Long-standing and widespread hatred of the Jews Essay

Use your own knowledge to assess how far the sources support the interpretation that the decision to implement the Final Solution arose mainly from a long-standing and widespread hatred of the Jews. During the Nazi Party’s reign of Germany from 1933-1945, it is estimated that around 6 million Jews were slaughtered to death, whilst in Nazi concentration and extermination camps, during WWII. These Nazi ‘forced labour’ camps were set up all over the newly formed Weimar Republic, such as Auschwitz and Dachau, with their main function – genocide. The Nazi German policy to ‘exterminate the European Jews’ was shown through out the Holocaust, especially in the ‘Final Solution’ stage, which Hitler labelled as â€Å"the final solution of the Jewish question†. From the beginning of the Nazi reign of Germany, Adolf Hitler set about implementing laws that could ban Jews from doing specific things. By 1st April 1933, Jewish doctors, shops, lawyers and stores were to be boycotted. Not only this, but 6 days later, Hitler began to unravel his plan to Germany by producing a new law which banned Jews from being employed in government. These upper-class jobs were to be reserved for the ‘Aryan race’, as Jews were forced out of high positions to be replaced by ‘Aryan’ Germans. This begins to prove that there was a strong feeling of hatred towards the Jews from the Nazi’s which they would aim to implement nationally. Source A states that the influence of the Nazi’s was not as ‘widespread’ as many had come to believe. SOPADE reports how many of the German population have been convinced that ‘Jews start all bad things’. This is an example of the Nazi propaganda working for its intended purpose. Propaganda such as: speeches, posters, literature, radio shows etc, were aimed at the German public, trying to persuade them that the Jews were the root of what was wrong in Germany. However, source A also explains that the ‘vast majority’ of the population chose to ignore the ‘anti-Jewish propaganda’. Not only this, but they ‘preferred to shop in Jewish department stores’ almost as a protest to the new Nazi laws. However, as this piece was only written in 1936, 3 years after the regime had began and at least 5 years before the implementation of the Final Solution, it can be assumed that by 1936, the Nazi’s had not gained as much widespread support compared to 1941. Not only this, but this particular piece was written by an Anti-Nazi, socialist and therefore, this source cannot be seen as truly reliable, as it may show bias against the Nazi’s. Source B is an example of how a typical German girl was ‘brainwashed’ into supporting the Nazi regime and ‘totalling identifying herself with National Socialism’. The Nazi’s targeted many of the young German population with Hitler Youth groups and Nazi education schemes. The Hitler Youth groups were anti-Semitic groups which aimed to promote military activities, even resembling basic military training, including strategy and assault course tests. Melita Maschmann recalls the moment she ‘switched to accepting’ that the ‘Jews were the enemies’. She herself had been a member of the girls section of the Hitler Youth groups and she even begins to describe the moment from where she felt ‘something terrible had happened’ to ‘accepting the situation’. This is another example that the Nazi propaganda and schemes had begun to take effect. This account is written based on the events of Kristallnacht, where on a single night, 91 Jews were murdered and around 25,000-30,000 were arrested and deported to concentration camps, on the 10th November 1938. In source A, it stated that by 1936 not many of the population had been convinced the Nazi Party, however, source B suggests that the Nazi plan was starting to take effect by 1938. However, yet again it has be noted that this ‘recalled’ account was written after WWII in 1964, therefore events may have occurred that have changed this persons account of that night. Source C is a brief insight into what it was like to be in a family in Nazi Germany that had been separated by political views. Bernt Engelmann recalls how he spoke of the ‘unspeakable crudeness and cowardice’ of the Nazi’s, whereas his cousin, Klaus-Gà ¯Ã‚ ¿Ã‚ ½nther objected by stating ‘you have to accept the idea of political necessity’. This is in comparison with source A which suggested that there were conflicting, political views through out the German population. Not only this, but it also identifies with source B and the Nazi propaganda. It can be established that the cousin, Klaus- Gà ¯Ã‚ ¿Ã‚ ½nther, has been influenced by Nazi propaganda, such as Hitler Youth and Nazi literature. He details his feelings towards the Jews by labelling them ‘parasites’. This again suggests that there was much widespread hatred of Jews, which of course could have helped make the decision to implement the Final Solution. The ‘future SS General’ Klaus, also argued that the violence at Kristallnacht was much better than a ‘hundred years of struggle’. However, clearly the Nazi propaganda had lead people to believe that the new Aryan race was superior to the Jews, and that they should make them pay and put the money towards ‘our defences in the West’. It also looks as though Hitler was preparing for war and felt that he could make the Jewish community pay for the German defences. Source D is the testimony of Hitler’s deputy, Rudolf Hess at the Nuremburg war crime trials in 1946. In his testimony he suggests that it was Hitler’s hatred of the Jews which forced the Nazis into ‘solving the Jewish question, once and for all’ – the Final solution. This order had been put to Himmler and Hess, through the extermination camps. From 1941 onwards, Jews were to be transferred to extermination camps, which generally had very high death rates as a result of executions, starvation, and disease etc, nevertheless, only the extermination camps were intended specifically for mass killing. Before 1941, concentration camps, such as Dachau and Belsen, had been the primary location in which Jews were mistreated, starved and killed. In the testimony, ‘Auschwitz’ is selected as the main location in which the Nazi extermination camp would be set up. In the Auschwitz concentration camp, Hess decided to make the gas chambers ten times bigger than the ones seen at Treblinka, so that they could kill 2,000 people at once, rather than 200. Later on in his testimony, Hess also stated that up to 3 million Jews were killed in the Auschwitz death camp. This is another example of how the Nazi’s attempted to wipe out the Jewish race; however it does not give any information on how widespread this hatred was in Germany. This source is fairly reliable due to the fact this testimony was given 5 years after the incident and the fact that he had flown himself to Scotland to restore peace with Britain. It could be suggested that once he had been arrested there was not a lot he could argue; due to the fact he was responsible for the death of millions of Jews. Source E attempts to argue that the Nazi policy had ‘not been set on genocide in the period before 1941’. Evidence that could be argued to back up this point is that Hitler did not order the transfer of Jews to extermination camps until 1941. He also states that Himmler regarded it as ‘impossible and against German nature’. However, both points could be argued that due to the mass amount of Nazi propaganda, it is hard to argue that Hitler was not always pining for a ‘super Aryan race’ and planned to ‘execute the European Jews’. Not only this, but it could be suggested that Himmler’s statement may also be seen as propaganda, as people may have began to question the Nazi policy, as stated in source B. Alan Farmer, also attempts to suggest that due to the fact the invasion of the USSR was not going to plan, Hitler was forced to ‘initiate extermination out of desperation’. Therefore, he began to kill all Russian Jews, ‘which lead him to decide to kill all Jews’. This idea conflicts with the majority of the other sources, which have relied on the mass amount of propaganda that was issued during the time, and that many of the authors of the sources were recalling sections of time from the period, whereas Source E is written by a ‘modern historian’. Although, it is fair to suggest that Alan Farmer may have had more information at his disposal and has also had more time to analyse the period. In conclusion, it does seem as though the large majority of the sources available agreed that there was a widespread hatred of the Jews throughout Germany, caused by the Nazi influence, and this did lead to Hitler implementing the Final Solution. I feel as though Nazi propaganda and other schemes such as Nazi-education, lead to a very convinced nation. I also believe Source B was a good example of how a child could be so easily ‘brainwashed’ into believing the ‘Jews were the enemy’, through Hitler Youth and Nazi Education.

Modifying Words and Phrases to Express Opinions

Modifying Words and Phrases to Express Opinions There are a number of words and phrases that can help express your opinion. These words and phrases are common in creative writing, writing reports, and other types of writing intended to persuade. Giving Your Opinion Using a modifying word can help you express your opinion when making a statement. For example: Investing in high-tech stocks is risky. You could agree or disagree with this statement. Using a word such as undoubtedly expresses your own opinion about the statement. Here are some other modifying words and phrases that can help: (Most) assuredly adjective: ​These investments will most assuredly help to build equity.Without a doubt clause: Without a doubt, this investment is risky.It is doubtful that clause: It is doubtful that we will succeed with this attitude. Qualifying Your Opinion Sometimes, when giving an opinion it is important to qualify what you say by leaving room for other interpretations. For example, There is hardly any doubt that we will succeed. leaves room for other interpretations (hardly any doubt a little room for doubt). Here are some other modifying words and phrases that can help qualify your opinion: Almost/nearly adjective: Its nearly impossible to make a mistake.Largely/mainly noun: Its largely a matter of getting the facts right.Many ways/some ways it/this/that, etc: In many ways, ​its a sure bet. Making a Strong Assertion Certain words mark strong opinions about something you believe. For example, It is not true that I implied you were wrong. is strengthened by adding the word just: It is just not true that I implied you were wrong. Here are some other modifying words and phrases that can help strengthen an assertion: Simply/just adjective: It is simply wrong to believe that about John.Mere noun: That is a mere distraction from the main point.Merely/only the first, last: This is merely the last in a number of problems.Sheer/utter noun: The sheer idiocy of the project speaks for itself. Emphasizing Your Point When stating that an action is increasingly true, these phrases help to emphasize. For example, We have decided over and over again that we need to continue down this path. Here are some other phrases that help to emphasize your point: More than adjective: It is more than likely he will fail.More and more adjective: Im afraid it is becoming more and more difficult to believe you. Giving Examples When stating your opinion it is important to give examples to support your statements. For example, It is more than likely he will fail. In the case of Mr. Smith, he failed to follow-up and caused us to pay heavy fines. The following phrases are used to give examples to back up your opinion. Such as noun: Critics of this policy, such as Jack Beam of Smith and Sons, say that ...This is an example of clause: This is an example of our need to diversify investments.In the case of noun: In the case of Ms. Anderson, the company decided to ... Summarizing Your Opinion Finally, it is important to summarize your opinion at the end of a report or other persuasive text. For example: In the end, it is important to remember that ... These phrases can be used to summarize your opinion: All in all,: All in all, I feel we need to diversify due to ...In the end,: In the end, we must decide quickly to implement this plan.In conclusion,: In conclusion, let me repeat my strong support for ...

Dynamic Instructional Design (DID) Model

Dynamic Instructional Design (DID) Model The dynamic instructional design model, abbreviated as DID, is the study that is predominantly based on matters based on improved technology that moves around in designing and focusing on the establishment of an appropriate and effective studying environment for all the students.Advertising We will write a custom research paper sample on Dynamic Instructional Design (DID) Model specifically for you for only $16.05 $11/page Learn More The model is mainly centered among learners; it consists of special procedures like identification of learning styles among students by creating a welcoming learning environment. In each stage of this study there is a stage that regards Dynamic Instructional Design (DID). This will for sure improve the rapidity and intensity of the lessons so that it can reach learners effectively. Unlike other methods of teaching, the use of technology has become the most essential and fastest way of taking lessons in the class (Puckett, 2004). The Dynamic Instructional Design model can be carried out effectively when the below steps are put into consideration (Cox, 2000). Step 1: Know the Learners As a matter of fact, the very fast step in teaching involves knowing the various characteristics among the students. If this is done then it shall become easy for the students to learn and benefit having been taught from class. The following are the characteristics that should be put into consideration; the students’ development period, language and cultural backgrounds, the information pertaining the knowledge and skills they already have, personal characters among learners, for example, intelligence, styles on how to study and lastly cognitive styles, knowing also the similarities and differences in regard to the students’ view on the design of instruction. When all these are put into consideration, it becomes very easy to know all that is required when it comes to matters pertaining the designing of your instru ction. This step is important and is worth being given a great priority (Cox, 2000). Step 2: State Learning Outcomes Outcomes are the students’ opinions that come as a result of instruction, for example, the ability of what the students are able to do at the end of scheduled lessons. For example, the students should be capable to distinguish what a verb and a subject is in a particular sentence. The students are required to obtain the necessary knowledge, they should be able to understand and apply what has been learnt in the class. In addition, they should be able to analyze, synthesize, and evaluate a number of things taught in class (Edmundson, 2006).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Step 3: Establish the Learning Environment Every learning institution should have a conducive environment, for example, the physical and educational part of teaching. This invo lves the seating order or arrangement, welcoming competition, appropriate physical environment, all these involve an environment where people can learn without hardship. In the classroom, there should be a mutual cooperation among the learners. Students on a similar note should be able to take some risks willingly without being forced by either the teacher or the concerned parent (Edmundson, 2006). Step 4: Identify Teaching and Learning Strategies Learning and teaching strategies are the appropriate methods a teacher will use in order to help the learners achieve an outcome that suits their learning process. A teacher should be capable to carry out a number of methods and activities to obtain an appropriate outcome from the students (Cox, 2000). Step 5: Identifies and Select Technologies Instructional technologies are the specific instruments that are used to maintain the learning strategies put up by the teacher. In this particular footstep, one needs to select the necessary techno logical tool that is effective when it comes to learning strategies. In deed, one must decide on how and when to use the available technologies. Some of these technological improvements and tools include; the use of multimedia CD, radio, videos and so on (Puckett, 2004). Step 6: Plan a Summative Evaluation Summative evaluation is the last step that is effective when it comes to designing and evaluating measures related to learning. There should be chances to allow room for revision in order to improve the design. In fact, this can be achieved through self-evaluation on the effectiveness of your lesson; this on the same note can be achieved by giving the students a questionnaire to fill up so that the teacher can know the views of the students. However, if the students have not performed well, then it means that the teacher must start again the earlier steps used in designing. In summation, the results obtained from students can be used to know whether the students have understood wh at is required of them during the lessons or not (Cox, 2000). References Cox, C. B. (2000). Empowering grandparents raising grandchildren: A training manual  for group leaders. New York: Springer Pub. Edmundson, A. (2006). Globalized e-learning, cultural challenges. Hershey, PA [u.a.]: Information Science Publ.Advertising We will write a custom research paper sample on Dynamic Instructional Design (DID) Model specifically for you for only $16.05 $11/page Learn More Puckett, R. P., Byers, B. A. (2004). Food service manual for health care institutions. San Francisco: Jossey-Bass.

A Critique of the Movie, The Birdcage (La Cage aux Folles)

This film criticizes the gay couples of La Cage aux Folles who live in homosexual apartments, homosexuals' boys on homosexual nightclubs are in homosexual city. . . They need to organize it in one night. In 1996, La Cage aux Folles (French drama in 1978) was reinterpreted as The Birdcage by MGM, evolved with the times, redefined family values. We combine talent from Robin Williams (Armand), Nathan Lane (Albert), Hank Azaria (Agador) with writer Elaine May and director Mike Nichols. The movie is added to the story through the excellent uniqueness of each character and the content they bring to the screen. this There is no movie that better describes the energy and excitement of Miami in the 1990's like bird cage. In the vibrant story of the French farm in 1978, La Cage Aufoll, the story is focused on his plan to marry a middle-aged, luxurious homosexual couple's life, their son . Robin Williams and Nathan Ryan are shining under the guidance of Mike Nichols. Please visit Mississippi an d learn about personal cultural sympathies about ethnic tensions. This is also a proof of those who are unjustly brave. When Brett appeared in a cyber television documentary on his small town change, he became an unlikely activist to be a citizen. Premiere of Tribeca Film Festival by independent film director named Oscar, directed by Raymond De Felica This film criticizes the gay couples of La Cage aux Folles who live in homosexual apartments, homosexuals' boys on homosexual nightclubs are in homosexual city. . . They need to organize it in one night. In 1996, La Cage aux Folles (French drama in 1978) was reinterpreted as The Birdcage by MGM, evolved with the times, redefined family values. It combines talent with Robin Williams (Armando), Nathan Ryan (Albert) and Hank ... criticism of William  · Shakespeare's Mike  · White protagonist. I have never seen such a bad and impartial day. This is a famous quote from William Shakespeare's classic Macbeth tragedy Macbeth's opponent. Th is line occurred when Macbeth and Banco returned to the battle. Norwegian. Looking at it from the wider Macbeth 's victory and defeat, he went from the warrior hero to the murderer, and finally to his

Law Enforcement Agencies and the Judicial System Research Paper

Law Enforcement Agencies and the Judicial System - Research Paper Example According to the study findings police departments and courts or judicial officers where discrimination is carried out without remorse or fear of the resultant effects. The law enforcement agencies and judicial systems have strayed from their ideal duty of treating all Americans equally. The discriminatory practices are carried out in the form of racism, employment, social groups, gender and judicial punishment and sentence. As the discussion stresses systematic racism entangles police office where young black officers are on the receiving end. The discriminatory practice in the police force does not take into account the fines and punishment that comes with violating racism codes within a government office. The problem is severe when the police target young black men. For example in Baltimore and Maryland State Police Departments, there are strong biases against young black men who are perceived to be drug peddlers in the streets. The way policing is done is skewed on the basis of race, and it does not matter if it is a black or white cop. The problem is part of US since it was founded and has targeted the minorities in the state. The policing tactics affect the way they handle crime in neighborhoods dominated by black people. Implicit bias comes into play when police officers use personal and racial oriented tactics. Law enforcement agencies perpetuate racial discrimination when conducting patrols. The officers target poor, crime neighborhoods with segregated populations.

Have sanctions achieved their political and economic goals in Zimbabwe Dissertation

Have sanctions achieved their political and economic goals in Zimbabwe - Dissertation Example It cannot be denied that the given policies have to some extent helped in stabilizing the strongly sanctioned economy by preventing a total collapse of the economic systems of a country that was once considered very successful. It is known that sanctions do not generally serve a positive role because they mostly lead to outcomes that are negative. Governments are known to develop contingency plans that aim at countering the adverse impact of sanctions. It is also evident that the sanctions imposed by the West are more reflective of thei...r own interests instead of what they purport to affect. Because of the different varieties of sanctions that have been imposed on Zimbabwe in its different sectors, this paper has mainly examined the economic and political impacts of the sanctions on the country and its people. This paper has found that after the imposition of sanctions in Zimbabwe, a number of sectors have deteriorated and put the lives of citizens to immense risk in view of the co llapse of health, education and water supply systems. Thus, the sanctions have worked in aggravating the conditions of people because the country’s relations with western countries have been soured and it has been virtually isolated in having only negligible influence amongst powerful nations. 1. Introduction It has been observed that states that have been known to violate human rights were invariably imposed with sanctions in different ways. Simply understood, sanctions are forms of punishments imposed on such states in order to make them comply with the given provisions of law. It is known historically that economic sanctions have been often used as an alternative to armed conflicts in making states to comply with given requirements. Zimbabwe has been under the grip of economic sanctions for over a decade, which has been imposed by the USA, the European Union, New Zealand, Switzerland and Australia on account of alleged human rights violations by the government. The US and the EU believe that the sanctions are measures to restrict the activities of President Mugabe and some officials of his government that are supportive of his policies. In contrast, the ZANU PF, Mugabe’ political party, has viewed the sanctions as being targeted against the entire nation. This paper will analyze the issue of whether the sanctions have achieved their political goals in Zimbabwe. The paper will make a critical appraisal of the effectiveness of the sanctions regime imposed on Zimbabwe The major crisis situations that led to the imposition of sanctions will be outlined after which the positive and negative impact of the sanctions will be examined by determining the effectiveness of the sanctions regime. In order to understand the issue thoroughly, it is important to briefly examine the historical patterns of sanctions. Essentially, sanctions are a means available to the UN Security Council under provisions of chapter 7

Statistic project Statistics Example | Topics and Well Written Essays - 750 words

Statistic - Statistics Project Example 25 %). Italian restaurants are at the second place (28.75 %). 10 % of classmates prefer to eat at the Chinese restaurant. Indian restaurants are the least popular among the classmates because only 5 % of them prefer it. 76.25 % of persons in the class prefer regular drinks, and 16.25 % of respondents prefer soft diet drinks. 2.5 % of classmates does not give preference to any of the drinks. 5 % of respondents did not answer this question. 81. 25 % of respondents will not go out of state during spring holydays. The rest (18.75 %) prefer to go out of state during Thanksgiving. To describe the interval data the descriptive statistics and histograms were used (Anderson, Sweeney, and Williams 98-150). The results of data processing about age, miles from home and other interval data are the following. The minimal age in the class is 19 years. The maximal age is 51 years. The average age is 26.78 years. However, the histogram shows that the most of classmates are at the age 21-23 years. The second biggest age group is 25-27 years. The age of the classmates is not normally distributed. It is positively skewed because the biggest group of respondents has the age below the average age. The minimal distance from home to class one way is 1 mile. The maximal value of this variable is 50 miles. The average distance from home to the class is 19.78 miles. According to the histogram, this variable is not normally distributed. There are two big groups of persons: classmates that live about 13 miles from the class and classmates that live about 19 miles from the class. The histogram for this variable is also positively skewed. The minimal value for total credit hours being taken is 3 hours. The maximal value is 18 hours. The average number of hours is 10.475 hours. The most frequently occurred value (mode) is 12 hours. The median for this variable is also 12 hours. Median and mean values does not match, as well as mean and mode. It is the sign that the