Who were Hitlers willing executioners Essay Example

Who were Hitlers willing executioners Essay When Hitlers men first mobilized through Poland on their way to conquer Russia in operation Barbarossa, a soldier witnessed German officers beating a Jewish man and mocking him by saying how many Germans did you steal from today. But what this soldier really witnessed was the beginning of the Genocide of the entire Jewish race, which today is known as the holocaust. During the holocaust the Germans extinguished the lives of six million Jews and, had Germany not been defeated, would have annihilated millions more. Whats more shocking than the actual event itself is the fact that an event of such nature was even possible, that German societies anti Semitic attitude was the perfect breeding ground for extermination.With Hitler injecting all sorts of propaganda to convince Germans that Jews are the cause of all Germanys problems and adding to peoples anti Semitic attitude, he was able to finally see his life long dream which was the elimination of European Jewry. The extermination of t he Jewish race would not have been possible if it were not for the ordinary Germans in particular the police force battalions who were carrying out the executions. Although the final solution to the Jewish question was engineered by Nazi leadership, it was the willing executioners/perpetrators who abided by this evil genocide and made the holocaust possible. Mass executions by the police force were carried out in an attempt to extinguish the Jewish race, however this process was taking too long and Heinrich Himmler appointed the police forces to begin the transport of Jewish people to concentration camps where gas chambers would end their suffering at extremely large numbers and thus, increase the rate of extermination.In order to completely understand the deeds of the perpetrators of the holocaust, the origins and the reasons for the Nazis and Germans passionately hating the Jews must be closely examined. However some sources claim that the perpetrators of the holocaust were coerce d it is still important that the origins and reasons of this hate is examined.Germany did not invent anti Semitism, they just took care of it. Anti Jewish policies and actions did not begin in Germany in 1933 when Hitler announced that the Jews were to be exterminated. Jews had been victims of destructive action for many centuries and this began in the fourth century in Rome after Christ. The Jews were forced to convert to Christianity but the Jews refused because they saw that Christ was elevated to Godhood in Christianity and the Jews believed in One God who is indivisible. Conversion was the first anti Jewish policy and if it was unsuccessful then the second anti- Jewish policy would be implemented, which was expulsion and exclusion. This was the adopted policy by Nazis and remained the goal of all anti-Jewish policy until 1941.(The Holocaust: Origins, Implementation, Aftermath pg 23-24 Omar Bartov, 2000)However that year was a turning point in anti-Jewish history. The Nazis found themselves in the midst of a total war with several million Jews incarcerated in ghettos. Emigrating these Jews was impossible and a last minute project to ship the Jews to Madagascar had fallen through. The Nazis then found that the final solution to the Jewish problem was to eliminate all European Jewry. This was the third anti Jewish policy in History and it was created by Hitler and the Nazi party.(The Holocaust: Origins, Implementation, Aftermath pg 25- Omar Bartov, 2000)Simply, the main reason behind Hitlers anti-Semitism is that he believed the Jews are to blame for Germanys loss in 1918 and the Depression. Evidence that the Nazis blamed the Jews for the war is in source 1 which is a poster showing a hand pointing down at a Jew aided by large bold words stating he bears the guilt for the war. This was the event that turned Hitlers anti-Semitism into a central obsession. To Hitler the Jews were the universal enemy which had relentlessly led the external and internal war against Germany. He believed in international Jewry as an actually existing political subject with vast power that was hostile to Germany. He also believed that a Jewish international conspiracy was intent on exterminating Germany and the Germans.Therefore Hitler portrayed the Holocaust as a defensive act, a necessary move to destroy the Jews before they destroyed Germany. Source 2 provides evidence that Nazi propaganda believed in a Jewish conspiracy. The primary source contains a stereotypical Jewish face with arrows pointing to Roosevelt, Churchill and Stalin showing a conspiracy theory with the Jews and the allied leaders. Beside this diagram is a list claiming that all people in high places under the allied leaders are somehow Jewish or connected to Jews. This source is useful as it shows historians that the Nazis ultimately believed in a Jewish conspiracy and that they used it to justify the need for the extermination of Jews to condition the public to believe the same.(The J ewish Enemy: Nazi Propaganda During WWII And The Holocaust pg 1-4,166-Jeffry Herf, 2006)The Nazi party propagandists used all sorts of propaganda to increase peoples hatred and anti-Semitism. It is no wonder why the Holocaust was made possible and many institutions of killing such as the police force were willing to execute the Jews as Nazi propaganda presented all sorts of conspiracies which made people fear the presence of Jews in Germany. For example source 3 presents a poster with the image of an American Jew Nathan Kaufman and below the image is a caption stating He demands the complete extermination of the German people. This image is useful as it shows historians how the Nazi propagandists use the Jewish conspiracy to justify their reasons for the extermination of European Jewry as self defence as this poster is a call to eliminate Germans. The use of propaganda to submit the Jews as part of a conspiracy theory at the time would have positioned the executioners to believe tha t what they were doing was right as they were protecting themselves from the Jews.(The Jewish Enemy: Nazi Propaganda During WWII And The Holocaust pg 166-Jeffry Herf, 2006)The police battalions during World War II were known as the agents of genocide. The Order Police (Ordnungspolizei) was as integral to the commission of the holocaust as the Einsatzgruppen and the SS were. It was composed of the Uniformed Police (Schutzpolizei), under which police battalions operated, and the Rural Police (Gendarmerie). Police battalions were the branch of the Order Police most intimately involved in the Genocide. Unlike other parts of the Order Police, their mobility made them a flexible general instrument for implementing genocidal policies. A large percentage of the Germans who were members of the police battalions were ordinary Germans, they were not selected according to military or ideological fitness.In fact, the police battalion would take anyone it could get and its men were usually consid ered unfit for military service, after all, their main objective was to exterminate Jews and this required no military experience. The men of police battalions operated both alone and frequently in conjunction with other forces from other institutions including the German army, SS Security Service and camp personnel. The activities the police battalion force participated in ranged widely. They undertook ordinary police duties, engaged in anti-partisan warfare, some even fought beside the army on the front. But their most valued activity by the Nazis at the time was their deportation of people to concentration camps either to be killed or provide labour for Germany, and regularly hunting and killing Jews in large masses in German occupied territory. It was due to these activities undertaken by the police battalion force that the holocaust was made possible.(Hitlers Willing Executioners: Ordinary Germans And The Holocaust pg181 David Jonah Goldhagen, 1996)Police Battalion 101 was an institution that engaged wholeheartedly in the German extermination of European Jewry. The battalion consisted of lower middle class and lower class Germans which is evident in Source 4 (Class and occupational subgroups of those in the Battalion) and this was due mainly to the units shortage. This battalion served its pre-genocidal life in Poland in September 1939 and operated there until December 1939 where it secured conquered areas and guarded POWs and military installations. In February 1943 the battalion became fully engaged in its Genocidal acts against the Jews undertaking numerous killing operations, sometimes shooting the Jews by the thousands themselves, or deporting them by the thousands to the gas chambers. It is evident in Source 5 and 6 that Police Battalion 101underttok large scale slaughtering of Jews in the thousands and also the deportation of Jews to death camps. These two sources are useful and important to historians because they provide the location, date, numb er of victims and the method of killing which took place in the genocide of the Polish Jews by Police battalion 101.(Hitlers Willing Executioners: Ordinary Germans And The Holocaust pg 203 -207 David Jonah Goldhagen, 1996)A major communal extermination in Lomazy was entered in police battalion 101s ledger shortly after a communal slaying in Jozefow. Unlike in Jozefow, where the entire battalion participated in the Genocidal slaughter, in Lomazy the killing was left to the Second Company to perform on its own. The Jews were concentrated in their own section of the city. It took the men of The Second Company two hours to round up their victims and bring them to the designated assembly point which was the athletic area near the towns school. This is evident in Source 7 as it shows men of Police Battalion 101 guarding Jews on the athletic field before executing them. The round up proceeded without pity and those who could not make it to the assembly area were killed on the spot. Source 8 is a court judgement which summarises the dedication of the men to their task. The Germans shot the old, the infirm, and the young on the streets and in their homes and beds. At the athletic area the Germans separated the men from the women and lead a group of about sixty Jews to a wooded area where they were forced to dig a mass grave for the execution.This is evident in Source 9 as it shows Jewish men digging a large grave using shovels. The inscription on the back of the photograph identifies the scene for execution. It says Jews constructing a mass grave/Lomartczy 18 Aug 1942/1600. After a while the overdue Hiwis (those who were to carry out the executions) arrived and sat down for breakfast. They feasted in front of their victims and the German commander of the Hiwis began to drink vodka. The Jews were strongly suspicious of what awaited them. They began to walk the Jews to the execution site and the Germans shot any Jew who strayed or fell behind. This caused panic and Jews at the back began to surge forward knocking down their brethrens down and trampling over them. When they got to the execution site the Jews were separated according to gender and their clothing was removed.The Jews would have to lay down and would receive one bullet to the head. Then the next set of Jews would have to lay above those previously shot with their skull bursted predecessors. Since the Hiwis were drinking a lot they soon got drunk and found it hard to aim straight at the head. So in some cases the bullet would not kill the victim, but the German commander of the Hiwis clearly said that no mercy shots would be issued on this day so those would stay in pain and would die a slow painful death. Soon the Hiwis got so drunk it was impossible to continue and they were replaced by the commanders lieutenants. This was one of many events were entire Jewish communities were slaughtered in the thousands and it these events are the agents that made the holocaust possible.(Hitlers Wi lling Executioners: Ordinary Germans And The Holocaust pg223 -229 David Jonah Goldhagen, 1996)Some historians claim that the police force battalion members were coerced by the Nazis to take part in the genocidal slaughter of the Jewish race. This meant that the members of the battalion had no choice but to take part in the executions. However, in police battalion force 101 this was not the case. Before a mass killing would take place those in charge of their squads would tell their men that those who do not wish to kill are excused. One squad leader Sergeant Ernst Hegert, reported that in his platoon five men asked to be exempted from the killing after these men had already begun with the executions because they found it to burdensome to shoot women and children. The men were excused and were assigned to other duties such as transporting Jews to the scene for the duration of the killings. Two other sergeants Bentheim and Arthur Kammer also excused a few men under their commands. A third sergeant, Heinrich Steinmetz explicitly told his men before the executions that they do not have to kill. I would like also to mention that before the beginning of the execution, Sergeant Steinmentz said to the platoon that those who did not feel up to the upcoming task could come forward. There was an understanding between the battalion that the men who did not want to kill should not be forced to do so. Since sergeants and battalion commanders were exercising the acceptance of one opting out of killing, it means that those who slaughtered Jews did so voluntarily.(Hitlers Willing Executioners: Ordinary Germans And The Holocaust pg 220-222 David Jonah Goldhagen, 1996)In conclusion the holocaust would not have been possible if it were not due to the willingness of ordinary Germans in the police battalion force to slaughter Jews in extremely large numbers. The reason that many men participated in these killing institutions was due to them being positioned by Nazi propagandists into believing that the Jews were part of a conspiracy theory and that if they did not exterminate them first, then they (the Germans) would be exterminated by the Jews. The men who carried out the executions were not forced as they were allowed to not take part in the killings, rather the men who carried out the executions done so voluntarily.

Happy Stakeholders in Special Education

Happy Stakeholders in Special Education Stakeholders in special education are the people who have something at stake. First, there are the parents and the child, who have much more than success on standardized tests at stake. Parents are concerned about their children gaining the skills they need to reach independence. Students are the ones in school. Their stake includes both the things they are currently aware of, like Am I happy? and things which will only be evident when they reach maturity: Will I have the skills to go to college or find a job? The Education of All Handicapped Children Act (PL 42-142) established rights for children with handicaps. Because of the failure of public institutions to provide adequate services for children with handicaps, they gained new rights to these services. Now educational institutions, states, communities, and general education teachers have stakes in the successful delivery of services to children with disabilities. We as special educators find ourselves in the middle. Students First, of course, are the students. Keeping them happy in the present moment may make our lives easy, but denies them the challenges they need to do their best and acquire the skills they need to live independently. For a special educator the Rigor that we need to create is to align our instruction as much as possible to the standards: in most states today they are the Common Core State Standards. By following standards, we guarantee that we are laying down a foundation for future success in the curriculum, even though we may only be approximating the general education curriculum. Parents Next, of course, are parents. Parents have delegated the responsibility to act in the best interest of their children, though in some cases legal guardians or agencies may act on the childs behalf. If they believe that the Individual Education Plan (IEP) does not meet their childs needs, they have legal remedies, from asking for a due process hearing to taking the school district to court. Special educators who make the mistake of ignoring or discounting parents may be in for a rude awakening. Some parents are difficult (see Difficult Parents,) but even they usually are concerned about their childrens success. On the very, very rare occasion you will get a parent who suffers from Munchausen by Proxy Syndrome, but mostly parents seeking to get the right kind of help for their children dont know how to go about it, or they have been treated so dismissively that they will never trust a special educator. Keeping communication open with parents is the best way to have them as allies when you and their child face a really big behavioral challenge together. General Educators When the Education for All Handicapped Children was written, it established a couple of legal standards against which all programs are measured: FAPE (Free and Appropriate Public Education) and LRE (Least Restrictive Environment.) The law was based on the outcome of the PARC Vs. Pennsylvania lawsuit, which, when settled in the interest of the plaintiffs by the U.S. Supreme Court, established them as rights on the basis of the Equal Protection Clause of the 14th Amendment. Initially, children were included in the General Education program under a concept called mainstreaming which basically placed children with disabilities in general education classes and they had to sink or swim. When that proved to be unsuccessful, the inclusion model was developed. In it, a general educator will either work with the special educator in a co-teaching model, or the special educator will come into the classroom a couple times a week and provide the differentiation the students with disabilities need. When done well, it benefits both special education and general education students. When done badly it makes all stakeholders unhappy. Working with general educators in inclusive settings is generally very challenging and requires developing relationships of trust and collaboration. (see General Educators.) Administrators Generally, there are two levels of supervision. The first is the special education facilitator, coordinator, or whatever you district calls the person in this chair. Usually, they are just teachers on special assignment, and they have no real authority of the special educator. That doesnt mean they cant make your life miserable, especially if the principal is dependent on that person to see that documents are completed properly and the program is in compliance. The second level is the supervising principal. Sometimes this responsibility is delegated, but in most cases, the assistant principal defers on important matters to the principal. Either the special education coordinator or the supervising principal should serve as the LEA (Legal Education Authority) at students IEP meetings. Your principals responsibility is broader than just being sure that IEPs are written and programs are compliant. With the NCLB emphasis on testing and progress, special education students may first be viewed as a demographic rather than individuals with challenges. Your challenge is to help your students while at the same time convincing your administrator that you are making a contribution to the success of the whole school. Your Community Often we miss the fact that our final stakeholder is the community in which we live. The success of children impacts our whole community. Often the cost of educating students, especially in smaller communities like those in New England, a few children with significant disabilities can create huge expense which can challenge fragile budgets. Private residential programs can be extraordinarily expensive, and when a district so fails a child that he or she ends up in a program that can cost a quarter million dollars a year, it has a serious negative impact on a community. On the other hand, when you as an educator succeed in helping a student become independent, develop communication or in any way become more independent, you are potentially saving your community millions of dollars.

The history of North American frontiers from the ninth century to the Term Paper

The history of North American frontiers from the ninth century to the opening of the nineteenth - Term Paper Example In spite of the blood, cruelties and military conflicts, the North American frontier is a great contribution into the modern American culture. In the earliest years the Appalachian mountain range was considered the American frontier. In such a way it was possible to set the borders between civilization and wilderness. The independence of America enabled moving people across the frontier more freely. Therefore, a modern context of different institutions’ development implies an important role of the nation’s change. The laws of American development underline a cyclical advancement of the country along a constantly changing frontier line. On the example of the development of American nation in different historical periods it is shown the way nation managed to cope with inner and outer conflicts, referring to their dignity, strength, self-dependence and the absence of the governmental regulations. The difference between the frontier line of America and the frontier line of other countries is the following: the other countries knew their boundaries and they knew which countries were beyond these boundaries. The North America frontier underlined the unknown land beyond it. In accordance with Calloway: â€Å"†¦fertile valleys, meeting friendly people bedecked in turquoise, and hearing wondrous accounts of the towns to be found in the north† (p. 133). As far as we can see, the diversity of the North frontier is evident. The nature of the diversity can be found in the first settlers’ necessity to deal with natural challenges and remain self-sufficient. The main challenges happened nearly 10,000 years ago, with the corn’s cultivation (Calloway, 2003). The sedentary agricultural societies were shaped and there is an evident overlap of different nations occurred. In the process of development of large chiefdoms the ritualized religion was advanced. With furth er advancement of exchange economies, the chiefdoms grow surplus crops. It cannot be claimed that this system was dominant over hunting/gathering. The New Indians were adopting new strategies of economies and political organizations adoption. The earlier Mesoamericans led to vast cultural and religious. Moreover, in accordance with Calloway native groups are involved into challenged relations with animals. The animals’ rearing was the core element of Indians’ lives shaping. Thus, the main emphasis is made on eco organic relationships. Calloway finds surprising parallels in the relations of the earliest settlers Indians and further relations between Indians and Europeans, Indians and Americans. Indian-European relations across North America were developed as a genuinely comparative synthesis. Further on, relations between Indians and Europeans have changed from inner conflicts among different tribes to the conflicts between the representatives of completely different na tions. It was possible for people living in the frontier to overcome different barriers, because they supported their strong individuality. Thus, this tendency is contributing much to the development of the American mentality. The advancement of the northern frontier was mediated in the sixteenth century by the criollos (Spaniards born in America), mestizos and allied Indians (Calloway, 2003). This fact may be considered as a serious contribution into the modern economy of America. The process of settlement was not involving

THEFT FROM VEHICLE Essay Example | Topics and Well Written Essays - 250 words

THEFT FROM VEHICLE - Essay Example The considerations should include C* Information such as CCTV footage capturing the potential suspect on the park should be availed to the officer on patrol. Under the Golden Hour principle the officer must take this information to further identify the suspect: statements, documents, physical exhibits from the suspect, fingerprints and other recordings such as audio and video. Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and Criminal Evidence Act 1984 1(1.1) the police have been empowered to stop and search potential suspects in a fair, responsible and with respect, and without unlawful discrimination. E* Given the information provided by police intelligence, the police has the power to carry out search given the reasonable cause for suspicion. This is protected under the Code of Practice A: Police Officers of Statutory Powers of Stop and Search Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and criminal Act 1984 2(2.1) (a). This is an issue of professional information and the reliability of the information dispensed to the officer. Q4 Describe the application of relevant legislation, service requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict In overall, and from training, a police officer must use force only when they feel they are in danger. However, under the law the police of the rank of the constable have been given discretion to determine the level of appropriateness and necessity of the use of force. G*In line with current police practice and the PACE Act of 1984 a police officer before conducting a search of a potential suspect without arrest must politely and positively identify himself/herself. The potential suspect then will be informed to raise their hands while their

Indias Economic, Social and Political Development

Indias Economic, Social and Political Development Discuss how India has changed economically socially and politically with respect to other parts of the world. India is a developing country located in Asia; it is the second most populated country in the world. India in the past decade has changed economically, socially and politically. India has become an increasingly important part of the global economic landscape over the past decade. Its economy has become more open to international trade. Its workforce is growing strongly and the rate of investment has picked up following economic reforms. This essay will be aimed at the economic political and social changes in India with respect to other parts of the world. Economic Changes Looking back at the first decade of the 21st Century (2000-2010) we strongly consider that this decade certainly can be called India’s Decade of Development. The structure of the Indian economy differs in some important respects from that of most other developing economies, the population is growing and its economy has benefited from its working age population expected to grow till the next four decades. Mukesh Ambani states that â€Å"As long as we place millions of Indians at the canter of our thought process, as long as we think of their welfare, their future, and their opportunities for self-realization we are on the right track. For India can grow, prosper, flourish only if they grow, prosper, flourish. We cannot grow by any esoteric strategies. Our purchasing power, our economic strength, our marketplace all depends on the prosperity of our people† (n.d.). India’s economy has had a rapid change in real terms; the growth in per capita income has been modest over the past decade. In terms of constant prices, the per capita income which was Rs. 16,173 in (2000-01) rose to Rs. 24,295 by (2007-08) and to 26,618 in (2009-10). That is a rise of 64 percent over the decade. The per capita income would have been higher but for the global economic crisis which pulled down the countrys growth rate during 2008-09 to 6.8 percent from 9.3 percent in the previous year and 9.6 percent in the year before (Adam Mark , 2010) (Nirupam Jeffrey, 2011).(This can be seen in Table 1 below) Table 1 Source: Economic Survey, various issues, Ministry of Finance, Government of India Social Changes There has been a rapid social change in India over the past decade. The social structures of India has transformed in over the last two decades. There has been an amendment in some areas like family, caste system, and marriage system. The Indian family structure has changed due to the effects of modern social forces. There has been modifications in the way families relate and operate. The main structure of an Indian family is the joint structure whereby the family members live under the same roof in this type of family structure the eldest male is the head, he make the decision on behalf of the whole family. However, the properties and money belongs to everyone. In actual fact, the joint family system is losing significance and an urban family type is been practised thereby causing a causing a change to a nuclear family system (Mahesh, 2011). According to (C.H Cooley) ‘When a class is somewhat hereditary, we may call it caste’. The caste system India has changed with the effects of modern education, industrialisation, social reforms, change in legislation, and the influence of modern communication systems. Hereditary social structure, fixed occupations and food restriction were prominent in India whereby you have to continue your family’s occupation and behaviour also there are different jobs for different caste types for example there is a certain caste to become a soldier. However, caste systems are losing their importance as modernisation and sanskritisation have changed the way people think and behave (Calicut, 2011). There are four main types of marriage in India which are polygyny, polyandry, endogamy and monogamy. However, there has been a tremendous change in the marriage structure; monogamy is now the practised marriage system in India as a result of others been legally prohibited. Also the influence of parents in choosing their children’s partners has really reduced and children are now choosing their partners. In addition there has been alterations in the age of marriage and a man under 21 years is not allowed to marry while a woman under 18 years cannot marry (Mahesh, 2011). International relations The Indian economy has become more diverse and globally integrated, as the Indian economy benefited from the high working age population so as other countries benefited from this. The population in India has attracted a lot of investors due to the fact that labour is cheap and also political factors have also influenced the rate of foreign investors. Apart from this technological factors have also played a major role in the increase in investment as most electrical parts are exported from India however, India has become a resourceful location for electrical and technology companies India is increasing its importance as a trading partner to countries, and there has been increase in the investment of GDP in India over the past decade. India is the world’s fifth largest oil refining country, it has a strong trading relationship with United Arab Emirate which is a major importer of processed petroleum products also India is a significant importer of precious stones which are mostly processed and exported to other countries. In addition, India is a good exporter of iron ore although iron ore has a low share of its total export due to the high export duty fees applied to promote growth in the country’s steel sector (Adam Mark , 2010). (As can be seen in Table 2) Table 2 Source: UN Comtrade In conclusion, during the past decade there has been a lot of changes In India. The Indian economy due to political changes has become very strong, there has been an increase in the GDP and India is now mentioned among the top four developing countries (BRIC).In addition, there has been a lot of social changes in India including factors like caste, marriage system, education and family structure; these factors have played a significant role in the changes recognised in India today. India is the second most populous country in the world with an estimate of 1.26 billion people (Statistics, 2014).As a result of this, the Indian economy will continue to grow as over 65% of the population is below 35 years old. India’s relationship with other countries has also been strengthened following necessary reforms and India now trades with a lot of countries also the rate of foreign investors has increased. Finally it can be said that if developing countries like India, China, Brazil, Nigeria, Russia etc. continue to grow at this rate they would challenge the sovereignty of developed countries like the USA, UK, France, Germany etc. References Adam, C. Mark , B., 2010. Economic Change in India. Bulletin, September, pp. 19-24. Calicut, U. o., 2011. India society and Social change. [Online] Available at: http://www.universityofcalicut.info/SDE/BA_sociology_indian_society.pdf [Accessed 10 June 2014]. Mahesh, C., 2011. India Society and Social Change. In: H. Mohamad, ed. India Society and Social Change. Khozikode: Computer Section, SDE, pp. 15-38. Nirupam, B. Jeffrey, S. D., 2011. INDIAS DECADE OF DEVELOPMENT. [Online] Available at: http://globalcenters.columbia.edu/mumbai/files/mumbai/content/CGC_WP4_Indias_Decade_of_Development_II.pdf [Accessed 19 June 2014]. Statistics, W. P., 2014. World Population statistics. [Online] Available at: http://www.worldpopulationstatistics.com/population-of-india-2014/ [Accessed 19 June 2014]. [i] 1 [i] Rs = India Rupee Rs1 =  £0.0097 (BRIC) = Brazil Russia India China

1. Analyse Three Themes in the Novel Maru, Showing How These Themes Are Portrayed, How They Are Effective and How They Support Each Other as the Plot Progresses.

Born from a white mother and a black father, Bessie Head grew up in the early stages of Apartheid South Africa. In Maru she reflects upon her own experiences of love, loneliness and prejudice. Prejudice spreads as one discriminates against another and creates false images. Love contradicts loneliness, which diminishes as the plot progresses. Prejudice affects love and promotes loneliness. Initially one may assume that prejudice is only between different races. However, Bessie Head displays tribal prejudice through, â€Å"the expressions of disgust on the faces of the Batswana nurses as they wash the dead woman’s body for burial† (page 9-10).The nurses are reluctant to wash the dead woman’s body because she was Masarwa. Masarwas are considered as, â€Å"a low and filthy nation† (page 8), because they have decided to sustain their ancestral ways of life and customs. They have thus been pushed to the margin of society, â€Å"owned as slaves† (page 19), by the authoritative and affluent chiefs of the community. Being associated with Masarwa would infer that one stoops down to their level. For this reason, Moleka’s love for Margaret is suppressed. He loves her but is not keen to sacrifice his status for her.By, â€Å"[sharing] his plate of food and fork with one† (page 51), he wishes to show the community that Masarwa are equal to Batswana and eradicate the belief that they are non-human. Moleka attempts to terminate prejudice immediately. He does not understand that, â€Å"prejudice is like the skin of a snake. It has to be removed bit by bit† (age 48). This metaphor illustrates to the reader that change occurs over a long period of time. According to Moleka, this plate sharing becomes a symbol for the emancipation of the Masarwas and qualifies Margaret to be his equal.Moleka is a hypocrite because he wants to change other people’s attitudes towards Masarwa but he is not willing to walk down the aisle w ith Margaret. His prejudicial demeanours compel him to quash his feelings towards her. This shows that love does not always have the power to overcome prejudice. In addition, Margaret is lonely. Similar to Bessie Head, Margaret feels lost because she is unaware of where she belongs. Born a Masarwa but raised by an English woman,she is, â€Å"unable to fit into a definition of something as narrow as a tribe or race or nation† (page 11).Knowing which culture or group one belongs to defines a person. People discriminate against her because they do not know what she is. Margaret has no one to relate to. Nobody understands her. She lives in a village with magnitudes of people but in her heart she is alone. This is only until she encounters Moleka and experiences a, â€Å"bang! † (page 26), in her heart. This onomatopoeia is significant in Margaret’s life because it symbolises the beginning of her journey. She has always lived as a recluse but from this point onwards she instigates a presence that cannot be ignored.For the first time, she feels important because, â€Å"She [is] really no longer lonely† (page 26). Her relationship with Dikeledi is the closest Margaret comes to friendship. During her school career, Margaret is a brilliant, yet lonely student. The other students mock her by saying phrases such as, â€Å"you are just a bushman† (page 13). Prejudice, in this case causes loneliness. Bessie Head displays this throughout the novel. In Dilepe, Masarwa are slaves. When the news about Margaret being Masarwa spreads, she is ostracised by society because she is supposed to be a slave.Moreover, Maru’s marriage to Margaret appears to overcome her solitude. However, she still feels lonely due to the fact that she is not married to her first love, Moleka. She agrees to marry Maru because it is the only, â€Å"alternative to the living death into which she [has] so unexpectedly fallen† (page 120). Maru waits for the pe rfect moment, when Margaret loses her only companion and her first and only ‘love’, to propose marriage to her so that he appears to be her best option. He becomes her redeemer. Bessie Head uses the oxymoron, â€Å"living death† (page 120), to emphasize the severity of the situation Margaret finds herself in.It is so dreadful that it may be considered as fatal. She thinks that it is her decision to agree to marry Maru. Maru makes, â€Å"people do everything he [says] they [will]† (page 67). This brings into question whether he really loves Margaret or if he weds her in his attempt to conquer prejudice towards Masarwa. Maru realises that overcoming prejudice is a process that requires cautious planning. Furthermore, after the marriage between Maru and Margaret takes place, â€Å"a door silently [opens] on the small dark airless room in which their souls had been shut for a long time† (page 122).This metaphor describes the change that occurs as Maru h ad expected. The Masarwas are slowly being freed from the oppression that they have been subjected to. Bessie Head uses imagery, â€Å"small dark airless† (page 122), to give the reader an understanding of how the Masarwa suffer because of the Batswana. Love, loneliness and prejudice carry out a significant role in Margaret’s life. Bessie Head uses these three themes to demonstrate to the reader that in order to triumph one has to work hard and be strong.Margaret’s, â€Å"single abrupt tear from one eye† (page 18), shows that she, too, is human. Even though she is trained not to exhibit emotions her body unexpectedly displays her at moments when she is overwhelmed sensations that she does not understand nor come across before. In conclusion, where there is real love there is loneliness because and prejudice is one of the major entities that bring about loneliness in the novel. If there was no prejudice, there would have been fewer problems for everybody i n the town. Love is the source of happiness. 1. Analyse Three Themes in the Novel Maru, Showing How These Themes Are Portrayed, How They Are Effective and How They Support Each Other as the Plot Progresses. Born from a white mother and a black father, Bessie Head grew up in the early stages of Apartheid South Africa. In Maru she reflects upon her own experiences of love, loneliness and prejudice. Prejudice spreads as one discriminates against another and creates false images. Love contradicts loneliness, which diminishes as the plot progresses. Prejudice affects love and promotes loneliness. Initially one may assume that prejudice is only between different races. However, Bessie Head displays tribal prejudice through, â€Å"the expressions of disgust on the faces of the Batswana nurses as they wash the dead woman’s body for burial† (page 9-10).The nurses are reluctant to wash the dead woman’s body because she was Masarwa. Masarwas are considered as, â€Å"a low and filthy nation† (page 8), because they have decided to sustain their ancestral ways of life and customs. They have thus been pushed to the margin of society, â€Å"owned as slaves† (page 19), by the authoritative and affluent chiefs of the community. Being associated with Masarwa would infer that one stoops down to their level. For this reason, Moleka’s love for Margaret is suppressed. He loves her but is not keen to sacrifice his status for her.By, â€Å"[sharing] his plate of food and fork with one† (page 51), he wishes to show the community that Masarwa are equal to Batswana and eradicate the belief that they are non-human. Moleka attempts to terminate prejudice immediately. He does not understand that, â€Å"prejudice is like the skin of a snake. It has to be removed bit by bit† (age 48). This metaphor illustrates to the reader that change occurs over a long period of time. According to Moleka, this plate sharing becomes a symbol for the emancipation of the Masarwas and qualifies Margaret to be his equal.Moleka is a hypocrite because he wants to change other people’s attitudes towards Masarwa but he is not willing to walk down the aisle w ith Margaret. His prejudicial demeanours compel him to quash his feelings towards her. This shows that love does not always have the power to overcome prejudice. In addition, Margaret is lonely. Similar to Bessie Head, Margaret feels lost because she is unaware of where she belongs. Born a Masarwa but raised by an English woman,she is, â€Å"unable to fit into a definition of something as narrow as a tribe or race or nation† (page 11).Knowing which culture or group one belongs to defines a person. People discriminate against her because they do not know what she is. Margaret has no one to relate to. Nobody understands her. She lives in a village with magnitudes of people but in her heart she is alone. This is only until she encounters Moleka and experiences a, â€Å"bang! † (page 26), in her heart. This onomatopoeia is significant in Margaret’s life because it symbolises the beginning of her journey. She has always lived as a recluse but from this point onwards she instigates a presence that cannot be ignored.For the first time, she feels important because, â€Å"She [is] really no longer lonely† (page 26). Her relationship with Dikeledi is the closest Margaret comes to friendship. During her school career, Margaret is a brilliant, yet lonely student. The other students mock her by saying phrases such as, â€Å"you are just a bushman† (page 13). Prejudice, in this case causes loneliness. Bessie Head displays this throughout the novel. In Dilepe, Masarwa are slaves. When the news about Margaret being Masarwa spreads, she is ostracised by society because she is supposed to be a slave.Moreover, Maru’s marriage to Margaret appears to overcome her solitude. However, she still feels lonely due to the fact that she is not married to her first love, Moleka. She agrees to marry Maru because it is the only, â€Å"alternative to the living death into which she [has] so unexpectedly fallen† (page 120). Maru waits for the pe rfect moment, when Margaret loses her only companion and her first and only ‘love’, to propose marriage to her so that he appears to be her best option. He becomes her redeemer. Bessie Head uses the oxymoron, â€Å"living death† (page 120), to emphasize the severity of the situation Margaret finds herself in.It is so dreadful that it may be considered as fatal. She thinks that it is her decision to agree to marry Maru. Maru makes, â€Å"people do everything he [says] they [will]† (page 67). This brings into question whether he really loves Margaret or if he weds her in his attempt to conquer prejudice towards Masarwa. Maru realises that overcoming prejudice is a process that requires cautious planning. Furthermore, after the marriage between Maru and Margaret takes place, â€Å"a door silently [opens] on the small dark airless room in which their souls had been shut for a long time† (page 122).This metaphor describes the change that occurs as Maru h ad expected. The Masarwas are slowly being freed from the oppression that they have been subjected to. Bessie Head uses imagery, â€Å"small dark airless† (page 122), to give the reader an understanding of how the Masarwa suffer because of the Batswana. Love, loneliness and prejudice carry out a significant role in Margaret’s life. Bessie Head uses these three themes to demonstrate to the reader that in order to triumph one has to work hard and be strong.Margaret’s, â€Å"single abrupt tear from one eye† (page 18), shows that she, too, is human. Even though she is trained not to exhibit emotions her body unexpectedly displays her at moments when she is overwhelmed sensations that she does not understand nor come across before. In conclusion, where there is real love there is loneliness because and prejudice is one of the major entities that bring about loneliness in the novel. If there was no prejudice, there would have been fewer problems for everybody i n the town. Love is the source of happiness.

The Effects of Technology on Teens

The Effects of Technology on Teens Modern day technological advancements are constantly seen throughout every aspect of life. Cell phones, portable Internet availability, laptop computers, iPods, mp3 players of every brand, and many other devices, are everywhere. They seem to possess unending possible detriments, but, along with such issues, technology also has positive impacts on today’s youth. In some situations, the Internet and iPod prevent sociability, though in others they may be the cause of increased social activity.Overall, modern technology has the capability to bring people together as well as enhance the social abilities of the today’s youth; however, if used without discretion, can also create a less interactive generation, frequently depending on technology for satisfaction. The immense capabilities of the Internet today are astonishing, and offer many positive opportunities for teens. Primarily, the Internet makes sharing information fast and simple, desp ite factors that in other cases would prohibit such simple distribution.According to Jean-Francois Coget in Source C, â€Å"With the Internet, information can be transmitted and received with ease at any time of the day to and from any number of friends. † It is possible to send videos, pictures, papers, projects, and a quantity of other things with the click of a button. The transfer can happen in seconds. The amazing capability of modern day Internet simplifies teenage life, by providing a way to convey knowledge. Another way in which Internet proves positive is by providing a way to keep in touch with friends and family worldwide, or just across town.Whether it’s a friend that switched schools and is never around, or a family member in London, the Internet makes it possible to email, instant message, and even video chat. Such qualities of Internet communication bring people together with more frequent contact, boosting sociability and relationships. In addition, the Internet also has the capability to, â€Å"foster openness, self-confidence, and a greater sense of ease, and comfort in dealing with others† (Source C).Since it is not obligatory to reveal physical appearance or social status over the Internet, it grants an opportunity to be a completely new person, who is entirely open and confident. Internet chats, even with mere acquaintances, can supply a chance for socially challenged teens to experience a form of social interaction, in order to create a sense of composure. Modern day Internet advancements not only offer an easier way to share information, but also contribute to sociability by providing a way to communicate with distant friends and family, as well as giving socially challenged teenagers an opportunity for interaction.Likewise, another modern day technology, the iPod, may also have a positive effect on some teenagers, by presenting a different view of the world as well as uniting individuals through musical taste. In th e eyes of Kelly Doyle-Mace, in Source D, â€Å"music deepens the experience of walking through the world, rather than detracting from it. † There are millions of songs out there, one to match every possible mood. Sometimes, turning on just the right song can be motivational and provide a completely new outlook on a certain circumstance.In addition, lyrics are often relatable to personal life and can be significant or simply encouraging. Another way in which iPods and personal musical taste is a positive effect on teens is by uniting people of different backgrounds and diversities through their music choice. Lisa and Johnny Rocket, hosts of â€Å"iPod DJ nights,† describe that one night a month they invite guests to bring their iPods to a London bar. Where they can play whatever songs they choose (Source D). â€Å"Even more diverse than the music are the members†¦ the iPod acts to bring people together,† Lisa explains (Source D).These gatherings prove that a s diverse as music can be, it is also unifying. The multitudes of people attending these parties, from every race background and belief, are united through their assorted music taste. IPods have the potential to positively affect today’s youth by matching any and every mood with music, resulting in a deeper walk through life, as well as bringing people together by means of musical interest. The alternative argument is that the Internet can be a significantly negative influence on teenagers, if overused. Constant Internet use detracts time that could be spent with friends and family.Hours wasted away typing useless messages is detrimental to personal relationships with the ones who really matter. It was discovered through a study in Pittsburgh that people who use the Internet most often are â€Å"spending less time talking with their families†¦keeping up with fewer friends† (Source B). It is of no use to spend so much time talking to people over the Internet, when one could just as easily walk down the stairs and spend time with family, or go to see friends instead. According to Source F, Internet users participate in approximately 244. minutes per day spent with friends and family, while non-Internet users spend on average 381. 6 minutes per day with friends and family. Modern day Internet opportunities are decreasing physical interaction and essential quality time. The Pittsburgh study also determined that such teens are â€Å"feeling more lonely and depressed† (Source B). Even though teenagers are simply using the Internet for â€Å"interpersonal communication,† it is causing reliance on brightly lit screens and keyboards, instead of sincere personal interactions with close friends and family members (Source B).Investing too much on Internet chats will inevitably produce a sense of deprivation, and a resulting sense of loneliness from a lack of real relationships and personal contact. Obsessive or constant use of the Internet as a social tool deprives teens from necessary relationships that are crucial to life, especially throughout high school and college, which will ultimately result in a damaging sense of loneliness and depression. Similarly, iPods, much like the Internet, become a negative influence on teenagers, when in constant use.According to a university student’s study of iPods, â€Å"the main appeal of the iPod is that it preoccupies you so you are no longer obligated to interact with the uncontrollable factors of everyday life† (Source E). IPods provide an easy escape from having to interact with strangers in a public situation; because, in just about any situation, pressing play can zone everything out. This portable instant entertainment takes away opportunities to meet new people, or just admire the surroundings and environment of a new place.Although it is a solution to boredom, there are other, more advantageous, solutions such as social interaction. Such disregard to disc overing new people and new places leads to isolation. The obvious signal iPods send out is â€Å"don’t bother trying to talk to me† (Source E). Headphones constantly blasting music often prevent conversations that could prove to be much more worthwhile. The need to continuously be surrounded by one’s own familiar environment results in countless missed opportunities for meeting new people or experiencing â€Å"natural sights and ounds† (Source E). The Internet and iPod affect today’s youth in positive ways; however, when not used in moderation, can become negative influences. Modern technologies are positive by providing simple communication, unifying diversities, and deepening the experiences of the world through music. Those same technological advancements can become highly addictive, and like all addictions, have negative consequences. Teens who are constantly engaged in using technologies become so addicted that they spend less time with loved ones, and feel lonely and depressed.Technological addiction is leading to a more isolated generation, overly dependent on technology. Modern technological advances, particularly the Internet and iPod, have many positive effects on today’s youth, yet if overused can lead to addiction, which consequently produces negative influences and over obsession. Although technology can be profitable, it must be used in moderation, as not to damage the social ability of today’s youth.