Russian Jews :: essays research papers

Russian Jews To Russian Jews, the synagogue was the center of religion and religion was the most important thing in their lives. The rabbi was their leader, they came to him with every problem they had. Jews were poor, but they all gave tzedakah. It was said that even the poorest Jews could find someone poorer to help and give money to. According to the Jewish religion, tzedakah is one of the most important mitzvahs you can do. The same could be said about the Jewish holidays. They were observed very strictly, but Shabbat was the most welcomed. In order to teach the importance of Jewish law, they started their own schools, their own courts of law, and their own burial societies. even though there were pogroms, religious persecution forced the Jews to create stronger communities and made them more united. In the beginning of the 1800s, Alexander I ruled Russia. He promised the Jews that they could become farmers, could live in two districts, and could buy unoccupied land. Although Alexander was kind and helped the Jews, the tax they were forced to pay, stayed. before he died in 1825, the Jewish situation became hard for them to bare. They lived in poverty in small and crowded places and were oppressed. For hundreds of years, Jews lived these ways in two communities - the ghetto and the shtetl. To keep out thieves and rioters from coming in, they built walls around their section of town. When they did this, the government and churches got an idea, they would use the walls that the Jews built, to lock them in. These walls were located near a foundry that made cannons, so they named it â€Å"ghetto† which means "foundry". They would close the gates every night and the Jews would be locked in until daybreak. The word of the ghettos quickly spread, soon there were ghettos all over Europe. The Jews were all treated the same in every ghetto that was in Europe, according the government and churches, the Jews had no rights. They were no allowed to own land, join crafts guilds, or do any kind of work that Christians got to do. In some ghettos, they were even forced to wear badges so anyone who saw them would know they were Jewish. The badge was usually a Star of David. For many years, the government took copies of the Talmud, and burnt them. Also the government forced the Jews to listen to long Christian sermons. Even though all these terrible things took place and the government was not good to the Jews, the ghettos seemed to be a

Smog City 2 from Particle Pollution

Name: Date: Save Smog City 2 from Particle Pollution Student Worksheet 1. Access the Smog City 2 web site at www. smogcity2. org. 2. Select â€Å"Save Smog City 2 from Particle Pollution. † 3. Once Smog City 2 loads to your computer, take note of the areas of Smog City, including Weather Conditions, Emissions Levels and Population. All areas have â€Å"clickable† choices. Mouse-over or click on the choices. †¢ NOTE: in the information box at the bottom of the screen, there is information about each choice. 4. Notice how each of the choices are pre-set to a certain level. These are called the default settings. You can use the reset button at any time to return to the default settings. In the chart below, circle or highlight the default setting for each choice. The first setting, Sunlight, has already been completed for you. Weather ConditionsChoices Included in the Area: Sunlight : Inversion Layer: Wind Speed: Maximum Daily Temperature: Clear -Partly Cloudy – Cloudy No inversion – Low inversion – High inversion Calm – Light Breeze – Breezy – Windy 30? F – 40 ? F – 50? F – 80? F – 90? F – 100 ? F – 110 ? F EmissionChoices Included in the Area: Energy Sources – Cars and Trucks – Off Road Vehicles – Consumer Products- Industry – Some energy sources produce more smog-producing emissions than others. (level 1 is cleaner sources like a wind or solar technology, level 3 produces more smog like a coal-fired power plant) Levels: 1 2 3 This includes Passenger vehicles (all sizes), large and medium trucks, motorcycles Levels: 1 2 3 4 5 This includes airplanes, trains, power boats, earth movers, tractors, harvesters, forklifts, bulldozers, backhoes Levels: 1 2 3 4 5 This includes paint thinner, charcoal lighter fluid, glue or other adhesives, gasoline Levels: 1 2 3 4 5 This includes manufacturing facilities, power plants, oil refineries/storage/distribution centers, food and agricultural processing Levels: 1 2 3 4 5 Area Name:Choices Included in the Area: Population – Population in Smog City 2 affects air quality. Changing population, as shown by the â€Å"total emissions† chart and the emission sources n the cityscape, affects VOCs, NOx and SO2. The compounds react to form ground-level ozone and particle pollution. When temperatures are cool, changing population also changes the usage of wood-burning stoves, which emit particle pollutionIn Smog City 2, you can increase the population from near-zero to about two million people. Levels: 1 2 3 4 5 5. Observe the AQI (Air Quality Index) box inside the bla ck box. The default settings, which are circled above, result in a â€Å"red†, or â€Å"Unhealthy† AQI for particle pollution. The health message is: â€Å"Active children and adults, and people with respiratory disease, such as asthma, should avoid prolonged outdoor exertion; everyone else, especially children, should limit prolonged outdoor exertion. † Scenario 1: Emission Sources 1. Minimize the â€Å"Save Smog City 2 from Particle Pollution! † instructions at the top of the screen. 2. Turn only Cars and Trucks control to 1. Leave all other choices at the default settings. Record what happens on the Student Worksheet in the table below. Uses the reset button to return the Cars and Trucks control to 3, so all controls are in default position. . Turn only Off Road down to 1. Leave all other settings alone. Record what happens on the Student Worksheet. Use the reset button to return the Off Road control to the middle setting, so all controls are in default position. Student Worksheet Energy SourcesCars &TrucksOff RoadConsumer ProductsIndustryAir Quality Index (AQI) ColorMessageValue DefaultRedU nhealthy157 21333YellowModerate80 23133RedUnhealthy158 4. Using the worksheet below, adjust each of the remaining controls noted in red and record the result in the worksheet. Student Worksheet Energy SourcesCars &TrucksOff RoadConsumer ProductsIndustryAir Quality Index (AQI) ColorMessageValue 23313RedUnhealthy175 23331RedUnhealthy152 13333Red Unhealthy173 5. Move all Emission controls to level 1. What is the AQI? Why? The AQI is green and healthy. The emissions are the main reason for the poor air quality. 6. Using the reset button, return all Emission controls to the middle setting and turn the Population control to level 1. What is the AQI? Why? (Hint: Read â€Å"WHAT IS THIS† in the information box) The AQI is green again. The reason for this is because when there are less people, there are less emissions as well as less particle pollutions from wood burning fireplaces (when the weather drops below 50 degrees. ) Scenario 2: Weather 1. Using the reset button, return all Emission and Population controls to the middle setting. What is the AQI level? Unhealthy for sensitive groups is the AQI when emissions and population controls are in the middle. 2. Set the Temperature to 80 degrees F. Check the black sign in the cityscape for the temperature. How does this affect particle pollution? Why? Heat increases the chemical conversion of emissions to ozone and particle pollution. 3. Move the Inversion control to low-altitude (the far right). How does this affect particle pollution levels? Why? Temperature inversions create a warm layer of air above the ground-level ozone that traps pollution. The lower the altitude, the closer to the ground the lid traps the pollution. Questions Based on all the data collected, answer the following questions 1. Was there any one variable that seemed to have a greater increase in particle pollution than others tested? Which one? Population made the most impact in either direction quicker than any other factor. 2. What steps could be taken to control emissions levels? Choose energy sources that are not produced with fossil fuels, telecommute (shop online) instead of taking trips to the mall, recycle, etc. 3. Can you think of ways to reduce particle pollution levels? Keep fire burning to a minimum or use a gas burning fireplace instead, ride a bike, take public transportation, walk, keep â€Å"off road† trips to a minimum, avoid revving engines for longer than 30 seconds when driving, etc.

Into the World Essay

â€Å"Individuals venturing into new experiences may encounter obstacles, but may also experience personal growth. † ‘Into the World’ is can be defined as aspects of growing up and transitions into new phases of an individual’s life. It can mean transitioning naturally, or change being thrust upon a person. In either case, any individual venturing into new experiences will encounter obstacles, but they will also experience personal growth. This is evident in the prescribed text, The Story of Tom Brennan by JC Burke, as well as my chosen text, I Was Only 19 by Redgum. The concept of ‘new experiences’ may not always start off positively. For example, in Burke’s novel, the protagonist, Tom Brennan, one fatal accident forced him and his family to flee their hometown of Mumbilli, forcing every character to undergo a catharsis. This causes Tom to become very withdrawn and introverted as he grows bitter and resentful of the whole situation and slowly getting pushed ‘back into that big, black hole’. He becomes very depressed, antisocial and isolated as he attempts to deal with the situation that his brother, Daniel, has caused. The author conveys the protagonist’s thoughts, feelings, attitudes and beliefs through a variety of techniques. The audience is aware of Tom’s growing guilt through the technique of first person writing. ‘Like I said, that was a low point. ’ (p124) The convincing, idiomatic, subjective voice of the teenage narrator creates a confidential relationship with the readers, as well as keeping them engaged. It also gives us insight into Tom’s inner most thoughts. As Tom plunges into intense feelings of guilt and animosity, he becomes numb to the struggles the other members of his family are facing. One of the most effective and engaging techniques used by the author to capture the reader’s attention, is the use of flashbacks. The Story of Tom Brennan is a nonlinear narrative, and this is first evident in the prologue, which has a reflective tone, when it changes from past tense to present tense. ‘†¦ so as not to remind them of their pain and what our family now meant to this town. My name is Tom Brennan, and this is my story. ’ However, these flashbacks finish after chapter 9, which is when Tom finally begins to accept the situation. As Tom and his family are forced to make a shameful and hasty departure from their once-loved, parochial hometown, they flee to Toms’ Gran’s house in Coghill. Tom hates living in his Gran’s house, and his subjectiveness creates a bias and negative image of her, as he promptly denigrates her efforts, particularly her ‘culinary disasters,’ claiming that her food looked like ‘a charred slab of cow’s shit. ’ He can’t understand why she copes with the situation is a stoic manner and she becomes somewhat like a ‘punching bag’ for Tom, as he releases all his anger on her. Their relationship is strained, hostile and lacks mutual tolerance and respect as he refers to her as ‘The Grandmother. ’ As Tom re-establishes a connection with ‘The Grandmother,’ he learns empathy, and this is evident in chapter 12 when Tom first realises that she cares for him more than he realises –‘Do you think I couldn’t see you fading away those first few weeks? ’ Their developing relationship is then strengthened as Tom decides to build her a chook pen. Rugby is the lynchpin that holds the novel together. Tom is placed as half-back on the St Bennies team that ‘couldn’t catch a cold. The team provides him with a solid ground to stand on and his teammates give him new relationships and ties to Coghill. Football symbolises the prestige of the ‘legend of the Brennan brothers,’ and Tom unknowingly uses football as a measure of what he had and what he’d lost, of what he can and can’t do. When Tom goes on the St. Bennies footy camp, he learns humility. After Tom speaks with his dad at camp, he realises that ‘winning had been everything at St John’s, but now I was confused, because I think Dad was trying to tell me that it wasn’t enough. ’ He then uses his skills to teach and lead St Bennies. Tom’s uncle, Brendan, has a therapeutic effect on Tom, and as he starts running with him in the mornings, he grows and matures as he tries to get fit enough to travel to Nepal, and this is evident in Brendan’s statement: ‘He was lucky to have you there, Tom. Even if he doesn’t remember it. ’ At first, Tom is hesitant to start running, ‘†¦ contemplating whether a ‘piss off’ was in order. ’ They run up the hill near Carmel’s property, ‘The Ascent,’ which she ‘reckoned it lead all the way to heaven,’ and this becomes symbolic of Tom’s struggle and his journey. The Ascent is an obstacle Tom must face, with the help of Brendan, in order to grow and bloom as he accepts the situation. Another factor that helps Tom heal is his friendship-turned-relationship with Chrissie, who also has a therapeutic effect on him. Chrissie is Tom’s confidante –‘I started talking. That’s what she did to me’, as she acts as a panacea to his pain, which he describes as ‘feeling bad all the time. ’ The concept of individuals venturing into new experiences is also explored in my chosen text, I Was Only 19 by Redgum. I as only nineteen presents the protest against conscription during the Vietnam War. It displays all the difficult experiences of a young man as well as his perspective towards the Vietnam War and the loss of his friend due to the war. The poem portrays war as a living hell and tells the audience the unseen, brutal ways of battle. It reflects on the horror and traumatising warfare that the young men had to go through. â€Å"I was only nineteen† is repeated in a sad, dull context as the lyrics are mostly describing the downside of the whole war concept. Through the themes, use of emotive language and vivid description, this repetition can easily be identified as setting a depressing and sympathetic tone. The use of rhetorical questions place emphasis on how the poet feels this experience has effected him â€Å"And why the Channel Seven chopper chills me to my feet? And what’s this rash that comes and goes, can you tell me what it means? † â€Å"And can you tell me doctor, why I still can’t get to sleep? † gives an example of repletion which has been used to emphasise the fact that the young men that have been taken to war and all the horrific experiences they’ve been through. The rhyming of the words of each line have been included to give a feel towards the song/poem and give a link towards each line and that there is a connection between the two lines – â€Å"And there’s me in my slouch hat with my SLR and greens. God help me, I was only nineteen. † The use of other poetic techniques, such as metaphors, are also used to emphasise the obstacles faced by young soldiers in warfare- â€Å"Was a war within yourself/ It was a long march from cadets/ And night time’s just a jungle dark and a barking M16. Another metaphor evident is â€Å"But you wouldn’t let your mates down til they had you dusted off. † This is used to represent the camaraderie and friendship instilled in the soldiers. In conclusion, individuals venturing into new experiences may encounter obstacles, but may also experience personal growth. In The Story of Tom Brennan, as well as I was only nineteen by Redgum, the concept of personal growth is explored. Both the soldier in I was only nineteen, as well as the Brennans, face multiple obstacles whilst telling their story.

Press Statement Essay

An approach to aspects of a child abuse investigation in a modern society using police and community cooperation (A reference to the media)   Ã‚   As traditional communities erode and our societies become more diverse, feelings of insecurity grow, fear of crime increases and questions of identity and citizenship come in question A threat on the safety of our children has culminated to an investigation into the cause and the socio-political aspects of the problem. Our law officers and the stakeholders of the social welfare are investigating and researching on various socio perspectives and trends that are described as possible factors leading to the problem. It’s not commonplace in this society to have incidents of child abuse and as such we are working towards stemming down any possible link and also address the problem collectively through arresting those perpetrating such crimes.   Ã‚   Out of every ten children in our community one of them has reported abuse or aggressive behaviour. 17% of the children report that their attackers were burly or sickly looking. 25% of the children are now afraid of venturing into the neighbourhood. The rate of these abuses has rose up with up to 11% which is a considerable rate.    We have checked on any psychopathic connections to the few cases that have been reported. We are also evaluating theories and investigating curtails that have suspect characters that are substance abusers and their possible involvement. We are comprehensively analyzing socio-economic factors as well as ideological issues which could be eliciting the problem. We believe some people might have ideologies which force them to think and argue that children rights and safety are not important. These ideologies result to hate against children. We also view childless individuals who have developed frustration and stress levels might be involved due to obsession with the idea of harassing other people’s children due to this frustration.      We are establishing stereotyping, class and other social factors which have negative impacts on children social groups. Apart from these theories we understand victimisation based on family and social feuds might victimise children. We are working on looking into any possibilities of parents, select social classes, estate neighbourhoods and school based feuds as being the cause of the problem. Some disgruntled parents or neighbours might be trying to settle scores, seek payment of a debt, drug money and illicit business dealings and other bad dealings gone sour might be causes. We are establishing all these theories so that we can close in on the perpetrators so that not a single aspect of the problem will result to unjust prosecutions or any victimisations.   Ã‚   As members of the society we understand that there are various socio-political aspects of crime pattern and jurisdiction that we have to flow and collectively approach when dealing with suspects. We assure the members of the society that we will not victimise or arrest any suspect without credible evidence on his involvement or connection. We understand and respect all human rights and abide by principles of justice. No suspect will be charged until investigations establish credible evidence of involvement. This will be done according to the law and we will emphasise on justice being administered in accordance to all penal codes as stipulated and comprehensively understood in the judicial system. We attribute rise in crime and related social anomalies to changes in economic structure are altering the pattern of regional inequalities (UNICEF 2006).    On the other hand we blame radical political changes on the faà §ade of some expression values, especially in the fourth estate. Too much exposure of various aspects of the judicial system acts to people with criminal intent has increased affableness to crime due to the knowledge and criticism on aspects of legislation and police action on the issues as well as the legal loopholes. We are encouraging more concise and distinctive media education and publishing in judicial and social values content so that we can have a responsible and safe society. We are sure that political dividing lines of class and religion are eroding and cannot sustain values and ethics of safe and respectable humanity.   Ã‚   The perception of increasing violent crime, often drug related, has gone along with a rise in anti-social behaviour: petty criminality such as vandalism on housing estates, or extreme rudeness, disrespect and lack of consideration for others. (Liddle & Lerais 2006). We expect that all acts against children will come to book in accordance to the United Nations act that protects children against anti-socio behaviour on children (UN 2007). We are optimistic we will arrest and put behind bars those involved and successfully contain the problem. Sources (Liddle & Lerais 2006) Europe’s social reality: pp 5 UNICEF United Nations (www.undp.com )

Charlemagne: Known as Charles The Great

Charlemagne, also known as Charles the Great, became the undisputed ruler of Western Europe, â€Å"By the sword and the cross.† As Western Europe was deteriorating Charlemagne was crowned the privilege of being joint king of the Franks in 768 AD. People of Western Europe, excluding the church followers, had all but forgotten the great gifts of education and arts that they had possessed at one time. Charlemagne solidly defeated barbarians and kings in identical fashion during his reign. Using the re-establishment of education and order, Charlemagne was able to save many political rights and restore culture in Western Europe. Charlemagne was born in 742 AD, to a very famous and well-known family. Charlemagne†s grandfather was Charles Martel, the man who was responsible for the defeat of the Saracens. Charlemagne was also the eldest son of Betrade and Pepin the Short, the first to become king of the Franks. With the almost full extinction of schools in the 8th century, many historians say that Charlemagne received very little education, but did learn the art of reading from Bertrade. In 768 AD, Charlemagne at the age of 26, along with his brother Carloman inherited the kingdom of Franks. However, in 771 AD Carloman died, making Charlemagne the sole ruler of the kingdom. At this time the northern part of Europe was out of order and unruly. In the south, the Roman Catholic Church was asserting itself alongside the Lombard kingdom in Italy. While in Charlemagne†s own kingdom, the people were becoming and acting as barbarians and neglecting education and faith. But Charlemagne was determined to make his kingdom as strong as possible. In 772 AD, Charlemagne put forth a 30-year campaign to conquer and Christianize the Saxons in the north. He charged over the Avars, a large tribe on the Danube. He forced the Bavarians to surrender to him. When possible Charlemagne attempted to settle his conflicts peacefully. However, he was forced to use brute in some situations. For instance, Charlemagne offered to pay Desiderius for the return of lands to the pope, but after Desiderius refused, Charlemagne seized the kingdom of Desiderius and restored the Papal States. By 800 AD Charlemagne was the sole ruler of Western Europe. His immense kingdom included what are now France, Switzerland, Belgium, and the Netherlands. It also covered half of present-day Italy and Germany, part of Austria, and the Spanish March. This Spanish March stretched to the Ebro River. Through his establishment of a single government over the entire Western Europe, Charlemagne re-established much of the old Roman Empire, which paved the way for the progress of present-day Europe. On Christmas Day in 800 while praying in St. Peter†s Cathedral in Rome, Pope Leo III approached Charlemagne with a golden crown and placed it on the head of the king. The crowd in the church shouted concurrently, â€Å"To Charles the Augustus, crowned by God to be the great and peace-giving emperor of the Romans, life and victory!† Doing this angered the Byzantines because Charlemagne†s prestige and power was equal to the Byzantine emperor. Another problem that arose was that the pope thereafter chose the Roman emperor among the European kings. At the time of Charlemagne†s death in 814 AD only one of his three sons, Louis the Pious was alive. Louis had a weak ruling after his father, which brought on many civil wars and rebellions. As king and emperor, he was very religious and it is said that the role of a monk better suited him than that of the Roman emperor. When Louis the Pious passed away, his three sons broke out in civil war for their father†s empire. In 843, the war ended when Lothair, Charles the Bald, and Louis the German signed the Treaty of Verdun. This pact separated the empire into three separate parts for each of Louis the Pious† sons. After the treaty was signed, the kings† power deteriorated and the government became weak. All of Europe was invaded and pirates and barbarians threatened the land. Charlemagne†s empire began to weaken.

Practice Enhancement role of the Mentor on the facilitation of Essay

Practice Enhancement role of the Mentor on the facilitation of learning in your current place of work - Essay Example An example of this case is the "Nursing" profession. Whereas in the latter case, the mentee decides to seek the mentor's guidance because the mentee wishes to take up that particular profession solely out of interest or need. The process of mentoring is in fact so vast that it is offered as a course and therefore, has got many sub-themes attached to it. But two of the topics that will be critically analyzed in the present essay are: The essay is set in the backdrop of an outpatient wing of a local hospital. Within this specified work area, the essay focuses on the role played by the mentor in applying the relevant theories connected to the two themes mentioned above, and aims to critically analyze the outcomes of the application of all such theories in the work area. As is inherent, the mentees in this essay will be trainee nurses, on whom all the proposed practices will be implemented. Everyone cannot become a successful mentor even if they aspire to become one. It turns out that many of them possess the inherent qualities that are necessary for blossoming into effective mentors, but fail to become one because of the lack of having the ability to implement the knowledge that they possess or communicate their ideas and guide the people under them in an effective manner. It has also been found that many of them consider the outlined procedures of mentoring to be a farce, which is absolutely not the case. The experiences of successful mentors have shown that most of them stuck to the basics as outline by the theories of mentoring, and went on to yield outstanding results.Mentoring is highly dependent on a one-on-one relationship between the mentor and every mentee. But this is not possible most of the time as there are irregularities in almost every case. As such, it is the duty of the mentor to instill confidence into the trainee and this can be achieved by motivati ng him/her as also encouraging and not deploring him in case the trainee has done some mistake. The implementation of this principle demands a great deal of perspiration and patience on the part of the mentor. Therefore, it is necessary to outline the various modes, which are adopted by a mentor in order to affect the basic objective of training the mentees under him (Richard Luecke, 2004): Mentors share their own experiences with the mentees. This includes successes as well as failures. This gives the trainee an insight on what must be adopted and what must be avoided. Mentors are supposed to instill a sense of professionalism into the mentee, which can be initiated by modeling the requisite professional behavior. Mentors guide the trainees under them by training them on various aspects that cannot be taught in college. Mentors provide complex cases for trainees to solve and

Great Communicators in History Essay Example | Topics and Well Written Essays - 2000 words

Great Communicators in History - Essay Example He served eight years in Illinois legislature and also served as a captain in the Black Hawk War. Lincoln began his political career at the age of 23 as a member of Whig Party but his beginning campaign for the Illinois General Assembly was unsuccessful and he left politics for the time being. He resumed his political career after the passage of the Kansas – Nebraska Act in 1854 which repealed the limit on slavery and recognized the right of people to decide whether to allow slavery in their area or not. From his stand strongly opposite slavery he rejoined politics but his first bid for US senate was unsuccessful. He received some support for the Republican vice-presidential nomination in 1856 and started his move against slavery as public speaker and prominent debater. The nation began to listen to his views from famous speeches like Lost Speech, House Divided Speech, etc. one after another. He received national recognition as a public speaker with his successful speech in th e Cooper Institute, New York in 1860 (â€Å"An overview†¦Ã¢â‚¬ , n.d.). He won the Presidential election in 1860 to become the 16th President of the nation. As the President he faced immense crisis in saving the union from falling apart. He decision continued Civil Wars for four years and Emancipation Proclamation was declared in 1863 declaring the freedom of the slaves. His famous Gettysburg Speech is still remembered as his gratitude to the dead soldiers in the War and as his effort to inspire the nation to follow the path of anti-slavery and unity, the cause for which the soldiers sacrificed their lives. He was re-elected as President in 1864 and initiated the peace activities. He took a more flexible and generous approach to ensure the unity of the nation and encourage the rebels of the south to join the peace mission. He clearly communicated this approach of him in his second inaugural speech. But somehow he was misunderstood as a supporter