Comparative Analysis - Elie Wiesel and Hilary Rodham Clinton Essay Example for Free

Comparative Analysis Elie Wiesel and Hilary Rodham Clinton Essay The two speeches orated by Elie Wiesel and Hilary Rodham Clinton were delivered in 1995 to influence change. Wiesel’s, ‘Listen to the silent screams’ was delivered at Auschwitz. World leaders and survivors listened as he influenced the audience to act upon racial hatred and religious extremism. Clinton delivered her speech at the United Nations 4th conference on Women’s Rights Plenary Session in Beijing. This is ironic given China’s poor record for human rights violations, particularly against females. Delegates and women from all over the world came to hear her rebuttal, ‘Women’s rights are human rights’. Both Wiesel’s and Clinton’s speeches are relevant today as both their aspirations of human rights for all have not yet been fully realised. Both speakers broadcast their message by addressing the audience through exhibiting their authority and rhetorical devices. Both speakers establish authority and credibility for themselves as speakers and for their cause in different ways. Wiesel is authoritative as he has lived through the Holocaust, whereas Clinton is authoritative as she is an active feminist. Wiesel addresses his audience by using personal pronouns to create equality, â€Å"I speak to you as a man, who 50 years and nine days ago had no name, no hope, no future and was known only by his number, A7713†. This statistical information shows the formality of the occasion and establishes that being in Auschwitz has influenced his view on humanity. He â€Å"has seen what humanity has done to itself by trying to exterminate an entire people and inflict suffering and humiliation and death on so many others. Wiesel does not specifically identify one group of people for doing this; he influences the audience to understand whole of humanity was responsible for Auschwitz. Contrastingly, Clinton establishes her authority by being female, by being indefatigable, and by speaking to and for women from all over the world. She states, â€Å"Over the past 25 years I have worked persistently on issues relating to women, children and families. † This shows she is serious about women’s right, it is something she strongly believes in, and her commitment to the cause is absolute. Clinton has worked on women’s rights for â€Å"the past 25 years†. Not only is she committed, in addition she brings experience. By listing countries in which she has talked to mothers about their issues, â€Å"I have met new mothers in Indonesia Denmark South Africa India Bangladesh Belarus Ukraine Chernobyl †, she highlights her credibility to appear influential and qualified to act as a voice on their behalf. She has met mothers who are voiceless, now she has the responsibility to speak out, to be the one voice that is heard. Both speakers establish their authority by validating their cause and using rhetorical devices . Wiesel uses emotive language and imagery, whereas Clinton appeals to fact. Imagery is used in Wiesel’s speech to capture the surreality of the Holocaust. Clinton uses fact to update the audience with reality of the world, and influences the audience with statistical information. Wiesel uses representative figures of mothers and old men and women, â€Å"Listen to the silent screams of terrified mothers, the prayers of anguished old men and women. † The use of the emotively loaded adjectives ‘terrified’ and ‘anguished’ shows the reader their vulnerability. Prayers’, shows helplessness and desperation as there was nothing they could do but hope. Their prayers went unanswered, as did the silent screams. Wiesel uses anaphora and imperative to influence the reader the dead have never been laid to rest, â€Å"Listen to the tears of children, Jewish children, a beautiful little girl among them, with golden hair, whose vulnerable tenderness has never left me. † Wiesel influences the audience to pity the children, the most innocent of mankind. He achieves this by describing a representative figure who stands for all Jewish children. Through the description of, ‘vulnerable tenderness’ he emphasises the frailty and innocence of children, while showing that this was brutally crushed. There was no mercy. The weak were tormented, the most innocent were sentenced to a death both unimaginable and undignified, â€Å"Look and listen as they quietly walk towards dark flames so gigantic that the planet itself seemed in danger. † The metaphor shows the quantity and mass of the deaths, that people were being murdered on such a large scale that it seemed as if the whole world would be consumed. In contrast to Wiesel, Clinton used statistics throughout her speech to underline the importance of women’s rights. Statistics were used to give the reader an idea of scale, â€Å"Women comprise more than half the world’s population, 70% of the world’s poor, and two-thirds of those who are not taught to read and write. † Incorporating researched data gives realism and urgency. When statistics are used the audience is able to comprehend what is happening and who is involved. By using examples Clinton is telling the audience it should not be a problem as it involves at least half of the world’s population. Clinton gives examples from all over the world of what is happening, one of them being, â€Å"It is a violation of human rights when babies are denied food, or drowned, or suffocated, or their spines broken, simply because they are born girls†. Notice in this it is not only stated as a violation of women’s rights, but a violation of human rights. We are human, and we have rights. The violence needs to stop; in the name of humanity as a whole. Both Wiesel and Clinton are telling the world through the power of rhetoric, that change is needed. These speeches are relevant and persistent today. The issue of effectively opposing religious fanaticism, racial hate, and building gender equality have enduring relevance in all countries. With, â€Å" let us stop the bloodshed in Bosnia, Rwanda and Chechnia; the vicious and ruthless terror attacks against Jews in the Holy Land†, Wiesel is saying humanity has turned on itself before, and suffered before, yet we have not learned. He commands we must â€Å"reject and oppose more effectively religious fanaticism and racial hate†. Allow the Holocaust to be the past, Wiesel urges we must focus on a safer future for our children so that the millions who died in the Holocaust did not do so in vain. Clinton speaks to the world, urging the importance of gender equality, â€Å"Even now, in the late 20th century, the rape of women continues to be used as an instrument of armed conflict†. In this she gives an example of why gender equality needs to occur by giving an example of what is happening today. Both speakers influence the audience through exhibiting their authority and use of power, they show that these issues are pressing and cannot be ignored.

Integrating Students with Exceptionalities Essay -- Education

The delivery of education for students with exceptionalities has evolved from complete segregation to the provision of education within regular classes (Andrews & Lupart, 2000). Integration will be successful if the necessary supports and services are in place within the education system. Regrettably, the public special education system currently in use in Ontario is not meeting the needs of integrating students with exceptionalities in regular class settings. Even now, many educators believe that segregation of students with disabilities is justified and not prejudiced (Valeo, 2009). To abolish segregation from the Ontario public school system there is a definite need for strategies. Although there are challenges, there are numerous methods to promote inclusion through integration of exceptional students to include them in standard curriculum classrooms. One of the challenges that Ontario school professionals face is the amalgamation of regular and special education. This integrated system values, supports individual differences, and works in response to the various strengths, challenges, and experiences of all students. (Andrews & Lupart, 2000). The most debated issue for school professionals and advocates is whether a unified system provides students with better opportunities to learn. The reason for this debate is that school professional question if this type of system will diminish options for exceptional students to receive the individually adapted instruction them (Boscardin, 2005). The goal of inclusion through integration is to make available instructional strategies that effectively produce acceptable educational results for exceptional students, and can be implemented in a manner promoting inclusion. Educators must a... .... (2000). The Inclusive Classroom: Educating Exceptional Children. Scarborough: Nelson Thomson Learning. Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive evedence based practices (Vol. 33). American Secondary Education. Dixon, S. (2005). Inclusion - Not Segregation or Integration Is Where a Student with Special Needs Belonds. The Journal of Educational Thought, 33-53. Harpell, J. V., & Andrews, J. (2010). Administrative Leadership in the Age of Inclusion: Promoting Best Practices and Teacher Empowerment. The Journal of Educational Thought, 189-210. Tomlinson, C. (2001). How to differentiate instruction in mixed ability classrooms . Alexandria: Association for Supervision and Curriculum. Valeo, A. (2009). Education’s enduring prejudices: disability at the door. Dordrecht: Springer Science+Business Media B.V.

Jing-Mei Woo: The Joy Luck Club Essay

In this chapter we are introduced to the Joy Luck Club which originated all the way back in China when Jing-Mei Woo’s mother Suyuan was in the city of Kweilin. At the Joy Luck Club a group of old Chinese women sit around and eat and after that they sit down in a table to play a friendly game of Mah-Jong. At the Joy Luck Club there are 4 major members, Lindo Jong, Ying-ying St. Clair, An-Mei Hsu, and Suyuan Woo. In the beginning of the chapter we learn that Suyuan has died and Canning Woo, Jing-Mei’s father and Suyuan’s husband has asked Jing-Mei to take her mothers place at the Mah-Jong meeting. In this chapter we learn of how Suyuan had lived in China and during the war as the Japanese were slowly invading China, she had to take her family and leave for the city of Kweilin while her husband, Suyuan’s first husband that is, goes off to Chunking to fight the Japanese. In this chapter we learn about the other Mah Jong players, Lindo Jong, mother of the young girl Waverly, Ying-ying, a woman married to a white man and An-Mei Hsu. In the end of the chapter they old ladies tell Jing-Mei how they have contacted her long lost sisters and they want to send her to China to meet them. The story is quite interesting so far, its interesting to see how the women in this story resemble the way my own Chinese grandmother acts. Its quite funny too actually be able to know what Mah Jong is although I have been so white washed. I was born here in America so all I’ve ever known is American culture and although I look 100% like a Chinese kid would, when I went to visit China for the first time I felt so different from them. An-Mei Hsu: Scar We learn how An-Mei’s father is long gone and that her grandmother who has been a predominant figure in her life is slowly dying. While An-Mei is describing her dying Grandmother (Popo), she talks about her real mother who had dishonored the family by going off to marry a man with many wives thereby getting herself disowned by her own family. As the grandmother is dying, An-Mei’s mother comes back and as a last resort, tries to save grandmother by cutting off a piece of her own flesh and sticks it into a soup that she tries to feed to her mother (the grandmother). I thought it was interesting to see an example of an old Chinese remedy for something. I kind of wonder if that was even a real remedy, rather harsh and repelling if you ask me. Lindo Jong The Red Candle In this story Lindo, the mother of Waverly Jong, the National Chess Champion talks about her own struggles. In China Lindo was forced to marry a man named Tyan-yu whom she didn’t love at all. When she was finally married to him, she would avoid him and the groom’s mother realized this and hired a marriage counselor type of person to help fix things. The marriage counselor lit a candle and said if it was still lit the next day without going out then the marriage will last forever and even if the groom dies, Lindo may never remarry again. Upset, Lindo tries to blow out the candle and succeeds but the next day the servant lies about the candle not going out. Lindo now becomes desperate and tries to devise lies to help her get out of there and finally succeeds and the husband eventually marries one of the pregnant servants and Lindo is sent to America. The odd part of this story was how I was able to empathize with the other  characters in their discussions of their hardships when they were younger while I couldn’t with Lindo. Maybe I’m biased because of how Lindo is so harsh and headstrong towards the other characters in this story. She in my mind seems to be a great description of the family members in my own life, for they are all harsh and headstrong towards each other. Ying-ying St. Clair: The Moon Lady In Chapter 4 we learn about Ying-ying. As a child Ying-ying came from a wealthy family. Unlike she is now Ying-ying was once a very problem child, because she was so spoiled by her family she never thought twice about doing things and because of that she ended up getting lost at what was called â€Å"The Moon Festival†. At the Moon festival she watches a play about the Moon Lady whom she takes as the real person but then realizes her own stupidity and leaves the festival and if finally found by her family. An important part of this chapter is how Ying-ying ends it with the words â€Å"I wished to be found†. Those words to me tell me how she wants to be closer to her daughter and if granted one wish from the Moon Lady that would be it. Ying-ying doesn’t like how her daughter is ashamed of her and has abandoned all of their Chinese traditions In the prelude to The Twenty Six Malignant Gates I found it amusing to see how the little girl like all young children are headstrong and seem to think they are impervious to the dangers of real life and she ignores her mothers advice until it is too late when she falls off the bike like her mother said would happen Waverly Jong- Rules of the Game In this chapter we learn about Waverly’s life and how her mother has taught her â€Å"the art of invisible strength† which has allowed Waverly to do well in life especially in the world of Chess where she became National Chess Champion at a very young age. Waverly however hates her mother for even though she adopted her mother’s quality of â€Å"invisible strength† she dislikes everything about her mother from their culture to the way her mother acts. Waverly unlike her mother doesn’t like to brag about herself and is very upset at her mother who is always comparing her child to everyone else’s and using Waverly’s fame to her own advantage. Lena St. Clair- The Voice from the Wall This is the second story told from eyes of the daughters. Lena in this chapter describes the life of her mother when she was younger. Lena describes Ying-ying as a paranoid and somewhat psychotic person who married her father Clifford St. Clair, and Englishman who spoke very little Chinese and was found unable to understand what her mother was saying half the time they were together. Towards the end of the story Lena describes what is seems like her mother Ying-ying had a miscarriage and Ying-ying who was already mentally unstable blames the death of the unborn child on herself and becomes even more unstable. In this chapter we learn about Lena’s childhood neighbor who was always getting into fights and because in her own Chinese culture when the children would argue with their elders, the argument would ensue a beating from the parents so she always imagined her neighbor to look very beat up since they seemed to argue all the time but to her astonishment when the neighbor sne aked into her house one day, the young girl was unharmed and that same night could be heard laughing with her mother whom she had an argument with a few hours earlier. Jing-Mei Woo â€Å"2 Kinds† I thought it was funny to see how Jing-Mei’s mother wanted her daughter to be like â€Å"Shirley Temple† but then again it makes sense, Shirley Temple was America’s Sweetheart in the early 90’s so it would be fitting since everyone wants the best for their children. It was also interesting to see June’s interest in piano after watching a Chinese girl play the piano on the television but she quickly lost interest in the piano ever since she found out her teacher was deaf and therefore she stopped practicing. Lena St. Clair â€Å"Rice Husband† In this chapter we look into Lena’s life and find out that she is married to a white man named Harold. At first they had a true love and enjoyed their life together and decided to share all their costs but lately the marriage has begun to fall apart and the only thing still concrete in their marriage is their sharing of the costs of things they use and that have become the root of most of their problems. Waverly Jong â€Å"Four Directions† Waverly who is trying to look for a way to tell her mother that she is getting married to her fiancà © Rich, takes her mother out for lunch but ends getting scrutinized by her mother like always. With a certain un-eagerness Waverly invites Rich to meet her mother at her mothers house for dinner and although the dinner was a complete disaster for Rich, Waverly in the end found out that her mother did approve of Rich and that event brings all three of them closer together than before. In the beginning of the chapter we learn that Waverly is a smart young child but her mother has an iron grip on her life and Waverly’s first marriage falls apart completely because of her mother and how she began to see things the way her mother did about her husband. Rose Hsu Jordan â€Å"Without Wood† Rose for once doesn’t believe what her mother says, which was about her husband Ted cheating on her which he really did do. The husband after filing for divorce tries to bully her but Rose stays strong and is able to keep the house and keep her ex-husband in check. Jing-Mei Woo â€Å"Best Quality† In this chapter we learn how Suyuan hurts Jing-Mei, enough that Jing-Mei begins to doubt her mothers love for her but when New Years Eve comes along, Suyuan proves Jing-Mei wrong and then Jing-Mei realizes how much her mother really loves her at dinner. Because of her mothers love for her, Jing-Mei never takes off the pendant Suyuan has given her before she died. An-Mei Hsu â€Å"Magpies† In this chapter An-Mei is taken away to live with her mother. In this chapter both An-Mei and her daughter Rose wonder if their culture has made them weak in the eyes of society. An-Mei was upset at Rose earlier because of Rose’s unwillingness to do anything about her husband request for a divorce. In this chapter we see how Chinese women couldn’t do much with their lives, if they were unhappy all they could do was cry about it so when faced with these types of problems in America, the both of them wouldn’t know what to do although being in America they could do whatever they want. Ying-ying St. Clair â€Å"Waiting Between the Trees† Ying-ying in this chapter reflects on her childhood and from her mistakes she wants her daughter Lena to learn from. Ying-ying wants her daughter to lead a happy life, that her marriage is going to fall apart and she wants her daughter to be strong when this happens. Lindo Jong â€Å"Double Face† In this chapter we see the two cultures, the American culture represented by Waverly and the traditional Chinese culture represented by her mother Lindo Jong. Waverly who was uncertain of herself, thinks she’ll be easily seen as a foreigner but Lindo says she won’t be noticed. Later in the chapter both mother and daughter become closer after Lindo decides to ask Waverly why the year before when Lindo went to visit China, that they knew she was a foreigner despite all of her Chinese styles and traditions still in tact with her. Jing Mei-Woo â€Å"A Pair of Tickets† The last chapter of the book ends with the final daughter and mother couple coming together for Jing is able to finally discover who she really is, for as American she is, she’s also just as much Chinese.

The History of Ice Cube Trays

It is not known for certain who invented the first ice cube tray, a refrigerator accessory that can make and remake small uniform ice cubes. Yellow Fever In 1844, American physician, John Gorrie, built a refrigerator to make ice to cool the air for his yellow fever patients. Some historians think that Doctor Gorrie may have also invented the first ice cube tray since it was documented that his patients were also receiving iced drinks. DOMELRE—the Refrigerator That Inspired Ice Cube Trays In 1914, Fred Wolf invented a refrigerating machine called the DOMELRE or DOMestic ELectric REfrigerator. The DOMELRE was not successful in the marketplace, however, it did have a simple ice cube tray and inspired later refrigerator manufacturers to include ice cube trays in their appliances as well. During the 1920s and 30s, it became common for electric refrigerators to come with a freezer section that included an ice cube compartment with trays. Ejecting Ice Cube Trays In 1933, the first flexible stainless steel, all-metal ice tray was invented by Guy Tinkham, the vice-president of General Utilities Manufacturing Company. The tray flexed sidewise to eject the ice cubes. Tinkhams invention was named the McCord ice tray and cost $0.50 in 1933. Flexing the tray cracked the ice into cubes corresponding to the division points in the tray, and then forced the cubes up and out. Pressure forcing the ice out is due to the 5-degree draft on both sides of the tray. Modern Ice Later, various designs based on the McCord were released, aluminum ice-cube trays with a removable cube separator and release handles. They were eventually replaced by molded plastic ice cube trays. Today, refrigerators come with a variety of ice cube making options that go beyond trays. There are internal automatic icemakers and also icemakers and dispensers built into refrigerator doors.

Annapolis Acceptance Rate, SAT/ACT Scores, GPA

The United States Naval Academy is a federal service academy with an acceptance rate of 8.5%. The U.S. Naval Academy at Annapolis is highly selective, and the application process is different from many other schools. Applicants must meet eligibility requirements including U.S. citizenship, age, and marital status. Students who meet eligibility requirements can submit a preliminary application which will determine if they are competitive to become an Official Candidate for admission. Applicants must also receive a nomination from a senator, member of Congress, current naval officer, or veteran. Other components to the Annapolis application include a medical exam, a fitness assessment, and a personal interview. Considering applying to the U.S. Naval Academy? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Why the United States Naval Academy? Location: Annapolis, MarylandCampus Features: The Annapolis campus is an active naval base with a waterfront location on the Severn River.Student/Faculty Ratio: 8:1Athletics: The Navy Midshipmen compete in the NCAA Division I American Athletic Conference and Patriot League.Highlights: Annapolis is one of the most selective colleges in the country, and all costs are covered because of the five-year active duty obligation upon graduation. The school ranks among the top Maryland colleges and top Middle Atlantic colleges. Acceptance Rate During the 2017-18 admissions cycle, the U.S. Naval Academy had an acceptance rate of 8.5%. This means that for every 100 students who applied, 8 students were admitted, making Navys admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 16,086 Percent Admitted 8.5% Percent Admitted Who Enrolled (Yield) 88% SAT Scores and Requirements The United States Naval Academy requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 58% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 620 760 Math 620 760 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Annapolis admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Annapolis scored between 620 and 760, while 25% scored below 620 and 25% scored above 760. On the math section, 50% of admitted students scored between 620 and 760, while 25% scored below 620 and 25% scored above 760. Applicants with a composite SAT score of 1520 or higher will have particularly competitive chances at the U.S. Naval Academy. Requirements Annapolis does not require the SAT writing section or SAT Subject tests. Note that the U.S. Naval Academy participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements The United States Naval Academy requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 74% of admitted students submitted SAT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 26 32 Math 27 32 This admissions data tells us that most of Annapolis admitted students fall within the top 18% nationally on the English portion of the ACT, and within the top 15% nationally on the math portion. The middle 50% of students admitted to Annapolis received an English score between 26 and 32, while 25% scored above 32 and 25% scored below 26. On the math section, 50% of admitted students scored between 27 and 32, while 25% scored above 32 and 25% scored below 27. Requirements The U.S. Naval Academy does not require the ACT writing section. Unlike many universities, Annapolis superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA The U.S. Naval Academy does not provide data about admitted students high school GPAs; however, the admissions office indicates that successful applicants tend to rank in the top 20% of their graduating class. Self-Reported GPA/SAT/ACT Graph Annapolis Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the United States Naval Academy. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The United States Naval Academy is one of the countrys most selective colleges with a low acceptance rate and high average SAT/ACT scores. However, Annapolis has a holistic admissions process involving other factors beyond your grades and test scores. The U.S. Naval Academy looks at the rigor of your high school courses, not just your grades. The academy requires all candidates to complete an interview and pass a physical fitness assessment. Winning candidates typically demonstrate leadership potential, meaningful extracurricular involvement, and athletic ability. In the graph here, the blue and green dots represent accepted students. You can see that the majority of students who were accepted had grades in the A range, combined SAT scores above 1200 (ERW M), and ACT composite scores above 25. The higher those grades and test scores, the better the chance of admission. Tuition Costs and Benefits The Navy pays 100% of the tuition, room and board, and medical and dental care for Naval Academy midshipmen. This is in return for five years of active-duty service upon graduation. Midshipmen pay is $1,087.80 monthly (as of 2018) but after deductions for laundry, barber, cobbler, activities, yearbook, and other services the net cash pay is $100 per month the first year, with increases each year thereafter. Cost-reducing perks include regular active-duty benefits such as access to military commissaries and exchanges, commercial transportation, and lodging discounts. Midshipmen can also fly (space available) in military aircraft around the world. If You Like Annapolis, You May Also Like These Schools Virginia Military Institute,  West Point,  the  Air Force Academy, and  The Citadel  are all potential options for those considering going to a college affiliated with a branch of the U.S. military. All admissions data has been sourced from the National Center for Admissions Statistics and the United States Naval Academy Undergraduate Admissions Office.

Consciousness Language in George Orwells 1984 - 1355 Words

Newspeak is the official language of Oceania. It is the depletion of words. The Party wanted to make it impossible to commit thoughtcrimes by literally erasing all of the negative words that one would use. Oldspeak is what Winston and the proles spoke in. By 1984, most people had abandoned Oldspeak. The Party did not bother teaching the proles the new language because they didn’t care about them. The proles have a conscience but they are not conscience of their consciousness. Winston could not bring himself to use Newspeak because he still had a sense of emotions that did not exist in Newspeak. Winston can still remember and thinks he can feel a sense of family, love, and guilt. The only emotions other people felt were pain,†¦show more content†¦When Winston was captured by the Though Police he was forced to â€Å"relearn† everything. Once Winston succumbs to O’Brien by giving in to double thinking and the Party, he loses his consciousness. Winston wonders if he is the insane one since he finds himself to be the only one to have these thoughts. Winston is conscious of how the Party uses language to manipulate the people. He understands that, for example, â€Å"war† and â€Å"peace† are two contradictory ideas. The Party, however does not. This is how Winston is different than the Party. He understands Double Think. He knows that in language there is something greater then orthodoxy. Winston longs to be able to think and behave how he pleases. Orthodoxy is the main belief of the Party. Fully sharing in their beliefs and views is the ultimate form of unconsciousness. Almost everything that the Party said was a lie or a contradictory. For example their slogans, â€Å"WAR IS PEACE. FREEDOM IS SLAVERY. IGNORANCE IS STRENGTH†. Certainly we can see how ridiculous these statements are but to the Party members they made perfect sense. The slogans are normal to them because they don’t understand what â€Å"peace†, â€Å"freedom†, or â€Å"strength† truly means. Peace never existed because they were always at war with someone. No one is free, they cannot even think freely without getting found by the Thought Police. The strength and power was held entirely by the Inner Party. The governmentShow MoreRelatedWar Is Peace, By George Orwell1200 Words   |  5 Pagesstatement as George Orwell’s 1984. Without prior knowledge of Orwell’s - and many would argue science-fictionâ₠¬â„¢s - best recognized work of fiction, the slogan has no meaning. It is a set of colliding antonyms. Upon dissecting its connotations in context, though, it gives one of the clearest warnings any author has delivered to the public. 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Malcom X Movie and Real Life Comparison Free Essays

In 1992, director Spike Lee combined his artistic vision with historical events to create the controversial and much hyped film Malcolm X, a biographical and historical account of the slain civil rights leader. Staring as Malcolm X was Denzel Washington who has been noted that this was his best role in a movie to date. As controversial as the flesh and blood Malcolm X was in life, so was the film version of his life as depicted by Lee. We will write a custom essay sample on Malcom X: Movie and Real Life Comparison or any similar topic only for you Order Now Lee made sure to not make the film just based on entertainment purposes as he focused on Malcolm X’s life and achievements by depicting actual events into his movie. Furthermore, Spike Lee tells the story of a not always likable, sometimes reluctant man. He shows Malcolm X as a man who is constantly learning and developing his ideas. Instead of depicting Malcolm X as an unlikeable man, Lee tries to show different sides of Malcolm X and that people (Malcolm X) can change and grow from who they once were.In retrospect, it would seem that Malcolm X represented the exact opposite of the peaceful protests advocated by his contemporary, Martin Luther King, Jr. An example of this is shown in the movie through Malcolm X’s speeches and actions that he thought violence was the only way that the conditions would change between the whites. In viewing the film, one can see that Spike Lee, from the start, was not going to take the safe route in the direction of this motion picture.It was easy to tell in the beginning of Lee’s film that the classification of Malcolm X’s times in life and the period of discrimination were accurate in the mo vie. The opening credits featured an American flag slowly being consumed by flames and burning to ashes. This is symbolic not only of the nation in turmoil which Malcolm X preached the idea of racial equality. But also as a symbol of a place where people in the wrong position, such as African-Americans faced with prejudice, hatred and worse, could literally and socially be scolded beyond recognition. Lee confronts reality head on in his film.What is depicted in Malcolm X is a story within a story; watchers see the actions and progress of Malcolm X as a social advocate. But  as the sub-context of his controversial crusade, we also learn as the film unfolds that Malcolm X’s mother, father, uncles, and countless other relatives and friends were direct victims of the hatred and violence of the white majority in America, during a time when the nation was supposed to be free and equal for all. A scene in the movie that best depicted the racism and the violence was the scene outside th e Little’s family house, a black family. In this scene the black legion starts to pass around gasoline cans and then flames roar through the room and the Little kids are hysterical. Louise, the wife, rushes in and pushes them past the fire, she has infant in hand covered in a blanket. They barely make it outside when they are confronted by a black legion member who threatens them and tells them to leave the community. In conclusion, what is seen in Spike Lee’s Malcolm X is a break from the traditional cinema of its time which was a film of historical fact, biography and political commentary with the intended effect of raising social consciousness.Lee pushed the limits and dared to create controversy and shock viewers. Furthermore, Denzel Washington portrayal of a much wounded young boy who evolves into a very powerful speaker and political figure is outstanding and helped shaped the movie into an incredible historical depiction of Malcolm X’s life. As one opinion, Lee and Washington did this very well, and ope ned the door for others who come after them to do the same. How to cite Malcom X: Movie and Real Life Comparison, Essays