7 LITERARY STANDARDS FOR WORLD LITERATURE Flashcard

7 LITERARY STANDARDS FOR WORLD LITERATURE

Breaking the Limits What It Takes to Be a Monster Professor Ramos Blog

Breaking the Limits What It Takes to Be a Monster Moumita Milton English 1027th August 2019 Monsters are a paradoxical cultural phenomenon: although abnormal creatures inspire fear and uncertainty, the movies featuring them never lose popularity. This statement is particularly true of Frankenstein, a popular interpretation of Mary Shelley’s novel Frankenstein; or, The Modern Prometheus. Surprisingly, the 19th century novel has dozens of cinematographic interpretations exciting the public imagination, despite all the breakthroughs in the field of medicine. This paper will examine the canonical Frankenstein produced in 1931 by Carl Laemmle Jr. The objective of the analysis is to explain why the outbreak of the Great Depression was the right time for the monster horror film based on the philosophical novel about the physical and ethical limits of human capabilities. Frankenstein is a monster film telling the story about things going wrong and disturbing the pastoral life in a village of the Bavarian Alps. While ignoring his fiancà ©e’s suasions, the young scientist Henry Frankenstein seeks to create human life from different parts that he and his assistant Fritz have been collected from various sources. Despite its simple and innocent character, the creature inspires fear in many people, which becomes the beginning of a sad saga about the consequences of human attempts to play the god. The monster kills several people but saves the master’s life at the cost of his own existence. The story of the monster was a success given that the box office exceeded the budget almost fifty times (The Numbers n. p.). Therefore, it is interesting to learn why a fairly simple plot attracted thousands of people seeking to survive amidst the global economic crisis. At times, monsters come back explaining why the plain story does not lose its relevance. Jeffrey Cohen, probably the most famous monster expert, asserts that a monster always escapes to â€Å"reappear someplace else† (4). Cohen mentions that â€Å"No monster tastes of death but once†; and this statement may explain why Shelley’s story gained an unexpected popularity with the 20th century public (5). In Shelley’s novel, the monster disappears after Frankenstein tries to shoot him to emerge a century later bringing an important message to who it may concern. (Frankenstein, Boris Karloff, 1931) The message that the creature brings has been bothering experts for decades. According to Lamb, it is the message about the limits of human will that had been significantly extended by Victor Frankenstein’s attempts to create the human life (305). Similarly, Salotto interprets Frankenstein’s experiments as a way to remember himself and reconstruct own identity by creating â€Å"a creature of his likeness† (190). Salotto asserts that Frankenstein’s attempt to manufacture a creature from different parts of various human bodies is a way to survive the traumatic loss experience (191). Frankenstein seeks to recover after his mother’s death by creating someone who is similar to him but who is not overwhelmed by sad memories. The numerous interpretations of Frankenstein’s decision agree on the fact that a monster appears at some critical point in the individual or collective history. For instance, Hartman asserts that monsters reveal the tension between tradition and innovation predetermining the national course (1). Interestingly, this assumption is valid in the context of Frankenstein. Shelley wrote the novel as a rebel against the â€Å"age of reason† underlying the superiority of logic over traditional values like faith(Lamb 305). The 17th and 18th century Enlighteners believed scholars could conduct the experiments that were previously viewed as immoral (Lamb 305). In turn, Shelley created the monster to show that going against the laws of religion and morality would have disastrous consequences. A century later, people followed the monster story because it resonated with changes occurring in their personal existence and the life of the entire country. The cinemagoers saw the destruction of the old world and emergence of the new economic order. The changes were so terrifying that the story of the monster was ironically comforting. Moreover, watching Frankenstein could be motivating by seeing the difference between the monster and the viewers made of flesh and blood. According to Cohen, â€Å"†¦the monster is an incorporation of the Outside, the Beyond – of all those loci that are rhetorically placed as distant and distinct† (7). Although the monster is made from different parts of the human body, he is very different from an average person in terms of physical and mental capabilities; and understanding of the difference evokes a pleasant sense of self excellence. At the beginning of Frankenstein, the monster is timid and awkward, hence, requires a master to oversee his actions and protect him. As the monster leaves the place where he was created, he learns to interact with other people. However, the attempts have dramatic consequences and eventually result in the monster being captured and killed. The scene where the monster saves the master’s life at the cost of his own aims to underline the superiority of a man over an abnormal creature. Since the monster is different from the master, his life appears to be less valuable, and the scene where Baron Frankenstein celebrates the wedding of the recovered Henry seems logical. However, it is necessary to keep in mind the fact that a monster always dwells at the door of difference. According to Cohen, the thesis implies that all the things making a monster different from a man â€Å"originate Within† (7). The statement means that the monstrous difference is an exaggeration of cultural, political, or economic differences. Therefore, people attribute monstrous features to a phenomenon that they cannot understand or control. For instance, scientific experiments may inspire fear because of the unpredicted consequences. Unfortunately, people are unwilling to take responsibility for their careless decisions, so the monstrous features are ascribed to the creature rather than the scientist manufacturing it. Nevertheless, Frankenstein suggests that the difference between the man and the monster may be subtle which encourages people taking a closer look into their choices and decisions. In Cohen’s theory, a monster is standing at the creator’s threshold looking for the reasons why he has arisen from the unknown (25). In a broader sense, the monster is the result of Frankenstein’s attempts to create someone who is like him but is not overburdened by moral dilemmas (Salotto 190). However, the 20th century suggested new reasons why the monster arose from the years of oblivion. Obviously, the monster is an allegory of the national economy that did not live up to the expectations and almost destroyed its creator. During the late 1920s and the early 1930s, American economy resembled Shelley’s monster manufactured from unsustainable ideas and driven by inflated expectations. When the monster left its gloomy shelter, thousands of people wondered how it happened that the creature came to life and made everyone feel insecure. In turn, capturing the monster meant there is always a solution if humans think of the ways how their own thoughts and actions preconditioned the disaster. Therefore, monsters will always be part of culture because they are the product of human desires, fears, and ambitions. The old monster plots do not lose their relevance because the abnormal creatures appear in the time of crisis and encourage people thinking how their worldview opened Pandora’s Box. Understanding of the relationship of a monster to a man is, probably, the best way to make the plot exciting and thought provoking. Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Monster Theory: Reading Culture. Ed. Jeffrey Jerome Cohen. University of Minnesota Press, 1996, 3-25. Hartman, Emma. â€Å"Tradition vs. Innovation and the Creatures in Spirited Away.†Digital Literature Review, vol. 4, 2017, pp. 1-13. Laemmle, Carl, director. Frankenstein. Universal Pictures, 1931. Lamb, John B. â€Å"Mary Shelley’s Frankenstein and Milton Monstrous Myth.† Nineteenth-Century Literature, vol. 47, no 3, 1992, pp. 303-319. Salotto, Eleanor. â€Å"Frankenstein† and Dis(re)membered Identity.† The Journal of Narrative Technique, vol. 24, no 3, 1994, pp. 190-211. The Numbers. â€Å"Frankenstein (1931) Domestic Box Office.† The Numbers, https://www.the-numbers.com/movie/Frankenstein-(1931)#tab=summary. Accessed 6 August 2019. Annotated Bibliography Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Monster Theory: Reading Culture. Ed. Jeffrey Jerome Cohen. University of Minnesota Press, 1996, 3-25. Although monsters are a common occurrence in world culture, there is no consensus why they exist and continue to excite the imagination. Jeffrey Jerome Cohen argues that monsters embody a difference, hence inspire fear and uncertainty in their creators (3). Cohen further elaborates on the nature of monsters by putting forward seven â€Å"monster theses† (3). According to Cohen, the monster embodies a certain cultural moment, always escapes to reappear in another place or time, defies existing order and rules, reveals cultural differences, policies the borders of the possible, represents forbidden practices, and brings attention to the link with humans creating abnormal creatures (3-25). By introducing the theses, Cohen offers an insightful explanation why monsters emerge, develop, and reappear to appear somewhere in a different time or place. Moreover, the theses explain the longstanding phenomenon by shedding light on the link between the monsters and the people creating them. Hartman, Emma. â€Å"Tradition vs. Innovation and the Creatures in Spirited Away.†Digital Literature Review, vol. 4, 2017, pp. 1-13. Hartman suggests an in-depth analysis of Spirited Away, â€Å"the highest grossing film in the history of Japanese cinema†, with an aim to explain the essence of kami and their relation to Japanese culture (1). According to Hartman, kami possess monstrous features, like supernatural abilities or threatening agendas that are not quite understandable from a Western perspective. Nevertheless, examination of the kami through the prism of Japanese tradition suggests that the monsters embody the tension between tradition and innovation in the country (Hartman 1). Hartman asserts that the kami were invented with an aim to prevent the Japanese youth from slipping away from the tradition (1). Therefore, Hartman’s conclusion is in line with Cohen’s thesis that monsters portend a crisis (6). In Spirited Away, the kami appear when the tension between the traditional and innovative development reaches its peak and becomes a major cause for public concern. Lamb, John B. â€Å"Mary Shelley’s Frankenstein and Milton Monstrous Myth.† Nineteenth-Century Literature, vol. 47, no 3, 1992, pp. 303-319. Lamb conducted an intertextual analysis to identify the relationship of Shelley’s Frankenstein to Milton’s Paradise Lost. According to Lamb, tracing the relationship between the two works is â€Å"problematic† because despite Milton’s hold on literary imagination, Shelley succeeded in â€Å"changing the discourse of identity from monologue to dialogue† (319). The changing discourse is insightful in terms of understanding who the monster is, why it has appeared, and whether he is able to survive without the master. The own voice is the distinctive feature of Shelley’s monster who can explain how he feels and why he seeks to find the master, despite the challenges on his way. When the creature gains his voice, the reader understands the moral dilemmas of engaging into forbidden practices and breaking taboos underlying the process of creating a monster. A person transcends the limits because of inner fear, uncertainty, and problematic identity. Salotto, Eleanor. â€Å"Frankenstein† and Dis(re)membered Identity.† The Journal of Narrative Technique, vol. 24, no 3, 1994, pp. 190-211. Salotto suggests an in-depth analysis of Shelley’s narrative as a way to explain the origins of one’s life. Although Frankenstein is divided among three narrators, the distinction between the narrative parts is arbitrary and suggests a close relationship between Frankenstein and the monster he has created. According to Salotto, Frankenstein’s experiments â€Å"to create a creature of his likeness† are the attempts to remember and reconstruct one’s own identity after the mother’s death (190). Salotto’s analysis explains Frankenstein’s decision to create a monster and addresses a plethora of moral dilemmas associated with the intention. Also, Salotto’s analysis elaborates on a number of Cohen’s monster theses. In particular, the examination of Frankenstein’s narration reveals the reasons why people create the creatures that inspire fear and uncertainty. Moreover, Salotto elaborates on Cohen’s seventh thesis by underlying the inextricable relationship between the monster and his creator.

A GIS process to select a suitable site for locating a hospital in Literature review

A GIS process to select a suitable site for locating a hospital in London where ambulances can reach people within 10 minutes - Literature review Example The site should be big enough to accommodate a hospital with about 7000 rooms where about 800 beds can be placed and more than fifty two thousand hospital equipment and furniture. The stated rooms can appear to be incredibly many but with rooms needed for emergencies, offices, rehabilitations, outpatient and inpatient services; they cannot be enough. A site accommodating such a hospital ought to be as big as forty football pitches to ensure that there is even available space for hospital employees and patients’ families parking. Additionally, the hospital prospected has to have a number of towers to save on cost and land. Currently, most hospitals have to deal with congestion and extreme struggling incase more facilities are needed. Having a lot of land like that stated above ensures that the hospital can build all facilities required. Expansion of hospitals after their construction is always an unavoidable act. For this reason, there is a need of buying land as big as the one stated above to cater for expansion in the later years1. London has four major parts that include the southwest London, southeast London, northeast London and north central London. According to statistics, there are about twenty hospitals in each stated part but most are not newly build. Among these hospitals, a number are faced with difficulties of managing cleanliness. In choosing a site for constructing a hospital, it is essential to ensure that the site is near to multiple sources of water and power. It is essential to realize most hospitals around the London town centre are faced with problems related to water shortages since they did not take precaution during construction. Some locations may have all the other qualities but lack water. This should not be such a major problem since there are artificial build wells and boreholes that can supply the hospital with enough water.

English Research Proposal Example | Topics and Well Written Essays - 1000 words

English - Research Proposal Example Introduction Currently, there are numerous changes in education of poor and minor students. Funding for their education should be increased. The American government should be interested in promotion and support of the future generation. Disparities between social groups in the American society are evident: â€Å"While some states rightfully have focused their attention on equitably funding their school districts, others have done little to close their funding gaps, and some gaps have grown even larger† (â€Å"Funding Gap†, 2004). The students’ achievements are guaranteed by proper investments of the American government. The state policy-makers should realize the fact that it is very important to provide poor students or ethnic minorities with the challenging curriculum, high-quality teachers, inspiration power of education and a regular control over the students’ successes. Therefore, it is argued further on that federal funding of education for students f rom poor or ethnic minority families should be guaranteed in the name of a sound nation, because education in the modern global world is the first and foremost issue of concern. Argument 1. Nowadays, there is a growing ethnic and social gap in America and the officials often claim that it is beyond their abilities to control education quality of children from ethnic minority families. ... es – could yet have a catastrophic effect on the competitiveness of an American workforce already under pressure from the emerging Asian economies of China and India† (Foster, 2012). Therefore, it is evident that it is beyond the abilities of the American government to take control over a coming childbirth potential of ethnic minority families, but the government is able to develop favorable conditions for a sound development of these families by making proper investments in education of their children. A future generation of Americans can be in a great trouble in case the government will not think about investments in education of ethnic minorities. Argument 2. It cannot be denied that children from poor families are the most vulnerable members of the society. Every day they should realize the fact that they are educated in a challenging and a favorable atmosphere. In accordance with recent data, children from poorer districts do not have enough resources for their deve lopment. It is evident that children from poor families do not have enough opportunities to develop their talents, and they need effective governmental support. Data on funding gaps is the following – in Illinois and New York the states have experienced the largest controversies in funding: â€Å"more than $2,000 per student; in Alabama, Arizona, Louisiana, Michigan, Pennsylvania and Texas are among the states with funding gaps greater than $900 per student† (â€Å"Funding Gap†, 2004). These figures are impressive, and it is evident that every student should be treated individually in order to find appropriate financial funds for a proper investment. Argument 3. The educational opportunities for the students from ethnic minorities or poor families should be friendlier. These children have suffered

Epistemology Essay Example | Topics and Well Written Essays - 1000 words - 3

Epistemology - Essay Example Different idealists have a different perception regarding how the substance is dependent on the consciousness. Therefore there are many diverse types of idealism. Subjective idealism is mainly simple and it can be said that this type of idealism is the most popular type of idealism. These idealists believe that substance is formed from the rational elements of the mind which examine it. For example, the feeling spectators have when going through a number of sensations is all that there actually is to those sensations. Subjective idealism might look a bit odd although there is the existence of definite reasoning behind it. Absolute idealism is the belief that the reality of tangible things rely on one fundamental psychological reality and not on the psychological elements of each person as an observer. These idealists believe that there is only one fundamental mental or holy object or standard whose psychological action and element strengthens the continuation of the tangible world. P luralistic idealism is a belief that numerous individual minds exist and jointly they motivate the subsistence of the world. They believe that person mind is the main foundation of reality.The term idealism was first coined by Leibniz (1646-1716), he used this term to while talking about the philosophy of Plato. However, in the history, this term normally signifies a time period from the end of the 1700s till the initial years of the next century. In actuality, idealism has a much wider historical scale.

How Did Nazi Propaganda Influenced The Regime Politics Essay

How Did Nazi Propaganda Influenced The Regime Politics Essay Between the years 1933 and 1939 the Nazi regime in Germany grew incredibly fast. Hitler entered the National Socialists cabinet in January 1933, and two months after this, Hitler had strengthen his political power by supposedly, entirely legal means. In order to consolidate their power as a strong political party, the Nazis were determined to convince people of the value of their regime. One of the most direct means to convince the German people of the value of the National-Socialist ideas was through propaganda that appeals to the emotions and feelings of the German people after the crisis they had to experience after the First World War. In this paper I will attempt to identify the methods used by the Nazi party in order to acquire the attention of the people and to establish the National-Socialism as the main party in Germany, as well as the importance that the Propaganda had in the outcome of the National Socialist regime and of the actions taken by them during the years of the S econd World War. To achieve this I will analyze Germanys situation in the period of 1933 to 1939, where the National Socialist regime achieved its main aim -to become the main political power in the country- using propaganda as the main way to get the people ´s attention that would lead them and would give support to all the path of actions that were taken during the years of the war. I will analyse, for example, the importance of various legislative and administrative changes made by Hitler, the achievement of economical recovery as something that was used to appeal to the honour of the German people who were devastated by the consequences of the First World War, the creation of the sensation of fear through the use of imagery and language to control the people and how every ideal of the National-Socialist party was developed through propaganda. B. Summary of Evidence Although there are other very important factors to attribute the consolidation of power of the National Socialists, propaganda was definitely one of the major causes of this. Even though it is extremely difficult to measure the exact extent in which propaganda affected the Nazi consolidation, the huge propaganda campaign in which Hitler was portrayed as the savoir of Germany, had an enormous impact and influence on the German people. The master propagandist of the Nazi regime, Joseph Goebbels, was convinced that the Ministry had the mission of achieving mobilization and mind of spirit on Germany  [1]  . In 1930 he became the headmaster of the propaganda division of the National-Socialist party, in this position he built the basis of the mass manipulation through propaganda. When Hitler finally achieved power he was named Minister of Popular Illustration and Propaganda and it was then when he became determined to switch the ideals and the mind of the German people to act in favour of the Nazi party. As a consequence of the idea of changing the German people ´s mind as well as other National Socialist thoughts, Joseph Goebbels created a propaganda campaign in which Hitler was portrayed as a great man that helped the economical recovery of Germany -that was an important appeal to the German people considering the economic crisis they had to assume after the First World War-; he was portrayed as Germanys saviou r. Goebbels, in his attempt, to consolidate Nazi power and convince German people to support them, used the technique of total propaganda. In other words, the government had control over the media  [2]  . Goebbels took control of the newspapers, and although their writing style did not change, most the newspapers promoted fascism and Nazi German nationalism. Thanks to Goebbels ´ work and the impact of the total propaganda technique, he was undoubtedly responsible for the rise of Hitler to the power and too the centre of the political situation in Germany. His position as the Minister of public enlightenment and propaganda, gave him an absolute control of the mass communications media such as the press, radio, cinema and others. The culture created by the propaganda technique implemented and used by Goebbels created an entirely new era of mass manipulation. After they tested the effectiveness of the ministry of propaganda, and when the Nazi party was convinced about the importance of mass manipulation through media, they decided to split the Ministry into seven different departments. Once they had taken over most Germany, the propaganda ministry was split into seven different departments that included Radio, Film, Theater, Music, Literature, Visual Arts and, of course, Propaganda. Every aspect of the life in Germany was permeated by the Ministry, the re-education and the mobilization of mind and spirit of the German People stopped being just an ideal of the National-Socialist party and became a fact and a way to proceed to accomplish a Nazi state with Nazi ideals supported by all the German people. As the Nazi party was trying to convince German society that the National Socialist regime was the best for them, they were also taking part of the World War II. It was extremely important to convince people that fighting was necessary in order for Germany to stay stable. Propaganda played a highly important role in the confidence of German people that supported the war, the ministry of propaganda made sure that the moral of the German people and of the soldiers fighting the war stayed focused on the ideals of the Nazi party. Most of Nazi German propaganda consisted of material sustaining the wartime effort. Besides this, Hitler and the higher Nazi leaders encouraged racism and wished to begin the extermination of races that they considered inferior. Although there were already some unhappinesss between the German Jews and other Germans, it was still necessary to convince the German population that action against them was necessary. The Nazis used the idea of the perfect and pure rac e that was planted into the people ´s mind and that would lead to atrocities such as the Holocaust. They used posters stating facts like this to assure that the idea of the pure race would become important to every German person: The Aryan race is tall, long legged, slim. The race is narrow-faced, with a narrow forehead, a narrow highbuilt nose and a lower jaw and prominent chin, the skin is rosy bright and the blood shines through . the hair is smooth, straight or wavy possibly curly in childhood. The colour is blond. Of course, to state the priority of the German Maser Race, the propaganda ministry made the people believe that one of the reasons why Germany was defeated in the First World War (and that would lead to all the economic problems and the shattering of the German spirit) was because the German race had become impure when the Aryans began marrying non-Aryans. This implied that, in order to make Germany a strong country again and to make the people strong and confident, the Nazi party had to ensure the purity of the Aryan race. The use of the word pure was fundamental i n Nazi propaganda. Propaganda must not investigate the truth objectively and, in so far as it is favourable to the other side, present it according to the theoretical rules of justice; yet it must present only that aspect of the truth which is favourable to its own side. () The receptive powers of the masses are very restricted, and their understanding is feeble. On the other hand, they quickly forget. Such being the case, all-effectivepropaganda must be confined to a few bare essentials and those must be expressed as far as possible in stereotyped formulas.  [3]  This would explain why the use of simple words and formulas that appeal to the emotions of the audience were effectively used in Nazi propaganda  [4]  . These kind of statements, written by Hitler himself, prove that not everything said by the government was truth and that they were trying their best to convince people of the truths expressed in stereotyped formulas and repeated incessantly though every type of media communication owned by the Ministry of propaganda. It also shows Hitlers main intention by introducing Nazi propaganda, which was to convince everyone that the National Socialist regime was the best for Germany. Even when there were lots of types of propaganda, all of them ended in the same conclusion and had the same intention of persuading people to support the National Socialist regime ideals and everything implied by them-. Some historians think that the main reason why the Nazi Germany regime remained in place was, in fact, due to the fear factor created by the Nazi propaganda and the language used to appeal to people  [5]  . Language became, through the use of propaganda, a tool to manipulate and to lead society to obey without question the government and the radical ideas the Nazi party had. Organizations such as the SS  [6]  would work to wipe out anyone who didnt agree with what the Nazi propaganda said. Although the fear factor influenced and was seen in a large majority, it affected a small minority. Thanks to this fear people would stop speaking about issues related to the National Socialist regime, they stopped disagreeing about what the Nazi party was trying to impose. We could say that both fear and propaganda were the main factors that may have helped to consolidate the Nazi power. Nazis justified their actions through the use of propaganda, the manipulation of language and images, t he emotions and fears of the people and the idea of the pure race. An important example of this fact is what is known as The Night of the Long Knives, an opertation that took place on June 30th 1934 where the SS executed a series of political leader who were opposing to the Nazi ideas and to Hitler himself. The SS executed seventy men on charges of treason. Most of them were members of the SA also known as Sturmabteilung (Storm Section) or Brownshirts. This organization was openly against the National Socialist regime. This series of executions obviously caused more fear in society and decreased their rebellion intentions. C. Evaluation of Sources. Source 1:Randall L. Bytwerk , Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic. This sources main purpose is to show why the Nazi propagandas had such a fast effect and how it impacted society from that time. It examines the range of techniques used by Nazis. It talks about how people were embraced by the propaganda; it describes how the propaganda was in control of basically every media of communication that is what made it a very good source for this paper. However the book also says that the effect of the propaganda did not last much and it explains that in a way, Nazi propaganda failed since they expected more of their propaganda than what it actually was able to do. This is one of the weaknesses if the source since it is a contradiction to what I am trying to prove which is that the Nazi propaganda had a huge effect in the outcome of the Nazi regime. Source 2:Kallis, Aristotle A. Nazi Propaganda and the Second World War. This is a great source since it analyses every aspect of the effects of the Nazi propaganda, it explains how society was affected by it. It shows different kinds of perspectives, as the first source this one also says that the effect of the Nazi propaganda was not as big or as shocking as it is generally thought. It explains that the National Socialists were expecting propaganda to have a greater effect that what it had, however it had a part of the influence in the outcome of the Nazi regime. D. Analysis. Anyone who produced, distributed, broadcasted, published or sold any form of media or press had to first join one of the propaganda ministry departments and follow all the publishing rules they had. Hence, without the ministry license to practice their businesses, all artists, writers, publishers, producers and directors could not work in their field. Along with these guidelines, they brought up the prohibition of all Jewish newspaper and media. Due to the abolition of every anti-Nazi publications and media in general, public felt that the overall mood of all the media was pro-Nazi. German people knew that disagreeing could cause a calamity, the terror present in German society at the Nazi time of government was ultimately what caused the consolidation of power in the Nazi Germany. The Nazi party conducted some symbolic acts such as the ceremonially book burning in 1933 that was proclaimed as an action against the un-German spirit that wanted to end with all the Jewish intellectualis m through a purge by fire, all of this was proclaimed by the Press and Propaganda Ofiice of the Deutsche Studentenschaff (Student Association). Without a doubt, the propaganda used by the Nazis was influential on the actions of the German society, the popularity of the propaganda used in ht theatre and in the movies was evident if we consider the increase of movie viewers between 1933 (1 million viewers) and 1942 (250 million viewers). The moral and confidence of the German people was increased as well through propaganda and even through architecture  [7]  . All the arts were involved with the propagation of Nazi ideals. The significant number of movie viewers was thanks to Goebbels idea that movies should not be overly propagandists and must be entertaining. However as in every other media, the ultimate goal was to influence people and drag them into Nazism. Goebbels considered that the appropriate propaganda to be used in the movies should be using dramas centred on historical and influential figures. There were also some very straightforward war films that contained clear pro-German and pro- nationalistic messages, other films that performed a slightly different propaganda function, such as 1936 Olympia, which showed that Germany could put on a magnificent show for the Olympics. The huge success of the films during this period conveyed to the public the sense that Nazi regime was a regime of modern progress, breaking barriers in technology, convincing public that remaining with the Nazi party would be the only solution in order to progress. The Olympic Games of 1936 were handed to Berlin before the Nazis came to power, and Hitler thought of this as the perfect opportunity to demonstrate the world how efficient the Nazi Germany was. The Berlin Olympic Games were also the perfect scenario for the Nazis to prove the power of the Master Race. The Nazis gave an outstanding performance in the use of radio for the reporters. Twenty transmitting vans were put at the disposition of the foreign media along with 300 microphones. The radio broadcasts at the Olympics were given in 28 different languages. The director of NBC in America congratulated the Nazis for this service; this was a great triumph for the Public Entertainment and Propaganda MinistryRadio could also be considered as one of the greatest and most convincing propaganda. For example the Volksempfanger; in 1933, 4.5 million German houses had broadcast access and were listening to it. This was thanks to the availability of inexpensive radios. A factor of success of the radio was its personal nature, while the cinema was experienced with others, the radio had the ability for the Nazi party to talk to people in their own home, and also they could share it with the public thanks to the speakers in the streets. E. Conclusion The National Socialist regime held absolute control over Germany between the years 1933 and 1939. The Nazis dominated every aspect of the everyday life of ordinary people and made it almost impossible for people to escape the influence of Nazism in their family, their work, and even thinking. Even though the Nazis did bring some prosperity to Germany in economic ways at that time, the overall Nazi regime was based on terror and it was centred on the transformation of Germany which could only be completed by affecting the lives and thoughts of most, if not all of the German citizens. Most of the Nazi ideals were mainly promoted through films, radio, theatres and newspapers controlled by the National Socialist regime. There was no way of avoiding it; it was spread across every form of entertainment and media of communication. A significant percentage of Germans seem happy with Nazi control, however, those who were not, were harshly punished by either the Gestapo or the SS. The propagan da used in the wartime had a massive effect in people causing lots of German Citizens to join the National Socialist ideas and helping the Nazis to gain control over almost every German citizen. F. Sources and Word Count Word Count: 1994 Bytwerk, Randall L. Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic. East Lansing: Michigan State University Press, 2004. Kallis, Aristotle A. Nazi Propaganda and the Second World War. Basingstoke, UK: Palgrave Macmillan, 2005. Nazi and East German Propaganda, Guide Page, German Propaganda archive. The Holocaust History Project ,

History of physical education :: essays research papers

The field of physical education has gone through many cycles over its long history. These cycles range from a strict authoritarianism to the liberal democracy of today. This transformation to the democracy has opened the field of physical education up to many new sciences, which are creating many new professional opportunities. If the cycles of physical education continue, these new professions will hopefully pave the way to future discoveries and studies of physical education. The Spartans and Athenians were the first to have a type of physical education. Though very different, both systems served the people and their needs. The Spartan system was similar to a dictatorship. Male children were taken at the age of seven to learn basic military skills while living in barracks. When the children reached the age of fourteen, they began learning group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty. Once thirty, the men could then marry a women who had been doing some training of her own in order to make strong babies. The philosophy of the Spartans was basically to allow them to invade other countries if desired, and to prevent other countries from invading them. The philosophy of the Athenians was quite different compared to the Spartans. The Athenian culture was very democratic, and focused on training the mind and body. Reading and writing was a large part of society as well as physical activity which took place in the center of the city where the gymnasium was located. The physical education philosophy of the Athenians was the high point of physical education for many years. Some other cycles in physical education that we have evolved from are that of the Romans, the dark ages, and the crusades. The Roman era is a bit disturbing, but is nonetheless a cycle of physical education. Physical education for the Romans was about athletics, which was primarily about entertainment. People were forced to fight to the death, and oftentimes fed to lions. During the dark ages, religion viewed physical education as a waste of time and a work of the devil. The dark ages were a very sedentary time for human civilization. Following the dark ages in approximately 1096, were the crusades. The crusades were a time of muscular Christianity, because of the Muslims conquering Jerusalem. Muscular Christianity is basically Christians believing that the more one trained to become good soldiers, the more Christian a person was.