Media and Public Perceptions of crime

Media and Public Perceptions of crime Crime stories and representations are, and have always been, a popular focus of the mass media. The percentage of media content that is constituted by crime images and stories obviously will depend on the definitions of crime used. A glimpse at the television guide, the movies listings in the cinema, or press headlines, will highlight both the interest the general population has in crime and criminals, and the key role the media play in describing all features of criminal behaviour. People are excited with crime and justice (Howitt, 1998). From films, books, newspapers, magazines, television broadcasts, to everyday talks, we are continuously participating in crime talk. A large amount of this crime will be fictional, others, real life, and our enthusiasm for reading and watching about both seems to be evident. Television documentaries, news programmes and local or national newspapers emphasise and discuss crime and criminal justice issues on an everyday basis. Stories about crime are a more limited proportion of news, varying according to medium (e.g. radio, television, or print journalism) and market (e.g. quality or popular journalism). In this chapter we will analyse how the media influence public opinion through social cognitive theory and information processing theory. The publics knowledge and understanding of crime, criminal justice, police forces and police investigations, is often derived from the media and is greatly based on what they have watched or heard through various media forms (Jewkes, 2011). More generally, it is not feasible for people to know everything about society through their own experience thus the media has the role of informing and entertaining people. It is important to say that several studies have found a correlation between people views about crime and the criminal justice system, and the media. Dorfman (2001) found that 76 percent of the public said they modulated their opinions about crime from what they see or read in the news compared to those who get their primary information on crime from personal experience at 22 percent. It is not surprising that the academic interest in the field of criminology and criminal justice is growing as studies showed the popular media and general public interest in this area has the hi ghest percentage (Jewkes ,2011). Heath and Gilbert (1996) initiated that the association among media productions and offence is contingent on the features of the communication and the viewers. Production of great amounts of neighbourhood offence news creates enlarged fear between the outsized public, (Brillon, 1987; Sheley and Ashkins, 1981) whilst the presentation of great sums of non-local offence news has the contradictory result by construction the local audience feel safer (Liska and Baccaglini, 1990). Also, Chiricos et al (2000) found out that local and nationwide news are connected to fear of felony. The result of neighbouring news on fear of crime is stronger for people in elevated offence locations and persons who have passed through victimisation. Public perspectives toward police are in general positive (Huang and Vaughn, 1996). Nevertheless, there are a small number of studies that considered the medias control on peoples ratings of police force efficiency. A large amoun t of the literature concentrates on media depictions of police officers and results expose two contradictory views. Some researchers suggest that the police are displayed positively in the media, whilst other study argues that the police are unenthusiastically portrayed in the media (Pollak and Kubrin, 2007). Police presentations are often over-dramatised and romanticised by imaginary television felony dramas while the news media display the police as daring, qualified crime fighters (Surette, 1998; Reiner, 1985). In television crime dramas, the mainstreams of crimes are solved and unlawful suspects are successfully detained (Dominick, 1973; Estep and MacDonald, 1984; Carlson, 1985; Kooistra et al. 1998, Zillman and Wakshlag, 1985). Likewise, news presentations have a tendency to overstate the percentage of crimes that consequence in catch which projects a representation that police are more successful than official statistics show (Sacco and Fair, 1988; Skogan and Maxfield, 1981; Marsh, 1991; Roshier, 1973). The sympathetic vision of policing is partially a result of a police forces people relations scheme. Coverage of practical police actions creates a representation of the police as effectual and well-organised investigators of crime (Christensen, Schmidt and Henderson, 1982). Therefor e, a constructive police display strengthens usual opinions to law and order that engage enlarged police attendance, cruel penalties and rising police power (Sacco, 1995). Modern offences-solving shows like CSI, Law Order and a range of spin-offs has obviously increased public cognition of the function that science can take part in solving crimes and gathering proof which may be used to help convict the criminals. Also, numerals of researchers suggest that a symbiotic association subsists among news media workers and the police. It is argued that the police and the media involve in a commonly advantageous connection (Jewkes, 2011). The media wants the police to give them with rapid, trustworthy sources of offence information, while the police have a vested attention in retaining a constructive public image (Ericson, Baranek, and Chan, 1987; Fishman, 1981; Hall et al, 1978). Nonetheless, other researchers suggest that the police are not displayed completely positive in the news media. For example, Surette (1998) argues that docu-dramas and news small programs symbolise the police as heroes that fight bad people, up till now publish and broadcast news exemplify the police as unproductive and useless. Likewise, Graber (1980) argues that the wide-ranging public appreciates police presentation more positively compared with judges and alteration. In English courtrooms media coverage and the use of m icrophones or videos are not allowed (Howitt, 1998). However, Graber (1980) suggests that the media gives tiny information to critic police and that the news media centre on unhelpful criticism rather than helpful or triumphant crime prevention exertions. Basically, most media crime is penalised, but policemen are infrequently the heroes (Lichter and Lichter, 1983). Research examining the agenda-setting function of the news media has undergone a dramatic re-conceptualisation in recent years. No longer is research based on the nation noted by Cohen that the press may not be successful in telling us what to think but is stunningly successful in telling us what to think about (Cohen, 1963, p.13). Indeed, researchers now argue that, under certain circumstances, the news media do tell people what to think by providing the public with an agenda of attributes a list of characteristics of important newsmakers. Individuals mentally link these mediated attributes to the newsmakers to a simila r degree in which the attributes are mentioned in the media (Marsh, Ian, Melville and Gaynor, 2008). The Social Cognitive Theory is also called social learning, observational learning, or Modelling. This theory has its roots in psychology. This communication theory was developed by Albert Bandura in the 1960s. His idea was that people watch and learn by others, specifically they perform and imitate behaviours through observation by other people. In todays days increasingly media- society, the mass media communication becomes the basis of observational learning. In order to appropriately learn from the media a person must be exhibited to the media, then be able to encode and memorise the event, and finally be able to decode their view of the media into a suitable reply. This theory deals partly with media and how it affects behaviours. The modelling theory is mostly applied to the consequences of aggressive media on behaviour, but it can be applied to other variables like sex, pro social, or purchasing behaviour. Because of the powerful role the mass media get in the world, considera te the psychosocial mechanisms throughout representative communication effects human thought, affect, and action is of importance. Social cognitive theory provides an agentic conceptual framework in which to examine the decisive factors and mechanisms of such effects. Human behaviour has often been explicated in terms of unidirectional causation, in which behaviour is formed and forced either by ecological influences or by inside moods. Social cognitive theory explains psychosocial operations in terms of triadic reciprocal causation (Bandura, 1986). In this alternative view of self and society, individual factors in the figure of cognitive, affective, and biological events; behavioural patterns; and environmental events all function as interacting factors that influence each other (Bandura, 1986, 2001a). People are self-organizing, proactive, self-reflecting, and self-determining, not just reactive organisms formed by ecological events or inside forces. Human self-development and al teration are enclosed in social systems. Furthermore, personal organisation functions within a wide system of socio-structural influences. In these agentic communications, people are producers and also products of societal regimes. Private group and social arrangement function as co determinants in an included causal structure rather than as an intangible duality. Seen from the socio-cognitive viewpoint, peoples nature is a huge capability that can be shaped by straight and observational experience into a range of shapes within natural limits. To say that a main distinctive mark of people is their exceptional elasticity is does not to mean that they have no character or that they appear structure- less (Midgley, 1978). The flexibility, which is inherent to the nature of humans, depends on neurophysiological mechanisms and structures that have developed over time. These higher neural systems specialised for dealing out, remaining, and employing coded information give the ability for the very abilities that are noticeably human-genital symbolisation, foresight, axiological self-arrangement, pensive self-consciousness, and symbolic message (Bryant, Jennings, Zillmann and Dolf, 2002). Humans have developed a higher capability for observational learning that gives them the opportunity to enlarge their knowledge and skills quickly through information transferred by the rich range of models. Indeed, practically all behavioural, cognitive, and influencing learning from straight experience can be succeed representatively by observing peoples actions and its results for them (Bandura, 1986; Rosenthal Zimmerman, 1978). A large amount of social learning derives either knowingly or unknowingly from models in ones direct surroundings. However, a large amount of information about people values, ways of thinking, and behaviour norms is acquired from the lengthy modelling in the symbolic setting of the mass media (Bryant, Jennings, Zillmann and Dolf, 2002). The effects of media on the public can also be explained through information processing models which have been developed by cognitive psychologists (Graber, 1984; Kraus and Perloff, 1985). Information-processing research suggests that people have cognitive constructions, called schemas, which organise peoples thinking (see chapter 2). A persons system of schemas stores independent faiths, attitudes, principles, and choices (Rokeach, 1973). The schemas are straight concentration to related information, driven its understanding and assessment, provide conclusions when information is absent or vague, and make easy its memory (Fiske and Kinder, 1981, p. 173). Schemas do not select out all unknown or rough information, there are not filter of memory, they just help peoples mind to organise their thoughts. As Bennett (1981) argues, that information process, substantially fabricates parts of recognition and idealistic accusations and new Scholars have used many terms such as scripts, infere ntial sets, frames and prototypes to explain this situation. Information-processing theory identifies and assists clarify how stances derive from a dynamic interaction of new information with peoples pre-existing beliefs. (Entman, 1989) The explicit model of thinking that cognitive psychologists have been putting together thus interferes with the implied model in much of the media research. People are vulnerable to considerable media effects, according to the information processing theory, despite of the autonomy model suggestions which support that people ignore the most new or dissonant media reports. In the information-processing viewpoint, a person first values a media report for salience. If salient, the person works out the news according to rotes established in the schema system. Processing may drive the person either to store the information or abandon it; if the information stored, people may adopt new beliefs or change old beliefs (Entman, 1989). Social Psychology and Media effects Social psychologists talk about conformity and they argue that people act as group and define things and form their opinions as group, as the majority do. It is possible that a person has a different opinion from the group but the influence that he or she receives is much more dynamic. Thus, people change their opinion about a subject to suit to groups opinion (Gross, 2010) People modify their opinion in response the information that they receive from others, also when people do not feel that they have the accurate perception about a subject they look to others to perceive the stimulus situation accurately. This is called informational social influence (Bordens and Horowitz, 2000) But sometimes people change perception in response to pressure to conform to a norm or in order to gain social approval and avoid rejection they agree with the group because of their power (Wren, 1999)

The Triumph of Humility and Fierce Resolve :: Article Review, Jim Collins

Level 5 Leader Author Jim Collins (2005) in his article, Level 5 Leadership: The triumph of humility and fierce resolve (Collins, 2005), presents a compelling evidence for the need to have what he describes as â€Å"Level 5 leadership† at the helm, in order for organizations to reach high performance status (Collins, 2005). Collins stated that â€Å"Level 5† refers to the highest level in a hierarchy of executive capabilities that were identified during our research (Collins, 2005, p. 138). However, the original intent of Collins research was based on his pursuit to identify if a good company can become a great company (Collins, 2005). How Collins reached the concept of the Level 5 Leader can be linked to his research methods and findings. With 22 research associates at hand, Collins (2005) â€Å"set out to answer one, question: Can a good company becomes a great company and, if so, how?† (Collins, 2005, p. 139). To identify the companies he would research it appeared that Collins needed to make certain the organizations level of success was identified from a credible source. To achieve this, Collins selected to investigate companies noted as Fortune 500 companies from 1965 to 1995 (Collins, 2005) . In doing so, his foundational research approach was established. Through more analysis the final group described as good- to- great companies was narrowed down to 11 companies. â€Å"Those that made the cut averaged cumulative stock returns 6.5 times the general stock market for the 15 years after the point of transformation† (Collins, 2005, p. 139). In his attempt to rule out any issues with sustainability, the research identified companies that had obvious change, but the change did not last (Collins, 2005). These companies ended up being cut from the final group. Collins included both qualitative and quantitative method for this research to get through the final stretch (Collins, 2005). The researchers analyzed data, reports, and conducted interviews (Collins, 2005). Eleven companies meet the standards of a good to great company (Collins, 2005). The article noted that, â€Å"Level 5 easily made it into the framework as one of the strongest, most consistent contrasts between the good-to-great and the comparison companies† (Collins, 2005, p. 139). Meaning that, the organizations identified as good-to-great had leaders at the helm that met Collins definition of a Level 5 Leader. He describes then as a leader who â€Å"Builds enduring greatness through a paradoxical combination of personally plus professional will† (Collins, 2005, p.

Report on Web Programming

INTRODUCTION TO HTML What is HTML? The explosive growth of the World Wide Web is relatively unprecedented, although it resembles the desktop publishing revolution of the early and mid-1980s. As personal computers became more common in homes and offices, people began to learn to use them for document creation and page layout. Although early word processing programs were not terribly intuitive and often required memorizing bizarre codes, people still picked them up fairly easily and managed to create their own in-house publications.Suddenly, the same kind of growth is being seen as folks rush to create and publish pages of a different sort. To do this, they need to learn to use something called the Hypertext Mark-up Language (HTML). HTML at a Crossroads HTML and the World Wide Web in general are currently in a stage of development similar to that of the desktop publishing revolution. Still working to reach maturity as a standard, HTML is feeling the same growing pains that early word p rocessing programs did-as more users flock to HTML, there is a growing need to standardize it and make it less complex to implement.These days, word processors are much more intuitive than they were 15 years ago. There are fewer codes and special keystrokes required to get something done. The applications have matured to the point where most of the low-level formatting is kept hidden from the user of the application. At the same time, the printed page is now more completely mirrored on the computer screen, with accurately represented fonts, emphasis, line breaks, margins, and paragraph breaks. Although programs are quickly being developed to offer similar features for HTML development, these tend to be less than ideal solutions.Currently then, anyone who decides to learn HTML is going to have to know some codes, memorize some syntax, and develop pages for the World Wide Web without the benefit of seeing all the fonts, emphasis, and paragraph breaks beforehand. But anyone who has had any success with word processing programs of ten or 15 years ago (or desktop publishing programs as recently as five years ago) will have little or no trouble learning HTML. Ultimately, you'll see that HTML's basic structure makes a lot of sense for this emerging medium-the World Wide Web.And, as with most things computer-oriented, you'll find that once you've spent a few moments with it, HTML isn't nearly as difficult as you might have originally imagined. A Short HTML History HTML developed a few years ago as a subset of SGML (Standard Generalized Mark-up Language) which is a higher-level mark-up language that has long been a favorite of the Department of Defense. Like HTML, it describes formatting and hypertext links, and it defines different components of a document.HTML is definitely the simpler of the two, and although they are related, there are few browsers that support both. Because HTML was conceived for transmission over the Internet (in the form of Web pages), it is muc h simpler than SGML, which is more of an application-oriented document format. While it's true that many programs can load, edit, create, and save files in the SGML format (just as many programs can create and save programs in the Microsoft Word format), SGML is not exactly ideal for transmission across the Internet to many different types of computers, users, and browser applications.HTML is more suited to this task. Designed with these considerations in mind, HTML lets you, the designer, create pages that you are reasonably sure can be read by the entire population of the Web. Even users who are unable to view your graphics, for instance, can experience the bulk of what you're communicating if you design your HTML pages properly. At the same time, HTML is a simple enough format (at least currently) that typical computer users can generate HTML documents without the benefit of a special application.Creating a WordPerfect-format document would be rather difficult by hand (including all of the required text size, fonts, page breaks, columns, margins, and other information), even if it weren't a â€Å"proprietary†-that is, nonpublic-document format. HTML is a public standard, and simple enough that you can get through a book like this one and have a very strong ability to create HTML documents from scratch. This simplicity is part of a trade-off, as HTML-format documents don't offer nearly the precision of control or depth of formatting options that a WordPerfect- or Adobe PageMaker-formatted document would. Marking Up TextThe most basic element of any HTML page (and, therefore, any page on the Web) is ASCII text. In fact, although it's slightly bad form, a single paragraph of regular text-generated in a text editor and saved as a text file-can be displayed in a Web browser with no additional codes or markings An example of this might simply be: Remember that HTML-formatted documents aren't that far removed from documents created by a word processing prog ram, which are also basically text. Marking up text, then, simply means you add certain commands, or tags, to your document in order to tell a Web browser how you want the document displayed.One of the most basic uses for HTML tags is to tell a browser that you want certain text to be emphasized on the page. The HTML document standard allows for a couple of different types of emphasis including explicit formatting, where you choose to make something italic as opposed to bold, or implicit formatting, where it's up to the browser to decide how to format the emphasized text. Using part of the example above, then, an HTML tag used for emphasis might look something like this: Welcome to my home on the World Wide Web.In this example, and are HTML tags that tell the Web browser which text (in this example, my home) is to be emphasized when displayed. The browser isn't just displaying regular text; it has also taken into account the way you want the text to be displayed according to the HTM L tags you've added. Tags are a lot like margin notes you might make with a red pen when editing or correcting term papers or corporate reports. After you've entered the basic text in a Web document, you add HTML mark-up elements to tell the browser how you want things organized and displayed on the page.In most word processing documents, the â€Å"mark up† that describes the emphasis and organization of text is hidden from the user. HTML, however, is a little more primitive than that, as it allows you to manually enter your text mark-up tags to determine how the text will appear. You can't do this with an MS Word document, but, then again, MS Word documents aren't the standard for all Web pages and browsers on the Internet! The World Wide Web and Web Servers Probably the most important thing to remember about the World Wide Web and the Internet in general is that they are global in scale and often a very cooperative venture.Information on the Web tends to be distributed arou nd the world, and it's just as easy for you to access a site in New Zealand or Japan as it is to access Web information in your own state. The basic reason for learning HTML is to create pages for the World Wide Web. Before you start, though, you'll want to know a little about how this whole process works. We'll begin by taking a look at Web browsing programs, then we'll talk about how the World Wide Web works, and we'll discuss some of the terms associated with surfing the Web.Finally, we'll round out the discussion by talking about the Internet in general and the different services available on the Internet and how they interact with the Web. What's the World Wide Web? The World Wide Web is an Internet service, based on a common set of protocols, which allows a particularly configured server computer to distribute documents across the Internet in a standard way. This Web standard allows programs on many different computer platforms (such as UNIX, Windows 95, and the Mac OS) to pro perly format and display the information served.These programs are called Web browsers. The Web is fairly unique among Internet services (which include Internet e-mail, Gopher, and FTP) in that its protocols allow for the Web server to send information of many different types (text, sound, graphics), as well as offer access to those other Internet services. Most Web browsers are just as capable of displaying UseNet newsgroup messages and Gopher sites as they are able to display Web pages written in HTML. This flexibility is part of what has fueled the success and popularity of the Web.Not only do the Web protocols allow more interactive, multimedia presentations of information, but the typical Web browser can also offer its user access to other Internet resources, making a Web browser perhaps a user's most valuable Internet application. The World Wide Web is the youngest and most unique of the Internet services. Its protocols allow it to transmit both text and multimedia file format s to users, while also enabling Web browsers to access other Internet services. The Web is based on a concept called hypertext, which means that text within the paragraphs on a Web page is designed to act as links to other Web pages.There is no hierarchy on the Web, which is only loosely organized by this system of links. Other services that can be accessed via the Web include Gopher, WAIS, UseNet, e-mail, and FTP. Each of these older Internet services has its own scheme for formulating addresses. Most of these services require a server computer of some sort to allow Internet applications to access their information. These server computers have specific addresses on the Web which you need to know in order to contact them. The World Wide Web is the youngest and most unique of the Internet services.Its protocols allow it to transmit both text and multimedia file formats to users, while also enabling Web browsers to access other Internet services. The Web is based on a concept called h ypertext, which means that text within the paragraphs on a Web page is designed to act as links to other Web pages. There is no hierarchy on the Web, which is only loosely organized by this system of links. Other services that can be accessed via the Web include Gopher, WAIS, UseNet, e-mail, and FTP. Each of these older Internet services has its own scheme for formulating addresses.Most of these services require a server computer of some sort to allow Internet applications to access their information. These server computers have specific addresses on the Web which you need to know in order to contact them. Creating Basic HTML Documents It is important to realize that an HTML document must be built on a very specific framework. This framework, in its simplest form, consists of three sets of matched container tags. A tag is a simple markup element, and always takes the form . A container is a pair of HTML tags of the form . You can think of the element as turning something on, while t he turns that same thing off.For example, consider this line of HTML: This is in Italics. But this isn't. The first HTML tag, , turns on italics. The second tag, , turns them off. When displayed on-screen, this line of text would look like this: This is in Italics. But this isn't. The tags themselves don't appear on-screen. They just tell the browser program how to display the elements they contain. The simplest possible HTML document is given in Listing 4. 1. The entire document is enclosed in the container tags. The first part of the document is encapsulated in the container, which itself contains a container.Finally, the body of the page is contained in a container. The Simplest HTML Document A Very Basic HTML Document My name is Ogbonnaya Stephen Success. The most fundamental of all the tags used to create an HTML document is, not surprisingly, the tag. This tag should be the first item in your document and the corresponding end tag, , should be the last. Together, these tags in dicate that the material contained between them represents a single HTML document (refer to Listing 4. 1). This is important because an HTML document is a plain text ASCII file.Without these tags, a browser or other program isn't able to identify the document format and interpret it correctly. Brief Introduction to PHP What is PHP? PHP stands for PHP: Hypertext Preprocessor PHP is a server-side scripting language, like ASP PHP scripts are executed on the server PHP supports many databases (MySQL, Informix, Oracle, Sybase, Solid, PostgreSQL, Generic ODBC, etc. ) PHP is an open source software PHP is free to download and use Basic Requirements in Working with PHP Notepad++ Xampp server Web Browser 2. 5. 2 SOFTWARE DEVELOPMENT TOOL NOTEPAD++; Notepad++ is a text editor and source code editor for Windows.Fig 2. 5. 2a Screen shot on Notepad++ XAMPP; is a free and open source cross-platform web server solution stack package, consisting mainly of the Apache HTTP Server, MySQL database, and interpreters for scripts written in the PHP and Perl programming languages. X (meaning cross-platform) Apache HTTP Server MySQL PHP Perl The program acts as a free web server capable of serving dynamic pages. XAMPP is available for Microsoft Windows, Linux, Solaris, and Mac OS X, and is mainly used for web development projects. This software is useful while you are creating dynamic webpages using programming languages like PHP, JSP, Servlets.Uses Officially, XAMPP's designers intended it for use only as a development tool, to allow website designers and programmers to test their work on their own computers without any access to the Internet. To make this as easy as possible, many important security features are disabled by default. In practice, however, XAMPP is sometimes used to actually serve web pages on the World Wide Web. A special tool is provided to password-protect the most important parts of the package. XAMPP also provides support for creating and manipulating databases i n MySQL and SQLite among others.Fig 2. 5. 2b XAMPP control Panel Application 2. 5. 3 Basic PHP Syntax A PHP scripting block always starts with . A PHP scripting block can be placed anywhere in the document. A PHP file normally contains HTML tags, just like an HTML file, and some PHP scripting code. Below, is an example of a simple PHP script which sends the text â€Å"Hello World† to the browser: Fig 2. 5. 2 A simple program in PHP using notepad++ The output of this will be gotten by making sure that my xampp server is running and putting in the right address in my web browser. Fig 2. 5. b showing webpage output displaying â€Å"Hello World†. Each code line in PHP must end with a semicolon. The semicolon is a separator and is used to distinguish one set of instructions from another. There are two basic statements to output text with PHP: echo and print. In the example above we have used the echo statement to output the text â€Å"Hello World†. 2. 5. 3 Comments i n PHP In PHP, we use // to make a single-line comment or /* and */ to make a large comment block. Below is a simple program showing single comment line and multiple comment line Fig 2. 5. showing comment line Below is a simple PHP code on PHONEBOOK. This program is able to Add and Delete Name and Phone number in a Phonebook. Fig 2. 5. 4 Output for Adding Data in a Phone Book. From the Output above adding contact name and Phone number, saves the data into the Phone book. While deleting contact also deletes Name and Phone Number in the Phone book. Fig 2. 5. 5; Output after adding Contact Name and Phone number in a Phonebook. The code shown below is a Code Behind file for the sample Phone Book Application that was developed using PHP/MYSQL. Code Behind File

Night Essay - 1084 Words

World War II and the diseased mind of Hitler were the factors the led to the Genocide. People who were not the superior race in Hitler’s opinion did not deserve to live. Jews were the target of the extermination. To establish his plan Hitler created Concentration Camps, where people were forced to work. Those that were considered useless became fuel for the gas chambers and crematory. Hitler’s long term goal was to wipe out all the Jews. In the novel, Night, by Elie Wiesel, the author retells the unforgettable hardship and suffering that he goes through while he is in the concentration camps. In this novel, Elie helps us realize and visualize the brutality and madness of the camps and SS officers. His struggle for survival and the horror†¦show more content†¦At the end Elie, his father, and other prisoners are moved to a different concentration camp, called Buchenwald. They have to travel in the bitter cold, which prevented many people from reaching the planned destination. The snow became their eternal resting place. Fortunately Elie and his father survived, or was it unfortunate? If they gave up death would become their way of escaping. When they finally reach Buchenwald Elie’s father becomes very sick and develops a disease called dysentery, which is an infection of the lower abdominal track producing pain. Even at this time Elie stays by him, but he discovers for himself it’s very hard to keep himself and his father alive. â€Å" I gave him what was left of my soup. But it was with a heavy heart. I felt that I was giving it up against my will†. He himself is very hungry, but he manages to share the food with his ill father. â€Å" Invalids were allowed to stay in the block. So I would be an invalid myself. I would not leave my father† Eliezer’s fear however prevents him from helping his father when the SS officer violently stroked him on the head. Even thoug he loved his father with all his heart he also found him a big burden, he became relived when his father died on January 29. When he learned of his fathers death those were the thoughts that occupied his mind,† I did not weep, and it pained me that I could not weep. But I had no more tears. And, in depth of my conscious, could I have searchedShow MoreRelatedShadow of the Night619 Words   |  3 PagesShadow of the Night On a freezing, dark blue night of Li, in the Village of Li-Marta. This was an old little village, the houses were nothing but ash and rubble except an old abandoned barn. The barn had creaking floor boards and a rotten wooden roof. In this abandoned barn there lived a young and confident farm boy; his clothes were ragged and full of holes. The young boy was called Rye named after the agricultural god Ren-Rye. As Rye was sitting on the creaking floor boards a thought hit himRead MoreThe Night By Elie Wiesel904 Words   |  4 PagesIn Night by Elie Wiesel, the author reflects on his own experience of being separated from his family and eventually his own religion. This separation was not by any means voluntary, they were forced apart during the Holocaust. Wiesel was a Jew when the invasion of Hungary occurred and the Germans ripped members of his religion away from their home in Sighet. A once peaceful community where Wiesel learned to love the Kabbalah was now home to only dust and lost memories. Most members of that JewishRead MoreNight, By Eliezer Wiesel1585 Words   |  7 Pages There are many important themes and overtones to the book Night, by Eliezer Wiesel. One of the major themes from the book includes the protagonist, and author of his memoire, Elie Wiesel’s ever changing relationship with God. 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The size of the painting is 29 in. by 36  ¼ in., and oil on canvas were the materials used. Van Gogh is using an expressive quality and an emotionalism viewpoint. On the left side of the painting, there is a group of black lines that curve in waves upward, coming to a point. To the lower right, there is a small town that leads up to hills and then mountains. The painting is set at night, and the sky is a wondrous swirl of burstingRead MoreThe Night Sky - Original Writing926 Words   |  4 PagesIt was a dark and stormy night, the wind blows as the ghostly moonlight filled the darkness. George the highwayman made his way toward Bess the innkeeper’s daughter. She was gazing out the window when the two of their eyes met. Hers, black as the night sky, and a dark red love knot placed on her hair. A red dress made of the fabric silk. Her h air was a dark brown, but could have been mistaken as black. Her outfit fit her personality as much as it did the highwayman. I hope he loves poetry.Read MoreSummary Of Night By Eli Wiesel1561 Words   |  7 PagesNight by Eli Wiesel Amrinder Bhuller P.2 Author: The author of Night is Elie Wiesel. In my opinion, he did a very good job in writing this story! Eli was born on September 30, 1928. Eli is currently 86 and has written a lot of books. Eli had served as a prisoner Auschwitz and other concentration camps. He wrote all his experiences in this book. The Night talks about his experiences in these concentration camps and all he went through. Everything is probably historically correct because he wentRead MoreThe s Night - Original Writing1526 Words   |  7 PagesEverything that happened in Elie Wiesel’s night. I will see, smell, and feel the holocaust through the eyes of Wiesel. â€Å"Alright, uh, Yavin. Nice name. I’m Mr. Hiraku. Are you ready?† the teacher asked, looking down at his chart for my name. â€Å"Yes sir.† I answered, a bit shakily. I had used VR before for video games, but never for something so important. â€Å"Alright. I’m going to read you off some side effects involved with this experience. ‘While participating in the Night VR experience software, you may encounterRead MoreNight, Hope, By Elie Wiesel1580 Words   |  7 Pagesthey grabbed onto it as tightly as they could. Throughout Elie Wiesel’s memoir, Night, hope is a recurring theme. Elie and the people he was around were living in the darkest of conditions, but they still were able to shine a bright light on their situation. They remained hopeful, and this inspired the world. Putting all of this together, it is evident that the theme of hope was demonstrated throughout the book Night because Elie and the Jewish people tried to remain hopeful as they were forced intoRead MoreNight Time Tour951 Words   |  4 Pagesonce more at the sea where the sunset splattered colors of red and orange on the rough surface of blue and violet. Although the boardwalk was lively with smells of French fries and the cries of s eagulls, I nuzzled into the car seat and waited for the Night Time Tour to begin. I absolutely loved long car rides; it was the perfect excuse to let idle thoughts roam and to isolate myself from the world. I only observed the outside through the window of the family van, my personal theater. The images that