Night Essays (1187 words) - Holocaust Literature, Night,

Night "Where is God now? (A man behind me asked)...He is hanging here on this gallows..." This is where the Holocaust left young Elie. It left him with a feeling that there is no God, or if there is, he is not as wonderful as everyone has been proclaiming that he is. The story begins in the small town of Sighet near Transylvania were Elie lived with his parents and two little sisters. Elie studied the Talmud during the day and spent his evenings in Synagogue praying. His life revolved around his undying faith and love for God. He loved God and the Jewish faith so much that he often cried while he was praying. He and his family lived without fear and in happiness until some of the people of Sighet were deported. One of them, Moche the Beadle, returned with stories of Jews being slaughtered and babies being tortured and used as firing practice. The stories were dismissed as crazy and they told themselves that they were all safe. They believed they were in the peaceful hands of God. Unfortunately, in 1944 German troops moved into their town. They set up ghettos and controlled their lives with fear. The people of Sighet were forced to leave their homes. They were packed into cattle wagon trains and given buckets of water and bread to eat. They stayed in the train for many days and were not allowed to get out to go to the bathroom so they were condemned to live amidst filth. Some people started going crazy. One old woman screamed almost the entire time about flames and burning flesh. Little did everyone know that what she was yelling about was the fate of everyone in her company. When they finally arrived in Birkenau, they exited the train to the smell of burning flesh and the sight of smoke and flames. When they got into the camp Elie and his father were separated from his mother and two little sisters. They did not realize immediately that they would never see them again. After they were separated they were told to march in a line that was heading directly toward a tremendous hole in the ground in which the charred remains of Jewish corpses could be seen. It is then that Elie begins to wonder why it is that he has been blessing God. The people around him had begun to say a prayer for the dead and for themselves. He wonders why he should bother? No God that he knows would let such evil go on, therefore there must be no God. People around him were asking the same questions. Others told them that God was testing their faith and if they kept themselves strong and survived for as long as they could, God would be pleased and they would be blessed. They continued marching straight up to the edge of the ditch with faith in their hearts and were suddenly told to turn left into barracks. Elie and his father were given tips by men that had been in the camp longer about how the Germans were working and how to survive. They were told what you had to say and how you had to act in order to stay alive longer. All Elie cared about was not being separated from his father. For over a year they were forced to live and work in extreme conditions. They were made to walk miles on little sleep and even less food for continuous hours and days at a time. Men were beaten and killed for their hunger, fear, sickness and exhaustion. They had to endure the stress of selection where they were briefly examined and were selected to be killed because their weakness was a drain on the camp. Elie's father grew very sick and became very weak. One day while he was calling for Elie to help and comfort him guards at their camp beat him. When Elie woke up the next morning his father was gone from his bed, inevitably taken to a crematory. A few weeks after he and many other Jews were set free. ~* Review *~ Night is an amazingly thought provoking and touching story. The descriptions of the horrors that Elie faced grab you and make you understand completely what kind of pain he and everyone else faced. This book was written to show how exactly horrendous the Holocaust was. It also shows you how evil can destroy persons belief in something that they hold dear,

Evaluation of Gender Inequality (Through the World, Time, and Of Mice and Men) Essay Example

Evaluation of Gender Inequality (Through the World, Time, and Of Mice and Men) Essay Example Evaluation of Gender Inequality (Through the World, Time, and Of Mice and Men) Essay Evaluation of Gender Inequality (Through the World, Time, and Of Mice and Men) Essay Gender Equality throughout the World, Time, and Fiction Charlotte Bronte wrote in Jane Eyre, l am no bird; and no net ensnares me: I am a free human being with an independent will. No visible net ensnares womankind. However, long have women been viewed and treated as unequal to their male counterparts. This inequality is alive everywhere. As displayed in Of Mice and Men, gender inequality is alive even in fiction. Gender equality has been an ongoing struggle in fiction and reality, our country and foreign countries, and in the past and the present. Gender inequality effects the people of the entire world. For example, there are major issues involving gender in Egypt. In Egypt, there are the sparks of movements trying to introduce women into government without challenging the reigning Brotherhood. Another place that struggles with gender inequality is the U. S. where women representation in government is very low. Only 17 out of 100 senate seats are held by women. Even in the U. S. , one of the most highly regarded nations in the world, women are not entirely equal. Gender inequality has effected people all through time. In example, it wasnt until the 1920s that women could vote in the U. S. Women have long been considered less than their male counterparts. Only recently have women put a dent in the extreme patriarchy that has existed all through history. Today, women still are of unequal representation, pay, and rights across the globe. For example, in the U. S. today, there mans dollar as pay for the same positions. This is one example of how inequality lingers in modern day first world countries. Gender inequality is also existent in both reality and fiction. We have already given any examples of real cases and statistics including representation and wage gaps. However, there is also gender inequality in the fictional world. For example, in Of Mice and Men, Curlys wife is a prime example of gender struggles. She is constantly being marginalized. She is viewed as a thing that would get Lennie in trouble instead of an actual person. Even her name is never spoken. She is referred to as Curlys wife which reaffirms Curlys ownership over her and her status as a possession or an object instead of a human being. When her dead body is found, the first and only omment made of her death was along the lines of, Poor boy. Curlys wifes death was seen as nothing but something unfortunate for Lennie. This contributes to the pile of evidence that can conclude that Curlys wife was considered a mere object. Through time, in foreign countries, and even in between pages, gender inequality has been a constant struggle. Charlotte Bronte wrote that she, a woman, is no bird. A woman, after having a net thrown on her and her fellows time and time again, must decide to declare that they are not a bird, but a human being. Human beings arent o be ensnared. It is said that the first step of fixing a problem is the recognition that it exists. So, women must understand that the net encompassing them is not a blanket, but a prison. Together, womankind must stand and declare, We are not birds. Hopefully, these examples of gender inequality is bringing more attention to the net. Hopefully, the realization will dawn that gender inequality is thriving among us and will not die out on its own. It has existed everywhere, always. A mighty effort is to be made to begin the reversal of this inequality and injustice.

ELLIS Surname Meaning and Family History

ELLIS Surname Meaning and Family History One of several popular names in medieval England derived from the Hebrew personal name Elijah, or the Greek Elias (Hebrew Eliyyahu),  meaning my God is Yahweh. In Old English the name was often spelled Elis or Elys. In Wales the Ellis surname derived from the Welsh personal name Elisedd, a derivative of elus, meaning kindly, benevolent. Surname Origin:  English, Welsh Alternate Surname Spellings: ELIS, ELYS, ELIES,  ELLISS, ELIX, ELICE, ELLICE, ELIAS, ELS, ELES, ALCE, ALES, ALIS, ALLACE, ALLES, ALLESS, ALLIS, ALLISS Famous People With the ELLIS Surname Albert Ellis - American psychologistAlton Ellis - Jamaican singer-songwriterNelsan Ellis - American theater and television actorPerry Ellis - American fashion designerC. P. (Claiborne Paul) Ellis -  American Ku Klux Klan leader turned civil rights activistDonald Johnson Don Ellis -  American jazz trumpeter, drummer, composer and bandleaderGeorge James Welbore Agar-Ellis - 1st Baron Dover; British politicianWilliam Ellis -  English  missionary and author Where Is the ELLIS  Last Name Most Common? Ellis, according to surname data from Forebears, is the 1,446th  most common surname in the world. It is most prevalent in the United States, where it ranks 113th, but it is used by a greater percentage of the population in Wales (45th), England (75th), and Jamaica (66th). Within Wales, the Ellis surname is found most frequently in the North, especially Flintshire (where it ranks 12th), Denbigshire (14th) and Caernarfonshire (16th). In England, it is most common in Devon (17th). WorldNames PublicProfiler has the Ellis surname as most commonly found in the United Kingdom, with the greatest numbers of individuals clustered in northern Wales and Yorkshire and Humberside, England. Genealogy Resources for the Surname ELLIS English Surname Meanings and OriginsUncover the meaning of your English last name with this guide to English surname meanings and origins. How to Research English  AncestryLearn how to research your English family tree with this guide to genealogical records in England and Wales, including birth, marriage, death, census, military and church records. Ellis Surname DNA ProjectA central site for individuals with the Ellis or variant surname  who want to participate in Family Tree DNA testing to learn about their Ellis ancestors and where and who they came from. Ellis  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Ellis  family crest or coat of arms for the Ellis surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. ELLIS Family Genealogy ForumFree message board is focused on descendants of Ellis ancestors around the world. FamilySearch - ELLIS  GenealogyExplore over 4.5  million  historical records which mention individuals with the Ellis surname, as well as online Ellis family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. ELLIS Surname Mailing ListFree mailing list for researchers of the Ellis surname and its variations includes subscription details and a searchable archives of past messages. GeneaNet - Ellis  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Ellis  surname, with a concentration on records and families from France and other European countries. The Ellis  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Ellis  from the website of Genealogy Today. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. https://www.thoughtco.com/surname-meanings-and-origins-s2-1422408

Techonolog Discusssion 3 Essay Example | Topics and Well Written Essays - 500 words

Techonolog Discusssion 3 - Essay Example There are various ‘Internet filtering software’ available to date. Two of them are Mcafee Safe eyes and Cyber Patrol. Mcafee Safe eyes allow users to control social networking and email accounts. Moreover, it also restricts certain keywords entered in search engines so that parental control can be applied to certain pornographic materials on the web (Internet filter software review 2012). Furthermore, it also allows setting the time limit for Internet usage. On the other hand, Cyber Patrol provides parameters for websites to be blocked, as they can be categorized in the black list and the allowed sites can be categorized in the white list (Internet filter software review 2012). In terms of user ratings, as per ‘internet-filter-review.toptenreviews.com’, Mcafee gains five stars in categories such as feature set, ease of use, ease of installation and filtering effectiveness. On the other hand, Cyber patrol gains 3 stars in all these three categories. The Children’s Internet Protection Act (CIPA) focuses on issues associated with offensive material on the Internet that can be viewed on school and library computers. Likewise, CIPA enforces certain requirements on schools and libraries that are funded by E-rate programs. The E-rate program facilitates to make information technology more affordable to the eligible schools and libraries. Likewise, schools that are subjected to CIPA must establish an Internet safety policy that will address some of the clause provided below (Childrens internet protection act, n.d): The Childrens Online Privacy Protection Act COPPA is an act that is applicable to online collection of personal information from the age groups of 13 year old. Likewise, from April 1st 2000, a privacy policy is mandatory that will address how and when to find the verifiable consent from a guardian along with the responsibilities of an operator with regards to age

Java technology related to this tool Essay Example | Topics and Well Written Essays - 250 words

Java technology related to this tool - Essay Example Besides, java is advantageous because it is more secure. Unlike other programming languages such as C++, java has a highly protected interpreter, compiler, compatible browser and runtime environment. This is a good idea since it helps it to ensure that the safety of all records is taken into account. Thus, any data stored in the system can not be compromised whatsoever. In other words, it is very secure software which can be entrusted with the bank and the clients’ records at all times. Last, but by no means the least, java programming language can be useful in the designing and maintenance of the money tracker because of its simplicity. It has got several features that make it to be easier to operate. These include a small number of language constructs, garbage collections and an automatic memory allocation. At the same time, it is equipped with a very clear syntax. These actually make it easier to operate by the programmer, bank’s management and individual

Early Years Foundation Stage Guidelines

Early Years Foundation Stage Guidelines Hasana khan Explain the observation, assessment and planning cycle. The EYFS requires practitioners to plan activities and play opportunities that will support children’s learning while supporting the areas of learning within the EYFS. Practitioners must plan carefully so that individual children’s needs are met and that the activities and play opportunities help children progress towards their early learning goals. Planning, observation and assessment contribute to supporting the learning and development requirements of children. Observing individual children carefully can help to identify what their needs and interests are. To ensure that practitioners meet the needs of individual children it is important that the follow the observation, assessment and planning cycle. Observation is when practitioners observe/watch children to understand their interests, needs and learning styles. Observing children is a useful process as it provides information which the practitioners can use to support the children when planning and preparing activi ties for them. Observations should be made in a range of contexts, for example they should be done during independent play, during everyday routines and also when the child is engaged in play with others. EYFS MAY 2008 â€Å"planning should be flexible enough to adapt to circumstances†. Observing children will also enable practitioners to understand what their current stage of development is. Without the process of observation practitioners will not be able to fully support the children as they will not have a clear idea on what the child’s needs and interests are. Practitioners must ensure that they gain parent’s permission before they carry out any observations on the children because some parents may not want their child to be observed. During observation practitioners need to look, listen and record what they see in the observation, they must not involve themselves in the observation as it may affect what the child is doing. An assessment is when practitioners analyse observations to see what they tell them about a child. Accurate assessments enable practitioners to make judgements which lead to action to support individual children. They help each child to de velop and learn by ensuring that the practitioners provide children with appropriate experiences and opportunities. Practitioners gather the information in their observations to identify aspects of the child’s learning and development. By doing this it will enable them to assess what a child’s needs and requirements are and how well they can be supported. The final part of the cycle is planning, this is when practitioners then use the information that they have gathered to plan for the child. This could include planning experiences and opportunities that the child could benefit from and also ensuring that the environment is suitable and the child has access to appropriate resources. The practitioner will also need to plan what their role will be in supporting children with their learning and development. Practitioners must ensure that they include each area of learning and development through planning, purposeful play and through a mix of adult-led and child initiated activity. Practitioners must ensure that their planning reflects and supports children’s current interests, learning styles and the stage of development of each child. The planning process enables practitioners to contribute and understand the experiences that they have planned for the children. Practitioners can also ensure that parents and children have a voice in the planning process, for example children can share their feelings and activities that they want to take part in. Parents can also share their knowledge of their child and any additional support that they may require. Observation, assessment and planning all feed into one another and contribute to our knowledge about the child enabling the practitioners to fully support the needs, requirements, learning and development of each child. Describe how to develop planning for individual children. When working with children practitioners will find that they are required to plan activities and experiences for children which support their learning and development. EYFS MAY 2008 â€Å"good planning is the key to making children’s learning effective, exciting varied and progressive†. Practitioners need to ensure that they plan activities which are linked with the different areas of learning within the EYFS. Practitioners must also ensure that they plan and prepare activities which meet the individual needs and requirements of the children. When planning for the children the practitioners need to bear in mind that whatever is planned for the child is age and stage appropriate and suitable for the child to take part in. There are many different sources that an individual can use the help them when planning for the children, for example each child has their own interests and preferences and they may enjoy playing more with some toys that they do with others. A practitio ner can use a child’s interest and make an activity more exciting and challenging for the child. This will also enable the child to learn new things as well as taking part in something that they enjoy doing. Regular observations and assessments support the practitioner when planning for a child because a lot of information can be processed as the practitioner is able to physically see what a child likes/dislikes doing. Observing the children helps the individual indentify a child’s needs, interests and any additional support that they may require to support their learning and development. EYFS MAY 2008 â€Å"planning should include all children, including those with additional needs†. Practitioners must ensure that they make full use of the observations gained in order to support the child and ensure that their needs are fully met. Within the setting the practitioners can work in partnership with parents/carer’s as stated in the EYFS in order to ensure that they are also included with their child’s learning and development. Parents/carer’s will be able to share information with the practitioners about what the child is like at home and what interest and needs that they may have. Parents/carer’s can help the practitioners with planning for the children as they will be able to identify what area a child may need support with. Sharing ideas with colleagues can be useful during planning as an individual may have noticed something about the child which was not noticed by anyone else, this can be useful as a child may be more close to one member of staff than they may be with another staff. There may be times when a practitioner is not always with the children so it is important that information is shared to ensure that all members of staff are aware on the child’s needs and interests. Within the setting some children may also be under the care of other professionals this is useful because the practitioners are then able to work alongside the professionals to share and also learn new ideas on how the child can fully be supported within each setting. The practitioners must ensure that at all times their planning reflects the different needs and interests of the children, the planning must also provide opportunities for the children where they are able to learn and gain new skills. Differentiate between formative and summative assessment methods. EYFS MAY 2008 â€Å"make informed decision about the childs progress and plan next steps to meet their development and learning needs†. When working with children practitioners will find that settings will carry out progress reviews on children’s development, these can be done every six months or on an annually basis. The practitioners will be required to provide parents with a progress report about the child’s learning and development. This will give the parents an idea on what stage their child is at with their learning and development and whether or not they may require any additional support. Practitioners must ensure that they meet the individual needs of all children through following the requirements of the EYFS and it is important to deliver personalised learning, development and care to help children get the best possible start in life. There are two formal assessments, these are a completion of the progress report at age two and also completing the lear ning and progress journey of each child during their time at the nursery. To ensure that practitioners assess the children effectively they must analyse and review the information that they have about each child’s learning and development. They then need to plan next steps to meet the individual needs of children. A formative assessment is when a practitioner keeps a record of the child’s learning and development. The practitioner will take daily observations of a child using notes and photo evidence and keep them in an individual record of the child. The record will be available for the parents to view, this will enable them to review their child’s learning and development within the setting. It will also give the parents a chance to see what their child has achieved and what stage of development they are at. Practitioners must ensure that they regularly update children’s records by including the appropriate information. Formative assessment: This is an assessment based on observations, photos, work from children or any information that a practitioner receives from the parents. It is also an ongoing assessment of children and is carried out on a regular basis through observations that practitioners gather from children. Children are also required to have a progress check done when they are aged two, this is a summary of information that has been gained about the child. Practitioners compare children to the learning areas to identify whether or not a child has achieved their learning goal for their age and stage of development. The progress checks will be given to parents as it will be a summary of the development stages a child has achieved. They will also consist of targets/goals a child will have for the future and how they will be achieved. Summative assessment: This assessment is a summary of any evidence that a practitioner gains through carrying out a formative assessment. This type of assessments are used to review childrenà ¢â‚¬â„¢s developmental progress over a period of time, they are also used to identify if a child has achieved their target/goals for their age and stage of development. This is a summary of all the formative assessments done over a longer period and makes a statement about a child’s achievements. The EYFS Profile is the summative assessment used to review children’s progress along the early learning goals. Explain the two statutory assessments that must be carried out on all children. EYFS MAY 2008 â€Å"all effective assessment involves analysing and reviewing what you know about each child’s development and learning†. When working with children practitioners need to carry out two main assessments of the children in their care, one is the EYFS progress check which is done at age two. The second assessment is the EYFS profile which summarises and describes a child’s achievements and is a record of their development. This profile is a record of the child up to the age of five up until the child leaves the nursery. These two statutory assessments check the children’s development against the seven areas of learning. The EYFS progress check requires the practitioners to make a summary of the child’s development, achievements and also state any targets or goals that need to be met in order for the child to make further progress with their development. The progress checks show the parents and practitioners any additional support that a child may require. The practitioners are required to review the children’s progress and also ensure that parents receive a written record, this will enable them to see what the child has achieved and what stage they are at with their learning and development. The key workers have the role to complete the progress checks for all of their key children. In some settings the practitioners set up parents evening where they discuss the child’s progress and also hand out the progress checks to the parents. This also gives the parents a chance to discuss their child’s learning and development and also share information or ask and questions. The progress checks are useful as they enable parents to see how they can support their child at home and also identify their needs and interest. In order to complete the progress checks the practitioners should use the findings from their daily assessments and observations that they complete on the child, this will help to give an overview on what a child can and cannot do based on their learning and development. The summary must include the information that the practitioner has gathered about a child over the period of time the child has been at the nursery. The early years profile is an assessment of the child that is done at the end of the foundation stage, practitioners must ensure that they complete a profile for every child at the end of the term. This assessment will normally be completed by the reception class teachers, it will be assessed against the seventeen learning goals which can be found in the EYFS. The early years profile will be completed using observations of the child that have been gathered on a regular basis. The profile will consist of targets that the child has met or need to meet during their time at the nursery. The practitioners must ensure that they share the Early years profile assessment with the parents so support them so that they are able to understand their child’s lea rning and development. The parents will also be able to see what their child does within the setting and any progress they are making. To ensure that practitioners fully understand on how to complete the early years profile, it is a requirement that appropriate training is given to those working within a childcare setting. http://www.northamptonshire.gov.uk/en/councilservices/children/early-learning-childcare/Pages/Observation-Assessment-and-Planning-Cycle-in-the-EYFS.aspx http://eye.boltonlea.org.uk/observation-assessment-and-planning/oap-cycle/overview http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf

Do You Exist Because You Think, or Do You Think Because You Exist, or Neither? Essay

In order to consider â€Å"I exist because I think† or †I think because I exist†, I would define the â€Å"I exist because I think† as â€Å"I think† is the cause of â€Å"I exist†. This implies â€Å"I think† appear before â€Å"I exist† and cause â€Å"I exist† to happen. In the other side, â€Å"I think because I exist† would be â€Å"I exist† is the cause of â€Å"I think†. This implies â€Å"I exist† appear before â€Å"I think† and cause â€Å"I think† to happen. In terms of logic, I would say â€Å"I think because I exist â€Å" is more appropriate. It is because I must exist first, therefore I can think of my existence. Things about me or myself are impossible to happen before my existence and cause my existence. In the following paper, I would like to explain why â€Å"I exist because I think† is false and explain â€Å"I think because I exist† is true. Let me first explain why ‘I exist because I think’ is false. If ‘I exist because I think’ is true, every time when I think I exist and when I do not think, I do not exist. As I mentioned, â€Å"Think† seems to be the cause of my existence in this case. How can my thinking exist before my existence and cause my existence. Therefore, I must exist first, then I can think about â€Å"I exist† or not. In fact, every minute whatever I am conscious or not, I am existing in this world, If my body physically is existing. For example, a person whose body functionally works but loss his conscious. He is still alive but he cannot think, we cannot say he is inexistent, because he is not dead. In other word, I can exist without â€Å"I think†, but â€Å"I think† cannot be without I exist. Furthermore, as Descartes said â€Å"I think, therefore I am† to prove the indubitable truth of self-existence. He suggested that every time when we doubt that â€Å"I† exist or not, we can absolute certain that â€Å"I† am existing by this act. Then he said that the evil genius could not deceive us â€Å"I exist† because before the evil genius’s deception, â€Å"I† must exist first, then I can be deceived in some way by the evil genius. So â€Å"I exist† is indubitable truth. Similarly, to say â€Å"I think because I exist† is true, The first criterion is I ust exist first. Therefore, I can think about my existence. So â€Å"I think† must base on â€Å"I exist†. In contrast, if â€Å"I exist† is based on â€Å"I think†, this is impossible that â€Å"I think† appear before â€Å"I exist†. How can my mind and thinking exist dependently? Although some scientists may argue that brain wave w hat we call ghosts can exist after life, they may be the other forms of human thought â€Å"I think† appearing without â€Å"I exist†. However, who have seen ghost in this world? At least until today no one can prove ghosts exist in this world. So â€Å"I think† is not the cause that I can exist. However, â€Å"I exist† is the cause of I can think. To conclude, â€Å"I think† cannot exist without â€Å"I exist†. It should be â€Å"I exist† first then â€Å"I think† â€Å"I exist†. As the following diagram shows: If it is â€Å"I exist because I think†, it would be missing I exist in the first place, as below diagram shows: Nothing can exist before itself, so before I think, I must exist. In other word, â€Å"I exist† does not dependent on â€Å"I think†, but â€Å"I think† do dependent on â€Å"I exist†. Therefore, â€Å"I think because I exist† is true.