Why Did Euro Disney Fail But Disneyland Successed History Essay

Why Did Euro Disney Fail But Disneyland Successed History Essay Many of Businesses in America make detailed assumptions about the potential of expand their business to other countries and structural models of organizing which can be easily failed to consider the cultural differences. One of the examples of the outcome to intercultural business is Disney Corporations European venture. Due to lack of cultural information of France as well as Europe, further on their inability to forecast problems, Disney acquired a huge debt. False assumptions led to a great loss of time, money and even reputation for corporation itself. Instead of analyzing and learning from its potential visitors, Disney chose to make assumptions about the preference of Europeans, which turned out that most of those assumptions were wrong. 2 CASE DESCRIPTIONS Until 1992, the Walt Disney Company had experienced nothing but success in the theme park business. Its first park, Disneyland, opened in Anaheim, California, in 1955. Its theme song, Its a Small World After All, promoted an idealized vision of America spiced with reassuring glimpses of exotic cultures all calculated to promote heartwarming feelings about living together as one happy family. There were dark tunnels and bumpy rides to scare the children a little but none of the terrors of the real world . . . The Disney characters that everyone knew from the cartoons and comic books were on hand to shepherd the guests and to direct them to the Mickey Mouse watches and Little Mermaid records. The Anaheim park was an instant success. In the 1970s, the triumph was repeated in Florida, and in 1983, Disney proved the Japanese also have an affinity for Mickey Mouse with the successful opening of Tokyo Disneyland. Having wooed the Japanese, Disney executives in 1986 turned their attention to France and, more specifically, to Paris, the self-proclaimed capital of European high culture and style. Why did they pick France? many asked. When word first got out that Disney wanted to build another international theme park, officials from more than 200 locations all over the world descended on Disney with pleas and cash inducements to work the Disney magic in their hometowns. But Paris was chosen because of demographics and subsidies. About 17 million Europeans live less than a two-hour drive from Paris. Another 310 million can fly there in the same time or less. Also, the French government was so eager to attract Disney that it offered the company more than $1 billion in various incentives, all in the expectation that the project would create 30,000 French jobs. From the beginning, cultural gaffes by Disney set the tone for the project. By late 1986, Disney was deep in negotiations with the French government. To the exasperation of the Disney team, headed by Joe Shapiro, the talks were taking far longer than expected. Jean-Rene Bernard, the chief French negotiator, said he was astonished when Mr. Shapiro, his patience depleted, ran to the door of the room and, in a very un-Gallic gesture, began kicking it repeatedly, shouting, Get me something to break! There was also snipping from Parisian intellectuals who attacked the transplantation of Disneys dream world as an assault on French culture; a cultural Chernobyl, one prominent intellectual called it. The minister of culture announced he would boycott the opening, proclaiming it to be an unwelcome symbol of American clichà ©s and a consumer society. Unperturbed, Disney pushed ahead with the planned summer 1992 opening of the $5 billion park. Shortly after Euro-Disneyland opened, French farmers drove their tractors to the entrance and blocked it. This globally televised act of protest was aimed not at Disney but at the US government, which had been demanding that French agricultural subsidies be cut. Sti ll, it focused world attention upon the loveless marriage of Disney and Paris. Then there were the operational errors. Disneys policy of serving no alcohol in the park, since reversed caused astonishment in a country where a glass of wine for lunch is a given. Disney thought that Monday would be a light day for visitors and Friday a heavy one and allocated staff accordingly, but the reality was the reverse. Another unpleasant surprise was the hotel breakfast debacle. We were told that Europeans dont take breakfast, so we downsized the restaurants, recalled one Disney executive. And guess what? Everybody showed up for breakfast. We were trying to serve 2,500 breakfasts in a 350-seat restaurant at some of the hotels. The lines were horrendous. Moreover, they didnt want the typical French breakfast of croissants and coffee, which was our assumption. They wanted bacon and eggs. Lunch turned out to be another problem. Everybody wanted lunch at 12:30. The crowds were huge. Our smiling cast members had to calm down surly patrons and engage in some behavior modification to teach them that they could eat lunch at 11:00 AM or 2:00 PM. There were major staffing problems too. Disney tried to use the same teamwork model with its staff that had worked so well in America and Japan, but it ran into trouble in France. In the first nine weeks of Euro-Disneylands operation, roughly 1,000 employees, 10 percent of the total, left. One former employee was a 22-yearold medical student from a nearby town who signed up for a weekend job. After two days of brainwashing, as he called Disneys training, he left following a dispute with his supervisor over the timing of his lunch hour. Another former employee noted, I dont think that they realize what Europeans are like . . . that we ask questions and dont think all the same way. One of the biggest problems, however, was that Europeans didnt stay at the park as long as Disney expected. While Disney succeeded in getting close to 9 million visitors a year through the park gates, in line with its plans, most stayed only a day or two. Few stayed the four to five days that Disney had hoped for. It seems that most Europeans regard theme parks as places for day excursions. A theme park is just not seen as a destination for an extended vacation. This was a big shock for Disney. The company had invested billions in building luxury hotels next to the park-hotels that the day-trippers didnt need and that stood half empty most of the time. To make matters worse, the French didnt show up in the expected numbers. In 1994, only 40 percent of the parks visitors were French. One puzzled executive noted that many visitors were Americans living in Europe or, stranger still, Japanese on a European vacation! As a result, by the end of 1994 Euro-Disneyland had cumulative losses of $2 billion. At this point, Euro-Disney changed its strategy. First, the company changed the name to Disneyland Paris in an attempt to strengthen the parks identity. Second, food and fashion offerings changed. To quote one manager, We opened with restaurants providing French-style food service, but we found that customers wanted self service like in the US parks. Similarly, products in the boutiques were initially toned down for the French market, but since then the range has changed to give it a more definite Disney image. Third, the prices for day tickets and hotel rooms were cut by one-third. The result was an attendance of 11.7 million in 1996, up from a low of 8.8 million in 1994. 3 ANALYSIS AND SOLUTIONS 3.1 Problems and underlying cultural differences The Case of Euro Disneyland can represent a lack of cultural focus and awareness of concept which was a globalization of the Disney Corporation. Difficulties that Disney Corporation met are typical for a multinational corporation which has not implemented cross cultural management and strategies. In fact, Disney Corporation failed to adapt to the French environment and to foresee the influences of foreign and domestic factors. Organization and management relied mostly on American cultures, experiences, and understanding. By not identifying certain cultural differences, Euro Disneyland created an environment that was not acceptable by the European culture itself. Cultural differences between the US and France has been ignored by Disney. One of the themes of Euro-Disneyland was American. Like other Disneyland in other places, Disney followed one of its two major traditions of not serving wine, despite the attitude among the French that alcohol was a fundamental right. And also restaurants were all American foods. The only exception is Fantasyland which re-created European fables. The recipes in American restaurants were also indistinctly adapted for European tastes. As a consequence, different regional American food was introduced to Americanize the Disneyland in Europe. Intention of Euro Disneyland was to continue Disneys traditional design in that it shared the many features and attractions of other Disneyland. Wide spread market research was conducted and also the cultural adaptation was expressed in such things as designs for park, standards for employees, and habits for eating. In the research, Disneyland was among the top three tourist spots for Europeans when they want to travel U.S., Euro Disney emphasized on making the Disneyland extremely American to visitors. The hotels, rides, and themes of the Disneyland were mostly named in a way of an American flavor, appealing to the European appetite for an American experience. However, the Euro Disneyland received many complaints from the visitors that Euro Disneyland is too Americanized. Some of the associations and the media in France have expressed cruel criticisms condemning the risk of cultural imperialism by Euro Disney. Appearance of Americanized Disneyland in Europe would encourage damaging American brand of consumerism. For some others, Euro Disney became the symbol of America and even of anti-American parties. Disney was tried to hire employees of different nationalities proportional to expected visitor as 45% of French, 30% of other Europeans, 15% of outside of Europe, but most of the visitors were from France. Disneylands employees were trained by managers and supervisors to ensure high quality of services and reliable managerial practices. While European managers were trained at other theme parks, foreign managers were also sent to Euro Disney to work. Although Euro Disney mainly hired Europeans to work in the park, most of the top managerial places were held by the hands of American experts. Standards of judgment for the jobs in Disneyland were criticized by applicants, and the press. The argument revolved around Disneys grooming requirements. Euro Disney insisted on a strict dress code which was much stricter than other jobs such as a ban on facial hair and colored stockings, standards for neat hair and fingernails, and even a policy of appropriate undergarments. So applicants felt that requirements were unnecessary for a job like cast member of theme park. One of the challenges that Disney faced was convincing the French cast members to break their cultural hatred of smiling and of impoliteness to visitors. While Euro Disney successfully trained cast members, but more than 1,000 employees left their jobs within the first nine weeks of opening of Euro Disneyland. Main reason why they left was long working hours at the park. And managers couldnt understand the European habits and ethics of work, and the working style was not the Europeans were used to in the past.    3.2 Solutions and recommendations Euro Disney needs to take controls of the management resolution and analyzation of their problems and concerns based on their own practice in other places. Thus, there is also the essential need of understanding and appropriate plans for the gap of cultural differences such as acknowledging the characteristics and attitudes of the national Europeans in terms of the business knowing what can work on mutually both sides and accomplishing good marketing strategies which can work for Euro Disneyland. Euro Disney should incorporate with some customary European aspects in order to accommodate the preferences of European visitors and French. Euro Disney already brought out the foods from the world. Many restaurants fortunately were custom-made to the European of less spicy food. Only one of the parks which called Fantasy land carried European dishes out, which have a variety of origins such as Germany, Spain and so forth. It seems the visitors are waiting long lines for rides or food since there was no regulations and no tolerance of such practices in France or even in Europe. So this matter also caused weak attendance. The financial and business plan must undertake concrete evaluation and perhaps Euro Disney can use some other plans and strategies which can help changing the structure of the park, framework of the planning process into a modernized one and convincing visitors to choose Euro Disney over any other parks by having some special events such as discounts and gifts. 3.3 Lessons learned Until such time that problem faced Euro Disney by false assumptions and wrong plans, Disney seemed to perfect theme park as it never did a mistake or such a failure. In case, some mistakes were obviously shown in the result. We can learn several lessons from this Euro Disneyland case. As we plan, we should always have concrete business planning before deciding on the actual process of the project, applying all the potential needs and understanding cultural differences. Also, value of the financing control is also a lesson and that in every aspect of business function, integrated assumptions concerning to financial problems should be improved and value of managing menaces has to be accurately reviewed and to be trained with positive thoughts and motivation in order to solve problems and concerns in every business environment.   5 CONCLUSIONS The business performance of Euro Disneyland was not that great and stable. It couldnt have right assumptions on the European market and there has been cruel European recession such as increase in interest rates and French currency value. The preliminary plan was not ample and accurate in providing resolutions to Disney problems and concerns that arisen. A major criticism on Euro Disneyland was that it is neither international nor French in nature, and it failed to satisfy Europeans at all. Many of the visitors could not figure it out the theme of Euro Disneyland that whether it is going to be a European park, an American park, or a French park. In the meantime, the cost for Euro Disneyland was also an issue for some visitors. Many of the French visitors had been discouraged from coming because of the cost such as housing cost, souvenirs, admission cost and so forth. Attendance was kept on decreasing and the company of course, had great financial loss. Euro Disney gave people who couldnt afford to go to America an identical experience as same as in America. However, the Euro Disney was failed to please French visitors, even European visitors but made them to complain about the long lines, and poor service.

Industrial Revolution Dbq

Industrial Revolution DBQ The Industrial Revolution greatly increased the production of goods. It began in England on the 1700s. Factories were built in clusters and were built near water for their power. The Industrial Revolution had many negative and positive effects, but the negative effects outweighed the positive effects. The Industrial Revolution had many positive effects. It created jobs for many people, less people were on the streets with no job. It gave people hope in improvement in their life. People had jobs now that paid money and since so many people had jobs, more products were produced.This lead to cheaper, mass produced items, so many products were produced that the prices decreased and people were able to afford new thing like clothes and other things they wanted. In the picture from the 1900s showing a man in nice clothes with a shiny car. The man doesn't have rag clothes, it's a nice suit with no rips or tears. With long term positive effects, child labor laws hav e been produced. Because of all the injuries children went through during the Industrialization, laws have been made to make working conditions better and kids can't work until a certain age.The Industrial Revolution had many negative effects. One negative effect was injuries and death on the job. In the Testimony, by Joseph Hebergam, Hambergam was a man who is sick and he is talking to a man about how he caught his illness by damaged lungs and his leg muscles won't function properly and will not support the weight of his bones. He also talks about how he will die in a year. In the testimony he explains how he received the illness from the dust in the factories and from overworking and insufficient diet. Then the man goes into talking how his brother died from a cut from a machine and died of infection.Another negative effect would be that people's life-spans decreased, a lot. The average life-span for a farm workers was 38, the average for a factory worker was 17. The working condi tions were so bad and most people worked until they died. People also died from sicknesses, people would get sick and then make contact with others and the sickness would spread to others. Lastly, a long term effect was pollution. It's hard to clean up the damage that has been done to the world. People would just throw things on the street and just trashed the world. The waste and trash caused pollution which is very hard to get rid f. In the picture that shows the smoke stack, it shows all the smoke that would go into the air from the factored. That polluted our world a lot too. In the Industrial Revolution the negative effects outweighed the positive. People were dying young. When people died, the job they had had to be replaced. Many people lost their lives at a young age. In the Testimony, by William Cooper, he talks about how the man was eight and twenty years old. He started working in the mills when he was ten. He talks about how he would start at five in the morning and stop ped at nine.He had one period of 40 minutes in the 16 hours at noon for a meal. If the people in the factories started to get tired they were often whipped. He tells how he had no time for school, he can read but he can't write. People were in these factories for so long they had no education that was needed for life. He had no knowledge about books or education things. Another way the negative outweighs the positive is that pollution was caused that has made the world worse. It can't be changed. In the excerpt from the conditions of working class, it talks about how filthy the streets were.It says in the excerpt â€Å"the streets are usually unpaved, full of holes, filthy, and strewn with refuse. Since they have neither gutters nor drains, the refuse accumulates in stagnant, sinking puddles. † The world was very polluted and caused horrible living conditions for people. Lastly, even though people were getting more money, there wasn't enough people for housing for them people to live. Because so many people wanted jobs, cities were becoming overcrowded. There is no point in having money for a house when the city is too crowded for one. The Industrial Revolution had many negative and positive conditions.Out of all the effects the negative effects outweighed the positive. As you DNA see the Industrial Revolution had many positive effects like creating jobs for people, creating cheaper mass-production and child labor laws were later created. The Industrial Revolution had many negative effects like injuries and decreased and pollution was created. If the negative effects weren't so bad as they were, like people dying on the job and working conditions weren't so bad then the positive effects would have outweighed the negative. people would have loved much longer. Industrial Revolution Dbq Industrial Revolution DBQ The Industrial Revolution greatly increased the production of goods. It began in England on the 1700s. Factories were built in clusters and were built near water for their power. The Industrial Revolution had many negative and positive effects, but the negative effects outweighed the positive effects. The Industrial Revolution had many positive effects. It created jobs for many people, less people were on the streets with no job. It gave people hope in improvement in their life. People had jobs now that paid money and since so many people had jobs, more products were produced.This lead to cheaper, mass produced items, so many products were produced that the prices decreased and people were able to afford new thing like clothes and other things they wanted. In the picture from the 1900s showing a man in nice clothes with a shiny car. The man doesn't have rag clothes, it's a nice suit with no rips or tears. With long term positive effects, child labor laws hav e been produced. Because of all the injuries children went through during the Industrialization, laws have been made to make working conditions better and kids can't work until a certain age.The Industrial Revolution had many negative effects. One negative effect was injuries and death on the job. In the Testimony, by Joseph Hebergam, Hambergam was a man who is sick and he is talking to a man about how he caught his illness by damaged lungs and his leg muscles won't function properly and will not support the weight of his bones. He also talks about how he will die in a year. In the testimony he explains how he received the illness from the dust in the factories and from overworking and insufficient diet. Then the man goes into talking how his brother died from a cut from a machine and died of infection.Another negative effect would be that people's life-spans decreased, a lot. The average life-span for a farm workers was 38, the average for a factory worker was 17. The working condi tions were so bad and most people worked until they died. People also died from sicknesses, people would get sick and then make contact with others and the sickness would spread to others. Lastly, a long term effect was pollution. It's hard to clean up the damage that has been done to the world. People would just throw things on the street and just trashed the world. The waste and trash caused pollution which is very hard to get rid f. In the picture that shows the smoke stack, it shows all the smoke that would go into the air from the factored. That polluted our world a lot too. In the Industrial Revolution the negative effects outweighed the positive. People were dying young. When people died, the job they had had to be replaced. Many people lost their lives at a young age. In the Testimony, by William Cooper, he talks about how the man was eight and twenty years old. He started working in the mills when he was ten. He talks about how he would start at five in the morning and stop ped at nine.He had one period of 40 minutes in the 16 hours at noon for a meal. If the people in the factories started to get tired they were often whipped. He tells how he had no time for school, he can read but he can't write. People were in these factories for so long they had no education that was needed for life. He had no knowledge about books or education things. Another way the negative outweighs the positive is that pollution was caused that has made the world worse. It can't be changed. In the excerpt from the conditions of working class, it talks about how filthy the streets were.It says in the excerpt â€Å"the streets are usually unpaved, full of holes, filthy, and strewn with refuse. Since they have neither gutters nor drains, the refuse accumulates in stagnant, sinking puddles. † The world was very polluted and caused horrible living conditions for people. Lastly, even though people were getting more money, there wasn't enough people for housing for them people to live. Because so many people wanted jobs, cities were becoming overcrowded. There is no point in having money for a house when the city is too crowded for one. The Industrial Revolution had many negative and positive conditions.Out of all the effects the negative effects outweighed the positive. As you DNA see the Industrial Revolution had many positive effects like creating jobs for people, creating cheaper mass-production and child labor laws were later created. The Industrial Revolution had many negative effects like injuries and decreased and pollution was created. If the negative effects weren't so bad as they were, like people dying on the job and working conditions weren't so bad then the positive effects would have outweighed the negative. people would have loved much longer.

Keep Arts in Public Schools Essay

As I scroll through my Instagram feed I see various types of pictures: food, family, homework and a myriad of other subjects. One thing many of the people I see on Instagram do is take pictures in front of old, beat up homes on the east side of Detroit. Why? Well, they are not just beat up homes. They are part of The Heidelberg Project. The Heidelberg project is a live work of art that not only attempts to make beauty out of ruins, but revives Detroit in a way and also makes a political statement of events of the past and today (â€Å"FAQ†). What’s my point? Well, what has made the creator of this project, Tyree Guyton come into this neighborhood and do this? Art. He has a passion for art, and creatively applied it to his surroundings of what seemed like junk and ruins. Guyton had arts in his education and carried it with him in life. Not everybody has to develop some type of passion or love for the arts and make a career out of it, but some people do. Who would play music at events? Who would create music scores for your favorite video games and movies? Design your clothes and homes? Who would act out our favorite plays, movies and musicals? Sure, some people may not be into The Arts, and they may not be very good at it. But how will they be able to find out if they are not given the chance? The government wants to cut arts programs from public schools to ‘save money’ but it is not a wise action. Students will be less well rounded; will lack the advantage of developing specific problem solving and creative thinking skills, make students less motivated to attend school, and also gives them less of a chance to participate in something positive, prevents cultural renewal and hurts the economy more than helps it (Catherine 16). According to Ann Mary, individuals who have arts incorporated into their education end up being ‘more innovative thinkers’ (28). When students have some type of arts class, the tasks each person completes can usually be interpreted in multiple ways and can also be completed in a variety of ways. Even when playing a musical piece, certain parts are not played exactly as written. People can play based on their interpretation where it is available in the sheets. Also, many popular songs today are arranged for playing on musical instruments. Not all arrangements are the same. They may have minor differences, but they could be equally representative as a rendition of the song. Having this freedom in the creative thought process is important to have because in the real word, problems do not always have a specific and designed answer- they can have hundreds of possible solutions with thousands of ways of approaching them, or one solution with hundreds ways of approaching it. Students need to learn how to ‘think outside the box’. Students have also been proven to perform better in school when involved in arts programs (Benham 8). If the only thing left in schools is standardized testing, students will be harmed instead of helped. Standardized tests discourage any type of individual thinking or further thought on the subjects being studied by students because they are so focused on studying for the test and how it is formatted, what type of questions will be asked and which type of answers, how to decipher which is the trick answer and the obviously wrong; they take what they learn at face value and do not think twice of it or strive to learn more. It’s all about the tests, after all. When the tests are over, the information is forgotten like last seasons questionable latest fashion craze that is now replaced with an even more daring fad. Students are turned into one question, one answer, one method zombies that have nothing to receive from their education but black and white packets that determine their grade (Mary 29). School would become less enjoyable for students and they would be less motivated to attend, affecting their attendance (Catherine 17). Students that receive an arts education in school also have the advantage of being more well-rounded compared to students that go to school yet do not participate in any type of extra-curricular or elective type of classes at school. These art-involved students attract the attention of colleges more. Colleges will more likely accept and offer a scholarship to a student who is involved in music, art, or theater opposed to a student who is not involved in any activity. I know this firsthand by being told time and time again by a handful of different teachers and counselors. One of my close friends received a full-time scholarship for her time at college because of her good grades and the music and theater classes she participated in. she is now studying music. In New York, the mayor decided to cut funding for art programs that take place during and after school due to financial crisis (Taylor). This news was discouraging to parents and children and educators. The children who attend these classes most likely enjoy them and learn more than just how to paint or how to cry on spot. They make friends, learn how to work with different types of people, and discover the way things work. Someone may be participating in these activities to avoid going home to a dysfunctional family and take his/her mind off the troubles. Some find it relaxing and fun (Faraj). Some parents work till the evening and feel safer knowing that their child is engaged in a positive after school activity rather than possibly being involved in illegal or dangerous street activity. The individuals that teach these programs lose their jobs and also increase the unemployment rate which does not help the financial crisis. The government’s main reasoning behind the budget cuts is the lack of funds to continue supporting these programs. What the government does not realize is that this will lose money instead of save money (Catherine 16). The people who receive an arts education and decide to make a career out of it may start projects or businesses that pertain to what they do, and also generate more jobs for more people. This would make more tax dollars for the government and also help decrease the unemployment rate. Students that carry their arts education with them will use its benefits towards their career whether they are musicians, physicists, fashion designers, engineers, and more. Personally, I have always loved the arts, especially music. Whenever it is time for music class, I get excited. In elementary school, the class I learned the most in was music. In high school, I took piano class for two years, and even a semester of band. Piano class was the only class where I devoted the most of my efforts and time into that class and feel like I learned the most. When I took band, I learned that all of the concepts that I learned in while learning how to play piano could be applied to playing other instruments. I feel like I have benefited from learning music because it has helped me focus on a task and I learned not to give up right away. My band/piano teacher Mr. Guthre claims, â€Å"Music is the only thing a person can multitask with all while in time. You play a piece of music; think about what you are playing, what you will play next, what mistake you made, all while playing in ‘real ‘time (Guthre). Some people may not really remember their art, music, or theater classes aside from that weird painting they were shown that makes no sense at all, some old piece by Mozart that they learned about (ugh why am I learning this, its so old! ), or the ‘strange’ activities students had to participate to warm up to act out Shakespeare (yet another old guy that is centuries old, yawn), but it has still helped them subconsciously. And for those students that have stuck with anything art related, they will benefit and have the advantages of being well rounded, possessing creative thinking skills and also being able to work effectively in teams while having exceptional problem solving skills. Students will also be engaged in a positive and keeps them motivated overall. The arts are more important than they seem, and the government should reconsider where to make sacrifices to save money.

Role of Ordinary Germans in the Holocaust - 2313 Words

The role of ordinary Germans in the Holocaust is that of bystanders. The people of Germany watched on, without protest, as the Jewish people were murdered. Small and large jobs such as engineering and railway work contributed to the operation of the Holocaust and the murdering of Jews. The manipulation of the German people, through racist and anti-Semitic propaganda, speeches and polices from Hitler, meant that millions of Germans backed the plans to rid the nation of Jews. The idea that the Jews were responsible for economic, social and political issues was endorsed and it led to the idea that their banishment would lead Germany into a brighter future. Many people did not intend on aiding the Holocaust, but minor jobs that they did†¦show more content†¦His role was as a gas-van driver, where he would drive a van and the exhaust would feed into the back area of the car, suffocating the Jews seated there. Burmeister claims that he was â€Å"†¦too influenced by the propa ganda of the time to have refused to have carried out the orders [he] had been given† Whether or not it can account for it, this manipulation of strategic propaganda could have influenced why Germans either became a part of the Holocaust or simply chose to ignore it. The lack of resistance and ignorance of the ordinary German population cost many million Jewish lives. The Nazi party’s desire for popularity and support meant that if there was a protest, actions would be taken to keep the public happy, or quiet, with minimal loss of reputation and status. In other words, it meant that the people could win. One successful attempt of protest proved that this theory would have worked. The Rosenstrasse Protest that occurred on the 27th of February 1943 led to the release of several hundred Jewish men from a Gestapo headquarters. This symbolic protest highlighted the fact that if the public were to protest, the execution of Jews could have been slowed or even halted. Despite this, the Rosenstrasse Protest remained the only large protest against the Holocaust throughout its entire duration. This means that the German population continued to ignore and become passive bystanders of the genocide happening aroundShow MoreRelatedThe Ordinary Men of th e Holocaust1075 Words   |  5 Pagesunderstanding of the Holocaust is the persecution and mass murder of Jews by the Nazi’s, most are unaware that the people behind the atrocities of the Holocaust came from all over Europe and a wide variety of backgrounds. 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He has published many different notable books in regards to Nazi Germany and the events that occurred during the time of the Holocaust. Some of the books written by Browning are, Remembering Survival: Inside a Nazi Slave Labor Camp (2010), The Final Solution and the German Foreign Office (1978), and Nazi Policy, Jewish Workers, German Killers (2000). Browning is bestRead MoreBirds of a Feather Flock Together1558 Words   |  7 Pagesthem (Makkai, Boatner, Gates, 1995). This paper will focus on the social influence of groups, the dynamics in regard to, formation of groups, concept of in-group, out-group homogeneity, and illusory correlation. T he in-group discussed here is the Germans and the out-group, the Jews. This ethnocentric view of us the good ones and them the bad. How conformity, obedience, and compliance to authority within a group specifically during WW II parallels Stanley Milgram’s obedience study. Irving Janis’Read MoreHitlers Willing Executioners by Daniel Goldhagen1677 Words   |  7 PagesGoldhagen’s thesis relies on the idea that since medieval times, a specific kind of eliminationist anti-Semitism had developed in Germany. According to Goldhagen, the German population was already open to the idea of eliminating the Jews. He also claims that when Hitler came to Power in 1933, rather than slowly convincing the Germans to commit mass murder, he merely gave them the opportunity to do what they have wanted to do for years. Goldhagen also inflated the number of people involved, suggestingRead MoreAdolf Hitler And The Holocaust Essay1105 Words   |  5 PagesAdolf Hitler and the Holoc aust. The Holocaust is the word used to describe the mass murder of approximately six million European Jews during Adolf Hitler’s rule in Germany. Among the Jews were also other groups described as â€Å"Sub-Humans† such as Gypsies, homosexuals, intellectually challenged, political prisoners and most Eastern Europeans. German lacked confidence in their weak system, the Weimer Republic. Adolf Hitler, the chairman of the Nazi Party by 1921, was a World War I veteran who still believedRead MoreWas German â€Å"Eliminationist Anti-Semitism† Responsible for the Holocaust?2341 Words   |  10 Pages | |Was German â€Å"Eliminationist Anti-Semitism† Responsible for the Holocaust? | |Issue 10 â€Å"Taking Sides: Clashing Views in World History† | | | German anti-Semitism played the main role in Holocaust and extermination of Jewish populationRead MoreThe Extermination Of Jews By Nazi Germany Essay1438 Words   |  6 PagesWhen considering the holocaust, there is often a questioning of how society can persecute the entirety of a race or religious group. Apart from the logistics, strategy, or tactics of mass genocide, it is difficult to comprehend how an entire country can bear responsibility for the premature deaths of over six million people. While genocide, including the extermination of Jews by Nazi Germany, has occurred under multiple different contexts and is still present in modern society, there must be a psychological