...Although the Holocaust took place almost half a century ago, it still leaves behind profound repercussions not only on its direct survivors, but also on their descendants – the second generation. In her book The Generation of Postmemory: Writing and Visual Culture after the Holocaust, Marianne Hirsch coins the term “postmemory” to describe how parents can pass on their traumatic memories to their children, and how these memories consequently become an integral part of their lives and their identities. Indeed, biographies and psychoanalytical research have proven that many descendants of Holocaust survivors display psychological symptoms similar to those of their parents, despite the fact that they were born many years after the Holocaust. Although many critics insist that postmemory does not qualify as actual memory because the children have not lived through the Holocaust themselves, postmemory is indeed a legitimate form of memory. Furthermore, when compared to memory, postmemory is equally traumatizing and painful. Although postmemory is a frequent theme in many works from and on the second generation, its validity is still debated. Hirsch first defines the term as the relationship between the second generation and the memories they inherit from their parents by means of stories, images and behaviors among which they grew up. Karein Goertz, in her essay “Transgenerational Representations of the Holocaust: From Memory to ‘Post-Memory’” also describes postmemory as “a hybrid...
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...The Holocaust was a terrible and traumatizing experience for the prisoners, but have you ever thought about what happened to the survivors? How did they get back to their normal lives? Well if you have, you're in luck, I wrote a whole paper on it. Following their liberation, the lives of Holocaust survivors were hurt by long-lasting physical illnesses, mental health issues, and difficulty returning to their lives before their imprisonment. Descendants of the holocaust damaged by physical illnesses caused by the Holocaust. Some Holocaust victims also suffered from mental health issues because of their experiences imprisoned in the camps. They also suffer from not ever able to settle back into normal lives. Overall this essay will be discussing the tragic suffering that took a great toll on holocaust survivors, Specifically with psychological and bodily sicknesses, also including getting back to their normal lives. There were a lot of horrific ways prisoners in the Holocaust were badly altered. One way holocaust prisoners suffered was by mental illnesses because of experiences in the holocaust. An example of this is post-traumatic stress disorder, anxiety disorders depression and this sometimes even...
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...The Holocaust ended May 8th, 1945 with the liberation of Auschwitz, the largest camp in Nazi territory and the one where most deaths took place; but for those who were lucky enough to survive, the effects of the war would remain with them for the rest of their lives. Not only were the Jews stripped of all their belongings and identity, but they were also forced to betray their own ethical codes. As survivors tried to assimilate back in to every day life, the memories of the family they had lost and the brutal events they witnessed kept resurfacing, leaving long-term psychological effects such as: anxiety, depression, psychosomatic disorders, survival guilt, isolation, and sleep disturbances. Not only did the survivors themselves experience these effects, but their children and grandchildren would as well. Victor Frankl’s memoir Man Search for Meaning, Lawrence Langer’s memoir Holocaust Testimonies: The...
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...During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1.5 million children may have fell victim to the Nazi party. Although children were not a main target of the Nazi's violence, they did fall subject to persecution along with their parents. Jewish children were first exposed to persecution in school. Many of their friends who were not Jewish began not socializing with them and even began to treat them in prejudice ways. This was soon followed with the announcement that, "German Jewish children were prohibited from attending German schools (www.mtsu.edu/.baustin/children.html). The life of children had quickly become as torn apart as their parents. However, there were more efforts to help the children escape the grips of the Nazi rule. Before 1939, several thousand children were able to escape in "Kindertransports to the Netherlands, Great Britain, Palestine, and the United States (www.mtsu.edu/.baustin/children.html). Those who were not able to escape were placed in ghettos and transit camps. These ghettos and transit camps served as the foreground to the death and slave labor camps that would soon follow. It was written in a Jewish diary, A Jewish ghetto in the traditional sense is impossible; certainly a closed ghetto is...
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...by Sherman Alexie, it is very easy to miss the point that each author is trying to get across. Although each of these stories was written for a different audience the stories being told are very similar in nature. One purpose of each story is to tell a story, which is why both authors used narration in which to do so. Narratives are usually very sequential in nature. Using narration when telling a story helps to draw people...
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...Google WebImagesVideosShoppingNewsMoreSearch tools About 474,000 results (0.59 seconds) Search Results NY Voices - Interview with Art Spiegelman - Thirteen www.thirteen.org/nyvoices/transcripts/spiegelman.html WNET ART SPIEGELMAN: No, MAUS ended up being kind of a crossover hit. ... LIFE IS BEAUTIFUL says, I guess the message of that film was something like, if you ... Maus I and Life is Beautiful Comparison Essay - Term ... www.studymode.com › Home › Geography Jul 22, 2014 - Maus I and Life is Beautiful Comparison Of all the Holocaust movies that exist, one in particular stands out. directed by Roberto Benigni in 1997 ... "Life Is Beautiful" vs. Maus Ii - College Essays - Noura41298 www.termpaperwarehouse.com › English and Literature Oct 2, 2014 - "Life Is Beautiful" vs. Maus Ii. There have been many re-tells of Holocaust survivor stories. For example, Maus II and “Life is Beautiful” are two ... Maus/Life is Beautiful Compare/Contrast rubric - RCampus https://www.rcampus.com/rubricshowc.cfm?code=S52W55&sp... iRubric S52W55: Compare/Contrast essay scoring rubric.. Free rubric builder and assessment tools. Works inspired by Maus | Analysis of Art Speigleman's ... mausgraphicmemoir.blogspot.com/2012/.../works-inspired-by-maus.htm... Jul 5, 2012 - Maus was serialized in the Raw magazine from 1980 to 1991. ... Roberto Benigni's 1997 italian film Life is Beautiful, original titled La vita è ... Analysis of Art Speigleman's Memoir MAUS mausgraphicmemoir.blogspot...
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...A Critical Review of Man’s Search for Meaning by Laura Beres Introduction In Man’s Search for Meaning, Viktor E. Frankl tells the very personal story of his experience as a prisoner in a concentration camp during the Holocaust. He presents this story in the form of an essay in which he shares his arguments and analysis as a doctor and psychologist as well as a former prisoner. This paper will review Frankl’s story as well as his main arguments, and will evaluate the quality of Frankl’s writing and focus on any areas of weakness within the story. Summary This section contains a summary of Man's Search. Frankl begins his book by stating that his purpose in writing the book is not to present facts and details of the Holocaust, but to provide a personal account of the everyday life of a prisoner living in a concentration camp. He states, “This tale is not concerned with the great horrors, which have already been described often enough (though less often believed), but…it will try to answer this question: How was everyday life in a concentration camp reflected in the mind of the average prisoner?” (21). Frankl then goes on to describe the three stages of a prisoner’s psychological reactions to being held captive in a concentration camp. The first phase, which occurs just after the prisoner is admitted to the camp, is shock. The second phase, occurring once the prisoner has fallen into a routine within the camp, is one of apathy, or “the blunting...
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...not because of disease or famine, but because of a sick and twisted ideology that a specific group of humans were less than the ground they walk on. Those six million people are now no more than a photo, a memory, a dream, maybe even a name on a memorial wall. The name of this event is as well-known as the people who began and participated in this systematic annihilation of a race, it is called The Holocaust. The name in itself has a deeper meaning beyond the nine letters given to the event. The name represents how much this has truly affected the world over the past sixty years. Some would say that The Holocaust was just genocide, which has happened many times through the course of written and televised history. The name shows how significant it was after World War II and how significant it still is today by simply having a specific name rather than merely being called the genocide of the Jewish people. It also represents how one word can evoke more emotions, memories, and recollections than any event in history. Virtually everyone in the world was affected by The Holocaust by 1945. That is a powerful sentiment in itself, showing not only how those six...
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...Suggested topics for the first term essay, which should be 1200-1500 words in length, double-spaced, with standard 1” margins, and good use of the text/s or film/s discussed, indicate and identify quotations in the accepted academic way (which I or the Writing Lab will be glad to make clear if necessary) without resort to unnecessary foot- or endnotes. Note that you also have the option of writing on an idea of your own as long as you deal with a work on the syllabus and run it by me first, and that you may expand your presentation, if you have given one. 1. “Primo Levi entitles his first book If This Is a Man (Si questo e un uomo), but it became well known and read widely in translation from the Italian as Survival in Auschwitz aspects of the book.” Discuss. 2. Discuss the possible significance in the narrative as a whole of the episode in Elie Wiesel’s Night (pp. 58-9 in the Hill and Wang edition) where Elie finds his Kapo Idek having sex with a young woman in the empty warehouse. 3. In the last three paragraphs of Chapter 13 of Survival in Auschwitz, Primo Levi describes a man called Kuhn praying aloud, “thanking God that he has not been chosen” in “the great selection of October 1944.” In the title story of This Way for the Gas, Ladies and Gentlemen Tadek writes of “naked, sweat drenched men” crowding the barrack aisles, and “directly beneath me [. . .] a rabbi” reading from a Hebrew prayer book and “wailing loudly, monotonously” (Penguin, p. 31). ...
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...Larisa Litvinko Litvinko 1 English 100-Professor Dana J Kerrigan Essay #3: The Expository Essay 31 July 2012 Post-Traumatic Stress Disorder PTSD- Post-traumatic stress disorder is a mental health problem that can occur after one goes through a traumatic event in their life. Today, military people or people who struggled with challenges, such as injuries caused by the attack on September eleven, could have been experiencing the PTSD. Doctors, families, Psychologists, and scientists are very concerned about this disorder and are finding right ways to resolve this problem. Some scientific studies have been completed over the past few years. The studies were regarding the impacts of combat deployments and their relation to spouse abuse. Research in the article “Psychology of Violence” shows that numerous psychological and behavioral outcomes are related to post-traumatic stress disorder (PTSD). The most common symptoms were depression, alcohol intoxication, and spouse abuse. The September eleven, terrorist attack, serving in military, and being deployed into a war has a direct impact on soldiers and their families. The article gives us three studies that examined the effects of deployment on spouse abuse. The first study discovered that returning Army soldiers report abuse rates that lasted longer than six months (McCarroll et. al.,2000). The second and third study found no association between deployment and self-reported spouse abuse during a post deployment period...
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...memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This attested via the following when Mark collates his parent’s memories with documented historical evidence “His was a past written on a page…mother couldn’t point to anyone”. This quote represents the way Mark requires documented evidence, history. This is because he believed his father’s memories only when had had evidence and didn’t believe his mother as she was the sole survivor in the town...
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...January 2007 Abstract Only recently has research begun concerning the longer-term aftermath of organizational crisis. This essay presents the genre of disaster rhetoric as a viable strategy to address the problems and opportunities that arise when the media write about crisis anniversaries or news stories that refer to any crisis or disaster, past or present. After a brief review of genre theory, the authors outline the seven functions of the “rhetoric of disaster” and provide multiple examples of their application to public relations activity and its news coverage. The essay concludes with questions that practitioners may use proactively in the development of copy points to address each of the rhetoric of disaster’s functions. © 2007 Elsevier Inc. All rights reserved. Keywords: Rhetoric; Genre; Writing conventions; Disaster; Crisis; Message design 1. Overview The bulk of the crisis communication literature has been devoted to crisis plans and the principles behind them (e.g., Fearn-Banks, 2006; Seeger, Sellnow, & Ulmer, 2003), using issues management to prepare for potential crises or avoid them (e.g., Heath, 1997; Olaniran & Williams, 2001), and how organizations “speak” during crises (e.g., Hearit, 2006)—and rightly so. Yet what happens after the crisis’ aftermath merits attention for, as Birch (1994) argues: Things will return to normal—but the story won’t be over yet. It will run again and again....
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...Maus II: A Survivor’s Tale—And Here My Troubles Began The Holocaust was one of the worst epidemics in the entire world. Many people were killed, more importantly the Jewish community, with millions dead. Families were torn and never mended. Among these families were the Spiegleman’s. Art Spiegleman was the son in the family who wrote about his father’s experience in the Holocaust. Maus I and Maus II are his two works of art that share historical information and his personal struggle. Within Maus II, Art talks about the start of his father’s struggles and what will be the beginning of a life changing event. The Holocaust affected victims just as the American Great Depression did its victims. This chapter starts out with Vladek continuously counting his pills, and then Artie and Francoise are staying with him just for a little since Mala left. Vladek keeps everything; he doesn’t want to get rid of anything, even crumbs. In chapter three, page 78 of Maus II, he is trying to give Artie a piece of fruitcake, and Artie refuses, and says he isn’t hungry. Vladek then tells Artie, “So, fine. I can pack the fruitcake in with the cereal for you to take home,” then Artie refuses to let Vladek give him the food because he doesn’t want it. Vladek then says, “I cannot forget it…ever since Hitler I don’t like to throw out even a crumb.” This shows that Vladek is still afraid to get rid of anything, because he is still in fear of the past. They begin talking more about Auschwitz, and how in...
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...The holocaust happened between 1933 to 1945, this event was lead by Hitler and killed many jews. Many of the ‘opposite’ side to the Nazi government were taken to concentration camps, these were spread around Germany, they had horrible conditions and caused much trauma to the families and people who were in it, these were caused by the types of activities that were happening over there. In this essay, I will be talking about Why, when, where, who and what are concentration camps, the types of activities were held and the long term impacts of the holocaust on the jewish people. Concentration camps greatly impact the jewish people, concentration camps were camps in which people were detained, usually under extremely harsh conditions, where no...
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...but even an ordinary person can within their own small ways turn on a small light in a dark room.” Miep Gies A Brief Summary of the movie Freedom Writers Freedom Writers is a 1990s film which tells the story of Erin Gruwell, a novice teacher and her interaction with a group of students at Wilson High School, located in Long Beach Los Angeles. Through shared experiences and writing she helps the students to become writers themselves. In the beginning of the film, Ms. G, as she was called by her students, had difficulty establishing a connection with her students and turns to her father and husband for support. Her offers guidance, but not the support she seeks. Her husband distances himself from her work and eventually their relationship. Ms. G in turn, dedicates herself to teaching her students, leaving little time for nothing else. She takes on part-time jobs to buy books for the students and spends late nights working in the classroom. The Head of Department and the faculty at large contributes little to helping Erin in the classroom. They offer advice based on institutional standards and past performance of the students, some staff suggesting that the students simply “don’t want to learn.” At the center of the film, lie the stories of the students. The students are skeptical of Ms. G and her interest in their lives. Initially, they resist her attempts and refuse to cross the self-inflicted boundaries they have designated in their classroom. Based...
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