The Number of Pardons Granted by Obama

President Barack Obama granted 70 pardons during his two terms in office, according to United States Department of Justice records.   Obama, like other presidents before him, issued pardons to convicts who the White House said  had demonstrated genuine remorse and a strong commitment to being law-abiding, productive citizens and active members of their communities. Many of the  pardons granted by Obama were to drug offenders in what was seen as an attempt by the president to lessen what he perceived to be overly severe sentences in those types of  cases. Obama Focus on Drug Sentences Obama has pardoned more than a dozen drug offenders convicted of using or distributing cocaine. He described the moves as an attempt to rectify disparities in the justice system that  sent more African-American offenders to prison  for crack-cocaine convictions. Obama described as unfair the system that more harshly penalized crack-cocaine offenses compared to powder-cocaine distribution and use.   In using his power to pardon these offenders, Obama called on lawmakers to ensure  taxpayer dollars are spent wisely, and that our justice system keeps its basic promise of equal treatment for all. Comparison of Obama Pardons to Other Presidents Obama issued 212 pardons during his two terms. He had denied 1,629 petitions for pardons. The number of pardons issued by Obama was  far fewer than the number granted by Presidents George W. Bush, Bill Clinton, George H.W. Bush, Ronald Reagan and  Jimmy Carter. In fact, Obama used his power to pardon relatively rarely in comparison with every other modern president. Criticism Over Obamas Lack  of Pardons Obama has come under fire for his use, or lack of use, of the pardon, particularly in drug cases.   Anthony Papa of the Drug Policy Alliance, author of 15 to Life: How I Painted My Way to Freedom, criticized Obama and pointed out that the president had exercised his authority to issue pardons for Thanksgiving turkeys almost as much as he had for convicts. I support and applaud President Obama’s treatment of turkeys, Papa wrote in November 2013.  But I have to ask the President: what about the treatment of the more than 100,000 thousand people who are incarcerated in the federal system because of the war on drugs?  Surely some of these non-violent drug offenders deserve treatment equal to a turkey pardon.

Language Development And Supporting Children With English...

The aim of this action research is to find and develop the book corner with the use of stories to support children with English as an Additional Language (EAL) within an early years setting. Recommendations in the form of evaluation to show the best methods which will help to improve the way support is given to children with EAL within the early years setting. The report includes the use of research in linking to theories of language development and supporting children with EAL, practice, parent partnership in the form of gaining information on the interests of the child, observations, role of practitioners, and peers. Parents were also encouraged to stay within sessions. The report concludes to show that the use of stories has benefits to children in various ways and this is not limited to only EAL children. It also has the potential of significant impact on communication. It further did have the potential to impact definitely upon communication between practitioners and parents with EAL. Keywords in the form of cue cards with English and Spanish used and these keywords incorporated into circle time and during the marking of register, choosing of activities and to support simple instructions. Benefits identified included: less frustration and enhanced behaviour due to understanding of setting routines; better concentration levels; providing a means by which children can start communication and make choices which also support language acquisition. Nevertheless, theseShow MoreRelatedTeaching Language Acquisition For English As Additional Language Children Essay1437 Words   |  6 PagesIntroduction Language empowers a child to express his thoughts and desires, achieve his goals, and form relationships with others. It plays a crucial role in the cognitive, social and emotional development of the child (Berk, 2009). This report will discuss a range of pedagogical practices to support language acquisition for English as Additional Language children in context of early childhood education in Aotearoa New Zealand. Languages in Aotearoa. According to Statistics New Zealand 2013, 25Read MoreChronological Background To Eal Teaching In Schools. Discussion950 Words   |  4 Pagesorganised in chronological order. Firstly, the historical background for research that has taken place into data found from a school census will be considered. Secondly, the current context which research is situated in English schools related to English as an Additional language will be discussed. Thirdly, key terminology will be defined that will be used in the remainder of this research. Fourthly, research which extends and challenges initial thoughts will be addressed and any gaps that thereRead MoreLanguage Acquisition Theories : Behaviorism, Linguistic Nativism, Social Interactionism, And Neurobiological Perspective1580 Words   |  7 Pagesdifferent language acquisition theories: behaviorism, linguistic nativism, social interactionism, and the neurobiological perspective. According to Christie and Enz (2011), behaviorist insinuates th at nurturing, which is the way a child is taught or sculpted by parents and the surroundings, plays a principal position in children’s language advancement. The nativist perspective is the opposite of the behaviorist perspective; nativists believe every child has an innate ability to ascertain language andRead MoreThe Primary Responsibilities Of An Educator1412 Words   |  6 Pageseducate all children in ways that stimulate and expand their intellect and imagination, as they gain ways of expression and access different ways of being in the world† (p.12). Implementing a two-way Spanish and English immersion program provides students with a unique educational experience in which students have access to instruction in their primary language and a second language, with the goal of becoming bilingual and biliterate. This paper will review literature and research supporting dual languageRead MoreSetting and Children Essay1468 Words   |  6 PagesSHC 32: Engage in person al development in health, social care or children’s and young people’s setting. 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as expressed in relevant standards. As a qualified level 3 practitioner I am responsible to fulfil my duties and work role to the best of my ability. In other words I always like to try to give my position my full attention and give it 100% of my time and dedication. I believeRead MoreDiscuss Why The Lau (1974) And Castaà ±eda (1981) Decisions1715 Words   |  7 PagesCastaneda, a father of two Mexican-American students sued Raymondville ISD (Castaneda vs. Raymondville ISD) on the basis that his children were discriminated against because of their ethnicity and argued that his children were being segregated in the classroom because the school did not provide sufficient bilingual programs that would allow his children to overcome the language barriers that they experienced at school, which prevented them from participating in the classroom like their peers were doingRead MoreThe Negative Effects Of Sign Language And Sign Language1086 Words   |  5 PagesOver the last few decades, baby sign language has been a consis tent hot topic all around the world. Parents are bringing American Sign Language into the home as tool to communicate with their infants from a very early age. Despite controversial debates regarding how sign language can negatively affect a child’s development of speech, there have been findings that prove this to be untrue. Teaching sign language to infants facilitates early communication skills and better interactions with the peopleRead MoreDifferent roles in a Primary schools1071 Words   |  5 Pagesteacher with the management of the school. An assistant head teacher is normally in charge of a specific area of the school, such as administration, staff appraisal, discipline etc. Early year’s coordinator Early years coordinator are responsible for children in the foundation stage, leading the foundation team of teachers, nursery nurses early years teaching assistants to make sure they are aware of the early year curriculum and where they should be working at. Key stage coordinator Key stage coordinatorRead MoreBilingual Vs. Bilingual Education1283 Words   |  6 Pagesmultiple studies, the researchers found that English instruction has been effective in Arizona. However, bilingual education has also been effective and most research states it is more effective than English only instruction as students are able to â€Å"engage† academic content in both languages. Not only can a bilingual education help ELL students academically, it can also teach students about diversity. Research shows by using the student s’ native language, it boost students’ self-esteem, identity,Read MoreTda 3.2 1.1entitlement and Provision for Early Years Education668 Words   |  3 PagesChildcare Act 2006 all children aged three and four in England are entitled to 15 hours per week of early years education for free. The local authority is provided with government funds to enable that early years education is provided for children for up to two years of free e ducation over 38 weeks of the year, parents will also have the option to pay for additional hours if and when they require them. Early years education is about supporting very young children, children aged 3-5 years old

How Organizations Can Learn from Failure Free Essays

How can organizations learn from failure? Companies can learn from failure by setting up clear systems of measurement and utilizing certain performance indicators which record failures in detail. Simply not overlooking failure as something inevitable? First failure is defined. Second explanations on how organizations should go about thinking about failure in the right way. We will write a custom essay sample on How Organizations Can Learn from Failure or any similar topic only for you Order Now Third, elaboration on methods organizations could potentially use to learn from failure. Finally, what organizations can learn from failing. Even though there is a no precise definition for failure in organizations, there is a general agreement to what failure means and could lead to. Failure is broadly defined as a condition of not meeting the intended objective or end. Failure could result in the depletion of finance, shrinking market, exit from the market, loss of market share, project failure and loss of legitimacy. We can assume that failure has negative consequences even though the final outcome may be positive, with firms learning from failure. Understanding the need for learning from failure is unquestionable; however it is tough for organizations to put this into practice. It is crucial that organizations understand failure and think about it in the right way before they can go about implementing procedures to prevent such failures from happening in the future. Learning from failure involves understanding that failure is not always bad and that learning from failure is no straightforward task. An organization cannot simply reflect on what they did wrong and expect to not make the same mistakes again. Organizations have to understand about the different degrees of failure which occur on a scale ranging from blameworthy to praiseworthy. They fall into three broad categories which are 1, failures which occur in predictable operations which could be prevented. 2, unavoidable failures which occur in complex organizations which can be managed to prevent snowballing. 3, unwanted outcomes†¦. To learn from failure, we require different strategies for each setting. It is key to detect them early, analyze failures with depth, develop hypothesis, experiments and projects to product them. In order to minimize failure employees first have to feel safe to report these failures. In the article titled strategies for learning from failure the author Amy C. Edmondson talks about http://hbr. org/2011/04/strategies-for-learning-from-failure/ar/1 First the organization has to go about understanding failure in the right way as well as all the possible side†¦ Important for managers to think about failure in the right way. Failure is not always bad. It is sometimes bad and sometimes inevitable and sometimes good. Learning from failure is not a straightforward task. The attitudes and activities required to effectively detect and analyze failures are in short supply in most companies and the need for context-specific learning strategies is underappreciated.? Organizations need new and better ways to go beyond lessons which are superficial( procedures which weren’t followed) or self serving ( The market just wasn’t ready for our great new product) That means jettisoning old cultural beliefs and stereotypical notions. The blame game? A spectrum of reasons for failure? http://www. uk. sagepub. com/upm-data/10989_Chapter_9. pdf Failing to learn from failure reasons? -Simply experiencing a negative event is not sufficient for learning. – Learning can be a complicated process, the acquisition of knowledge and the shifts in behavior must occur at all levels of a highly complex system. â€Å"Bazerman and Watkins (2004) contend that, when organizations fail to learn failures, they become susceptible to predictable surprises. What is the difference between predictable and unpredictable surprises? Predictable surprises occur when an organization leadership ignores or fails to understand clear evidence that a potentially devastating problem to occur. There are different sort of failures and not all failures are created equally. Bazerman and Watkins( 2004) identify four ways in which organizations fail to learn from failures that occur around them: Scanning Failures: failure to pay close attention to potential problems both inside and outside the organization; this failure could be due to arrogance, a lack of resources, or simple inattentions? Intergration failures: failure to understand how pieces of potentially complicated information fit together to provide lessons of how to avoid crises. 3. Incentive Failures: failure to provide sufficient rewards to people who report problems and take actions to avoid possible crises 4. Learning Failures: failure to draw important lessons from crises and preserve their memory in the organization Organizations who face these failures potentially could damage their organizational integrity. Eg Mitroff and Anagnos 2001, Managing Crises before they happen: what every manager needs to know about crisis management. 1982, Johnson and Johnson could respond to an external crisis with their product being linked to cyanide poisoning and thus the company responded quickly by pulling their stock of capsules from the shelves and having great PR work. J and J knew how to handle their PR well and their product managed to get back to the top seller. J and J however became a victim of its previous succ ess and had not done well with ‘Predictable surprises’ where crises occurred within the company. J and J had failed to do proper product scanning and had been a different sort of failure. failure of a different type? Failure of Success. Problem 1 and 4. Learning from failure: Sitkin 1996- Mittelstaedt (2005) – Failure is an essential part of learning for many organizations. Failures, should not be hidden or avoided. Making mistakes is essential to success, a company which appears to be free from disruption may be operating unrealistically and from a uniformed perspective. â€Å"learning to identify mistakes analytically and timely is the difference between failure and success. † Too often employees and managers are unwilling to admit small failures for fear of reprisal. The unwillingness to recognize and embrace failure is also a failure to recognize and respond to potential crises. The longer these small crises build up the higher likelihood it could escalate into a major crisis. In successful organizations, failure creates recognition of risk and a motivation for change that would not exist otherwise. Describes this recognition as a â€Å"learning readiness† without failure, very difficult to produce in most organizations. Sitkin cautions that not all failures are equally effective in fostering good risk management. Organizations learn best from intelligent failures, which have these characteristics, result from planned actions, uncertain outcomes, modest in scale, and take place in domains that are familiar enough to permit effective learning. Organizations need to recognize risks by accepting and acting on failures. Learn the best when failure results from competent actions, not major crises. Still within the comfort zone and employees are eager and experienced enough to respond. These opportunities arise: Vicarious Learning – learning that occurs as a function of observing, retaining and replicating behavior observed in others. Organizations need not fail as an entity in order to learn. Successful organizations engage in vicarious learning in order to recognize risk, organizational leaders observe the failures or crises experienced by similar organizations and take action to avoid making the same mistakes. Examples of Vicarious Learning- Give!!! Organizational memory: Without learning from their own and other’s mistakes organizations stagnate and fail to respond to potential threats in an ever-changing world. Learning has no use if the knowledge is not retained. An example of failure in organizational memory is the Union carbide plant in Bhopal, India in 1984. Early in December morning, the plant leaked a deadly cloud of gas that settled over part of the sleeping city of a million residents. Within two hours 2000 of them were dead with thousands left injured? Part of the reason for the disaster was a loss in organizational memory. The plant had been slated for closure and many experienced staff had been transferred out, leaving minimal crew with little work experience, with the training for remaining crew at a minimum. The crisis was traced to staff reductions and oversight failures. Much of the blame for the tragedy rests with a rapid reduction in experienced staff that took with them a large share of organizational memory. Organizational memory comprises of, a) Acquiring knowledge, done by recognizing failures within the organization and by observing failures of similar organizations. b) Distributing knowledge is the key to organizational memory. Highly experienced employees will leave the organization and these people should be given an opportunity to share their knowledge around or those departing personnel will go along with their experience. ) Acting upon knowledge, is important for organizational memory to serve an organization. New employees need to learn from those departing ones.! New employees cannot do things their own way or else it will lead to repeat failures†¦.!!!! Employees have many opportunities to discard the hard-earned knowledge. Because organizational memory depends on exchanging information from one person to another perception change , mistreatment and stubbornness to learn can disrupt preserving organizational memory. Organizations need to learn and build from previous experiences. Unlearning: Effective organizational learning depends on an organizations ability to unlearn practices and policies that have become outdated by environmental changes. Example of Unlearning 1. Expanding Options: When organizations are unwilling to forego routine procedures during crisis or potential crisis situations, they lose the capacity to react to unique circumstances. Unlearning enables the organization to expand its options. 2. Contracting Options: In some cases, organizations may respond to a crisis with a strategy that has worked well in the past. In the current situation, however, the strategy from the past may actually make matters worse. In such cases, organizations must be willing to reject some strategies in favor of others. 3. Grafting: In the previous section, we discussed the need for organizations to hand down existing knowledge to new employees. If the socialization of new employees is so intense that they cannot bring new knowledge to the organization, however, the organization is doing itself a disservice. Although organizational memory is essential, some degree of unlearning Opportunity 1: Organizations should treat failure as an opportunity to recognize a potential crisis or to prevent a similar crisis in the future. Opportunity 2: Organizations can avoid crises by learning from the failures and crises of other organizations. Opportunity 3: Organizational training and planning should emphasize the preservation of previous learning in order to make organizational memory a priority. Opportunity 4: Organizations must be willing to unlearn outdated or ineffective procedures if they are to learn better crisis management strategies Bazerman, M. H. Watkins, M. D. (2004). Predictable surprises: The disasters you should have seen coming and how to prevent them. Boston: Harvard Business School Press. Huber, G. P. (1996). Organizational learning: The contributing processes and the literatures. In M. D. Cohen L. S. Sproull (Eds. ), Organizational learning (pp. 124-162). Thousand Oaks, CA: Sage. Mitroff, I. I. , Anagnos, G. (2001). Managing crises before they hap pen: What every executive and manager needs to know about crisis management. New York: AMACOM. Mittelstaedt, R. E. (2005). Will your next mistake be fatal? Avoiding the chain of mistakes that can destroy. Upper Saddle River, NJ: Wharton. Sitkin, S. B. (1996). Learning through failure: The strategy of small losses. In M. D. Cohen L. S. Sproull (Eds. ), Organizational learning (pp. 541-578). Thousand Oaks, CA: Sage. Tompkins, P. K. (2005). Apollo, Challenger, Columbia: The decline of the space program. Los Angeles: Roxbury. Organizations who face these failures potentially could damage their organizational integrity. It is important for an organization to identify these failures and act on them while the company is still in operation. Having a crisis management team to prepare, respond and recover from a crisis is paramount in ensuring that the organization recovers and continues. Preparation must happen before a crisis occurs. In times of crisis, organizations need to systematically analyze its errors, acknowledge the errors and limits of the organization as well as address the issue with a level of sophistication. When an organization continually fails to differentiate and neglect crisis and failures it could lead to detrimental problems for the organization. Failure/ Crisis Management Case Study 1 A hypothetical example would be the Deepwater Horizon oil spill (BP oil spill) that occurred in the Gulf of Mexico from 20 April 2010 to 15 July 2010. The estimated 185 million barrels of oil first made landfall in Louisiana. By June 2010, the tar balls and oil mousse had reached the shores of Mississippi, Alabama and Florida. By August, it had smeared tourist beaches, washed onto the shorelines of sleepy coastal communities, oozed into the marshy bays that fishermen have worked for generations as well as killed millions of wildlife in the process. Instead of dealing with the failure in a professional way, BP inadvertently created a PR situation synonymous with herding cats. It’s had to fight to clear up two quagmires – its oil mess and its tarnished image. (Please Refer to Appendix- New York Times, Gulf of Mexico Oil Spill) In times of crisis or failure, it is important for an organization to understand the need for a comprehensive risk analysis. Should the failure be environmentally or socially threatening, impressions demonstrations of empathy and competence are vital. BP was not prepared to successfully deal with such a catastrophe. To minimize the damage, BP should have immediately accomplished five tasks: 1. Issue regular, frequent progress reports 2. Control the pictures (even some on the Web site appeared to be canned or generic) 3. Transparency 4. Display empathy as a concerned corporate entity comprised of authentic people diligently making a good-faith effort to solve the problem Failure/ Crisis Management Case Study 2 Failure, if properly attended to and rectified is a great plus. It gives the much needed confidence to the public, client or stakeholders in the product and organization. Furthermore, with proper management, the organization will be able to assess its capacity to deal with the systemic and circumstantial deficiencies leading to failures and work out a way forward. A great example would be the Johnson and Johnson Tylenol poisoning crisis in 1982. When the Tylenol scare occurred, Johnson and Johnson responded immediately and positively, taking the analgesic off the shelves, keeping the public apprised of the investigation, and their instituting new tamper-proof seals to make their product more secure. An organization needs to be upfront and out front with their communication about the situation and what they are doing to correct it and protect the public. The organization has to keep the public’s best interests at heart when communicating the issue effectively, clearly, accurately, and promptly upon discovering the problem. Having a crisis management plan in place before a crisis occurs puts an organization in a solid position to handle it more effectively and responsibly. Detecting failure, analyising failure, promoting experiementation? Deviance Inattention Lack of Ability Process Inadequacy Task Challenge Process Complexity Uncertainty Hypothesis Testing Exploratory Testing Blameworthy Praiseworthy Violating a prescribed practice or process by choice Straying away from specifications Does not possess the necessary qualifications or skills for the task Adhering to a prescribed but faulty or incomplete task Task too difficult to be executed reliably each time Process comprises of element breaks when encountering interactions Lack of clarity causes actions which seem reasonable but produces undesired results An experiment to prove and idea, fails Experiment to increase knowledge and understand possibilities leads to an unwanted result How to cite How Organizations Can Learn from Failure, Papers

Essay about Night by Elie Wiesel Example For Students

Essay about Night by Elie Wiesel Night is a novel written from the perspective of a Jewish teenager, about his experiences as a prisoner during the Holocaust. Our teenager named Eliezer grew up in the small community of Sighet, located in Hungarian Transylvania. It’s here that Eliezer studies religion, both the Cabbala and the Torah. At the beginning of the war Eliezer was dedicated and absolute in his belief of God, but throughout the events of World War II his faith slowly starts to wither away. Eliezers main conflict that governs the story would be sustaining his belief in God. This becomes especially hard throughout the book, as he has to face more and more challenging ssues. Moshe the Beadle is the one character that Eliezer learned about his faith from, Moshes teachings frame the conflict that Eliezer faces during the story. One point that Moshe teaches Eliezer is that religion is based on two concepts; that god is everywhere, even within an individual and that faith is based on questions not answers. A majority of the story focuses on our main characters questions, and how he is constantly questioning how their can be such evil the world when he has been told all his life that God is everywhere and since God is good that means that everything is good. Because of this our protagonists feels as though he has been mislead and lied to about the true nature of human beings and the world around him. Like with all the prisoners having a change in heart and willing to do anything they can to survive the day including hurting and betraying their very own family’s, makes Eliezer question why God is so cruel, or if he exists at all. It’s in these moments that Eliezer has lost all faith he had in humanity and religion, which he had previously learned from Moshe. Because of this our protagonists feels as though he has been mislead and lied to about he true nature of human beings and the world around him. Like with all the prisoners having a change in heart and willing to do anything they can to survive the day including hurting and betraying their very own family’s, makes Eliezer question why God is so cruel, or if he exists at all. It’s in these moments that Eliezer has lost all faith he had in humanity and religion, which he had previously learned from Moshe. One point in the story that Eliezer questions his faith in God is when they are forced to watch the hanging of other prisoners, one time the Gestapo even hangs and kills a small child or being associated with the rebels. It seems that during this point the prisoners start to react for means of survival only, family members were turning on each other. The prisoners turn cold hearted and cruel towards each other because now their only concern is survival. Because of the horrific events in the concentration camp and the ever-present risk of death does Eliezer begin to lose his faith in humanity and his God. Eliezer has a tough time understanding how the world and the Gestapo can be capable of this much fury. Because his teachings tell him that God is good, and since God is everywhere the world therefore must be good. Another strong theme from the book is the importance of family bonds, especially if that’s all you have left in harsh conditions. Eliezer has a hard time watching the other families interact because they no longer share a special bond of love but instead share the idea of selfishness. More than once Eliezer experiences the rupture of the bond a family shares between both the father and son. He describes his bond with his father as a support system; they both ensure the other has enough to survive through the day. Their love and commitment for each other makes up for the lack of faith in God Eliezer feels. So instead Eliezer focuses on his fathers respect to all the other people stuck in the same predicament as him. .udcead6523f719b0fe9f2890a7bd6a600 , .udcead6523f719b0fe9f2890a7bd6a600 .postImageUrl , .udcead6523f719b0fe9f2890a7bd6a600 .centered-text-area { min-height: 80px; position: relative; } .udcead6523f719b0fe9f2890a7bd6a600 , .udcead6523f719b0fe9f2890a7bd6a600:hover , .udcead6523f719b0fe9f2890a7bd6a600:visited , .udcead6523f719b0fe9f2890a7bd6a600:active { border:0!important; } .udcead6523f719b0fe9f2890a7bd6a600 .clearfix:after { content: ""; display: table; clear: both; } .udcead6523f719b0fe9f2890a7bd6a600 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udcead6523f719b0fe9f2890a7bd6a600:active , .udcead6523f719b0fe9f2890a7bd6a600:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udcead6523f719b0fe9f2890a7bd6a600 .centered-text-area { width: 100%; position: relative ; } .udcead6523f719b0fe9f2890a7bd6a600 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udcead6523f719b0fe9f2890a7bd6a600 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udcead6523f719b0fe9f2890a7bd6a600 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udcead6523f719b0fe9f2890a7bd6a600:hover .ctaButton { background-color: #34495E!important; } .udcead6523f719b0fe9f2890a7bd6a600 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udcead6523f719b0fe9f2890a7bd6a600 .udcead6523f719b0fe9f2890a7bd6a600-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udcead6523f719b0fe9f2890a7bd6a600:after { content: ""; display: block; clear: both; } READ: Our staging of Blood Brothers EssayBecause Eliezer believed that his father would die without his support was his one sole reason for not letting the Gestapo kill him in many instances. The story Night takes you on a heart-wrenching story about the events Eliezer must face in order to survive the concentration camps. While there were many challenges he struggles the most with the concept of maintaining his faith in his benevolent God. Part of the challenge that Eliezer has difficulty understanding is how god can be good which in turn makes the whole world good. He doesn’t understand this because before they were deported to the concentration camps Eliezer never had to experience any harsh times, but all of sudden he is stuck as a prisoner in the war and can’t believe that there are people out there as cruel and terrifying as the Gestapo. Eliezer also has difficulty with some of the viciousness that the other prisoners display towards the others, but yet he understands it at the same time, because he is going through the same hunger, pain and desperation. And lastly the bond that Eliezer shares with his father is important to the story because now he has someone whom he can consistently depend on. Without his father we would have seen the hope and humanity lost within Eliezer. The struggle for survival, under harsh conditions changes Eliezer as he undergoes some major changes, one of them being his total faith for his lord and saviour, which then switches to him being hollow of most human emotions. In the end Eliezer has changed from being an innocent schoolboy to a tough and scarred young man, who only has one thought running through his head; survival.