Challenging the Pedagogy of the Oppressed Essay

The essay, Pedagogy of the Oppressed, discusses how we can be humanized. According to Paulo Freire, oppression dehumanizes both the oppressed and the oppressor. This is because due to oppression, the oppressed is reduced to being a thing, deprived of its rights and freedom. It comes to a point that even the oppressed believe that they are not worth anything. The oppressors are also dehumanized because in the process of subduing the oppressed, they treat the oppressed as things to be overpowered. The oppressed to them are no longer humans, because they do not have the same rights as the oppressors have. Therefore, according to Freire, liberation must come from the oppressed: they must free themselves. This is because the oppressors cannot give true liberation; this is a type of false generosity. Since both are of different classes, they have different interests. Therefore, if the oppressor gives liberty, the oppressed is risking a lot more than the oppressor if they take the offer. The oppressor is giving liberty on its own terms: it will only give what it is willing to give, and not what is right. For the oppressed to be truly free, they must gain freedom by themselves. They must do this through their own efforts. Now, according to Freire, since the oppressed are so downtrodden that they cannot believe in themselves, they must be taught to believe in themselves because no one can save them but themselves. This can only be done through trusting in the abilities of the masses (the oppressed), as well as believing in the cause. Unlike the oppressors, one’s attitude must not be condescending towards the oppressed; one must treat them as equals, capable of learning. Unlike the oppressors, who learn abstract ideas inside classrooms, the oppressed learn concrete things outside. They are treated as unlearned because they are unable to have the same type of education those in power have obtained. Since this is the case, they must not be treated as charity cases, because they are not charity cases. Freire’s essay is very interesting, to say the least. The concept of humans abusing each other is not exactly novel, but the concept of empowering each other to attain freedom, juxtaposed with what love really is, is innovative. These concepts were connected by Freire. As part of the privileged class, Freire puts responsibility upon my shoulders. Instead of making me feel guilty because of my status, he points out that I can be part of change. My status is not important; only my commitment is. Which is why it is my responsibility to be part of the movement to change the system wherein society is divided into the privileged and the poor. This ideology is comparable to Daniel Defoe’s Education of Women. He talks about educating women in a special school designed to teach them certain subjects. Unlike Freire though, Defoe talks of an education solely for women. This means that men receive a very different kind of education. The curriculum, of course, is decided upon by men. Frerie’s though, talks of an education everyone receives. Also, Frerie does not talk of passive students; he is talking of a kind of education where students interact with the teacher. This is based upon the the concept that the teacher has as much to learn from the students, as the students have as much to learn from the teacher. In effect, the students mold their education as they learn. Defoe mentions no such thing. It is as if the students will forever rely on the teacher, and that the students are teachers are not equals. Which is revolutionary, actually. It has been inculcated in us that teachers are at a higher position than us. The platforms in front of classrooms emphasize this fact. We are taught to learn from them because they know so much more than us. We are made to feel as if we are blank slates, or even empty sponges. But this is not true. We are, before becoming students, children of life. We explore the world outside, and come up with answers to explain our questions. Just as the oppressed are experienced, so are we. We have a lot to contribute to the class, much more, as we can combine our kaleidoscope of experiences and contrast it against the teacher’s. Freire also redefined teaching as merely imparting information. Freire goes beyond this to discuss humanizing people. After all, teaching is not about making robots. It is about imparting a part of yourself, sharing a piece of your soul. Freire exposes how education is used to alienate people, and then instructs how it can be redeemed. We can redeem ourselves, to turn away from the bestiality this system enforces upon us. Freire exposes how large the system we are fighting, but at the same time, leaves hope that we can transform it. And this is the challenge Friere leaves us.

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1. 1Agreeing objectives is essential for a team or individual to know what they are focusing on to avoid wasting resources and time. Deadlines strongly affect what you research, for example, if a deadline of one week is agreed for writing a newspaper, you wouldn’t want to include today’s news as it would be very outdated by the time of publication. 1. 2It’s useful to identify and agree a source to use when researching information, as a standardised method means more uniform work.All information would be in a similar format when gathered from one source, but also, there is less room for error, as the agreed upon source is likely to be accurate and widely trusted. 1. 3Storing information is essential for many reasons; these include ease of access and readability, the level of detail you are able to store, the choice to have various copies of the information in case of loss and ease of transfer. 2. 1 Agreeing aims and objectives helps me to do my work efficiently as they give me a clear idea of what I need to find and why.Deadlines are also very important to me as our customers and our reputation are negatively affected if don’t complete work in the required time so time limits help me estimate the time I have to spend on each one, otherwise, for example, I could spend too long researching one dental practice and affect another. 2. 2 Information can come from numerous sources, for example, other people such as colleagues or friends, online knowledge bases such as Wikipedia or books on the subject in question.

Does Television Have Educational Value

Does television have educational value? Television, like anything else, has as much educational value as you allow it to. For example, television documentaries and sitcoms serve to reinforce or challenge societal norms and ideologies while reality television shows, in general, are intended to challenge long held beliefs and traditions. In contrast, Networks like as PBS and Nickelodeon educate young minds and the several hundred cable channels serve to support the education, whether easily apparent or trans[arentt, provided by the shows I've already mentioned as well as others.Therefore I would argue that television has significant educational value you only has to channel surf to se† that. It highly depends on what you watch. It used to be true that it had no educational value, when TV was nothing more than sit-coms and cartoons and soap operas. But, today you actually have educational options to television viewing. There's a number of different History channels, and The scienc e channel, just to name two that have very good, documentaries.News programming offers up political debates and commentaries, that we all need to hear and process. PBS has some good children's programming that teaches kids alot of valuable things. Personally I’d prefer to read than to learn anything from the television. Television focuses more on the visual aspect than the substantive. It pulls your mind in different directions. When you're reading, it's just you and the words, so I think you'd retain the material better than TV. It also depends on what you are watching and how much.I think if parents are afraid of their children watching too much television and not benefiting from it that they should monitor what their child watches. Make sure they know what the kid watches so that they know what the child is learning from it. Regulate television watching time and what is and what is not appropriate to watch. Watch together and talk about what the child watches and share the discussion. Most important of all, I think people should keep in mind that though television is tuned on for entertainment, it can also inform, enrich, and educate.

Anthropology En Route Essay Example | Topics and Well Written Essays - 1500 words

Anthropology En Route - Essay Example Spaces like the university are therefore designed to accommodate the needs of the local population accordingly. The university appears to be a conglomerate of literally thousands of students from different cultures, religions and countries. I see students discussing things while they are walking through the corridors of the university. The expressions include a multitude of media through which communication takes effect. From the use of hand gestures and body language to the application of modern technologies like cell phones and internet – communication is an ongoing process during any interaction between students and their teachers. The university spaces are of special interest to me. It appears that the floor plan of the university is based on the concept of specialization and specialized areas dedicated to the expected activities that go on in institutions like this are indicative of the fact that much foreseeing has been going on when it was designed. Dedicated areas for teaching, meetings, presentations, dining, libraries, media library, play grounds and examination halls are all reflective of the diverse needs of humans to achieve the objective of education. A very important part of the university is its students. Keeping in view the federal nature of our university it is apparent why it attracts so many foreign students. For me the most interesting phenomenon is the mode of communication that exists between these foreign students. Whenever I see them talking, there is a lot that their body language and gestures express; as compared to their words. Though English is the medium to connect them; yet their level of expertise of the language alters the way they react and reciprocate to each other's messages. Details Of all the objects observed, two objects that appeal to me include; The communication between students who speak different languages; and University as a space of education and its operation Communication is a vital part of our day-to-day interactions. Generally considered to be divided into the verbal and non-verbal forms; there are a number of other attributes which do not follow the normal communicative patterns. Of my interest is the communication between students of different cultures and how they perceive each other's thoughts. It is quite often evident that whenever two student with different languages start to interact, the start often includes gestures which are indicative of greetings. Japanese students on our campus would bend forward during the start of communication, Chinese would shake their head a little while bending a bit, Asians would either shake hand like the Westerners or avoid shaking hands if those who are meeting are of opposite sexes etc. If they happen to be from different countries, the most prominent observation is that linguistic clues are replaced by hand gestures or body movements. The choice of words becomes a challenge to express the concept in its simplest form. It is very common tha t under such circumstances, both the parties start to speak simultaneously, expecting the other to listen or at least understand what is being explained by hand movements. The concept of directions is often expressed by

Evaluate an article Essay Example | Topics and Well Written Essays - 250 words - 1

Evaluate an article - Essay Example For example, the investments in energy production reduced by 20% following the Asian crisis of 1999. The investments reduced by 10% and later recovered a decade after the crisis (The Economist Newspaper 1). In order for the firms to survive in a competitive market they should engage cost reduction strategies. Oil companies should employ strategies for reducing the cost of transporting oil and gas in order to survive the declining oil prices. They must utilize the most appropriate engineering techniques that can lessen the cost of production. For example, Wells deals with varieties of oil and gas that enables them to lower the prices of their products. They pipe oil from Eagle Ford Play in Texas because it is cheaper than using the train to transport it from Bakken formation in North Dakota (The Economist Newspaper 1). In conclusion, the declining price of commodities can undermine the investors and result in a reduction in economic growth. However, it helps the management to come up new approaches for reducing production cost and increasing productivity. This article is suitable for assessing the effects of technological advancements on cost reduction and improving business

Technology Management and Collaboration Assignment

Technology Management and Collaboration - Assignment Example People still inhabit a world where an individual’s technical ability and instinct determines the worth of technology. Gaining knowledge of technology management is a human work and requires experienced and qualified individuals to examine this (Dauda 2009). Human intelligence produces ideas for new products and/or services, which produces the requirement to ‘identify’ technology. Hence (Moehrle 2013, p. 17):  Identification of technologies that are not currently part of the firm’s technology base,   but may be important in the future (for example, by attending a conference, reading journals, visiting trade fairs, questioning suppliers and conducting pure research.   Each time a technology is ‘selected’, the company has to always remember who will manage and operate such technology. Human resources are an important determinant for this ‘selection’, for they should possess the eagerness, knowledge, and capability to sustain thi s technology (Treat 2011).  Selection of those technologies that the firm needs for its future products and technologies (for example, by using portfolio-type methods, expert judgment, pilot studies, and financial methods). Likewise, HR participation is a crucial component in all the phases of IT acquisition programme So as to guarantee an effective and efficient application of the acquired IT, HR participation is needed the most in the process of pre-acquisition so as to successfully deal with later phases.

Business Research Methods Assignment Example | Topics and Well Written Essays - 1500 words - 1

Business Research Methods - Assignment Example In addition, a structured questionnaire survey has been planned to be conducted with 100, randomly selected sample population. In order to analyse the data obtained, statistical tools such as graphs and charts will be used in the proposed research. Table of Contents 1.Research Proposal Title 2 2.Abstract 2 3.Introduction 4 4.Research Question and Objectives 5 4.1.Research Question 5 4.2.Research Objectives 5 5.Literature Review 6 6.Research Method(s) 8 6.1.Research Design 8 6.2.Data Collection Methods 9 References 11 Appendix 13 Questionnaire Designed For Customers 13 Questionnaire Designed for Employees 19 3. Introduction Employee satisfaction is often perceived to have a vital role in determining the success of the organization. It has become a crucial factor for the organization to keep its employees satisfied and motivated. However, when it comes to the hospitality service, the role of employees becomes even more important. Customer satisfaction seems to be corollary of satisfied employees, which in turn contribute towards the success of the organization. It can be firmly argued that there is a greater need for creating an environment, wherein employees are committed towards offering services, as per the preferences of the diversified customers group. It is worth mentioning that employee satisfaction not only facilitates in increasing the productivity of the organization, but it also contributes towards enhancing the quality of the services offered to the customers. It can be argued that there is a greater need for understanding the cause and effect relationship acting amid customer satisfaction and employee satisfaction, as often allegedly, it has been affirmed by that it is quite unfeasible to attain customer loyalty without seeking the employee loyalty (Naseem & et. al., 2011In simple words, because customer service largely depends on the employees who provide services to the ultimate customers in a service sector, it is essential to identify and assess the factors underlying the relationship between employee satisfaction and customer satisfaction. Thus, the chosen topic for the research, will attempt to identify the correlation existing between the customer satisfaction and the employee satisfaction in the UK hospitality service sector, evaluating the underlying factors. The research will offer valuable insights to the hospitality service sector about the role of employee satisfaction and its effects on attaining customer satisfaction. The study will further facilitate the hospitality service sector, to concentrate on the employee’s level of satisfaction in order to achieve the pre-determined goals of the organization. 4. Research Question and Objectives 4.1. Research Question The notion considered for this proposed study postulates that the in-depth understanding of the correlation existing between customer satisfaction and employee satisfaction will provide empirical evidences to the underlying factors influencing such a dependency of its market performance on the internal organisational environment and managerial strategies. This shall further assist the hospitality service providers to evaluate their current managerial strategies and pay due attention towards balancing their internal organisational environment, in order to yield a higher degree of customers satisfaction. Correspondingly, the research question to be

Illegal Immigration Essay Example | Topics and Well Written Essays - 500 words - 1

Illegal Immigration - Essay Example These are people whose past life stories of where they come from, be it Mexico, Europe and Africa among other regions are not at all pleasing (Ledbetter 23). United States offers to these people refuge and good life that they would wish to live or far much better regardless of circumstances than that of their mother lands. Americans may at times take the good life; good roads, education, social amenities, health and security among others for granted. These social amenities in other regions are rare to come by and where available, they come at an unbearable cost. However, despite all these issues dogging them, illegal immigrants come to face harsh lives in the United States due to their lack of legitimacy and lack of appropriate documents. Illegal immigration is no doubt beneficial to the US economy. Most Americans cannot take up jobs that these immigrants do and for that reason low-wage jobs find people to do them. As much they are earning, they also consume. This way they offer a consumption pool that drives industries forward while not forgetting these goods are taxed offering revenue for the government. Due to their offering of cheap labor it is possible for farmers and other producers to lower their prices on goods. Ledbetter states that being an illegal immigrant does not necessarily mean these people are less skilled. A good number of them are highly innovative and educated too and the brain drain is a benefit to the United States economy. Illegal immigrants also involve themselves in many sectors of the economy in which they benefit e.g. automobile insurance, real estate where they pay commissions, hold bank accounts that charge interest and rent in areas that would otherwise have lacked tenants (36 – 4 4). These benefits are at times overshadowed by various issues. Many illegal immigrants end up sending their hard earned money to their

MOVE Philadelphia Bombing Research Paper Example | Topics and Well Written Essays - 1750 words

MOVE Philadelphia Bombing - Research Paper Example As such the news media plays a fundamental role in helping an individual understand each of these complex interpersonal and societal dynamics. Due to the history of race and class oppression in the United States, an overwhelming racial tension and undercurrent of class struggle exists at almost every level of American society. When groups that have suffered from the media’s bias, such as African Americans, have taken up cause and struggled against their portrayal in the media, they have been met with an even more aggressive media bias. Because of this, negative racial perceptions of African-Americans and black activism have been far more prevalent than those that exist within white activist individuals or communities. The MOVE bombing in Philadelphia shows the disparity in treatment and representation of black activists, both for their tactics and their presentation. In the aftermath of the MOVE bombing, those responsible downplayed the racial undertones of the decision to bom b the activist. However in a culture where racism is accepted in action but denounced in public, political projects such as the bombing of MOVE, â€Å"Overtly claim to hold colorblind views, (but they) covertly manipulate racial fears in order to achieve political gains†. (Omni & Winant 58). ... t even though the civil rights era had begun a full 30 years previously, United States officials and the society at large, was still very much afraid of the perceived threat of black nationalism, black activism, black terrorism, and any other activism carried out by African-Americans (King & Smith 79). As such, the response to almost any form of black activism, crime, drug usage, or any other illegal, or conceivably illegal, activity was extreme to say the least. For years, pundits and political analysts have pointed to the unjust treatment of African-Americans under the criminal justice system of the United States. The violent reaction to the Philadelphia MOVE community was one that can only be understood as a response motivated primarily by racial fear, suspicion, and a great deal of prejudice and preconceived notions with respect to the way in which this particular group was expected to behave. Ultimately, the events that took place in 1985, with regards to the Philadelphia MOVE g roup, helps to illustrate the disparity between the way in which black separatism and white separatism was treated. For instance, an individual who might have espoused a radical ideology that promoted rabid antigovernment views and promoted a degree of racial discord and white supremacy would not likely have been engaged in the same manner that the individuals of the Philadelphia MOVE group were treated. Interestingly, a complete and thorough analysis of the incident up to and including the bombing of this group denotes the fact that even though a high percentage of the group’s members were in fact African-American, a unique level of black separatism, racism, and other racial motivations existed in the media portrayal of this incident. However, the lack of evidence for this media

People's Mujahidin Organization of Iran v. United States Department of Essay

People's Mujahidin Organization of Iran v. United States Department of State - Essay Example The organization was known to conduct various terrorist activities during the regime of Khomeini as well as the Shah, which made the unpopularity of MeK inevitable. However, the organization claims to have ceased all of its terrorist activities since 2001 and has been aiming to improve its international ever since. This brings us to February 11th 2009, when the MeK filed a petition in the U.S court of Appeals to challenge its designation into FTO (Foreign Terrorist Organization) by the U.S. Department of State. The MeK claims that it has halted all of its terrorist activities since 2001, with valid proof, and the decision of the Department of State to keep the organization listed in the FTO in 2008 and 2003 is unfair. This created a point of confrontation between the two organizations. One needs to take for account both sides of the cases in order to understand the condition properly (Alexander, 2003). In 1996 according to the AEDPA, the Department of State to create a list of global terrorist organizations called the FTO. It was done to cease their working inside the United States. The FTO was to be reviewed by the Department of State once every two years and later every five years to keep the list updated. MeK has been a part of the list since 2003 and has filed a petition to the department of state in 2008 to delist the organization from the list. The MeK has also provided various evidences for this petition to become a reality. The MeK has presented the following changes in its activities and prospects: Ceased every ongoing military campaign in the territory of Iran since 2001. Has shared valuable intelligence information with the U.S. government regarding Iran’s nuclear program and alleged terrorist activities. Has surrendered all of its arms and military equipment to the U.S. military forces of Iraq and cooperated with the U.S. military forces at Camp Ashraf in Iraq. Has obtained a delisting from terrorist organizations from various countries, such as the United Kingdom and the European Union. Has rejected violence and terrorist activities on record in 2004. Even after these substantial evidences, the U.S. Department State ruled out the petition of MeK and maintained its listing in the FTO as a terrorist organization. A listing in the FTO means that all assets an organization has in the United States will be overtaken by the government and the organization will not be allowed to hold any activity, even peaceful, inside the U.S. territory. For the U.S. Department of State to justify its decision, they released a 20-page document to support their decision. In such documents, the Department was expected to give a detailed description of each of every difference stated by the MeK. This wasn’t the case here (McCormack and McDonald, 2006). The document, when analyzed by various analysts was found to be filled with one-sided reviews of past activities, dating back in the 1980’s and the 1990’s by the MeK. The dep artment did not give any pro and cons of the activities mentioned by the MeK in their petition to the department and were all pointing towards the activities conducted by the organization way before 2001, after which the organization claims to have changed. Some descriptions given in the document was even contradictory to the activities of the MeK such as, â€Å"On October 12, 2006, I received information that questioned activities were going on at the University compound, [C]amp

Justice or Free

Justice or Freedom of Speech Essay 1. When do the concerns of national security cross the line to infringing on personal freedoms in regards to activities such as data mining? 2. Are people prepared to give up certain civil rights in order to assure safety in the new age of terrorism? 3. Is the government being completely open about the various programs that are  being used under the â€Å"drift net?† 4. What is actual definition of the â€Å"targeted† part of society that is being observed  and tracked? 5. Should the government be able to â€Å"mine† personal data such as financial,  phone and related records? 6. Does the Patriot Act give too much power to the FBI and related government  agencies without judicial oversight? 7. Who is providing checks and balances to the agencies that have been given this  extra power under the Patriot Act? 8. What is the margin for error in defining who is a suspect and who is not? 9. Is there appropriate due process for those targeted by National Security letters  whose records have been requested? 10. Is racially profiling considered a violation of people’s civil rights, and does  the government have a right to use this as a basis for targeting civilians as  possible terrorists?

The Defining Characteristics of Ancient Egypt Essay Example for Free

The Defining Characteristics of Ancient Egypt Essay As ancient civilizations began to be recovered by archeologists and theories abounded, Vere Gordon Childe took the reins and wrote on his findings for nearly the last forty years of his life. Indeed, Childe was the first to â€Å"[view] the development of cultures as homotaxial, [which] led Childe to define stages of civilization according to social and economic patterns . † It is this approach that led archeologists to view ancient civilizations as prospering economies and has helped to set the characteristics for further defining them. Ancient Egypt, for example, can be defined by three major elements: the effects of the first wars in Egypt, the hieroglyphics that define Egypt as a literary culture, and the parliamentary Egypt, that of Kingdoms, Empires, and City-States. Ancient Egypt was not a warring nation and did not seek out new territories and conquest. In fact, during the Old Kingdom, the pharaohs were mostly involved in their people, their governments, and in building their economy. However, it was not to last. The early Asiatics invaded Egypt and brought the fall of the Old Kingdom. For the first time, Egypt had to set up defenses and plan for attacks from their surrounding nations and during the Middle Kingdom, Egypt took great strides to protect themselves from the warring and invading barbarians. By the New Kingdom, Egypt had become a vast military power and the neighboring nations had much to fear from retaliatory conquest and invasion. Egypt was not the simple, quiet nation that they once were—they were a powerful, wealthy nation that saw conquest as a way to further enrich their people and nation. Another way in which ancient Egypt can be defined characteristically is through their hieroglyphics. Egyptian hieroglyphics are one of the most complex languages in history; and, throughout archeological study, it is one of the few languages that has lasted without change for centuries. Indeed, â€Å"perhaps no modern society, with the possible exception of France, has such a preoccupation with the purity of language as the Egyptian society does . † Ancient Egyptian hieroglyphics tell many stories: that of love, war, and planting seasons. They were, undeniably, as literary a nation as any have ever been. Finally, the development of Egyptian parliamentary procedures has a set of characteristics not seen in any other ancient nation. Egypt began with a ruling pharaoh—known affectionately as the â€Å"pyramid builders† who created the most striking and remarkable archeology in history with each new ruling leader. Pharaohs ruled their kingdoms for life, at which time their throne passed on to a son or relative—unless the family was overthrown. And, it is at the end of these reigns that war, strife, and even prosperousness have made their marks on Egypt—most notably, the end of the Old Kingdom and the Middle Kingdom, which brought rulers strikingly different from those of the past as Egypt moved to prosperity as a nation and war for conquest. Overall, as archeologists know, â€Å"no more difficult task confronts the historian than to trace the gradual emergence of a civilization, since this necessarily belongs to ages where written documents are either non-existent or very scanty . † It is through their tiring study that ancient Egypt and the characteristics that define it as a nation have emerged. Of these characteristics, a study of ancient war, hieroglyphics, and Egyptian parliamentary procedures mark Egypt most profoundly, differentiating it from other ancient nations. Bibliography. Asante, Molefi Kete. (2002). Culture and Customs of Egypt. Westport, CT: Greenwood Press. Childe, Vere Gordon. (1956). Piecing Together the Past: The Interpretation of Archelogical Data. New York: Frederick A. Praeger. Erman, Adolf. (2001). Life in Ancient Egypt, Vol. 2. London: Macmillian. Gardiner, Alan. (1964). Egypt of the Pharoahs: An Introduction. London: Oxford UP. Lamberg-Karlovsky, C. C. and Jeremy A. Sabloff. (1979). Ancient Civilizations: The Near East and Mesoamerica. Menlo Park, CA: Benjamin/Cummings Publishing.

Andy Warhol: Modernism Vs Postmodernism

Andy Warhol: Modernism Vs Postmodernism By reference to both art works and writings- within the period of 1950-1970, critically discuss to the extent in which Andy Warhol has produced art after Modernism. In what ways has the artist upheld, adapted or rejected modernist values. This essay will critically discuss the extent to which Andy Warhol upheld, adapted or rejected Modernist values which will further investigate how Warhol created art after Modernism. In order to answer this question the main Modernist values will be discussed, these include ideas such as avant-garde, the machine age, transhistorical, equilibrium, aesthetic, individualism, form, purity, essentialism, universality. This will then form the basis to which a conclusion will be made as to whether or not Andy Warhol upheld, adapted or rejected these Modernist values. Modernism described cultural tendencies and a cultural movement which started in the late 19th century and ran into the early 20th Century which fixes its origins at the shattering of cultural symbols and norms. Modernist artists believed that the traditional, social and political order is no longer able to portray the modern needs as different from the past. They sought stylistic innovations that could better expose their present reality. The first Modernist value to be discussed is avant-garde. The Modernist avant-garde practice can be defined as the combination of three qualities: technological experimentation, aesthetic engagement with the means of signification and an immanent social political commitment. This definition refers to Modernists experimental and innovative art which pushed boundaries of what was socially accepted. Warhol emerged alongside Neo-avant-garde in the mid 1950s, where Modernist values were subverted by the values associated with modern art within the Modernist period through the eruption of more diverse, new practices. Warhol and his Pop Art work was an example used to show that the neo avant-garde is an avant-garde that exists as a mere inauthentic mirage of the avant-garde of the 1910s and 20s. Warhols use of the photographic silk screening process was the decisive step by which Warhol aligned his working method with the content of his paintings. It was through this step that he made conspicuous and quite specific contribution to the advance of avant-garde art. The neo-avant-garde was a new take on avant-garde which wanted to bridge the gap between life-as-art and art-as-life and remodel our day to day existence. Pop Art was used to tell a melancholic story of arts inability to imagine socially better works. Warhol therefore adapted the Modernist value of the avant-garde where he added to the ideas of this Modernist value. He did this by adapting to the ever globalising society and created new means of creating and viewing artworks. In the 1960s, Andy Warhol created several mass-produced images from photographs of celebrities such as Marilyn Monroe and Elizabeth Taylor. He used the technique of silkscreen printing, this is seen as neo-avant-garde. This can be seen in his Turquoise Marilyn (Fig 1.) is based on a publicity still of Marilyn Monroe, with vivid colours highlighting her eyes, lips and earrings. He also famously replicated the same image in a variety of different colours. Warhol created many pieces using the silkscreen technique which was a useful technique as many of the same image was easily replicable. This idea leads me onto the next Modernist value of the Machine Age. Within the Modernist period, artists had to come to terms with the idea of machines. Many embraced the idea, soughing to fuse art and life through an expanded approach to mass culture, performance and production. For example the Italian Futurists encompassed the ever advancing machine age. They created work whereby they repeated shapes over and over like a machine. Warhol sought to be machine like in his everyday life and also his artwork. He did this by using repetition in a lot of his work. He stated: I think everybody should be like a machine, I think everybody should be like everybody. Within his day to day life he acted like a machine and this was reflected within his work entitled Campbells Soup Cans (Fig.2.) He claims he created this piece of work because he drank it daily, it was a routine. I use to have the same lunch everyday, for twenty yearsthe same thing over and over again. Warhol liked the idea of other people creating the same work as him; he said I think it would be so great if more people took up the silk screens so that no one would know whether my picture was mine or someone elses. People thought that this would turn the art world upside down yet Warhol argued back by repeating that he just wanted to be machine like; I feel that whatever I do and do machine like is what I want to do. While working as a commercial artist Warhol believed the process of doing work in commercial art was machine-like, but the attitude had feeling to it. This feeling within work was seen as bad to Warhol as he wanted to be more detatched from his work, hence the wanted to be machine like. Peter Halley admired Warhols work and felt that one had a sense that one could actually participate in the making of the work. This was what Warhol was aiming for. He upheld the Modernist value of the machine age and brought it further forward into a more developed art practice ideal. Warhol upheld the Modernist value of the machine age through his use of repetition and other people doing his work for him. Earlier mentioned was that Warhol wanted to be like a machine, thus meaning that he rejected the Modernist value of Individualism. His work has been described as having a sense that one could actually participate in the making of the work. The idea of art not being individual caused emphasis on depersonalized production process, forming an attack on the artists role. Transhistorical is another Modernist value which can be said to create timelessness among Modernist art. It described the same style yet a change in materials throughout history. The intention of artwork has been described as fulfilling the idea of the transhistorical, it specifies the invariant condition for something being art in every world and which there is art at all. The transhistorical concept of art is the largely unacknowledged foundation for the first general art history. Warhols art has been described as providing an illustration of the essential emptiness of art. His art can be seen as the termination point for the visual arts in world history when art as a medium has become inadequate, exhausted. In relation to the question, Warhol would be seen to reject the modernist value of the transhistorical, this is because he changed art itself, not just the mediums used. The next Modernist issue which I am going to address is the idea of Equilibrium. Equilibrium stands for a balance, where by a considered harmonious decision making process takes place within art. Warhol seems to reject the idea of equilibrium, when the equilibrium is not in itself so intrinsically compelling, and the handling of the paint is kept adamant, the result is that the painting tends not to hold the eye: the spectators eye keeps bouncing off, no matter how hard he tries to keep it fixed on the painting that has no inherent depth and ends up erecting a kind of hand ball court for the eye. Another Modernist value is aesthetic which is an emotion derived from the appearance of artwork. The aesthetic was very important to Modernist artists as they aimed to create a spiritual place for the viewer observing their art. Warhol incorporated the idea of the symbolism between the aesthetic of art works and those of other non art products. Warhol as it were redefined aesthetic experience in terms of critical resistance. Warhol developed his own comprehensive aesthetic theories, so we can say that Warhol adapted the Modernist idea of the aesthetic. He did this by changing the way in which we viewed work by changing the way in which work was made. Form was another important value in Modernism where Clement Greenberg drew much attention to the importance of form and in particular; flatness. Greenberg believed flatness was wanted in art because it was what something which was exclusive to painting. He says: For painting, such a focus means, most importantly, the exploration and assertion of flatness, that is, of the two dimensionality that distinguishes a painting from a sculpture. Warhol used form in his work, but in a way that differed to most Modernists work. Form is the organisation of materials. Warholsuse of photo silk screensplays a role in the progressive discarding of paintings tradition-laden baggage, while preserving its form. The Modernists values of Purity and Essentialism link together in Modernist work, as they refer to what is needed in art works and what is essential and left after everything is taken away. It was Warhol himself who revealed as mearly accidental most of the things his predecessors supposed essential to art he brought the history to an end by demonstrating that no visual criterion could not solve the problem through art alone. Warhol reproduces rather than represents, he seems to reject artistic sophistication, he does not take authorship for his work. Earlier mentioned he was said to wish for others to create his work for him, however, he strips his works down into a limited palette of colours, rather than defining every detail he uses only the essential lines so that the viewer can recognise what the subject matter is. Warhol has adapted the ideas of purity and essentialism. The final Modernist value is universality and the idea that art applies to everyone and that everyone can respond to art work. He does this by using famous people so that the everyday man could recognise his subject matter, he also believed that anyone could be an artist and wanted equality in society. Warhol also used everyday objects or subjects in his work, so that everyone could relate to his art. He upheld the Modernist Value of universality, for example in designing his Brillo Box-Soap Pads (Fig.3.) out of an every day material to show the defining role of theory to be a universal truth about all art. Warhol speaks of making his Brillo Boxes in conjunction with his Campbells soup cans: I did all the (Campbells soup) cans in a row on a canvas, and then I got a box made to do them on a box, and then it looked funny because it didnt look real I did the cans on the box, but it came out looking funny. I had the boxes already made up. They were brown and looked just like boxes, so I thought it would be great just to do an ordinary box. The second part of the question asks how Warhol created art after Modernism, through influence of modernist values Warhol successfully created art after modernism in the movement entitled Pop Art. Lawrence Alloway was the first person to render the idea of Pop Art in 1958 which he described as mass produced culture , it then became commonly used to describe new works of art which had been produced in the period that had become a central stylistic concept of the pop scene and a synonym for the cultural movement for the period in general. Warhol became part of this movement through his use of colour and subject. Art is anything you can get away with was a famous statement by Andy Warhol, who produced artwork after the Modernist period which influenced and inspired many. Warhol was born in Pittsburgh in 1928 and died in 1987. He moved to New York and became a successful graphic designer in the early 1950s, he worked for shoe fashions and as designer of display windows, then towards the late 1950s he began to produce and exhibit his own drawings, in 1960 he produced his first canvas and then he developed into an chic artist becoming part of the up and coming avant-garde movement known as Pop Art. If they told me to draw a shoe, Id do it, and if they told me to correct it, I would-Id do anything they told me to do, correct it and do it right. Id have to invent it and now I dont; after that correction those commercial drawings would have feelings , they would have a style. The attitude of those who hired me had feeling or something to it; they knew what they wanted, they insisted; sometimes they got very emotional. The process of doing work in commercial art was machine-like, but the attitude had feeling to it. Warhol was described as mercilessly debunking Modernist protocols. Warhol took an anti-Modernist approach in some aspects of his art work and disregarded the Modernist idea of Abstract Expressionism; a movement deeply informed by its subject matter and the artists attitudes towards their themes directing their attitudes towards form and process. Warhols process of creating Silkscreens was a whole new technique. The silkscreen is simply a stencil, however Warhol combined it with photographical techniques which created different tonal ends. Warhol selected his images from newspapers and magazines he then sent it to a commercial silkscreen makers with a note as to the desired dimensions of the screen and the number of colours to be printed. When the screen had been prepared for printing, it was returned to Warhols Factory. This process of silk screening meant Warhol could reproduce work quickly, simply and identically. Warhol also employed assistants to print his silk screens in his Factory. Warhols use of silkscreening can also be linked to the earlier point of universiality as this technique was mass produced and identical mirrored his views on an equal society. Warhol was openly homosexual and his anti Modernist position educated his most renowned subjects, Marylin Monroe (Fig.4.) and Elizabeth Taylor. These celebrities were as much gay icons as objects of male heterosexual desire, not just because of their publicised suffering in heterosexual relationships, and his silkscreen-printed portraits of 1962-3 the garish inks virtually functioned as make-up, creating drag queen connotations. The Coca Cola bottle represents an image of mass produced consumer culture which was encountered often in American society. Andy Warhols 210 Coca Cola Bottles (Fig. 5.) was made using the printing technique common to most of his work. The stacking of his products in rows implied a submission to the routinisation of supermarket-era shopping, as well as mimicking the techniques of mass production. This also links to the earlier mentioned idea of universiality In conclusion, Andy Warhol changed art as was once know. He upheld the Modernist ideas of the machine age and the universal, whilst rejecting the idea of equilibrium, purity and essentialism and finally adapting the ideas of the avant-garde and aesthetic. Finally he said: Someday everybody will think just what they want to think and then everybody will properly be thinking alike; that seems to be whats happening. I feel that this sums up art after Modernism as it shows how the changing ideas are adapting the ever changing world.

Jazz and Blues Feedback to Jamaica :: essays papers

Jazz and Blues Feedback to Jamaica Music seems to mimic time in a way. As the human race passes through history, the music and its language acts in essence as a speculum of human culture and its path, lavish with its longings, its grief, but always stirring (Santoro, 2). In this paper, I will walk down this path, and show the significance music has played on the Jamaican and American cultures. This paper will illustrate the profound influence that American music, primarily jazz and blues, had on Jamaican reggae, and by breaking down each type of music to a simple rhythm, I will show the relationships between them. If asked about the origins of Jamaican folk culture, some people might answer that it originated in Africa and remained undisturbed by other cultures (such as Europe). Even though Jamaicans are mostly of African descent, Jamaica’s only language in none other that English (Chang and Chen, 10). Whether the race or language influenced Jamaica’s culture, has been a question of long debate. Professor Rex Nettleford, a noted social commentator, sees the language of a nation as ‘the primary bearer of social genes.’ Professor Nettleford answers the question by explaining the Jamaican experience: Africa is indeed tolerated in spurts of sycretised or reinterpreted folk-lore — a little bit of dance, a little bit of music, a little bit of story telling, and a few words lacing the Anglo-Saxon tongue with exotic tones and colour. But our formal education system, our accepted belief system, our art, law and morals, the legitimate customs and so many of our habits and perceived capabilities — all indicate of a so-called cultural sense are dominated by the European heritage (Chang and Chen, 10). The entire argument is conclusive and evident in most points, except the ‘little bit of [African] music,’ which is questionable. The roots of reggae music has been said to be fixed in slavery. The Rhythms, songs, and dances that survived well into the twentieth century in rural Jamaica are seen as solely African (Davis and Simon, 9). During the middle of the seventeenth century, Jamaica was basically a giant agricultural factory, used by a few British planters. The plantations worked by slaves imported from Africa made tremendous amounts of money, but the planters gleaned all the profits. Over the next 250 years when slavery was active, about thirty million Africans were brought to the New World, and is known as the largest forced migration in all of human history (Davis and Simon, 9).

Product Placement Essay -- essays research papers

Introduction Product placement can be considered a new marketing tool when associated within motion pictures and television. It can result in a more positive brand attitude when the product is associated with a character or group of characters that are preserved to be positive in the eyes of their audience. It is the intention of this study to look at the effects of product placement and it’s use in combination with advertising and their effects on the target audience. This literature review is an attempt to view both sides of the controversial issue. Problem Statement The problem of this study is the effect of product placement, used as a marketing tool, in motion pictures, television, literature, Internet, and in games, and the effect that it has on particular product consumers. Summary of Articles Shinan Govani is a Toronto-based freelance writer whose work has appeared in George magazine. She was summarized in saying that products don't tarnish a movie; sometimes they enhance it. She justifies this by saying â€Å"†¦these products give movies an indelible imprint of realism. In real life, we eat, drink, wear, and drive brand name products. It’s part of our typography.† (Govani, 1999) She went on to comment, â€Å"Some may disparage this product treasure-hunt mentality, but it's something nearly all of us respond to. Even during the Clinton-Lewinsky saga - the year's most popular movie, according to Neal Gabler, author of "Life: The Movie" - we chuckled at mention of Monica's blue Gap dress or at Clinton taking a swig from a Diet Coke can during his grand jury testimony.† (Govani, 1999) Was this planned, was this product placement†¦ no it’s real life. David Bauder reported on the controversy and was quoted in saying, â€Å"The new technology isn't likely to replace regular commercials†, he also reported that when it comes to television, â€Å"it's starting to get harder to tell when the ads end and the show begins†. (Bauder, 1999) Bauder interviewed several experts and officials in the industry such as Robert Thompson, director of the Center for the Study of Popular Television at Syracuse University, who said, "There is certainly a sense that the bleeding of the commercials into the programs is getting more extreme than it ever has been†. For many years, networks took pains to avoid product placement. The results often looked awkward: Actors would drink from a... ...p://www.businessweek.com/datedtoc /1998/ 980622.htm. Buss, Dale (1998, June 22). You Ought to be in Pictures. Business Week: On-line. Retrieved on October 8, 2001, from http://www.businessweek.com/datedtoc /1998/ 980622.htm. Hellen, Nicholas and Nuki, Paul(1999, April 25). Product Placement and politics of advertising. Retrieved from http://www.bilderberg.org/product.htm Rothenberg, Randall (2001). Marketing’s ‘borders’ blurred by product placement revival. Advertising Age, 72, 24. Sellers, Dennis (1999, November 4). Faous People: GQ, Stanley Mouse, and product placement. MacCentral On-line. Retrieved from http://maccentral.macworld.com/news/9911/04.famous.shtml Weaver, D.T., & Oliver, M.B. (2000, June). Television programs and advertising: Measuring the effects of product placement within Seinfeld. Paper presented to the Mass Communications Division at the 50th annual conference of the International Communication Association (ICA), Acapulco, Mexico. Weinberg, Larry. Product Placement. Retrieved from http://www.geocities.com/weinbergreport/brandinglarry.htm Wells, Melanie (2001, October 29). Who Really Needs Madison Avenue? Forbes 131.

The Great Depression and World War II Shaped My Grandmas Life Essay

The Great Depression and World War II Shaped My Grandma's Life My grandma, Alma Jean, was born in 1935 in Silo, Oklahoma, just outside of Durant. Her birth certificate says she was born in Durant because Silo was too small to be considered a real town. She lived there on a farm with her parents, Orval and Maggie Dale. It was the middle of the Great Depression, and they were a farming family at a time when it seemed like no one could make a living off the land. To supplement their income, Orval and his father worked for the Works Progress Administration (WPA). President Roosevelt set up the WPA the same year that my grandma was born (Divine 760). The WPA was similar to other work relief programs such as the CCC, PWA, CWA and NYA. All were established to provide jobs for the unemployed. However, the WPA was unique because it was the first program to also address the needs of artists, writers, and actors. These people were employed by the WPA to capture and portray the culture and events of the United States at that time (761). As a result of the Depression, Americans learned to be resourceful. People would make clothes out of flour sacks and homes out of cardboard and metal scraps (Conlin 686). They grew gardens and hunted for their food instead of buying it at the store. Some people even sold apples in the city streets to earn money (Current 731). One of the weirdest things about my grandma is that she likes to eat squirrel brains. But it makes sense. When she was little they didn't have money to buy meat, so her dad would go hunting all the time. He'd catch jackrabbits and squirrels and whatever else he could find, and that's what they ate. So my grandma grew up eating squirrels (and their brains). It was normal to h... ... of the war. The day the war ended she was in school. When they found out it was over, they let all the kids go home early. Everywhere she went, she said she could feel a sense of relief. Everyone was happy and excited. My grandma grew up and married Henry Fordge. They now have six grown children and a lifetime of wonderful memories. Her first memories, though, were shaped by two of the greatest events in American history: The Great Depression and World War Two. Works Cited Conlin, Joseph R. Our Land, Our Time: A History of the United States. Orlando: Holt, Rinehart and Winston, Inc., 1991. Current, Richard N., et al. American History: A Survey. New York: Alfred A. Knopf, 1983. Divine, Robert A., ed. America Past and Present. Illinois: Scott, Foresman and Company, 1987. Jordan, Killian, ed. Our Finest Hour. Time Inc. Home Entertainment. 2000.

Introduction to Marketing Essay

Pestle stands for political, economic, social technological, legal and environmental influences. Businesses use this as part of their marketing plan procedure. Political: what is happening politically with regards to tax policies employment laws, trade restrictions, tariffs Economic: what is happening within the economy i. e. economic growth/ decline, minimum wage, unemployment, credit availability, cost of living, etc. Sociological: what is occurring socially i. e. cultural norms and expectations, health consciousness, population growth rate, career attitudes. Technological: new technologies are continually being developed. There are also changes to barriers to entry in given markets Legal: changes to legislation. This may impact employment, access to materials, resources, imports/ exports, taxation etc. Environmental: what is happening with respect to ecological and environmental aspects. A PESTLE analysis is used in business to assess the industry which an organisation is in. The PESTLE analysis looks specifically at factors which are external to the organisation which will impact on the business. This is with a view to determining the current role and status of the organisation in relation to its competitors and can be used as a marketing tool. See more: how to start an essay SWOT Analysis. A tool that identifies the strengths, weaknesses, opportunities and threats of a business. SWOT is a straightforward model that assesses what a business can and cannot do as well as its potential opportunities and threats. The method of SWOT analysis is to take the information from an environmental analysis and separate it into internal (strengths and weaknesses) and external issues (opportunities and threats). Once this is completed, SWOT analysis determines what may assist the firm in accomplishing its objectives, and what obstacles must be overcome or minimized to achieve desired results. The strengths and weaknesses are interior when it comes to a business and things that are included that could be a problem are things like buildings, the quality of their workers, the i. t systems etc. The external element focuses on the opportunities and dangers in the business. Research into the organisation is essential and required when carrying out a SWOT analaysis. By matching organisations strengths and weaknesses with the external forces. SWOT analysis brings all the proof from all the different analytical techniques used. This is a way of creating a summary which gives the basis of developing the marketing objectives and strategies or even plans. Strengths: These are the internal features of the business. A highly efficient IT system could be an example. Weaknesses: These are the internal aspects of a business. Which don’t cope well with competition? An example would be staff that are not qualified or trained properly. Opportunities: This focuses on developing the business by focusing on things such as events. An example would be new territories for a particular product or a brand new segment of a market. Threats: These are external to the organisation and its development . Which can affect the business and wreck the businesses’ performance. They can be originated by the governmental policy such as an increase in corporation tax and new law. Smart Objectives All businesses have their own objectives. They can be at different levels depending on how well the business is performance. Specific – When the business sets the objectives, they must be specific so that the workers are able to follow them businesses must ensure that the instructions are clear along the goal set. Measurable – So the businesses knows on how successful they have become and to look at any changes that would affect the profit they must do a comparison of their performance in the previous years Achievable – The business needs to think carefully if they are going to be able to achieve their goals. Realistic – The business can’t set goals unless they are realistic and that they would be able to achieve these objectives. Time – The amount of time it is going to take should be stated then this way everyone has an idea and these can get done soon as.

Gcse History Revision Notes – Germany

History Revision Notes – Germany Weimar – strengths and weaknesses The Weimar Republic After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919 at the small town of Weimar. It was too dangerous to make a declaration in Berlin where there had just been a revolt by a Communist group called the Spartacists. STRENGTHS †¢ A Bill of Rights guaranteed every German citizen freedom of speech and religion, and equality under the law. †¢ All men and women over the age of 20 were given the vote. †¢ There was an elected president and an elected Reichstag (parliament). The Reichstag made the laws and appointed the government, which had to do what the Reichstag wanted. WEAKNESSES †¢ Proportional representation – instead of voting for an MP, like we do in Britain,Weimar Germans voted for a party. Each party was then allocated seats in the Reichstag exactly reflecting (proportional' to) th e number of people who had voted for it. This sounds fair, but in practice it was a disaster it resulted in dozens of tiny parties, with no party strong enough to get a majority, and, therefore, no government to get its laws passed in the Reichstag. This was a major weakness of the Republic. Article 48 – this said that, in an emergency, the president did not need the agreement of the Reichstag, but could issue decrees [Decrees: Laws passed by one minister in a parliament, which have not been approved by the majority parliament. ]. The problem with this was that it did not say what an emergency was, and in the end, it turned out to be a way that Hitler used to take power legally. Weimar – problems 1919-1923 The Weimar Republic faced opposition from the outset in 1919, after the signing of the Treaty of Versailles. Economic hardship affected the whole nation and led to uprisings and assassinations.Key problems The Weimar Republic was created at a time of confusion and ch aos after Germany had lost the First World War. Many people felt that Germany had received a very harsh deal in the Treaty of Versailles and they resented the government for signing it and agreeing to its conditions. The Weimar Republic faced violent uprisings from various groups, not to mention economic problems. Germany between 1918 and 1919 was in chaos. People were starving, the Kaiser had fled and people hated the government for signing the armistice to end the war in November 1918 – they called them the November criminals.Bands of soldiers called Freikorps refused to disband and formed private armies. It was not a good start for the Republic. There was continuous violence and unrest: †¢ In March 1920, there was a rebellion – the Kapp Putsch – that aimed to bring back the Kaiser . †¢ Nationalist terror groups assassinated 356 government politicians. †¢ Many of the people in Germany were communists who wanted to bring in a Russian-style commun ist government. There were a number of communist uprisings. For instance, in 1919 the Spartacists rebelled in Berlin. [pic] The Kapp Putsch march in March 1920, the right-wing nationalist Dr Wolfgang Kapp took over Berlin. The army refused to attack him; he was only defeated when the workers of Berlin went on strike. The Weimar government's main crisis occurred in 1923, when the Germans failed to make a reparations payment ( payments made for damage caused in WW1. Part of T of V) on time, which set off a train of events that included: †¢ a French invasion of the Ruhr †¢ a general strike †¢ hyperinflation †¢ a number of communist rebellions †¢ an attempted Nazi putsch in Munich Weimar – crisis of 1923The 1923 crisis began when Germany missed a reparations payment. This situation spiralled out of control and once again the German people were unhappy and in financial difficulty, so uprisings occurred throughout the country. Hyperinflation The sudden floo d of paper money into the economy, on top of the general strike – which meant that no goods were manufactured, so there was more money, chasing fewer goods – combined with a weak economy ruined by the war, all resulted in hyperinflation. Prices ran out of control – eg a loaf of bread, which cost 250 marks in January 1923 had risen to 200,000 million marks in November 1923.German's currency became worthless. But remember: †¢ Some people made fortunes during the crisis. One man borrowed money to buy a herd of cattle, but soon after paid back his loan by selling one cow. †¢ People on wages were safe, because they renegotiated their wages every day. †¢ Pensioners on fixed incomes and people with savings were the most badly hit. One woman sold her house with the intention of using the money to live on. A few weeks later, the money wasn't even enough to buy a loaf of bread. The Early Nazi Party The Nazi ideology: †¢ Lebensraum – the need for ‘living space' for the German nation to expand. A strong Germany – the Treaty of Versailles should be abolished and all German-speaking people united in one country. †¢ Fuhrer – the idea that there should be a single leader with complete power rather than a democracy. †¢ Social Darwinism – the idea that the Aryan race was superior and Jews were ‘subhuman'. †¢ Autarky – the idea that Germany should be economically self-sufficient. †¢ Germany was in danger – from Communists and Jews, who had to be destroyed. The appeal of the Nazis In the 1920s, the Nazis tried to be all things to all people.The 25-Point Programme had policies that were: †¢ Socialist – eg farmers should be given their land; pensions should improve; and public industries such as electricity and water should be owned by the state. †¢ Nationalist – all German-speaking people should be united in one country; the Treaty of Versaille s should be abolished; and there should be special laws for foreigners. †¢ Racist – Jews should not be German citizens and immigration should be stopped. †¢ Fascist – a strong central government and control of the newspapers. The Nazis did not appeal to: †¢ working men who voted Communist intellectuals such as students and university professors They were popular with: †¢ nationalists and racists †¢ farmers †¢ lower middle-class people such as plumbers and shopkeepers who were worried about the chaos Germany was in †¢ rich people worried by the threat from Communism Rebellions Unsurprisingly, the hardships created by hyperinflation led to many uprisings as groups struggled to take power from Weimar. The Munich Putsch 1923 In November 1923, Hitler tried to take advantage of the crisis facing the Weimar government by instigating a revolution in Munich.It seemed like the perfect opportunity, but poor planning and misjudgement resulted in failure and the subsequent imprisonment of Adolf Hitler. Summary At first, the Nazis were just a terrorist group. Hitler assembled a large group of unemployed young men and former soldiers, known as the storm troopers (the SA), which attacked other political groups. Hitler hoped to take power by starting a revolution During the crisis of 1923, therefore, Hitler plotted with two nationalist politicians – Kahr and Lossow – to take over Munich in a revolution.Hitler collected his storm troopers and told them to be ready to rebel. But then, on 4 October 1923, Kahr and Lossow called off the rebellion. This was an impossible situation for Hitler, who had 3,000 troops ready to fight. [pic] Hitler waved a gun at Khar and Lossow On the night of 8 November 1923, Hitler and 600 storm troopers burst into a meeting that Kahr and Lossow were holding at the local Beer Hall. Waving a gun at them, Hitler forced them to agree to rebel – and then let them go home. The SA took over the army headquarters and the offices of the local newspaper. 16 Nazis were killed in the scuffleThe next day, 9 November 1923, Hitler and his Nazis went into Munich on what they thought would be a triumphal march to take power. However, Kahr had called in police and army reinforcements. There was a short scuffle in which the police killed 16 Nazis. Hitler fled, but was arrested two days later. Why did Hitler attempt the Munich Putsch in 1923? 1. By 1923, the Nazi party had 55,000 members and was stronger than ever before. 2. The Weimar Republic was in crisis and about to collapse. 3. In September 1923, the Weimar government had called off the general strike, and every German nationalist was furious with the government. . Hitler thought he would be helped by important nationalist politicians in Bavaria. 5. Hitler had a huge army of storm troopers, but he knew he would lose control of them if he did not give them something to do. 6. Hitler hoped to copy Mussolini – the Italia n fascist leader – who had come to power in Italy in 1922 by marching on Rome. Results of the Munich Putsch The Munich Putsch was a failure. As a result: 1. The Nazi party was banned, and Hitler was prevented from speaking in public until 1927. 2. Hitler went to prison, where he wrote ‘Mein Kampf'.Millions of Germans read it, and Hitler's ideas became very well-known. 3. Hitler decided that he would never come to power by revolution; he realised that he would have to use constitutional means, so he organised: o the Hitler Youth o propaganda campaigns o mergers with other right-wing parties o local branches of the party, which tried to get Nazis elected to the Reichstag o the SS as his personal bodyguard, which was set up in 1925 It was this strategy of gaining power legitimately that eventually brought him to power. How did the Weimar Republic survive?In 1923 the Weimar Republic was teetering at the brink of a very large cliff with problems such as hyperinflation, attem pted revolutions and public discontent, pushing it increasingly towards the edge. How could the Republic possibly survive? Gustav Stresemann and Charles Dawes In 1923, the Weimar Republic was on the verge of collapse, but, surprisingly, the crisis was the start of a period of stability and success. The period 1923-1929 was a time when the economy boomed and cultural life flourished in Germany. This dramatic turnabout happened because Germany was saved by two people – Gustav Stresemann and Charles Dawes.Gustav Stresemann had been a nationalist, but he realised that something needed to be done to save Germany. Under Stresemann's guidance, the government called off the strike, persuaded the French to leave the Ruhr and even got the rest of the world to allow Germany to join the League of Nations in 1926. Stresemann also introduced reforms to help ordinary people such as job centres, unemployment pay and better housing. Charles Dawes was the US budget director. In 1923, he was se nt to Europe to sort out Germany's economy. Under his advice, the German Reichsbank was reformed and the old money was called in and burned.This ended the hyperinflation. Dawes also arranged the Dawes Plan with Stresemann, which gave Germany longer to pay reparations. Most importantly, Dawes agreed to America lending Germany 800 million gold marks, which kick-started the German economy. Was Weimar stable during 1923-1929? Despite all the successes, many historians believe that the stability of the Weimar republic was illusory: 1. The nationalists and fascists did not win many seats in the Reichstag, but they were allowed to exist and campaign, so they were just waiting for the right opportunity to attempt a takeover again. . Everything depended on American money – if that stopped, Germany was ready to return to crisis. 3. No political party had a majority. Coalition gov’t struggled to agree and get laws passed. 4. Dawes Plan and new currency meant eco was stable Hitler 's rise to power Hitler's rise to power cannot be attributed to one event, but a mixture of factors including events happening outside Germany, the strengths of the Nazi party, and the weaknesses of other parties within Germany. Hitler used these factors to his advantage and in 1933 he legitimately gained power to become chancellor.In 1929, the American Stock Exchange collapsed, and caused an economic depression. America called in all its foreign loans, which destroyed Weimar Germany due to the Dawes Plan. Unemployment in Germany rose to 6 million. The government did not know what to do. In July 1930 Chancellor Bruning cut government expenditure, wages and unemployment pay – the worst thing to do during a depression. He could not get the Reichstag to agree to his actions, so President Hindenburg used Article 48 to pass the measures by decree. The Nazis gain support Anger and bitterness helped the Nazis to gain more support.Many workers turned to communism, but this frightened wealthy businessmen, so they financed Hitler's campaigns. Many middle-class people, alarmed by the obvious failure of democracy, decided that the country needed a strong government. Nationalists and racists blamed the Treaty of Versailles and reparations. [pic] In 1928, the Nazis had only 12 seats in the Reichstag; by July 1932 they had 230 seats and were the largest party. The government was in chaos. President Hindenburg dismissed Bruning in 1932. His replacement – Papen – lasted six months, and the next chancellor – Schleicher – only lasted two months.Hindenburg had to use Article 48 to pass almost every law. In January 1933, Hindenburg and Papen came up with a plan to get the Nazis on their side by offering to make Hitler vice chancellor. He refused and demanded to be made chancellor. They agreed, thinking they could control him. In January 1933, Hitler became chancellor, and immediately set about making himself absolute ruler of Germany using Articl e 48. Reasons why Hitler rose to power 1. Hitler was a great speaker, with the power to make people support him. 2. The moderate political parties would not work together, although together they had more support than the Nazis. . The depression of 1929 created poverty and unemployment, which made people angry with the Weimar government. People lost confidence in the democratic system and turned towards the extremist political parties such as the Communists and Nazis during the depression. 4. The Nazi storm troopers attacked Hitler's opponents. 5. Goebbels' propaganda campaign was very effective and it won support for the Nazis. The Nazis targeted specific groups of society with different slogans and policies to win their support. 6. Hitler was given power in a political deal by Hindenburg and Papen who foolishly thought they could control him. . German people were still angry about the Treaty of Versailles and supported Hitler because he promised to overturn it. 8. Industrialists ga ve Hitler money and support. How Hitler consolidated power 1933-1934 Dates and events 1933-1934 |Date |Event | |27 Feb 1933 |Reichstag Fire Hitler used the fire to his advantage in two ways: | |[pic] |It gave him an opportunity to imprison many communist leaders, which stopped them campaigning during the election. | |It allowed the Nazis to say that the country was in danger from the communists during its election campaign. | | |Both these actions helped the Nazis to win more seats in the election. | | |When the courts convicted Dutch Communist van der Lubbe, but did not convict otherCommunist leaders, Hitler was furious and | | |replaced the courts with the Nazi People's Courts. | |5 Mar 1933 |General Election – only 44 per cent of the population vote for the Nazis, who win 288 seats in the Reichstag. |[pic] |Although it did not give the Nazis the majority that Hitler had hoped for in the Reichstag, it gave them enough seats – after | | |Hitler had arrested all the co mmunist deputies and the other parties had been intimidated by the SA – to get the Enabling Act | | |passed, which is all Hitler needed to do. | |23 Mar 1933 |Enabling Act – the SA intimidates all the remaining non-Nazi deputies. The Reichstag votes to give Hitler the right to make his | |[pic] |own laws. | |Arguably the critical event – it gave Hitler absolute power to make his laws. | |26 April 1933 |Local government is reorganised – the country is carved up into 42 Gaus, which are run by a Gauleiter. These Gaus are separated | |[pic] |into areas, localities and blocks of flats run by a Blockleiter. Hitler sets up the Gestapo. | | |This put the Nazis in control of local government, and allowed the Gestapo to rule by terror. | |2 May 1933 |Trade unions are abolished and their leaders arrested. |[pic] |Abolishing the trade unions allowed Hitler to destroy a group that might have opposed him. It also gave Hitler the opportunity | | |to set up the German La bour Front, which gave him control over German workers. | |20 June 1933 |Concordat – Hitler makes an agreement with the Pope who sees him as someone who can destroy communism. This agreement allows | |[pic] |Hitler to take over political power in Germany as long as he leaves the Catholic Church alone.Hitler's agreement with the Pope | | |was a temporary truce that allowed Hitler to ban the Catholic Zentrum party without opposition from the Catholic Church. | |14 July 1933 |Political parties are banned – only the Nazi party is allowed to exist. | |[pic] |Banning political parties made Germany a one-party state and destroyed democracy in the country. | | |After this action, Germans could no longer get rid of Hitler in an election. |24 April 1934 |People's Courts – Hitler sets up the Nazi people's courts where judges have to swear an oath of loyalty to the Nazis. | |[pic] |These were set up to give Hitler greater control over the judgements made in courts. Hitler w as furious because the courts did | | |not sentence the communists to death for starting the Reichstag fire. | |30 June 1934 |Night of the Long Knives – some SA leaders are demanding that the Nazi party carry out its socialist agenda, and that the SA | |[pic] |take over the army.Hitler cannot afford to annoy the businessmen or the army, so the SS [SS: Also known as the Blackshirts. A | | |German police/ military style organisation created to serve as the personal bodyguards of Adolf Hitler. In Hitler's Germany they| | |eventually controlled the intelligence, security and police forces, and extermination of those they considered undesirable. ] | | |murders perhaps 400 of the SA members, including its leader Rohm, along with a number of Hitler's other opponents. | |This destroyed all opposition within the Nazi Party. It gave power to the brutal SS. It also showed the rest of the world what a| | |tyrant Hitler was. | |19 Aug 1934 |Fuhrer – when Hindenburg dies, Hitler dec lares himself jointly president, chancellor and head of the army. This formally made | |[pic] |Hitler the absolute ruler of Germany. | Many historians believe that Nazi Germany only appeared to be a dictatorship.In fact, officials were left to make most of the decisions themselves, and the Nazi government was badly-organised, and chaotic. Hitler and the army It is important to note that in 1934, the army was not subject to Hitler's authority. At this point, he still needed the army's support, which is why he destroyed the SA in the Night of the Long Knives. In 1938, army leaders hoped Hitler's plan to conquer the Sudetenland would fail and give them an opportunity to depose [Depose: To remove a ruler or monarch. ] him.When he suceeded, their attempt to get rid of him fell apart, and Hitler dismissed the chief of staff and 60 other generals. Thereafter, the army was also subservient to Hitler. The structures of control in the Nazi state Hitler introduced many policies and measures to ensure the Nazis remained in control, once he declared himself Fuhrer. These measures dealt with political opponents, as well as ordinary people, who suddenly found their private, social and working lives controlled by the Nazis. Seven key structures The Nazi party aimed to control every aspect of people's political, social and working lives.It maintained control through a mixture of propaganda [Propaganda: A type of advertising for an idea or cause, produced by supporters or opponents of that idea or cause. It is usually produced to influence how the people of a nation think. ] and intimidation. 1. Government (political) The way Hitler consolidated power in 1933-1934 meant that the Nazis had absolute control of national and local government. 2. Religion (social) †¢ Hitler believed that religion was a threat to the Nazis' control over people's minds, so he tried different ways to reduce the power of the church over people.Non-Nazi Catholic priests and Protestant pastors such a s Martin Niemoller and Dietrich Bonhoffer were sent to concentration camps. †¢ Jews and Jehovah's Witnesses were openly persecuted. †¢ Hitler set up a state Reich Church, which banned the Bible and the cross. †¢ Nazis encouraged people to revive the old Viking myths and ceremonies. 3. Culture (social) †¢ Hitler ordered Nazification – the imposition of Nazi values – on all aspects of German life. Artists had to produce acceptable paintings that portrayed Nazi values. †¢ Jazz music was banned. †¢ Books written by Jews were publicly burned. Homosexuals were persecuted; they did not fit the Nazi image of the ideal family. †¢ The Olympic Games of 1936 were a huge Nazi propaganda success. 4. Work (working) †¢ Dr Robert Ley, head of the DAF [DAF: German Labour Front ], boasted that he controlled workers' lives from the ‘cradle to the grave'. The RAD (National Labour Service) sent young men on public works. †¢ Hitler introduce d conscription in 1936; most men went into the army after the RAD. †¢ The DAF (German Labour Front) controlled workers' conditions at work. †¢ The KdF (Strength through Joy) movement regulated their leisure time. . Education and youth (working) †¢The lives of young people were controlled both in and out of school to turn them into fanatical Nazis. Non-Nazi teachers and university professors were sacked; teachers had to join the National Socialist Teachers' League. †¢ Textbooks were re-written to include Nazi political and racial ideas. †¢ History was taught to glorify Germany. †¢ There was a concentration on physical fitness. †¢ Girls were taught cookery; boys were taught science and maths. †¢ The Hitler Youth was compulsory; it indoctrinated boys and prepared them for war. The Nazi Girls' youth organisation – the BDM – was compulsory; it indoctrinated girls and prepared them for church, children and cooking. 6. Terror (method of control) †¢ Germany became a country where it was unsafe to do or say anything critical of the government. SS and Gestapo (Secret State Police. ) †¢ Blockleiters in each block of flats and street informed on ‘grumblers'. †¢ Arrests of thousands of people terrified opponents. †¢ Set up Nazi people's courts. †¢ Concentration camps.7. Propaganda (method of control) Josef Goebbels controlled the Propaganda Ministry, which aimed to brainwash people into obeying the Nazis and idolising Hitler. Mass rallies at Nuremberg. †¢ Newspapers were censored. †¢ People's radios were sold very cheaply, but broadcasts were controlled. †¢ Films were controlled to make films that glorified war and pilloried the Jews. †¢ Loudspeakers in public places blared out Nazi propaganda. †¢ Cult of personality – Hitler's picture was everywhere, and he was portrayed as Germany's saviour. Women in the Nazi state Hitler had very clear ideas about the wom an's role in the Nazi state – she was the centre of family life, a housewife and mother. Hitler even introduced a medal for women who had eight or more children!The role of women The Nazis had clear ideas of what they wanted from women. Women were expected to stay at home and look after the family. Women doctors, teachers and civil servants were forced to give up their careers. Even at the end of the war, women were never asked to serve in the armed forces. Their job was to keep the home nice for their husband and family – their life should revolve round the three ‘Ks': †¢ church †¢ children †¢ cooking Goebbels said: â€Å"The mission of women is to be beautiful and to bring children into the world. † Hitler wanted a high birth rate, so the population would grow.The Nazis even considered making it law that families should have at least four children. Girls did keep fit in the BDM [BDM: Bund Deutscher Madel – the German group for girls age 14+ ] to make themselves healthy for childbirth, but they were discouraged from staying slim, because it was thought that thin women had trouble giving birth. The Law for the Encouragement of Marriage gave newly wed couples a loan of 1,000 marks, and allowed them to keep 250 marks for each child they had. Mothers who had more than eight children were given a gold medal.Unmarried women could volunteer to have a baby for an Aryan [Aryan: a person of European decent (not Jewish) often with blond hair and blue eyes – the Nazis viewed as the superior human race ] member of the SS Women were supposed to emulate traditional German peasant fashions – plain peasant costumes, hair in plaits or buns and flat shoes. They were not expected to wear make-up or trousers, dye their hair or smoke in public. Opposition Those who spoke out against Hitler and his policies faced intimidation and threats from the Gestapo or imprisonment and in some cases execution.However, there were so me brave individuals and groups who openly opposed Hitler and his policies. Who opposed Hilter? It was difficult – and dangerous – to oppose Hitler. However, some brave people did try: 1. The Catholic Archbishop of Munster, von Galen, led a successful campaign to end euthanasia of mentally-disabled people. 2. Some Catholic priests opposed Hitler. In 1937, the Pope's message ‘With Burning Concern' attacked Hitler as ‘a mad prophet with repulsive arrogance' and was read in every Catholic church. 3. The White Rose group was formed by students at Munich University.They published anti-Nazi leaflets, but were discovered and executed in 1944. 4. A paramilitary wing of the Social Democratic Party, called the Reichsbanner, sabotaged railway lines and acted as spies. 5. During the war, ‘swing' groups were formed. These were young people who rejected Nazi values, drank alcohol and danced to jazz. More violent groups were called the Edelweiss Pirates. They daubed anti-Nazi slogans, sheltered deserters and beat up Nazi officials. In 1944, the Cologne Pirates (the Edelweiss Pirates based in Cologne) killed the Gestapo chief, so the Nazis publicly hanged 12 of them. . Many Protestant pastors, led by Martin Niemoller, formed the Confessional Church in opposition to Hitler's Reich Church. Niemoller was held in a concentration camp during the period 1937-1945. Another Protestant pastor, Dietrich Bonhoffer, took part in the 1944 bomb plot and was executed. 7. In 1944, a group of army officers and intellectuals called the Kreisau Circle tried to bomb Hitler. The bomb was planted by Colonel Stauffenberg. It exploded, but Hitler survived. In retaliation, 5,000 people were executed. Persecution Who did the Nazis persecute?The Nazis believed that only Germans could be citizens and that non-Germans did not have any right to the rights of citizenship. The Nazis racial philosophy taught that some races were untermensch (sub-human). Many scientists at this time believed that people with disabilities or social problems were genetic degenerates whose genes needed to be eliminated from the human bloodline. The Nazis, therefore: †¢ Tried to eliminate the Jews. †¢ Killed 85 per cent of Germany's Gypsies. †¢ Sterilised black people. †¢ Killed mentally disabled babies. †¢ Killed mentally ill patients. †¢ Sterilised physically disabled people and people with hereditary diseases. Sterilised deaf people. †¢ Put homosexuals, prostitutes, Jehovah's Witnesses, alcoholics, pacifists, beggars, hooligans and criminals – who they regarded as anti-social – into concentration camps. How the Nazis persecuted the Jews: key dates 1933 †¢ Boycott of Jewish businesses. †¢ Jewish civil servants, lawyers and teachers sacked. †¢ Race Science lessons to teach that Jews are inferior 1935 †¢ ‘Jews not wanted here' signs put up at swimming pools etc. †¢ Nuremberg laws (15 September) Je ws could not be citizens. They were not allowed to vote or to marry a German. 1938 †¢ Jews could not be doctors. Jews had to add the name Israel (men) or Sarah (women) to their name. †¢ Jewish children forbidden to go to school. †¢ Kristallnacht (9 November) – attacks on Jewish homes, businesses and synagogues [Synagogues: These are places of Jewish worship and community. ]. [pic] A shop damaged during Kristallnacht 1939 †¢ Jews were forced to live in ghettoes. 1941 †¢ Army Einsatzgruppen squads in Russia started mass-shootings of Jews. †¢ All Jews were forced to wear a yellow star of David. 1942 †¢ Wansee Conference (20 January) decided on the Final Solution, which was to gas all Europe's Jews.The main death camps were at Auschwitz, Treblinka and Sobibor. Economic policies and benefits Hitler's economic policy had four main ideas: 1. Full employment – the idea that everyone should have a job. By 1939, there was virtually no unemploym ent in Germany. 2. Beauty of Work – the Nazis set up the SdA (Beauty of Work) to help Germans see that work was good, and that everyone who could work should. In fact – because the Nazis had abolished the trade unions, banned strikes, and given more power to the industrialists – real wages fell and hours were longer under Hitler. 3. Re-armament begun in 1935 – the idea of ‘guns before butter'. . Autarky – there was an unsuccessful attempt at making Germany self-sufficient.The good life in Nazi Germany Despite the loss of political and religious freedom, life improved in Germany for many ordinary people who were prepared to ‘toe the line' and look the other way. †¢ Everybody had a job, and a wage. To people who had been unemployed and starving, ‘work and bread' was a wonderful blessing worth every civil liberty they lost. †¢ The Nazis set up KdF (Strength through Joy), which gave workers rewards for their work – ev ening classes, theatre trips, picnics, and even free holidays. The Nazis devised a scheme to allow workers to buy a Volkswagen Beetle car for a small weekly payment. †¢ People appreciated the public works – eg new schools and hospitals. †¢ Nazi Youth groups provided activities and holidays for young people. How Hitler increased employment Hitler introduced many policies to fulfil his goal of full employment: †¢ He stopped paying reparations and invested the money in German companies. †¢ He began a huge programme of public works including planting forests, and building hospitals and schools. He also built public buildings such as the 1936 Olympic Stadium.The construction of the autobahns created work for 80,000 men. †¢ Rearmament created jobs in the armaments industry. †¢ The introduction of national service meant all young men spent six months in the RAD [RAD: The labour service in which young men in Germany had to do a six-month compulsory stint . ] and then they were conscripted into the army. By 1939, 1. 4 million men were in the army, so they were not counted as unemployed. †¢ Many Jews were sacked and their jobs given to non-Jews. †¢ Many women were sacked and their jobs given to men.

The Chrysalids

THE CHRYSALIDS – FINAL RESPONSE The Chrysalids, by John Wyndham is a story about a world where people will not accept differences, whether it is physical, psychological or spiritual. There are many themes in this story. A major theme is satire. David’s society is â€Å"mocking† our society, in real life. Societies, David’s and ours have many similarities. Ever since the beginning, mankind has excluded others for their differences. Whether it is for the color of their skin, or another physical appearance, we all have judged or have been judged unfairly by the people around us. Another major theme of this story is justice and humanity. When Uncle Axel explains the other places and people outside of Waknuk, it shows that people differ in viewpoints, and have different ways of seeing things. We are ignorant when we do not see the way others see things, or when we do not accept other because of their differences. In many cases, a person is â€Å"shunned† from a group because others do not like a certain characteristic that makes them unique. Sometimes, individuals are cast out because others are afraid of their differences that make them superior, or more advantageous. In the novel, the people of Waknuk were devoted to capturing the outlaws, because they were afraid of the group’s ability. Trust is also a theme of this story. David has many people around him, but he cannot trust everyone. Once you get to know a person, you can develop and discover a trust between you. David develops a very strong trust with his Uncle. They share everything, including emotions, opinions, and experiences. However, David does not trust his father, even though his relation means there should be a stronger bond. Anne trusted Alan more than she trusted the group. This is an example of ignorance, and not taking the time to get to know how a person is. The Chrysalids is a fascinating, yet gripping journey about inhumanity, bigotry, intolerance, justice, and lastly solidarity. It is not a surprise at all, that humans can be so cruel, and narrow-minded. Us humans are one have the most powerful and forces that exist. Our life is precious, and we usually do not take notice, and waste that life, or use it the wrong way. Human nature is something that will always exist. Without it, we would have no ideal world. ———————– The Chrysalids THE CHRYSALIDS – FINAL RESPONSE The Chrysalids, by John Wyndham is a story about a world where people will not accept differences, whether it is physical, psychological or spiritual. There are many themes in this story. A major theme is satire. David’s society is â€Å"mocking† our society, in real life. Societies, David’s and ours have many similarities. Ever since the beginning, mankind has excluded others for their differences. Whether it is for the color of their skin, or another physical appearance, we all have judged or have been judged unfairly by the people around us. Another major theme of this story is justice and humanity. When Uncle Axel explains the other places and people outside of Waknuk, it shows that people differ in viewpoints, and have different ways of seeing things. We are ignorant when we do not see the way others see things, or when we do not accept other because of their differences. In many cases, a person is â€Å"shunned† from a group because others do not like a certain characteristic that makes them unique. Sometimes, individuals are cast out because others are afraid of their differences that make them superior, or more advantageous. In the novel, the people of Waknuk were devoted to capturing the outlaws, because they were afraid of the group’s ability. Trust is also a theme of this story. David has many people around him, but he cannot trust everyone. Once you get to know a person, you can develop and discover a trust between you. David develops a very strong trust with his Uncle. They share everything, including emotions, opinions, and experiences. However, David does not trust his father, even though his relation means there should be a stronger bond. Anne trusted Alan more than she trusted the group. This is an example of ignorance, and not taking the time to get to know how a person is. The Chrysalids is a fascinating, yet gripping journey about inhumanity, bigotry, intolerance, justice, and lastly solidarity. It is not a surprise at all, that humans can be so cruel, and narrow-minded. Us humans are one have the most powerful and forces that exist. Our life is precious, and we usually do not take notice, and waste that life, or use it the wrong way. Human nature is something that will always exist. Without it, we would have no ideal world. ———————–

Literary Criticism of Don DeLillo

Literary Criticism of Don DeLilloâ€Å"It's my nature to keep quiet about most things. Even the ideas in my work. When you try to unravel something you've written, you belittle it in a way. It was created as a mystery, in part.† –Don DeLillo, from the 1979 interview with Tom LeClairThere are a number of books and essays which are devoted to analysis of Don Delillo's writing. This page concentrates on the books only (for the most part), with most recent on top.Terrorism, Media, and the Ethics of Fiction: Transatlantic Perspectives on Don DeLillo (2010)Great to see the publication of this book of essays from the DeLillo Conference held in Osnabrà ¼ck, Germany in 2008 (see my page on the Conference). Edited by conference organizers Peter Schneck and Philipp Schweighauser.Terrorism, Media, and the Ethics of Fiction is published by Continuum, ISBN-13: 9781441139931, 2010 (hardcover, 264 pages).Contents include: Introduction – Philipp Schweighauser and Peter Schneck M emory Work after 9/11The Wake of Terror: Don DeLillo's â€Å"In the Ruins of the Future,† â€Å"Baader-Meinhof,† and Falling Man – Linda S. Kauffman Grieving and Memory in Don DeLillo's Falling Man – Silvia Caporale Bizzini Collapsing Identities: The Representation and Imagination of the Terrorist in Falling Man – Sascha Pà ¶hlmann Writers, Terrorists, and the Masses6,500 Weddings and 2,750 Funerals: Mao II, Falling Man, and the Mass Effect – Mikko Keskinen Influence and Self-Representation: Don DeLillo's Artists and Terrorists in Postmodern Mass Society – Leif Grà ¶ssinger The Art of Terror–the Terror of Art: DeLillo's Still Life of 9/11, Giorgio Morandi, Gerhard Richter, and Performance Art – Julia Apitzsch Don DeLillo and Johan GrimonprezGrimonprez's Remix – Eben WoodDial T for Terror: Don DeLillo's Mao II and Johan Grimonprez' Dial H-I-S-T-O-R-Y – Martyn Colebrook Deathward and Other PlotsTerror, Asce ticism, and Epigrammatic Writing in Don DeLillo's Fiction – Paula Martà ­n Salvà ¡n The End of Resolution? Reflections on the Ethics of Closure in Don DeLillo's Detective Plots – Philipp Schweighauser and Adrian S. Wisnicki The Ethics of FictionSlow Man, Dangling Man, Falling Man: Don DeLillo and the Ethics of Fiction – Peter Boxall Falling Man: Performing Fiction – Marie-Christine Lepsâ€Å"Mysterium tremendum et fascinans†: Don DeLillo, Rudolf Otto, and the Search for Numinous Experience – Peter Schneck CodaThe DeLillo Era: Literary Generations in the Postmodern Period – David Cowart (Sept. 6, 2010)The Cambridge Companion to Don DeLillo (2008)Above is a shot of the book ‘on location' in Cambridge, with St Johns College in the background; I found the book at the Cambridge Book Shop, and the clerk told me that the book had just come in that day! (May 13, 2008)The Cambridge Companion to Don DeLillo is a new book edited by John Duvall, and it features articles covering much of DeLillo's work by many familiar names of DeLillo criticism. Published by Cambridge University Press, ISBN-13: 9780521690898, 2008 (paperback, 203 pages). There's a hardback as  well.Contents include: Introduction: â€Å"The power of history and the persistence of mystery† John N. Duvall Part I. Aesthetic and Cultural Influences â€Å"DeLillo and modernism† Philip Nel â€Å"DeLillo, postmodernism, postmodernity† Peter Knight Part II. Early Fiction â€Å"DeLillo and media culture† Peter Boxall â€Å"DeLillo's apocalyptic satire† Joseph Dewey â€Å"DeLillo and the political thriller† Tim Engles Part III. Major Novels â€Å"White Noise† Stacey Olster â€Å"Libra† Jeremy Green â€Å"Underworld† Patrick O'Donnell Part IV. Themes and Issues â€Å"DeLillo and masculinity† Ruth Helyer â€Å"DeLillo's Dedealian artists† Mark Osteen â€Å"DeLillo and the power of la nguage† David Cowart â€Å"DeLillo and mystery† John McClure Conclusion: â€Å"Writing amid the ruins: 9/11 and Cosmopolis† Joseph Conte It's unclear how much of this material is truly new; much may be adapted from previously published work.Beyond Grief and Nothing: A Reading of Don DeLillo (2006)Beyond Grief and Nothing is a new book by Joseph Dewey from the University of South Carolina Press. The book traces a thematic trajectory in DeLillo from his first short story to ‘Love-Lies-Bleeding'. The book examines DeLillo as a profoundly spiritual writer, a writer who has wrestled with his Catholic upbringing (the title comes from the famous line from Faulkner's ‘Wild Palms' that forms a motif in Godard's ‘Breathless') and who has emerged over the last decade as perhaps the most important religious writer in American literature since Flannery O'Connor.Dewey finds DeLillo's concerns to be organized around three rubrics that mark the writer's own cre ative evolution: the love of the street, the embrace of the word, and the celebration of the soul.Joseph Dewey is an Associate Professor, American literature at University of Pittsburgh, and heco-edited Underwords (see below). 184 pages, hardcover, $34.95.Don DeLillo: The Possibility of Fiction (2006)Don DeLillo:The Possibility of Fiction by Peter Boxall (Routledge). I don't know much about this book, except for the fact that it's expensive! Dr. Peter Boxall is a lecturer in English Literature at the University of Sussex, and has previously published on Beckett (among others).Approaches to Teaching DeLillo's White Noise (2006)Approaches to Teaching DeLillo's White Noise is a new book edited by Tim Engles and John N. Duvall. From the MLA website:This volume, like others in the MLA's Approaches to Teaching World Literature series, is divided into two parts. The first part, â€Å"Materials,† suggests readings and resources for both instructor and students of White Noise. The sec ond part, â€Å"Approaches,† contains eighteen essays that establish cultural, technological, and theoretical contexts (e.g., whiteness studies); place the novel in different survey courses (e.g., one that explores the theme of American materialism); compare it with other novels by DeLillo (e.g., Mao II); and give examples of classroom techniques and strategies in teaching it (e.g., the use of disaster films).The book is aimed at folks who include White Noise in their syllabus, and it includes pieces from Mark Osteen, Phil Nel, John Duvall, Tim Engles and many more.Benjamin Kunkel on Novelists and Terrorists (2005)In the New York Times Book Review of September 11, 2005, Benjamin Kunkel offers â€Å"Dangerous Characters†, an essay on the ‘terrorist novel' of the pre 9/11 era. DeLillo unsurprisingly features in the essay. It's worth reading in its entirety, but I pull out a couple quotes here that were of particular interest to me:Terrorists might be a novelist's r ivals, as Don DeLillo's novelist character maintains in †Mao II† (1991), but they were also his proxies. No matter how realistic, the terrorist novel was also a kind of metafiction, or fiction about fiction.DeLillo saw that novelists, like terrorists, were solitary and obscure agents, †men in small rooms,† preparing symbolic provocations to be unleashed on the public with a bang. Of course this could refer only to a certain kind of novelist, starting perhaps with Flaubert and ending, DeLillo suggested, with Beckett, whose work could be taken as an indictment of an entire civilization, and whose authority when it came to that civilization was paradoxically derived from his appearing to stand completely outside it.Don DeLillo: Balance at the Edge of Belief (2004)Don DeLillo: Balance at the Edge of Belief by Jesse Kavadlo, published in 2004 by Peter Lang Publishing (ISBN: 0-8204-6351-5). Here's how the back cover puts it:Don DeLillo – winner of the Nation al Book Award, the William Dean Howells Medal, and the Jerusalem Prize – is one of the most important novelists of the late-twentieth and early-twenty-first centuries. While his work can be understood and taught as prescient and postmodern examples of millennial culture, this book argues that DeLillo's recent novels – White Noise, Libra, Mao II, Underworld, and The Body Artist – are more concerned with spiritual crisis. Although DeLillo's worlds are rife with rejection of belief and littered with faithlessness, estrangement, and desperation, his novels provide a balancing moral corrective against the conditions they describe.  Speaking the vernacular of contemporary America, DeLillo explores the mysteries of what it means to be human.Don DeLillo – Bloom's Modern Critical Views (2003)Don DeLillo was published by Chelsea House in 2003, edited and with an introduction by Harold Bloom.The book consists of previously published critical essays on DeLillo:â₠¬Å"Introduction† by Harold Bloom â€Å"Don DeLillo's Search for Walden Pond† by Michael Oriard â€Å"Preface and Don DeLillo† by Robert Nadeau â€Å"Don DeLillo's America† by Bruce Bawer â€Å"White Magic: Don DeLillo's Intelligence Networks† by Greg Tate â€Å"Myth, Magic and Dread: Reading Culture Religiously† by Gregory Salyer â€Å"The Romantic Metaphysics of Don DeLillo† by Paul Maltby â€Å"For Whom the Bell Tolls: Don DeLillo's Americana† by David Cowart â€Å"Consuming Narratives: Don DeLillo and the ‘Lethal' Reading† by Christian Mararu â€Å"Romanticism and the Postmodern Novel: Three Scenes from Don DeLillo's White Noise† by Lou F. Caton â€Å"Don DeLillo's Postmodern Pastoral† by Dana Phillipsâ€Å"Afterthoughts on Don DeLillo's Underworld† by Tony Tanner â€Å"‘What About a Problem That Doesn't Have a Solution?': Stone's A Flag for Sunrise, DeLillo's Mao II, and the Politics of Political Fiction† by Jeoffrey S. Bull White Noise: A Reader's Guide (2003)Don DeLillo's White Noise: A Reader's Guide by Leonard Orr was published in 2003. The book is published as part of the Continuum Contemporaries series, sells for $9.95 and is 96 pages.Underwords: Perspectives on Don DeLillo's Underworld (2002)Underwords: Perspectives on Don DeLillo's Underworld is edited by Joseph Dewey, Steven G. Kellman, and Irving Malin, and published by University of  Delaware Press in Sept. 2002 (ISBN 0-87413-785-3 $39.50). Here is a picture & the blurb:Don DeLillo's 1997 masterwork Underworld, one of the most acclaimed and long-awaited novels of the last twenty years, was immediately recognized as a landmark novel, not only in the long career of one of America's most distinguished novelists but also in the ongoing evolution of the postmodern novel. Vast in scope, intricately organized, and densely allusive, the text provided an immediate and engaging challenge to readers of c ontemporary fiction.This collection of thirteen essays brings together new and established voices in American studies and contemporary American literature to assess the place of this remarkable novel not only within the postmodern tradition but within the larger patterns of American literature and culture as well. By seeking to place the novel within such a context, this lively collection of provocative readings offers a valuable guide for both students and scholars of the American literary imagination.The book contains:â€Å"A Gathering Under Words: An Introduction† by Joseph Dewey â€Å"‘What Beauty, What Power': Speculations on the Third Edgar† by Irving Malin and Joseph Dewey â€Å"Subjectifying the Objective: Underworld as Mutable Narrative† by David Yetter â€Å"Underworld: Sin and Atonement† by Robert McMinnâ€Å"‘Shall These Bones Live'† by David Cowart â€Å"Don DeLillo's Logogenetic Underworld† by Steven G. Kellman â₠¬Å"Pynchon and DeLillo† by Timothy L. Parrish â€Å"Conspiratorial Jesuits in the Postmodern Novel: Mason & Dixon and Underworld† by Carl Ostrowski â€Å"Don DeLillo, John Updike, and the Sustaining Power of Myth† by Donald J. Greiner â€Å"In the Nick of Time: DeLillo's Nick Shay, Fitzgerald's Nick Carraway, and the Myth of the American Adam† by Joanne Gass â€Å"Don DeLillo, T.S. Eliot, and the Redemption of America's Atomic Waste Land† by Paul Gleason â€Å"The Unmaking of History: Baseball, Cold War, and Underworld† by Kathleen Fitzpatrick â€Å"Underworld or: How I Learned to Keep Worrying and Live the Bomb† by Thomas Myers â€Å"The Baltimore Catechism; or Comedy in Underworld† by Ira Nadel The book also includes a bibliography of Underworld reviews and notices by Marc Singer and Jackson R. Bryer.Don DeLillo: The Physics of Language (2002)Don DeLillo – The Physics of Language by David Cowart was published in Feb. 20 02 by the University of Georgia Press. Here is a link to more info: http://www.ugapress.org/index.php/books/don_delillo/Cowart examines the work of DeLillo with an emphasis on language; DeLillo's use of it in the novels, and the way in which characters in the books are characterized by different types of language. He divides the novels into three groups: the tentative early novels (End Zone, Great Jones Street, Players and Running Dog), the popular fictions (White Noise, Libra and Mao II) and the works of great achievement (Americana, Ratner's Star, The Names, Underworld and The Body Artist).Throughout his twelve novels, DeLillo foregrounds language and the problems of language. He has an uncanny ear for the mannered, elliptical, non sequitur-ridden rhythms of vernacular conversation (the common response to â€Å"thank you† has somehow become â€Å"no problem†). His is an adept parodist of the specialized discourses that proliferate in contemporary society – in sport, business, politics, academe, medicine, entertainment, and journalism. The jargons of science, technology, and military deterrence offer abundant targets, too. But the author's interest in these discourses goes beyond simple parody, and it is the task of criticism to gauge the extra dimensions of DeLillo's thinking about language.Underworld: A Reader's Guide (2002)Don DeLillo's Underworld: A Reader's Guide by John Duvall was published in early 2002. The book is published as part of the Continuum Contemporaries series, sells for $9.95 and is 96 pages.The book has five chapters: The Novelist, giving background on DeLillo; The  Novel, the main section of the book with an analysis of the main themes; The Novel's Reception, on the initial reviews of Underworld; The Novel's Performance, on the subsequent academic treatment; and Further Reading and Discussion.Critical Essays on Don DeLillo (2000)Critical Essays on Don DeLillo, edited by Hugh Ruppersburg, and Tim Engles, published b y G.K. Hall, appeared in 2000. Contains a section of book reviews and a section of essays, covering each novel through Underworld.The essays are:â€Å"For Whom the Bell Tolls: Don DeLillo's Americana† by David Cowart â€Å"Deconstructing the Logos: Don DeLillo's End Zone† by Thomas LeClair â€Å"The End of Pynchon's Rainbow: Postmodern Terror and Paranoia in DeLillo's Ratner's Star† by Glen Scott Allen â€Å"Marketing Obsession: The Fascinations of Running Dog† by Mark Osteen â€Å"Discussing the Untellable: Don DeLillo's The Names† by Paula Bryant â€Å"‘Who are you, literally?': Fantasies of the White Self in Don DeLillo's White Noise† by Tim Engles â€Å"Baudrillard, DeLillo's White Noise, and the End of Heroic Narrative† by Leonard Wilcox â€Å"The Fable of the Ants: Myopic Interactions in DeLillo's Libra† by Bill Millard â€Å"Libra and the Subject of History† by Christopher M. Mottâ€Å"Can the Intellectual Still Speak? The Example of Don DeLillo's Mao II† by Silvia Caporale Bizzini â€Å"Excavating the Underworld of Race and Waste in Cold War History: Baseball, Aesthetics and Ideology† by John N. Duvall â€Å"Everything is Connected: Underworld's Secret History of Paranoia† by Peter Knight â€Å"Awful Symmetries in Don DeLillo's Underworld† by Arthur Saltzman American Magic and Dread (2000)Mark Osteen's book on DeLillo, American Magic and Dread: Don DeLillo's Dialogue with Culture, was published by the University of Pennsylvania Press in June, 2000. The book examines DeLillo's work from some of the early stories thru Underworld.Modern Fiction Studies (1999)Modern Fiction Studies special issue on DeLillo (Vol 45, No. 3, Fall 1999), includes 10 essays, including work from such friends of the site as Phil Nel, Mark Osteen and Jeremy Green.Undercurrent (1999)In May 1999 an all-DeLillo issue of Erick Heroux's online journal Undercurrent appeared (Number 7). It co ntains the following essays:â€Å"Celebration & Annihilation: The Balance of Underworld† by Jesse Kavadlo â€Å"DeLillo's Underworld: Everything that Descends Must Converge† by Robert Castle â€Å"The Inner Workings: Techno-science & Self in Underworld† by Jennifer Pincott â€Å"American Simulacra: DeLillo in Light of Postmodernism† by Scott Rettberg â€Å"Baudrillard's Primitivism & White Noise: ‘The only avant-garde we've got'† by Bradley Butterfield â€Å"Beyond Baudrillard's Simulacral Postmodern World:White Noise† by Haidar Eid Postmodern Culture (1994)The January, 1994 issue of Postmodern Culture featured the DeLillo Cluster, four essays all dealing with DeLillo edited by Glen Scott Allen and Stephen Bernstein.Glen Scott Allen, â€Å"Raids on the Conscious: Pynchon's Legacy of Paranoia and the Terrorism of Uncertainty in Don DeLillo's Ratner's Star† Peter Baker, â€Å"The Terrorist as Interpreter: Mao II in Postmodern Con text† Stephen Bernstein, â€Å"Libra and the Historical Sublime†Bill Millard, â€Å"The Fable of the Ants: Myopic Interactions in DeLillo's Libra†Don DeLillo (1993)Don DeLillo is a book by Douglas Keesey, a part of the Twayne's U.S. Authors  Series, published by Macmillan, 1993, 228 pages. This book has a chapter on each novel, as well as brief summaries of the stories and plays.Keesey's reading of DeLillo's work is that his novels â€Å"engage in the intensive study of media representations of reality that threaten to distance us from nature and from ourselves.† Thus he links Americana to film, End Zone to language, etc.I found the chapter on Americana quite interesting, as Keesey rebuts those critics who categorized this book as a typical first novel, poorly constructed and lacking charcter development. He argues that on closer examination DeLillo is clearly in control of the book's structure and characters, having made â€Å"fully conscious aesthetic choices.†I tried to get this book through a store, but they couldn't get it, so I ended up buying direct – call 1 800 323 7445 to order.There's an article by Keesey in Pynchon Notes 32-33 entitled â€Å"The Ideology of Detection in Pynchon and DeLillo†.Introducing Don DeLillo (1991)Edited by Frank Lentricchia, 1991. Published by Duke University Press, 221 pages. Lentricchia is the editor of South Atlantic Quarterly and Professor of English at Duke.The book consists of 12 articles:â€Å"The American Writer as Bad Citizen† by Frank Lentricchiaâ€Å"Opposites,† Chapter 10 of Ratner's Star by Don DeLillo  Ã¢â‚¬Å"An Outsider in This Society†: An Interview with Don DeLillo by Anthony DeCurtis (an expanded version of the November 1988 Rolling Stone interview)â€Å"How to Read Don DeLillo† by Daniel Aaron  Ã¢â‚¬Å"Clinging to the Rock: A Novelist's Choices in the New Mediocracy† by Hal Crowther â€Å"Postmodern Romance: Don DeLillo a nd the Age of Conspiracy† by John  A. McClure â€Å"Some Speculations on Don DeLillo and the Cinematic Real† by Eugene Goodheart â€Å"The Product: Bucky Wunderlick, Rock ‘n Roll, and Don DeLillo's Great Jones Street† by Anthony DeCurtis â€Å"Don DeLillo's Perfect Starry Night† by Charles Molesworthâ€Å"Alphabetic Pleasures: The Names† by Dennis A. Foster â€Å"The Last Things Before the Last: Notes on White Noise† by John Frow â€Å"Libra as Postmodern Critique† by Frank Lentricchia More on Frank and Don†¦Jason Camlot delivered an interesting address entitled ‘Frank Lentricchia's Don DeLillo: â€Å"Introducing†, Postmodern Modernism and the Academic Fear of Death' which was given at University of Oregon, May 1993. I am happy to say that this work is now back on the web, hosted here at Don DeLillo's America.Here's a taste:What, then, can be said to make Lentricchia's work as a critic equally relevant and eff ective? In a most obvious sense, it is the position he assumes in relation to the important author that he is introducing that works to establish his own importance. Don Delillo was already a popular author soon after 1985, and by this time he was becoming a significant object of academic attention as well, but these two facts had little bearing on one another, but rather were two distinct phenomena. At least this is what Lentricchia's role as editor and introducer seems to suggest. It is as if the true social significance of Delillo could not exist until a critic such as Lentricchia recognized it, patented it, in a way, by introducing Delillo as the last of the modernists in the postmodern era.New Essays on White Noise (1991)This is a short book of critical essays on White Noise, which is also edited by Lentricchia, published by Cambridge University Press in 1991 (115 pages).The book has five essays:â€Å"Introduction† by Frank Lentricchia â€Å"Whole Families Shopping at N ight!† by Thomas J. Ferraro â€Å"Adolf, We Hardly Knew You† by Paul A. Cantor â€Å"Lust Removed from Nature† by Michael Valdez Moses â€Å"Tales of the Electronic Tribe† by Frank Lentricchia Here's more info on the book.In the Loop – Don DeLillo and the Systems Novel (1987)By Tom LeClair, 1987. Published by University of Illinois Press, 244 pages. LeClair is Professor of English at University of Cincinnati. This is a look at all of DeLillo's novels (through White Noise) in the context of the â€Å"systems novel†. Includes a complete DeLillo bibliography.First Epigraph: â€Å"Somebody ought to make a list of books that seem to bend back on themselves. I think Malcolm Lowry saw Under the Volcano as a wheel-like structure. And in Finnegans Wake we're meant to go from the last page to the first. In different ways I've done this myself.† — Don DeLillo, â€Å"Interview,† Anything Can HappenFrom the Preface:In the Loop also de scribes the situation of the reader who has already entered a Don DeLillo novel, as my first epigraph suggests. DeLillo consistently creates polarized structures–of genre, situation, character, language, tone–that double the novel back upon itself, questioning its generic codes, its beginnings and development, its creator's position toward it, his relation with the reader, who becomes self-conscious, reflective about both his reading and himself, a mobius-stripping away of assumptions about the forms that DeLillo uses, the charged subjects he encircles with his reversals, and the act of reading from beginning to end.Here's the text of a lecture LeClair gave in March 1993 entitled â€Å"Me and Mao  II†.Other Books with DeLillo in the TitleCivello, Paul. American Literary Naturalism and its Twentieth-century Transformations: Frank Norris, Ernest Hemingway, Don DeLillo. (University of Georgia Press, 1994, 208 pages). Chapters 8-10 deal with DeLillo, End Zone and Libra in particular.Hantke, Steffen. Conspiracy and Paranoia in Contemporary American Fiction: The works of Don DeLillo and Joseph McElroy (Peter Lang, 1994).Weinstein, Arnold. Nobody's Home: Speech, Self, and Place in American Fiction From Hawthorne to DeLillo (Oxford University Press, 1993, 349 pages). Chapter 14 is â€Å"Don DeLillo: Rendering the Words of the Tribe† pages 288-315.Back to DeLillo's America Last updated: 06-SEP-2010 Send in some news!