Peyton Manning - Speech Announcing Retirement from Professional Football free essay sample

Fraudulent Practices in Voter-Based Elections essays

Fraudulent Practices in Voter-Based Elections essays Elections are law-governed activities; these laws determine who can vote, when and where voting occurs and what outcome constitutes winning. These laws also determine which officials are to count the vote, certify the victor and validate the electoral procedures. (Developments in the Law, 1120) This process is not an easy task; most that choose to undertake it do so with an intensity of honesty and profound character. They have not only the interests of themselves and their fellow citizens but for the Nation as a whole. In such cases presented in Uncounted and through follow-up research, these characteristics come under severe scrutinization and profound disappointment in the unscrupulous people involved. The thoughts of a failed Democracy in which votes were skewed to a particular party have haunted voters and created distrust in the system. In his victory speech, President Elect George W. Bush stated, We had a long night and a great night, voters turned out in record numbers and delivered a historic victory. America has spoken and I am humbled by the trust and confidence of my fellow citizens (CNN 2004). How can his victory be celebrated when the election race was so close and there were many questions related to the validity of his victory? The issue of trust and confidence in the electoral process looms large in the United States, in the wake of a recent string of disputed and contested federal elections (Alvarez 754). Uncounted; like most successful documentaries, has a story to tell. The public was informed about electronic voting fraud and the human involvement in election fraud. Many public forums, as well as hearings, were held after the 2004 election. At the public hearing held by the U.S. House Judiciary Committee in December 2004, Clint Curtis stated under oath, In 2000, I was working for Yang Enterprises...I was approached by Tom Feeney, speaker of the Florida House....he wanted Yang to build v...

Discuss on modern England history Essay Example | Topics and Well Written Essays - 500 words

Discuss on modern England history - Essay Example But, unlikely this marriage came to an end and divorced Anne after a few months, as well as executed Cromwell. (Hobbs, 2000) As like all the kings of England, Henry favored war alongside dancing and hunting. The first French campaign was prearranged by Wolsey in which Henry VIII proved himself to be an excellent minister. He defeated the Scots in 1513 at Flodden. Unfortunately, the war with French failed and a growing need towards a male successor was felt by Henry VIII. He wished to give divorce to Catherine (his former wife) because he only had a daughter from her. When he referred to the Pope for this issue, the permission was not given by him. Considering the history, he was rather interested in having a baby boy than being a love sick boy for Anne. He married Anne Boleyn in 1533 and had a daughter with her later on who was named Elizabeth. (BBC, 2012) As a consequence of this act of Henry VIII, the Pope excluded him from the sacraments of Roman Church by clerical sentence. The Parliament of England affirmed the decision of Henry VIII to break with the Church of Rome. He replaced Wolsey with Thomas Cromwell and took the most powerful and dreadful step of firstly establishing the Church of England and secondly, becoming the head of England’s Church. He put an end to the monasteries and also pursued other reforms such as unifying Whales and England; and also created Exchequer and Council of North. It was not Anne Boleyn he was interested in; it was the desire to have a male inheritor for his kingdom. By passing time, Henry also got tired of Anne Boleyn as she wasn’t able to give him a male successor, and thus he executed her for sedition and adultery in 1536. Subsequently, he married Jane Seymour who was able to provide him with a male heir in 1537, but fate has something else for Henry VIII. He died just after his

Internship Journeys Essay Example | Topics and Well Written Essays - 2000 words

Internship Journeys - Essay Example gained the knowledge about the exhibition‘ingenious craftsmanship and creativity, canton embroidery collection along with the creativity work of ingenious people. Ingenious is a person who was clever as well as skilled and possessed creativity knowledge in making varied innovative items (Gzchenjiaci, 2015). Craftsmanship is the skilled one in their work and was also known as the artist. During this internship, I got engaged with several practical experiences that relate towards making different handicraft items along with the works of embroidery collection. At the time of internship journey I was not only engaged with the work, but also underwent through the experiences of several places and variety of foods. The duration of the internship journey was 2 months and based on the duration of time, I divided my works to make it easy. During this internship, my supervisor and my colleagues altogether spent a very good time and enjoyed the internship journey. My supervisor is a good and helpful person who helped me in successfully undergoing through the internship journeys in the form of clearing me about any doubt. This picture shows the craft designer item, which made by the ingenious craftsmanship and creavity based people. From this picture, it can be assessed that the work depicted pure class of craftmanship and the creativity of the people (Gzchenjiaci, 2015). This picture influenced me to collect more information about the ingenious craftsmanship and creativity work. The best moment of the internship journey was visiting various places for gaining experiences about craftsmanship and creativity along with the works of embroidery collection. Other best moment of the internship was our practical experience to make handicrafts as well as embroidery collections. During this internship, I gained the idea about how to do embroidery works and prepare embroidery items. Embroidery work is a work of decorative design, which can be made with the help of hand as well

Research research literature to determine the population, sampling Paper

Literature to determine the population, sampling strategy, HIPAA concerns, informed consent procedures, and setting - Research Paper Example The caregivers and patients included in the research were also supposed to have sixth grade education at the minimum and be in a position to read and comprehend English. They should also attain a score of at least seven in the Short Portable Mental Status Questionnaire (SPMSQ) as well as at least 40 in the Palliative Performance Scale (PPS). Since the study concentrated on management of pain, constipation and dyspnea, the patients included in the research had to be experiencing two of them. A sample of 329 home care patients suffering from cancer and family caregivers were selected and randomly grouped into three categories. One control group comprised of 109 people received standard care, another group with the same number received standard care and friendly visits while the third group comprised of 111 people received standard care and COPE intervention. This method of sampling is known as cluster sampling in which case naturally occurring groups would be selected and be included in a sample. In this method, the population would be divided into groups or samples. In some cases, rather than collecting data from every group, a sub-sample would be used. Economical- expenditure is one of the major concerns in any sampling method. However, since the research will be carried out on clusters, the expenditure is tremendously reduced due to the fewer listing efforts incorporated (William, 2007). Feasibility- cluster sampling method is also more feasible when carrying out research on large populations (William, 2007). Given that the population in the large hospice is in excess of 300, carrying out comprehensive research may not be very feasible and therefore, clustering the samples would make it more feasible. In carrying out any form of research, the vulnerability of the variables used in the samples is taken into consideration (William, 2007). In essence, the patients and caregivers used in the research are quite vulnerable given the

Embracing Ict In Nigerian Secondary Schools Education Essay

Embracing Ict In Nigerian Secondary Schools Education Essay Aim: The aim of this literature review is to describe the current state of ICT development in Nigerian Secondary Schools, discuss the problems of ICT development in Nigerian Secondary Schools, suggest possible solutions and highlight the importance of embracing ICT in education in Nigerian Secondary Schools. Introduction: The Federal Republic of Nigeria is a country located in the western part of the African Continent with an approximate land mass of 923,768.00 sq kilometres, lying between Latitude 40 140 North of the Equator, Longitude 30 and 140 East of the Greenwich meridian bordered on the west with the Republic of Benin, on the north with the Republic of Niger and on the east with the Federal Republic of Cameroun. The topic of ICT integration into the Nigerian economy is very crucial however , for the purpose of this literature review the importance of integrating ICT into Nigerias Secondary School Environment will be discussed. Information and Communication Technology (ICT) involves the use of all forms of Computer, Communications, Software ,Network and Mobile Technologies to process, maintain and mediate information. Communication Technologies include all media such as; Cable,Satellite, Fibre Optics, Wireless (radio, Infrared,Bluetooth,wi-fi) employed in transmitting audio,video,data or multimedia. Network Technologies include Personal Area Networks (PAN), Campus Area Networks (CAN), Intranets, Extranets, Local Area Networks (LAN),Wide Area Networks(WAN),Metropolitan Area Networks(MAN) and the Internet. Computer Technologies include all removable media such as optical disks, disks, flash memories, video books, multi-media projectors, interactive electronic boards, and continuously emerging state-of-the art PCs. Mobile Technologies comprise Mobile Phones, PDAs, Palmtops etc.(Illoanusi,O.N., Osuagwu,C.C. 2005).ICTs have become part of our very existence as a matter of fact, it affects all of human activities . Over the years, ICTs have created significant impact on the way we live. Significant improvements and developments have occurred in various fields as a result of ICT integration to those fields. The field of education is not excluded as ICTs have undoubtedly affected learning, teaching and research methods.(Yusuf 2005) cited by (Adomi, A.E., Kpangban,E. 2010).The impact of ICT on education has improved educational standards in developed economies, however this impact is still to be felt in developing economies such as Nigeria. Current Situation of ICT development in Nigerian Secondary Schools ICT in education involves embracing major components of ICT to enhance teaching and learning methodologies in institutions of learning.Presently,the integration of ICT in Nigerian Secondary Schools is minimal.In 1988,in an attempt to keep pace with development in computer education ,Nigeria enacted a policy on computer education. According to Okebukola(1997) the plan was to implement this innovation first to some selected federal government colleges and thereafter spread this innovation to other secondary schools and later to primary schools, unfortunately this project was never successful as intended because beyond the distribution and installation of computers in federal government colleges this project never took off ground.(Aduwa-Ogiegbaen, S.E. , Iyamu,E.O.S. 2005). The Federal Republic of Nigeria has no specific policy on ICT in education.The Ministry of Education created its ICT department in February 2007 more so, several government agencies and other stakeholders in the private sectors have initiated ICT-driven projects and programmes to impact all levels of the educational sectors.(Agyeman,O.T. 2007).At School level,the use of ICT aided instructional materials is minimal or rather not encouraging.This could be attributed to the fact that majority of Nigerian Secondary School teachers do not see the importance of improving their professional practice using ICT and are consequentially, less eager to adopt the use ICT in their teaching practice. If however the secondary teachers in Nigeria perceive the importance of integrating ICT in teaching methods they are more likely to embrace the use of ICT in their professional practice. A study which investigated teachers self efficacy in implementing computer education in Nigerian Secondary Schools found that most teachers in Federal Government Colleges in Nigeria lack experience in the use of computers for educational or industrial purposes ,most teachers in Federal Government Colleges cannot use common computer software because they lack knowledge of basic computer operations.(Yusuf 2005) cited by Ololube,N.P (2006).Students on the other hand are embracing ICT however not in the right manner .Nigerian Secondary School Students are yet to maximise the benefits of the internet in research and learning. This is evident in the use of Internet by these students who stay long hours on the internet chatting on social networking sites such as facebook and yahoo messenger. Problems of ICT development in Nigerian Secondary Schools Various factors are responsible for the problems of ICT development in Nigerian Secondary Schools. Nevertheless, the most significant amongst these factors are; Lack of adequate ICT infrastructure, Low percentage of teachers with ICT skills, Absence of National policy on ICT in education ,Low access to the Internet and Cost of acquiring ICT facilities where available. Lack of adequate ICT infrastructure in Nigeria seems a major issue. Though the International Telecommunication Union(ITU) has rated Nigerias Telecommunication Sector as the fastest growing in Africa, majority of Nigerians still have inadequate access to the Internet.(Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005).Information,data,audio,video and multimedia are meant to be transmitted on reliable networks supported by adequate ICT Infrastructures unfortunately, these infrastructures are lacking in most Nigerian Secondary Schools. Inadequate funding and lack of technology budget exacerbate the problems of ICT infrastructures (Illoanusi,O.N Osuagwu,C.C 2005).Moreover ICT equipments were made to function with other infrastructures such as electricity (Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005) the irregular and unstable supply of electricity in Nigeria poses a major difficulty in the proper functioning of ICT equipments even when they are acquired .There are recorded cases of electrical home appliance s damaged due to lack electrical power supply over period of months. The absence of electric power grids in most parts of the country even where adequate telecommunication facilities are available contribute to the irregular power supply.(Agyeman, O.T 2007). The percentage of Nigerian Secondary School Teachers with basic computer skills is low compared to their counterparts in developed economies.Nigerian Secondary School teachers attach little importance to IT literacy .Consequently,the use of ICT aids in teaching is minimal.Additionally there is widespread ignorance and misconception about ICTs among Nigerians (Ighoroye and Ajayi. n.d) cited by (Adomi,E.E., Kpangban,E. 2010).Secondary School teachers in Nigeria need to be trained on educational technologies and the importance of integrating computers into classroom teaching.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S. 2005). Presently,there is no existing National Policy on ICT in education. Although the Nigerian Federal Government policy in 1988 introduced computer education in high schools(Okebukola 1997) cited by (Adomi,E.E, Kpangban,E. 2010).This policy was not successful as the only implementation was distributing computers to Federal Government High Schools which were never used for computer education of the students (Adomi,E.E, Kpangban,E. 2010).The Nigerian Federal Government have on several occasions revealed plans to integrate ICTs into school systems and provide infrastructure to schools,yet actions are still to be taken on these plans. In 2001,Nigeria started implementing its ICT policy which led to the establishment of the National Information and Technology Development Agency(NITDA) the purpose of establishing NITDA was to help Nigeria become an ICT capable country in Africa and a major player in the information society by 2005.This vision is yet to be fulfilled even few years after the set time for achieving this vision.(Agyeman,O.T.,2007) Major development of ICT in education depends largely on access to the adequate ICT infrastructures especially the internet.Access to computer equipment,internet and other accessories in most Nigerian Secondary Schools is low.(Agyeman,O.T. 2007).Underfunding and inadequate financial capacities lead to this problem. Irregular electricity supply exacerbates this problem. The availability of computers in few Nigerian Secondary Schools located in urban areas is in the ratio of 5 computers to 1 student on the contrary,the case in rural areas is absolutely not encouraging. Some rural areas still face total absence of power supply. Secondary Schools in Nigeria are not adequately funded to provide furniture, requisite books,laboratories and adequate classrooms let alone being given adequate funds for computers and internet connectivity.(Aduwa-Ogiegbaen,S.E, Iyamu E.O.S. 2005). The High cost of acquiring ICT facilities even when they are available cannot be overlooked. The cost of purchasing computers in Nigeria is high not so many can afford it. Moreover, monthly internet rates are exorbitant and the charges are unaffordable for most people in Nigeria consequently,it is difficult for secondary schools to acquire and install ICT facilities for the use of teachers and students (Adomi,E.E., Kpangban,E. 2001).Additionally,the high cost of computers still make most secondary schools unable to acquire these facilities. Suggested Solutions to ICT development problems in Nigerian Secondary Schools The integration of ICT in education in Nigerian Secondary Schools will produce sustainable development in the secondary school system..However,if the effort to integrate ICT into Nigerian Secondary Schools will be successful then it is pertinent that the Nigerian Government ensure ICT policy statements in education are translated into reality. Furthermore, the Federal Ministry of Power and Mines should work towards stabilising electricity power supply in Nigeria(Adomi, E.E., Kpangban,E., 2010).Additionally, stakeholders in Nigerian ICT industry must help spread the knowledge and usage of ICT amongst Nigerian Secondary School Teachers and students in the best way possible. The Federal Ministry of Science and Technology most importantly must ensure the NigComSat-1R which is meant to be a replacement of the failed NigComSat1 and the SAT3 submarine cable is delivered as scheduled in the fourth quarter of 2011 as this will immensely reduce telecommunication and internet connection rates. Adequate funding and budgets for ICT integration in secondary schools should also be made possible by the Federal Ministry of Education. The Importance of Embracing ICT in Education in Nigerian Secondary Schools ICT integration in Nigerian Secondary Schools system will gradually transform the quality of the Nigerian Secondary Educational System (Osuagwu,C.C., Illoanusi,O.N., 2009).The successful integration of ICT in Nigerian Secondary Schools will enhance teaching, learning and research methods moreover, significant development in Nigerias secondary educational system will occur. There is no doubt that teachers and students in secondary schools in Nigeria will have incredible resources at their disposal with reliable access to the internet.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S., 2005). Conclusion There is no doubt what significant improvement successful ICT integration will bring in the Nigerian Secondary Educational System however the Nigerian Government must make adequate efforts to implement National policies on ICT in education, stabilizing electrical power supply,and provide adequate funding to secondary schools for the acquisition of ICT facilities if this goal of Integrating ICT in Nigerian Secondary Education System will become a reality.

Explanation Of The Poem From Snowbound :: essays research papers

Explanation of the poem from Snowbound The main theme of Snowbound is that no-matter what happens, family will be there to help and comfort. This theme is demonstrated widely throughout the poem and even more so in the last stanza of this excerpt. Another, less prominent, theme of Snowbound is the meaning and involvement of God in the lives of people. The first stanza describes the moment before the storm. â€Å"A chill no coat, however stout, Of homespun stuff could quite shut out,† This stanza begins to set up the obstacle that the family must overcome. When Emerson describes the storm as â€Å"less than treat† and then goes on about the intense cold it brings he also is describing God. God is caring and loving but he is also vengeful and just. The second stanza is about the family preparing for the storm. â€Å"Meanwhile we did our nightly chores,† suggests that they were perfectly calm together, everyone knew what to do and they did it. The third stanza is describing the snowstorm beginning; â€Å"Unwarmed by any sunset light The gray day darkened into night† The forth stanza tells of how the outside looked after two straight days of snow; â€Å" And, when the second morning shone, We looked upon a world unknown,† The fifth stanza is about the family continuing on with there chores after the storm. Despite all that has happened the family still continues on, quite happily as a matter of fact; â€Å"Well pleased, (for when did farmer boy Count such a summons less than joy?)† This stanza also shows how God is good because even after the snowstorm the animals are all still alive. The sixth stanza describes their solitude and isolation from the outside world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Beyond the circle of our hearth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  No welcome sound of toil or mirth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Unbound the spell, and testified   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Of human life and thought outside†   Ã‚  Ã‚  Ã‚  Ã‚   The seventh stanza is when the family makes a fire; â€Å"We watched the first red blaze appear†. Surrounded by snow in all directions, they make a fire witch symbolizes hope. Explanation Of The Poem From Snowbound :: essays research papers Explanation of the poem from Snowbound The main theme of Snowbound is that no-matter what happens, family will be there to help and comfort. This theme is demonstrated widely throughout the poem and even more so in the last stanza of this excerpt. Another, less prominent, theme of Snowbound is the meaning and involvement of God in the lives of people. The first stanza describes the moment before the storm. â€Å"A chill no coat, however stout, Of homespun stuff could quite shut out,† This stanza begins to set up the obstacle that the family must overcome. When Emerson describes the storm as â€Å"less than treat† and then goes on about the intense cold it brings he also is describing God. God is caring and loving but he is also vengeful and just. The second stanza is about the family preparing for the storm. â€Å"Meanwhile we did our nightly chores,† suggests that they were perfectly calm together, everyone knew what to do and they did it. The third stanza is describing the snowstorm beginning; â€Å"Unwarmed by any sunset light The gray day darkened into night† The forth stanza tells of how the outside looked after two straight days of snow; â€Å" And, when the second morning shone, We looked upon a world unknown,† The fifth stanza is about the family continuing on with there chores after the storm. Despite all that has happened the family still continues on, quite happily as a matter of fact; â€Å"Well pleased, (for when did farmer boy Count such a summons less than joy?)† This stanza also shows how God is good because even after the snowstorm the animals are all still alive. The sixth stanza describes their solitude and isolation from the outside world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Beyond the circle of our hearth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  No welcome sound of toil or mirth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Unbound the spell, and testified   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Of human life and thought outside†   Ã‚  Ã‚  Ã‚  Ã‚   The seventh stanza is when the family makes a fire; â€Å"We watched the first red blaze appear†. Surrounded by snow in all directions, they make a fire witch symbolizes hope.

Can society fully control individuals?

Although society sets a myriad of rules and regulations that ostensibly circumscribes your actions, it is our choice whether or not to conform to these rules. Convincing examples to demonstrates this founds are found in A Doll’s House by Henrik Ibsen, To Kill a Mockingbird by Harper Lee and Galileo’s choices of defying norms in the field of science. Nora’s decision to leave Torvald and seek her independence in the play A Dolls House by Henrik Ibsen explicitly demonstrates that, regardless of what society dictates, choices are always present ot the individual. Nora was one of many women who suffered from the male supremacy during the Victorian Era. Her husband, Torvald, would call her demeaning names such as â€Å"squirrel† and â€Å"pet† and expects her to obey every command because society dictates that she should. However, Nora defied her â€Å"social norms† and left Torvald to achieve her independence: an act considered to be unthinkable at the time. Thus demonstrates that decisions are contingent upon individuals, not society. Another example which shows that our choices area solely determined by ourselves is that of Atticus and his decision to defend a black man, Tom Robinson, in To Kill a Mockingbird by Harper Lee. Atticus, who lives in a town inhabited by a racist, white community, decided to do what he thinks is right and defended a black man named Tom Robinson, who was spurious accused of raping a white girl. Despite Atticus’s cognizance of the vicious calumny that he will be subjected to by society, he nevertheless made the decision which he considered is right and defended Tom Robinson. This further shows that decision are purely based on the individual. In addition, the fact that decisions of the individual can never be fully controlled by society is shown in the field of science, particularly through Galileo’s choice of having a heliocentric view on the universe. Galileo was a scientist who, after adequate research into the field, maintained that, contrary to what the church and Aristotle believed, the sun is in the center of the universe. At the time, society strongly believed that the earth is the center of the universe and considered every other scientist who said otherwise to be mocking religion and thus deserving punishment. Because of his theory, Galileo was convicted of heresy and consequently sentence to home imprisonment. Surely, it was Galileo’s decision to voice his theory which, rather interestingly, happened to be correct all along! The aforementioned examples are just three a vast number of people who decided to go against society wishes. If anything, these people exemplify the human nature of exploring the unknown, of thinking critical outside the box and of seeking dreams regardless of the perils and obstacles on the way, these are the people who make progress possible; without such individuals, society would be a collection of robots that operate based on norms and that would never be able to think, speak or act out anything that does not fit this â€Å"norm†. Quite simply, it is these people that liberated the oppressed and illuminated the path of knowledge.

Jewish Insight of Holocaust

Jewish Insight of Holocaust Holocaust, the extermination of Jews from the European land was the example of brutality and viciousness of the Nazi Germany. The post holocaust era was one of the remarkable eras in the Jewish history. It did not only jolt the Jewish history but also the world history. In order to interpret the results different Jewish responses came out and evaluated the issue according to their personal psychological aspect.Advertising We will write a custom essay sample on Jewish Insight of Holocaust specifically for you for only $16.05 $11/page Learn More About 80,000 survivors of the holocaust immigrated to the United States only between the years 1945 and 1952. On one hand, they had to complete the thorny task of rebuilding their demolished lives and on the other hand they were trying hard to get back the previous normal state of their retarded minds which got hurt after the terrible incident. Meanwhile, many historians were observing the situation critically and want ed to present their ideas about the Holocaust and the injustice of the Nazi Germany. All the Jewish responses are of course negative and sour but they also differ with respect to their difference in vision which makes us to mention those evaluations in this paper. We can find a great deal of literature about the evaluation of Holocaust by different Jewish historians and by which we will be able to present our evaluation about the matter. In this paper, we will be discussing the evaluation of two Jewish historians which are considered as the masters of the Holocaust studies on their part respectively. We are going to elaborate the ideas of the post Holocaust era by the two famous historians Richard L. Rubenstein and Emil Ludwig Fackenheim. Rubenstein is regarded as one of the excellent religious writers of the past. He was an educator and an eminent writer in the American Jewish community. His study related to the Holocaust studies is commendable[1]. On the other hand, if we talk abo ut the Fackenheim’s contribution towards the Holocaust study we can say that his contributions should be noted. He considered Holocaust as the one incident who brought a remarkable change in the Jewish history[2]. Both the writers have elaborated their ideas in a different way but on few points they also agree with each other. We are going to discuss the perceptions and ideas of both the writers and then we will derive our evaluation[3]. If we talk about Rubenstein than he was the one writer who had not experience the Holocaust but the issue compelled him to write about it. He has observed the incident religiously. In his book â€Å"After Auschwitz† Rubenstein has in a way negotiated about the Jewish concept of religion in which people are observed by God and He will decide the punishment and reward of their sins or good deeds. He said that the Holocaust event has nothing to do with the personal doings of the Jews. The incident cannot be considered as the negative reac tion of Jewish sins and Hitler cannot be regarded as their Lord who is observing their acts and is ready to punish them. Rubenstein strongly oppose the Jewish ideology. He wants them not to follow such belief. This was actually due to His past bitter experiences of meeting Ruth Gruber (An American journalist) and of course the drastic Holocaust incident[4].Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More After the destructive incident of Holocaust which ruined the lives of many Jews, Rubenstein was cleared about his ideas that Jews should no longer worship their Gods because in his opinion there is nothing named as God. God is not present around the people. If He did than he could not allow the Nazis to slaughter His innocent people, if God was there He could not bear the mayhem in those horrifying concentration camps and if God was there He was not treating the people like the Nazis did. Fur ther he said that the Jews should forget about all their religious lives and the exchange of their prayers with their God because it is totally useless to worship a thing which does not exist[5]. He considered that God is dead and He is not there for the people so people are making them fools if they are thinking that someone is listening to them. By the realization of the Protestant’s Death-of-God movement Rubenstein was more confirmed and convinced about his thinking that God does not exist. But originally it does not mean that God is not present[6]. It was just a hyperbolic statement by those who cannot accept the truth of God. They have basically overstated the matter that they don’t believe in God just to convince people and draw their attention towards their view. The people should not be disappointed by the Rubenstein’s ideology about the existence of God. He just wants to depict the thought that if people want to understand the horrifying incident of Hol ocaust than they must realize his ideology. Furthermore, Rubenstein stated that Jews will have to rebuild their ethics. They will have to establish a thought which will connect them with their land. He suggested that the Jews should continue to worship nature and they should not carry on the old preaching. However, most of the Jews preferred not to get back to Israel as many were killed during the migration towards Poland. Many Jews lost their faith too and adopted secular Judaism rather than converting themselves to any other religion. Thus, Rubenstein’s views about the existence of God were only due to his numerous confrontations with Him in the past so nobody should set any expectation from him as he is only conveying his thoughts[7]. The other side of the view is given by Emil L.Fackenheim who has a little bit same idea that the Holocaust event should not be considered as the punishment of Jewish sins. But his concepts differ immensely when he defines his idea about the e xistence of God. Basically Fackenheim has a positive sight. He visualizes the Holocaust in an optimistic manner. He said that although Jews had faced problems but they also fought with the difficulties. Also he mentioned his believe that God is Omni-potent and Omni-present. He sees his people and help them too when they are in trouble. Fackenheim was of the view that God is present and it is up to the believer that he/she accepts His presence or not. Fackenheim also believed that many people will deny his saying by saying that if God was there than why He could not stop the barbarism which was going on in the camps but he has elaborated this in a different and positive way.Advertising We will write a custom essay sample on Jewish Insight of Holocaust specifically for you for only $16.05 $11/page Learn More He said that if we can assume God’s presence on the Mount Sinai then why we can’t consider His presence in those camps? The Jews had served as the personification of gallantry and bravery in that throbbing time. Despite of the butchery carried on in those concentration camps the Jews continued their prayer life and religious practices. They set the example of patience and humanity by their courageous behavior. So, in this way they lived like heroes and died with dignity[8]. This portrays that after the 613 commandments given to the Jews in Torah this example of grit appeared to be the new 614th commandment for the Jews which was exposed to the innocent people in those camps by God. By having a precise over view on Fackenheim’s ideology of the Holocaust we can conclude that he was of the view that Jews should have to remember all the miseries, all the sorrows and all the pains they suffered in those camps during the Holocaust. They should learn this lesson that one day they will be taking the revenge of the destruction of precious lives of their people. If the Jews will not be able to fight and negotiate than the y cannot be considered as Jews. They should not lose the dignity and self-esteem. So, they must proud of what they did[9]. In short, both the historians have presented the Holocaust incident on the basis of religion. They differ in ideas but the level of analysis is similar. They have given clarifications about Holocaust by presenting the conflict in ideas about the existence of God. They have tried to compare the theory of Holocaust to the idea of God’s existence. One of the theologies supports the idea that God is dead and he is nowhere. While the other theology tries to evident the divine presence of God by the courage of Jewish people who were surviving in those brutal camps. They have basically focused a single side but also they have given the positive and negative sides of the matter. Basically the writers have tried to completely clarify their point of view and also have convinced people to an extent but if have to evaluate their theologies than I must say that they h ave only mentioned their thoughts about the religion, their thoughts about the presence of God not the Holocaust. Actually they wanted to impose their religious concept about the existence of God on people so they took the example of Holocaust incident which is wrong. Because by this one of the writers has shown that he has a bad approach of emphasizing the people emotionally.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More He has done this just to compel the people towards his thoughts due to the fact that in the past he had some awful experiences by which he drew himself towards the thought that God is nowhere. Similarly on the other hand Fackenheim although has not given the negative idea infect he showed a positive aspect related to the ideology of Death-of-God but he is basically negating the idea of Rubenstein and has only talked about the religious aspect[10]. But if I have to make a choice between two of the theologies on the basis of perspectives only than I will obviously second the Fackenheim’s perspective because he has a positive and sensible thought about the incident. He has talked about the optimistic view that God has surely a divine presence on Earth. He is there for His people whether anyone accepts this or not. He has also specified a constructive view by saying that the presence of Jewish courage, dignity and bravery was evident of the presence of God as God provided them th at zeal and enthusiasm to fight for their lives. Fackenheim has elaborated this thought and his emphasize was on the fact that if can assume the presence of God and worship Him throughout our lives than why we cannot accept His presence on those camps. We know it really well that in our day to day life we experience different evidences about the presence of God and various acts which cannot be done by an ordinary person than why we raise questions over this. It’s noticeable and obvious[11]. So, it is cleared that God is present and He is there to see the on doings of His people. Also, the incident of Holocaust tells about the celestial existence of God by the Jewish acts of heroism which was a God gifted aspect of Jews at the time of sufferings. So, people should realize that answers can be easily given to the questions on presence of God. We don’t need to look into complications because it is cleared from the evidences we get in our daily lives. If God was not there w ith His people in those camps then the Jews could not have survived to such extent. They could not be able to face those difficulties if they were not provided by the faith in God. Their ultimate faith and loyalty to their God is the brilliant example of their valor. The Jews have basically showed the world that they have these strong basis and faith in the religion which made them to live like heroes and die like a martyrs. Various scholars, historians and writers have conflicted in their ideas of religion and Holocaust. Many failed in conveying their views and many got able to clarify themselves but among the two of the historians, Fackenheim’s idea was close to the originality. Implications of understanding Judaism as more concerned with Orthodox than Orthopraxis: The two terms Orthodox and Orthopraxis define two ideas: Firm Belief and Good, Effective Behavior. Orthodox is derived from Greek words â€Å"orthos† means Truthful and â€Å"doxa† means Belief. Whi le on the other hand Orthopraxis is the other word which is derived from the combination of â€Å"ortho† as previously defined as Truthful and â€Å"praxis† means Behavior[12]. There has been a number of literature regarding the Orthodox and Orthopraxis in the western ideology in which the matter is supposed to be highlighted between Christians and Jews[13] The Christians support the Orthodox’s camp while Jews are related to the camp of Orthopraxis. Christians are of the view that firm Belief in anything can lead them to the top. While, Jews have the instinct that behavior and actions are very necessary in every situation[14]. Christians and Jews have depicted this in many occasions. If we want to know about the implications of understanding Judaism then we will come to know that Jews have always followed their idea of Orthopraxis. We can take example of the Holocaust incident when Jews were in a deep chaos. They had shown their support to the idea of positive a ctions and behavior by fighting with the terrible situation in an historic way[15] Bibliography Braiterman, Z. â€Å"(God) After Auschwitz† [1998] Princeton University Press: http://press.princeton.edu/chapters/s6415.html Edwards, J. â€Å"Orthodox c.† [2011, February 1] christiansincontext.org/ Gray, J. â€Å"On Orthodoxy and Orthopraxy† [2007, Novemmber 18] religioustolerance.org: religioustolerance.org/gray01.htm Irvine, A. â€Å"Liberation Theology in Late Modernity: An Argument for a Symbolic Approach† [2011] Journal of American Academy of Religion , 1. Jackson, T. â€Å"The priority of love: Christian charity and social justice† [2003] Princeton University Press. Morgan, M. â€Å"13 Emil Fackenheim, the Holocaust, and Philosophy† [2011] cco.cambridge.org: http://cco.cambridge.org/extract?id=ccol0521813123_CCOL0521813123A013 Olachea, P. â€Å"A Dangerous Separation† [2009, March 15] http://simplychristianity.com/2009/03/15/a-dang erous-separation/ Patterson, D. â€Å"Emil L. Fackenheim: a Jewish philosophers response to the Holocaust† [2008] New York: Syracuse University Press Ratzinger, C. â€Å"Eucharist, Communion And Solidarity† [2002, June 2] ewtn.com/library/CURIA/RATZRELA.HTM Rubenstein, R. Richard Rubenstein [2011] Worldlingo worldlingo.com/ma/enwiki/en/Richard_Rubenstein. Rubenstein, R. â€Å"Richard Rubensteins Theology on Holocaust† [2009, April 14] http://relijournal.com/judaism/richard-rubenstein%E2%80%99s-theology-on-the-holocaust/ Schwartzberg, S. â€Å"A Century of Recording and Making History† [2010, September 10] forward.com: forward.com/articles/130887/ Time. â€Å"Theology: The God Is Dead Movement† Time: time.com/time/magazine/article/0,9171,941410,00.html Wallaston, I. â€Å"The Possibility and Plausibility of Divine Abusiveness Fackenheim, E.† [2000] http://socyberty.com: http://socyberty.com/history/emil-fackenheim%E2%80%99s-post-holocaust-the ology/ Footnotes Rubenstein, R. Richard Rubenstein [2011] Worldlingo worldlingo.com/ma/enwiki/en/Richard_Rubenstein. Morgan, M. â€Å"13 Emil Fackenheim, the Holocaust, and Philosophy† [2011] cco.cambridge.org: http://cco.cambridge.org/extract?id=ccol0521813123_CCOL0521813123A013 Braiterman, Z. â€Å"(God) After Auschwitz† [1998] Princeton University Press: http://press.princeton.edu/chapters/s6415.html Schwartzberg, S. â€Å"A Century of Recording and Making History† [2010, September 10] forward.com: forward.com/articles/130887/ Edwards, J. â€Å"Orthodox c.† [2011, February 1] christiansincontext.org/ Time. â€Å"Theology: The God Is Dead Movement† Time: time.com/time/magazine/article/0,9171,941410,00.html Rubenstein, R. â€Å"Richard Rubensteins Theology on Holocaust† [2009, April 14] http://relijournal.com/judaism/richard-rubenstein%E2%80%99s-theology-on-the-holocaust/ Patterson, D. â€Å"Emil L. Fackenheim: a Jewish philosophers respo nse to the Holocaust† [2008] New York: Syracuse University Press Jackson, T. â€Å"The priority of love: Christian charity and social justice† [2003] Princeton University Press. Wallaston, I. â€Å"The Possibility and Plausibility of Divine Abusiveness Fackenheim, E.† [2000] http://socyberty.com: http://socyberty.com/history/emil-fackenheim%E2%80%99s-post-holocaust-theology/ Irvine, A. â€Å"Liberation Theology in Late Modernity: An Argument for a Symbolic Approach† [2011] Journal of American Academy of Religion , 1. [5] Olachea, P. â€Å"A Dangerous Separation† [2009, March 15] http://simplychristianity.com/2009/03/15/a-dangerous-separation/ Ratzinger, C. â€Å"Eucharist, Communion And Solidarity† [2002, June 2] ewtn.com/library/CURIA/RATZRELA.HTM Gray, J. â€Å"On Orthodoxy and Orthopraxy† [2007, Novemmber 18] religioustolerance.org: religioustolerance.org/gray01.htm

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