...change the course of their entire life. Adolph Hitler was a German man who believed his race should rule over all other races. Blue eyes and blonde hair is what kept a person safe in the 1940’s. Hitler used the power of the National Socialist German Workers' Party (Nazis) and the strength of the paramilitary organization Schutzstaffel (SS) to establish himself as dictator of Germany. He was a very charismatic man, which was beneficial to his goal to have people support his desire to rid Germany of all “undesirable” people. Under his direction and with the aid of his followers, Hitler was successful in “exterminating” millions of non-Germans and non-Christians in a dark segment of history called the Holocaust. Markus Zusak’s The Book Thief, Elie Wiesel’s Night, and Gerda Weissmann’s recollections in One Survivor Remembers center around events which took place before and during World War II. These three titles observe how the human spirit is able to respond to unimaginable horrors and unspeakable situations with an indomitable inner strength, enduring hope, and creative defenses. Even in the worst circumstances, the human spirit will not surrender. In the 1940 time era, a person who was not German or Christian was tortured in many devastating and heart-wrenching ways. Slowly, everything was taken from these people, particularly the Jews. Initially, those who did not match the “perfect” identity were forced from their homes with a small amount of personal documents and other belongings...
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... May 1, 2011 Major Works Data Sheet- Night Title: Night Author: Elie Wiesel Date of Publication: 1958 Genre: autobiography, memoir Historical information about period of publication: World War II, and the Holocaust, ended in April 1945 when the liberating Allied armies came through the conquered territories in Nazi Europe. Night describes 16 year old Elie’s loss of faith in God, humanity, family and morality in general. Elie, therefore, vowed to not speak of his experience in Auschwitz, Buna or Buchenwald (or any event between 1943 and 1945, from the beginning of the occupation of Hungary to Germany’s liberation in 1945) for ten years, until he had time to internalize this dramatic loss, and regain his faith and possession of his memory and life. In 1954, after realizing that even less than ten years after the end of the Holocaust, the world was already forgetting and Jews were abandoning their roots, the time had come to testify and justify to the world that Hitler had not succeeded. Biographical Information about the author: Eliezer “Elie” Wiesel was born on September 30, 1928 in Sighet Romania, where his memoir Night begins. In his childhood (up to the Nazi occupation of Romania) his father encouraged his study of the Torah, other Judaic texts and other literary works. As described in the beginning of Night, Elie was also curious about the realm of Kabbalah, Jewish mysticism. From 1944 to 1945, Elie and his family were subjected to the Nazi terror...
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...Movie Report: “Auschwitz, Death Camp” In the movie “Auschwitz, death camp”, Oprah Winfrey interviewed Holocaust survivor, Elie Wiesel when they visited the Auschwitz Museum which used to be the biggest Nazi concentration and death camp. Elie talked about his personal experience at Auschwitz. He also explained more about the meaning of the Holocaust which he wrote in his book, Night. The movie started at the entrance of Auschwitz where a young Elie arrived in a cattle car with his family, friends and neighbor. He smelled the stench of burning human flesh and saw the crematorium throwing its flames into the sky and he thought “This is the end of the history, the end of Jews”. During the time at the camp, his body and his soul suffered by SS soldiers. He saw people (up to 1.5 million) including men, women and even babies were killed. Women and children including his mother and young sister were sent immediately to a gas chamber which killed them in fifteen minutes. While men starved and worked to dead. Their bodies were burn in crematorium. All memories of Auschwitz haunted him day by day. He was confused that why the Nazi did everything like that. He didn’t understand why it happened. Were they human being? And then he decided to write and to teach so that the man kind will remember and everything in Auschwitz never happened again. Throughout the movie, I felt the pains of the Jews and Elie in the death camp. The pictures of people starved to dead, the burn bodies and the...
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...Eric McCambridge ENG 360 Paper #1 September 30, 2014 The Differing Modes of Writing Used to Describe Winter in Night and None of Us Will Return The onset of winter was a particularly troubling time for prisoners in the Nazi concentration camps. Prisoners were offered few pieces of clothing and, coupled with the fact that they were often working outside, were subject to the harsh and unforgiving conditions of winter. Because of their poor protection from the cold, it was during winter that the most prisoners perished. Elie Wiesel and Charlotte Delbo, both survivors of the concentration camps, describe their lives within the concentration camps during the winter season in their books, Night and None of Us Will Return, respectively. Though they are both describing the same season and similar living conditions, their written accounts of the winter months differ greatly. When recounting his evacuation from Buna in the winter of 1944, Wiesel takes a decidedly more reportorial approach to his story. Delbo, on the other hand, focuses more on reflection when writing about the same winter in Auschwitz. While both are writing about the same period of time in relatively the same area in Europe, each author manages to evoke different emotions from the reader when describing their personal experience with winter. During the winter of 1944 in Auschwitz, Charlotte Delbo is clinging to life. She is malnourished and exhausted, yet she still finds beauty in her surroundings and...
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...In the article “Teenagers Who Vandalized Historic Black Schoolhouse Are Ordered to Read Books,” by Christine Hauser. These five teenagers who vandalized this important land mark, with racist massages are being punished for what they did. Which is by having them read books for the next 12 mounts on the history of black people and write a report on them. I find this to be not effective, why are they not being sent to jail or do community service for what they did, but instead they are reading books and have to do a book report. Like come on people I understand that they are still in high school, and are 16 to 17 year olds but like 3 out of 5 won’t learn anything. In the article the books that they are given “must address some of the history’s most divisive and tragic periods.” The names of them are “Night”, by Elie Wiesel, Maya Angelou’s “I know Why the Caged Bird Sings,” I must admit that these are good books but this isn’t the right punishment. This one room school was used in the “19th century schoolhouse that had been used by black children during segregation in Northern Virginia. Some of the graffiti...
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...what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of the Holocaust The Holocaust was not just an event. It was a process that continued for over a decade and involved millions of people. No single book could cover every aspect of the Holocaust. Those listed below will give the reader a general idea of the historical realities of the Holocaust. Lucy Dawidowicz, The War Against the Jews, Holt, Rinehart...
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...Case Study Bernie Madoff’s Ponzi Scheme: Reliable Returns from a Trustworthy Financial Adviser By Denis Collins Denis Collins is a professor of management in the School of Business at Edgewood College in Madison, Wisconsin. His research interests include business ethics, management, and organizational change. Contact: dcollins@ edgewood.edu A [person] is incapable of comprehending any argument that interferes with his revenue. Rene Descartes Overview This case study is a chronology of the largest Ponzi scheme in history. Bernie Madoff began his brokerage firm in 1960 and grew it into one of the largest on Wall Street. While doing so, he began investing money as a favor to family and friends, though he was not licensed to do so. Over a period of fifty years, these side investments became an investment fund that mushroomed into a $50 billion Ponzi scheme. Bernie1 pled guilty without a trial on March 12, 2009, and was sentenced to 150 years in prison. Thousands of wealthy clients, philanthropic organizations, and middle-class people whose pension funds found their way into Bernie’s investment fund lost their life savings. What to Do? Bernie Madoff, at age 69, owned three very successful financial companies—a brokerage firm, a proprietary trading firm, and an investment advisory firm. On December 10, 2008, the brokerage and proprietary trading firms, managed by his brother and two sons, were performing as well as could be expected in the middle of a deep recession. His investment...
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...first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described. If I mentioned everybody who has impressed, inspired, taught, influenced and helped me along the way, this book would be several volumes long. Although I’ve had to be selec- tive, I hope that I’ve conveyed the push and pull of events and relationships that affected me and continue to shape and enrich my world today. Since leaving the White House I have embarked on a new phase of my life...
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... 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal...
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