The Forgotten Victims The Holocaust - 1450 Words

The Forgotten Victims: The Consideration of Gay Victims of the Holocaust as Sufferers of Genocide Yasmina Lawrence CHG 381 P. Spitzer Friday June 3rd, 2016 During the reign of the Third Reich, the symbolization of the pink triangle was used to identify the thousands of gay prisoners who were sent to extermination camps under Paragraph 175, the law that criminalized homosexuality between men. Researchers say that an estimated 5,000 to 15,000 gay men died in these camps, however this figure does not include those who were interned and later released, let alone those who died undocumented and forever forgotten to history. ¹ These thousands of men were forced through excruciating cruelties with little to no reprieve or recognition of the atrocities perpetrated against them. It is because of this that while they are not a distinct racial, ethnic, or religious group, the treatment of those who bore the pink triangle during the Holocaust follows the genocidal process and as such gay Holocaust victims should be considered sufferers of genocide. The dehumanization and organization of non-heteronormative (gay) men took place long before the Hol ocaust began, starting with the legislative passage of Paragraph 175 in Germany. This legislation resulted in highly detailed police records of men suspected of homosexual activities readily accessible. Inevitably these records made it easier than ever for gay men to be arrested and detained for their identities, and for theirShow MoreRelatedEssay on The Mischlinge: The Forgotten Victims of The Holocaust2506 Words   |  11 PagesThose of half and quarter Jewish descent remain largely forgotten in the history of the Third Reich and genocide of the Holocaust. Known as Mischlinge, persons of deemed â€Å"mixed blood† or â€Å"hybrid† status faced extensive persecution and alienation within German society and found themselves in the crosshairs of a rampant National Socialist racial ideology. Controversially, these people proved somewhat difficult to define under Nazi law that sought to cleave the Volk from the primarily Jewish â€Å"other†Read MoreCauses Of The Ho locaust783 Words   |  4 PagesThe Holocaust was an atrocious and tragic event. Jews were forced into labor camps, mass murdered, turned into sex slaves, etc simply because they were seen as an inferior race towards the Nazis. 5-6 million Jews were killed during the Holocaust through starvation or murder. Their living conditions were unfathomable and the way they were treated was unthinkable. Jews lived in crammed spaces and were treated like animals which soon led them to act like animals. The perpetrators of genocide are usuallyRead MorePost Traumatic Stress Disorder During The Holocaust Essay1297 Words   |  6 Pages PTSD in Holocaust Survivors The Nazis killed over six million Jews and millions of other Polish and Soviet civilians in the Holocaust. They also killed gypsies, physically and mentally disabled people and homosexuals. The number of survivors today are quickly dwindling down. Clinical psychologist Natan Kellermann defines a Holocaust survivor as any Jew who lived under Nazi occupation and was threatened by the â€Å"final solution† (Kellermann 199). This definition can be applied to not only Jews, butRead MoreLasting Effects of the Holocaust1195 Words   |  5 PagesThe Holocaust not only affected the areas where it took place, it affected the entire world. Even though Jewish people were the main victims in the Holocaust, it also left lasting effects on other groups of people. Both the Nazi and Jewish decedents still feel the aftermath of one of the most horrific counts of genocide that the world has ever encountered. The cries of the victims in concentration camps still ring around the globe today, a nd they are not easily ignored. Although the Holocaust tookRead MoreThe Victims Of The Holocaust836 Words   |  4 PagesHowever, one of the most infamous genocides to occur was the Holocaust. The Holocaust was the â€Å"massive destruction of European Jewry during World War II, when millions were systematically persecuted and exterminated solely because of their social, cultural, ethnic, or religious characteristics† (Barel, Van Ijzendoorn, Sagi-Schwartz, Bakermans-Kranenburg). Contrary to popular belief, Jews were not the only group targeted in the Holocaust, as five million more lives were taken in groups other than theRead MoreThe Mass Killings : The Holocaust Vs. The Rape Of Nanking991 Words   |  4 PagesThe Mass Killings: The Holocaust Vs. the Rape of Nanking Most people in the world never seem to realize the mass number of raping or killings that are going on around them. Meanwhile, during the holocaust, no one understood how much it was happening around them then either, except for the people it was happening to. Most people are aware of the savagery that occurred during the holocaust in Germany, but few have ever even heard of Nanjing, much less the rape of Nanjing. Both genocides share veryRead MoreLastig Effects of the Holocaust1058 Words   |  5 PagesThe Holocaust not only affected the areas where it took place, it affected the entire world. Even though Jewish people were the main victims in the Holocaust, it also left lasting effects on other groups of people. Both, the Nazi and Jewish decedents, still feel the aftermath of one of the most horrific counts of genocide that the world has ever encountered. The cries of the victims in concentration camps still ring around the globe today, and they are not easily ignored. Although the HolocaustRead MoreWhy Is The Killing Of A Million A Lesser Crime?1440 Words   |  6 Pagesthe killing of a million a lesser crime than the killing of an individual?† -Raphael Lemkin referring to genocides. Genocides are organized exterminations committed with intent to destroy a whole group based on religion, ethnicity, and race. The Holocaust, the Armenian genocide, Darfur, and the Rwanda genocide were all terrible events in history, but why did they occur? The form of genocide had existed since the perception of superiority and inferiority was known. As a superior group gains moreRead MoreThe Jewish cemetery in Victoria, British Columbia1220 Words   |  5 Pageswas murder victim Morris Price. In 2012, the cemetery was victimized by vandalism, which resulted in the destruction of multiple gravestones. Since, individuals should request approval before visiting the gated cemetery. The Jewish doctrine believes that sacred items should never be disposed. Therefore, t he cemetery has an open grave where items that are no longer in use are placed. There is a large monument in the cemetery which commemorates individuals who did not survive the Holocaust. The cemeteryRead MoreNight By Elie Wiesel Character Analysis849 Words   |  4 PagesTraumatic and scarring events occur on a daily basis; from house fires to war, these memories are almost impossible to forget. The Holocaust is only one of the millions of traumas that have occurred, yet it is known worldwide for sourcing millions of deaths. Elie Wiesel was among the many victims of the Holocaust, and one of the few survivors. In the memoir, â€Å"Night†, by Elie Wiesel, Elie, the main character, is forever changed because of his traumatic experiences in the Auschwitz concentration camps

Difference Between High School And College - 1294 Words

The authors essay is effective on distinguishing the difference between high school and college, but still still need to fix on being more in depth and also work on grabbing the audience attention. The authors have good structure by comparing and contrasting because it helped to give the difference between high school and college, to inform their audience, which is new incoming freshman s on what to expect in college. Comparing and contrasting makes a good argument, because it gives audiences the similarities and difference between two or more things to make a topic more clear and understandable. For example, â€Å" Reason 5, when the authors were talking about studying skills, saying students really didn’t have to study in high school, but†¦show more content†¦Background information for credit, so that another person can t claim the author work as their own, having background information also reveals the author s style of writing and how one interpret their work. For example, before starting their essay, the authors should have written two to three paragraphs about who they are, and where they came from, to give the necessary background information to their audience to get to know about them more instead of not giving anything at all, leaving the audience clueless, (334). Writing a paragraph containing background information on themselves, would make it easier for the audience to read the essay, instead of focusing more on much of finding or doing research on the author s life stories or experiences. Background information makes an essay effective, because it is intended to give overview of the essay and give main points of the topic written. Although more background information is needed, the authors could have given personal narratives of other people to connect on greater level with their audience, because it helps to draw the audience s attention into the essay and leave them wanting more, to have them feel related to the experience and help them understand the situation. Connecting with the audience with a personal narrative, can sometimes lead and guide through an event of their own, that they might be going through or experiencing. Engaging with the audience, is a way to get a main idea across, to help understand

Early Childhood Education Substantially

Question: Discuss about the Early Childhood Education Substantially. Answer: Introduction The stages of Reading Development are known as a continuum that describes how students should progress as readers. According to Gehris et al., (2015), there are five stages of reading development and every child will move through each of the five stages at their own pace. Children or students should not be pushed through stages. It is highly important that one should master the previous stage before moving to the next. However, it is also seen that many learners are operating in more than one stage during their school years. The four stages of reading development will be discussed in this study. Pseudo Reading or Pre-reading This stage is for children who belong to ages between 6 months to 6 years. During this stage, students play reading, retells stories from films, prints own name, names alphabets and play with books and pencils. During this period, most of the children can comprehend picture books and stories read to them (Kampmann, 2013). By age 6, they can also understand at least thousand of words that they hear however, they can read few. In order to implement this phase among the students, teachers will have to share books with the students over and over along with extending stories, relating experiences to both print and pictures and guiding them to read. In This process, teachers can help the students to make prediction about what they are reading. Preliminary reading and decoding Children between ages 6 and 7 are guided in this phase to improve their reading skills. During this stage or at the end of this stage, students can read simple texts that contain high frequency words and phonically regular terms. They are also trained to understand relationship between letters and sounds along with the difference between printed words and spoken words. According to Nutbrown and Clough (2014), most children can understand more than 6,000 words at the end of this stage but can read near about 600. Teachers, during this stage will have to provide direct instructions while implementing practices in letter and sound affiliation. Teachers will also ask students to read simple stories in front of the class that will contain simple phonic patterns and high frequency words. Teachers must also guide the students so that they can read new words and ideas that will include advanced language patterns. Substantiation and Glibness Students between ages 7 and 8 will be trained within this stage of reading development process. At the end of this phase it is expected that students can read simple stories with better fluency. They are also expected to learn to combine decoding, sight terminology and meaning context to read stories and selections. They are also anticipated to understand 9,000 or more words in listening vocabulary (Campbell et al., 2014). Similar to phase 1, teachers are required to provide direct instructions in advanced decoding skills. Teachers will ask their students to read at levels above their own which will help the students to achieve all the expected outcomes of this phase. If students have mastered the phase 2, then teachers will ask them to read stories that contain higher fluency of words. Reading for learning the new Grades 4-8 This phase is suitable for the students between ages 9-13. In this stage students are guided to have a systematic study of words. Students are asked to read independently so that they can learn new ideas and can gather new knowledge (Schulz, 2015). In this stage the main focus of teachers is to provide new experience, feeling and attitude to the students. Teachers in this phase ask the students to read and study text books trade books, magazines, newspapers and stories. The motto behind this is to expose students to unfamiliar vocabulary and syntax. Reading development implementing strategy In order to implement these strategies in the classroom, it is highly necessary to model the methods for the students so that those methods can be executed properly. Teachers will have to praise and motivate participating students through regular monitoring. Below methods must be used by the teachers during each of the phases discussed above, A routine must be developed to help the students to understand the procedure step-by-step. Some things that teachers will decide must include whether the students will read aloud or not. Whether each student will read a paragraph or one student will read while others will listen (Maloney et al., 2015). Error correction methods should be used to support the students. Teachers can also experiment with paired reading by switching partners and group if students are reading in pairs. References Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., Pan, Y. (2014). Early childhood investments substantially boost adult health.Science,343(6178), 1478-1485. Gehris, J. S., Gooze, R. A., Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes.Child: care, health and development,41(1), 122-131. Kampmann, J. (2013). Societalisation of early childhood education and services.European Early Childhood Education Research Journal,21(1), 1-4. Maloney, E. A., Converse, B. A., Gibbs, C. R., Levine, S. C., Beilock, S. L. (2015). Jump-Starting Early Childhood Education at Home Early Learning, Parent Motivation, and Public Policy.Perspectives on Psychological Science,10(6), 727-732. Nutbrown, C., Clough, P. (2014).Early childhood education: History, philosophy and experience. Sage. London. Schulz, M. (2015). The documentation of children's learning in early childhood education.Children Society,29(3), 209-218.

The Crucible John Proctors Decision To Die Was Justifiavble Essays

The Crucible: John Proctors Decision To Die Was Justifiavble John Proctors Decision To Die Was Justifiable In the novel The Crucible, by Arthur Miller, a strict and disciplined puritan town is dealing with a case of witchcraft. It started when a group of girls were found dancing and participating in mysterious acts in the forest. John Proctor, a simple farmer in this rigorous and religious town, is a man of strong moral beliefs, concerned only for the safety of his family and personal welfare. He does not care for the beliefs of any of the other people in the town or for what the Reverend, a strong community figure, thinks either. After trying to avoid involvement in the witch trials he is later prosecuted for witchery and sentenced to hang. His reason for avoiding getting involved is to protect his image because he is afraid he will be committed of adultery, something he did with Abigail Williams. Abigail is one of the accused girls and also happens to be the Reverend's niece. Following these events he tries to save the lives of innocent towns people by admitting to this horrible offense of adultery, but ends up losing the trial along with his life. He did have a chance to live but instead of signing away his name to keep his life, he wanted to die honorably with his friends, rather than live a life of guilt and carry a blackened name. John Proctors decision to die is reasonable and believable. Proctor has come to regard himself as a king of fraud as long as he remains obedient to an authority in which he cannot respect. As John talks with his wife Elizabeth discussing the matter of whether or not he shall confess, he tells her of what a fraud he is. ?I cannot mount the gibbet like a saint. It is a fraud. I am not that man. Nothing's spoiled by giving them this lie that were not rotten long before? (The Crucible, 136). While In other words he believes that he cannot be his true self when he has to abide by lies and not by his morals. He is caught in a web of moral dilemmas involving not only his own fate, but that of his wife, his friends and the entire Salem community. John Proctor is the individual who must decide weather or not he will assert himself against an overbearing authoritarian government. His loyalty to his own beliefs, which do not include golden candlesticks for pulpits or ?hellfire? sermons, are contradicted by Reverend Parris. So he would normally resists the reigning authority and retreat to his farm. But thus far his rebellion against the church really involves none but is own welfare. At the same time, the community of Salem rests on his decision of weather to lie dishonorably or die honorably. John Proctor is looked upon as a respectable farmer, and as an individualist. He may be but he is still respected. John does not respect the church or theocracy especially when a Reverend so corrupt is the superior. John Proctor is setup as the individual who is revolting from the restrictions of too much authority. It was believed that many men were tempted by the devil to do his bidding and they were thought of to be the ?enemy?. In Salem, the ?enemy? is at least partially represented by Proctor, who is acting as an individual and is breaking away from the established authority. Ever since Reverend Parris took his position in the community, John became an individual by standing out in the crowd and noticing Parris's problem with money. While in the courts, he states an opinion. ?I-I have no love for Mr. Parris. It is no secret. But God I surely love? (The Crucible, 90). Because his thoughts on the reverend reflect on him as being ?wrong?, he is entitled to his opinion. He knows he loves God and that is all that matters. But because of this strong and unfamiliar opinion, he is seen as a threat to the community, and consequently will be considered as being aligned with the devil. The one looked upon as a threat, ultimately, the central figure of drama, but