George Orwells Animal Farm: Ignorance Of Animals And Pigs Controlling :: Animal Farm Essays

George Orwell's Animal Farm: Ignorance of Animals and Pigs Controlling Farm   Ã‚  Ã‚  Ã‚  Ã‚  In George Orwell's book, Animal Farm, it is obvious that that the pigs, tyrants though they were, were awarded control of the farm through the ignorance of the other animals. There are various statements in the book that support this idea. After reading this piece, the importance of education should be clear.   Ã‚  Ã‚  Ã‚  Ã‚  It seemed as though the pigs created and enacted propositions, and took liberties that increased their control over the other animals, bit by bit, cajoling and threatening until the ignorant animals were convinced that the pigs' license was in their own best interests. â€Å"It was always the pigs who put forward the resolutions. The other animals understood how to vote, but could never think of any resolutions of their own.† (Page 38) This quote is symbolic of the way that animal farm was operated.   Ã‚  Ã‚  Ã‚  Ã‚  The pigs acted as leaders, the other animals were followers. Especially when a new rule that involved more work was ratified. Then the pigs simply acted as overseers, and, in effect, slavedrivers of the working animals, blatantly avoiding anything physically taxing. This is demonstrated in a quote from page 35, â€Å"The pigs did not actually work, but directed and supervised the others.† Of course, the ignorant animals put forth no opposition.   Ã‚  Ã‚  Ã‚  Ã‚  The sheep, cows, horses, and birds were digging their own graves when they reacted passively each time Napoleon usurped a little more power. Since very few of the animals could read, or adequately remember what was read to them, they failed to notice or object when the Seven Commandments were altered. â€Å" ....But it appears to me that the wall looks different. Are the seven commandments the same as they used to be Benjamin?....There was nothing there now but a single commandment. It ran: ALL ANIMALS ARE EQUAL, BUT SOME ARE MORE EQUAL THAN OTHERS. After that, it did not seem strange when next day the pigs who were supervising the work of the farm all carried whips in their trotters.† (Page 123) No animal protested this.   Ã‚  Ã‚  Ã‚  Ã‚  It is apparent that education is a powerful weapon against tyranny.

Dress Code Essay Essay

In some high schools dress codes are being suggested. Parents and teachers believe that changing the dress code could possibly improve the learning environments in the school. In contrast, dress codes should not be changed because parents have the responsibility to supervise what their children wear, the students will lose their individuality but not their behavior in any way, and finally the school staff should be strict to begin with. Before parents start to ask for a change in other children’s wardrobe, they should first check what their child is wearing. This issue all begins at home and if the parent doesn’t see it then they shouldn’t be asking some other kid to change the way he/she dresses. As long as every parent enforced what their child wore, there would be no problem at school and the rules would be fine. Not every parent will do it, but for those who do care they should start to get rid of the inappropriate clothes that belong to their children. If the parents would be responsible enough to see and limit what their child wore, there would be no need for a change in the dress code in the first place. Enforcing a dress code would take away individuality but not change behavior. There are various â€Å"clicks† around a campus and that is what makes it diverse. Changing the dress code would discourage creativity and aesthetic values in students. People desperately try to stand out from the crowd and these rules restrict one’s fashionable rights. As a result, students just won’t change behavior and all of a sudden become thirsty for knowledge, the students will remain the same. There is no point in changing the dress code because it won’t work nor improve behavior in classrooms. The dress code would only limit individuality not personality. The dress code should be enforced not changed. Instead of telling students to buy similar outfits, which some cannot, the staff should be more stricter in dress code policies. For example, in my school teachers and staff are complaining about how girls dress. However, I have never seen them actually punish them or warn them to not do it again. If schools were to enforce the rules they come up with everyone would know not to rebel against them. The students would keep in mind that they might be punished for doing something that is against the rules. When staff begins to reinforce their rules a decrease in rule breaking will occur. Therefore, changing the strictness of the rules will bring about a better environment not a change in dress code. There is no need for a new dress code. Knowing that the parents and teachers could first change the ways they do things could help eliminate the thought of changing the dress code. Parents should limit what their children wear to respect the dress code already in effect. This will let the rest of the student body express themselves liberally and not have to give up their creativity and fashion sense. Staff should begin to enforce the rules to create the positive environment they want. Changing the dress code is the wrong alternative for an increase in academic potential.

Oscar Wilde The Selfish Giant

First of all, in order to either agree or disagree with the statement regarding Wilde's respect for children we must identify the author's tone in his narrative, â€Å"The selfish Giant†. Since it is through the complex process of speech that the author reveals his attitudes to what he is talking about, his relation to his auditor or receiver, and his assumptions about the social level, intelligence, experience, values, and sensitivity of that person. Considering this, Oscar Wilde clearly has a kind and respectful attitude towards his plot and towards the reader of The Selfish Giant. His tone refers to childhood and the conflicts around it. It perceptible due to the fact that we are conscious of a voice beyond the voices of the characters that speak in the tale. We recognize the fact that there is a voice behind all the dramatis personae, even behind the third-person narrator. This is the sense of a pervasive authorial presence that communicates through the characters a world view. Consider, for example, the tone of the following passages in Wilde's The Selfish Giant: â€Å"My own garden is my own garden,† said the Giant; â€Å"any one can understand that, and I will allow nobody to play in it but myself.† â€Å"Only in the garden of the Selfish Giant it was still winter. The birds did not care to sing in it as there were no children, and the trees forgot to blossom. Once a beautiful flower put its head out from the grass, but when it saw the notice-board it was so sorry for the children that it slipped back into the ground again, and went off to sleep.† â€Å"And the Giant's heart melted as he looked out. â€Å"How selfish I have been!† he said; â€Å"now I know why the Spring would not come here. I will put that poor little boy on the top of the tree, and then I will knock down the wall, and my garden shall be the children's playground for ever and ever.† He was really very sorry for what he had done.† Second, the characterization of the protagonist is done by the narrator and also through the dialogues, which is undoubtedly the briefest and best form of character delineation since a long description of a character asks the reader to believe rather than deduct; and not all narrators are reliable either. By contrasting the children and the giant, the reader is lead to have a negative perception of the giant and sympathize with the children: â€Å"After the seven years were over he had said all that he had to say, for his conversation was limited, and he determined to return to his own castle.† â€Å"‘What are you doing here?' he cried in a very gruff voice, and the children ran away.† â€Å"He was a very selfish Giant.† Later on, when the giant and children start to share the same garden, and the same feelings, the giant is described with a different connotation: â€Å"Years went over, and the Giant grew very old and feeble. He could not play about any more, so he sat in a huge armchair, and watched the children at their games, and admired his garden. â€Å"I have many beautiful flowers,† he said; â€Å"but the children are the most beautiful flowers of all.†Ã¢â‚¬  The characterization of the protagonist follows a development through, which is directly associated with the atmosphere and the setting. The changes that take place inside the giant's character and inside the garden are attached to each other. In addition, the action of The Selfish Giant takes place almost entirely in the Giant's property, inside the house and in the Garden, whose changes are directly related to the plot. The setting plays an important role in the dramatic events. The Garden is essential because it creates a feeling of verisimilitude or realism, since a garden is a known setting for kids. Besides, it's not merely a place of action, it is an acting place. It is a thematic space in that it assumes a thematic function, the atmosphere. The actions are shaped and somewhat predetermined by the nature of the place or setting. The Garden act as a kind of characterization device – The giant character feelings step backwards and forge ahead as the garden does, and so it happens the other way around. The Giant comes from an insensitivite and self-isolated state to the discovery of the beauty itself and the beauty of childhood, and also to a self-discovery. Therefore, the garden also follows his changes. â€Å"When they saw that the Giant was not wicked any longer, came running back, and with them came the Spring. â€Å"It is your garden now, little children,† said the Giant, and he took a great axe and knocked down the wall. And when the people were going to market at twelve o'clock they found the Giant playing with the children in the most beautiful garden they had ever seen.† Thus, Wilde uses setting and space thematically and symbolically. Most of the events in Wilde's Selfish Giant take place inside the garden. Since one of the main themes of the novel is childhood, Wilde contrasts adults and children behavior towards nature and simple things of life by opposing two settings when the manifest behaviors are in contrast: Inside the giant's house, where the nature becomes abnormal, and outside the garden, where nature takes its course without changes. â€Å"The poor children had now nowhere to play. They tried to play on the road, but the road was very dusty and full of hard stones, and they did not like it. They used to wander round the high wall when their lessons were over, and talk about the beautiful garden inside. â€Å"How happy we were there,† they said to each other.† Besides, there are plenty of symbology in the story, starting with the names of the characters. There are several fertile words in the story, the words that suggest the most to the reader. Wilde suggests all in a few lines resulting in a single concentrated impression, as a result of it the narrative moves swiftly. In the tale, the Spring is a humanized character, and so are the Winter, the North Wind, the Hail, the Frost, and the Snow. The phenomena of nature stand for complex ideas or emotions associated with it. The Giant is a symbol too, he doesn't even have a first name, so that he represents a whole group of people sharing the same idea. In opposite to children's ideas, he could represent adults, in which connotation, denotation and symbolism combine to form a multiplicity of meanings. Also, by the naming the characters by the words of â€Å"giant†, â€Å"The spring†, â€Å"The Winter†, and other characters which are not usual in the real world, the narrator intimates that the story is likely to have an atmosphere of a fairy tale (in this case, about the adult's world getting in contact with the children's world), as far as genre is concerned, or at least that the plot involves some magic or unnatural events, more specifically the climate, which reflects the mood of the giant himself.

Argumentative Essay Sample on New Media Channels

Argumentative Essay Sample on New Media Channels Defining the new media and their role in American politics is an important, albeit somewhat challenging, task. In this book, we argue that the new media are quantitatively and qualitatively different from the mainstream press. They do not simply represent a variation of the established news media. The new media have significant potential to educate, facilitate public discourse, and enhance citizen participation. They provide mass audiences with a seemingly boundless array of sources that transcend the time and space constraints of traditional media. In addition, new media technologies easily bypass national and international boundaries, bringing American citizens into contact with diverse cultures and distant happenings to an extent previously unimaginable. As such, new media have the potential to enhance the publics understanding and tolerance of different societies. However, new medias promise is undercut by the commercial and entertainment imperatives that drive them. In reality, the political role of new media is ancillary. The new media are political when politics pays. Thus the new medias role in the political realm is volatile. Their educational function is incomplete and sporadic. The new media constitute a highly diverse range of communication formats. One way of distinguishing between types of new media is to categorize them on the basis of whether they employ old or new technologies. For many forms, the term new media is a misnomer. They involve old media technologies that have been newly discovered or reinvigorated as political media. It is the extent of their politicisation that is new, not their existence. Thus there is a sense of novelty even in those media that have existed for some time. New media that employ old communication technologies include political talk radio, television talk shows, television news magazines, electronic town meetings, and print and electronic tabloids. Political talk radio, for example, dates back to the origins of radio itself in the 1920s. Early radio stations featured not only news, but also political broadcasts, such as conventions, presidential inaugurations, and speeches of presidents and other public officials. Television talk programmes also are not new. Morning variety talk shows, such as Today, Good Morning America, and CBS This Morning certainly predate the current interest in new media. The Today Show first aired in 1952, while CBS Morning News debuted five years later. Phil Donahues nationally syndicated talk programme premiered in 1970 and featured presidential candidate debates from 1984 to 1994. His programme became a significant venue for Democratic presidential primary candidates in 1992. There are many more examples of particular new media programmes that did not exist a decade ago. The nationally syndicated Rush Limbaugh radio programme appeared in 1989 and his television show first aired in September 1992. Many other talk radio hosts with large national audiences, such as G. Gordon Liddy and Michael Reagan, have emerged only in the 1990s. MTVs political campaign coverage did not debut until the 1992 presidential primary election. In addition, new media channels employing traditional media technology have surfaced in recent years. For instance, even though cable is not a new format for broadcasting, new channels designed at least partly for political talk now exist, including C-SPAN, CNBC, The Talk Channel, MSNBC, and The Comedy Channel. Some formats are genuinely new, having evolved from more recent innovations in communications technologies. The proliferation of online computer networks, coupled with an explosion in the use of home computers, has created new methods for political communication. Fax machines and voice mail operations facilitate citizens ability to register opinions with politicians and journalists. These new technologies infuse political communication with a new immediacy. The public can now receive and disseminate political messages with increased ease and speed.

Biography of Richard Aoki, Asian-American Black Panther

Biography of Richard Aoki, Asian-American Black Panther Richard Aoki was a field marshal in the Black Panther Party, the less well known colleague of Bobby Seale. Eldridge Cleaver. Huey Newton. These names often come to mind when the Black Panther Party is the topic at hand. But after his death at the age of 70 in 2009, there has been a renewed effort to familiarize the public with this Panther who’s not as well known. Fast Facts: Richard Aoki Known For: Civil rights activist, founder of the Asian American Political Alliance and field marshal of the Black PanthersBorn: November 20, 1938, in San Leandro, CaliforniaParents: Shozo Aoki and Toshiko KaniyeDied: March 15, 2009, BerkeleyEducation: Merritt Community College (1964–1966) Sociology BS, University of California at Berkeley (1966–1968) MS Social WelfareSpouse(s): noneChildren: none Early Life Richard Masato  Aoki was born Nov. 20, 1938, in San Leandro, California, the eldest of two sons born to Shozo Aoki and Toshiko Kaniye. His grandparents were Issei, first-generation Japanese Americans, and his parents were Nisei, second-generation Japanese Americans. Richard spent the first few years of his life in Berkeley, but his life underwent a major shift after World War II. When the Japanese attacked Pearl Harbor in December 1941, xenophobia against Japanese Americans reached unparalleled heights in the U.S. The Issei and Nisei were not only held responsible for the attack but also generally regarded as enemies of the state still loyal to Japan. As a result, President Franklin Roosevelt signed Executive Order 9066 in 1942. The order mandated that individuals of Japanese origin be rounded up and placed in internment camps. The four-year old Aoki and his family were evacuated first to the Tanforan Assembly Center in San Bruno, and then to a concentration camp in Topaz, Utah, where they lived without indoor plumbing or heating. â€Å"Our civil liberties were grossly violated,† Aoki told the Apex Express radio show of being relocated. â€Å"We were not criminals. We were not prisoners of war.† During the politically tumultuous 1960s and ’70s, Aoki developed a militant ideology directly in response to being forced into an internment camp for no reason other than his racial ancestry. Life After Topaz After his discharge from the Topaz internment camp, Aoki settled with his father, brother and extended family in West Oakland, a diverse neighborhood that many African Americans called home. Growing up in that part of town, Aoki encountered blacks from the South who told him about lynchings and other acts of severe bigotry. He connected the treatment of blacks in the South to incidents of police brutality he’d witnessed in Oakland. â€Å"I began putting two and two together and saw that people of color in this country really get unequal treatment and aren’t presented with many opportunities for gainful employment,† he said. After high school, Aoki enlisted in the U.S. Army, where he served for eight years. As the war in Vietnam began to escalate, however, Aoki decided against a military career because he didn’t fully support the conflict and wanted no part in the killing of Vietnamese civilians. When he returned to Oakland following his honorable discharge from the army, Aoki enrolled in Merritt Community College, where he discussed civil rights and radicalism with future Panthers, Bobby Seale and Huey Newton. Black Panther Party Aoki read the writings of Marx, Engels and Lenin, standard reading for radicals in the 1960s. But he wanted to be more than just well read. He also wanted to effect social change. That opportunity came along when Seale and Newton invited him to read over the Ten-Point Program that would form the foundation of the Black Panther Party. After the list was finalized, Newton and Seale asked Aoki to join the newly formed Black Panthers. Aoki accepted after Newton explained that being African-American wasn’t a prerequisite to joining the group. He recalled Newton saying: â€Å"The struggle for freedom, justice and equality transcends racial and ethnic barriers. As far as I’m concerned, you black.† Aoki served as a field marshal in the group, putting his experience in the military to use to help members defend the community. Soon after Aoki became a Panther, he, Seale and Newton took to the streets of Oakland to pass out the Ten-Point Program. They asked residents to tell them their top community concern. Police brutality emerged as the No. 1 issue. Accordingly, the BPP launched what they called â€Å"shotgun patrols,† which entailed following the police as they patrolled the neighborhood and observing as they made arrests. â€Å"We had cameras and tape recorders to chronicle what was going on,† Aoki said. Asian American Political Alliance But the BPP wasn’t the only group Aoki joined. After transferring from Merritt College to UC Berkeley in 1966, Aoki played a key role in the Asian American Political Alliance. The organization supported the Black Panthers and opposed the war in Vietnam. Aoki â€Å"gave a very important dimension to the Asian-American movement in terms of linking the struggles of the African-American community with the Asian-American community,† friend Harvey Dong told the Contra Costa Times. In addition, the AAPA participated in local labor struggles on behalf of groups such as the Filipino Americans who worked in the agricultural fields. The group also reached out to other radical student groups on campus, including those that were Latino- and Native American-based such as MEChA (Movimiento Estudiantil Chicano de Aztln), the Brown Berets and the Native American Student Association. Third World Liberation Front Strike The disparate resistance groups eventually united in the collective organization known as the Third World Council. The council wanted to create a Third World College, â€Å"an autonomous academic component of (UC Berkeley), whereby we could have classes that were relevant to our communities,† Aoki said, â€Å"whereby we could hire our own faculty, determine our own curriculum. In winter of 1969, the council started the Third World Liberation Front Strike, which lasted an entire academic quarter- three months. Aoki estimated that 147 strikers were arrested. He himself spent time at the Berkeley City Jail for protesting. The strike ended when UC Berkeley agreed to create an ethnic studies department. Aoki, who had recently completed enough graduate courses in social work to obtain a master’s degree, was among the first to teach ethnic studies courses at Berkeley. Teacher, Counselor, Adminstrator In 1971, Aoki returned to Merritt College, a part of the Peralta Community College district, to teach. For 25 years, he served as a counselor, instructor and administrator in the Peralta district. His activity in the Black Panther Party waned as members were imprisoned, assassinated, forced into exile or expelled from the group. By the end of the 1970s, the party met its demise due to successful attempts by the FBI and other government agencies to neutralize revolutionary groups in the United States. Although the Black Panther Party fell apart, Aoki remained politically active. When budget cuts at UC Berkeley placed the future of the ethnic studies department in jeopardy in 1999, Aoki returned to campus 30 years after he participated in the original strike to support student demonstrators who demanded that the program continue. Death Inspired by his lifelong activism, two students named Ben Wang and Mike Cheng decided to make a documentary about the onetime Panther titled â€Å"Aoki.† It debuted in 2009. Before his death on March 15 of that year, Aoki saw a rough cut of the film. Sadly, after suffering several health problems, including a stroke, a heart attack and failing kidneys, Aoki died on March 15, 2009. He was 70. Following his tragic death, fellow Panther Bobby Seale remembered Aoki fondly. Seale told the Contra Costa Times, Aoki â€Å"was one consistent, principled person, who stood up and understood the international necessity for human and community unity in opposition to oppressors and exploiters.† Legacy What distinguished Aoki from others in the black radical group? He was the only founding member of Asian descent. A third-generation Japanese-American from the San Francisco Bay area, Aoki not only played a fundamental role in the Panthers, he also helped to establish an ethnic studies program at the University of California, Berkeley. The late Aoki’s biography based on interviews with Diane C. Fujino reveals a man who counteracted the passive Asian stereotype and embraced radicalism to make long-lasting contributions to both the African- and Asian-American communities. Sources Chang, Momo. Former Black Panther leaves legacy of activism and Third World solidarity. East Bay Times, March 19, 2009.  Dong, Harvey. Richard Aoki (1938–2008): Toughest Oriental to Come out of West Oakland. Amerasia Journal 35.2 (2009): 223–32. Print.Fujino, Diane C. Samurai Among Panthers: Richard Aoki on Race, Resistance, and a Paradoxical Life. Minneapolis, University of Minnesota Press, 2012.

Thinking about Death Research Paper Example | Topics and Well Written Essays - 2000 words

Thinking about Death - Research Paper Example However, as we shall see, this is modulated very differently in all three examples. Section 1: Henry James, loss and self-actualisation. The critical apogee of Henry James’ story, The Beast in the Jungle, comes only moments from the end in which the protagonist comes to understand himself. The self-awareness that John Marcher develops is critically, and inextricably, linked to the death of Mary Bartram. By connecting Mary’s death with Marcher’s epiphanies about his own life, the realisation of loss, ironically, becomes about the discovery of self-knowledge and the truth about life itself. The story of Marcher’s and Bartram’s relationship is defined by Marcher’s belief that he has an unusual fate: to die by some catastrophic event, what he terms ‘the beast in the Jungle’. It is for this reason that he decides that he will attempt to protect others and himself by not falling in love with others, or developing a deep connection with someone. This fate is developed throughout the novella and then finally achieved in the final moments of the work, when Marcher comes to understand his failure to connect to another person. ... ... He saw the Jungle of his life and saw the lurking Beast; then, while he looked, perceived it, as by a stir of the air, rise, huge and hideous, for the leap that was to settle him. His eyes darkened--it was close; and, instinctively turning, in his hallucination, to avoid it, he flung himself, face down, on the tomb.’ (James, The Beast in the Jungle) Instinctively, the reference to throwing himself down on his tomb points out the connection between Mary’s death and his achievement of his fate. Mary’s death is intimately connected to the acquisition of self-knowledge. He comes to understand, and in that moment achieves, his fate. The loss of Mary at this point becomes then the catastrophic event in his life; he realises what he has lost at the last, and is pained by it. Just as he comes to understand his fate, he comes to understand the way in which he and Mary had lived, and his ultimate failure in life. He comes to understand that his life was a solipsistic o ne. Marcher’s life is detached—detached from human connections, from the emotions and the intensity of profound connection that defines Mary’s life. This is expressed in a number of ways. Recall for instance his inability, in the opening scene of section 1, to remember his earlier meetings with Mary. (It is also expressed in the third person perspective of the narrator, for example.) The consequences of this solipsistic, detached life are brought home to him in the final scenes when faced with Mary’s death. She had offered him an escape from his fate: ‘The escape would have been to love her; then, THEN he would have lived. SHE had lived--who could say now with what passion?—since she had loved him for himself; whereas he had never thought of her (ah how

Personal Statement Essay Example | Topics and Well Written Essays - 500 words - 33

Personal Statement - Essay Example Therefore, I have decided to take a step to pursue the next level of education in order to continue acquiring more knowledge that is beneficial to the society and me. In this case, in order to realize my full potential, I had to apply in one of the best institutions offering the PhD program that I need to proceed with pursuing of my academic goals. After identifying this institution, I had to apply hoping that I stand a chance to be one of your students, having met all the requirements for pursuing the program. Knowledge  acquired from my degree and master’s program has facilitated interaction with different people and sharing of relevant ideas with them. After graduating in 2002, I worked as an English teacher under the ministry of education until 2006. Later in 2009, I joined the Arab Open University, where I became a part-time lecture until 2010. During the same year, I worked with the Training center of public security as a part time English Instructor. I later joined Taif University under the ministry of higher education working as English lecturer. Therefore, throughout this career path, I have faced challenges, which serve as a source of inspiration to acquire more knowledge in the field, in order to develop other ways of dealing with the problems in my field. In this case, I believe that by pursuing the PhD program, I will be able to acquire more knowledge that will benefit others people and me. I have spent a significant part of my life acquiring knowledge, and spending time and energy on gaining experience in the field of linguistics. I had set objectives such as laying a good foundation of knowledge by acquiring basics from the degree program, which facilitated achievement my long-term goals to pursue my PhD program. Therefore, through this way, I have been able to learn and cope with the rate of changes occurring in this field. In this case, my perception towards achievement of career objective is not about making a good living, but has