Comparison Italian And German Fascism

Comparison Italian And German Fascism In the 20th century there were a lot of rises and falls of many types of government. In some cases, two world wars influenced these events and multiple changes arose in power. The First World War gave way to such styles of rule as Fascism and Nazism. Very often these two ideologies are conflated as the same thing. However, while there are similarities between these concepts, a lot of differences also exist, that need to be mentioned. In order to understand these two movements, one should get to know the meaning of these terms. Such political ideology as Fascism is used in reference to the style of ruling that arose in Italy after The First World War and was represented by Benito Mussolini. And Nazism is embodied by the man who might be a true Nazist itself, Adam Hitler. Fascism could be considered as militant political movement that emphasized loyalty to the state and obedience to the leader. It based on the principles of Authoritarianism: government tried to organize and control with strong discipline as much as possible in peoples lives. The first obvious difference between these two political systems is about the intention: Hitlers Nazi wanted to avenge what the world done to them after the World War I, he wished Germany to gain the hegemony all over Europe. While Mussolinis fascism just wanted to reconstruct Roman Empire, build up the southern part from agriculture to industrial as the northern part of Italy. Other areas of differences between Germany and Italy involve their people. Hitler had peoples support till the end, while Mussolini gradually lost peoples faith. After the World War I, Germany and Italy were in the same period of difficulty. Germany was considered to be the nation that made the war breaks out. Because of this reason, they had to pay massive reparations to some countries. It harmed their economy so much, and embarrassed the German people. This pushed up Hitler to start his ideas of new political policies called Nazism. Main points of this policy was to demanded more land, expand anti-semitism, and to make Germany become a super nation. Hitler used political propaganda to fuel their cause against the enemy. One of propagandas methods was the radio. That is kind of demagogism, the people knew nothing about the truth, but lies. Hitlers Nazi were also against the Jews, use them as scapegoat. Jews were cheated extremely rude. About economic, Hitlers Nazi could help their people out of the crisis, all economic activities devoted to the nation and the enlargement of the army. Role of women was not be respected, under Nazism, women ha ve only role to take care of children and support their husband to serve the state. No place for women in any important field like political or economic. About Italy, Mussolinis fascism was the only policy which have freedom, all others were extinguished. All people who against the new policy was killed or exiled. Though parliament still met, all the important decisions were done by Fascism party, all followed what the dictator Mussolini told. Local power replaced by the mandarins appointed from Rome. Local fascists always had the same power as the government officials. No freedom of press in Italy that time, all the press, radio, movies, theatre were censorship strictly. All anti-fascism editors were replaced by fascist supporters. Schooling was tightly supervised, all books were rewritten to praise the fascist system. Teachers must wear uniform, students had the right to point out any teachers who did not have the fervency to the fascism. All the economic activities also under controlled by corporate state, they tried to harmonize the employers from all class. Lockouts and strikes were not allowed. About religion, especially here is Catholic, was forced. No other religions could exist. In spite of these differences, these two fascism states share many important experiences. Since Mussolini and Hitler are allies, the way they used fascism is very similar, they have almost the same political point of view. Both of them were dictator fascists, looked for the new form of government: totalitarianism. They love to use violent, followed the doctrine of anti-democratic and anti-socialist, despised to civil rights and individual liberties. Their political ideologies formed just after the World War I. Violent propaganda was the key tool in both nations to increase social conflict everywhere in their nations, enabled the fascism government to dominate the points of view of the public to what they want to. The education systems in Germany and Italy were also very similar. The main purpose in education was to create as much well-trained and loyal soldiers as possible, because of the physical training was a major part of education. The womens role in both states was not respecte d. France is considered as the common enemy for both Germany and Italy, because France invaded territories of both two countries. All characters above may be not enough, but they are somehow representative for the similarities between Italian Fascism and Nazis Germany. Although political systems of Fascist Italy and Nazi Germany differ from each other in many areas, but they still share some common experiences. As James Brown quotes: Fascism and Nazism, although poles apart in their intellectual content, are similar in this, that both have emotional appeal to the type of personality that takes pleasure in being submerged in a mass movement and submitting to superior authority.

Slavery’s Injurious to All

Slavery’s Injurious to All During the time of slavery, being black meant you were probably a slave and being a slave was brutal. They were treated more like animals than like humans. In Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave, he said, â€Å"slavery proved as injurious to her as it did to me† (22). I disagree however as well as agree with him on this, because being a slave you went through ridiculous amounts of punishment and torture that nobody else went through at that time.But, slavery did change the owner's personality as well. Being a slave meant going through struggles, hardships and not having any family around to help. Their masters were not the nicest people. When they were twelve months old they were taken away from their birthmothers and given to another female slave who cared for them. Children should not be taken away from their mothers at such a young age. They are supposed to have the nurturing care of th eir mother. When taken away from their mother after being with them for quite some time children get a sense of loss.Not only did they get separated from their mothers, according to Frederick Douglass it was common for their masters to be the father of some of the slave children. The masters would sell their black kids â€Å"out of deference to the feelings of his white wife† (3). It was cruel to sell any human being let alone their own children just because of their class/race difference. If he did not sell the slave, the father would have to whip his own child and watch his white sons tie up his own brother. Slaveholders did not have to go through any of that cruel and unusual punishment as the slaves did.Slaves suffered greater hardships than any other person during this time period. They did not receive sufficient clothing to keep themselves warm during those winter days. And if they ever ruined their clothing they would have to wait till the next â€Å"allowance dayâ₠¬ . As well, they did not have any beds to sleep on, they slept on the floors with the little blankets they had. Their slaveholders did not have to go through that suffering of sleeping on a hard floor. They do not compare to what slaves go through. Slaveholders are the wealthy ones compared to slaves; they got to live in comfort while slaves did not.So when Douglass states â€Å"slavery proved as injurious to her as it did to me†, about his mistress, I believe he was wrong. Compared to the slaves, the slaveholders and overseers lived a luxurious lifestyle. They did not have to work hard in the fields just to earn the clothing on their backs and their daily meals. No matter what the slaves did it was never the right thing to do to please their masters. Not only did were slaveholders and overseers able to order around their slaves but they also made their lives a â€Å"living hell†. They were whipped for doing wrong or for no reason at all.According to Douglass he had a few masters who were really brutal. For instance, Mr. Severe, Douglass wrote, â€Å"he was a cruel man. I have seen him whip a woman, causing the blood to run half an hour at a time† (7). When an overseer could be as cruel as that, they would never be able to know what the other side of slavery was like. Gore was another cruel man. He was about to whip a slave, Demby. When Demby ran into a creek and stood there. Gore gave Demby three chances to come back to him so he could whip him, he did not listen to him, so Gore shot Demby.After shooting him, Colonel Lloyd, had asked why he resorted to shooting him, his response was, â€Å"he was setting a dangerous example to the other slaves, – one which, id suffered to pass without some such demonstration on his part, would finally lead to the total subversion of all the rule and order upon the plantation† (14). Demby was shot and killed for wanting to get away from being lashed and was punished for that. Slaves were no t allowed to have a say on what goes on in their lives, they were a piece of property.Being a slave took a toll on the slaves and their emotions. While slaveholders lived their lives, slaves were depressed. They had endured torture, pain and many more difficulties in their lives. Douglass wrote, â€Å"I often found myself regretting my own existence, and wishing myself dead† (24). Slaveholders cannot and should not be compared to how the slaves felt and were treated. They got to choose the way they lived their lives so they had no regrets doing what they did to the slaves. It was not the slaves fault that they were born into that social class.However on one occasion, slavery does prove to have been as injurious to the slaveholders as to the slaves. When Douglass talks about his mistress, Mrs. Auld, he described her as a very kindhearted woman. She was teaching him how to read and write, since slaves were not allowed to become educated. She had clothing and food ready for him as well. Mrs. Auld was the only slaveholder to treat her slaves so kindly. After her husband banned her from teaching Frederick Douglass, she became coldhearted like all the other slaveholders.Douglass said, â€Å"she now commenced to practice her husband’s precepts she finally became even more violent in her opposition than her husband himself† (22). Mrs. Auld had never had a slave before so she did not know what it was like. Douglass was her first slave to own. In this situation, slavery had then become injurious to slaveholders as it did to slaves. Slavery changed the mistress’s personality, she became cruel. Mr. Auld In conclusion, even though slavery maybe injurious to the white owners, it is proved to be more injurious to the slaves.They are the ones treated unfairly; the owners had a choice the slaves did not. Just because one instance can prove that slavery affected the slaveholders like it did to the slave, it does not justify it one hundred percent. Sl aves were the ones getting beaten every day; they had no control over their lives. They were treated like property because of their skin color and the social class they were born into. Some slaveholders enjoyed whipping their slaves, it just goes to show that slave owners did not care about their slaves.

Differences Between University And School

In recent years, although tertiary education is certainly popular among Hong Kong students. It is unlikely that all students can easily catch the ways of studying at starting university. Therefore, we need to know actually what great differences between studying at university and school in order to adjust our ways of studying more effective to achieve the tertiary education. In this essay, I will try to examine their differences in terms of the characteristic of teachers and students, students time management and motivation as well as the modes of assessment Firstly, the characteristic of teachers and students in school and at university has great differences. The school teachers dismantle to translate the textbooks word-by-word from limited information-based, and whether the students understand the lessons or not, they can passively copy down the information and refers to their notes later at home and memorizes them. However, the university students are no longer allowed to sit quietly and negatively throughout the class. They are being demanded to discuss academic matters or cooperate with other classmate to perform projects. They are require to find sources, gathering information and put them into order. As Marshall and Rowland (1993, 34) pointed out, the ability to think critically is a generic skill that are expected to acquire in the undergraduate education and transfer to daily life, future or current work. Therefore, the tutors at university who offer not only textbook instructions but also helps students to think critically and independently by encouragement. Besides, students can choose and adjust their own learning style independently from freely choices of materials provided at university. Another important difference in students time management that is mainly affected by the learners motivation in school and at university. The motivation of school students is comes from parents and teachers, who reward or punish students for keeping up their studies. Students are unexpected to plan or do anything besides follow the timetable and study schedule from teachers. When a student moves on to undertake university study at undergraduate level, there is demanded to be more self-motivated and independent learning. Such as plan a learning programme that takes into consideration time available for study. As Marshall and Rowland (1993, 41) shown that, if students are studying at a distance in tertiary education are needed to be particularly careful in setting priorities and balance a certain time between work and study, family and social life. It is important to manage time efficiently to achieve satisfactory results. The final difference point in assessment procedures. In school, students are judged largely on the grades they achieve in examinations for gaining admission to higher education. On the other hand, university students are judged mainly on their continuously assessed course work, not only by their performances in examinations. In this essay, I have attempted to identify and explain how great differences between studying in school and at university in terms of teaching and learning style, students motivation and time management, and the modes of assessment. I found that when students moves on to undertake the tertiary education. This means, they has reached adulthood and becomes an independent and self-motivated learners. They should accommodate the suitable learning style and good time management for themselves to achieve the satisfactory results. Marshall and Rowland (1993, 41) described that, each discipline or body of knowledge is a culture in its own right with its own discourse V its own language and vocabulary and its own methodologies for choosing, analysing, critiquing, interpreting, presenting and using this knowledge. Thus, when start tertiary study enter not only the overall culture of the institution but the culture of the discipline in which are intend to study. Independence and the exercise of initiative are both essential qualities in a good university student.

All Quiet On The Western Front And Man s Search For Meaning

From Man to Monster: A Study of Identity in All Quiet On The Western Front and Man’s Search for Meaning War is consistently portrayed in literary works as a concept of horror, a clash of physical and mental strength, with its soldiers either depicted as heroes or humans transformed into animalistic killers. Favouring the latter approach, All Quiet On The Western Front by German veteran Erich Maria Remarque is a war story that captures the hardships experienced by soldiers during World War I, their disconnection from civilian lives, and the struggle and death of the protagonist Paul Bà ¤uner and his friends. Remarque conveys the destruction and reconstruction of a soldier’s psyche as he describes the experiences of Bà ¤uner and his comrades at the front line of the war. All Quiet on The Western Front does not shed light on the soldiers’ courageousness or heroism, but rather discusses the effects of the war on their identities, personalities, and views on life. As the main character of the novel, Paul Bà ¤uner’s personal struggle with identity and meaning is unveiled in grave and unsettling detail. Prior to experiencing true trench warfare, Bà ¤uner is portrayed as being a caring and emotional man, as seen in his interactions with his dying friend Kemmerich. A soldier with such empathy and emotion is hardly suited for the front lines of the war. Gradually, however, Bà ¤uner undergoes a major identity shift as he is exposed to harsher conditions and is forced to fight for survival. TheShow MoreRelatedAll Quiet on the Western Front Symbolism, Imagery Allegory2597 Words   |  11 PagesAll Quiet on the Western Front Symbolism, Imagery Allegory Iron - In the book we hear the term The Iron Youth used to describe Paul s generation. The Iron Youth is an ideal of a strong Fatherland-lovin group of young soldiers who enlist and fight in the war as a way of showing pride for Germany and its history. 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