Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teachers role as a learning coach versus the teachers role of judging the extent of a students achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a students prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Analysis of Hitler Biographies

Analysis of Hitler Biographies In Ian Kershaws chapter titled The Making of the Dictator, he takes a look at Hitlers time from being appointed chancellor on January 30th, 1933 to the early days after the election of March 5th 1933. When Hitler was appointed chancellor on January 30th, there was much support and hope for his cabinet, but there were also millions of people against him. Julius Leber, SPD Reichstag deputy at the time, questioned Hitlers government, he said We know their aims. Nobody knows what their next measures will be. The dangers are enormous† (331). Nobody knew just how dangerous Hitler could be at that time. When Hitler became chancellor many ordinary people did not react, because of the struggle they had experienced through the Depression. Others did not think that Hitler had any staying power in German politics, because they thought that Hitler would lose popularity when the emptiness of his promises was revealed. Even the critics could see that if Hitler was able to tackle mass unemployment he would gain a lot of support. On February 27th Marinus an der Lubbe set fire to the Reichstag. Nazi propaganda went to work and rallied support against the communists for what the Nazis made out to be their plot. Hitler called an emergency decree for the protection of people and state. With one paragraph Hitler had effectively taken away personal liberties that had been defined in the Weimar Constitution including freedom of speech, of association and of the press, and of privacy of postal and telephone communications. Within four months of Hitler being in power trade unions were dissolved and within six months all opposition parties had been suppressed or had been liquated and the most active political leaders had fled the country. The growing threats within the Nazi party were eliminated in the â€Å"Night of the Long Knives† on June 30th 1934. When Hitler was just starting as chancellor, he knew that he could not rule without the support of the military. Hitler was able to win support with promises of major military support. In the first cabinet meeting Hitler portrayed a very different side. He was open to suggestions, ready to take advice, and listened to other view points. Hitlers first cabinet meeting took place on January 30th 1933 and it was at this meeting that Hitler stated that he wanted to have the Reichstag dissolved and win a majority in a new election in March. Hitler was able to convince Hindenburg to dissolve parliament and the campaign went in full swing. â€Å"Appeal of the Reich Government to the German People† was the first time that Hitler spoke to the German people on the radio. Within four years the German peasant must be saved from impoverishment. Within four years unemployment must be overcomeNow, German people give us four years and then judge and sentence us (440-441), though he had addressed the economy, he never specified how he was going to fix it. During the campaign Hitler also had not yet made a plan for war, but he made sure that military spending was going to be a priority, â€Å"the next five years must be devoted to the restoration of the defence capacity of the German people (444). Once again Hit ler offered no concrete measures on how he was going to do this, but the National defence was soon given 35 billion R M over an 8 year period. Hitler painted this upcoming election as the last chance to reject communism in Germany, and hinted that if they didnt, force would be used. Hitler was really ignorant of the principles of economics and received a lot of credit for things that he should not have. Though Hitler at one point made a speech about a gradual tax relief for the automobile industry and road building program, he actually had not mentioned a specific program, but rather the prospect of one. Any tax relief that was given to the automobile industry was part of a larger framework. Hitler also had communists beaten, tortured and wounded, but for some reason the violence and repression of rights were wildly popular. When the election results were announced on March 5th, the Nazis had won 43.9% of the vote and their coalition partners gained 8%. Hitler was now in place to be come the dictator of Germany. This chapter in the book really showed how Hitler was really a master of politics. He absolutely disregarded the specifics of any important situation and continually used his rhetoric to make people believe that things were being or would be done. Its incredible that he was able to make something like the taking away of personal liberties popular among the people. This chapter is very informative and Kershaw has an easy to read writing style. My problem with his writing is that he tends to jump in time a lot and that is not helpful when people are trying to do their research in chronological order. Kershaw does do an excellent job of emphasizing just how effective Hitler was at achieving his goals, like when Hitler first became chancellor and portrayed himself as a man who was trying to learn and cared about the opinions of others. Or how Hitler said that the violence against communists was committed by people who were disobeying his orders, thus effectively removing himself from the situation. This information will be especially useful to me in the body of my essay as I try to justify my choice of Hitler as the most important person of the twentieth century. Kershaw, Ian.Hitler: 1936-1945 Nemesis. New York: W. W. Norton Company, 2000: pp 129-159 In Ian Kershaws chapter titled Marks of Genocidal Mentality a close look is taken at the build-up towards the genocide against the Jews and the vital role that Kristallnacht played in that. The day before Kristallnacht, Himmler gave a speech in which he said In Germany the Jew cannot hold out. This is a question of years. We will drive them out more and more with an unprecedented ruthlessness (131). On the night of November 9-10 Germany exploded in a display of violence against its Jewish community. This was a nationwide pogrom and it was the third wave of anti-Semitic violence, which the previous ones took place in 1933 and 1935. At the beginning of 1933 there had been some 50, 000 Jewish businesses in Germany. By July 1938 there were only 9000 left. In Munich, there were 1,690 Jewish owned businesses and this number fell to 666 by October 1938. There was a flood of legislative measures that imposing discriminatory restrictions and occupational bans on Jewish doctors and lawyers, Jews werent even allowed to be pedlars. A decree made on August 17 had made it mandatory for males to add the forename Israel and for females to add the forename Sara; these names were to be u sed in all official matters. On October 5th Jews were made to have a â€Å"J† stamped on their passports. A few days after that, Gà ¶ring declared that the Jewish Question must now be tackled with all means available, for they must get out of the economy† (144). Make no mistake, Hitler had never deviated from the fact that Germanys salvation could only come through the destruction of Europes Jews. During a visit to Munich, Hitler took objection to the location of the citys largest synagogue and the Jewish community was only given a few hours of notice before its destruction. Hitler did not want to be publicly associated with the anti-Jewish movement during 1938. He did this to preserve his image at home and abroad. For example, the press was not allowed to ask him about the â€Å"Jewish question† when he was travelling over Germany and the legislation that ousted Jewish lawyers was not publicized, since it took place during the Sudeten crisis and would draw bad publicity. â€Å"Aryan† businesses looked for every opportunity to profit off of their Jewish counter parts. Jewish businesses were bought out by â€Å"Aryan† businesses. Doctors and lawyers wanted to take advantage of the economic opportunities available if the Jews were ousted. There is no doubt that Hitler supported the action against Jews even if he wasnt in the limelight at this time. Hitler was moving away from the assumption that emigration would remove the â€Å"Jewish problem† as only  ¼ of Jews had left Germany by October 1938. The Evian Conference had a major role in this as 32 countries refused to increase their Jewish immigration quotas. â€Å"Crystal Night† had a huge effect on Hitler, and after the pogrom Hitler agreed with Goebbels that the time to unleash the fury of the Nazi movement on the Jews had come. In his speech to the Reichstag on January 30th 1939, Hitler revealed his intentions of genocide. The information from these pages might contain some of the most influential points in my essay. The reason for this is as I try to portray Hitler as the most important man in twentieth century showing his influence over the people will be crucial. Hitler influenced the masses to violence without even being involved. He made Germany become an anti-Semitic nation in the matter of years. This chapter discussed the steps to largest genocide in history of which Hitler was the catalyst. Once again Kershaws writing is good and very informative, but tends to be jumpy. Redlich, Fritz.Hitler: Diagnosis of a Destructive Prophet. New York: Oxford University Press, 1999. http://www.questiaschool.com/PM.qst?a=od=78810661: pp. 151-171. Chapter 7 of Redlichs work is entitled Warlord. In this chapter he discusses numerous topics pertaining to Hitlers work as the warlord of Germany. He starts of the chapter by discussing the invasion of Poland. On September 1st 1939, fifty seven German divisions invaded Poland, and Hitler knew that he had attacked a weaker opponent. The invasion of Poland worked out to the success of the German army. Hitler wasnt only making attacks internationally, but he was also responsible for a lot of deaths in his own country. On October 18th, Hitler signed a secret decree regarding euthanasia, part of it read â€Å"Reichsleiter Bouhler and Dr. Brandt are charged with the responsibility of enlarging the authority of certain physicians to be designated by name, in such a manner that persons who, according to human judgment, are incurable, can, upon a most careful diagnosis of their position of sickness, be accorded a mercy death† (Pg 154).   This policy soon became an open secret in the country, and the family members of those who had suffered from these mercy deaths soon began to rebel and protest. After invading Poland, Hitler gave Britain and France a peace offer. When it was rejected Hitler wanted a quick start to the western campaign. In spite of Hitlers excitement the campaigns did not start until the spring of 1940. With out any formal declarations of war, Hitler overran Holland, Belgium and conducted a Blitzkrieg on France. On May 24th, Hitler had the BEF trapped against the sea, but he stopped his tanks. To this day there is not enough evidence to find out why Hitler had the tanks stopped, but as a result the British were able to make a sea escape. Hitler had successfully erased the â€Å"Shame of Versailles.† Hitler had become the most powerful man in Europe, but Germany still had problems. While the Russians provided Germany with food and raw materials, Hitler wanted economic self-sufficiency. The â€Å"Jewish problem† had gotten bigge r in Hitlers eyes, and needed to be dealt with and Hitler also needed to figure out how to beat Britain. Hitler organized Operation Sea Lion, which involved his air force attacking Britain as a prelude to a sea invasion, but the operation was a failure. In regard to the Italians, Mussolini surprised Hitler when he decided to invade Albania, even though Italy already had control of Albania. This move was done just to show that Italy could conquer a country as well. Hitler then asked Mussolini to not invade Greece, but Mussolini did it anyways, the result of this was a delay in the Russian campaign. Hitler showed a great development during these early years of the war. Hitler had basically listened to everything his generals had said during the Polish campaign, but he began to differ with them when it came to the western campaign as he favoured more modern strategies. The success of the western campaign really enhanced his supremacy and thus a war lord was born. This excellent chapter by Mr. Fritz provides great information about Hitler as a warlord and provides information about how Hitler progressed from being a subservient leader (when it came to the military) to the man who was in total control of the army. This information is going to be invaluable to my essay, as part of the reason to think of Hitler as the most important person during the 20th century is the way he affected lives through war. He was an absolutely brutal leader as evidenced when he discussed the Russian campaign and said â€Å"The natives? Well sieve them. The Jews well take out completely [setzen sie ganz heraus]. We wont go into the Russian cities, they have to perish completely. We dont need to have any pangs of conscience (164). Hitlers rise to the most powerful man in Europe is absolutely incredible and it is hard to think of man who had experience the amount of success that Hitler did in his early years as the Fà ¼hrer. Waite, Robert G. L.The Psychopathic God: Adolf Hitler. New York: Da Capo Press, 1993. http://www.questiaschool.com/PM.qst?a=od=58048406: pp. 3-33. Robert Waites chapter titled The Image and the Man might have the most shocking I have read for this essay. He delves into the characteristics of Hitler and provides some shocking personal details of his life. Part of Hitlers genius lies in the way he set-up his government. He created a political system that could not survive without him. Hitler utilized the emotional and irrational factors of politics like no other person in history. Former British PM David Lloyd George once said of Hitler â€Å"The old trust him; the young idolize him. It is not the admiration accorded to a popular Leader. It is the worship of a national hero who has saved his country from utter despondency and degradation. . . . He is as immune from criticism as a king in a monarchical country. He is something more. He is the George Washington of Germanythe man who won for his country independence from all her oppressors† (4).  Ãƒâ€šÃ‚   Winston Churchill also admired the Hitlers accomplishments and called them among the most remarkable in the whole history of the world† (4). This praise was deserved, as within 5 years he had revived Germany, given the people hope and wiped away the â€Å"Shame of V ersailles.† While in propaganda media, Hitler looked the part of a great leader, but this is not necessarily true. Hitler was 59† and weighed 150 lbs, and as his time in office increased, his posture wasted away. Hitler was apparently fascinated with hands and he had collected numerous books that were dedicated to this topic and dedicated his time to finding whether great leaders of the past had hands like him. We have heard of many famous people who are dedicated to reliving their childhood and Hitler can be grouped into this category as well. Hitler believed that there was an elixir of youth and almost sent an expedition to India to look for it. He ate candies like a child and in moments of agitation the great Fà ¼hrer would suck on his little finger. Every evening Hitler would watch a movie, his favourites were Snow White and the Seven Dwarves and King Kong. Another interesting thing about Hitler was that he hated the passage of time. He constantly sought to confuse day and night and in his office he only had one clock, which was a family heirloom and was never wound. Death fascinated Hitler and he thought that with his death his fame would only increase, as he said â€Å"I know how to keep my hold on people after I have passed on. I shall be the Fà ¼hrer they look up at and go home to talk of and remember. My life shall not end in the mere form of death. It will, on the contrary, begin then† (22). The idea of suicide was constantly on Hitlers mind; even as a child he had made a suicide pact with a girl who had rejected him. Coincident or not, it is fitting that Hitler died of suicide. As I said above this chapter was quite shocking, actually after I read the chapter I doubted the legitimacy of its claims. I couldnt believe that one of Hitlers favourite movies was Snow White and the Seven Dwarves or that he would suck on his little figure. This is really not what I expected of one of the most ruthless leaders in history, a man who said â€Å"I shall become the greatest man in history. I have to gain immortality even if the whole German nation perishes in the process† (24). The information in this book will be useful in portraying another side of Hitler that the public never saw. Another piece of information I found interesting, was Hitlers hate of the passage of time. Was it because he feared old age? Or maybe he knew that is judgement day was coming?   Hitler strived to be a great leader and while he was a very evil man, there is no denying the impact he had on the 20th century. Fischel, Jack R.The Holocaust. Westport, CT: Greenwood Press, 1998. http://www.questiaschool.com/PM.qst?a=od=98665227: pp 31-51 Any paper on Hitler would be incomplete with out detailing the Holocaust, which we all know to be as the most horrific genocide in human history. In chapter 3 of his book, Fischel takes a detailed look at the road to genocide. At the time World War II had started, the average German was unaware of the Holocaust. This genocide began with the institution of euthanasia programs. Under these programs â€Å"categories† of people were determined to be unfit to breed and unfit for Germany. At the headquarters of the euthanasia program, victims were gassed in rooms that were disguised as showers and then have their bodies cremated. Over 100, 000 people became victims of the euthanasia program, before the families of the deceased began to protest. After the capture of Poland a â€Å"process of ethnic cleansing occurred† (40). Polish people were being displaced from their homes to have Germans move instead. Himmler wasnt a huge supporter of the initial treatment of the Poles, because he felt that many of them were of mixed German blood or were actually German, so instead he proposed that after the war that the Polish population be inspected. Initially, Hitlers regime wanted to move the Jews to Madagasc ar, this was called the Madagascar Plan. The Madagascar Plan fell through after Germany was unable to defeat Britain and this is when the idea of genocide began to firmly develop and it was after the invasion of the Soviet Union in June 1941, that the Nazis decided to eradicate the Jewish people. A bureaucracy was created to organize the murder of Jews. Mobile killing squads called the Einsatzgruppen were first seen during Anschluss. During the invasion of Poland 16,000 Poles and Jews were murdered by the German Army and the Einsatzgruppen. After the invasion of the Soviet Union the Nazi had 1 million Jews under their control. On July 31, 1941 Goering sent a letter to Heydrich that read send me, as soon as possible, a draft setting up details of the preliminary measures taken in the organizational, technical and material needs for the achievement of the final solution which we seek,† (49) it is clear from reading this quotation that the seeds for genocide had been planted. This chapter provided good information about how the Holocaust began and transformed, from the euthanasia program to the Madagascar Plan. I wonder how the German people were not alarmed at the euthanasia program, if the families were truly making enough problems to bring the end of the program. Were the German people really that enamoured with Hitler that they paid the program no notice? After the deaths of 100, 000 people, it is really hard not to see the evil that Hitlers government was capable of. Its sad to read about the shift from the Madagascar Plan to the eradication of Jews, because even though the Madagascar Plan is not ideal, it would have spared the lives of millions of people. All of these things were done under Hitlers watch, and no doubt that Hitler was aware of the draft of final solution that was requested in the letter quoted above, further showing his impact as a person in the 20th century. Erwin Leiser. Mein Kampf. Edited by Erwin Leiser. Los Angeles, CA: Columbia Pictures Industries Inc., 1960. 00:00 29:34 The first 30 minutes of the documentary entitled Mein Kampf detail Hitlers early life and his rise to Chancellor. As a child Adolf is a bad student and often argues with his father over his future, because Hitler wants to become an artist. At the age of 16, Hitler falls ill with tuberculosis, and never returns to school. In 1907, Hitler moved to Vienna and tries to gain acceptance into the academy of art, which he fails to do in two tries. After failing the second time, Hitler becomes a labourer and sells post cards for a living, this isnt very profitable and he loses his apartment and lives in a flop house, but considers himself superior to the other tramps there. It is during this time that Hitler spends his money on his first anti-Semitic pamphlets. He is so interested in the writings that he looks up the author to find pieces that are no longer being circulated. He is filled with ideas that about the blonde man who is superior to the dark man and that the Jew is the devil. Hitler moves to Munich and lives the same lifestyle that he lived in Vienna and it is during this time that he is rejected from the Austrian army. On August 1st, 1914 Hitler listens to the proclamation of the declaration of war and is inspired enough to join the German army and become an infantry soldier. During his time in service he is wounded at the western front in 1916, but returns to the front in 1917 as a vice corporal. In 1918, his eyes are injured in a gas attack and he is in the hospital when the war is ended. Hitler is again left unemployed and decides to become a politician. Hitlers next big move is the Beer Hall putsch and is arrested after its conclusion. He is sent to jail, but lives in favourable conditions. During his time in prison he writes a book called Mein Kampf which turns into a political platform. In the book he describes a united Austria and Germany and mentions that in World War I, gas should have been used on thousands of Jews. At first the book is treated as a joke, but later gains a lot of respect. When Hitler gets out of prison he tries to re-organize the party and realizes that he should only make his revolution when he comes to power. During this time Nazi registration grows, and Hitler is appointed to the Chancellorship on January 30th, 1933. Watching this documentary was as beneficial as reading books for numerous reasons. I think what stood out to me most was the clip that was featured of Hitlers first speech as chancellor. I was captivated; I couldnt take my eyes off the screen. Seeing the raw emotion with which he spoke made me understand how the masses could have been swayed to let such an evil man be let into office. That is where the true value of this source lies, because I have already seen all the information that was presented before, but now that I was able to see Hitler and some of his assistants in action it is much easier for me to understand Germany during Hitlers rise to power.

The Solar System Essay -- Astronomy Plantes Stars Galaxy Essays

The Solar System What are planets? Planets are kinda like asteroid around the sun. There are nine planets in the solar system, Mercury, Venus, Earth ( Our planet ), Mars, Jupiter, Saturn,Uranus, Neptune, and Pluto. The Terrestrial Planets The terrestrial planets are the four innermost planets in the solar system, Mercury, Venus, Earth and Mars. They are called terrestrial because they have a compact, rocky surface like the Earth's. The planets, Venus, Earth, and Mars have significant atmospheres while Mercury has almost none. The following diagram shows the approximate distance of the terrestrial planets to the Sun. The Sun The Sun is the most prominent feature in our solar system. It is the largest object and contains approximately 98% of the total solar system mass. One hundred and nine Earths would be required to fit across the Sun's disk, and its interior could hold over 1.3 million Earths. The Sun's outer visible layer is called the photosphere and has a temperature of 6,000Â °C (11,000Â °F). This layer has a mottled appearance due to the turbulent eruptions of energy at the surface. Solar energy is created deep within the core of the Sun. It is here that the temperature (15,000,000Â ° C; 27,000,000Â ° F) and pressure (340 billion times Earth's air pressure at sea level) is so intense that nuclear reactions take place. This reaction causes four protons or hydrogen nuclei to fuse together to form one alpha particle or helium nucleus. The alpha particle is about .7 percent less massive than the four protons. The difference in mass is expelled as energy and is carried to the surface of the Sun, through a process known as convection, where it is released as light and heat. Energy generated in the Sun's core takes a million years to reach its surface. Every second 700 million tons of hydrogen are converted into helium ashes. In the process 5 million tons of pure energy is released; therefore, as time goes on the Sun is becoming lighter.The chromosphere is above the photosphere. Solar energy passes through this region on its way out from the center of the Sun. Facula e and flares arise in the chromosphere. Faculae are bright luminous hydrogen clouds which form above regions where sunspots are about to form. Flares are bright filaments of hot gas emerging from sunspot regions. Sunspots are dark depressions on the photosphere with a typical temp... ...s evaporate. The evaporated molecules boil off and carry small solid particles with them, forming the comet's coma of gas and dust. When the nucleus is frozen, it can be seen only by reflected sunlight. However, when a coma develops, dust reflects still more sunlight, and gas in the coma absorbs ultraviolet radiation and begins to fluoresce. As the comet absorbs ultraviolet light, chemical processes release hydrogen, which escapes the comet's gravity, and forms a hydrogen envelope. This envelope cannot be seen from Earth because its light is absorbed by our atmosphere, but it has been detected by spacecraft. The Sun's radiation pressure and solar wind accelerate materials away from the comet's head at differing velocities according to the size and mass of the materials. Thus, relatively massive dust tails are accelerated slowly and tend to be curved. The ion tail is much less massive, and is accelerated so greatly that it appears as a nearly straight line extending away from the comet opposite the Sun. The following view of Comet West shows two distinct tails. The thin blue plasma tail is made up of gases and the broad white tail is made up of microscopic dust particles.

Pity the Bear in Judith Mintys story, Killing the Bear :: Minty Killing the Bear Essays

Pity the Bear in Judith Minty's story, Killing the Bear   Judith Minty's story, "Killing the Bear," is a rather chilling tale about a woman who shoots a bear to death. The story is not merely a simple account of the incident however. It is full of stories and facts about bears, which affect how the reader reacts to the story. In the beginning, the reader expects the bear to be portrayed as a cold-blooded monster who must be killed for the safety of the primary character however this expectation is foiled throughout the story and the reader sees the bear in a very different light. Due to the stories and facts given about bears throughout the story, the reader comes to pity the bear, but most will still acknowledge the necessity of killing him. The beginning of the story seems very quiet and peaceful. It sets up a scene many people would be familiar with. Even the story about the dog is one most people who have ever owned a house pet would instantly recognize. The woman does seem very vulnerable, however. She is outside in a hammock and the dog seems very little help since "she ended up more his protector than the other way around" (2). The second section sets up frightening images of animals, but they are all in the zoo, so they pose no threat. Yet, this still sustains the reader's original expectation of the bear being a threatening animal. Of all the zoo animals described, the bear seems the most harmless, yet she is still afraid of it. The reader has not been shown any danger yet, but there is still a sense of something about to happen. The only bear we have seen is a "bundle of clothes by [a] dead tree" (5) in a cage at the zoo. The third section of the story returns the reader to the calm security, but then quickly sends the tone of the story into a frenzy. These constant tone changes show the reader how strong and resourceful the woman is, but it also shows us how she can be thrown into a panic easily. We come to have little confidence in the main character's ability to react well if a dangerous situation arises. Throughout the story, "Killing the Bear," the reader is given a number of side notes about bears and the woman's experience with them.

La Vita e Bella Essay examples -- Movie Play Analysis

As Benjamin Franklin once said, â€Å"Many people die at 25 and aren’t buried until 75.† Guido Orefice, the main character in La Vita à © Bella was not one of those people. In the movie, Guido is a man who lives every second, taking nothing for granted and leaving no opportunity wasted. In La Vita à © Bella, Life is Beautiful, the main character Guido Orefice travels to Arezzo, Italy, with his friend Ferruccio, in hopes of eventually opening up a bookstore. On the journey to the city, Guido meets a schoolteacher named Dora, immediately falling in love with her. During his time in the city, Guido runs into Dora a number of times, some on accident and others on purpose, and never wastes an opportunity to impress and woo her. Eventually, after liberating her from her own engagement party to another man, Guido marries Dora. The birth of their son Joshua and five years go by. WWII starts and the Germans take many Jews to concentration camps. On the night of Joshua’s fifth birthday German soldiers come and take Guido, his uncle and Joshua off to a concentration camp. When Dora learns what has become of her husband and son she pursues them, eventually landing in the same camp as them. As Joshua and Guido are traveling to the camp and even when they arrive, Guido makes Joshua believe that the entire ordeal is a game, the grand prize being a real life tank. The story ends when the Allies capture the camp, unfortunately after Guido is executed for trying to escape. Joshua is taken from the camp in one of the American tanks, Joshua thinking it is because he has won the game, and on the road sees his mother, whom he has been separated from since the night of his birthday, which is a bittersweet ending. La Vita à © Bella is a masterful production, in bot... ...script would only be unrealized potential, in the end, a waste. The script and film are vital to each other, one fulfilling the other in ways neither could do on their own. The script provides the vital information necessary to make the film into the hit has become. The movie, because of the screenplay’s effectiveness, conveys the theme of bravery through its use of character development, the dialogue and effects within the film. Courage is aptly displayed in the characters of Guido and Dora. Can anyone really know if they would have the courage to carry on, despite great hardship, even when their loved ones were at stake? Works Cited Meyer, Nicholas. Screenplay quotes. 04 12 2010 . Towne, Robert. Robert Towne Quotes. 04 12 2010 .

A Pair of Tickets †Short Analysis Essay

Who am I? Have you ever sat and thought about the contributing elements that make you the person you are? In â€Å"A Pair of Tickets,† in hopes of finding her true self, June May struggles to identify who she is. Amy Tan is an author who uses the element of character development to bring out the theme of self-awareness and identity in this story, mainly focusing on the main character having the dual identity of being Chinese American. While June May discovers her ancestral home, she also finds a part of herself. June May’s mother was an immigrant from China. At the beginning of the story, June tells of how her mother tries to convey their family’s history and legacy to her. June, who is fully americanized and almost completely ignorant of their heritage, tells of how at the age of fifteen she believes she is no more Chinese than her Caucasian friends even though her mother was persistent in convincing her that being Chinese could not be helped. Her pass port reveals her American name which is June May but she chooses to introduce herself as Jing-Mei, which is her Chinese name. This incident is the start of her accepting her Chinese heritage. She has many misconceptions throughout the story; most about what is to be Chinese and the culture of China and the people that reside there. One example being she did not think that â€Å"communist China† would have such luxurious hotels, which is an example of American stereotyping. She compares her height to those of the people she is surrounded by when she gets off the train to head to customs, saying that she was much taller. She was expecting a traditional Chinese meal but her family opted for the hamburgers, fries, and apple pie instead. She was shocked when her younger cousin Lili posed as if she was a supermodel while taking a picture. June started to take in how American culture had shaped her way of thinking and that she was wrong in believing her family would be more different from her. Often looking on the experiences of your families past is sometimes needed to discover who we are as a person. Going to China helps June understand how she is Chinese. As she learns more about her family and her mother’s life and the sacrifices she had to make, June’s mindset changes more. She compares being Chinese to transforming into a werewolf as though it was something she would have to become. By the end of the story, she realizes that the part of her that is Chinese is her family, and it is in her blood. Becoming Chinese was not realistic and her mother was right. She was already Chinese, and it could not be helped. June May’s journey was never about becoming Chinese, or understanding the culture, it was about understanding who she is and knowing that there are parts of herself that she had no control of their existence. Finding her ethnic and cultural roots while in China allowed June May Woo to discover Jing-Mei Woo.

An Episode of My Life- Life of a Grade 8 Student Essay

I woke up in the middle of the night after the weird noise coming from my brother Jake’s room. It was his alarm that made such noise. He has an important high school exam today. Apparently he thought that having a fire drill sound as his alarm tune would surely wake him up, it did but it woke all of us up. After finally being able to sleep again, I woke up around eight o’clock. I was thirty minute later from the time when I usually wake up. It is Wednesday, June 27th. The weather was extremely beautiful and warm, a typical June weather in L.A. After having breakfast and a nice cup of ice tea, I got ready for school. Today was the last day of school so I wanted to enjoy it. I put on an over- sized sweatshirt and paired it with ripped skinny jeans while grabbing a pair of sneakers. I was never allowed to wear such kind of cloths in school, apparently my school is private and only accepts proper dress code. My dad’s driver drove me to school today because I was going to be late. Usually I just walk to school since it only takes me ten minutes. Around nine thirty, I arrived at school. I entered through the front door and saw the crowd surrounding a seventh grader that was being bullied by a bully. This actually happened a lot after he arrived to our school. His name is Thomas Thomson and had been called names ever since last year. He was a show off and had a bad attitude. The bully was Joe Kinderson. He always bullies younger graders and was expelled twice in one year. The only reason he is still here is because of his dad, the president of Kinderson Company. His dad’s company founded our school and that is why our school’s name is Roy Kinderson Academy. Being in a private school had never been what I wanted. If I hadn’t fail grade five, I would still be in Rosemary public school that can give me at least freedom. That was not bad enough, because I got a D on two of my subjects for the past two semesters, I will have to be sent to a boarding school in England and live with my aunt Frowny after summer break. Aunt Frowny’s actual name is Juliana Frowren Williams. My brother and I gave her the nickname â€Å"Frowny† since she barely smiles to us. First period was supposed to be French but Ms. Lewis our homeroom teacher decided to change it into science so she can give us a review quiz on what we learned this year. Our French teacher Madam Garcia was one of the nicest teachers in grade eight due to the fact that she barely gave us any homework and that she always has a big bright smile on her face. Since today was the last day of school, we only had to stay in school until after lunch. We had recess after first period. My two best friends Trina and Elisa were with me along some other girls. They think that going to school in England will be a fairy tale but for me its definitely not. Lunch was pizza and fruit salad. We had to help clean out the classroom before lunch. Around one o’clock we were about to leave. I knew it would be the last time I ever see my friends and teachers so I left early. I didn’t want to get emotional since I was known as a girl who never cries. I will really miss my school but I can still contact people from my school using Facebook. I got home a quarter to two. Took a shower and watched TV until my mom went home. She made me to go shopping with her and buy new cloths for tomorrow. Tomorrow is our family â€Å"Frienbely† day. It was a unique holiday my parents thought about when I was five. They wanted to celebrate the coming of summer break by hanging out with Jake and I as friends for a whole day. We thought it was cool at that time but that was because we were young. As we were on our way to the mall, I had to tell my mom how my day went. I told her about the practice fire drill we had today and the whole morning of cleaning. She asked me if I took memorable pictures with any of my teachers and friends but I said I would still visit them in the summer. The afternoon turned to be a disaster to me. I accidently went off to the wrong escalator and ended up bumping into the set where they were shooting a music video. The camera caught me spilling coffee onto my pants by accident and broadcasted it on the big screen in the mall. The embarrassing thing wasn’t this but my mom. She shopped at my favorite store and bought the exact same cloth I was wearing. She though it would be fun and would be perfect for tomorrow’s â€Å"Frienbely† day. Because my mom withdrawn five of her credit cards last week without knowing, my brother Jake had to come over to pay for her bills. He laughed so hard at both of us and laughed even harder when he saw the big screen playing over my coffee spilling moment. Around seven thirty in the afternoon, my family went out for dinner after my dad returned from work. We had dinner at a famous Spanish restaurant since my mom is half Spanish. The restaurant wasn’t famous because of its extraordinary taste but by its reasonable price and its interesting arrangement of tables. Dad bought cloths for the â€Å"frienbely† day as well. He told his secretary to get the same outfit that matched with the cloths Jake bought last week. I was going to laugh at Jake to get back at him, but I thought I would save it for the next time he makes fun of me. After we got home just before eleven o’clock, I found Jake’s new girlfriend waiting for him by the back door of our house. Jake didn’t tell mom and dad about his new girlfriend because he just broke up with his ex- girlfriend last week and their relationship only lasted for two days. I didn’t tell mom and dad about Jake’s new girl friend because they promised me to buy me a new CD that mom banned me from listening to. They were going to sing at the karaoke club with a bunch of friends to have fun and relax after their two months of studying. I went to bed at two AM in the morning. The new video game I bought last week kept me from sleeping early. After five minute, I slept soundly with a dream that led me to the uncertainness of tomorrow.