The Origins of Memorial Day

The Origins of Memorial Day Memorial Day is celebrated in the United States each May to remember and honor military men and women who died while serving in the nations armed forces. This differs from Veterans Day, which is celebrated in September to honor everyone who served in the U.S. military, whether or not they died in service. From 1868 through 1970, Memorial Day was celebrated on May 30th each year. Since then, the official national Memorial Day holiday is traditionally celebrated on the last Monday in May. Origins of Memorial Day On May 5, 1868, three years after the end of the Civil War, Commander in Chief John A. Logan of the Grand Army of the Republic (GAR)- an organization of former Union soldiers and sailors- established Decoration Day as a time for the nation to decorate the graves of the war dead with flowers. The first large observance was held that year at Arlington National Cemetery, across the Potomac River from Washington, D.C. The cemetery already held the remains of 20,000 Union dead and several hundred Confederate dead.  Presided over by General and Mrs. Ulysses S. Grant and other Washington officials, the Memorial Day ceremonies centered around the mourning-draped veranda of the Arlington mansion, once the home of General Robert E. Lee. After speeches, children from the Soldiers and Sailors Orphan Home and members of the GAR made their way through the cemetery, strewing flowers on both Union and Confederate graves, reciting prayers and singing hymns. Was Decoration Day Really the First Memorial Day? While General John A. Logan credited his wife, Mary Logan, with the suggestion for the Decoration Day commemoration, local springtime tributes to the Civil War dead had previously taken place. One of the first occurred in Columbus, Mississippi, on April 25, 1866, when a group of women visited a cemetery to decorate the graves of Confederate soldiers who had fallen in battle at Shiloh. Nearby were the graves of Union soldiers, neglected because they were the enemy. Disturbed at the sight of the bare graves, the women placed some of their flowers on those graves, as well.Today cities in the North and the South claim to be the birthplace of Memorial Day between 1864 and 1866. Both Macon and Columbus, Georgia, claim the title, as well as Richmond, Virginia. The village of Boalsburg, Pennsylvania, also claims to be the first. A stone in a cemetery in Carbondale, Illinois, the wartime home of General Logan, carries the statement that the first Decoration Day ceremony took place there on Ap ril 29, 1866. Approximately twenty-five places have been named in connection with the origin of Memorial Day, many of them in the South where most of the war dead were buried. Official Birthplace Declared In 1966, Congress and President Lyndon Johnson declared Waterloo, New York, the birthplace of Memorial Day. A local ceremony held on May 5, 1866, was reported to have honored local soldiers and sailors who had fought in the Civil War. Businesses closed and residents flew flags at half-mast. Supporters of Waterloos claim say earlier observances in other places were either informal, not community-wide or one-time events. Confederate Memorial Day Many Southern states also have their own days for honoring the Confederate dead. Mississippi celebrates Confederate Memorial Day the last Monday of April, Alabama on the fourth Monday of April, and Georgia on April 26th. North and South Carolina observe it May 10th, Louisiana on June 3rd and Tennessee calls that date Confederate Decoration Day. Texas celebrates Confederate Heroes Day January 19th and Virginia calls the last Monday in May Confederate Memorial Day. Learn the Stories of Your Military Ancestors Memorial Day began as a tribute to Civil War dead, and it was not until after World War I that the day was expanded to honor those who have died in all American wars.  The origins of special services to honor those who die in war can be found in antiquity. The Athenian leader Pericles offered a tribute to the fallen heroes of the Peloponnesian War over 24 centuries ago that could be applied today to the 1.1 million Americans who have died in the nations wars: Not only are they commemorated by columns and inscriptions, but there dwells also an unwritten memorial of them, graven not on stone but in the hearts of men. What a fitting reminder to all of us to learn about and tell the stories of our military ancestors who died in service. How to Trace Your U.S. Military AncestorsAre You Descended from a Civil War Soldier?Discover Your American WWI AncestorsResearch Your Revolutionary War Patriot AncestorSymbols, Acronyms Abbreviations Found on Military Tombstones Portions of the above article courtesy of the U.S. Veterans Administration

7 Steps to Getting Enough Sleep in College

7 Steps to Getting Enough Sleep in College Theres a reason most college students sleep in whenever they have the chance: theyre exhausted, sleep-deprived, and in desperate need of some sleep at any given time. And yet, finding time to sleep in college can be quite challenging. Sleep is often the first thing to get cut when stress levels and workloads pile up. So just how can you find time to sleep in college? 7 Steps to Getting Enough Sleep in College Step #1: Do your best to make sure you get a certain amount every night. This one is admittedly common sense, but theres a reason why its listed first. If you get 7 hours on Monday, 2 hours on Tuesday, etc., this pattern can wreak havoc on your bodys (and minds) ability to really rest and recover as you sleep. Getting a decent and consistent amount of sleep each night is your best bet for not feeling exhausted during your entire 4 (or 5 or 6) years of college. Try to set up a sleep pattern that works for your schedule and do your best to stick to it. Step #2:  Take naps. The reality of college life, of course, often gets in the way of the previous suggestion. So what can you do? Take naps, whether they be 20-minute power naps or a nice, 2-hour nap between classes in the afternoon. The sleep will let you rest and recover while still allowing you to take on the remainder of your day. Step #3:  Exercise. Besides keeping you healthy, exercise helps you sleep better. While your schedule may be packed, finding time to exercise is easier than you think and can definitely help increase your energy level and decrease your exhaustion. Step #4:  Eat well. Also in the I know I should do that, but ... category, eating well can help make your sleep more restful and productive. Think about how you feel if you eat a good breakfast, a healthy lunch, and a not-too-crazy dinner. Eating well makes during your waking hours, and the same applies to your sleeping hours. Healthier meals really do mean healthier sleep. Choose wisely! Step #5:  Dont pull all-nighters. Yes, the dreaded all-nighter is a rite of passage for many, if not most, college students. Yet they are positively dreadful on your body (and mind and spirit and everything else). Do your best to figure out how not to procrastinate in the first place so you dont have to pull all-nighters during your time in school. Step #6:  Make sure your sleep is restful. Falling asleep with the TV on, the lights on, your roommates music on, and tons of people popping in and out all night may look like a normal night for you but it is not a normal and healthy way to get restful sleep each night. Sleeping in a non-restful environment can sometimes leave you feeling more sleepy than refreshed in the morning, so do your best to make sure that when you go to sleep you can actually, you know, sleep. Step #7:  Watch your caffeine intake. College life requires a lot of energy which sometimes means that students walk around drinking coffee all day, every day. But that cup of coffee you drank after dinner may very well keep you up until breakfast tomorrow. Try to avoid having too much caffeine  during the later hours of the day so that you can actually rest (instead of fight the last of your caffeine buzz) when you finally go to sleep at night.

Animal Cruelty Research Paper Example | Topics and Well Written Essays - 2500 words

Animal Cruelty - Research Paper Example From the report it is clear that  animal issue is a very important issue as it contributes to the much needed development of medicines that save human life. But the same time the quality of life when it comes to the animals used in the experiments is adversely affected. The animals suffer prolonged pain, they are alienated from their natural ecosystems and therefore forced to lead normal lives. What this means is that animals’ rights are grossly violated when they are used   experimentally; they are separated from their natural ecosystems, denied their inherent rights such   as that to mate and chose mates as well as to choose what to eat and not. Many of the animals used in experiments end up losing their lives in the process. It raises an important issue i.e. if it is not right cause suffering for animals then animal experimentation results in moral problems that are serious.This essay highlights that  it is a very important global issue especially considering the ri se in terminal illnesses requiring new types of medication. Scientists and medics the world over are busy in search for medicines that can cure conditions such HIV AIDS, cancer, hepatitis B and many other deadly conditions that have no sure cure. This means a lot of research and experimentation is on-going globally and therefore use of animals for testing of drug efficacy. As for my audience the topic is particularly important as it involves important of morality and ethics in treating animals. Animals for instance have rights to live in their natural wild environments, reproduce and lead better lives.  

Integrating the Bible in the High School Curriculum Essay

Integrating the Bible in the High School Curriculum - Essay Example This essay stresses that the America of today that is rent by crime and heathen practices is only reflecting the Bible-less policy of years in the recent past, but if the Bible is integrated into the school curriculum now, the America of the next few decades could evolve into a better place, with a greater focus on moral and ethical values rather than hedonistic values that have led to substance abuse. This paper makes a conclusion that there are two major reasons why integrating the Bible into the school curriculum may not only be an excellent option, but may actually be necessary. On the one hand, the Bible is a valuable source of academic learning and would enrich the educational experiences of young people if introduced into the curriculum. It would allow students to explore a fascinating range of historical events and classical literature. Secondly, it would inculcate within them the values of love and forgiveness and bring discipline and focus into their lives through the teaching of moral and ethical values. The Bible contains a wealth of stories that offer profound insights into human nature, and have spawned many offshoots in literature. On an overall basis, student understanding and appreciation of classical literature would be enhanced if the Bible is introduced into the school curriculum. Religious and spiritual instruction that focuses upon the teaching of ethical and moral values through the Bible can only enrich the character of students.

Bruce Dawe Poem Analysis Essay Example for Free

Bruce Dawe Poem Analysis Essay Decode the question: How has the composer represented the concept of heroism in the film Gladiator? Make specific reference to two key scenes in the film. You MUST NOT choose scenes which have been analysed already in the course work (i.e. scenes I-III, XI-XIII, and XXVI). Write approximately 1000 words. Select Two key scenes: XXXI -Maximus has defeated the greatest gladiator ever to fight XLVI The Final Battle Create a mind map Organise ideas, texts references: Summary, presentation of Heroic concept, references to 2 keyed scenes with quotes notes Draft Do the draft as needed above Edit draft Edit as necessary Submit draft in Final written essay The Essay: Maximus was a powerful Roman General (strong belief, inner strength never dies, stood up for his belief no matter the consequences), loved by the people and the aging Emperor, Marcus Aurelius, known in history as the final of the Five Good Emperors. Before his death, the Emperor chose Maximus to be his heir over his own son, Commodus in an attempt to allow Rome to once more become a Republic. Then a power struggle left Maximus and his family condemned to death. The powerful General was unable to save his family, and his loss let him captured and put into slavery and trained as a Gladiator  by Proximo until he died. The only desire that fueled him at the time was the chance to rise to the top so that he would be able to look into the eyes of the man who would feel his revenge and fulfill the dying wish of his emperor. The time came when Proximos troupe was called to Rome to participate in a marathon of gladiator games held at the behest of the new emperor, Commodus. Once in Rome, Maximus wasted no time in making his presence known, and was soon involved in a plot to overthrow the emperor with his former-love Lucilla, Commodus sister, after whom he lusted, and also the widowed mother of Lucius, heir to the empire after his uncle, and democratic-minded senator, Gracchus was reinstated for Rome to republic. The composer has set up the representation of the heroism concept (50-60%) throughout the Gladiator film, from the opening scene, when the Hero leaves his pleasant vision (his wife and child) to return to the Germania battle field and to: face the 1st execution 1st fight as a gladiator release his name fight against the greatest warrior face Commodus fight in the Final battle As the opening scene and the above listed 3 scenes where the heroic concept has been discussed in the course work, the responder can also find the concept of heroism in the fight against the greatest gladiator and in the Final battle. The fight against the greatest gladiator Tigris turns to Caesars box, with swords crossed, he bows, We who are about to die salute you. Maximus stands by, showing no salute whatsoever. As Maximus gets ready to fight the large doors to the arena are thrown open, surprising Maximus. From each door emerges a team of men, who run into the arena. Each team picks up a chain from the sand. Maximus becomes distracted and Tigris kicks sand into Maximus face and begins the fight. As the fight continues and as Maximus is thrown to the ground, a trap door opens and out jumps a large tiger, pouncing at the fighting gladiators. Maximus is now  having to escape the claws of the tigers as he battles Tigris. In the background can be heard loose, loose, loose and pull, pull, pull as the handlers coordinate their efforts in handling each of the tigers that are now on the arena floor growling and charging at Maximus.] [Maximus manages to disarm Tigris, switching his sword from one hand to the other, Maximus stands ready to finish off Tigris. Suddenly, a fourth tiger jumps out of a trap door and jumps at Maximus. In that split second, Maximus turns and the tiger is speared with his sword. Maximus is thrown to the sand as the large beast lays atop him. Maximus stabs the beast repeatedly, killing it. The crowds cheer wildly. Tigris moves in for an attack. Maximus, on his back with the beast still on him, manages to grab Tigris own hatchet and with great force spikes him in the foot. Tigris bends over in pain, blood pouring from the opening of his mask. Maximus stands and kicks Tigris over to the ground. He is finished. The Final battle The trap door to the arena opens as the lift rises, encircled with the Praetorian as they stand behind their black shields. In the middle, the white clad Commodus, gazing upwardly, basking in the sun and the wounded, dying Maximus stand. All the while, Quintus staring at Maximus. As they reach the arena, the Praetorian take their place at the perimeter of the arena. Maximus stumbles to the center, slowly stooping to pick up a handful of sand, with a watchful eye on Quintus. Maximus rubs the sand in his hands and reaches for his sword but Quintus tosses it aside, and out of reach. Maximus painfully moves to where the sword has been tossed and picks it up, immediately swinging at Commodus. The two do battle. Maximus roars as he attacks Commodus. Commodus manages to cut Maximus leg. Although wounded, Maximus cuts Commodus arm causing him to drop his sword.] [Maximus begins to drift into the after-life and as he sees the gate to his home, the sword drops from his hand. Meanwhile, Commodus is calling Quintus for his sword but Quintus does not comply. Commodus then turns to the Praetorian, calling out sword. The guards begin to pull their swords when Quintus quickly tells them to sheath your swords and they quickly comply. As Commodus reaches for his hidden dagger, Maximus quickly returns to this life and, unarmed but for his strength and determination, does battle with Commodus, turning Commodus knife against him. Commodus tries relentlessly to fight  Maximus off but Maximus slowly plunges the knife into Commodus throat, further and further until it can go no further. Commodus falls to the ground. The fight over, Maximus begins to drift as he reaches out his bloodied hand, to push open the gate that leads to his home. Peace, once again, overcomes Maximus when Qu intus calls to him. Maximus, Maximus. Maximus regains consciousness.] To bring to life ancient Rome, director Ridley Scott employed great period costumes, chariots and horses, lots of dark-haired actors and actresses, and an amazing looking coliseum in the time period set in the movie. The musical score was possibly the best feature of this film, as the music is haunting and perfectly punctuates the dramatic action in soft, then ever-increasing tempos. It was a real trick to make music that would accentuate the flavor of this historical piece, and not distract it. The film used a very potent combination of long shots and close-ups to heighten the drama and yet propel responder into the immensity of the situation: the overwhelming doom that seems to be around any and every corner in Rome. For instance, at this scene where Maximus has defeated the greatest gladiator ever to fight, in a long, drawn-out battle. The bested warrior lies fallen at Maximus’ feet, awaiting his demise. The crowd chants Kill, Kill, Kill! The long shot shows Emperor Commodu s watching Maximus, and in the shot, the emperor is shown in the foreground, and Maximus appears small in the background. In this way the responder get a sense of the power that Commodus holds over Maximus. Now a medium-long shot of the crowd to get a sense of how many people are chanting for the vanquished opponent’s death; they all appear in unison, willfully they crave blood. Next a close-up of the emperor as he dramatically steps forward, arm extended. If he gives a thumbs up, the opponent should live. If he gives a thumbs-down, the opponent should be killed. His arm hangs outward and all eyes in the coliseum fall upon his hand. He gives the thumbs-down, and the crowd goes wild with roars of approval. Finally, a close-up of Maximus as he throws down his own sword in complete defiance to the emperor and to the people. The skillful editing helps contrast the morals Maximus and Commodus possess: Commodus is ruthless and political, Maximus does only what he has to, no more no less, and he is a man of his own conviction. This scene helps responder to understand why earlier the dying emperor Marcus Aurelius wanted Maximus to succeed him, he knew Maximus would do the right thing and not be  swayed easily by popular opinion. A leader must lead, not follow. Whenever the composer wanted the responder to get a sense of the size of this coliseum, he employed the cinematographer to use long range shots. When he wanted responder to get a sense of the hustle and bustle of Rome, a hand-held camera was used. The Final battle: The composer used a number of different techniques during the filming of the Final battle, including muted, washed out colors in the Coliseum. The scene is bright and colour comes across perfectly, setting the mood for the scene of battle. The fighting is filmed replete with quick cuts and a frenetic filming process; its disorienting but not so much that we cant keep track of whos who and what each participant is doing in said battle. The fighting is realistic without zooming in on the gore, as the violence speaks for itself. The composer correctly makes the scenes exciting without the need for a barf bucket.. Combat is supposed to be jarring and disorienting and the filming process actually communicates this sense to the responder very well. The responderd have to agree, as the scenes outstanding in special effects. They are seeing the Coliseum when it is a new(100 years old) and its grand structure, as it would have been in ancient Rome. Stunts are well coordinated and real tigers were used in a particular fight scene, grabbing out just inches from Maximus and his opponent. He earned his act on those days of shooting. Sound The soundtrack with its haunting score, is very memorable its scope and theme. Sound track manages to take a main character theme and vary it depending on the action, making it subtle and sweet at times, brooding and depressing at others. Throughout the film, the same musical elements are applied, bring unity and depth to the story. Besides digital sound, Dolby 5.1 is also included on the same disc

Cinema in Toni Morrisons The Bluest Eye Essay -- Toni Morrison Bluest

Cinema in Toni Morrison's The Bluest Eye In Toni Morrison’s novel, The Bluest Eye, characters learn how to perform social roles though film. Pauline goes to the movies in search of a more glamorous identity. Instead, the unattainable beauty she sees onscreen reaffirms her low place in society. Laura Mulvey’s article, Visual and Other Pleasures, explains film’s ability to indoctrinate patriarchal social order. This ability is certainly applicable to Morrison’s novel. Film reinforces the Breedloves’ place in society, teaches Claudia to love Shirley Temple and constructs women as sexual objects for pleasure. Mulvey’s article also examines the powerful, active male gaze. In The Bluest Eye the female gaze is constructed as dirty, unnatural and wrong. Women and children in this novel are relegated to the role of passive sexual objects. Little girls are subjected to the gaze of Cholly and Soaphead Church. Mulvey defines this type of gaze as fetishistic scopophilia. In both Mulve y’s article and Morrison’s novel film is used as an instructional tool to create identity and reinforce social and gender roles. Film’s power to enforce social order is revealed in Pauline’s trips to the movies. She is drawn to the physical beauty and therefore taught to value beauty above anything else in society. Pauline receives an â€Å"education† from the movies. â€Å"It was really a simple pleasure, but she learned all there was to love and all there was to hate† (Morrison 122). Pauline learns how to order her world though film. She is taught to love beauty and hate ugliness. Film, however, also teaches her to hate herself because of her ugliness. At first Pauline identifies with the beautiful white women she sees in the movies. ... ...so presents the idea of scopophilia and active male gaze. Morrison further examines these ideas by constructing an active female gaze. When Pecola and Claudia experience this type of gaze they do not feel powerful, but sinful. Morrison also depicts women in the role of passive sexual objects. These women are forced to submit to the male gaze and are powerless to control it. In The Bluest Eye Morrison examines Mulvey’s assertions about the role of cinema, the active male gaze and the passive female. She proves cinema’s ability to assign social scripts and the total domination of the active male gaze over little girls. Works Cited Morrison, Toni. The Bluest Eye. New York, New York: Penguin Group, 1994. Mulvey, Laura. â€Å"Visual Pleasure & Narrative Cinema.† Visual and Other Pleasures. Bloomington, IN: Indiana University Press, 1989. 14-26.

How could the Holocaust have beet prevented Essay

You have probably heard about a period of time, not so long ago, known as ‘The Holocaust.’ A holocaust, according to Webster’s dictionary, is ‘a complete destruction by fire’ (Stadtler, 1). In Europe, during this period, there was a complete destruction by fire – of Jewish homes, Jewish businesses, Jewish neighborhoods, and Jewish people. This destruction was carried out under the direction of Adolf Hitler, during the years 1939-1945, but it actually began earlier, in 1933, when Hitler came to power in Germany. In my opinion, the Holocaust, which was caused by ignorance, could very well have been prevented. There were many powerful nations, such as the United Stated, the USSR, and Britain, whose leaders and militaries could have stepped in and helped the Jewish people who were facing extremely brutal persecution. Throughout most of the war, the American government clung to the delusion that the Nazi’s were persecuting the Jews because of their political or religious beliefs. The U.S. closed its gates to emigration from Europe in 1940-1941, when Jews were still allowed to emigrate. ‘Anti-Semitism in America actually increased during the war and started to decline only at the end of it’ (Bauer, 297). A Soviet attitude toward the murder of the Jews simply did not exist. While fighting a desperate battle for its own survival, Britain saved the Jews of Palestine, North Africa, and much of the British Empire from the fate of European Jewry. ‘The British fought only for themselves, but the defense of their own interests coincided with the defense of civilized humanity, including the Jews’ (Bauer, 296). The May 1939 White Paper on immigration to Palestine stated that immigration to Palestine would end after 75,000 had been admitted between 1939 and 1944. When war broke out, the British decreed that no enemy nationals could enter Palestine, which in effect, closed the doors to those who needing rescue most, specifically the European Jews trying to escape the Nazis. At first, the thought of such destruction in Europe was incomprehensible to other Nations. They heard of what was occurring, but did not believe it, and therefore did nothing. ‘The suffering of hundreds of thousands, soon of millions, was evident for consciences to be aroused, for steps to be taken.  Nothing was done’ (Bauer, 297). I feel the ignorance of these Nations was the cause of the loss of 6 million lives. Had these Nations not turned their heads away and ignored what was happening, they could have saved many lives and prevented the Holocaust. By allowing emigration from Europe into their countries, by trying to negotiate with Hitler, or if worse came to worse, assassinating Hitler, things might have been different. By not recognizing the events leading to the Holocaust and of the Holocaust, they also caused the Holocaust along with Adolf Hitler. The Holocaust could only have been prevented by the World Powers, but they failed to do so because they were so ignorant. During the 19th century, European Jewry was being emancipated, and in most European countries, Jews were achieving some equality of status with non-Jews. Nonetheless, at times, Jews were vilified and harassed by anti-Semitic groups. Indeed, some anti-Semites believed that Jewry was an alien ‘race’ not assimilable into a European culture, but they did not formulate any coherent anti-Semitic campaign until Hitler came to power. Germany was defeated in World War I after a four year struggle that left its people exhausted and divided. The harsh peace terms of the Versailles Treaty placed a heavy economic burden on them. Before the war Germany had thought of itself as Europe’s greatest nation. Now it was confused, bitter, and economically crippled, its wealth drained to pay the vast sums demanded by the Versailles Peace Treaty. Rising inflation left many Germans poor and others jobless. Political differences exploded in assassinations and street fighting. The new democratic government of Germany, the Weimar Republic, was unable to prevent disorder and caused people to lose faith in democracy. With Germans of all outlooks desperately seeking solutions for the nation’s problems, Adolf Hitler and the Nazi Party began their climb to power. ‘Hitler was gifted with effective political talents. He offered an explanation for Germany’s defeat, and a vision of Germany’s future destiny, that played upon the fears, prejudices, and hopes of many Germans. He promised to rebuild  Germany’s power and restore its prosperity’ (Isaacman, 16). This won the support of many Germans. Hitler was such an effective speaker that anything he said was believed even if it was not true. Hitler believed that the German people were part of an ‘Aryan race,’ a superior group that should be kept pure to fulfill their mission of ruling the world. He felt that the Jewish people were ‘sub-human,’ when in actuality they were virtually the same as his ‘Aryan race.’ Not only did Hitler have a personal hatred toward the Jewish people, but he also blamed them for ‘stabbing Germany in the back’ after Germany’s defeat in World War I. Hitler used them as scapegoats because they were a minority and were easy to put the blame on. ‘Historians agree that the Holocaust resulted from a confluence of various factors in a complex historical situation. That anti-Semitism festered throughout the centuries in European culture is centrally important; the Jews were (and are) a minority civilization in a majority environment. In periods of crisis, instead of searching for the solution of such crisis within the majority culture, the majority will tend to project blame for the crisis on a minority which is both familiar and weak. As the originators and bearers of an important part of civilization, the Jews are a father civilization against which pent up aggressions are easily unleashed’ (Bauer, 330). Anti-Semitism had always played a role in Nazi propaganda, for Hitler blamed most of Germany’s problems on the Jews. Anti-Jewish laws of every kind were passed. Jews could no longer be judges, lawyers, teachers, government officials, army officers. Jewish doctors could not treat non-Jewish patients, Jews could not employ non-Jews, and Jews and non-Jews could not have social relationships. Jewish property was taken by the government, Jewish businesses were closed down, Jewish children could not attend public schools. All the media were utilized to spread anti-Jewish messages. On the street, Jews were mocked, tormented, and even beaten for no other reason but being Jewish. Jewish people were forced to wear Star of David armbands and were often attacked by storm troopers. On November 9-10, 1938, known as Kristallnacht (‘Night of the Broken Glass’), hundreds of synagogues throughout Germany were burned by Nazi mobs, windows of Jewish shops were smashed, and thousands of Jews were arrested. Kristallnacht was a signal to Jews in Germany and Austria to leave as soon as possible. Several  hundred thousand people were able to find refuge in other countries, but a similar number, including many who were old or poor, ‘stayed to face an uncertain fate’ (Stadtler, 12). The countries of Europe and the United States too, only admitted a small number of Jews. Had these countries made an exception for these people who were being treated poorly in their home countries there would have been a smaller amount of lives lost in the years to come. Throughout the 1930’s, conditions for the Jews in Germany worsened. Some people in the United States refused to buy German products in an effort to put pressure on Hitler, but it did not help. This was not enough, the United States was a strong world power and could have done more to aid the Jewish people of Germany. What could a small amount of people not buying German products do? Absolutely nothing because Germany was much stronger than these few people; the aid of an entire nation was needed, not the aid of a few people. Since no one was stopping Hitler, he proceeded to enlarge Germany’s territory. Threatening to use force if he did not get his way, he gained control of Austria in 1938 and of Czechoslovakia in 1939. Later in 1939, when Hitler invaded Poland, World War II broke out. During the early years of the war, Hitler’s armies conquered most of Europe. Millions of Jews were now under German rule, and Hitler felt he was at last in a position to solve the ‘Jewish Question.’ As Hitler saw it, the ‘Jewish Question’ was simply the fact that the Jews existed. Therefore, the ‘final solution’ emerged as a way to destroy them. Throughout Europe, in all the countries under their control- Poland, Western Russia, Hungary, Czechoslovakia, Lithuania, Latvia, Bulgaria, Yugoslavia, Greece, Italy, France, Holland, Denmark, Norway- the Jews were rounded up and confined in concentration camps or ghettos. Stripped of their property, brutalized, terrified, and disoriented, they were forced to work as slave laborers in abominable conditions. Many died of starvation and disease. Others were shot or beaten to death. Before long, rumors of this brutality reached capitals of the world, but nothing was done. As the war against the Jews progressed, however, the Nazi’s turned to large scale centralized killing operations. Jews from all over Europe were loaded into trains and shipped to death camps, among them, Auschwitz, Treblinka, Sobibor. LOCATION OF GERMAN CONCENTRATION CAMPS ‘In the death camps, human life was destroyed quickly and efficiently’ (Isaacman, 19). Under the whips of cruel SS guards, the Jewish victims were herded off the trains and into gas chambers, where they were exterminated by a poisonous gas. Millions of non-Jews were also systematically killed- political opponents, Slavic peoples, and other minorities. In the case of the Jews, the Nazi’s were determined to annihilate an entire people. Some Jews fought back at every possible opportunity. Some Christians, too, tried to help. Taking great personal risks, they hid Jewish friends in their homes or cellars. Many of these people were caught and killed by the Nazi’s. People willing to take such risks were few and far between in Europe. Had other nations of the world been as righteous and as brave as these people, and combined their efforts, this attempted annihilation of the Jewish people could have been prevented. To some Nazi’s the ‘final solution’ was more important than anything else. ‘Though Germany was hemmed in by enemies and fighting for its life, they diverted valuable resources to the extermination machine’ (Isaacman, 20). Trains that could have carried ammunition to the front were used to transport Jews to death camps. Soldiers who could have been defending their country were instead sent to round up and guard Jewish civilians. ‘After several years of war, Hitler knew he could not defeat America and the other Allies, but he was determined to win at least one victory by wiping out the Jews’ (Isaacman, 20). The United States and other world powers were too focused on the war to maintain their pride. While in Germany Hitler was trying to wipe an entire people off the face of the Earth. If these other nations of the world were not so ignorant, the lives of six million people  could have been saved. Hitler and his Nazi Party treated the Jewish people so inhumanely. He and his party felt that the Jews were biologically different, when in fact they were and are not. Every human being is equal and should be treated equally. No one is superior to anyone else, even though some may have an egocentric attitude. In 1945, Hitler committed suicide. Rather than correcting his errors, Hitler took the easy way out by committing suicide. The ultraorthodox Jewish theology justifies the Holocaust as an act of God, a punishment for sins committed by the Jewish people against their God. Others feel that the Holocaust was a result of man’s betrayal to God. I feel that the Holocaust is not at all justified. During the Holocaust, six million Jewish people died, that is more than one-third (about 34 percent) of the Jewish population. ‘From the liberated Nazi camps, weeping skeletons of men and women emerged. Among them were 200,000 Jews. These have to be added to the 210,000 that survived in France, about 37,000 in Belgium, 20,000 in the Netherlands, about 1,900,000 in the Polish-Soviet area, 350,000 in Rumania, 130,000 in Hungary, and smaller numbers elsewhere. Including Soviet Jewry, part of whom were never under Nazi rule, about 3 million Jews were left in Europe out of the original 9 million Jews before the war’ (Bauer, 334). As I stated before, there is only one thing and one thing only that caused this horrid event called the Holocaust, ignorance. Not just ignorance of the United States and the other world powers, but the ignorance of Hitler and his Nazi Party as well. Had the U.S. and other nations offered aid to the Jewish refugees, and opened their doors to these refugees, they would have saved many lives. Instead, they were just as guilty as the Nazi’s by helping in the destruction of an entire race. WORKS CITED PAGE Bauer, Yehuda. A History of the Holocaust. New York: Franklin Watts, 1983. Chartock, Roselle, Jack Spencer. The Holocaust Years: Society on Trial. New York: Bantam Books, 1978. Des Pres, Terrence. The Survivor: An Anatomy of Life in the Death Camps. New York: Oxford University Press, 1976. ‘Holocaust.’ Microsoft Encarta (CD ROM). 1993. Stadtler, Bea. The Holocaust: A History of Courage and Resistance. New York: Behrman House, Inc., 1973. Isaacman, Clara. Pathways Through the Holocaust. New York: Ktav Publishing House, Inc., 1988.

Animal Farm Dialectic Journal Essay

Directions:Find the quote in the novel, put it into context, add the page number from your book and then respond insightfully. Chapter 1 â€Å"And remember also that in fighting against Man, we must not come to resemble him. Even when you have conquered him, do not adopt his vices.† Chapter 2 â€Å"Their most faithful disciples were the two cart-horses, Boxer and Clover. Those two had great difficulty in thinking anything out for themselves, but having once accepted the pigs as their teachers, they absorbed everything they were told, and passed it on to other animals by simple arguments.† Chapter 3 â€Å"Mollie, it was true, was not good at getting up in the mornings, and had a way of leaving work early on the ground that there was a stone in her hoof. And the behavior of the cat was somewhat peculiar. It was soon noticed that when there was work to be done the cat could never be found.† Chapter 4 â€Å"And yet the song was irrepressible. The black birds whistled it in the hedges, the pigeons cooed it in the elms, it got into the din of the smithies and the tune of the church bells. And when the human beings listened to it, they secretly trembled, hearing it in a prophecy of their future doom.† Chapter 5 â€Å"At the meetings Snowball often won over the majority by his brilliant speeches, but Napoleon was better at canvassing support for himself in between times. He was especially successful with the sheep. Of late the sheep had taken to bleating, ‘Four legs good, two legs bad’ both in and out of seasons, and they often interrupted the meeting with this.† Chapter 6 ‘â€Å"Comrades,’ he said quietly, ‘do you know who is responsible for this? Do you know the enemy who has come in the night and overthrown our windmill? snowball  !’ he suddenly roared in a voice of thunder.† Chapter 7 â€Å"Once again it was being put about that all the animals were dying of famine and disease, and that they were continually fighting among themselves and had resorted to cannibalism and infanticide. Napoleon was well aware of the bad results that might follow if the real facts of the food situation were known, and he decided to make use of Mr. Whymper to spread a contrary impression.† Chapter 8 â€Å"On Sunday morning Squealer, holding down a long strip of paper with his trotter, would read out to them lists of figures proving that the production of every class of food stuff had increased by two hundred percent, three hundred percent, or five hundred percent as the case might be. Then the animals saw no reason to disbelieve him, especially as they could no longer remember very clearly what conditions had been like before the Rebellion.† Chapter 9 â€Å"Fools! Fools! Shouted Benjamin, prancing around them and stamping the earth with his small hoofs. ‘Fools! Do you not see what is written on the side of the van?’† Chapter 10 â€Å"Twelve voices were shouting in anger, and they were all alike. No question, no, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again, but already it was impossible to say which was which.†

Neil Young †My My, Hey Hey

Neil Young – My My, Hey Hey Evidently, the Neil Young’s song (My My Hey Hey) is symbolic in nature. His choice of words and thematic use of colors are evident upon analysis. It is crucial to understand various provisions of this song in the context of its meaning and symbolic aspects. For example, Kurt Cobain quoted it in his suicidal note. Lyrically and symbolically, the line â€Å"Out of the blue and into the black means a lot and can be used variedly to demonstrate diverse situations. It is symbolical that ‘blue’ is better than ‘black’ in the contexts of fate (Young Crazy par. 1).Advertising We will write a custom essay sample on Neil Young – â€Å"My My, Hey Hey† specifically for you for only $16.05 $11/page Learn More This provision depicts that one has moved from better to worse. Contextually, Neil Young could not believe that, at one moment, his rock songs would be irrelevant and obsolete. This is what is simply summarized by the concerned lyrical phrase. This symbolism does not apply only in the music industry; however, it is applicable in various contexts. It is vital to understand what an individual does in an industry so as to remain relevant. The issue of remaining germane in the artistic industry is a critical provision. Literally, blue and black colors tend to contrast both in appearance and application. Their use in this song can be considered critical and meaningful in bringing out what Neil Young meant thematically. Another relevant example helpful in this context can be drawn when one uses heroine to avert pain. In this context, the side effects of heroine might be worse than the atrocities initially caused by the pain. The song is inspirational. It urges people to put their best foot forward and endeavor to produce the best as time runs out. One might be irrelevant as time passes as depicted by the artist (Neil Young). The situation is worse when things have gone stuffy and nothing can be done ab out them. Precisely, this can be the symbolic meaning of this phrase and the color codes used. Also, there is a considerable difference between the use of burning out and â€Å"fading away in the song. Neil Young used the two phrases to support the previously mentioned color codes. Symbolically, â€Å"burning out† has been used to denote a total extinction from existence. Conversely, â€Å"fading away† is a slow-paced disappearance from existence. The latter is retrievable while the former is irreversible. By using the two phrases together, the artist provided an opportunity to evaluate various artistic situations. This is backed up by another line in the song, â€Å"And once youre gone, you can never come back†, which supports the previously mentioned total extinction. It is evident that songs are written to reflect on the daily happenings. Neil used this song to discern various aspects of artistry and other relevant provisions. It is crucial to understand the deeper meaning of the entire phrases within the song. This will help in revealing the symbolic meaning of the song. Critically, the differences that exist between the use of burning out and â€Å"fading away, can be discerned contextually and variably. As indicated before, the consequences of burning out incorporate the absolute extermination. Symbolically, things that have burnt out are no longer in existence (Lyricsfreak 2). Another credible issue in this context is the fact that various fashions and artistic styles have come and gone.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This denotes what Neil meant symbolically. Conversely, the consequences of fading away are evident. What has faded away might sound irrelevant when considered critically. Several things happen when one has passed his or her prime life. It is unfortunate that as time passes by, one becomes unable to do t he things he/she could do during his or her prime time. Evidently, life changes considerably. This is what Neil wanted to demonstrate. Additionally, the line, They give you this, but you pay for that is an interesting concept as evident from the song. Usually, people do not get what they desire. They fight to obtain a particular thing only to get the reverse. This is an interesting provision in the context of human life and how people relate. This phrase also denotes the insincerity evident among people. Most individuals are not straight forward. What they give out is not what was asked for. Neil used this phrase to discern the aspects of dishonesty amongst masses. â€Å"They†, in this song, refers to individuals who one deals with regardless of the sector. One can be deceived in numerous ways (Lyricsfreak 4). The deceit in this context means that what one realizes later might not be what he or she expected before. What is given out is not what was asked for. This can range f rom physical objects to vital information. Precisely, there is no honesty in the concerned deals. â€Å"Payment† refers to the ultimate loss incurred in the concerned deal. Conclusively, Neil Young used symbolism in his song. The significance of colors and thematic styles of the song are evident. It is important to understand various provisions of this song as discussed earlier. Contextually, this is a critical provision in regard to symbolism and song writing. Lyricsfreak. Neil Young My My, Hey Hey Lyrics. 2012. Web. https://www.lyricsfreak.com/n/neil+young/hey+hey+my+my_10191111.html Young, Neil and Crazy Horse. My My Hey Hey. Rust Never Sleeps. 1979. New York, NY: Reprise, 1990. Print.Advertising We will write a custom essay sample on Neil Young – â€Å"My My, Hey Hey† specifically for you for only $16.05 $11/page Learn More

Christmas Tree or Floral Preservative Recipe

Christmas Tree or Floral Preservative Recipe Christmas tree preservatives (aka Christmas tree food) and cut flower preservatives contain the same ingredients: a food source for the plant, an acidifier (making hard water more acidic which helps the plant take in water and food), and a disinfectant to prevent mold, fungi, and algae from growing. This is an easy process that takes mere minutes. Christmas Tree Preservative Ingredients 1 gallon water2 cups light corn syrup4 teaspoons chlorine bleach4 teaspoons lemon juice or vinegar (optional) How To Make Christmas Tree Food Mix the ingredients together and keep the solution in the base for the Christmas tree or vase for cut flowers. Both trees and flowers will last longer in cooler areas away from direct sunlight.Make sure the tree or flower always has water. Regularly refill the vase or the base where the tree sits. In addition, you may wish to spritz the tree or flowers periodically with water from a spray bottle.You can store the solution for four to five  days at room temperature in a closed container, or two weeks refrigerated. Tips Do not drink! If you plan on making enough tree or cut flower preservative to store, label your container and keep it out of reach of children and pets.Bleach and vinegar produce toxic vapors when mixed. If you add vinegar or lemon juice, add it to the water rather than mix it directly with the bleach. Its okay to use bleach without the lemon juice or vinegar if this worries you.If you dont have corn syrup, you can substitute 4 teaspoons of sugar, dissolved in the water. Some people add a penny to a sugar solution so that the copper can act as a fungicide and acidifier.Another common option is to substitute a can of acidic soft drink, like Sprite or 7-Up, instead of the corn syrup and lemon juice. Just add a can of (non-diet) soft drink to a gallon of water, with a splash of bleach.For flowers, youll probably want to cut the recipe to 1 quart water, 1/2 c. corn syrup, 1 tsp. bleach, 1 tsp. lemon juice.

Organization Studies Essay Example | Topics and Well Written Essays - 2000 words

Organization Studies - Essay Example Scientific management and the human relations theory are related to the rationalization theory of Max Weber. Specifically, scientific management by Frederick Taylor was formally rational because it involved the use of a well calculated procedure to produce maximum output at minimum input within organisations. On the other hand, human relations theory is substantively rational in nature because it calls for emphasis on sociopsychological and moral qualities of labour rather than scientific calculation and maximization of profits. The formal or technical rationality defined by Weber meant that an organisation is based on hierarchy of authority, functional specialization, impersonality and rules. Formal rationality is distinguished from substantive rationality because it is defined as a way of choosing the best means to a given end (ONeill, 1986). On the other hand, Weber defined substantive rationality as a way of determining whether the end achieved is rational. Substantive rationality is based on values and morals that define an organisation or a society. Formal rationality is based on measurements and calculations. In terms of economic action, formal rationality recognizes the extent of quantitative accounting in decision making (Weber, 1962). Weber suggests that such quantitative approach of decision making is possible and applicable. Weber further argues that formal rationality is a variable not an attribute because it has a varying extent. According to Weber, expressing items in terms of money is the best way of achieving the highest degree of formal rationality (Wallace, 1990). Formal rationality entails socially invented measurements which are determined by symbolic representation and manipulation of empirical observations. Such measurement scales can be used to assess the given means and results under given circumstances. Therefore, formal rationality