Level Material Cost Classifications Consult Ch. 6 & 7 of Health Care Finance and other sources to complete the form. This worksheet requires you to match the definitions and examples of types of cost, and the types of centers where costs occur. Part 1: For each term in Column A, select the correct definition from Column B on the right. Write the corresponding letter of the definition next to the term. |Column A | F |Indirect costs | |A |Direct costs | |D |Fixed costs | |I |Variable costs | |E |Step-fixed costs | |H |Responsibility centers | |B |Revenue centers | |C |Cost centers | |G |Shadow cost centers | Column B – Definitions | | | |Costs incurred directly as a result of providing a specific service or good | |Centers charged with controlling costs and generate revenue | |Have no revenue budget and no obligation to earn revenue | |Costs that do not vary as service volume varies | |Fixed over some range of service volume, but rise to a new level for a higher rang e of service | |volume | |Costs that cannot be tied directly to the patient’s stay in the bed | |Exist as budgets on paper only | |The places where costs occur and have budgets | |Costs that change as volume changes |Part II: For each real-world example, select the correct term from the list on the left. Write the corresponding letter of the real-world example next to the term. |Column A | |K |Indirect costs | | N |Direct costs | |Q |Fixed costs | |M |Variable costs | |R |Step-fixed costs | |J |Responsibility centers | |O |Revenue centers | |l |Cost centers | |P |Shadow cost centers | Column B – Real-World Examples | |A subunit of a larger organization that is responsible for some type of budget, such as the payroll| |department or courier service | |Shares of depreciation, administration division, or laundry service | |Administration, human resources, or housekeeping | |Utility bill, supplies, or maintenance | |Nursing care, food consumed, drugs administered | | | |Hospital cafeteria, gift shop, or parking ramp | |Depreciation of hospital equipment | |Building loan payment, building insurance, or cable or internet service | |The nurse-to-patient ratio on the cardiac unit is one to three patients. There are four nurses | |scheduled for 12 patients.During the second shift, three more patients are admitted. The nurse | |manager calls in a fifth nurse. | Part III: Select two choices from Part II and explain why they meet that cost classification. Places such as hospital cafeteria, gift shop, or parking ramp are classified as revenue centers. These are classified in this way because they are used for interaction and to produce profits from goods that are sold in that department or unit. A loan payment, insurance, or cable/internet service is classified as a fixed cost. Fixed costs are known as costs that do not vary depending on the services given. These costs are endured every month and at a standard, fixed rate for the company.

The Many Faces of Run

The Many Faces of Run The Many Faces of Run The Many Faces of Run By Maeve Maddox A reader has asked about the correct use of the words run vs. ran. Run is one of those words that can be either a noun or a verb. As a verb, the principal parts of run are: run, ran, (have) run. Today I run. Yesterday I ran. I have run for twenty minutes. NOTE: In some dialects run is used instead of ran as simple past form: He run out of the cafà © in a hurry. In my part of the country I often hear ran used instead of run for the past participle: I have ran three miles. Merriam-Webster offers an interesting historical observation: The past tense run still survives in speech in southern England and in the speech especially of older people in some parts of the United States. It was formerly used in literature, and was a standard variant in our dictionaries from 1828 until 1934. In 2009, the standard forms are run/ran/(have)run. The verb run has numerous meanings. Here are only a few: move faster than walking The children ran all the way home. operate My father has run the family business for fifty years. be in charge of Miss Jones runs the secretarial pool. seek office Ralph Nader has run for President several times. flee The indicted murderer skipped bail and ran. go back and forth This bus runs from here to the airport every two hours. to thread or penetrate The electrician ran a wire from the kitchen to the basement. His helper ran a splinter into his thumb. to publish The Gazette ran my sons story in the early edition. As a noun run has plenty of meanings as well. Here are a few: the act of running He went for a three mile run. a score in baseball How many runs does our team have so far? a term in football Tommy scored a 10-yard run. a sustained effort Hes making another run for the White House. a unit of production This is the books first run. a series of something Hes had a run of unfortunate relationships. The Mousetrap had a very long run in London. Weve had a run of bad weather. excessive withdrawals Economic turmoil led to a run on banks. normal kind These are not the usual run of first graders. freedom of movement We give our cats the run of the house. an enclosure for animals The dogs stay in the run. a flaw in knitted fabric These stockings have too many runs in them. Idioms with run to have the runs experience diarrhea to run around be sexually promiscuous to run around with associate with to run across discover by chance to run after seek someones company to run a tight ship manage strictly to run circles around demonstrate superiority to run interference for smooth the way for another person run-off 1. rain water (and other precipitation) drained by creeks and rivers 2. an election subsequent to a principal election in which no winner could be determined run of the mill ordinary runaround deceptive, evasive treatment of one person by another (When I asked about layoffs, the boss gave me the runaround (i.e., he did not provide a direct answer). on the run evading and hiding from pursuers Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:12 Types of LanguageWriting the Century15 Idioms for Periods of Time

Forming the Comparative of One-syllable Adjectives

Forming the Comparative of One-syllable Adjectives Forming the Comparative of One-syllable Adjectives Forming the Comparative of One-syllable Adjectives By Maeve Maddox I was only half-listening to an economic analyst being interviewed on NPR, but shot to attention when he said that some economic event was â€Å"a more strong indicator† of something or other. Knowing that being interviewed and talking off the cuff can be stressful for people not used to it, I turned to the web to see if I could find written examples of more being used to compare single-syllable adjectives. Confining my search to the adjective strong, I found these examples: Why para nitro benzoic acid is more stronger acid than meta nitro benzoic acid Which would be a more strong magnet? Is â€Å"certainly† a more strong adverb than â€Å"definitely†? â€Å"certainly† is more stronger. . Merge data fields in a more strong way Which is a more strong and just relation, friendship or love? Note: The positive, comparative, and superlative forms of strong are strong, stronger, strongest. I was looking for examples of â€Å"more strong.† I never expected to find â€Å"more stronger.† Here are the conventional rules for forming the comparative form of a one-syllable adjective in English. To compare a one-syllable adjective ending with a consonant, add -er. small, smaller sweet, sweeter long, longer strong, stronger If the one-syllable adjective already ends with the letter e, form the comparative by adding -r: nice, nicer wise, wiser If the one-syllable adjective ends with a single consonant preceded by a vowel, double the consonant and add -er: big, bigger thin, thinner Now for the exceptions to the rule. Sometimes using more instead of -er with a one-syllable adjective is an acceptable stylistic choice: 1. The writer wishes to emphasize the comparison. â€Å"He promised to paint the chair pink, but when the paint dried, it was more red than pink.† 2. The one-syllable adjective occurs with an adjective of two or more syllables. â€Å"The lecture was more dull and lengthy than the previous one.† 3. It is easier for the speaker to say. â€Å"Both views may be right, but mine is more right than yours.† (Other one-syllable words that compare with more are real and wrong.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Writing Prompts 101Grammar Quiz #21: Restrictive and Nonrestrictive Clauses150 Foreign Expressions to Inspire You