The Holocaust and Book Title Night Free Essays

Night â€Å"Today everything is possible, even the crematoria. (Night, Wiesel 59) This compound hyperbole describes Elie Wiesel memoir of all the treacherous events that took place during the holocaust. Elie witnessed the whole experience first-hand. We will write a custom essay sample on The Holocaust and Book Title Night or any similar topic only for you Order Now Weisel titled the book Night, evoking both literal and symbolic description of his dark ordeal as a holocaust victim and survivor. â€Å"That’s it, God is no longer with us. † (Wiesel 42) In this excerpt Elie Wiesel used syntax to figuratively exaggerate the despair the Jews faced. Although all Jews felt that God was either no longer there or simply did not exist, this quote was used as a hyperbole to make a seemingly inferior race feel the heat of a religious upheaval. â€Å"Never shall I forget that first night in camp, which has turned my night into one long night seven times sealed. † (Wiesel 32) By using hyperbole, this excerpt lets Wiesel express this symbolic complex sentence to exaggerate the agonizing feeling of the holocaust being one long and dark quandary. â€Å"Never shall I forget those moments which murdered my god and my soul and turned my dreams to dust. (Wiesel 32) By giving the personification that his dreams were turned to dust helps us as readers understand the full extent of the gruesome nature that had changed the lives of millions forever. This book is a perfect example of Man’s inhumanity to man. Babies were shot and burned right in front of Elie. This could be like someone kicking a puppy in front of you and knowing you can’t do anything to stop it. The book title Night helps us as readers understand the dark, outstretched gloomy nature of the holocaust, and the symbolic side of the emotion being felt during war. The holocaust was full of remorseful and dark memories like the night sky is black. Elie’s book titled Night truly shows how terrifying this war was. â€Å"Over there, that’s where you’re going to be taken. That’s you’re grave. Over there. † (Wiesel 38) This literal compound sentence was an excerpt from the book. Its literal effect on readers helped us understand that the thought of death could not be escaped. There was no place the Jews could go, and nothing Jews could do to escape the horrific thought of a horrifying death. Whether this be starvation, a bullet to the chest, or the rematorium, the thought of death haunted them all. What was described as one of the scariest things happening during this time were men turning on family members. Between killing for a piece of bread and abandoning parents or children for being weak, the holocaust had men acting not as men, but as wild animals. Also on the literal side the excerpt â€Å"Never sha ll I forget that smoke. † (Wiesel, 32) The smoke that represented where he could have died, and the smoke that turned innocent infant children into nothing more than a diminishing pile of ash. During the holocaust men were not treated as such. To the eyes of German SS soldiers Jews were merely dirt. Wiesel’s symbolic side of the book was shown through personification, hyperbole, syntax and a variety of various sentence structures such as using ways to describe how dark and gloomy his â€Å"long nights† stay at camp was. The title also brought out the more literal side like the smoke he swore never to forget. The symbolic and literal nature of the title Night was a description like no other of Elie Wiesel’s journey through hell. How to cite The Holocaust and Book Title Night, Papers

Learner Guide for Cambridge free essay sample

The guide describes what you need to know about your IGCSE English as a Second Language) examination. It will help you to plan your revision programme for the examinations and will explain what we are looking for in your answers. It can also be used to help you to revise by using the tick boxes in Section 4, ‘What you need to do’, to check what you have revised. The guide contains the following sections: Section 1: How will you be tested? This section gives you information about the different Examination Papers that you will take. Section 2: Examination tips This section gives you advice to help you do as well as you can. Some of the tips are general advice and some are based on the common mistakes that learners make in exams. Section 3: What will be tested? This section describes the areas of knowledge, understanding and skills that the examination papers will test you on. Section 4: What you need to do This section shows the syllabus in a simple way so that you can check that: †¢ You have practised each skill. You can understand and respond, in English, in a variety of contexts and situations. †¢ You are well prepared for the level of examination (Core or Extended) you will be taking. †¢ You have covered enough topics and themes to be able to show your skills in writing and speaking English. Section 5: Useful websites Section 6: Appendix This section shows you the importance of the command words and phrases that are used in examination questions. It also gives you additional hints and details, which will help you feel more confident when you take the examination. Cambridge International Examinations 2012 Learner Guide for Cambridge IGCSE English as a Second Language Section 1: How will you be tested? You will probably take three parts: †¢ Reading and Writing question Paper †¢ Listening question Paper †¢ Speaking Test There are two different options for IGCSE: Option 1: The first option is detailed below: you take two papers – the Reading and Writing paper, and the Listening paper, which together make up your grade. Let’s look at the first two papers you will take. If your teacher thinks you should enter for the Core examination, you will take Papers 1 and 3. If your teacher thinks you should enter for the Extended examination, you will take Papers 2 and 4. Your teacher will assess your skills towards the end of your IGCSE course and will discuss with you which Papers and which level of examination (Core or Extended) you should take. You may also wish to discuss the decision with your parents. Paper number and level of examination. You will also, normally, take an Oral test, either Paper 5 or Paper 6, which tests your speaking skills. Paper Number Paper 5 Speaking Test How long and How many marks? Up to 15 minutes 30 marks What’s in the Paper? What’s the % of the total mark? Not included in your grade. A separate result is given. A conversation with the Examiner and a discussion of a topic on a card chosen by the Examiner. OR:v Paper 6 Oral Coursework Completed during Coursework – 3 different your course. speaking activities, e. g. roleplay, telephone (30 marks) conversation, interview. The tests will be conducted and marked by your teacher during your course. Not included in your grade. A separate result is given. These Oral Tests do not contribute to your overall result, because they are marked as a separate examination, and you will be given a separate result. You should ask your teacher if you are taking Paper 5 or 6. Option 2: The second option is detailed below. The difference is that the mark for your Speaking Test is included in your grade. This is called ‘Count-in Oral’. 30% of your overall mark is shared between Listening and Speaking – 15% for each skill. Some of the tips are general advice and some are based on the common mistakes that learners make in exams. Reading and Writing: Paper 1 – Core Level Paper 2 – Extended Level Exercises 1 and 2 †¢ †¢ Read quickly (skim) through the text – concentrate on finding the main idea in each paragraph. As you read, underline any names, numbers or dates. Use the pictures and other visuals to help you understand. Read the questions carefully and make a note of any questions that need two pieces of information in the answer. If there are two lines, this means that you should write one answer on each line. Underline the question word and think about what it means: ‘Where’ means ‘a place’; ‘How’ means ‘in what way’, and ‘Why’ means look for a reason or cause. Underline other important words in the question – nouns and verbs provide information that you might need to find in the text. Try to match the words in the question with the correct point in the text. (This is called ‘scanning’). When you locate the sentence, read it more carefully to find the exact answer. If you can’t match any words, remember, the word in the question might be a synonym of the word in the text. If you still can’t locate the right answer, read up or down from the sentence you found, or guess! Don’t write full sentences in your answer. Keep your answers short – a date or number or a few words will be enough to get a mark. Too much writing can waste your time, and, if you give too much information, you might include wrong details which could mean you lose a mark. You can copy the words from the text – you don’t need to use your own words. If you write in your own words, you won’t lose a mark as long as you include all the correct information needed in the question. Look out for and learn the meaning of signpost phrases such as ‘apart from’, or ‘rather than’, or ‘According to the graph’, and make sure you understand what they refer to. Remember! The questions follow the order of the text in Exercises 1 and 2. The only exception to this is in Paper 2 – Extended Level – in Exercise 2 you need to look back at the whole text to find answers to the last question. Handwriting is important too, because you often have to write names, addresses, or other Proper Nouns. Examiners are looking for the correct use of capital letters, so you must make these completely clear when you write. If you have to write an answer on the line, remember – make it a short answer! Do you know how to use Tick, Underline, Circle, and Delete? If not, ask your teacher to explain. Remember that you’re completing this exercise as if you are the person in the text, so you must use ‘I’ or ‘we’. Answers with ‘he’, ‘she’, or ‘they’ will get no marks. The last section of this exercise is different: †¢ †¢ †¢ †¢  © Cambridge International Examinations 2012 Learner Guide for Cambridge IGCSE English as a Second Language Extended Level – one sentence – make sure it is a) within the word limit, b) completely accurate, c) relevant (it answers the question). Core Level â €“ two sentences – make sure they are a) completely accurate, b) relevant (they answer the question). What does accuracy mean? †¢ i) ii) iii) iv) start your sentence with a capital letter finish your sentence with a full stop write a full and complete sentence, using a subject and verb don’t start your sentence with ‘and’, ‘but’ or ‘because’. Exercise 4 †¢ †¢ Use the same skills for reading and understanding as you did in Exercises 1 and 2. Try to connect the headings with parts of the text, so that your answers correspond to the right heading. Correct answers in the wrong place don’t get any marks! Notice the bullet points at the beginning of each line and write short answers that fit the space on the line – remember this is a note-taking exercise. Although your answer must be short, make sure you include all the key information. †¢ †¢ Exercise 5 General Advice In this exercise you need to write a summary based on the text you have read. In a summary you should: †¢ Keep to the word limit – before the examination, check how many words you write on a line, then you’ll know how many lines you will need. †¢ Include all the key facts relating to the subject of your summary. This will mean looking again at the entire text and underlining relevant points. Try to connect your ideas into a paragraph using linking words. If you use your own words instead of copying from the text, you have more chance of getting a higher mark for language. †¢ †¢ Paper One Core Level †¢ †¢ Use your notes from Exercise 4, but you might not need all of them. Don’t ust make a list of the points in your notes. Try to write connected sentences. Linking words will help you do this. Keep on the topic and use your own words if you can. †¢ Paper Two Extended Level †¢ Read the instructions carefully – do you need to summarise the whole text or just part of it?

Airsoft A Realistic Shooting Game free essay sample

The factory that the players rent out is fairly large, and they also make use of the yard outside, accessible through a garage door In the back. The players utilize the area and the objects around them to their advantage. There are various crates, tables, and other objects that are scattered throughout the arena for them to take cover with. There are also five large machines, presses to be more specific, inside the factory which the players also use for cover. The Hellish are a very committed team that put a great deal of time and effort into their games, so they even have a flag that he captain designed which they hang from the ceiling.For some of their games they choose to turn off the lights to make the game more suspenseful. For this particular game there were sixteen people who attended from the Hellish team and two additional players who saw an ad for the event online. We will write a custom essay sample on Airsoft: A Realistic Shooting Game or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The majority of the players were in their late twenties or early thirties, but there were some exceptions. Two of the players appeared to be in their late forties, and there was also a father with his thirteen year old son. (Players under the age of eighteen have to eave their parents sign a safety form for them. There were no female players. All Squeezed 2 of the other players agreed that they have rarely encountered female airlift players. These players were divided into two teams: black and camouflage. The way in which players dress varies drastically. Some people wear only a tee shirt and jeans with sneakers, while others come dressed in head-to-toe military gear. The team captain explained that, unlike paintball, a fair amount of players get really into their roles and dress the part to an extreme.It Is interesting how serious some of the players take this sport, but everyone still has a lot of fun whether they spend a lot on the optional equipment or not. Many different styles of guns can be purchased at sports stores or online. The captain of the Hellish team prefers to buy his guns online because they are of higher quality that can usually not be found in a store. Outside of playing the actual sport, collecting various different airlift guns can prove to be a hobby in itself. The team captain said that he currently has ten different types of guns, all with many accessories and add-eons.Customizing these guns can also be a hobby. Internal parts can be taken out and switched for others, depending on what the owners wants. So even when the players are not ATA game, they can still practice their hobby in other ways. While playing aircraft, you have to trust the other players to call their hits. In paintball, everyone can tell if someone has been hit because they will be splattered no good. The players that I observed were very honest and did not try to cheat. Once they were hit, they raised their weapon in the air and yelled, l am hit! If a player is Leary cheating, they are not invited to future events. Aircraft is a great deal more lifelike than paintball is. The military and law enforcement agencies oftentimes purchase aircraft guns in order to simulate real life combat. These replicas help Squeezed 3 out law enforcement officers and soldiers in their training. The bullets are plastic bibs, but the feet per second speed can range anywhere from 250 to 500. The higher the number is the harder players will usually try because, in the higher numbers, it can be painful to get shot and one could even end up with a nasty bruise.Inexpensive aircraft guns have one set number, usually a low number, but higher quality models often offer the ability to adjust the speed from low to very high. The Hellish, like most teams, set a limit of 350, which is Just enough to let the player know that they have been hit without too much of a sting. (The Hellish captain informed me that in some arenas that are outdoors and involve sniping that the feet per second speed is allowed to be significantly higher due to the fact that the players are farther apart from one another. )Admittedly, aircraft is not for everyone. Guns of decent quality can be expensive. It is only worth spending money on this sport if you are planning on playing it frequently. Aircraft guns can cost hundreds of dollars, and bibs always have to be purchased over and over again. Also, events have an admittance price. The Hellish usually pay around $20 per person per game. Even so, the price is worth it if you want to have some fun. Less expensive aircraft guns are not as accurate as their more expensive counterparts, but you can still have loads of fun with them as well.

MS and MSBP an Example of the Topic Health Essays by

MS and MSBP by Expert Prof Solphie | 16 Dec 2016 Abstract Need essay sample on "MS and MSBP" topic? We will write a custom essay sample specifically for you Proceed This research paper is about the signs and symptoms, etiology, diagnosis, treatment ,prognosis and prevention of Munchausen Syndrome and Munchausen Syndrome by Proxy. Munchausen Syndrome and Munchausen Syndrome By Proxy Munchausen syndrome (MS) is defined by Murray (1997) as characterized by a patients chronic and relentless pursuit of medical treatment for combinations of symptoms of consciously self-inflicted injury and falsely reported symptomatology (p.1). Unlike malingerers, these patients are symptomatic not because they want to avoid a certain commitment or responsibility, but because the attention and care provides some sort of satisfaction for a psychological need. On the other hand, Murray (1997) defines Munchausen Syndrome By Proxy (MSBP) as a form of child abuse (p.1), wherein the parents induces medical illnesses in ones child in order to obtain medical attention for the child or in times, the parent themselves. Etiology and Diagnosis The term Munchausen Syndrome, according to Wikipedia (2006) was first used in medical literature by Richard Asher in 1951, a British Psychiatrist who dealt with self-abuse patients made up stories of their medical condition. He found similarity between these patients that tell amazing tales of their medical condition with that of Baron Munchausen. Baron Karl Friedrich von Mnchhausen, a German serving the Russian military in 1750 (Wikipedia, 2006), told of his amazing adventures during the war with the Turks. Though they may have truth in them, exaggeration of the account has been made in publishing The Adventures of Baron Munchausen, thus the similarity with MS patients. After twenty-six years from when Asher first used the term, in 1977, Dr. Roy Meadow, an English pediatrician used Munchausen Syndrome by Proxy to describe a form of child abuse where mothers deliberately induce or deceptively reported sickness of their children in order to gain attention for themselves of their child. People Usually Tell EssayLab writers: Who wants to write paper for me? Essay writers advise: Contact Us To Get Your Essay Custom Essay Writing Company Writing Paper Online To Write Write My Assignment For Me Essay Writer Service A leading American Psychiatrists, Dr. Charles Ford summarizes the work of several colleagues in a list of potential etiologies for MS (1996, p. 164). The earliest observed reason for demonstrating Munchausen behavior was to seek for food and shelter by the homeless. Thus, being hospitalized meant a place to stay. Some would have the desire for a specific drug and thus would display symptoms of a specific illness. Sometimes the motivation of MS patients would be just to fool the physician into administering the drug. In which case a deeper psychological etiology suggest those that have a need for attention, seek gratification from dependency or those that derive satisfaction at being respected, important, and powerful. Ford (1996) provides an example of a woman who is an official of World Health Organization who had the responsibility of caring for children displaced by war (p. 166). She would tell stories about her work that health care providers would spend time on her bedside and openly admire her. Persons with Munchausen syndrome frequently have a poor sense of self. By portraying ones pseudologia fantastica, falsely elaborating symptoms and histories (Murray, 1997, p.1) the patient obtains satisfaction from assuming fantastic roles of famous athlete, leading professional or a jetsetter and enjoys being the center of medical attention. A minority of the MS patients suffers from cerebral dysfunction as evidenced by pseudologia fantastica in that they have greater verbal ability than logical or organizational. MSBP is usually diagnosed by physicians in hospitals and school settings and are usually referred to psychologists afterwards. Common symptoms include seizures, allergies, apnea, diarrhea, vomiting and combinations of factitious diseases ((Kahan Stern, 1980) Murray, 1997). Starvation, suffocation, inflicted vaginal/ rectal injuries in order to produce bleeding, altered laboratory reports, adding fat to stool collection, putting parents blood into urine and the injection of contaminated material intravenously, are some of the mechanisms employed by MSBP cases (( Mehl et al., 1990; Pearl, 1995) Murray, 1997). Treatment, Prognosis and Prevention Because MS is a complex disorder, often diagnosed after extensive historical investigation, the treatment is also difficult. Because of its very nature, the need to be perpetually sick and attended to, MS patients will often resist treatment. The have the ability to move from one hospital to another if the diagnosis and treatment is not favorable. Nevertheless, if the attending physician suspects MS in a patient, the immediate treatment is to manage the symptoms to avoid major, invasive operations. Handling of the patient should be objective by directly articulating diagnosis to the patient and supporting family member. Any legitimate illness must be dealt with Patients with a factitious disorder should be confronted with the diagnosis without suggesting guilt or reproach. The physician must address the legitimate illness, but at the same time tackle the psychological problem. He must gain his patients cooperation to the road for treatment. The prognosis of MS patients can cause serious illness, especially if the illness will require multiple invasive procedures. Negative repercussions of prolonged and frequent hospitalizations affect ones means of living, family responsibilities and community involvement. For victims of MSBP, the frailty of their young bodies may take a toll on multiple illnesses and may lead to eventual death. Those who survive and mature may suffer developmental problems and psychological difficulties later in life. With the modernization of medical documentation, it is now possible to share medical records among hospitals, which allow detecting possible MS patients and preventing their disorder. Limiting admission of patients may be the immediate answer, though they should be referred to a psychologist for treatment. MSBP children should immediately be removed from the custody of the abusive parent and be provided a psychologically stable guardian. References Baron Munchhausen (2006). Wikipedia. GNU Free Documentation License. March 16, 2006. http://en.wikipedia.org/wiki/Baron_Munchhausen. Ford, C. V. (1996). Lies!, Lies!!, Lies!!! The Psychology of Deceit. Washington, DC: American Psychiatric Press. Retrieved March 25, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=87111665 Ford-Martin, P. ( 2002). Munchausen Syndrome. Gale Encyclopedia of Medicine. USA: The Gale Group. Retrieved on March 24, 2006 at http://www.healthatoz.com/healthatoz/Atoz/ency/munchausen_syndrome.jsp. Kelleher, M. D., & Kelleher, C. L. (1998). Murder Most Rare The Female Serial Killer. Westport, CT: Praeger. Retrieved March 26, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=14217482 Munchausen Syndrome. The Merck Manual of Diagnosis and Therapy. Accessed on March 25, 2006 at http://www.merck.com/mrkshared/mmanual/section15/chapter185/185d.jsp Munchausen Syndrome (2006). Wikipedia. GNU Free Documentation License. March 24, 2006. http://en.wikipedia.org/wiki/Munchausen_syndrome. Murray, J. B. (1997). Munchausen Syndrome/Munchausen Syndrome by Proxy. Journal of Psychology, 131(3), 343-352. Retrieved March 26, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=76932229

the Six day war essays

the Six day war essays "Throughout the war, the Israeli's were out numbered by the other nations; millions versus thousands, and yet they carried through," Prime Minister Eshkol remarked, concerning the events of the Six Day War. During the Six Day War, when Israel was attacked by the surrounding Arab nations, it was a young, inexperienced and demographically diminutive country, containing a population of only 650,000 people. Whereas, the Arab nations collectively amounted to over 44,250,000 people. However, in spite of these hindrances, Israel managed to miraculously defeat the extremely powerful and strong Arab nations surrounding them. Zionists declared Israel a state on May 14, 1948 when the British rule over Palestine had been put to an end. The following day, armies of Egypt, Syria, Lebanon, Iraq and Transjordan, totaling 800,000 combat forces attacked Israel. During the war, Israel lost control of the Old City of Jerusalem. The Israelis fought back and captured much of the territory, which had been set aside for the Arabs. By August of 1949, Israel and all five surrounding Arab nations had agreed to end the fighting. In 1950, the Jordanian military led by King Abdullah, became known as the West Bank in the kingdom of Jordan. Egypt set up an all Palestine government under the Mufti of Jerusalem, who had led Palestinian opposition to the British. After the war the Arabs and Israelis fought for many years about the 600,000 to 700,000 Arab refugees who left Israel as a result of the war. The Arabs claimed that Israel forced them out of Palestine. The United Nations attempted to aid the refugees to settle into Arab countries, but the Palestinians refused help. In 1954, Gamal Abdul Nasser became President of Egypt and a representative of Arab nationalism. He soon became the leader of all Arabs. In Egypt, the free officers who staged a military coup in 1952 disposed of King Farouk. Nasser had been one of these officers. ...

Oes the molecular weight of polymers affect the performance of polymer Research Paper

Oes the molecular weight of polymers affect the performance of polymer (organic) solar cells - Research Paper Example (b) Key among these factors is the physical properties of bulk heterojunction, which plays a significant role (Kingsley et al. 22). Components of bulk heterojunction require a broad absorption response in the solar spectrum, which then ensure efficient harvesting of the photons. (c) In addition, the energy levels donor, which is usually a conjugated polymer, need to match with that of the electron acceptor, which typically is a derivative of fullerene (Intemann et al. 3190). This implies that the donor polymer needs to possess a deep highest occupied molecular orbital, which will ensure a large open circuit voltage (Xiao et al. 75). (a) The molecular weight of a conjugated polymer influences the effective conjugated chain (Liu et al. 12165). Therefore, molecular weight makes the electrical and optical properties of the polymers to vary, which improves the performance of polymer solar cells. (b) Prior to conducting and finalizing the research papers, the writers expect that correlations will be evident between the molecular weight and voltage, light absorbance, and current density of solar cells. These correlations will be further investigated and addressed in depth in the final report. Intemann, Jeremy J. et al. â€Å"Molecular Weight Effect on the Absorption, Charge Carrier Mobility, and Photovoltaic Performance of an Indacenodiselenophene-Based Ladder-Type Polymer.† Chemistry of Materials 25.15 (2013): 3188–3195. ACS Publications. Web. 5 Mar. 2015. Kingsley, James W. et al. â€Å"Molecular Weight Dependent Vertical Composition Profiles of PCDTBT: PC71BM Blends for Organic Photovoltaics.† Scientific Reports 4 (2014): n. pag. www.nature.com. Web. 5 Mar. 2015. Xiao, Zeyun et al. â€Å"Effect of Molecular Weight on the Properties and Organic Solar Cell Device Performance of a Donor–Acceptor Conjugated Polymer.† Polymer Chemistry (2015): n. pag. pubs.rsc.org. Web. 5 Mar.

The death penalty Research Paper Example | Topics and Well Written Essays - 750 words

The death penalty - Research Paper Example Notably, the rate of death penalty punishments is decreasing although some countries are still practicing it. Indeed, Amnesty International notes that USA, Japan, some African states, China, many Asian and Middle Eastern countries retains the death penalty punishment (Amnesty international 1). As such, death penalty exists in many countries and many American citizens, political leaders, and religious leaders have been victims of the death penalty. The continued use of the death penalty is because of its effectiveness in controlling capital offences and rendering justice. Various countries and religions have different definitions of crimes that may lead to a death penalty as well as distinct methods of carrying out the punishment. Crimes that may lead to a death penalty include murder, treason, rape, terrorism, and even adultery in the Muslim religion. However, in all cases, intentional murder leads to a death penalty. Methods of executing a death penalty include hanging, stoning, lethal chemicals, firing squad, and beheading. Nevertheless, in all religions, there must be enough evidence against a convict in a due court process for the court to prescribe a death penalty where the burden of proof rests with the complainant or the prosecutor. There have been numerous debates and opinions in support and against the death penalty where Amnesty international condemns the death penalty in all cases regardless of the characteristics of the offender, nature of crime, or the method of execution (Amnesty international 1). Moreover, the Universal Declaration of Human Rights states that death penalty is a denial of the right to life (Oklahoma Coalition to Abolish the Death Penalty 1). Indeed, it confirms that the death penalty is a violent practice, and does not accord justice to either the accused or the offended (Center for Constitutional Rights 1). Proponents of