Massive Genocide of Jews - Free Essay Example

Sample details Pages: 6 Words: 1704 Downloads: 6 Date added: 2019/04/26 Category History Essay Level High school Tags: Holocaust Essay Did you like this example? The Holocaust was a massive genocide of Jews that took place from 1933 to 1945, but had everlasting effects on people everywhere. The experiences that these Jews endured were horrific and inhumane. There were many things that led up to this devastating time, many unbelievable stories of oppression, and many people who worked tirelessly to put a stop to it. While so many people played a part in making this genocide happen, it all began with a man named Adolf Hitler. Hitler was living in Vienna pursuing his passion for art when he happened upon politics; this is where he began developing anti-Semitic ideologies. He later moved to Munich, right before World War I began. He served in the war and was injured and taken to Pasewalk to recover. When he found that the Germans had surrendered, he was enraged and believed it to be the fault of the betrayers in Germany that were not patriotic enough. This was a popular belief in Germany and his like-mindedness with the German people would help him rise to power. Hitler joined a group called the German Workers Party that shared many of his anti-Semitic and nationalist beliefs; this group would later be called the Nazi Party. These were his first supporters when he began trying to gain power. Don’t waste time! Our writers will create an original "Massive Genocide of Jews" essay for you Create order Hitler tried to rise to power and put his beliefs into effect more than once, and ended up in jail for treason after trying to take over with force. In jail, he wrote Mein Kampf, which was a book outlining the way he believed the country should be ran. This book, which gave Hitler the exposure he needed to rise in popularity with the German people, touched on military expansion, elimination of impure races and dictatorial authoritarianism (Adolf Hitler: Man and Monster). While many agreed with Hitlers beliefs, some still wonder how he managed to gain power being the twisted person that he was. Hitler used many tactics of manipulation to win the people of Germany over. He was very charming and had a way with words, which he used to his advantage when he publicly spoke. He used propaganda techniques and played on the fears of the Germans as their economy was on a downward spiral and there were few jobs. As his popularity consistently rose, the president fearfully named Hitler the Germa n Chancellor in 1933. He strengthened his power through the Enabling Act and became a dictator. Once he had the support of the military, he knew that he had finally gained total control. Once Hitler realized that he had finally gotten enough power to put his plan into place, he began taking action towards taking Jews rights away. At first, Hitler slowly took their rights to test the waters; he began by boycotting Jewish businesses, burning their books, excluding them from the military, making it so that the police could not help them, and so much more (Anti-Jewish Decrees). One of many oppressive actions Hitler took towards the Jews was passing the Nuremberg Race Laws in September of 1935. The Nuremberg Race Laws institutionalized many of the racial theories underpinning Nazi ideology and provided the legal framework for the systematic persecution of Jews in Germany; it defined Jews legally as anyone with three to four Jewish grandparents which ended up including many Germans (Nuremberg Race Laws, USHMM). From 1935 to 1936, Jews right to vote was taken away as well as their citizenship in Germany, some Jewish students were kicked out of schools so that they could not continue with their education, and Jews were even banned from many public places in Germany. Still, Hitler wanted to single out the Jews even more and separate them from the Germans as much as possible. In 1938, he made it so that Jews that did not have Jewish first names had to add Israel or Sara to their names so that they were more easily identifiable as Jews. Later in 1938, all of the Jews passports were stamped with a J so that they were even more easily identifiable (German Jews Passports Declared Invalid, USHMM). Year after year, more and more of their civil rights were stripped from them. On the night of November ninth, 1938, Nazis went on a rampage destroying Jewish homes, businesses, schools, synagogues, and even killing around a hundred Jews; this was called Kristallnacht, or the Night of Broken Glass. In 1939, Hitler forced all Jews to wear the Star of David, including Jews in any of the territories he had taken over since coming to power. This, again, made the Jews even more easily identifiable in order to target them and make them feel inferior. Eventually Jew s were separated even further from the rest of the population as they were secluded in ghettos. All of these things were tactics used to make the non-Jews feel as if the Jews were not human and less than them to work with Hitlers plan of mass extermination of Jews. Concentration camps were the most memorable and vile way that the Nazis mistreated the Jews. Jews were sent to these camps starting in 1933 and going into full effect in 1942. These camps were where Jews were taken to do hard labor and be exterminated. They were mistreated by the Nazis running the camps and were very malnourished. They were separated from their families in kept in horrid living conditions. Many were killed in gas chambers after being worked to near death. Some managed to make it out alive thanks to a few memorable people who risked their lives for the greater good and some live on today to recount the gory details. One man named Oskar Schindler saved over a thousand Jews from death at a concentration camp. He was a German businessman who gained the trust of German officials over time as he was always a very likeable man. Because of this, the German officials allowed Jews in decent health to work in Schindlers factory; Jews provided cheap labor that he needed at his new business. Schindler gave the Jews safe working conditions and bribed officials to let the Jews continue working for him time and time again when the Jews were to be taken to concentration or labor camps. He eventually convinced officials to make his business a labor camp and kept over a thousand Jews there. He kept them safe from the impending death that undoubtedly awaited them at concentration camps until the end of the war in 1945. Nicholas Winton was another heroic and brave man who saved hundreds of Jewish children during the Holocaust. He was a stock-broker from London who saved hundreds of Jewish children from Prague and Slovakia. He convinced the governments of Britain and Sweden to take in these refugee children, but the governments had a cost. They asked for fifty pounds per child and they asked that he find the children foster homes. He also had to find the money to pay for the transportation of children whose parents could not afford to pay for it. He worked by day and spent the night time raising money to save the children and finding families that were willing to take in these refugees. He hung posters of the children to try to elicit an emotional response from the people of his country whether that be to help out financially or to offer their home to one of the children. Once enough money had been raised, Winton had children transported by plane and train to remove them from harms way and ultimately save over six hundred childrens lives. While the Holocaust seems like a historical memory from the past, many Holocaust survivors are still alive today to share their stories. One resilient woman named Ibi Ginsburg shared the chilling story of her experience at an Auschwitz concentration camp. Ibi grew up in a very accepting community, and had trouble understanding why the Nazis were so very discriminatory towards herself and the other Hungarian Jews she was surrounded by. After being secluded in a ghetto for weeks in March of 1944, Ibi and her family along with many of the other Jews in the ghetto they lived in were told they would be brought to Germany to be put to work; this was a lie told by the Nazis to keep order in the ghetto. Ibi was brought to Auschwitz Birkenau where she was then separated from all of her family but her older sister. She and many other Jews that were sent to concentration camps remained fearful throughout their time there not only for themselves but for their families as they had no idea where t hey were sent or even if they were alive. As for Ibi and her sister, they had their heads shaved, their clothes were taken from them, and they were assigned a number as their new identity. They had small wooden rooms with concrete floors and wooden bunks to call home. They were eventually sent to a labor camp only to be over-worked and under-fed. Finally, in May of 1945, she and her sister were liberated by the Americans and they found that their father had survived as well, but their family was not quite as lucky. Ibis mother and younger sisters were taken to a gas chamber and killed immediately after being separated from their family at the concentration camp. Sadly, this was a common fate for many Jews during this time. Ibi, like many other Jews after the Holocaust, never returned to her home country as she knew many of her friends and family suffered a tragic fate and held too many unsettling feelings and memories towards what used to be her home. (Surviving Auschwitz, HSFA) While the Holocaust was a terrible tragedy that most wish had never happened, it is still a part of history and must not be forgotten, as history stands as a means to teach lessons. One must look back on this horrible event as a mass act of discrimination and note how these acts affected millions of people and still affect people to this day. The Jews went through being treated as if they were not human; they were starved, over-worked, stripped of their basic human rights, and killed. History must not repeat itself and that is the lesson to be learned.

Analysis of Kate Chopins The Story of an Hour Essay

Back in 1894, the American writer Kate Chopin wrote the short-story The Story of an Hour. Chopin, born OFlaherty, wasnt renowned as a writer during her time, but she has achieved recognition in the 20th century especially with her 1899 novel The Awakening. Her stories about strong women have really been paid attention to in relation to this centurys sexual liberation debate. This short-story revolves around what goes through a persons head when informed that a close family member has perished. However, I wouldnt say that this is the theme of the story, which Ill get back to. Louise Mallard is a young, yet married woman who suffers from heart trouble, and thats why her closest relatives feel that they have to break the news to†¦show more content†¦In the street below a peddler was crying his wares. The notes of a distant song which some was singing reached her faintly, and countless sparrows were twittering in the eaves. All these descriptions are beautiful images of life, making the reader quite confused until Louises reaction is explained. As Chopin puts it: She said it over and over under her breath: free, free, free! This feeling; freedom, is obviously something Louise hasnt felt for a really long time. She now rambles on about that she loved him, but now she is perfectly happy and more than that with the fact that she had regained her freedo m. As Chopin puts it; What could love (..) count for for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! Louise now has more positive energy and vitality than ever, and even calls herself a Goddess of victory. Her sister, Josephine, is worried about the amount of time Louise has spent in her room all alone, and anxiously knocks on the door, asking whether shes alright. Feeling better than ever and imagining a new life filled with happiness and freedom, she willingly opens the door and descends down theShow MoreRelatedAn Analysis of Kate Chopins The Story of an Hour1150 Words   |  5 Pagesï » ¿ Kate Chopins The Story of an Hour is a perfect example of literature that glorifies the commonplace event: the story depicts a gigantic event in the life of its protagonist by using a minimalist economy of means. The opening sentence of The Story of an Hour carefully sets up the conclusion of the story. Chopin is working wit h such limited space here that it resembles more the crafting of a poem than a fictional narrative. We are told that Mrs Mallard was afflicted with heart trouble so greatRead MoreAn Analysis of Kate Chopins The Story of an Hour850 Words   |  4 PagesThe short story â€Å"The Story of an Hour† by Kate Chopin is a famous piece of literature widely recognized throughout the entire literary world. It is about how a wife, Louise Mallard, hears the news of her husbands horrible train accident which ultimately led to his untimely death. The plot twist of this short story is that, in fact, her husband, Brently Mallard, is very much alive and comes home as if nothing happened. Mr. Mallard was not around the area of the accident or even knows of its occurrenceRead MoreKate Chopins Short Story The Story of an Hour: An Analysis974 Words   |  4 Pagesï » ¿Free At Last? Kate Chopins short story, The Story of an Hour is largely about the forms of repression that women were forced to endure during the epoch in which the story was written (1894) and during much of the time that preceded it. During this time period, women quite frequently had to subjugate themselves to the will of their husbands, or to some other man who had a significant amount of control over their lives. Chopin chooses to address this phenomenon in an indirect manner with thisRead MoreEssay on Literary Analysis on Kate Chopin’s The Story of an Hour 657 Words   |  3 PagesKate Chopin’s â€Å"The Story of An Hour† focuses on a woman named Louise Mallard and her reaction to finding out about her husband’s death. The descriptions that the author uses in the story have significance in the plot because they foreshadow the ending. This story mainly follows a woman with heart trouble. Her husband’s name appears at the top of a list of people killed in a railroad accident. The story than explains her reaction upon finding out about his death. At the end of the story, her husbandRead MoreWhether It Was a Joy That Killed Louise: Analysis of Kate Chopin’s the Story of an Hour937 Words   |  4 Pageslose his or her loved one. And if someone told me a story about a woman who bewailed her deceased husband and then died of overwhelming happiness after she saw him safe and sound, I would definitely believe in reliability of this story. Especially, if I was told that the women had heart problems. It is known that not only a sorrow but and an excessive joy can cause a fatal heart attack. However, after reading Kate Chopin’s The Story of an Hour, I felt puzzled about doctors’ conclusion that Mrs. MallardRead MoreThe Life and Works of Kate Chopin1569 Words   |  6 PagesKate wrote two novels and hundreds of short stories. Few of her stories were â€Å"Story of an Hour† and â€Å"The Awakening†. One of Kate Chopins most famous stories is the Story of an Hour. In the story Chopin was brave enough to challenge the society in which she lived because in the first half of the 19th century, women were not allowed the freedoms men enjoyed in the judgments of the law, the church or the government. This famous short story showed the conflict between the social traditional requirementsRead MoreAnnotated Bibliography Of The Yellow Wallpaper1086 Words   |  5 PagesPerkins Gilman’s â€Å"The Yellow Wall-Paper† and Kate Chopin’s â€Å"The Story of an Hour†. Journal of History Culture and Art Research, vol. 2, no. 2, 1 Jan. 2013, pp. 221-234, Database: MLA International Bibliography -- Publications. kutaksam.karabuk.edu.tr/index.php. Accessed 18 Nov. 2017. The short story written by Fahimeh Q. Basenji, he shares in his writings about â€Å"The Yellow Wall-Paper and Story of an Hour†. In the journal, he discusses how the two stories are similar but have different narrator experiencesRead MoreAn Examination Of How Kate Chopin s Work1298 Words   |  6 PagesENGL 1102 – Comp/Lit Essay 2 (Mulry) Sellers, James R – 920022413 Due Date: April 20, 2015 An Examination of How Kate Chopin’s Works Taken Together Contribute to our Understanding of Her Time and the Place of Women in Society Looking at themes present in his short stories and novels, Kate Chopin presents examples of female strength and an assertive rebellion to the social norms during the late 1800s. By seeking to transparently and boldly portray the risquà © behavior of her lead characters, whichRead MoreDesirees Baby Literary Analysis1989 Words   |  8 PagesKate Chopin’s stories Desirees Baby, The Story of an Hour, At the Cadian Ball, and A Pair of Silk Stockings, were written in the 19th century in times when women had no rights, and had to portray an image of a loving wife. They were considered selfish if they thought otherwise, and their job was to make their husbands happy at all times. This was the century of a turning point for women, in which they had desires test their limits imposed on their sex. Critics of her stories list the analysisRead MoreEssay on Structural Technique in The Story of an Hour by Kate Chopin861 Words   |  4 Pagesshort story. Kate Chopin uses structural techni ques to enhance â€Å"The Story of an Hour† from beginning to end. She follows formal structure to a certain degree, but occasionally strays to actual structure. Upon analysis of the organization of Chopin’s story, the reader understands the powerful meaning that is expressed in such a short piece. Initially, a short story begins with an exposition. This is the laying out of important background information, characters, and setting. Chopin’s story is only

Animal Mating And The Development Of Behavioral Characters

Marlene Zuk observes the disputes that arise when nature is explained among various palliative, humanizing, and political viewpoints in Sexual Selections: What We Can and Can’t Learn about Sex from Animals. She has discovered that biologists and sociologists and the society persist to view the behavior of animal as human beings’ behavior. We elucidate such interpretations for our own egoisms, and that results in us being unaware of what’s actually happening with the animals themselves. In this book, she says â€Å"The lens of our own self-interest not only frequently distorts what we do not see. It also in important ways determines what we do not see, what we are blind to† (Zuk 2). We cannot see how animals really act if we keeping comparing†¦show more content†¦Zuk highlights that there are risks when we use our analyses of science to approve our own disputes and political philosophies. As an evolutionary biologist and feminist, Zuk does not consider eliminating biological elucidations of behavior, but rather the preferences and stereotypes that impact them. She concedes that there are variances among males and females, but we should not be connecting values to such variances. Zuk suggests that a feminist viewpoint can propose a different perspective to biology, one that aids eradicating the gender preferences that ‘color’ our insights. In this book, Zuk exhibits a collection of stories about animal behavior from a varied group of species—from bonobos to beetles. She comprises analyses of these behaviors from scientists, ecofeminists, social scientists, and the mass media, showing how stereotypes and mythologies might fog our interpretations. In addition, Zuk addresses the questions behind certain behaviors and characters concerning their connection to evolution or social habituation. Zuk achieves this with an amusing articulation that keeps read ers amused in almost all chapters. She succeeds to create laughter while teaching biological science, revealing double standards, and addressing humanizing stereotypes without damaging the significance of these matters. In three parts split into twelve chapters, Zuk talks about the several preferences, mythologies, and stereotypes that influence the way we view the

Cheating in Academic Institutions Essay - 900 Words

Cheating in Academic Institutions Cheating has always been a problem in the history of academics. Academic institutions continue to develop new ways to prevent cheating from happening; while at the same time cheaters come up with even better ways to cheat. This conflict brings up many moral issues as well. To settle these issues, academic institutions create honor codes that show students that cheating is unacceptable and morally wrong; however, some students come up with their own reasons for getting around that code. As one student, John Smolik, says, â€Å"Cheating is an answer.† (Clayton 20) John Smolik did not actually believe that himself, he was just stating what a popular belief among students is. The article, â€Å"A Whole Lot†¦show more content†¦He says that the reason is a change in moral values. Cheating has been made so much easier with a lack of guilt and a lack of good role models. The next part that Clayton discusses is that colleges are cracking down on cheaters. He establishes more of his ethos by making examples of what kinds of faults colleges have in academic integrity and what they plan on doing about it. Some are developing newsletters and pamphlets to inform students and faculty about the rules and morals of academic integrity. Logos plays a major part in the structure of this section. Most of what Clayton writes is based on facts and what develops from those facts; although, pathos makes up one small paragraph. The paragraph discusses that the students may not be entirely to blame for cheating. Students may be swayed to cheat because â€Å"†¦time and workload pressure are major factors spurring academic dishonesty.† (Clayton 22). Even students say that cheating can actually help the education process by making students remember answers says Anne-Elyse Smith. Even with these statements, colleges do not accept cheating as an option as it should be. The third section that Clayton discusses is about high tech. cheating. He explains that high tech. cheating is mainly using the internet to download resources to use as one’s ownShow MoreRelatedStudent Cheating And Its Effects On Society1138 Words   |  5 PagesStudent Cheating Academic dishonesty is a common concept that occurs in multiple institutions across the United States. A student who engages in academic dishonestly simply cheats on material but cheats by primarily plagiarizing their work. The bulk of students who cheat simply cheat by using technology. As technology advances, student cheating advances. Students are fixated with technology and technology, is a vast reason why cheating has became effortless to accomplish. However, that does not triggerRead MorePlagiarism And Plagiarism For Academic Integrity995 Words   |  4 Pages In my opinion, academic integrity refers to the principles associated with being honest and responsible in one academic work. Academic integrity is a vital concept for all academic institutions throughout the globe especially in an era where academic dishonesty is gaining momentum. Cheating and plagiarism represent unethical academic behaviors against which higher academic institutions have been battling against. No wadays, plagiarism and cheating tools have been greatly influenced by new technologicalRead MoreAcademic Cheating Is The Act Of Being Dishonest899 Words   |  4 PagesAcademic Cheating Academic cheating is the act of being dishonest in assignment or examinations at school (McCabe, Donald, Trevino, and Butterfield 2). It shows a lack of academic integrity. In the recent times, academic cheating is becoming more rampant, and this was confirmed by the many numbers of students who have admitted that they do cheat. Academic cheating can be inform of copying from different tests or other student work, getting or giving help during exams, use of crib notes or even gettingRead MoreReflective Paper959 Words   |  4 PagesImportance of Academic Honesty your name Class number Date Instructor Name Importance of Academic Honesty This paper will explain the importance of academic honesty in students’ life. â€Å"Academic honesty means the performance of all academic work without cheating, lying, dishonesty of any kind, getting any unauthorized assistance and favors from anyone† (Valdosta State University). Academic honesty helps to motivate students to become better human beings. It is very important aspect ofRead MoreAcademic Integrity : Types Of Academic Dishonesty And Prevention Methods1743 Words   |  7 Pages Academic Integrity: Types of academic dishonesty and prevention methods Chetan Muppaneni Webster University Academic Integrity: Types of academic dishonesty and prevention methods Abstract This paper discusses the different types of academic dishonesty and the prevention measures that are taken to maintain academic integrity. The need of following the codes/rules of the institutions and to promote the academic integrity is mainly on the students and the faculty. The paper discussesRead MoreAcademic Honesty and Its Value in a Students Life1821 Words   |  7 Pagesï » ¿Running Head: Academic Honesty Abstract This paper is based on the academic honesty and how it is so valuable in a students life. Indeed, the importance of maintaining academic honesty is also discussed in a comprehensive manner as a highlighting facet. Moreover, the aspects through which academic honesty can lead them towards better human being in their lives and entire professional life has also been under discussion. Furthermore, the emphasis has also been made that students are not theRead MoreWhy Students Cheat : Cheating1469 Words   |  6 PagesWhy Students Cheat Cheating by students no matter their grade level has been a prevalent problem among schools for several years. One discouraging fact for academic institutions is that cheating has only gotten worse not better. Cheating can be carried out in a plethora of ways, such as copying off of other students during a test, copying another students homework, using a cell phone to either text answers or look them up, using crib notes or even copy and pasting whole written works and tryingRead MoreCheating As A Way Of Life879 Words   |  4 PagesCheating is known as a way of life for some individuals in this day and age. There are various types of cheating, for instance, in academics, relationships, or in the work place. Deceiving is too often accepted nowadays and it is not seen as an insult or a sin. Is cheating approved, as there is less religion and morals in the world? Consequently, few people have never cheated in their lives in any aspect of growth. Cheating has become extra common in re lationships and academic institutions as a resultRead MoreThe Ethics Of Academic Integrity1149 Words   |  5 PagesStealing, lying, and cheating are wrong, yet every day in the workplace these issues occur. Growing competition lends to the need for people to do what they can to get ahead and stay ahead. Ethics are pushed to the side as people try to gain power or to stay out of trouble, all at the risk of tarnishing their character. This same mindset has spilled over into Academia. A student’s desire to successfully earn a degree by any means necessary has caused educational institutions to address these ethicalRead MoreThe Cheating Scandal Of Stuyvesant High School Essay1512 Words   |  7 PagesStudents Are Suspended in Stuyvesant Cheating In the perspective of a Functionalist, a limited amount of crime is necessary of all societies (Farley and Flota 2013, 315). The cheating scandal that occurred at Stuyvesant High School would be described by Durkheim and other Functionalists as normal and beneficial to the entire high school. Deviance, in this case cheating, enables societies to adapt (Farley and Flota 2013, 315). By punishing the twelve students and speculating punishment for 54 other

Hinayan and Mahayn Free Essays

string(40) " Twelve Enlightening Deeds of a Buddha\." Introductory Comparison of Hinayana and Mahayana Alexander Berzin Berlin, Germany, January 2002 [edited transcript] The Terms Hinayana and Mahayana The terms Hinayana (Lesser Vehicle or Modest Vehicle) and Mahayana (Greater Vehicle or Vast Vehicle) originated in The Prajnaparamita Sutras (The Sutras on Far-Reaching Discriminating Awareness, The Perfection of Wisdom Sutras). They are a rather derogatory pair of words, aggrandizing Mahayana and putting down Hinayana. Alternative terms for them, however, have many other shortcomings, and so therefore I shall use these more standard terms for them here. We will write a custom essay sample on Hinayan and Mahayn or any similar topic only for you Order Now See: The Terms Hinayana and Mahayana. ] Hinayana encompasses eighteen schools. The most important for our purposes are Sarvastivada and Theravada. Theravada is the one extant today in Sri Lanka and Southeast Asia. Sarvastivada was widespread in Northern India when the Tibetans started to travel there and Buddhism began to be transplanted to Tibet. There were two main divisions of Sarvastivada based on philosophical differences: Vaibhashika and Sautrantika. Hinayana tenet systems studied at the Indian monastic universities such as Nalanda, and later by the Tibetan Mahayanists, are from these two schools. The lineage of monastic vows followed in Tibet is from another Sarvastivada subdivision, Mulasarvastivada. [See: A Brief History of Buddhism in India before the Thirteenth-Century Invasions. ] Buddhas and Arhats There is quite a significant difference between the Hinayana and Mahayana presentations of arhats and Buddhas. Both agree that arhats, or liberated beings, are more limited than Buddhas, or enlightened beings, are. Mahayana formulates this difference in terms of two sets of obscurations: the emotional ones, which prevent liberation, and the cognitive ones, which prevent omniscience. Arhats are free of only the former, whereas Buddhas are free of both. This division is not found in Hinayana. It is purely a Mahayana formulation. To gain liberation or enlightenment, both Hinayana and Mahayana assert that one needs nonconceptual cognition of the lack of an impossible â€Å"soul. † Such a lack is often called â€Å" selflessness,† anatma in Sanskrit, the main Indian scriptural language of Sarvastivada and Mahayana; anatta in Pali, the scriptural language of Theravada. The Hinayana schools assert this lack of an impossible â€Å"soul† with respect only to persons, not all phenomena. Persons lack a â€Å"soul,† an atman, that is unaffected by anything, partless, and separable from a body and a mind, and which can be cognized on its own. Such a â€Å"soul† is impossible. With just the understanding that there is no such thing as this type of â€Å"soul† with respect to persons, one can become either an arhat or a Buddha. The difference depends on how much positive force or so-called â€Å" merit† one builds up. Because of their development of the enlightening aim of bodhichitta, Buddhas have built up far more positive force than arhats have. Mahayana asserts that Buddhas understand the lack of an impossible â€Å"soul† with respect to all phenomena as well as with respect to persons. They call this lack â€Å"voidness. † The various Indian schools of Mahayana differ regarding whether or not arhats also understand the voidness of phenomena. Within Mahayana, Prasangika Madhyamaka asserts that they do. However, the four Tibetan traditions explain this point differently regarding the Prasangika assertion. Some say that the voidness of phenomena understood by arhats is different from that understood by Buddhas; some assert the two voidnesses are the same. Some say that the scope of phenomena to which the voidness of phenomena applies is more limited for arhats than it is for Buddhas; some assert it is the same. There is no need to go into all the details here. [See: Comparison of the Hinayana and Mahayana Assertions of the Understandings of Voidness by Arhats and Buddhas. ] Further Points Concerning Buddhas and Arhats The assertions of Hinayana and Mahayana concerning arhats and Buddhas differ in many other ways. Theravada, for instance, asserts that one of the differences between a shravaka or â€Å"listener† striving toward the liberation of an arhat and a bodhisattva striving toward the enlightenment of a Buddha is that shravakas study with Buddhist teachers, while bodhisattvas do not. The historical Buddha, Shakyamuni, for instance, did not study with another Buddha. He studied only with non-Buddhist teachers, whose methods he ultimately rejected. In the fact that Buddha’s understanding and attainment id not arise from reliance on a Buddhist teacher, Theravada asserts that a Buddha’s wisdom surpasses that of an arhat. In addition, bodhisattvas work to become universal Buddhist teachers; shravakas do not, although as arhats they certainly teach disciples. Before passing away, Buddha himself deputed his arhat disciple Shariputra to continue â€Å"turning the wheel of Dharma . † According to Theravada, however, Buddhas excel arhats in being more skillful in methods for leading others to liberation and in the breadth of their conduct of teaching. This is the meaning of a Buddha’s being omniscient. However, according to this presentation, a Buddha would not know everyone’s address and would have to ask such information from others. According to the Vaibhashika school of Hinayana, Buddhas are actually omniscient in knowing such information, but they only know one thing at a time. According to Mahayana, omniscience means knowing everything simultaneously. This follows from its view that everything is interconnected and interdependent; we cannot speak of just one piece of information, totally unrelated to the rest. Hinayana says that the historical Buddha achieved enlightenment in his lifetime and, like an arhat, when he died, his mental continuum came to an end. Therefore, according to Hinayana, Buddhas teach only for the rest of the lifetime in which they achieve enlightenment. They do not emanate to countless world systems and go on teaching forever, as Mahayana asserts. Only Mahayana asserts that the historical Buddha became enlightened in a previous lifetime many eons ago, by studying with Buddhist teachers. He was just demonstrated enlightenment under the bodhi tree as one of the twelve enlightening deeds of a Buddha. The precursor of this description of a Buddha is found in the Mahasanghika School of Hinayana, another of the eighteen Hinayana schools, but is not found in either Sarvastivada or Theravada. [See: The Twelve Enlightening Deeds of a Buddha. You read "Hinayan and Mahayn" in category "Essay examples" ] Concerning Buddhas, another major difference is that only Mahayana asserts the three corpuses or bodies of a Buddha – Nirmanakaya, Sambhogakaya, and Dharmakaya. Hinayana does not assert them. Thus, the concept of a Buddha is significantly different in Hinayana and Mahayana. [See: Identifying the Objects of Safe Direction (Refuge). The Pathway Minds Leading to Liberation and Enlightenment Hinayana and Mahayana both assert that the stages of progress to the purified state, or â€Å"bodhi,† of either an arhat or a Buddha entail developing five levels of pathway mind – the so-called â€Å"five paths. † These are a building-up pathway mind or path of accumulation, a n applying pathway mind or path of preparation, a seeing pathway mind or path of seeing, an accustoming pathway mind or path of meditation, and a path needing no further training or path of no more learning. Shravakas and bodhisattvas who attain a seeing pathway of mind both become aryas, highly realized beings. Both have nonconceptual cognition of the sixteen aspects of the four noble truths. [See: The Five Pathway Minds: Basic Presentation. See also: The Sixteen Aspects and the Sixteen Distorted Ways of Embracing the Four Noble Truths. ] Both Hinayana and Mahayana agree that a seeing pathway mind rids both arya shravakas and arya bodhisattvas of doctrinally based disturbing emotions, while an accustoming pathway mind rids them of automatically arising disturbing emotions. The former are based on learning the set of assertions of one of the non-Buddhist Indian schools, while the latter arise automatically in everyone, including animals. The list of disturbing emotions that shravaka and bodhisattva aryas rid themselves of is part of a larger list of mental factors. Each of the Hinayana schools has its own list of mental factors, while Mahayana asserts yet another list. Many of the mental factors are defined differently in each list. Both Hinayana and Mahayana agree that the course of progressing through the five pathway minds entails practicing the thirty-seven factors leading to a purified state. A â€Å"purified state† or â€Å" bodhi† refers to either arhatship or Buddhahood. These thirty-seven factors include the four close placements of mindfulness, the eight branches of an arya pathway mind (the eightfold noble path), and so on. They are very important. In anuttarayoga tantra, the thrity-seven are represented by Yamantaka’s thirty-four arms plus his body, speech and mind, as well as by the dakinis in the body mandala of Vajrayogini. The thirty-seven are a standard set of practices. The specifics of each practice, however, are often different in Hinayana and Mahayana. See: The Theravada Practice of the Four Close Placements of Mindfulness. See also: The Four Close Placements of Mindfulness According to Mahayana. ] Both Hinayana and Mahayana assert that the scheme of stream-enterer, once-returner, non-returner and arhat refers to stages of an arya shravaka’s path, but not to the path of an arya bodhisattva. Thus, stream-enterers have nonconceptu al cognition of the sixteen aspects of the four noble truths, which include nonconceptual cognition of the lack of an impossible â€Å"soul† of persons. We should not think that stream-enterer is a beginner level. So if someone claims to have achieved the state of a stream-enterer, be suspicious. Hinayana does not provide an extensive explanation of the bodhisattva pathway minds. Mahayana, however, explains that an arya bodhisattva’s path to enlightenment entails progressing through the development of ten levels of bhumi-mind. These levels of mind do not pertain to the path of shravakas. Both Hinayana and Mahayana agree that traversing the bodhisattva path to enlightenment takes more time than traversing the shravaka one to arhatship. Only Mahayana, however, speaks of building up the two enlightenment-building networks – the two collections – for three zillion eons. â€Å" Zillion,† usually translated as â€Å"countless,† means a finite number, though we would be unable to count it. Shravakas, on the other hand, can attain arhatship in as short as three lifetimes. In the first lifetime, one becomes a stream-enterer, in the next lifetime a once-returner, and in the third lifetime, one becomes a non-returner, achieves liberation, and becomes an arhat. This is quite tempting for many people. The assertion that arhats are selfish is like bodhisattva propaganda. It is basically meant to point out an extreme to avoid. The sutras record that Buddha asked his sixty arhat disciples to teach. If they were truly selfish, they would not have agreed to do so. Arhats, however, can only help others to a more limited extent than Buddhas can. Both, however, can only help those with the karma to be helped by them. Bodhisattvas It is important to realize that the Hinayana schools do assert that before becoming a Buddha, one follows the bodhisattva path. Both Hinayana and Mahayana have versions of the Jataka tales describing the previous lives of Buddha Shakyamuni as a bodhisattva. Starting with King Siri Sanghabodhi in the third century CE, many Sri Lankan kings even called themselves bodhisattvas. Of course, this is a little tricky to untangle because there was some Mahayana present in Sri Lanka at the time. Whether this idea of bodhisattva kings preexisted a Mahayana influence is hard to say, but it did happen. Even more surprisingly, in the fifth century CE, the elders at the Sri Lankan capital Anuradhapura declared Buddhaghosa, a great Theravada Abhidharma master, to be an incarnation of the bodhisattva Maitreya. Mahayana asserts that there are a thousand Buddhas in this â€Å"fortunate eon† who will start universal religions, and there have been and will be many more Buddhas in other world ages. Mahayana also asserts that everyone can become a Buddha, because everyone has the Buddha-nature factors that enable this attainment. Hinayana does not discuss Buddha-nature. Nevertheless, Theravada does mention hundreds of Buddhas of the past. One Theravada sutta even lists twenty-seven by name. All of them were bodhisattvas before becoming Buddhas. Theravada asserts that there will be innumerable Buddhas in the future as well, including Maitreya as the next one, and that anyone can become a Buddha if they practice the ten far-reaching attitudes. The Ten Far-Reaching Attitudes Mahayana says that the ten far-reaching attitudes are practiced only by bodhisattvas and not by shravakas. This is because Mahayana defines a far-reaching attitude or â€Å"perfection† as one that is held by the force of a bodhichitta aim. According to Theravada, however, so long as the ten attitudes are held by the force of renunciation, the determination to be free, bodhichitta is not necessary for their practice to be far-reaching and act as a cause for liberation. Thus, Theravada asserts that both bodhisattvas and shravakas practice ten far-reaching attitudes. Aside from the different motivating aims behind them, the other main difference between a bodhisattva’s and a shravaka’s practice of the ten is the degree of their intensity. Thus, each of the ten far-reaching attitudes has three stages or degrees: ordinary, medium, and highest. For example, the highest practice of generosity would be giving one’s body to feed a hungry tigress, as Buddha did in a previous life as a bodhisattva. The list of the ten far-reaching attitudes also differs slightly in Theravada and Mahayana. The Mahayana list is: * generosity * ethical self-discipline * patience * joyful perseverance * mental stability * discriminating awareness * skill in means How to cite Hinayan and Mahayn, Essay examples

Dramatic Device Argumentative Essay Example For Students

Dramatic Device Argumentative Essay On page 9, when Mr Birling, Gerald and Eric are talking about womens clothes, Eric says, (eagerly) yes I remember (but he checks himself). This is a dramatic device because it gives the audience the impression that Eric knows something about a girl, as he remembers about a girl he knew who liked clothes, and then he stops himself talking. It could also suggest that he holds an important secret. Another example of a dramatic device is when Eric guffaws after Gerald says that hell be careful when he goes away for, work. This gives the audience the impression that Eric knows a secret of Geralds. However, this could also be that Eric is drunk. Erics father, Mr. Birling, does not approve of Eric. He seems to treat Gerald better than his own son, as Mr. Birling says to Gerald, Youre just the kind of son-in-law I always wanted. Mrs. Birling cannot see Erics faults, one of which is a drink problem. When the inspector arrives and makes his early speech about a young girl dying in the infirmary, immediately, Eric is clearly very shocked as he says, (involuntarily) My God! And as the inspector is talking to them, Eric later bursts out again saying, Well, I think its a dam shame. He is defending the girl, as Mr. Birling has no sympathy for her, just in getting himself out of trouble. Eric says, Why shouldnt they try for higher wages, and I dont see why she should have been sacked just because shed a bit more spirit than the others. Here, Priestley is giving his views on socialism and he thinks that people should at least try for higher wages, and they shouldnt be sacked, especially if they are a good worker. Since Eric has said this, the audiences impression of him has grown, and instead of him being seen as a cocky and arrogant young man, he is now looked at as more sympathetic and compassionate. I also feel this way about my views of Eric, and I now see him as an opposite to his capitalist parents, and he is now starting to see things from the perspective of the working class. Whilst the inspector is talking to Gerald and Mr. Birling, Eric suddenly bursts out with, Look here, Ive had enough of this. This could be because the inspector says that everyone will have an opportunity to talk to him. The inspector then says, (dryly): I dare say. Eric then replies, (uneasily): Im sorry but you see we were having a little party and Ive had a few drinks, including rather a lot of champagne and Ive got a headache and as Im only in the way here I think Id better turn in. When Eric says this, we immediately think that he is trying to get out of the situation by saying that he wants to go because of his headache, and that he is only in the way. He also slips in the fact that they were having a party, and that they were drinking champagne, which is often associated with celebrations. This could be that he is trying to get rid of the inspector by dropping in, that he is interrupting their celebration with accusations and bad news. This gives the impression Eric knows something about the girl and was in some way involved with her. Later on, Eric is said to be in an excitable silly mood, and then the inspector asks why. Mrs. Birling replies, Im afraid he may have had rather too much to drink tonight. We were having a little celebration here-, and the inspector replies, Isnt he used to drinking? Since the inspector says this, it makes us think that Eric may be an alcoholic, or used to be. And because the inspector says it, it is though this may be a factor in the death of Eva. .uec25a045c582d6f5781035d2bb9490f3 , .uec25a045c582d6f5781035d2bb9490f3 .postImageUrl , .uec25a045c582d6f5781035d2bb9490f3 .centered-text-area { min-height: 80px; position: relative; } .uec25a045c582d6f5781035d2bb9490f3 , .uec25a045c582d6f5781035d2bb9490f3:hover , .uec25a045c582d6f5781035d2bb9490f3:visited , .uec25a045c582d6f5781035d2bb9490f3:active { border:0!important; } .uec25a045c582d6f5781035d2bb9490f3 .clearfix:after { content: ""; display: table; clear: both; } .uec25a045c582d6f5781035d2bb9490f3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uec25a045c582d6f5781035d2bb9490f3:active , .uec25a045c582d6f5781035d2bb9490f3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uec25a045c582d6f5781035d2bb9490f3 .centered-text-area { width: 100%; position: relative ; } .uec25a045c582d6f5781035d2bb9490f3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uec25a045c582d6f5781035d2bb9490f3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uec25a045c582d6f5781035d2bb9490f3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uec25a045c582d6f5781035d2bb9490f3:hover .ctaButton { background-color: #34495E!important; } .uec25a045c582d6f5781035d2bb9490f3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uec25a045c582d6f5781035d2bb9490f3 .uec25a045c582d6f5781035d2bb9490f3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uec25a045c582d6f5781035d2bb9490f3:after { content: ""; display: block; clear: both; } READ: Common cultural novel EssayOnce they find out that a drunken young idler made Eva pregnant and was stealing money to provide for her, Mrs. Birling tells the inspector that, He should make sure that hes compelled to confess in public his responsibility. Since Eric is the culprit, he would be the one to confess and expose the Birlings. If Eric is exposed, it ruins the chance of Erics father being knighted, as Mr. Birling tells Gerald that, I gather theres a very good chance of a knighthood so long as we behave ourselves. When Mrs. Birling asks the inspector to leave, and he replies, Im waiting To do my duty. It finally sinks in to Mrs. Birling that the drunken boy was her son Eric. Eric then enters, pale and distressed, and says, You know dont you? This tells us that Eric was greatly involved with the death of Eva Smith and that he was the father of the unborn child. Eric was not in the room as this conversation was going on, but once Mrs. Birling realised Eric was the father, he entered and said, You know, dont you.. This entrance was important because it confirmed to everyone that Eric was actually the person involoved. When Eric is explaining how he met Eva, he says he went back to her lodging and insisted that he was going to go in, against her will. I insisted it seems. This also tells us Eric is a rather aggressive or insistive person when he is drunk. He then says, Afterwards she told me she didnt want me to go in but that well, i was in a state when a chap easily turns nasty. This confirms the idea about Eric, once he has drank a few too many.  Eric didnt turn to his parents for help, as his father does not seem to get along with him as he prefers Gerald over him. And his mother doesnt seem to care, or to pay any attention. He tells his mother, You dont understand anything. You never did. You never even tried. Once the inspector has left, straight away, Mr. Birling says to Eric, Youre the one i blame for this, and Eric just replies, Ill bet I am. Eric seems to take responsibility for his actions, and when his mum says, Im ashamed of you, Eric replies, Well, I dont blame you. But once he tells his mother and father he is ashamed of them, they just seem to wriggle out of it and say that theres every excuse for what they did, but they were just unfortunate. It seems Eric is now completely different to his parents now. Sheila also says, I behaved badly too, which tells us that she and Eric are similar, and that maybe it is that the different generations think differently. Sheila says that she didnt think that he was a real inspector. But then she says, It doesnt make any real difference, and Mrs. Birling replies, Of course it does, and then Eric says, No, Sheilas right. It doesnt. Mr. Birling then disagrees with Eric. Which again shows that the generations are different. After a long time of Eric and Sheila defending the dead girl, and Mr. and Mrs. Birling getting themselves out of trouble, Eric ends up shouting what really matters, (shouting) And i say the girls dead and we all helped to kill her and thats what matters . Once Gerald has the idea that it wasnt a real inspector, all eric seems to do, is defend the girl. He is constantly saying it doesnt matter, and that it doesnt alter the fact that the girl is dead, while Gerald and Mr. and Mrs. Birling are all trying to prove that it was a hoax. Once they phone up the infirmary and police station, they lighten up and find it amusing that theyve been fooled. They think that nothing that happened matters, and they are all pretending that nothing even happened, all apart from Eric and Sheila. Then the phone rings, saying that an inspector is on his way, as a young girl has just died in the infirmary. .ud1fb75f119dd3c224dcb9632314052be , .ud1fb75f119dd3c224dcb9632314052be .postImageUrl , .ud1fb75f119dd3c224dcb9632314052be .centered-text-area { min-height: 80px; position: relative; } .ud1fb75f119dd3c224dcb9632314052be , .ud1fb75f119dd3c224dcb9632314052be:hover , .ud1fb75f119dd3c224dcb9632314052be:visited , .ud1fb75f119dd3c224dcb9632314052be:active { border:0!important; } .ud1fb75f119dd3c224dcb9632314052be .clearfix:after { content: ""; display: table; clear: both; } .ud1fb75f119dd3c224dcb9632314052be { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud1fb75f119dd3c224dcb9632314052be:active , .ud1fb75f119dd3c224dcb9632314052be:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud1fb75f119dd3c224dcb9632314052be .centered-text-area { width: 100%; position: relative ; } .ud1fb75f119dd3c224dcb9632314052be .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud1fb75f119dd3c224dcb9632314052be .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud1fb75f119dd3c224dcb9632314052be .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud1fb75f119dd3c224dcb9632314052be:hover .ctaButton { background-color: #34495E!important; } .ud1fb75f119dd3c224dcb9632314052be .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud1fb75f119dd3c224dcb9632314052be .ud1fb75f119dd3c224dcb9632314052be-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud1fb75f119dd3c224dcb9632314052be:after { content: ""; display: block; clear: both; } READ: Charlotte Perkins Gillman EssayThis happens because Gerald, Mr. Birling and Mrs. Birling are all trying to carry on, as middle class, pretending nothing even happened, so Priestley is using the telephone call as a message to say, hang on, didnt i teach you anything?  Eric represents a younger generation who have different views to capitalists, because they dont beleive in different social classes, but in thoughtfulness, compassion and responsibility. I expect that Priestley hopes, that if Eric was a factory boss, then he would treat his workers fair, and well.