students' questions

[oc]

please post any questions here

[Dave B]

Hello Mr. O'Connell,

I have a question about the Shakespeare text. Is it important to use
the edition specified in the syllabus? There are free versions
available via Project Gutenberg. If the free edition won't suffice I
will purchase the Penguin version, which is available from the iTunes/
iBooks store.

I see that the class is full, but I will show up at your orientation
on Monday, August 30th at 4:30 PM, in AD318. Hopefully you will have
room for me.

Thanks!

Dave

P.S. I should point out my full name is Aaron David Bullock, but I go
by Dave.


On Jul 31, 10:05 am, oc <eng101l...@yahoo.com> wrote:
> please post any questions here

[eng10...@yahoo.com]

DB/all:

Any edition of Titus will be fine. The Pelican version includes good notes, but all of Shakespeare is available free online and at libraries

o'c

[Dave Bullock]

Thanks. I ended up reading about half of the free edition and then opted for Pelican version.

Dave

....
Dave Bullock
http://eecue.com/
http://davebullock.com/
(213) 286-4749

[oc]

classroom section #0459 and
online section #3226

same instructor, same books, very similar syllabus for both

some transfer is allowed/encouraged

o'c

Professor O'Connell,

Did I read correctly that this course is also available on Saturdays
at the college? Less distractions in the classroom.

Thanks,

Mark

[oc]

Anita T
Sep 4, 6:50 pm

I'm wondering how/ where to post the journal? Also, is the week 1/2
research & journal due today or 9/11 ?

-Anita T

Linda H
Sep 5, 12:45 pm

has a link at the very bottom: Discuss this page.

The syllabus reads: Journal: Prepared weekly (collected, and uploaded
as a file by Saturday, 12/18)
The journal is comprised of all written evidence of study for the
course: all ideas posted to the course
website, including weekly research, ideas for upcoming essays,
responses to instructor’s notes on the texts
and assignments, responses to other students’ ideas. All rough and
final drafts of essays should also be
organized on an ongoing basis and included as part of the journal. To
help students prepare their research
and drafts of essays, journals should also include at least one APA
format annotated bibliographic reference
for each week of class (see details http://bcs.bedfordstmartins.com/resdoc5e/).
Students' journals should
total at least two pages of combined class notes, essay drafts, and
research for each week of class. At the
end of the semester, students should copy and paste all work for the
course into one file and upload it to the
website by the due date of the final, Saturday, December 18. Students
may also present neatly organized
paper notes, drafts, and other materials at the final exam.

Best regards,
linda h

oc
Sep 5, 5:38 pm

AT/LH/all:

the instructions describe posting the journals for weeks 1--2. thanks,
Linda

o'c

[Akhi]

so, do we post our essays and journals right here? and where are the
journal questions, can you please tell me.

On Sep 5, 5:41 pm, oc <eng101l...@yahoo.com> wrote:
> Anita T
> Sep 4, 6:50 pm
>
> I'm wondering how/ where to post the journal? Also, is the week 1/2
> research & journal due today or 9/11 ?
>
> -Anita T
>
> Linda H
> Sep 5, 12:45 pm
>
> has a link at the very bottom: Discuss this page.
>
> The syllabus reads: Journal: Prepared weekly (collected, and uploaded
> as a file by Saturday, 12/18)
> The journal is comprised of all written evidence of study for the
> course: all ideas posted to the course
> website, including weekly research, ideas for upcoming essays,
> responses to instructor’s notes on the texts
> and assignments, responses to other students’ ideas. All rough and
> final drafts of essays should also be
> organized on an ongoing basis and included as part of the journal. To
> help students prepare their research
> and drafts of essays, journals should also include at least one APA
> format annotated bibliographic reference

> for each week of class (see detailshttp://bcs.bedfordstmartins.com/resdoc5e/).

[oc]

Akhi
Sep 6, 10:01 am

I don't see the questions for journal anymore, and where to post my
journal and other homework, can anyone tell me please.

A/all:

check the pages above the discussions

o'c

[oc]

Kimberly E
Sep 10, 6:40 pm

is anybody else having the same issue where it takes u to a page that
says it does not exist?

Mark Magana
Sep 10, 6:41 pm

yes I am...

KE/MM:

which page are you trying to access?

o'c

[Mark Magana]

Through the link you provided.

[Kimberly E]

the note for students registered in english 101, online sec #3226

[oc]

Kimberly E
Sep 10, 7:36 pm

the note for students registered in english 101, online sec #3226

Mark Magana
Sep 10, 7:36 pm

see link below.

MM:

and? what about it? works ok for me

o'c

Mark Magana
Sep 10, 7:41 pm

Yes sir, but not on this end. Maybe its a permissions issue?

MM:

i do see this message on the header to yours, but you are posting. try
refreshing the browser and logging in again

You must Sign in before you can post messages.
To post a message you must first join this group.
Please update your nickname on the subscription settings page before
posting.
You do not have the permission required to post.

o'c

[Mark Magana]

Did you receive my post from yesterday? It said it was successful and I viewed the post after I submitted it. I will perform a redo and see if that alleviates any problems at hand.

[Mark Magana]

Sir - the link is still not working. I logged out, logged in and still a no-go. It just seems to be that one link.

On Sep 10, 2010, at 7:45 PM, oc wrote:

[Kimberly E]

Same here. I have even rejoined the group, and still getting the same
error message.

[oc]

MM/KE

so which message are you trying to read?
the message sent to day to all registered students?
if so, it's included below

oc

Note to students registered for English 101, online section #3226:

1) Essay 1.1 is due Saturday, September 11

2) Weeks 1—2 research and journal activity is designed to assist
students with preparing the essay

3) See course files and submit assignments online at http://www.snorko.org/lacc

4) All registered students were sent orientation and welcome info
through campus email before the semester began; anyone who did not
receive it should check email with campus

5) Inactive students will be dropped soon, especially anyone
registered who did not attend an orientation and does not post either
essay 1.1 or weeks 1—2 journal

6) It’s not too late to get started and catch up, even if late
penalties apply to e1.1 after 9/11

7) This message is being sent to all students registered in the
course through campus email and is also being sent to all students who
have joined the online group

[Kimberly E]

yes, that's the one. thanks! :)

On Sep 10, 8:56 pm, oc <eng101l...@yahoo.com> wrote:
> MM/KE
>
> so which message are you trying to read?
> the message sent to day to all registered students?
> if so, it's included below
>
> oc
>
> Note to students registered for English 101, online section #3226:
>
> 1)     Essay 1.1 is due Saturday, September 11
>
> 2)     Weeks 1—2 research and journal activity is designed to assist
> students with preparing the essay
>

> 3)     See course files and submit assignments online athttp://www.snorko.org/lacc

[Mark Magana]

Sir,

Whatever was posted on the following link:

http://groups.google.com/group/english-101-online-section-3226/web/note-to-students-registered-for-english-101-online-section-3226?hl=en

This is what I am unable to access, either through the above link or through Google Groups.

M

[Alice K]

Professor,

Is the essay 1.1 due tomorrow before midnight going into Sunday?
Or tonight before midnight going into tomorrow?

On Sep 10, 9:03 pm, Mark Magana <magan...@gmail.com> wrote:
> Sir,
>
> Whatever was posted on the following link:
>

> http://groups.google.com/group/english-101-online-section-3226/web/no...

>
> This is what I am unable to access, either through the above link or through Google Groups.
>
> M
> On Sep 10, 2010, at 8:56 PM, oc wrote:
>
> > MM/KE
>
> > so which message are you trying to read?
> > the message sent to day to all registered students?
> > if so, it's included below
>
> > oc
>
> > Note to students registered for English 101, online section #3226:
>
> > 1)     Essay 1.1 is due Saturday, September 11
>
> > 2)     Weeks 1—2 research and journal activity is designed to assist
> > students with preparing the essay
>

> > 3)     See course files and submit assignments online athttp://www.snorko.org/lacc

[Narine A.]

Is it possible to remove unwanted post here? I would like to replace
mine.

[lu-c...@sbcglobal.net]

I'mnot sure, is the paper do tonite at midnight or tomorrow at midnight?

[Kimberly E]

on the syllabus, http://www.snorko.org/Eng101onlineFall10syllabus.pdf
, it says "Essays will be due on Saturdays at midnight.
Students have a couple hours grace period but then late penalties
apply (-1/2 pt. if submitted between 5:00
am Sun—Fri; -2 pts. after 1 week late)."

We pretty much have until 5am Sunday morning to submit without it
being considered late and losing any points.

[oc]

Alice K
Sep 10, 9:30 pm

Is the essay 1.1 due tomorrow before midnight going into Sunday?
Or tonight before midnight going into tomorrow?

AK/all: essays are due on Saturdays (11:59 pm = still Saturday; 12:00
am = Sunday); see warning on syllabus about late penalty schedule

o'c
-----

Narine A.
Sep 10, 10:08 pm

Is it possible to remove unwanted post here? I would like to replace
mine.

NA/all:

i can delete posts. i hope you can't. go ahead and repost a better
version of any work. if you like, include a note about (and copy a
link to) which earlier post you'd prefer I'd delete

o'c
-----

lu-che
Sep 10, 10:32 pm

I'm not sure, is the paper do tonite at midnight or tomorrow at
midnight?

LC/all:
see notes above and below on due dates

o'c
-----

Kimberly E
Sep 10, 10:40 pm

on the syllabus, http://www.snorko.org/Eng101onlineFall10syllabus.pdf,

it says "Essays will be due on Saturdays at midnight. Students have a
couple hours grace period but then late penalties apply (-1/2 pt. if
submitted between 5:00 am Sun—Fri; -2 pts. after 1 week late)."

We pretty much have until 5am Sunday morning to submit without it
being considered late and losing any points.

KE/all:

that's right. thanks Kimberly

o'c

[Sylvia C]

Professor O'Connell

the link that was set up for feedback on essay 1.1 and for research
journal 3 and 4 is saying that the page does not exist.
Is there another link that will work?

Sylvia

> on the syllabus,http://www.snorko.org/Eng101onlineFall10syllabus.pdf,

[oc]

SC/all:

it's looked fine to me since i posted it, but now i noticed the same
thing happened until i signed in. once i signed in it worked ok. on
another machine where i've never signed in it seems fine at the same
time. seems maybe to have something to do with not being signed in on
a machine we've signed in on before?

at any rate, here's the message againNotes to all on e1.1s

Overall, the essays 1.1 were above average: good work. As often
happens, many were stronger with either the refutation aspect of the
assignment or the support for alternate. Most need to explain ideas
more thoroughly on one of those two components. The online students as
a group scored higher than the classroom students, but more students
in the classroom section submitted essays on time. There were a few
3.75 scores, many 3.5s—3s, and a few scores of 2.75 and below.

No one should be discouraged. There are two bonus options to make up
for low scores at the beginning. (if e1.b completed, lowest score is
dropped when averaging scores; if all 4 parts e1.1, e1.2, e1.3, and
e1.b are completed ≤ 1 point can be earned—up to full credit 4
points). This means that it’s still possible to earn full credit for
essay with an e1.1 score as low as 1, and no one scored that low.

Everyone can and will improve on e1.2 and e1.3. Don’t give up: you can
do it!

Online students: if you’ve fallen behind, catch up. Submit your essay,
even late with penalties. Inactive students will be dropped soon.
Consider joining the classroom section on Saturday mornings for a
lesson or even transferring officially if the online section isn’t
working for you.

Classroom students: take a look at the online students’ essays and
weeks 1—2 journals if you haven’t yet. There’s some good work there
you might want to see as examples. A couple of you came late/left
early on 9/11: review the attendance policy on the syllabus and
consider transferring to the online section if you’re not going to be
able to attend class regularly. A couple of you conversely came to
class on 9/11 but didn’t sign the attendance roster.

This message is being sent to all registered students through the
campus email system and also to everyone who has joined the online
group. Classroom students’ papers will be returned 9/18 in class.
Online students are being sent through the campus email a message that
will look something like the following:

----- ----- -----

Student’s name

e1.1 score
1 + 1 + 3/4 + 1 = 3.75

(this means full credit for the first two and last rubric point,
partial credit for the third)

Present alternate as your opinion, supported by others

Follow the pattern you’ve used in paragraphs 2 and 3, but explain
ideas more thoroughly

---- ----- -----

If anyone submitted an essay on time but does not receive the message,
check your email registered with the campus through the student
information system with students’ officially registered info. I want
to send grades through the campus system not through commercial email
servers using nicknames.

Below are a sample of the comments made on the e1.1s. Some essays had
more comments than others, but don’t be shy to ask questions for more
details.

Paragraph 1/overall

• Present alternate as your opinion, supported by others

• Be clearer in beginning to cite source info of original, state its
thesis, and declare it unsatisfactory

• don’t be discouraged; check the notes on preparing e1.2 and follow
the outline format shown there

• Be clearer in beginning to cite source info of original, state its
thesis, and declare it unsatisfactory; this is much clearer by
paragraphs 2, 3, and 4, where you refute several of Goldhagen’s ideas

• If there’s no point in trying to fix the problem Goldhagen
identifies as needing attention what should be done instead? What you
have now in place of an alternate opinion is more of ‘he’s wrong’

• be more specific about alternate proposal and explain in a 3rd
paragraph

• see outline format for the 3 paragraphs in notes on preparing
e1.2and check grading rubric there for checklist on how to earn full
credit

• avoid the use of sarcastic hints instead of explanation: explain
your ideas plainly and clearly

• Be clearer in beginning to cite source info of original, state its
thesis, and declare it unsatisfactory

• beginning and end must match: one topic + one opinion = one thesis

• for e1.2 and 1.3, follow the pattern you’ve used here, but explain
your ideas more thoroughly

• Be clearer in beginning to cite source info of original, state its
thesis, and declare it unsatisfactory

• see outline format for the 3 paragraphs in notes on preparing e1.2
and check grading rubric there for checklist on how to earn full
credit

paragraph 2/refutation

• refute at least 3 specific short quotes in paragraph 2

• no refutation here; if you agree with Goldhagen, refute specific
quotes from the other reading (this time Traub’s review)

• no direct refutation here; refute at least 3 brief quotes from the
work argued against

• little direct refutation here; refute at least 3 specific short
quotes in paragraph 2

• good refutation, but be more specific about alternate proposal at
end of paragraph 1 and in paragraph 3

• strong refutation but little on what’s correct instead.

•paragraph 3/support for alternate

• you haven’t focused in paragraph 3 on the topic you stated in the
beginning as the alternate

• be more specific about alternate proposal at end of paragraph 1 and
explain it more thoroughly in paragraph 3

• Follow the pattern you’ve used in paragraphs 2 and 3, but explain
ideas more thoroughly

[LizaG]

Hi, I am having trouble accessing the journal for weeks 3/4. I get
sent to a page that does not exist. Is there somewhere else I can
find it?

[Sylvia C]

Professor O'connell
Im still having trouble with that particular link, also the link to
research 3/4 says the same exact thing, PAGE DOES NOT EXIST!! I've
signed in and out and back in again, once again it says the same
thing.

On Sep 15, 9:38 pm, oc <eng101l...@yahoo.com> wrote:

[oc]

SC/all:

what i described below yesterday happened again today. after i signed
in, it worked fine

it's looked fine to me since i posted it, but now i noticed the same
thing happened until i signed in. once i signed in it worked ok. on
another machine where i've never signed in it seems fine at the same
time. seems maybe to have something to do with not being signed in on
a machine we've signed in on before?

here's the weeks 3--4 journal reposted, too, though:

weeks 3--4 research and journal

Please work through this activity designed to assist students’
understanding of Goldhagen's thesis and argument, preparing essay 1,
and getting accustomed to the online system for the course. Don’t
panic or make this into a long or complicated project. Browse some
info on the author, and post your ideas about what you read.

1) review the beginning of Worse than war, Chapter one:
Eliminationism, not genocide

2) search online for the author’s name; many pages of matches will
return: some will discuss Worse than war while others focus on
Goldhagen’s other books and articles;

3) select one of the many matches, check any previous posts below,
choose a website not already selected by another student, read over
the info on the web page, and decide upon…

a) one point you like about the website or Goldhagen’s ideas, by your
analysis of the website;

b) one point you don't like about the website or Goldhagen’s ideas, by
your analysis of the website;

c) one point about the book or Goldhagen’s ideas that you don't
understand from the website and would like to check in the book or
research for more information on the topic;

4) check APA style for in-text citation and references page (of many
sites available, one is http://www.dianahacker.com/resdoc/ ); see also
the following site on annotated references (http://
www.library.cornell.edu/olinuris/ref/research/skill28.htm). Note that
the examples on the syllabus are organized as in-text citations in APA
style; no References page is required for e1—cite your source in ¶3 in
the same style;

5) open the word processor and prepare an APA style reference for the
review followed by your notes from 3a, b, and c above; here’s an
example:

Goldhagen, D. J. and J. J. Meyers. 2009, October 6. Worse than war:
genocide, eliminationism, and the ongoing assault on humanity.
Carnegie Council.

Transcript http://www.cceia.org/resources/transcripts/0225.html

Video http://www.cceia.org/resources/video/data/000264

a) One point I like about Goldhagen’s work is that he has created an
analytical model (5 aspects of eliminationism, how and why it begins,
proceeds, ends, and might be prevented) for studying mass murder that
he applies to many different cases around the world. Other books with
similar data might instead present historical accounts of one case at
a time then present the model in the conclusion. This way, Goldhagen
shows students how they can use his model as they research topics for
their own essays.

b) One point I don’t like about the entire topic is the attacks on
unarmed civilians. That such attacks have not decreased but increased
during the development of modern technology and government is even
more distressing. I like to hope that human beings are evolving into
better people and that each younger generation is more intelligent
that its parents. That ancient people would fear and so fight people
who looked, spoke, and behaved in obviously different ways is more
understandable to me than so many recent conflicts where massacres
have been committed within one country, over differences of religion,
government, or sometimes other aspects so subtle that not only the
rest of the world but they themselves can have difficulty
distinguishing.

c) A couple points I’d like to research more information about is
what’s happening recently with negotiations and policy on nuclear
weapons and landmines. Both of these cause much injury to civilians.
There have been efforts to ban both weapons for many years, and the
Obama administration has been involved with discussion on both weapons
and whether or not the US should continue developing them.

6) anyone who hasn’t already should join this Google group—for
nickname, please use first name and first initial of last name, for
example, Daniel G or 
William S;

7) post your ideas to the group as a discussion of this page--please
don't begin a one post discussion; it's much easier for all of us to
keep the messages organized by topic



8) read over the other students’ posts and reply to at least one.

[Lucenda L]

James Traubs’s book review on Goldhagen’s “Worse Than War” states
that Goldhagen’s theory on Eliminationism is “absolutist moralism”,
and that intense moralism carries risks of its own including
hyperbole. Traub’s review has a strong tone
which one could consider as hyperbole in its condemnation of the
theory of Eliminationism being one of the greatest problems of our
time. This is wrong because it ultimately condemns a raw awareness to
unspeakable atrocities that have been going on in countries for many
years and enlightens the public to the many forms of elminationism,
which helps to enlighten the reader and hopefully morally spur them
into action.


Traub states that we place the Holocaust outside of history and
that Goldhagen embeds the atrocity in the larger reoccurring theme of
genocidal killing. Traub gives the impression that the Holocaust
should be separate and this is wrong as Goldhagen points out while
discussing Hannah Arendt’s work, Adolf Eichmann didn’t do all the
killing himself each person is responsible for their own deeds, which
makes them culpable as well. This broadens the depth and scope of the
ideology. It wasn’t just a few with the Nazi belief it was thousands
of people who helped to carry out all five forms of eliminationsm, and
although the Holocaust was in fact genocide, it is actually part of
the larger phenomenon of eliminationism. Traub would have us believe
as he states that structural accounts lead to structural solutions:
new definitions of the national interest recognize the dangers of
permitting mass violence and that the knowledge leads to policy
changes designed to single out the perpetrators. As we have seen in
the media and by actual survivors of atrocities, i.e. Darfur, it has
not changed the outcome much. The killings continue seemingly
unchecked and hundreds, thousands continue to die. Traub questions
the necessity for analyzing and understanding eliminationism in
political, ideological and moral terms which is wrong and as Goldhagen
points out by understanding the political and ideological terms of a
group we will understand morally the underlying implications of the
groups agenda. Because society has advanced the underlying
implications of a groups agenda may not be plainly seen. For example
a simple drought or famine to a region may be seen as an act of
nature, but by looking at the leaders agenda in a Country we may see
that there is a solution that the leaders are purposely not utilizing
for their own selfish gain, thereby sacrificing hundreds, or possibly
thousands of innocent men, women and children.

I agree with Goldhagen’s view that eliminationism is one of the
biggest problems of
our time because man’s self centered greed and ongoing struggle for
power has always caused groups to commit unconscionable acts against
their perceived enemies. In “The Einstein-Freud Correspondence”,
Freud agreed with Einstein “men have an active instinct for hatred and
destruction, amenable to such stimulations (war fever) and that he was
in the process of studying its manifestations. Freud goes on to say
that man has a destructive instinct and that the stimulation of these
destructive impulses by appeals to idealism and the erotic instinct
naturally facilitate their release. This power struggle has caused
groups to go to any lengths to achieve their goals including using
parts or all of James Traubs’s book review on Goldhagen’s “Worse Than
War” states that Goldhagen’s theory on Eliminationism is “absolutist
moralism”, and that intense moralism carries risks of its own
including hyperbole. Traub’s review has a strong tone
which one could consider as hyperbole in its condemnation of the
theory of Eliminationism being one of the greatest problems of our
time. This is wrong because it ultimately condemns a raw awareness to
unspeakable atrocities that have been going on in countries for many
years and enlightens the public to the many forms of elminationism,
which helps to enlighten the reader and hopefully morally spur them
into action.


Traub states that we place the Holocaust outside of history and
that Goldhagen embeds the atrocity in the larger reoccurring theme of
genocidal killing. Traub gives the impression that the Holocaust
should be separate and this is wrong as Goldhagen points out while
discussing Hannah Arendt’s work, Adolf Eichmann didn’t do all the
killing himself each person is responsible for their own deeds, which
makes them culpable as well. This broadens the depth and scope of the
ideology. It wasn’t just a few with the Nazi belief it was thousands
of people who helped to carry out all five forms of eliminationsm, and
although the Holocaust was in fact genocide, it is actually part of
the larger phenomenon of eliminationism. Traub would have us believe
as he states that structural accounts lead to structural solutions:
new definitions of the national interest recognize the dangers of
permitting mass violence and that the knowledge leads to policy
changes designed to single out the perpetrators. As we have seen in
the media and by actual survivors of atrocities, i.e. Darfur, it has
not changed the outcome much. The killings continue seemingly
unchecked and hundreds, thousands continue to die. Traub questions
the necessity for analyzing and understanding eliminationism in
political, ideological and moral terms which is wrong and as Goldhagen
points out by understanding the political and ideological terms of a
group we will understand morally the underlying implications of the
groups agenda. Because society has advanced the underlying
implications of a groups agenda may not be plainly seen. For example
a simple drought or famine to a region may be seen as an act of
nature, but by looking at the leaders agenda in a Country we may see
that there is a solution that the leaders are purposely not utilizing
for their own selfish gain, thereby sacrificing hundreds, or possibly
thousands of innocent men, women and children.

I agree with Goldhagen’s view that eliminationism is one of the
biggest problems of
our time because man’s self centered greed and ongoing struggle for
power has always caused groups to commit unconscionable acts against
their perceived enemies. In “The Einstein-Freud Correspondence”,
Freud agreed with Einstein “men have an active instinct for hatred and
destruction, amenable to such stimulations (war fever) and that he was
in the process of studying its manifestations. Freud goes on to say
that man has a destructive instinct and that the stimulation of these
destructive impulses by appeals to idealism and the erotic instinct
naturally facilitate their release. This power struggle has caused
groups to go to any lengths to achieve their goals including using
parts or all of the five forms of eliminationism. In John Horgans
“Has Science Found a Way to End All Wars”, De Waal acknowledges that
we (humans) and all primates have a tendency to be hostile toward non
group members, however Biologist Robert Sapolsky a leading challenger
of the urban myth of inevitable aggression, states that environmental
conditioning may be the cause of aggression as he observed males
grooming each other conforming to the changed norm of the group
because a TB outbreak caused the majority of the male population to
die. Thus, as Frans de Waal points out primates and especially humans
are “very calculating” and will abandon aggressive strategies that no
longer serve their interests. I believe this would follow with humans
and as Goldhagen points out humanity as a whole must help in stopping
these atrocities. If the United Nations and all countries would unite
in stopping these leaders and countries that continue to use any form
of eliminationism, I believe the practice would stop. There are many
ways to get these groups to cease their activities. Stop world trade
with them, humanitarian aid efforts, and ongoing mass media attention
to those suffering are just a few solutions. I believe that
Goldhagen has given the reader a great deal to ponder by breaking down
the forms of eliminationism. Again, I didn’t really think of droughts
or famines as a calculated act to starve out a people or group, nor
did I think of expulsion as eliminationism, however, having read his
definition and reviewing history and recent events in other countries,
I now see this as a calculated effort of a few extremists forcing mass
populations to move out of the region or to force encampment of a
people. I believe that the probable favorite at this time would be
repression, Goldhagen gives the readers great examples such as
Apartheid, the American South, and how the ongoing threat of violence
which exists today in many countries against political groups,
workers, ethnic groups, religious groups and more. These are not
elusive threats; these examples are real events occurring in our world
today. I believe that Goldhagen has taken a centuries old problem and
humanized it for the modern man. After reading the initial readings,
I am no longer uninformed and will scrutinize world events closely
looking for a sign of eliminationism.


Freud, S. & Einstein, A. (1931-1932) Why War? The einstein-freud
correspondance
Goldhagen, D. J. (2009) Worse than war New York Public Affairs
New Republic. Retrieved from http://www.tnr.com/article/world/ending-our-age-suffering
Horgan, J. (2008, March 13). Has science found a way to end all wars?
Discover Magazine. Retrieved from http://discovermagazine.com/2008/apr/13-science-says-war-is-over-now
Traub, J. (2009, October 15). Patterns of genocide [Review of the
book
Worse than war]. The New York Times. Retrieved from
http://www.nytimes.com/2009/10/18/books/review/Traub-t.html

[Mark M]

Professor O'Connell,

I posted my notes/ journal for e1.2 in two different sections as I was
not exactly sure if I posted in the right section after I initially
posted the notes in the section for "notes for preparing e1.2 (post
here)." Can you please delete or remove the notes from which ever
section they do not belong? Thank you.

Mark

On Sep 15, 9:38 pm, oc <eng101l...@yahoo.com> wrote:

[oc]

Mark M:

as you may have already noticed, i moved your work to the weeks 3--4
journal thread

thanks,
oc

[Mark M]

Thank you. Where do I post my essay?