The Dangers of Totalitarianism Essay example - 1978 Words

After World War I, which led to the overthrow of several monarchs and a complete reshaping of Europe, the political landscape of Europe began to change. Totalitarian fascists, such as Adolf Hitler, Joseph Stalin, and Benito Mussolini, of Germany, The Soviet Union, and Italy, rose to power. These leaders created an atmosphere of fear in their respective countries. The only people who were safe were the ones that did not protest at all and just let the dictators lead. Hitler’s rise to power led to World War II, where including the Holocaust, approximately sixty million people died. Sixty million people died, while millions of others silently watched in fear, and in hopes of surviving the genocide. This forever changed the landscape of†¦show more content†¦His new perspective inspires him to question his fellow colleagues, asking them if the world was always like this. His coworkers tell him that it was always like this, starting with the first fireman, Benjamin Franklin . They then got a call and were sent to a house full of books. One of the inhabitants, a woman, refuses to leave, and, as a result, is burned with the books, severely disturbing Montag (Bradbury 32-40). The firemen served as a reminder of what would happen if someone broke a rule. During the Holocaust, if someone a Jewish person was caught, or someone went against Hitler, they would either be instantly killed, or sent to a concentration camp. In Fahrenheit 451, it was close to the same thing. If someone was caught with a book, their house would be burned down and they would either be killed or arrested. However, a very slim percentage of the population had books because they were so afraid of the firemen. Society wiped out something as common as reading through the instillation of fear, which represents how a totalitarian government can accomplish anything, as long as their subjects are terrified of them. Whereas the firemen and mechanical hound were the feared hit men in Fahrenheit 451, the Thought Police were the source of terror in 1984. 1984 is a perfect representation of a totalitarian government. It has a strong central government (The Party), where its head members live luxurious lives. Next, are the normal party members, who live inShow MoreRelatedThe Dangers of Totalitarianism1312 Words   |  6 Pages1984, a book by George Orwell, offers an alternate reality for what the future could have been. The concept of a totalitarian society is but a far off, if not long dead, ideal. In the past totalitarianism was not just an ideal but an actual living, breathing menace to people of the late 1940s. Totalitarian governments would go to horrific lengths in order to sustain and increase their power. In the novels 1984, by George Orwell, and Anthem, by Ayn Rand, propaganda, class distinction, and naivetyRead More Dangers of Totalitarianism in Orwells 1984 Essay1583 Words   |  7 Page sthe land of Oceania are enslaved to the government, most without even realizing it. The Party uses its many members to enforce its methods of control on the population. While a bit extreme, Orwell was attempting to warn people about the dangers of totalitarianism. The story focuses largely on the tactics of the Party?s manipulation. The major aspects of the aforementioned control stratagem are the alterations of history as the wishes, the invention of Newspeak to eliminate any chance of rebellionRead MoreThe Dangers of Totalitarianism: George Orwell Essay1563 Words   |  7 PagesHiding in the shadows yet standing in full view, the signs of totalitarianism and the dangers that accompany it in 1984 are everywhere. Orwell is able to paint a frighteningly realistic picture of the all-consuming monster that is a totalitarian state. It tries to hide its negative traits by covering them up with promising lies that bring a good public image to the state. When a totalitarian style of government is employed, it gains control over every aspect of life for any unlucky citizen or bystanderRead MoreAnimal Farm And George Orwell By George Orwell1034 Words   |  5 PagesNoticing the impact he made, he next took to writing the novel 1984, which similarl y criticized totalitarianism by depicting an overwhelmingly melancholy dystopian society. 1984 achieved similar success and opened the public’s eyes to the dangers of the spread of despotic regimes throughout the world. By examining both Animal Farm and Orwell’s biography, further light is shed onto his belief in the dangers of totalitarian governments as depicted in 1984. Primarily, there were many influential factorsRead MoreGovernment Surveillance And Totalitarianism In George Orwells 19841593 Words   |  7 PagesThe Correlation of Government Surveillance and Totalitarianism in 1984 During the production of 1984, author George Orwell never envisioned a tangible reality housing the society he constructed. He wrote the novel as a warning, a cautious exposà © showing those what could happen if society lost its sense of humanity; housed in a painfully relevant satire of totalitarian barbarism. In his novel 1984, George Orwell addresses the issue of government surveillance through his strategic use of point of viewRead MoreAnimal Farm, By George Orwell1347 Words   |  6 Pagestraits. The windmill reveals the despotic and megalomanic tendencies of the pigs, particularly Napoleon, and the hardworking and naà ¯ve nature of Boxer, the horse. It also brings the themes, such as the abuse of language to bolster power, and the danger of a naà ¯ve working class, to light. Animal Farm’s symbolic windmill certainly functions as a device to draw parallels between the failed communism in the Soviet Union and the failed animalism (the animals’ version of communism) in the Animal FarmRead More George Orwells 1984: Unmasking Totalitarianism1749 Words   |  7 PagesEurope† (Meyers 114). George Orwell through his life experiences and through the accounts of others had seen the dangers of Totalitarianism. In 1984, George Orwell exposed three dangerous aspects of Totalitarianism by showing the oppression of the individuals in the story in order to show the true nature of Totalitarianism. One of the first ways that Orwell exposes Totalitarianism through the oppression of the individual in 1984, is specifically through the books Head party constructing a societyRead MoreTotalitarianism in Brave New World by Aldous Huxley and Nineteen Eighty-four by George Orwell1270 Words   |  5 PagesMany people have sought to evaluate the vulnerabilities associated with states and markets that are under totalitarianism, which is a political system in which the state holds total authority over the society. First developed in 1920 by the Italian fascists, and in particular Benito Mussolini, who ruled Italy for over twenty years, totalitarianism embossed the minds of those who lived under it. This system was conceptualized mainly to highlight the similarities between Nazi Germany and other fascistRead MoreEssay On Totalitarianism 19841300 Words   |  6 PagesAchieving Totalitarianism in 1984 Before the concept of government existed mankind still attempted to gain dominance over one another. Once the concept was developed governments remained consistent in their attempts to gain control of their people and world domination. Adolf Hitler and other dictators were prime examples of totalitarianism â€Å"attempting to control every aspect of its subjects, viewing any sign of independence as treasonous centralized party† ( Quinn 1). Along came â€Å"historical catastrophesRead MoreAnalysis Of George Orwell s 1984 1045 Words   |  5 Pagesserious danger of totalitarianism. The danger that totalitarianism poses to society is greatly demonstrated by Orwell all throughout the novel. Totalitarianism is also a big aspect that touches on the main theme of 1984, and power is also a big platform that the party uses to monitor the behavior of all of its members. By setting 1984 in London, Orwell is able to invoke a real life war-torn society. The creation of 1984 also served as a warning for society and the threat of totalitarianism. The

Theme Of The Book Thief And The Boy In The Striped Pyjamas

The Book Thief, directed by Brian Percival, and The Boy in Striped Pyjamas, directed by Mark Herman, are both films that share similar themes and are focused on the time of war during Hitler’s reign of power. In both films, the idea of innocence is portrayed and corrupted through the friendship of child protagonists, influence of father figures, characterisation of children in war and the narrative perspectives. Symbolism, motifs and themes in these two films are explored to emphasise how innocence is portrayed and corrupted throughout the texts. Through the friendship of child protagonists in both films, the audience is able to view and understand how innocence is portrayed and corrupted. Bruno in The Boy in Striped Pyjamas, is the main†¦show more content†¦With a similar end of war scene in The Book Thief, after the bombings that occurred, Liesel lost the boy she loved which is another way that the idea of innocence has been corrupted. Within this scene the director uses a bird’s eye view angle of the death of Rudy and mise en scene is also used in this text, placing Liesel sitting with Rudy in the middle of the ruins of their street, leaving the audience to feel heartbroken just as The Boy in Striped Pyjamas does with the death of both boys. Although, the friendship between child protagonists in The Book Thief, Liesel and Rudy, starts as an innocent friendship and remains that way through most of the film, their friendship is explored through playful love whereas the friendship between Bruno and Shmuel is e xplored through boundaries and restrictions to their freedom, being stuck on opposite sides of the fence. Another friendship that occurs is the friendship between Liesel and a Jewish man named Max that her family is hiding under their basement. In this friendship, Liesel herself symbolises innocence which enables Max to find the strength to survive. The Boy in Striped Pyjamas, however, does not include another important friendship to the main protagonist, it only focuses on the unlikely friendship between a Jew and a boy with a commander for a father. The influence of father figures in bothShow MoreRelatedComparing The Book Thief And The Boy In Striped Pyjamas2076 Words   |  9 Pagesin The Book Thief and The Boy in Striped Pyjamas? The Book Thief, directed by Brian Percival, and The Boy in Striped Pyjamas, directed by Mark Herman, are both films that share similar themes and are focused on the time of war during Hitler’s reign of power. In both films, the idea of innocence is portrayed and corrupted through the friendship of child protagonists, influence of father figures, characterisation of children in war and the narrative perspectives. Symbolism, motifs and themes in theseRead MoreThe Boy in the Striped Pyjamas’ and ‘the Book Thief’1430 Words   |  6 Pages‘The Boy in the Striped Pyjamas’ and ‘The Book Thief’ In novels, the author creates a focus on a relationship - between enemies or friends, a parent and child, or husband and wife. In the two texts, The Book Thief, and The Boy in the Stripped Pyjamas this is a aspect that is featured in both, the relationship between children. The Book Thief focuses on the relationship between Liesel and Rudy, two of the characters. In The Boy in the Stripped Pyjamas the relationship that is focused on is betweenRead MoreThe Boy in the Striped Pyjamas Portfolio6447 Words   |  26 PagesRothen Table of contents Introduction | 3 | Book report | 4 | Main characters | 5 | Themes | 7 | New book covers | 9 | Words and Phrases | 10 | Reflection | 11 | Film review | 12 | Interview | 14 | Song interpretation | 16 | Peer assessment | 18 | Vocabulary | 20 | Self evaluation | 22 | Introduction This portfolio documents my dealing with the book â€Å"The Boy in the Striped Pyjamas†, written by John Boyne, and the corresponding film, which was releasedRead MorePersonal Project4460 Words   |  18 PagesPersonal Project: Book Review Blog - Phase 4 Searage Arabi 10A Supervisor: Miss Oznur Australian International Academy Tables of Contexts Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦................†¦.. Page 3. About My Personal Project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Page 3. Area Of Interaction (AOI) Used †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Page 4. Plan Layout †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 4. Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreBelonging Essay4112 Words   |  17 PagesStephen, Billy Elliot Making Multicultural Australia, www.multiculturalaustralia.edu.au It is also suggested you choose 3-4 related texts as you will have more to discuss. You do not have to read a full book; a story from an anthology can be enough. You can also choose a poem, a picture book, film or photographs. Remember though that you will need to discuss at length the relevance of the chosen piece to write about how belonging is represented in the text, how are the ideas about belonging broughtRead MoreFrench Terms for Ib Sl French B8316 Words   |  34 Pagesnà © nom / nom de famille nombre / nombreux poids prà ©nom taille affreux agrà ©able aimable aimer ambiance amer amical / amicalement amitià © amour / amoureux de amusant / amuser GCSE French General Vocabulary List  © OCR 2009 daughter / girl son brother boy / waiter people grandmother / grandfather / grandparent man young / youth twin / twinned Mrs Miss mummy husband mother Mr / gentleman nephew niece uncle relative / parent father boyfriend / girlfriend grandchild grandson / granddaughter people sister

Bchs football Essay Example For Students

Bchs football Essay In 1957, many important events occured. Possibly the most important was, the launching of Sputnik 1, the first satellite sent into space, on October 4, 1957 by the country of Russia. This event left many Americans shocked and surprised, that it was possible to send something into space successfully. Four months after the launch of Sputnik 1, America launches Explorer 1 the first U.S. satellite, this sparked the beginning of the space race. President Dwight D. Eisenhower sends federal troops to Little Rock, Ak, to ensure the integration of Central High School. He also signs the Eisenhower Doctrine, promising that the United States would resist all Communist aggression in the Middle East. This year is also the year the frisbee and the hula hoop are introduced. The Boeing 707 passenger jet makes itsinnaugural flight this year as well. In Disneyland, the House of Tomorrow opened its doors to the public. In the music industry Rock ; Roll as well as Doo Wop, made their statements to the world. Elvis became the king of Rock ; Roll after releasing two hit singles Jailhouse Rock and All Shook Up. Buddy Holly and the Crickets released their single Thatll Be The Day. Other career musicians who made their mark during this year include: Johnny Mathis, Paul Anka, The Everly Brothers, and Sam Cooke. American Bandstand goes coast to coast on August 5, 1957, after being a local Philadelphia show since 1952. In 57 Elvis made another big impression on the country besides with his music, this was the year his first movie opened it was called Love Me Tender. The same year a twenty-two year old unknown Michael Landon has the starring role in the B-movie I Was A Teenage Werewolf. As all this stuff was going on in the world, Coach Don Wilson of Bolivar, Tn was getting ready for a new season of good old highschool football. The 57 football team was headed by captain Tommy Baker. The Tiger team consisted of thirty-three finely tuned atheletic machines, ready for a new season of bone crunching action. The team was credited for the great Charles Bunny Orr also known as the pile driver. Orr was the states second highest scoring player that year. He managed to score 108 points for the Tigers, just seven points shy of Larry Banks of Brownsville who was the top scoring champ.

Observation Of Tv Violence Essays - Buddy Films,

Observation Of Tv Violence Violence on Television In my experiment I will study the behavior of children before, during and after viewing a violent television program, specifically The Power Rangers. I will use the theories of Charles Horton Cooley, George Herbert Mead and Harold Wilensky to analyze the results according to their theories. Cooleys theory is that people shape the aspects of their identity so that it would fit what others would want. Therefore we would become the kind of person we believe others think we should be. Harold Wilensky said that the media produces a mass culture, in which people have similar culture, that people have similar cultural tastes and political values shaped by the media. This produces a mass of people with similar thoughts and feelings, which can be manipulated by the media. Mead believed that the self is a social product, acquired by observing and assimilating the identities of others. He believed that for identification and assimilation there is a need for communication. The communication is the interaction of language, culture, family, peers and with a new form of communication, media. For Mead, childhood play and games were important activities. These activities used the idea of role taking, the way we try to look at social situations from the standpoint of another person, and significant others, influential people in our lives. The theorist that I think is the best for my experiment is Mead. For my experiment my hypothesis will be that after viewing a violent television program children will act more aggressive than before. That the childrens play will change so that it would become more violent, so that it would be similar to the show that they had seen. In my experiment I observed two children 30 minutes before watching the Power Rangers 30 minutes during the show and 30 minutes after the show. The observation was done on the friends of my brother and the friends of my cousins. My first observation was on my brother and his friend on November 1, 1999. My brothers name is Sina, he was born here and is 7 years old, but his parents were born in Iran. He is half Muslim and half Jewish; neither of his parents are strictly religious. He has an older brother and sister. His friends name is Alex and he is also 7 years old, and born in Russia. His father lives in Russia and he lives with his mother, grandmother and aunt. Both his parents are Jewish and he has a twin brother, but no sisters. I started to observe Sina and Alex at 3:00 PM at my house, since I knew that they would watch Power Rangers at 3:30. At 3:00 they played with each other, first playing in the living room using their trucks and making roads for their cars to travel on. They would make bridges and they directed traffic as though one of them was a traffic officer. He would tell them when to go and when to stop and they would make the cars crash into each other so that the fire truck and the ambulanc e could come and rescue them. Then about 10 minutes later they went into my Sinas room, where he brought out his action figures. There were 2 Spiderman toys, 3 Power Ranger toys, 3 Batman toys, 2 Buzz Light-year toys (from the movie Toy Story) and 1 Ninja Turtle toy. They divided the toys up, taking turns in choosing the toys. First my brother, Sina, picked a Power Ranger toy, then another one, a Spiderman toy, a Batman toy and a Buzz Light-year toy. Alex got the other toys picked the toys that I did not mention. They lined up their toys so that they were facing their opponent and each of them grabbed two of their toys. They started to battle against each other and pretended that the toys were real and that they were either jumping really high or flying. Then they put one of their toys down and started to fight with only one toy each. They moved the arms and legs of their toys and each one would say that he had defeated the other ones toy. The other would complain and they