Saturday, March 14, 2020

How to Make a Rainbow Rose (and How It Works)

How to Make a Rainbow Rose (and How It Works) Have you seen a rainbow rose? Its a real rose, grown to produce petals in rainbow colors. The colors are so vivid, you may think pictures of the roses are digitally enhanced, but the flowers really are that bright! So, you may be wondering how the colors are made and whether the rose bushes that produce these flowers always bloom in vibrant colors. Heres how it works and how you can make a rainbow rose yourself. How Real Rainbow Roses Work The rainbow rose was developed by  Peter van de Werken, the owner of a Dutch flower company. While special roses are used, the plants are not bred to produce the rich colors. Actually, the rose bush would ordinarily produce white roses, but the stems of the flowers are injected over time with dyes so that petals form in bright single colors. If the flower isnt treated as it is growing, the blooms are white, not ​rainbow. While the rainbow is a special version of the technique, other color patterns are also possible. Its not a science trick you can achieve quite so well with your home rose bush, at least not without a lot of experimentation and expense, because most pigment molecules are either too large to migrate into the petals or else too toxic for the rose to flower. Special proprietary organic dyes said to be made from plant extracts are used to color the roses. Making Rainbow Roses at Home While you cant duplicate the exact effect, you can get a lighter version of a rainbow using a white rose and food coloring.  The rainbow effect is much easier to achieve with white or light-colored flowers that arent as woody as a rose. Good examples to try at home include carnations and daisies. If it has to be a rose, you can do the same project, but expect it to take longer. Start with a white rose. Its best if it is a rosebud because the effect relies on capillary action, transpiration, and diffusion in the flower, which takes some time.Trim the stem of the rose so that it is not extremely long. It takes more time for color to travel up a longer stem.Carefully split the base of the stem into three sections. Make the cuts lengthwise up the stem 1-3 inches. Why three sections? The cut stem is fragile and likely to break if you cut it into more parts. You can use color science to achieve the full rainbow using three colors - red, blue, yellow or yellow, cyan, magenta - depending what dyes you have available.Carefully bend the cut sections slightly away from each other. Now, one way to apply the dyes would be to bend the stems into three contains (e.g., shot glasses), each containing a single color of dye and a bit of water, but this is hard to accomplish without breaking the stems. An easier method is to use 3 small plastic baggies, 3 rubber bands, and o ne tall glass to hold the flower upright. Into each bag, add a small amount of water and several (10-20) drops of one color of dye. Ease a section of the stem into the bag so that it is immersed in the dyed water, and secure the bag around the stem with a rubber band. Repeat the process with the other two bags and colors. Stand the flower in a glass. Check to make sure each stem section is immersed in the liquid since the flower needs water to live.You may start to see color in the petals as quickly as half an hour, but expect to let the rose soak up dye overnight or possibly for a couple of days. The petals will be the three colors, plus the mixed colors, for petals receiving water from two parts of the stem at once. This way, youll get the whole rainbow.Once the flower is colored, you can trim off the cut section of stem and keep it in fresh water or a homemade flower food solution. Helpful Tips Flowers take up warm water more quickly than cold water.Keep the rose away from light and heat, since these can cause it to wilt and die too quickly.If you want to try injecting flowers with natural colors, learn about natural pigments you can use.

Wednesday, February 26, 2020

Human Rights and Same-Sex Marriage Essay Example | Topics and Well Written Essays - 1250 words

Human Rights and Same-Sex Marriage - Essay Example Those who argue that same-sex marriages should be considered a civil right and should be treated just like any heterosexual monogamous marriage are doing so based on the principle of the Equal Protection Clause. This is, however, a flawed argument. It is absolutely wrong to consider that one’s constitutional rights ensure equal treatment in the area of marriage. One must understand with regard to equal treatment, the Constitution does not make reference to social relationships such as families, marriages, friendships, and the like (McVeigh and Maria-Elena 899). Two friends, who decide to consider their relationship a marriage, cannot go to the courts and demand equal protection rights just because they decided to consider their friendship a marriage. To do so is tantamount to saying that just because some people at a certain sports event pray together before the start of the event; courts are required under the equal protection law to allow these sports event goers to redefine the event as a religious ceremony. The government, as an example, recognizes a relationship between two contracting parties, one of whom agrees to mow the other’s lawn. However, the law governing the contracts does not define beforehand what kinds of contracts can be drawn. The law, instead, merely makes clear how binding a consensual contract is, and what legal obligations both agreeing parties have in fulfilling the contract

Monday, February 10, 2020

Environmental and Global Awareness Research Paper - 1

Environmental and Global Awareness - Research Paper Example nship of human beings with the earth is not very healthy and this makes it important for us to increase our environmental and global awareness, unless we want some serious consequences, which can affect our well being. The need for global awareness in the contemporary international community can be best understood by looking at the relationship of human beings and Mother Nature. We should try to find an answer to questions like, what are our actions towards our environment, what is the earth doing for us and what are the consequences of our actions, which makes the elevation of global and environmental awareness amongst the people essential. After understanding the consequences, we should try to bring modifications in our action to have a better future. Human beings are dependent on the earth and its ecosystem for goods and services. The goods and services are important and essential for the personal well-being of human beings. The earth is the source of all wealth — dams, ports, highways, buildings, etc. It is giving us the goods and services without taking anything in return.(Chiras 20). Earth can fulfill our needs but it cannot fulfill our greed. Its resources can fulfill our requirements but cannot last in front of our exploitation. Human beings are exploiting the biodiversity of the ocean. The development of industrial fishing and sophistication of the fishing technology is putting pressure on this â€Å"supposed- Inexhaustive aquatic resources† (Adeleye 230). Fishes and other aquatic products have declined due to the ruthless exploitation, loss of habitat by sand filling operations and pollution of wetland from oil exploration and industries. The uncontrolled trawling for fishes throughout the year has led to the extinction of some species (Adeleye 231) The harm caused by man to the ecosystem is enormous. The world’s ecosystems have deteriorated by 33% in between 1970 to 2000 and exploitation of natural resources have increased by the same amount

Thursday, January 30, 2020

Psychological Perspectives of Understanding Essay Example for Free

Psychological Perspectives of Understanding Essay Introduction This booklet will introduce you to the main psychological perspectives to the understanding of a child’s behaviour development. Each perspective will be described in as much detail as possible, and the theorist that are linked to them. The main perspectives are; * Psychodynamic * Freud * Behaviourist * Skinner * Cognitive * Piget * Humanist * Rogers, Maslow, Cooley and mead * Social learning The psychodynamic perspective This perspective is very much based on the early work of Sigmund Freud. It is believed that behaviour is made from a child’s subconscious feelings, which all come from life experiences. It is viewed as a child’s problem as an outward and visible symptom of invisible conflicts. All the conflicts may come from trauma, loss, or from a strained/troubled relationship with parents or carers. Children do not have any inner resources that help them understand their feelings completely so they may be shown in inappropriate and difficult behaviour. Sigmund Freud said that â€Å"when a child’s too painful or too difficult feelings are left untalked about, they leak out in difficult and challenging behaviour or in neurotic symptoms.† The source of a painful feeling is buried under a defensive mechanism that is very hard to find in a child; because of this most children do not understand why they are behaving this way. A psychodynamic assessments are always carried out by psychiatrist as they use techniques that are designed to provide an insight into their past. To do this they use the response of the child to make inferences about sub-conscious motives for behaviour. Once they have understood the child’s behaviour the psychologists will start an intervention which will help the child express their feelings instead of it coming through their behaviour. These can be done through the following;  * Build a supportive relationship with a significant adult * Help the child to talk about what they are feeling in an secure environment * Express painful feeling through drama, storytelling, play or cartoons The behaviourist perspective This perspective is based from the work Skinner. It was said â€Å"Law of Effect† is the behaviour that leads to strengthened behaviour which is ignored or unsatisfying which is all weakened. Behaviourists claim that all behaviour of children are learned and can be changed by systems, such as rewards or punishment. There are two types of rewards behaviourists use, these are informal and formal. * Informal – acknowledgement or praise * Formal – clear targets for example stickers, tokens or points which all then lead to bigger rewards. The behaviourists also claimed that the behaviour requires a scientific approach which is completely based on objectivity and experimentation. The methods they were use were considered to be unscientific, so instead it was all placed on observations on their behaviour rather than a searches for the cause of the behaviour through the child’s past. Behavioural assessments in schools involve observation and recording of a child’s behaviour. When they are observing it is all taken down on an observation checklist, which includes the following titles; * Antecedent * Behaviour * Consequences All this is then used to form a baseline for a post-intervention can be assessed. The Cognitive perspective This perspective shows how a child’s develops understanding what is around them. This refers to different mental activities such as; * Listening * Speaking * Learning * Understanding All the theories of cognitive development concentrate on developments of  their intellectual skills. All the skills that we have are the ones that have been learnt through cognitive development. If none of the children have cognitive skills then they wouldn’t be able to put past experiences or plan future events, cognitive development is very much concerned with how the mental processes work and develop. There were two psychologists who studied cognitive development, there name was Jean Piaget and Lev Vygotsky. Jean Piaget was a psychologist who looked at a child’s developing their reasoning skills. Piaget carried out detailed observations of them and as his work started taking shape on how our understanding a child’s intellectual skills and as a result of this he has made changes in education. Piaget understood that cognitive developments occurred in stages, his research concentrated on how children learn and start to gain an understanding of their stage of development to be able to learn new concepts. He identified a four-stage process of cognitive development all the way through childhood. He stated that every child would go through each stage but not at the same time, but he also said that some children would sometimes never reach the later stages. The four stages are; * Sensorimotor stage (0-2 years) * Children at very young ages start to learn by their own activity and movement. Everything babies touch or see they put into their mouths or hold them tight and they examine them closely. A child develops an understanding through something called schema. Schema is a mental construction which contains all the information a child has about a particular aspect of the world. * Pre-operational stage (2-7 years) * At this stage children start to show evidence of thinking but it’s not logical thinking, they are not able to perform mental operations. Children will start to use symbolic behaviour such as pretend play, language and drawings. * Concrete operations stage (7-11 years) * At this stage children are able to understand any ideas in a much more logical way but they sometimes still find it hard to understand concepts. * Formal operational stage (age 12 to adult) * At this stage children are able to think in a way which is more abstract and logical way, they can use reasoning skills; they are applying a general principle to a particular situation. Children are more flexible in the way they think. There are two people who have been highly interested in cognitive styles of therapy. Aaron Beck and Albert Ellis, Aaron Beck has used methods of cognitive behavioural therapy to treat many people who have or are suicidal, depressed or may have personality disorders. Whereas Albert Ellis looked at the different ways to change their behaviour my using methods of Rational Emotive Behavioural Therapy, he used this to show his patients that their feelings were results of different habits by conditioning rather than being realistic. Therapists that use this approach use training and role-play techniques to modify their behaviour. The humanist perspective This perspective makes positive aspects of development and growth, this emphasises a person’s unique experiences to a personal thoughts. There are four psychologists that are specialised in this perspective, these four are; * Carl Rogers * Rogers developed the concept on self-esteem. According to him everyone has an idea of what someone’s ideal self should be. He believed that if your image of your self is the same as your ideal self then you have good self-esteem. Rogers said that the development of self-esteem all depends on positive regard from others, the effect of a child’s self-esteem will come from their parents’ unconditional love and affection. Children will start to cope with different situations as they get older, for example a sense of achievement or failure in either sports or their educational skills. Rogers also considered cultural factors, gender and physical attributes to come to his conclusion. * Abraham Maslow * Maslow’s theory is based on individuals that are being motivated through seeking to develop through five levels of need. The most basic needs are physiological which are survival instinct, which is then followed by safety needs, belonging and loving needs, self-esteem needs and at the very top is personals achievements and growth. * Cooley * Cooley proposed â€Å"looking glass† theory, which means that the behaviour from children to others acts like a looking glass which gives us a reflection of ourselves. It raises people’s self-esteem. * Mead * Mead had the view that everyone has two aspects â€Å"I† and â€Å"me†. This means that â€Å"I† is the social responses of individual and â€Å"me† being the responses and attitudes of others. It was important of the communication with others for the development of self-esteem. The Social learning perspective Social psychology looks at aspects of development such as behaviour such as being in a group, leadership, non-verbal behaviour and aggression. The social perspective looks at the environment, interactions with others that have influenced the child’s behaviour and attitudes. Bandura theory emphasises on the environment and the social steps of learning. His view is that it would be part of a child’s self development, is what they have observed and imitated from people around them.

Wednesday, January 22, 2020

Destiny, Fate and Free Will in Homers Odyssey :: Homer, Odyssey Essays

Fate and Free Will in Homer's Odyssey When we look at Greek Mythology we often run into the gods of that era. Sometimes they are merely backdrops to the human element of the story but in stories such as The Odyssey the gods play a prominent if not vital role to the central themes of the story. Fate has a place in the Greek world but its place is not the same as it is in other scenarios or worlds. It is important to understand the word before we discuss it. Fate as far as Greek mythology goes is not just fate. By most standards fate means that things occur for an unknown reason that no one has any control over. However, in the world of Greek Mythology fate does not just happen. The gods engineer fate and they interfere to make things happen that might not otherwise have happened. Since the players do not always know of the gods' involvement, things may actually appear to be fate but in reality be engineered happenings. Â  Free will on the other hand is not engineered. It speaks to the concept of having full authority over one's aspirations and ultimate direction. The key there is "ultimate." The gods can make up the plan and choose the path, but the people had to walk it. Therefore, fate and free will are not mutually exclusive and they both go on throughout The Odyssey. In The Odyssey life is one's own responsibility; instead of leaving all things up to fate, the characters had a significant influence upon his or her own existence. In The Odyssey the gods are responsible for controlling many aspects of where the story goes, but the people still have to choose to go. The gods in The Odyssey are who held Odysseus captive for over eight years. They were responsible for his capture in the first place and then refused to let him go for almost a decade. When they finally decided he should be allowed to find his way home they made it known to his captor Kalypso. However Odysseus still had to choose to leave. Kalypso tried to keep him by offering immortality. "You would stay here, and guard this house, and be immortal" (Homer 267). Odysseus could have stayed but he chose to go. Some say that the gods knew Odysseus would not stay and that is why they decided to let him go.

Tuesday, January 14, 2020

American Literature and Research

Society affects the lives of people who live in it. It dictates how they should behave and establishes norms that are expected to be obeyed otherwise people who do not fulfill the expectations are considered as deviant, rebellious and society’s outcasts. Society, however, is susceptible to change, as it is highly shaped by the events and its resulting pervasive ideas, occurring in certain periods of time.The three stories, â€Å"The Vanishing American Hobo† by Jack Kerouac, â€Å"Harrison Bergeron† by Kurt Vonnegut and â€Å"Soldier’s Home â€Å"by Ernest Hemingway clearly illustrates how society changes and how it affects the people in it and how people attempts to suppress deviance. The story â€Å"Soldier’s Home† is a story of a young man who returns as a changed man to Oklahoma in 1919 after the First World War. This story was first published in 1925. The young soldier Harold â€Å"Krebs† enlisted in the Marines and goes to war f or two years.When he returns home it is very obvious that he is not the same hopeful, slick, religious young man in the picture who goes to a Methodist College and enjoys college lives with fraternity brothers anymore. Now he is passive and refers to himself as not part of the â€Å"Kingdom†. Moreover, it seems he does not want to be involved with life in general, the reason is that,† He did not want consequences †¦. he wanted to live along without consequences,† therefore he withdrew (Hemingway 2007).Around him there is an air and sense of loss, he even has to lose his own war stories as he had to tell lies about his experiences since people in his town decided they have had enough of the stories of atrocities related by the soldiers who came home earlier than him. Moreover, there are so many things that he does not want to take part anymore even courting as it states, â€Å"He did not want to have to do any courting† (Hemingway 2007). It is pretty ob vious that the war had changed Krebs, and the line â€Å"he couldn’t make her see it†, when he comforts his mother after telling her that he does not love her, hinted to the reason (Hemingway 2007).The war had taught him a lot of things including stifling his emotions. And most importantly, he could not explain to his mother what he had gone through in the war, he could not make her understand and see the horror the war has exposed him. But his family, especially his parents, could not see why he has to act that way while the other soldiers in the neighborhood had clearly moved on, having good jobs and getting married, and so they pressured him to go back to the normal society. The First World War brought many countries into a global armed conflict that was considered the first devastating and horrible event in all of human history.People died by the thousands and many suddenly find themselves losing their family and friends. The soldiers, especially, are daily exposed not only to the hardships of war but the terror and anxiety that accompanies it. Trench warfare specifically exposed the soldiers to a very harsh, stagnant and extremely dangerous environment. Right before their eyes skulls and brains were blown away. An example of a horrible incident is when a man who had the top of his head blown away was groaning like an animal for three hours before he died (Hemingway Lecture Notes).Soldiers surrounding him cannot avoid being affected by such painful human torture, as they were helpless to ease his pain. No wonder that an incident like this made many soldiers who return home after the war broken, without hope and suffer emotional numbness and disbelief like Krebs did. According to the Department of Veterans Affairs it is normal that soldiers experiences a kind of trauma (shellshock and post traumatic stress disorder) after the war since it is indeed a very shocking human experience.Soldiers feel somehow dissociated from what they know is  "normal life†. It is possible that the other soldiers like Charley Simmons who easily adjusted to normal life in Oklahoma did not suffer as much as Krebs did. Studies revealed that soldiers do not experience the same kind of trauma as not all of them are exposed to more â€Å"prolonged, extensive, and horrifying† situation as Krebs probably was. However, society put pressure on them by expecting them to move on, to forget the war (â€Å"National Center† 2007).The short story â€Å"Harrison Bergeron† reflects the 1950’s conformity lifestyle and the rebellious protestation of a young boy against it. It was published in 1961. The story describes the hopeful and desperate attempts of that society to eliminate differences and to achieve equality especially in terms of intellect and physical appearance. If any man has above normal average intelligence, they put a metal handicap radio in his ear which in every 20 seconds, a noise from the government transm itter will interrupt his thinking, so that he cannot use his intelligence for his advantage.If a woman is beautiful, a hideous mask covers her face to conceal her beauty. Moreover, people are burdened with sashweights and bags of birdshot to keep them from being graceful in their movements or to reduce their strength. The point is, anything that can make them look as superior from every body else are made into a handicap. They do not want â€Å"to go back to the dark ages again, with everybody competing against everybody else† (Vonnegut 2005).Moreover, the idea of disobeying the law, when Hazel suggested that they made a hole to take out some lead balls from the birdshot canvas bag, was an unthinkable thing for according to George, â€Å" The minute people start cheating on laws, what do you think happens to society†( Vonnegut 2005)? They believe that cheating on laws brings social upheavals that they do not like. The strange thing is that Hazel and George and the peop le around them seem to get used to the idea of conformity, as George states,† I don't notice it any more. It just a part of me† (Vonnegut 2005).However, their son, Harrison, is put into jail and eventually killed for rebelling against it. As the Handicapper General attacked their son on TV, parents of Harrison were not able to help him. Two are several forces that led into the conformity of the 1950†s: the Korean conflict and the threat of communism. But the underlying root cause of it all is the fear of the terrors of war that they previously experienced in the Second World War. Therefore to avoid any conflict, social conformity is encouraged since they believed that conformity is unity.The place of men and women in society were clearly defined: women stay home while the men go out to work and achieve the American dream. This is being depicted by Hazel and George Bergeron: Hazel stays at home while George works. Men are especially drawn to the collective idea of à ¢â‚¬Å"organization man†; they were expected to work in corporations, to put on flannel suits and pursue the American dream. The American dream is like the Handicapper General that dictates the ideas and dreams of the people. Every one is encouraged to think and act alike and was preoccupied with the lure of consumerism and materialism.Conformity are also seen in the sameness of house designs , like the one in Levittown and the sameness of appetite, as Americans began to be obsessed with fast foods. Conformity was especially achieved with the aid of Television. As in the story, all of the action occurred in front of the Television (Costello 2007). However, the young generations are beginning to rebel, as symbolized by Harrison, but the force of conformity was so strong that parents are in bondage to it, unable to extend the necessary psychological and emotional help that their children desperately needed.The â€Å"Vanishing American Hobo† was published in 1960. It tells of the experiences of the hobos as they travels like vagabonds from place to place across America usually with back packs on their backs. They are a people who choose to live as exiles of society, who sleep just anywhere, to experience the freedom that they desire, â€Å"There's nothing nobler than to put up with a few inconveniences like snakes and dust for the sake of absolute freedom† (Kerouac 2008). But freedom from what?Obviously from their restrictive society who dictates what they should do or have. According to Kerouac, the hobo â€Å"is born of pride, having nothing to do with a community but with himself and other hobos and maybe a dog† (Kerouac 2008). This means that they are proud of their lifestyle or subculture, that they deliberately do not want to associate with society and maintain little intimate interest with other people, aside from the hobos like them. The author laments that they are quickly becoming a vanishing lot because of the police and the m edia.The police, riding in their tax-paid police, cars searches for them everywhere suspecting them as possible spies against the government while the media, on the other hand, portray them as â€Å"the rapist, the strangler, and child-eater† so that adults and children stay away from them and no longer provides them with the food that they need (Kerouac 2008). This shows clearly the attempts of the government to suppress the subculture that they symbolizes and to force them back to what is â€Å"normal†.In the wake of the conformity of the 1950’s arises the Beat generation. â€Å"Beat generation† is attributed to Jack Kerouac. Though it could mean being defeated or weary of life â€Å"like being pushed up against the wall† or implying a sense of being used or raw Jack would also like it to refer to what is beatific (The Beat Generation Lecture). Jack and his friends, in ushering in the beat generation, encourages the protest of the 60’s aga inst the established society of materialism, where everyone are encouraged to own cars and decent homes.The generation, having experienced uncertainties of the Depression and the terror of war in childhood, is a disillusioned lot who desperately wants to hold on to something that they can believe in(Beat Generation Lecture Notes; Abieva [no date]). They do not find such meaning in the collective conformity of the 1950’s, the generation of their fathers. In fact, they do not trust this collective society who was responsible for the bad circumstances of depression and global wars.The hobos, particularly, are glorified as people who defy the restrictive and demanding norms of society in pursuit of freedom. They symbolize the solitary desire of that generation, to be left alone, to figure things out for themselves, to search for meaning. As the period was compounded by hysteria of the rise of communism, it seems that the right thing to do in that generation, to preserve ones indi vidual identity, is to quit that society.Attempts were made to discourage this deviance (subculture) as what McCarthy did in his pursuit against communism. The media and police were effective tools for suppression (Abieva, [no date]). The three stories therefore clearly give an insight into the societies in the periods of American history following just after turbulent struggles. The horrors and uncertainties of the Wars and Depression molded the consciousness of the people, and as they try to cope with the challenge of their era, it therefore changed their way of thinking and lifestyle.People become united for certain causes and also united in their sufferings. However, some people do try to get out of its safe mold, to carve a life according to the dictates of their own minds. To be different is what scares most people so that society always attempts to suppress this deviance back to conformity by exerting force or pressure. Works Cited Abieva, Natalia. Protest and Experiment in t he Literature of the Beat Generation. Fairfield University. [no date]. Accessed November 4, 2008 Costello, Mr. Conformity Notes: 1950s Lecture On Society. Canfield Foundation Website. March 2007. Accessed November 4, 2008 < http://servtlc. access-k12. org/ achievement/Fifties_Conformity. htm> Hemingway, Ernest. â€Å"Soldier’s Home†. Virginia Polytechnic Institute and State University. 2007. Accessed November 4, 2008 Kerouac , Jack. â€Å"The Vanishing American Hobo†.Cloud Bird Trail Home. 2008. Accessed November 4, 2008 â€Å"National Center for Posttraumatic Stress Disorder â€Å". United States Department of Veterans Affairs. May 2007. Accessed November 4, 2008 Vonnegut, Kurt. â€Å"Harrison Bergeron†. West Valley College. September 2005. Accessed November 4, 2008

Monday, January 6, 2020

The Holocaust And The Nazi Regime During World War II Essay

Introduction The Second World War is seen by the modern world to be the most famous war that shaped the communities of the world today, but for the Jewish community in Europe at the time this was the war to fight for their own existence. The Holocaust was the systematic extinction of six million Jews by the Nazi regime during World War 2. Of the millions of Jewish people that lost their lives there were many that did resist and did escape the Nazism and Nazi racial policy that was conducted on the Jewish lives throughout the war. There were different ways the Jews did resist through different dimensions of wellbeing, through uprising in the ghettos and camps in a stretch to revolting against their German captivators whilst secretly keeping their spiritual and religious beliefs as something that the Nazis could never physically take from them. The Jews showed resistance to German control also by escaping the camps, and creating Armies and Partisan Groups to fight back. In the findings I was able to establish an understanding of the different ways during the war the Jews managed to create upheaval and resist German authority and the fact that a percentage were able to resist. Uprising in the Ghetto During World War II eastern Europe was vastly controlled and occupied by Nazi forces in the bid of control for the German army to win the war. In a bid to win the war, Germany captured and forced Jewish inhabitants in Eastern Europe at the time and sent away either toShow MoreRelatedThe Most Effective Resistance Against Nazis And The Holocaust?1719 Words   |  7 PagesGroups Showed the Most Effective Resistance Against Nazis and the Holocaust? Many events in the world have been documented in our history books, but sometimes forgotten. However, the reminisce of events that took place during the Holocaust are the ones that are never forgotten. Neither should the groups and countries that showed resistance towards Hitler. Because of the antipathy towards Hitler s regime, resistance towards Nazi’s and the Holocaust was a combined effort from many different groups andRead MoreThe Perceived Perception Of Propaganda968 Words   |  4 PagesQuotes†). During World War II, the economy in Germany was struggling severely and the Germans wanted someone to blame. Under Hitler’s rule, he gave Germany just that, causing the persecution of millions of Jewish people. During the Holocaust, the Nazis used propaganda as a tactic to help people deceive themselves; Germans, Jews, and people from all around the world were affected by this propaganda, among them, a Jewish survivor, Martin Kapel, whose life was thrown off co urse and impacted by Nazi idealsRead MoreThe Nazis And The Nazi Regime1729 Words   |  7 PagesThe Nazis, who came to power with the leader Adolf Hitler in Germany in January 1933, believed in a radical â€Å"genetic† restricting of society where ethnic cleansing of Jews was the main priority. Nazi regime wanted to make German Aryan race â€Å"superior† and the Jews were considered â€Å"inferior† within German racial community. The Holocaust was state-sponsored organized oppression and homicide of six million Jews by the Nazi regime. During the era of the Holocaust, German authorities also targeted otherRead MoreEssay on The Holocaust1633 Words   |  7 PagesThe Holocaust †We are the children of the holocaust. We are both Germans and Jews. We are the children of the victims. We are the children of the oppressors. We started out on opposite sides but the memory of the holocaust will join us forever. We shall never let the victims be forgotten, for if we do, we will forget that the perpetrator can be in all of us.† This poem expresses quite well the sensation that most individuals feel when they hear the word â€Å"Holocaust.† Although they may not haveRead MoreNazi Propaganda and The Holocaust Essay1047 Words   |  5 PagesNazi propaganda played an important role in the Holocaust, the extermination of millions based on race, religion, and ethnicity. It successfully secured the acquiescence of the general public to the crimes committed by the Nazis. The Nazi Party used their control of the media to fuel anti-Semitic belief and to persuade Germans to support the Nazi cause throughout the Holocaust and World War II. Although the Nazis were the largest political party in Germay, they did not win a majority of votes inRead MoreAnalysis Of Timothy Snyder s Book Bloodlands : Europe Between Hitler And Stalin975 Words   |  4 Pagescentury was a time of mass murders and totalitarian regimes. Many know of the atrocities committed under Hitler’s Nazi Germany and consider it to be the cause of the highest death count of the time. However, this may not be the case. Timothy Snyder argues in his book entitled Bloodlands: Europe between Hitler and Stalin that Hitler was not the sole bad guy of the time period. Despite the differing goals of Adolf Hitler and Joseph Stalin, the two regimes intertwined to create a death toll in the bloodlandsRead MoreThe Holocausts Effect on the German Jew Essay1745 Words   |  7 Pagestarget of the Holocaust, but why they were a large part of the years before, during, and after the Holocaust. Hitler’s â€Å"final solution† almost eliminated the Jewis h population in Europe during World War II. At the end of the war and along with his suicide, the Jewish population would survive the horror known as the Holocaust and the Jews would eventually find their way back to their homeland of Israel as well as find new communities to call home. Hitler’s rise to power before World War II was due toRead MoreEffects of War on Children: Comparing Experiences of Children During the Holocaust and Children Affected by the War on Terrorism1746 Words   |  7 PagesPope John Paul II once said â€Å"We wish to remember. But we wish to remember for a purpose, namely to ensure that never again will evil prevail, as it did for the millions of innocent victims of Nazism.† (Paul, 2000) This speech goes with all wars that occurred in the past and present. This synopsis will focus on the effects of war on children and the different ways they survived through it. It will compare the children of the Holocaust and the children of the war on terrorism. War has a great effectRead MoreThe Lord Of The Flies1111 Words   |  5 PagesThe Lord of the Flies Research Project While the World War II was in act, Adolf Hitler once incited â€Å"You only have to kick in the door, and the whole rotten structure will come crashing down†(Adolf Hitler). The structure coming down symbolizes the fact that the boys’ structure of order, and civilization came crashing down as well. This is found throughout the book. Adolf Hitler is known for his dictatorship, his exquisite leadership skills, and violent warfares.. He uncovered that leadership skillsRead MoreSenderS Profile Photofrank E. Smart. Holocaust Essay.1023 Words   |  5 Pages Sender s profile photo Frank E. Smart Holocaust Essay Mr. Grosse Feb 9 The Holocaust The Holocaust was the state-sponsored persecution also murder 6 Million Jews by the Nazi regimes. holocaust is also a Greek word meaning â€Å"Sacrifice by Fire†. The Nazi came in power in Germany in January 1933. They all believed that Germans was â€Å"Superior† and that the Jews, were also alien threating to call German racial community. In 1933, The Jewish population of Europe they all stood over nine million