A Horror Of The Holocaust - Free Essay Example

Sample details Pages: 4 Words: 1097 Downloads: 9 Date added: 2019/07/02 Category History Essay Level High school Topics: Genocide Essay Holocaust Essay Did you like this example? As a fourteen-year-old, killing is never on your mind. The only thing you think of is a happy life, going to school, and becoming someone someday (Nishimwe 153). This is a quote from Consolee Nishimwe, a survivor of the 1994 Rwandan Genocide. Don’t waste time! Our writers will create an original "A Horror Of The Holocaust" essay for you Create order Jack Beaudoin defines genocide as The systematic killing of a social, political, cultural, or religious group (11). The most well-known genocide is the Holocaust which occurred from 1941-1945. Although the Holocaust is the most well-known, there have been hundreds that came before and after it. Some examples youve probably heard of are the Armenian Genocide where at least 50% of Armenians in Turkey were killed, the Rwandan Genocide, the Cambodian Genocide, and the Ukrainian Genocide where almost 10% of Ukraines population died. In this essay, I will be talking about the two most known genocides; the Holocaust and the Rwandan Genocide.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Holocaust occurred from 1941 to 1945, just shortly after World War II had started. Adolf Hitler, the leader of the Holocaust, was elected as chancellor in 1933. Shortly after he was elected, he began the building of concentration camps for Jews. Hitler had promised to restore Germanys honor after their devastating loss in World War I. He planned to restore this honor by executing all the Jews. First, he started by passing the Nuremberg Laws, which prevented Jews from owning businesses or going to school. Soon after, he branded the Jews by having them wear a Jewish star at all times. After World War II started in 1940, Hitler and the Nazis established the Warsaw Ghetto in Poland, where Jews were to stay behind a walled section of the city. In the Warsaw Ghetto, the Jews were forced to live in poverty, sickness, and malnutrition. Then in 1941, the concentration camps began to fill with Jews, gypsies, homosexuals, and others. Concentration camps were loc ated in Auschwitz, Chelmno, Treblinka, Sobibor, Belzec, and Majdanek. At the Wannsee Conference in 1942, Hitler and the Nazis decided they were to kill all the Jews. They called this the final solution. After Hitler proclaimed the final solution into effect, Five million people died in death camps in 1942 to 1943. In Auschwitz, 1.6 million were killed (Beaudoin, 10). The Jews that survived the concentration camps were released in 1945. Many of the survivors had nowhere to go as their families were murdered and their towns destroyed. Most of them were forced to immigrate to the United States or Israel. After they were released, the Nuremberg trials started. Only a small number of Nazis were sentenced to death for their help in the Holocaust while others were free to flee to safety. Five months after the trials started, Hitler committed suicide when the U.S. and Soviet Union troops began to close in. Eight days later, Germany surrendered and lost the war. The Holocaust is the most wel l known genocide and also had the largest numbers of fatalities of any genocide with almost 7 million people dead from the concentration camps.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the second most well-known genocide is the Rwandan Genocide of 1994. Most of the victims of the genocide were that of the Tutsi, an ethnic minority in Rwanda. The government carried out this genocide in order to protect the Hutu ethnic majority. Even though the two groups are very similar, their feud can be dated back to the early 1900s. When the Belgians had colonial rule in the early 1900s, they favored the Tutsi and gave them many opportunities that the Hutu did not receive like education and health care. When Rwanda was struggling for independency in the 1950s and 1960s, the Belgians helped the Hutu take over the government despite their previous favor for the Tutsi. This period was called the Hutu Social Revolution. After this revolution, there was a lot of violence that led in the death of thousands of Tutsi. But the worst was yet to come. In 1990, a rebel Tutsi group was formed called the Rwandan Patriotic Front. Their goal was to launch at tacks on the Hutu government so that the Tutsi could take over. A few years later, the Hutu government signed a peace treaty with the group in order to stop these attacks. But on April 6, 1994, Rwandan President Juvenal Habyarimana, a Hutu, was killed when his plane was shot down above Kigali, Rwandas capital (Frank and Wagnalls New World Encyclopedia). Over the next few months after his death, the government killed at least 500,000 people, the majority of victims being Tutsi. So many homes were destroyed. The Hutus broadcast over the radio that any Tutsi, young or old, should be killed. They went through all of the homes and destroyed them says survivor Consolee Nishimwe. Nishimwe goes on to tell the story of how her father and brothers were killed, leaving only her mother and herself as survivors. Most of the women survived because instead of killing them, they would rape them multiple times and leave them there to die. Along with Nishimwe and most women who were raped during the genocide, they had developed HIV, a reminder of what they had endured. The Rwandan Patriotic Front eventually took over the Rwandan government. Many of the Hutu fled to neighboring countries in order to escape the front. In 1994, the United Nations held a series of trials to prosecute the leaders of the genocide. Although they convicted dozens of individuals, many of the leaders had already escaped or died during the genocide. The new government has outlawed the names of the Hutu or Tutsi in order to prevent another genocide like the one that killed almost a million.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Genocides date way back to the early 1400s and are still happening to this day, although we dont hear much about them until thousands of people had already died. Our school system is not doing much to teach about the history of genocides. They rarely speak about the Holocaust or the Rwandan genocide and soon, all the survivors will be dead. If we dont continue to teach about the past and what terrible things have happened, history will repeat itself. Of all the testimonials of survivors, they say they are happy to be alive and forgive the people who hurt them. Even though the surviving Jews have to live with a brand on their arm and the Rwandan women survivors have to live with HIV for the rest of their lives, they still forgive even though they are reminded of what happened every day. It takes a lot of courage to be able to forgive someone after the horrible events that had happened. In order to prevent another genocide from happening, we need to bring a wareness to them. History always repeats itself.

My Experience During the Process of Development of the Web...

In this document I will reflect on my own experience during the process of development of the web application for Easons. I will refer to the team collaboration, the project management methods involved, the code development process, documentation created in the design process, and my personal reflection on the whole project. Our project was the development of a web application for Easons Ireland for cataloguing, documenting and tracking repair process of e-readers. Our project subject was chosen from few proposed by a team as challenging and demanding of team commitment. Client requirements presented to us were very high but at the same time well documented and mostly attainable. To achieve requested results, a web application based on ASP.Net with a relational database of repair cases had been proposed. Our initial language choice was Visual Basic .Net with SQL Express database server. Team functionality As a team we were able to work together very efficiently, as every team member has specific strengths. Good project documentation, good communication and confidence was a basis for achieving a final goal – working and documented application. I joined an already existing team but I was well welcomed. I had a chance to express my opinion and participate in all team decisions. Some decisions were collective and some were left to discretion of the person responsible for their part of the project. We agreed at the start, that changes with high risk level have to be made by theShow MoreRelatedAnalysis of Google Hr Strategy8548 Words   |  35 PagesBest Place to W ork F or culture at Google T o analyze the future implications of Google‟s HR practices in the long run 2 2. 2 .1. G oogle.com B ackground of the Company S ource: http://www.google.com/ G oogle ( illustrations of the company web site presented in Appendix 1 ) is a c ompany that was conce ptualized in a dorm room by two Stanford University c ollege students , 2 4- year - old Larry Page (Larry) and 23 year old Serg e y Brin (Brin) , i n 1996 ( Iyer Davenport, 2008 ) and hasRead MoreMarketing Communications Notes17720 Words   |  71 Pagesand ‘product/service category’. 2 MKT B366 Marketing Communications Objectives By the end of Unit 1, you should be able to: 1 Illustrate the communication process, using a diagram, and apply it in a given marketing situation. Define integrated marketing communications, and discuss how it applies specifically to the development of promotional strategies. Describe, with pertinent Hong Kong examples, the major components of the promotional mix. Explain the role played by the promotion mix in

Metacognitive Skills Free Essays

Metacognition refers to learners’ automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes. 2 Metacognitive skills are important not only in school, but throughout life. For example, Mumford (1986) says that it is essential that an effective manager be a person who has learned to learn. We will write a custom essay sample on Metacognitive Skills or any similar topic only for you Order Now He describes this person as one who knows the stages in the process of learning and understands his or her own preferred approaches to it – a person who can identify and overcome blocks to learning and can bring learning from off-the-job learning to on-the-job situations. As you read this section, do not worry about distinguishing between metacognitive skills and some of the other terms in this chapter. Metacognition overlaps heavily with some of these other terms. The terminology simply supplies an additional useful way to look at thought processes. Metacognition is a relatively new field, and theorists have not yet settled on conventional terminology. However, most metacognitive research falls within the following categories: 1. Metamemory. This refers to the learners’ awareness of and knowledge about their own memory systems and strategies for using their memories effectively. Metamemory includes (a) awareness of different memory strategies, (b) knowledge of which strategy to use for a particular memory task, and (c) knowledge of how to use a given memory strategy most effectively. 2. Metacomprehension. This term refers to the learners’ ability to monitor the degree to which they understand information being communicated to them, to recognize failures to comprehend, and to employ repair strategies when failures are identified. Learners with poor metacomprehension skills often finish reading passages without even knowing that they have not understood them. On the other hand, learners who are more adept at metacomprehension will check for confusion or inconsistency, and undertake a corrective strategy, such as rereading, relating different parts of the passage to one another, looking for topic sentences or summary paragraphs, or relating the current information to prior knowledge. (See Harris et al. , 1988; – add more) 3. Self-Regulation. This term refers to the learners’ ability to make adjustments in their own learning processes in response to their perception of feedback regarding their current status of learning. The concept of self-regulation overlaps heavily with the preceding two terms; its focus is on the ability of the learners themselves to monitor their own learning (without external stimuli or persuasion) and to maintain the attitudes necessary to invoke and employ these strategies on their own. To learn most effectively, students should not only understand what strategies are available and the purposes these strategies will serve, but also become capable of adequately selecting, employing, monitoring, and evaluating their use of these strategies. (See Hallahan et al. , 1979; Graham Harris, 1992; Reid Harris, 1989, 1993. In addition to its obvious cognitive components, metacognition often has important affective or personality components. For example, an important part of comprehension is approaching a reading task with the attitude that the topic is important and worth comprehending. Being aware of the importance of a positive attitude and deliberately fostering such an attitude is an example of a metacognitive skill. In the preceding paragraph, metacognition has been described as a conscious awareness of one’s own knowledge and the conscious ability to understand, control, and manipulate one’s own cognitive processes. This is not quite accurate; but it’s difficult to define metacognition more accurately. (It’s easier to point out examples of metacognitive activity than to define what it is. ) It would be more accurate to say that metacognitive strategies are almost always potentially conscious and potentially controllable (Pressley, Borkowski, Schneider, 1987). For example, good readers automatically (unconsciously) employ metacognitive strategies to focus their attention, to derive meaning, and to make adjustments when something goes wrong. They do not think about or label these skills while performing them; but if we ask them what they were doing that was successful, they can usually describe their metacognitive processes accurately. In addition, when serious problems arise – as when there is a distraction, when they encounter extremely difficult or contradictory text, or when they have to advise someone else regarding the same skill – they slow down and become consciously aware of their metacognitive activity. While it is occasionally useful to consciously reflect on one’s metacognitive processes and while it useful to make learners aware of these processes while they are trying to acquire them, these skills become most effective when they become overlearned and automatic. If these skills were not automatic and unconscious, they would occupy some of the effort of the working memory; and this would have the result of making reading, listening, and other cognitive activities less efficient. Therefore, like any other skill that becomes automatic and requires minimal activity in the working memory, metacognitive skills work best when they are overlearned and can operate unconsciously. Learners with good metacognitive skills are able to monitor and direct their own learning processes. Like many other processes, metacognitive skills are learned by applying principles from almost every other chapter in this book. When learning a metacognitive skill, learners typically go through the following steps (Pressley, Borkowski, Schneider, 1987): 1. They establish a motivation to learn a metacognitive process. This occurs when either they themselves or someone else points gives them reason to believe that there would be some benefit to knowing how to apply the process. (Motivation is discussed in chapter 5). 2. They focus their attention on what it is that they or someone else does that is metacognitively useful. This proper focusing of attention puts the necessary information into working memory (Chapter 6). Sometimes this focusing of attention can occur through modeling (Chapter 12), and sometimes it occurs during personal experience. 3. They talk to themselves about the metacognitive process. This talk can arise during their interactions with others, but it is their talk to themselves that is essential. This self talk serves several purposes: oIt enables them to understand and encode the process (Chapter 6). oIt enables them to practice the process (Chapter 3). oIt enables them to obtain feedback and to make adjustments regarding their effective use of the process (Chapters 3 and 12). oIt enables them to transfer the process to new situations beyond those in which it has already been used (Chapters 3 and 6). 4. Eventually, they begin to use the process without even being aware that they are doing so. This process usually represents a high-level implementation of the phases of learning and instruction described by Gagne and discussed in Chapter 3 of this book. When teachers intervene to help students develop a metacognitive process, they often use the scaffolded instruction strategies described in chapter 12. In addition, the techniques of cooperative learning and peer tutoring (discussed in Chapter 15) often provide opportunities for students to talk to others about their thought processes; and it is often the process of formulating thoughts in order to express them to others that leads to metacognitive development (Piaget, 1964). Finally, it is interesting to note an important relationship between the higher order skills of metacognition and the basic or factual skills that may be a part of a specific unit of instruction. Students typically learn metacognitive skills while they are involved in learning something else. If they are to do this successfully, it is extremely important that the learners have overlearned the prerequisite content knowledge for the subject matter topic being studied. If that prerequisite knowledge has not been mastered to a sufficient level of automaticity, then the working memory of the learner will be overwhelmed by the subject matter; and the result will be no time for metacognitive reflection. For example, when children who have largely mastered the prerequisite skills try to solve a word problem in arithmetic, they can afford to talk to themselves about what they are doing, because their working memory is not totally occupied with other demands. That is, well prepared children will have time for metacognitive practice. On the other hand, when children who are missing some of these prerequisite skills try to solve the same problem, their working memory is likely to be totally occupied with a frantic need to find the basic skills and facts needed to solve the problem. If this is the case, they not only have solved the problem less effectively; but they also have little or no time for practicing or developing metacognitive skills. When teachers and parents try to help students, it is important not to do too much thinking for them. By doing their thinking for the children they wish to help, adults or knowledgeable peers may make them experts at seeking help, rather than expert thinkers. On the other hand, by setting tasks at an appropriate level and prompting children to think about what they are doing as they successfully complete these tasks, adults can help children become independent and successful thinkers (Biemiller Meichenbaum, 1992). In other words, it is often better to say, What should you do next? † and then to prompt the children as necessary, instead of simply telling them what to do. The preceding paragraph describes how the intellectual rich get richer and the poor get poorer. Knowledge of factual information and basic skills provides a foundation for developing metacognitive skills; and metacognitive skills enable students to master information and solve problems more easily. If teachers hope to help low-performing students break out of their intellectual imprisonment, they must find a way to help them develop both an automatic grasp of basic skills and effective metacognitive skills to enable self-directed learning. Misconceptions with regard to specific subject matter were discussed in Chapters 4 and 6. Wittrock (1991) notes that learners’ misconceptions about learning-to-learn skills and about metacognitive strategies are also a critical source of learning problems. For example, a student who adheres to a belief that the best way to learn scientific concepts is to repeat the definitions ten times each night before going to bed is not as likely to come to an understanding of these concepts as a person who has a more effective conception of how to master these concepts. Finally, note that a major purpose of this book is to help you develop your metacognitive skills. In chapter 1 I suggested that you apply various strategies while reading this book. If you have done so, there is a good chance that by now you understand the rationale of many of these principles and can see how they contribute to your own learning. By becoming consciously aware of these strategies and how they work, you will not only be able to use these principles to teach others more effectively, you’ll also be able to use them to monitor and improve your own thought processes. That’s metacognition! How to cite Metacognitive Skills, Papers

Essat on taiwan now and then Essay Example For Students

Essat on taiwan now and then Essay Taiwan defends plans to develop long range nuclear missiles(Taipei, Dec 9 1999 AFP). A top Taiwanese official on Thursday defended his governments right to develop long-range missiles after US reports said China was building a new missile base targeting the island of Taiwan. During the period of the Opium War, a British fleet tried to occupy Keelung harbor in north Taiwan but eventually failed. This was the first aggressive move on Taiwan by imperialist powers. In October 1856, the Arrow incident which occurred in Canton induced a Second Opium War, and as a result four Tientsin treaties were concluded during June, 1858. Based on the Tientsin treaties, Tamsui, Keelung, Anping and Takao were opened to the West, and western missionaries were allowed to propagate Christianity in Taiwan. The summaries of treaties signed at that time were: (1) Abolish government monopoly of camphor business, permit foreigners and their employees to freely buy and sell camphor products; (2) Permit foreign merchants to travel freely in Taiwan; (3) Indemnify for the losses of churches, forbid the residents to slander Christianity; (4) Missionaries are given the right to live in Taiwan and propagate Christianity; (5) Complications between the natives and foreigners should be jointly judged by Ching authorities and the British Council. In 1871 an incident occurred where sixty-six Miyakojima residents of Ryukyu drifted into southern Taiwan, where fifty-four were killed by aborigines. This became known as the Botan Incident, which Japan quickly used to try and win recognition of its territorial right to Ryukyu. The following year the Japanese government set up a consulate in Fuchow and sent a consul to spy on Taiwan. Japan also hired ex-American consul of Amoi, C.W. LeGendre, who was well acquainted with Taiwan affairs, to act as an advisor to the Foreign Affairs Department. These moves were part of the preparation for a military venture into Taiwan. Japanese troops led by Saigo, departed from Nagasaki on May 17, and landed near Hengchun in southern Taiwan. The Japanese troops successfully occupied the barbaric territory by June. With Japan fighting for control of Taiwan, elites and residents of Taiwan, who advocated fighting to the last, already had their minds set on Taiwan independence. With preparation of Taiwan independence swiftly under way, a Declaration of the Independence of Taiwan Democratic Republic was proclaimed on May 23, 1895. On May 24, the Declaration was translated into several foreign languages and distributed to various consulates stationed in Taiwan, and on the 25th, an Independence Ceremony was held. Contrary to the Japanese armys expectation, suppression of the north was easily achieved. If everything continued as it was, it wouldnt take much time to pacify the entire area of Taiwan. When the Japanese troops began to push southward in June of 1895, they met strong resistances from the residents and were for ced into desperate battles. Although the Taiwan Democratic Republic had already collapsed, the resistance of the Taiwanese people kept on. By November however, the Japanese had control of the entire island. Skipping forward in time, in 1945 Japan is defeated in World War IIIn spite of the fact that there was no international agreement regarding change of status on Taiwan, Chiang Kai-shek had swiftly renamed Taiwan as Taiwan Province of China. On September 5, 1945, Chen Yi set up a temporary office at Chungking, and appointed himself as the chief executive. Further on September 29, he set up an advanced command post combining the Governors Office and the Garrison Command headquarters, and began preparing for the occupation of Taiwan. Following World War II, Taiwan experienced many financial problems caused by seizures of Japanese held assets and properties. Frustrated and in poor spirits, an uprising results on February 28, 1947 over the public beating of Lin Chiang-mai after seizing unauthorized cigarettes and money. Shortly thereafter, Taiwan was put under marshal law, which didnt end until 1987. In 1949, Taiwan became a rebel province of China when it split from Mainland China. In 199 5, Chinese Communist Party Chief Jiang Zemin offered an eight point proposal for Taiwans reunification with Mainland China. Taiwan formally rejected Jiangs offer. Latter that year Taiwan held direct legislative elections, resulting in a smaller majority for the Taiwanese Nationalist Party. Many believe that Chinese missile tests and threats of violence helped to increase the Pro-Beijing faction in Taiwan.In this modern nuclear age, the century old conflict over Chinas rule of Taiwan has the potential to cause world war. The United States has gone back and forth regarding Chinas rights to Taiwan, perhaps adding to the tension. With both countries testing nuclear weapons in each others backyards, its only a matter of time before someone makes a critical mistake.