Elie Wiesel's Night: The Inhumanity of War

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Looking back to any random time in history will most likely take one to a world of greediness, envy, and a desire to dominate another. The history of the world is plagued by mankind's inability to settle for what they have and who they are. Wars have been fought over religion, tradition, territory, and in this case, the idea that one race is superior to another. World War II was a horrible time in the world. The First World War was "the war to end all wars" and yet chaos spread over Europe. Elie Wiesel's story, Night, is no exception. Elie was a Jewish prisoner who escaped the Nazi death camps. Night redefines what is a historically common theme of man's inhumanity to man. This theme is shown through the murder of a young boy, Elie's belief in God, and Elie's self-worth.

The first display of Nazi inhumanity is the murder of a young child. An Oberkapo and the boy (his assistant) were accused of blowing up a power plant on the camp. The man and boy were tortured and questioned and refused to give any information about the incident to the Nazi soldiers. The boy was described as "having the face of a sad angel" and was sentenced to be hanged. Everyone at the camp liked him and the SS officer in charge of the hanging refused his job and was replaced. The child was so light he hung for half and hour before actually dying. The prisoners had never cried for a victim before, however, they cried for the boy. One man asked "Where is God now?"(6).

Elie's belief in God diminished quickly during his time in the concentration camps. When the Jews first enter the camp, they are told by their elders "You must never lose faith, even when the sword hangs over your head…we shall all see the day of liberation. Have faith in life. Above all else, have faith. Drive out despair, and you will keep death away from yourselves". The Jews believe that in order to survive, they have to believe that survival is possible. Elie realizes he is only surrounded by death and inhumanity. After seeing the children burning in the crematory he questions his God saying, "Why should I bless His name? The Eternal, Lord of the Universe, the All-Powerful and Terrible, was silent. What had I to thank Him for"? Elie finds faith in a just God hard when He allows concentration camps to even exist. The breaking point for Elie is the murder of the young boy. He ponders the question "Where is God? Where is He? Here He is He is here hanging on these gallows…"(6). Through the Nazi's relentless murder, they have managed to corrupt Elie's faith, the one thing that would keep him alive.

The final result of the Nazi soldier's inhumanity can been seen through the Jewish people and Elie's self-worth. The story begins with the Jews viewing their segregation as a good thing. They believe they are now free of prejudice and can live amongst "brothers". This belief would soon be tarnished as the transition from humans to corpse evolves. At first they resist Nazi control. "We've got to do something. We can't let ourselves be killed. We can't go like beasts to the slaughter. We've got to revolt." The Nazi camps wore down their spirits to the point in which they saw themselves as nothing more than bodies. After reaching the camp Elie tells a friend not to waste energy by crying. He felt his fear being "replaced by an inhuman weariness". He described it as being numb from emotion, and "damned souls wondering the half-world". After being surrounded by death, starved, and beaten, Elie stated he "took little interest in anything except his daily plate of soup and crust of stale bread. Bread, soup, these were my life. I was a body. Perhaps less than that even a starved stomach." Through numerous events Elie describes himself as a corpse. He feels relieved when his father is finally killed, he doesn't even feel his body when he ran 4 miles in the snow with a wounded foot. Everyone around him had lost the will to live. At the end of the story Elie escapes death and the first time he looks into the mirror he said all he saw was a corpse.

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Use of Foreshadowing in "A Good Man is Hard to Find"

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While growing up in Savannah, Georgia Flannery O'Conner's father becomes diagnosed with Lupus, causing Flannery to face death at an early age. The short story, "A Good Man is Hard to Find" leads to the death of six family members that are traveling through Georgia on their way to Florida. Flannery O'Connor's use of foreshadowing is a reoccurring motif that gives the reader an ominous feeling of death.

When first reading the story, the deaths of the likable but dysfunctional family come as a surprise. However, reading the story more carefully shows that there are many signs, " some of these details are barely noticeable at the beginning of a story, and yield their significance slowly, like the seed growing secretly, through repetition"(Yaghjian 6)that gives clues to the reader as to what will happen. The story contains many images of death and the decline of moral character in society.

The reader is given the first image of death by the epitaph that O'Connor places at the beginning of the story. The Misfit is represented by the dragon and the family "passes by the dragon" and "go(es) to the Father of Souls" (O'Connor 5). This is true for the family because after they encounter the Misfit, they are killed and their souls leave their bodies. One of many foreshadowing examples, O'Connor uses this quote to set the tone and creates a sense of apprehension. Her next example lies in the first paragraph of the story beginning with the grandmother telling the family of an escaped convict. The first time the reader notices this warning, they believe the grandmother is trying to persuade her son to change the vacation plans from visiting Florida to Tennessee to better suit her own wants. This shows the selfish ways of the grandmother and also intrigues the reader about the character of The Misfit. The grandmother brings her cat on the trip because she is afraid the cat, if left at home would "brush against one of the gas burners and accidentally asphyxiate himself" (O'Connor, 54). Although slightly humorous, this presents the reader with another image of death. O'Connor uses the character of grandmother whose dress is symbolic of a true southern lady to give the reader a vivid idea of her integrity. The grandmother explains the reason for her elaborate dress is so that "anyone seeing her dead on the highway would know at once that she was a lady" (O'Connor 54). The irony is that it is almost as if the grandmother predicts her own death. In this instance, it is clear that O'Connor's purpose is to build anxiety and create suspense as to what the outcome of the family's trip might be. The final, most evident foreshadowing of the family's death develops when they passed by a cotton field with five or six graves fenced in the middle of it, like a small island(O'Connor 55). It is not an accident that the numbers of graves, five or six, match the exact number of people in the car; there are five people and a baby. Since a baby is not exactly a full person, it is appropriate to say five or six. The murders of the family by The Misfit and his gang at the end of "A Good Man is Hard to Find" are not surprising since "there is necessarily a shift in tone in the story, it is adequately foreshadowed in … the introductory scenes" (May 61). Therefore, the end is no shock to an observant reader who notes the details that ominously foreshadow the family's catastrophic fate.

Flannery O'Connor uses strong imagery and symbolism to foreshadow the tragic events that occur at the end of "A Good Man is Hard to Find." She hints to the reader the ending using Grandmother's knowledge of the alleged Misfit and his evil ways of murder. She provides several techniques to foreshadow many of the upcoming events utilizing tools such as the quote, characterization, dialogue, sequence of events, and attention to details. But, although informative in her writing, O'Connor remains careful not to give away the surprise ending. On examination of the story's details, readers are easily able to ascertain the signs of the tragic conclusion of the family.

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Bertholt Brecht

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"The world is out of joint, certainly and it will take powerful movement to manipulate it all back again." Bertholt Brecht. This very famous quote by Bertholt Brecht was remembered throughout the world for the world was in war. Individuals in the world were going through life and social change. Bertholt Brecht was one of the chief innovators of modern theatrical techniques and he was both a poet and playwright. His epic theatrical creations developed drama as a forum for social and idealistic causes. Brecht's imagination, artistic genius, and social views distinguish his work and life. Eugene Bertholt Brecht was born February 10, 188 in Augsburg, Germany. Brecht was influenced by a variety of selections including Chinese, Japanese and Indian theatre, the Elizabethans (especially Shakespeare), Greek tragedy and many more. In the early 10's, Europe was a cauldron of social and political unrest. Literature sought not to provide accurate images, but it provoked change, encouraged thought and evaluation. Bertholt Brecht attempted to highlight the undeniable triumph of reason and knowledge to emphasise victory over authoritarian oppression.

The foundations of world literature have always been based on the attitudes and values of society. Authors, playwrights and poets are influenced fundamentally by the ideologies around them which brought all of Brecht's plays to a form of social and political instruction. Bertholt Brecht did not consider drama to be a form of entertainment; however he instead portrayed important images to the people of Europe, showing them the potential for social, political and economic change. Brecht being a Marxist, he grew up in an ordinary German family; saw the progress of several regimes of European history, including the accedence of Adolf Hitler and the effects of government's ideology on people. These encounters brought Brecht to become a respected social commentator and he questioned the ideologies and views of the government. In one of Brecht's play The Life of Galileo, the ideologies were prevalent to government in Europe at the time.

It's not difficult to realise why his texts were banned from Germany not long after they became widely read. His support for the empowerment of the common man and those marginalised in society is clear, and his endorsement of socialism is outright. Rejecting the methods of traditional realistic drama, Brecht preferred a loose narrative form in which he used distancing devices to prevent the spectator from identifying with the characters on stage. Brechts one commercial success was The Threepenny Opera, a play still subject to occasional revival. Based on John Gays The Beggars Opera, it portrays the poor of London, living lives that are nasty, brutish, squalid, and short. Brechts intention was to display the fundamentally evil nature of society, but his largely bourgeois audience merely took it as a reasonably accurate portrayal of impoverished existence, never questioning their own role in sustaining poverty, perhaps even feeling their ambivalent attitude towards the oppressed reinforced by the play. Brecht loathed this reaction, feeling that the play was completely misunderstood, and vowed not to repeat his mistake in creating something that the bourgeoisie society could like.

Many of Bertholt Brechts first plays were written in Germany during the 10s; however he was not widely known until much later. Eventually his theories of stage presentation exerted more influence on the course of mid-century theatre in the West than did those of any other individuals. Brechts earliest work was heavily influenced by German Expressionism, but it was his preoccupation with Marxism and the idea that man and society could be intellectually analysed. This then led him to develop his theory of epic theatre. Brecht believed that theatre should appeal not to the spectators feelings but to his reason. While still providing entertainment, it should be strongly didactic and capable of provoking social change. In the Realistic theatre of illusion, he argued, the spectator tended to identify with the characters on stage and become emotionally involved with them rather than being stirred to think about his own life.

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Iraqi men

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Many Americans associate Iraqi men with tendencies and ideologies that are not concurrent with the way they see themselves. These notions that have been aroused by newspapers, news magazine shows and regular news coverage portray Iraqi men by use of qualifying adjectives as inhumane, unstable as a people, and desperate for American aid and relief. The four articles presented for group analysis of how the media portrays Iraqi men, are examples of such ideologies presented to the world by the dominant culture. Due to the current situation with Iraqi, the "showdown," all of the articles selected delve into detail about the Fedayeen, the Iraqi military, or individual military personnel. This paper will analyze the medias use of language to dehumanize the Iraqi man.

While reviewing the four articles selected, it was apparent that the media favors terms that are context friendly, meaning that certain words carry different meaning in different contexts. The use of the word "swarmed," in the Denver Post article Iraqis mob aid trucks depicts the men as insect-like, while another article states the Fedayeen as "pecking away," furthering the reader's image of the Iraqi man as an animal. In another article the reader pictures Iraqi civilians running, "dirty," and "shoeless" to an aid truck. It is as if the citizens of the war-struck country have a choice as to their appearance, and desire to be such promoting the image that Iraqis are overall a dirty people. The use of language in all four articles does more for furthering theimage of the white privilige class than demonstrating an understanding of the Iraqi men. By dehumanizing Iraqi men in all four articles the media furthers the image of the United States as a hero, and the troops as the savior of the Iraqi people, making the public believe that Iraqis are in desperation, and dire need for American support. The underlying theme in the articles is that the Iraqi men are barbaric, inhumane, and cruel, and it is not premature to say that the four articles portray Iraqis as less than Americans,

All four articles mention the cruelty among the ranks in the Iraqi military and among civillians. What the articles fail to mention is that the overall culture of the country is different from that of the United States, the dominant culture. Those who are educated even the slightest bit in middle eastern countries understand that life is valued differently, and being a martyr is something to strive for. A Times Online article about the bribary which goes on in the Fedayeen, talks about the price of death. As an American reading the article, it is easy to jump to comclusions about the culture. One might think that the suiccide missions carried out are insane, yet according to religion in Iraq, one interperetation is that these missions are not only accepted, but greatly rewarded. The media in the United States does not begin to analyze this aspect of Iraqi culture other than a quick remark in one article which calls the entire regime "psychotic". The ideologies represented throughout the articles represent those of the dominant culture, and not the Iraqi people.

The notion that Americans are right, and Iraqi's wrong is an indication that articles have been written from not only a position of power, but a position of total domination, and privilige. Manipulitive language has been used to make the American public think that liberating" Iraq is what is best for the country. This stereotype, that all Iraqi men and women want American support, stems from a righteous dominant ideology that Americans are right, and all others are wrong.

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If the author of each article's name was not written directly under the ehading, one might think the four articles selected were written by the same person. Language filled with qualifying adjectives, stereoptypes, and dominant perspective fills the pages of all four articles. Although they each have slightyly different topics, the main thesis of each is that Iraqi men, regardless of military status are dirty, inhumane, and desiring of American interference with their lives. Please note that this sample paper on Iraqi men is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Iraqi men, we are here to assist you. Your cheap custom college paper on Iraqi men will be written from scratch, so you do not have to worry about its originality.

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Contradiction of Malaysian and the United States Education

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No two countries have exactly the same structures in their education systems, let alone Malaysia and the United States. In fact, both countries apply different methods in almost every aspect of the general structures of systems. Because each executes a different system, both countries are also facing different education issues.

To begin, each country's education system is controlled by different authorities. Presently, the Malaysian education system is fully governed by the Ministry of Education. All states' Departments of Education are placed under this ministry which indicates that each state must follow the guidelines set by the federal government. Because of this centralized administration, every school in Malaysia uses the same curriculum for each level. On the contrary, no national education system or national curriculum exists in the United States. The federal government does not control what is going on in the schools. Even though each state has its own Department of Education, unlike Malaysia, most of the control of American schools rests in the hands of local school districts. They set up guidelines only for schools within their districts. All in all, the difference in the education authority in both countries leads to differences in their day-to-day operations.

As a result of the difference in authorization, both countries operate different types of schools. In Malaysia, in particular, there are two levels, primary and secondary school. Primary school goes from Standard One to Standard Six and attending kindergarten is not compulsory. Secondary school is divided into two parts, lower secondary from Form One to Form Three and upper secondary from Form Four to Form Five. Completing this, secondary school graduates can choose to study in several institutions such as universities, colleges, and matriculation centers, or continue another two years in secondary school. There are three standardized tests to be taken and passed, one in Standard Six, Form Three, and Form Five in order to graduate from high school and continue to university. On the other hand, in the United States, school districts are divided into elementary schools, middle schools or junior high schools, and high schools. Elementary schools contain First through Fifth or Sixth Graders including kindergarteners. Middle schools contain Grade Six to Grade Eight, while junior high schools contain Grade Seven to Grade Nine. Following that, students go to high school until Twelfth Grade. Unlike Malaysia, most American school districts typically do not require any examination to graduate from high school. Having passed all of the required courses, a student is then considered a high school graduate. This shows that the United States education is more relaxed compared to Malaysia's.

Education courses provided is another difference between Malaysia and the United States. For instance, the level of upper secondary schools in Malaysia and high schools in the United States are approximately the same, yet the courses offered are dissimilar. All students in upper secondary schools in Malaysia are required to take Malay, English, mathematics, science, history, and Islamic Education (for the Muslims). Then, students can choose other elective subjects on one condition; they must take nine subjects at minimum and twelve at maximum including the core subjects. Usually, they enroll in subjects of a discipline that they are interested in such as business, pure science, social science, accountancy, and literature. American high school students, conversely, are required to take English, mathematics, science, and social studies. They may also be required to take a foreign language and/or physical education. Additional courses such as art, music, home economics, and industrial arts are also offered. A course is just one or two semesters long, whereas in Malaysian upper secondary schools, subjects take the whole two years to be completed. Apparently, the difference in courses makes the students in both countries different in terms of their study development.

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