The Human Cost Of An Illiterate Society By Jonathan Kozol

Imagine not being able to read this essay. Many Americans do not posses the ability to do what you just did. In Jonathan Kozol’s essay titled, â€Å"The Human Cost of an Illiterate Society,† he exposes the complications of being illiterate as well as how it affects a person on a social, personal, and financial level. He brings to light the troubles illiterates go through right from the beginning, and takes repeated stabs at the way they function, and how it brings extreme troubles. Kozol effectively educates and exploits the overlooked troubles of being illiterate, by providing examples of their embarrassment, using repetition emphasizing on their limitations, and making assertions to explain how they survive. Kozol strongly believes being illiterate comes with embarrassment, and he backs up his point with actual examples of people who have gone through this experience. Kozol writes, â€Å"Donny wanted me to read a book to him. I told Donny: ‘I can’t read.’ He said: ‘Mommy, you sit down. I’ll read it to you† (4). Parents are supposed to read to their children. However, due to the mother’s illiteracy, she is unable to read to her child. Instead, it is backwards in which her son is forced to read to his mother. This leads to her experience of being embarrassed. At this point she feels as though she is not able to perform the simple duties of a mother, and is therefore unable to fulfill her son wishes. Kozol then includes a story of a man who was stuck on the street and calls 911 for anShow MoreRelatedThe Human Cost Of An Illiterate Society By Jonathan Kozol946 Words   |  4 Pages â€Å"The Human Cost of an Illiterate Society† by Jonath an Kozol, implies something different. Kozol emphasizes the hardship of an illiterate, and briefly explains the importance of helping an illiterate without providing much of a solution, while Kozol’s essay was ineffective overall because of the lack of factual evidence and flawed conclusions, his strategic use of tone, repetition and rhetorical questioning provided some strength to his argument. By establishing a sympathetic tone, Kozol effectivelyRead MoreThe Human Cost Of An Illiterate Society By Jonathan Kozol1059 Words   |  5 Pages As soon as humans walked the earth, since the beginnings of time, learning was the most vital in order to survive. This was, and still is today, the most important part of adaptation, problem-solving, and creation of life itself. Without it, our society would never move forward and humanity would never advance. Undeniably, education is the start of everything in life itself meaning that it continuously surrounds every aspect of life. In both Frederick Douglass’s essay, â€Å"Learning to Read† andRead MoreJonathan Kozol The Human Cost Of An Illiterate Society Analysis1009 Words   |  5 Pagesilliteracy. In this society, it is unfortunate that there are individuals who are illiterate, which ultimately affects their democratic lives. Many other citizens do not face this issue, and may not recognize the disadvantages that illiterates face. In Jonathan Kozol’s text, â€Å"The Human Cost of an Illiterate Society,† he discusses the various issues concerned with illiteracy, one of them being how it affects democracy. Democracy is a type of government where power, that involves human rights and valuesRead MoreEssay on Jonathan Kozol The Human Cost Of An Illiterate Society926 Words   |  4 Pages Knowledge is an effective factor in which human society relies on. Throughout history, those who were knowledgeable were well-respected, honored and revered. Author Jonathan Kozol writes his essay, â€Å"The Human Cost of an Illiterate Society,† to project the importance of knowledge and to explain that without it, one can suffer disastrous repercussions. He highlights real-life examples of how people suffer as a result of chronic illiteracy, and his entire essay is an advocacy for knowledge andRead MoreThe Human Cost Of An Illiterate Society989 Words   |  4 PagesAnalysis of â€Å"The Human Cost of an Illiterate Society† In the essay, â€Å"The Human Cost of an Illiterate Society† written by Jonathan Kozol and originally published in the book, â€Å"Illiterate America†, is a bundle of examples of how people who are illiterate live every day. It showcases the hardships they go through, and how much of a problem it is. He had quotes from various interviews with people who are illiterate, and how many become distrustful of people trying to explain what the written documentRead MoreThe Human Cost Of An Illiterate Society1048 Words   |  5 PagesAre illiterates just people who exist? Do they just walk around aimlessly, never knowing what to do? â€Å"Illiterates live, in more than literal ways, an uninsured existence,† says Jonathan Kozol. In Kozol’s article, â€Å"The Human Cost of an Illiterate Society,† he intensely describes how illiteracy can impact both the illiterate and those surrounding him. There is a tragic human cost for an illiterate society. If people a re unable to read, then what can they do? In this case, the least taken-for-grantedRead MoreProblems Faced by Illiterates Essay478 Words   |  2 Pagesfrom what millions of illiterates feel on a daily basis. The phrase illiteracy applies to more than a simple inability to read or write. There is also functional illiteracy. Functional illiterates can read words but they cannot comprehend their meanings, synthesize information or make decision based on what they read. Illiteracy could also be defined as restriction or confinement due to the simple fact that, thats the type of life many non-readers lead. Illiterates choices are restrictedRead More Fishing for Words Essay1502 Words   |  7 Pagesin America; basically someone illiterate cannot live on their own until they have been taught the basics, reading and writing. According to Kozol’s essay The Human Cost of an Illiterate Society the government, administration, and people of high power live by the beginning of the quote (Kozol, The Human Cost of an Illiterate Society). They help someone illiterate make a living until the person is out of their control. Yet the government, administrations, and society maintain control through illiteracyRead MoreGeneral Education Essay1869 Words   |  8 PagesWith living costs as high as they are in this day and age, it is completely unreasonable to expect the average individual to squander already limited resources. Receiving a bachelors degree today requires an assortment of classes that often are not directly related to ones career objectives. For some, they find this to be an enjoyable adventure, broadening their knowledge and learning about new aspects of life, but for others this is just burdensome. However it is looked upon, the college curriculumRead More General Education Essay1795 Words   |  8 Pages With living costs as high as they are in this day and age, it is completely unreasonable to expect the average individual to squander already limited resources. Receiving a bachelor’s degree today requires an assortment of classes that often are not directly related to one’s career objectives. For some, they find this to be an enjoyable advent ure, broadening their knowledge and learning about new aspects of life, but for others this is just burdensome. However it is looked upon, the college curriculum

Energy Sustainability Nuclear Energy - 4062 Words

Energy sustainability Nuclear energy Nuclear energy is released through nuclear fission. Nuclear fission is when an atom splits and releases neutrons after absorbing a neutron. All nuclear power is generated from Uranium, which is a pure metal. Nuclear fission expained When atoms split, energy is released and then converted to a more easier form to use. Uranium-235, an isotope of Uranium (same number of protons, but different numbers of neutrons, meaning they have varying masses), is most commonly used in this proccess, because it requires less energy to split then other isotopes like Uranium-238. Basically, inside a nuclear reactor, free neutrons collide with the Uranium atoms. Uranium-235 is the minority as it only makes up 0.7% of†¦show more content†¦2. Water and Carbon dioxide is passed through to take away the heat. 3. The water is heated. 4. The heated water releases steam instead of boiling due to the pressurised water reactors. 5. The steam turns turbines. 6. The turbines turn the generators which produce electric power. (Please see to hydroelectric power on how the generators work. It s basically the smae concept, but powered by moving water instead of moving steam. Drawbacks of Nuclear energy - Uranium, the source of Nuclear power isn t renenwable - Radioactive waste, like the spent uranium rods take thousands of years to lose their radiation and decompose - The water used in cooling and producing steam usually comes from lakes and reservoirs which have marine life - If not handeled porperly, leaks can lead to devastating health effects like disfiguration, nausea, vomit, diarrhoea and fatigue Advantages of Nuclear energy - No greenhouse gas emissions - Cost effective - Not dependent on the weather Overall summary As Uranium isn t a renewable source of energy, it ll eventually run out. We can t prevent that, but we can still use it as it s the most environmentally safe option. All forms of alternative energy have their own drawbacks, and considering this source s drawback is it s finite supply, it s the least lacking source. At the very least, we should use it to it s utmost potential while in the stages of establishing other alternative energy stations and

Constructions of Childhood free essay sample

The notion of childhood continues to undergo tremendous changes over time, place and culture. Some of the most influential factors responsible for this change among other things include economic, socio-cultural and political dynamics (Holland, 1996; James Prout, 1997; Sorin Galloway, 2005). The purpose of the following analysis is to examine nine images of children being depicted in today’s media and identify the different constructions of childhood that they promote. The three social constructions of childhood that have been identified in these images include: the child as vulnerable (Simpson, 2005), the child as innocent (Woodrow, 1999) and the child as a ‘gendered being’ (Burman, 1995). Conceptual tools will be used to deconstruct the selected images such as positioning, colour, lighting and facial expressions and will clarify how these tools are used in constructing the notion of childhood. It is safe to say that the images deconstructed and analysed throughout this paper suggest that there is strong relationship between the social constructions of childhood and how this conception of childhood has often denied them of their agency and profoundly shaped and limited their ability to participate as active citizens in today’s society (Morrow, 2003). Childhood as innocent is a representation that is most treasured and easily recognisable in contemporary society (Woodrow, 1999). An aspect of this construction portrays children as weak, incompetent, vulnerable and dependent; a ‘blank slate’ to be constructed by adults, denying them of their agency and their ability to act and determine action for themselves (Dockett, 1998; Woodrow, 1999; Sorin, 2003; Johnny, 2006). Image 7 (Appendix 7) draws focus to two children pictured in the centre of the image in a brightly lit and manufactured environment with soft and gentle surroundings of nature blurred in the background suggesting calmness and delicacy. This carries the connotation of vitality and growth that symbolizes the children as defenceless â€Å"seedlings† in a position of â€Å"natural goodness† that needs to be cared for, nurtured and protected as they mature into adults (Aries, 1962, p. 26). The artificial light in all three images (Appendix 7, 8 9) accentuates the whiteness, uncontaminated purity of the environment whilst the children relinquish complete control to the photographer. In Image 8 (Appendix 8) we can see a young boy and girl dressed as angels, the ook in the children’s eyes is about innocence and spiritual cleanliness evoking within the viewer emotions of calmness, contentment and peace. By placing the children in these white, pure angelic costumes it removes a sense of their identity suggesting that they are free from moral wrong, free from sin, as well as inexperienced or perhaps naive. Image 9 (Appendix 9) represents the iconic blonde hair, blue eyed child commonly photographed in We stern culture (Holland, 1992; Burman, 1995). The image draws attention to the child’s doe like eyes and expressionless gaze, evoking feelings of vulnerability, delicacy and protection in the viewer. The child is positioned as though the viewer is looking down at her, symbolizing a weak and powerless child who will only accomplish independence, agency and identity when she reaches adulthood (Sigel Kim, 1996). In the binary of the adult child relationship in childhood innocence, Robinson (2002) suggests that children are often constructed as powerless in relation to the mature powerful and knowing adult. All three images (Appendix 7, 8 9) portraying innocence highlights the critical impacts this notion of childhood can have on children’s agency in their lives (Robinson and Diaz, 2007; Dockett, 1998; Woodrow, 1999). The child as vulnerable is a construction that represents children as victims and often portrays images of children who live through war, terror, famine or poverty (Simpson, 2005; Burman, 1995). The children portrayed in images 1, 2 and 3 (Appendix 1, 2 3) present the notion of the vulnerable child, one who is voiceless and powerless and often pictured alone in aid appeals, deliberately separated from adults to depict them as needy victims and vulnerable creatures that are exposed to the harsh reality of life (Burman, 1995; Woodrow, 1999). Images 1, 2 and 3 (Appendix 1, 2 3) exhibit the children as the central point of focus, with eyes wide open staring out to the viewers generating sympathy and charity and with expressions that are grimace and miserable indicating the child’s weakness and hardship. Image 1 and 2 are dull and in black and white, highlighting the darkness, gloom and emptiness surrounding the child that is perhaps symbolic to their feelings. Image 2 (Appendix 2) photographs the natural sunlight coming from the background, creating a dark fallen shadow across the child’s face and body which produces a powerful message of suffering as is body is slumped over whilst carrying a large rock. In image 3 (Appendix 3) the child being depicted as a victim appears to not even posses the slightest illusion of power, this highlights Holland’s (2004) statement that â€Å"pictures of sorrowing children reinforce the defining characteristics of childhood, dependence and powerlessness† (p: 89 ). Image 3 does this by illustrating the child’s cheerless expression, suffering body, sores on his face signifying severe health issues and malnutrition as his bones protrude from his naked skin indicating hunger and starvation. However, when contrasting these images (Appendix 1, 2 3) that evoke sympathy and play on the notion of vulnerability, to the images discussed earlier in the notion of childhood innocence (Appendix 7, 8 9), these images whilst they may appear in posters and magazine covers are likely to be censored from other children, to ‘protect’ their innocence against the ‘evils’ of the world (Ansell, 2005). Unlike innocence, these images generate no feelings of brightness, cheerfulness, contentment and peace. Within the notion of childhood, images of the child as a ‘gendered being’ often depict how stereotypical gender roles are introduced to children through the toys they may interact with and simple behaviours of ‘heterosexualization’ like the colour coding of children blue for boys and pink girls (Davies, 1993; Robinson Diaz, 2006). Images 4, 5 and 6 (Appendix 4, 5 6) highlight gender as a social construction and how children can take up different subject positions within the discourses of gender, such as particular ways of behaving, dressing, and interacting (Davies, 1993; Howard Hollander, 1997). This can be particularly seen in image 5 (Appendix 5) which exhibits two young children whose sex is androgynous, however the clothing of both children signify the symbolic overtones of ‘dark’ and ‘light’, ‘pale’ and ‘intense’ associated with ‘boy’ and ‘girl’ (Hall, 1997). One child is wearing a soft pale, floral dress representing purity as a passive girl and the other child is wearing bold, dark and intense blue overalls representing the masculine boy. The designation of light colours for girls and dark, intense colours for boys begins the social process which teaches girls to be passive, dependent, and submissive and boys to be active, independent and dominant (Szirom, 1988; Robinson Diaz, 2006). This is also reinforced through toys the children are pictured with, one child is playing with a pram to highlight the stereotypical gender role of females and the discourses associated with femineity by taking on the nurturing, passive and caring role of a mother. The other child is playing with a truck highlighting the stereotypical gender role of males and ‘boys’ toys encouraging more exploration, invention and adventure (Renzetti Curran, 2003). This can also be seen in Image 4 (Appendix 4) displaying a child dressed in a soft, pale pink dress playing with a dollhouse symbolizing the feminine role of a ‘homemaker’. The ‘girls’ in both images (Appendix 4 5) signify a gentle, demure, sensitive, submissive, sweet- natured and domesticated female whilst the ‘boy’ (Appendix 5) signifies the masculine, active, rough, tough, working with tools cars, and trucks gendered role. These are but a few of the ways gender identity and discourses of masculinity and femininity are introduced through the notion of ‘gendered being’ and children’s sexual identities are normalised as heterosexual (Hall, 1997; Robinson Diaz, 2006). Image 6 (Appendix 6) reinforces the concept of ‘gendered child’ and the active/passive binary, illustrating the gendered expectations of the ‘active boy’ being outdoors, engaging in more aggressive and athletic play like sports. The construction of childhood as ‘gendered beings’ (Appendix 4, 5 6), strips them of their agency and the freedom of creating their own identity (Benokraitis, 2002). This analysis has examined nine images that presented three constructions of childhood; the ‘innocent’ child, the child as ‘vulnerable’ and the ‘gendered being’ (Woodrow, 1999; Burman, 1995; Simpson, 2005). While these constructions define the notion of ‘childhood’ in contemporary society, they also recognise that childhood changes over time and space and identify the role of the adult, in relation to the creation of the childhood construction itself (Woodrow, 1999; James Prout, 1997). By highlighting the numerous ways that childhood is conceptualised, and the ways in which children overall are perceived as powerless, vulnerable and dependant it places emphasis on the limitations and restrictions on children engaging as active citizens in today’s society denying them of their agency. It is critical to examine our own subjectivity on society’s dominant discourses in order to improve childrens social environment and offer them the awareness of inequities to challenge these preconceived notions of childhood.

Thomas Jefferson - The Man The Myth And The Morality Essays

Thomas Jefferson - The Man The Myth and The Morality Thomas Jefferson was a man of the greatest moral character who has been excoriated routinely over the last 30 years by historical revisionists and presentists. His commitment to America and his vast contributions to the framing of society as it is today are overlooked in favor of base analysis of his character that, while not flawless, is that of a morally upright person who has deeply held convictions and lives by them. Jefferson was born to a prominent family of Virginia tobacco growers. Plantation life is based largely around the work of slaves, so Jefferson was surrounded by them from the time of his birth in 1743 until the day he died. One of the harshest criticisms of Jefferson comes from the fact that, while he vehemently opposed slavery, was indeed a slave owner himself. As historian Douglas L. Wilson points out in his Atlantic Monthly article ?Thomas Jefferson and the Character Issue?, the question should be reversed: ?...[T]his was of asking the question... is essentially backward, and reflects the pervasive presentism of our time. Consider, for example, how different the question appears when inverted and framed in more historical terms: How did a man who was born into a slave holding society, whose family and admired friends owned slaves, who inherited a fortune that was dependent on slaves and slave labor, decide at an early age that slavery was morally wrong and forcefully declare that it ought to be abolished (Wilson 66). Wilson also argues that Jefferson knew that his slaves would be better off working for him than freed in a world where they would be treated with contempt and not given any real freedoms. Another way that Thomas Jefferson shows his moral character is in his most famous achievement, the drafting of the Declaration of Independence. This document is probably the most important document in the history of the United States, and one of the most important in the history of the world. Jefferson writes that ?all men are created equal? and argues that every man has the right to ?life, liberty, and the pursuit of happiness.? Jefferson's document shows not only his strongly held beliefs in freedom, but his acceptance of and belief in the views of the Age of Reason. He believed himself to be a person who was doing what was morally right, not for the fame that would eventually accompany it. In fact, he didn't want to write the Declaration to begin with. In 1776, the song ?Not Me, John? shows how Jefferson was pushed into doing it, despite the fact that he would have actually rather gone home to see his wife. When nobody else would do it, he acquiesced and agreed to write it. His quote, ?What will posterity think we were -- demigods? We're men -- no more, no less? (1776), shows how as a contemporary of such philosophical greats as Voltaire and Mill, he did what he did because it was what needed to happen -- not in any way, shape, or form because he wanted to be remembered as a demigod, a status he actually had anyway, according to Wilson, until the 1960's. Another thing that Jefferson's character is criticized for and blown out of proportion is his liaison with a slave, Sally Hemings. Historian Fawn Brodie argues that it was ?not scandalous debauchery with an innocent slave victim, but rather a serious passion that brought Jefferson and the slave woman much happiness over a period lasting thirty-eight years.? True, their affair started when she was only 14 years old, but to criticize this is terribly presentistic. In colonial times, especially in the middle and southern colonies, girls were married off between the ages of 13 and 16; it was not considered defilement and abuse like it is today. In fact, his relationship with Hemings could actually be considered to be a positive thing for him on two fronts: Since she was 52 when he died, Jefferson obviously did not lust after her solely on a physical basis; also, he promised his wife when she died that he would not remarry. He fulfilled his promise only because he found a

School Programs Like in China

School Programs Like in China China can be a great place to learn depending on what topic you are studying, what teaching methods work best for you or your personal interests. Whether youre thinking of going to school in China, considering enrolling your child in a Chinese school, or just curious to know more, here are answers to frequently asked questions about school programs in China, Chinas education methods, and enrolling in school in China. Education Fees Education is required and free for Chinese citizens age 6 to 15 though parents must pay fees for books and uniforms. Chinese children all get a primary and middle school public education. Each class averages 35 students. After middle school, parents must pay for public high school. The majority of families in cities can afford the fees, but in rural parts of China, many students stop their education at age 15. For the wealthy, there is a growing number of private schools in China as well as dozens of international private schools. Tests In high school, Chinese students begin preparing for the competitive é «ËœÃ¨â‚¬Æ' (gaokao, National University Entrance Examinations). Somewhat similar to the SAT for American students, seniors take this test in the summer. The results determine which Chinese university test-takers will attend the following year. Classes Offered   Chinese students attend classes five or six days a week from the early morning (about 7 am) to early evening (4 pm or later). On Saturdays, many schools hold required morning classes in science and math. Many students also attend è £Å"ç ¿â€™Ã§  ­ (buxiban), or cram school, in the evening and on weekends. Much like tutoring in the West, schools in China offer additional Chinese, English, science and math classes and one-on-one tutoring. Aside from math and science, students take Chinese, English, history, literature, music, art, and physical education. Chinese Versus Western Education Methods China’s teaching methodology differs from Western education methodology. Rote memorization is emphasized and there is a heavier focus on math, science, and Chinese studies. It is also standard practice for classes to be complemented with extensive test prep throughout middle school, junior high school, and high school for college entrance exams. Schools in China have after-school activities, like sports and music lessons, but these activities are not as extensive as those found in international schools and schools in the West. For example, while team sports are becoming more popular, competition among schools is more like an intramural team sports system rather than a competitive system. Vacation Schools in China have a break lasting for several days or a week during China’s national holiday at the beginning of October. During Spring Festival in mid-January or mid-February, depending on the lunar calendar, students have one to three weeks off. The next break is for China’s labor holiday, which occurs during the first few days of May. Finally, students have a summer vacation which is much shorter than in the US. Summer vacation typically begins in mid-July though some schools start their vacations in June. The vacation lasts for approximately one month. Can Foreigners Go to Primary or Secondary School in China? While most international schools will only accept Chinese students who hold a foreign passport, Chinese public schools are required by law to accept children of legal foreign residents. Admissions requirements vary but most schools require an admissions application, health records, passport, visa information, and previous school records. Some, like nurseries and kindergartens, require a birth certificate. Others require recommendation letters, assessments, on-campus interviews, entrance exams, and language requirements. Students who cannot speak Mandarin are usually held back a few grades and usually start in first grade until their language skills improve. All classes except English are taught entirely in Chinese. Going to a local school in China has become a popular choice for expat families who live in China but can’t afford the high price of international schools. The admissions materials at local schools are typically in Chinese and there’s little support for families and students who do not speak Chinese. Schools in Beijing that accept foreign students include  Fangcaodi Primary School (èŠ ³Ã¨ â€°Ã¥Å" °Ã¥ ° Ã¥ ­ ¦) and The High School Affiliated to Renmin University of China Beijing Ritan High School (ä º ºÃ¥ ¤ §Ã©â„¢â€žÃ¤ ¸ ­). There are over 70 schools approved by China’s Ministry of Education to provide foreign instruction. Unlike local children, foreigners must pay a yearly tuition which varies but starts at about 28,000RMB. Can Foreigners Go to College or University in China? Various programs are offered at schools in China for foreigners. An application, copies of visa and passport, school records, physical exam, photo, and proof of language proficiency are all most students need to gain acceptance to undergraduate and graduate programs at schools in China. Chinese language proficiency is typically demonstrated by taking the  Hanyu Shuiping Kaoshi  (HSK exam). Most schools require a score of level 6 (on a scale of 1 to 11) to enter undergraduate and graduate programs. Additionally, a perk for foreigners is that they are exempt from the gaokao.   Scholarships Many prospective students consider applying for scholarships to study at schools in China. Foreign students pay more in tuition than local students, but the fees are generally much less than students would pay in the United States or Europe. Tuition starts at 23,000RMB annually. Scholarships are available for foreigners. The most common scholarship is given by the Ministry of Education’s China Scholarship Council and the Chinese government. The Chinese government also awards the HSK Winner Scholarships for the top HSK test-scorers overseas. One scholarship is awarded per country where the test is administered. What If I Dont Speak Chinese? There are programs for those who do not speak Chinese. From Mandarin language learning to Chinese medicine to a Master of Business Administration, foreigners can study a range of subjects at schools in China, including Beijing and Shanghai, without speaking a word of Mandarin. Programs range from a few weeks to two years or more. The application process is quite simple and consists of an application, a copy of visa, passport, school records or diploma, physical exam, and photo.

brain lateralization essays

brain lateralization essays Language comes naturally to human and is one of the attributes that distinguish us from animals. It is an innate trait, which enables a child to master a language at an early age. Researches showed that the critical age and the cognitive specialization of the brain might have played a part in this. However language needs nurturing in a way of proper exposure to ensure its smooth progress. Whatever it is, the knowledge of the factors above does register some significance to me personally. I am now planning to expose my children to more than one language before they reach the schooling age. Probably Malay and English, which of course will involve my husband and I conversing with them in two languages at a time, thus creating a natural environment for them to attain the language. Realizing their exasperating penchant for remembering and repeating everything they hear, Ive now restricted their access to television to mainly childrens programs. However when they do occasionally watch movies, I make a point to sit with them and act as an interpreter for certain concepts which they cant comprehend. Being an adult student, and going through my mid thirties and way past the critical age, I somehow have not suffered any setbacks regarding the acquirement of a new language, yet. In fact, I took two Arabic courses two years ago and did not find it as difficult as I thought. Probably, this is due to maturity and the influence of some intrinsic motivation. However now that Im aware of the plasticity of the brain and afraid mine might just harden or give up on me, I try my very best to work twice as hard on my studies. ...

Frank Lloyd Wright Essay Example | Topics and Well Written Essays - 1500 words

Frank Lloyd Wright - Essay Example Due to these reasons, he frequented headlines of leading dailies. He had three marriages to his credit – with Catherine Lee Tobin in the year 1889, with Miriam Noel in 1922 and lastly with Olga Milanov Hinzenberg in 1928. Frank Lloyd Wright had Welsh descent and his birth took place couple of years after the American Civil War ended. One can easily see that his upbringing owes a lot to the Unitarian and transcendental ideologies. Since childhood, he showed a lot of interest in building blocks that the young ones played with at the kindergarten. These educational blocks were given to him by his mother. These blocks consisted of geometrical shapes and thus from the early days Frank Lloyd Wright was very clear about the geometrical sense and the same is even visible in his work. A number of his architectural works manifest the geometrical clarity which is so very important to have on the part of engineers and architects. His formal education began in the year 1885 when he enrolled at the University of Wisconsin-Madison School for Engineering. He was an apprentice for a local builder known as Allan Darst Conover which really helped his engineering skills endlessly. Soon he left the university without hav ing the degree under his belt and came over to Chicago where he joined an architectural firm called Joseph Lyman Silsbee. After that he started to work for Adler & Sullivan within a period of 12 months. He did a lot of residential design work for this firm and an unfortunate event happened when the firm came to know that Frank Lloyd Wright was accepting individual clients. This forced Frank Lloyd Wright to establish his own practice and started his work from home in Chicago. During his life long work endeavors, he completed round about fifty projects which included a number of different houses in his native land. In order to gain an economic

Ernie Davis Essay Example | Topics and Well Written Essays - 250 words

Ernie Davis - Essay Example Ernie Davis also holds the honor of being the first athlete of the African American race to be selected in the NFL Draft. In the capacity of being an African American athlete popular for his exceptional performance in many sports in the south, Ernie Davis was racially discriminated against at several occasions. One such event was when Ernie Davis was chosen as the most valuable player (MVP) of the Cotton Bowl in the year 1960 (â€Å"Ernie Davis biography†). The organizers told him to collect his award at the banquet arranged after the game, and leave the facility immediately thereafter. Upon his refusal to accept this proposal, the entire team boycotted the post-game banquet. Ernie Davis died from cancer when he was only 23 years old. His fans continue to wonder what more Ernie Davis might have achieved had he been able to continue playing for the Cleveland Browns. Ernie Davis was young and ambitious, and no hurdle could stop him from earning the fame he has

Rudolf Dreikurss Reasons for Student Misbehavior Require Essay Example for Free

Rudolf Dreikurss Reasons for Student Misbehavior Require Essay Many educators believe that students misbehave to achieve self-serving goals. These usually include: getting attention, seeking power, taking revenge and avoiding failure. When we look carefully at the misbehavior we can usually find that the reason lies in one of these four goals. Dr. Rudolf Dreikurs, renowned educator, developed these four behavioral goals in the 1930s. He was a student and colleague of Alfred Adler, who believed that all behavior has a purpose. Dreikurs has written many articles and books on student behavior and much of his work can be purchased on the internet. His theories on behavior have had an enormous impact on the raising of children and classroom management models. A summary of Dreikurs four behavioral goals follow: * Attention Some students strive to be the center of attention. They do almost anything to be noticed from being argumentative to being funny. There is a lack of concern about following accepted procedure to gain recognition. Teachers and classmates find behavior by this student annoying and at times rude and unacceptable. The attention seekers may be disciplined for: disrespect, teasing, disturbing the class, being uncooperative, swearing, talking, being out of his seat, and making fun of others. Dreikurs said most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. This is why it is important to find a thoughtful intervention in the first phase of misbehavior: attention seeking. Dreikurs believed that over 90% of all misbehavior is for attention. At the Interventions Central website, you can read some thoughts about how to break out of the attention cycle by using random positive attention with students. * Power Wanting to be in charge or in control provides the motivation for some student misbehavior. Students with this agenda simply want their way. They dont hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. The teacher may feel provoked, threatened or challenged by this student. The following reasons may be the basis for a referral to the office for a student who struggles for power: disobeying, disrespect, not cooperating, talking back and disturbing the class. Often power-seeking students dont act out until theyre assured of an audience. And from the teachers perspective, this is probably the worst possible time. * Revenge Lashing out or getting even is how some students compensate for real or imagined hurt feelings. The target of the revenge may be the teacher, other students, or both. Revenge may come in the form of a physical and/or psychological attack. Bullies often use revenge as their excuse for shoving or pushing, teasing, causing embarrassment and excluding others. The Teaching Help website has an interesting discussion of how revenge, defined in terms of escalating student misbehaviors must be dealt with by a systematic approach. * Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. They falsely believe that they cant live up to expectations, either their own or those of others. To compensate for this belief, they dont attempt anything that might result in failure. They hope that others will forget about them and not hold them responsible for anything. These students may be disciplined for: not paying attention, not being prepared, being dishonest and wasting time. This phenomenon, decribed as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. Responding to Misbehavior No matter what the reason is for a students misbehavior, we are forced to respond. Some responses produce better results than others. Below is a list of both positive and negative responses by educators. Responses that usually get negative results include: 1. Reacting emotionally by being angry or making hollow threats 2. Handing out a punishment that is out of proportion to the offense 3. Reacting to misbehavior publicly 4. Reacting to a small incidence that often resolves itself 5. Making an accusation without the facts to back it up Responses that tend to get positive results include: 1. Describing the unacceptable behavior to the student 2. Pointing out how his behavior negatively impacts him and others 3. Talking with the students about what could have been a better behavior choice and why 4. Asking the student to write a goal that will help him improve his actions 5. Showing confidence in the student that his behavior goals are achievable 6. Positively reinforcing behavior that relates to student goals Dreikurs believes the best way to correct misbehavior is with logical consequences. For example, if a student doesnt finish his homework, he stays after school to complete it. This helps the student make an association between the misbehavior and the consequences.

Reproduction :: essays research papers

THE REPRODUCTIVE SYSTEM The ability to reproduce is one of the unifying characteristics of all living things. Sexual reproduction produces offspring that are genetically different from their parents. Asexual reproduction produces offspring genetically identical to their parent. Asexual Reproduction   Ã‚  Ã‚  Ã‚  Ã‚  Fission, budding, fragmentation, and the formation of rhizomes and stolons are some of the mechanisms that allow organisms to reproduce asexually. The hydra produces buds; starfish can regenerate an entire body from a fragment of the original body. Asexual reproduction allows an organism to rapidly produce many offspring without the time and resources committed to courtship, finding a mate, and mating. The lack of genetic variability in asexually reproducing populations can be detrimental when environmental conditions change quickly. Sexual Reproduction In sexual reproduction new individuals are produced by the fusion of haploid gametes to form a diploid zygote. Sperm are male gametes, ova are female gametes. Meiosis produces cells that are genetically distinct from each other; fertilization is the fusion of two such distinctive cells that produces a unique new combination of alleles, thus increasing variation on which natural selection can operate. Rotifers will reproduce asexually when conditions are favorable by having females produce eggs by mitosis. When conditions deteriorate, rotifers will reproduce sexually and encase their zygotes inside a resistant shell. Once conditions improve, these eggs hatch into diploid individuals. Rotifers thus use sexual reproduction as way to survive a deteriorating environment. Sexual reproduction offers the benefit of generating genetic variation among offspring, which enhances the chances of the population's survival. Costs of this process include the need for two individuals to mate, courtship rituals, as well as a number of basic mechanisms described later. Human Reproduction and Development Human reproduction employs internal fertilization, and depends on the integrated action of hormones, the nervous system, and the reproductive system. Gonads are sex organs that produce gametes. Male gonads are the testes, which produce sperm and male sex hormones. Female gonads are the ovaries, which produce eggs and female sex hormones. The Male Reproductive System Testes are suspended outside the abdominal cavity by the scrotum, a pouch of skin that keeps the testes close or far from the body at an optimal temperature for sperm development. Seminiferous tubules are inside each testis, and are where sperm are produced by meiosis. About 250 meters (850 feet) of tubules are packed into each testis. Spermatocytes inside the tubules divide by meiosis to produce spermatids that in turn develop into mature sperm.

Interpretations with Shakespearean Drama Essay

As the director of this precise production, my idea and vision for the 21st century version of â€Å"The Seven Ages of Man† is to a certain extent, altered. There is a merely different scene, so I want to set it where it rather emulates the poem. Though it cannot befuddle the audience’s attention away from the speaker and poem. However, I do want the scene to be conspicuous and speak for itself. Generally, movie producers choose prevalent places for precise movies, for example, California, New York, Atlanta etc†¦ I chose to go a different route for this movie. I chose to do this scene in the mountains of Colorado, during the fall. Furthermore, I cannot disdain the character because he or she is a vital aspect to the movie. No doubt the person I choose for this movie is Denzel Washington. I have a vast amount of confidence in him that he is a prodigious person to play the part. This 21st century movie will be similar in specific ways, for example, the mood in this movie will be the exact same as in the second video on page four in the lesson. I want it to start the same way as well with Denzel having his arm on a tree and speaking the poem with an infuriated tone. Also, there will be a guy holding a war knife looking miffed and discerning about what ensued. The only difference will be is that there will not be anyone standing expect for Denzel and that there will not be a light for him to touch and the girl will not be touching her hair. Generally speaking, my new advised version of this play is awesome!

Growing Number of Kindergarten Franchises Essay

The preschool market is the fastest growing sector of the education industry in China presently. Over the span of last seven years, the industry has grown at an annualized rate of 10. 3% from 2006. The industry showcased increasing revenues in the period of 2006-2012, owing to the inflating tuition fees charged by the growing number of the private kindergartens. The enrollment figures have also shown a progressive trend throughout the years, instigated by the growing market presence and awareness about the importance of the pre-primary education amongst masses. Kindergartens in China are responsible for providing both childcare and preschool education to the children aged 3-6 years. The transition of Chinese economy from publicly administered to market-run has put a great impact on the kindergarten market of the country. Private sector funded kindergartens have gained increasing hold over the overall market and had accounted for a dominant share in 2012. Rural areas of China host the maximum of the kindergartens which are primarily run by the education department or are publicly funded. However, with a rising number of private entities adopting the franchised business model to operate in the underpenetrated market of China preschool industry, the urban areas have showcased an increasing share of enrollments over the years. The preschool industry of China is characterized by a high degree of fragmentation with increasing number of players implementing acquisition expansion strategies to build on their market shares. RYB Education, Oriental BabyCare, Gymboree Play and Music are some of the chief brand names operating in the market. Other emerging players include Noah Education holdings, Beijing Hongying Education group, I Love Gym etc. A significant number of publicly led kindergartens also are prominent in China which includes players such as Huijia Kindergarten and Hong Huanlan Education Group. Increasing number of working mothers has led to an increasing demand for the kindergartens in the country. Additionally, the large population base of the country promises an increasing cohort of children aged under- six, which presents huge opportunities for the foreign and domestic investors to attain growing levels of revenues in coming years. Additionally, the talent-based trainings provided in the kindergartens of China, has also welcomed a growing number of children to participate in the preschool programs. However, the trend of bilingual kindergartens is being most prominently witnessed in this sector, stressing the growing importance of early language training, as preferred by parents. The report â€Å"China Pre-primary Education and Childcare Industry Outlook to 2017† provides detailed overview on the preschool industry from various perspectives. The report encloses a comprehensive analysis of the various segments of the market reflecting the present scenario and future growth affected by changing industry dynamics in coming years. Additionally, the report also entails information about the government rules and policies, rational analysis of the macroeconomic factors, along with the competitive landscape of the pre-primary education and childcare industry. The report will help industry consultants, companies and other stakeholders to align their market centric strategies according to ongoing and expected trends in future. For more information on the industry research report please refer to the below mentioned link: http://www. kenresearch. com/education/pre-school-education/china-pre-primary-education-market-research-report/401-99. html.

How to Compose an Effective Paragraph

How to Compose an Effective Paragraph Paragraphing, says William Zinsser, is a subtle but important element in writing nonfiction articles and books- a road map constantly telling your reader how you have organized your ideas (On Writing Well, 2006). If youre prepared to go beyond conventional formulas for dividing a text into paragraphs, consider these observations by experienced authors, editors, and teachers. Enlightening ReadersThe breaking up into paragraphs and the punctuation have to be done properly but only for the effect on the reader. A set of dead rules is no good. A new paragraph is a wonderful thing. It lets you quietly change the rhythm, and it can be like a flash of lightning that shows the same landscape from a different aspect.(Isaac Babel, quoted by Konstantin Paustovsky in The Story of a Life: Years of Hope. Pantheon, 1968) ExperimentingParagraphing is often taught in English classes with the same sort of false dictums that poisons much of writing instruction. . . . [Encourage] students to experiment with paragraphing in their own essays, looking to see how paragraphing develops their intended rhythm and tone.(Paul Lee Thomas, Reading, Learning, Teaching Kurt Vonnegut. Peter Lang, 2006) Following InstinctA clever man might successfully disguise every element of his style but one- the paragraphing. Diction and syntax may be determined and controlled by rational processes in full consciousness, but paragraphing- the decision whether to take short hops or long ones, whether to hop in the middle of a thought or action or finish it first- that comes from instinct, from the depths of personality.(Rex Stout, Plot It Yourself. Viking, 1959) Practicing the Art[P]aragraphing is ultimately an art. Its good practice depends on feel, voice and instinct rather than on any formula or techniques that can be dutifully learnt.(Richard Palmer, Write in Style: A Guide to Good English, 2nd ed. Routledge, 2002) Editing by EarWe think of paragraphing as an organizational skill and may teach it in conjunction with the prewriting or planning stages of writing. I have found, however, that young writers understand more about paragraphing and cohesive paragraphs when they learn about them in conjunction with editing. When developing writers know the reasons for paragraphing, they more readily apply them in the editing stage than in drafting.Just as students can be trained to hear end punctuation, they can also learn to hear where new paragraphs start and when sentences are off the topic.(Marcia S. Freeman, Building a Writing Community: A Practical Guide, rev. ed. Maupin House, 2003) Punctuating ProseWe must stop asking what a paragraph is and start asking what paragraphing (i.e., the initiation of a new paragraph) signals to readers; we must think of paragraphing as a kind of macro-punctuation mark that guides readers interpretation of passages much as commas guide readers interpretation of sentences.(Richard M. Coe, Toward a Grammar of Passages. Southern Illinois University Press, 1988) Taking BreathsIn general, I would suggest, the paragraph could be understood as a sort of literary respiration, with each paragraph as an extended- in some cases very extended- breath. Inhale at the beginning of the paragraph, exhale at the end. Inhale again at the start of the next.(Francine Prose, Reading Like a Writer: A Guide for People Who Love Books and for Those Who Want to Write Them. HarperCollins, 2006) Using Common SenseEffective paragraphing is based on common sense. Most readers dont prefer reading extremely long paragraphs or strings of very short paragraphs. Neither helps them to get the most out of what they are reading.(Thomas Tyner, Writing Voyage: A Process Approach to Writing, 8th ed. Thomson Wadsworth, 2008) Catching the EyeKeep your paragraphs short. Writing is visual- it catches the eye before it has the chance to catch the brain. Short paragraphs put air around what you write and make it look inviting, whereas a long chunk of type can discourage a reader from even starting to read. . . .But dont go berserk. A succession of tiny paragraphs is as annoying as a paragraph thats too long.(William Zinsser, On Writing Well. Collins, 2006) Catching a RestThe purpose of paragraphing is to give the reader a rest. The writer is saying to him: Have you got that? If so, Ill go on to the next point. There can be no general rule about the most suitable length for a paragraph . . .. The paragraph is essentially a unit of thought, not of length.(H.W. Fowler, Modern English Usage, 2nd edition, revised by Ernest Gowers. Oxford University Press, 1965) More About Paragraphs in Essays Paragraph BreaksParagraph LengthParagraph Unity

How to Use Adjectives in English

How to Use Adjectives in English An adjective describes how something is. For this reason, we often use the verb to be when using adjectives. Adjectives are used to describe nouns. There are two types of sentences we use with adjectives, which are detailed below. Subject To Be Adjective Example: Tom is shy.Alice is happy. Subject Verb Adjective Noun Example: That is a big building!Peter has a fast car. The adjective is always invariable. Example: beautiful trees, they are happy Take note of these important rules to follow when using this sentence pattern. Adjectives dont have a singular and plural form OR a masculine, feminine and neutral form.Adjectives are always the same! Never add a final –s to an adjective.Adjectives can also be placed at the end of a sentence if they describe the subject of a sentence. ​​Example: My doctor is excellent,  as opposed to  difficults  books, which is incorrect Adjectives Are Placed Before Noun Example: a wonderful book; very interesting people Note: Dont place an adjective after the noun Example: an apple red

The impact of science and technology on society Essay

The impact of science and technology on society - Essay Example Both the school of thought presents a series of convincing arguments to prove their own point of views. (Chandler, 1996) It is, however, difficult to determine that which group is making a true claim, since this debate is not like black and white. There is always a gray area in this issue. Therefore, some arguments of technology pessimists are convincing which few of those of technology optimists are more impressive. It is therefore very difficult to take an absolute stance. However, as the questions requires, I am bound to take one side. Thus, I am more inclined towards the point of view of the technology optimists. Science has played a vital role in revolutionizing the human life. It has given color of reality to those facts which were a dream in past. Science has bestowed upon mankind with immeasurable blessings and it is impossible to confine them in a nutshell. Whatever we see around us, it reminds us the manifestation of science. It is argued by the technology pessimists that these are the needs of the human society that compel the people to make inventions, as it is well known quote that "necessity is the mother of invention". However, if we accept this argument, we will be at a great puzzle. It is so because; the needs of human society have been existing since the day one. It was the desire of mankind to fly since very beginning, after seeing the birds. Yet the airplane was invented, after thousands of years of the inception of this desire. If somebody had desired to have a machine to keep the food cool in the third century Before Common Era (B.C.E), would he have been able to get the microwave oven at time Human desires are not bound in time and space, but the science and technology

Egyptian Practice of Mummification Essay Example | Topics and Well Written Essays - 750 words

Egyptian Practice of Mummification - Essay Example There was a need of cultivatable ground and therefore the early Egyptians decided to bury their deceased inside shallow graves on the borders of the barren region, where the high temperature of the sun as well as the waterlessness of the land produced the normal mummification procedure. Experts have indicated that â€Å"even this natural process produced remarkably well preserved bodies† (Dunand et al, p. 67). Mostly, these â€Å"early natural mummified bodies† (Dunand et al, p. 72) preserved skin tissue and hair, together with a resemblance to the individual's look when he was living. Mummification was the procedure of protecting and enclosing a deceased body with the conviction that the deceased would be needed during the Ancient Egyptian eternal life. By means of a particular procedure, the Ancient Egyptians got rid of all moisture from the dead body, leaving just a dried figure that would not easily decompose. The procedure of Mummification needs reducing â€Å"mic robial growth and dehydration† (Dunand et al, p. 102). The method of forming a mummy was difficult as well as expensive and was followed by formal procedure and service. As Egyptian record developed, mummification becomes accessible to public from the high and even the middle ranks. The political as well as financial development of the middle ranks along with the better significance of spiritual way of life and practices amid every Egyptian social rank resulted in the increase of mummification to fresh sectors of the inhabitants. Mummification was in fact most prevalent throughout the Greco-Roman era. It was at that time when foreign colonizers who established in Egypt started to implement Egyptian ‘funerary’ (Dunand et al, p. 188) convictions and traditions. Mummification during that time turns out to be an increasingly flourishing profitable endeavor, and it is likely to specify the demise's public position instead of any spiritual belief. This causes an additio nal drop in the excellence of the mummification procedure. At that point in time, bodies were ornately covered and enclosed in covers prepared from the blend of â€Å"plaster and papyrus or linen† (Brier, p. 99). On the other hand, contemporary radiographic investigation authenticates that these bodies were often badly sealed within their casings. Studies have indicated that â€Å"mummification was never generally available to the common classes of people† (Brier, p. 120). However, in view of the fact that they could not meet the expense of the refined ‘funerary’ formations, they carried on to be ‘interred’ in plain graves within barren region â€Å"where their bodies were naturally preserved† (Brier, p. 145). The real mummification procedure required more or less seventy days. The body of the dead was customarily rinsed and cleansed to start the expedition into the life after death. The subsequent step involved taking out the inner org ans. With the intention of drying out the organs as well as avoid decomposition they were positioned in ‘natron’, a kind of salt applied for drying. The body was subsequently filled with more ‘natron’. Once the body was adequately dried off, the natron was taken away and the body was cleansed cautiously. The body was covered in linen. Every mummy

Intelligence Essay Example | Topics and Well Written Essays - 1500 words

Intelligence - Essay Example Others grow due to a particular issue like lack of social amenities in a specific town or area in this regard the best way to handle this is by solving first the complaints then the cracking of this group will be easier. The factors that make the non-state actors be handling within a particular border depend most on the cause of origin. If is a significant issue that is more deeper like race, religion or even gender then this can cut across borders but if is the provision of resources such as water and food then this is easily handled. The reason why it is good to tackle the main issue is that if the cause of grievance is not understood and the government handles the symptoms then it will only act as a catalyst (Huffman 2014). ii) The reason why the non-state actors have grown is also because the world has become interconnected where different regions or countries heavily depend on each other and through this trade will grow and people will interact and the moment they build relationships they will start sharing their ideologies. In the traditional manner countries independently solved their own actions and did not really depend on anything or anyone (Harris 2013). The example of a Non-state Actor is a group like ISIS where the terror group has infiltrated different countries and to understand their cause they are brought together by the belief. Religion is Key for them and this will not only affect one country but everyone who believes in the said religion. It is good to note that when the issue is more of a mental state then it cuts across borders. Another issue that has made it difficult to tame one non state actor is the technology. With the rise of electronic communication people between different continents can share their agenda and make it easy for them to progress their beliefs. They can always interact on day to day making it easier to plan their next issue of chaos and this

Analysis and Review of Andrew Niccols Film Gattaca Essay Example for Free

Analysis and Review of Andrew Niccols Film Gattaca Essay Man has already landed on the moon, and Sputnik has enabled research on other solar planets. Lives have become healthier, longer, with modern hygiene, sanitation, medicine, and surgery, conquering more physical and mental illnesses by the month. Science has also presented a means of cloning and genetically modifying organisms and food, and shows little to slow it’s pace of evolution. I belonged to a new underclass, no longer determined by social status or the color of your skin. No, we now have discrimination down to a science. Vincent Gattaca, directed by Andrew Niccol, gives a perspective of what the future of discrimination is to evolve into: no longer determined by skin color, gender, or social status, but scientific DNA. The civilization portrayed is a discriminatory one, in which status and quality of lifestyle is determined solely by a DNA profile. Children are created by DNA manipulation to produce an impeccable genetic composition, with parents able to buy whatever traits are deemed fanciable for their child. The movie hypothesizes this as a potential practice in the not too distant future, as one where technology’s influence in everyday life is at peak. True or False? It is impossible for our society to become like the one in the movie, ‘Gattaca’, because we don’t have the technology or the capacity to discriminate that way. This essay will argue false, that it is possible that our society is able to become that of Gattaca (sterile, genetically enhanced, and derogatory) although it’s morality is questionable in regards to pros and cons, due to various reasons such as the development of genetic engineering and IVF babies, as well as examples of genetic discrimination in the past presented. * * Recently scientists have made rapid advances in our knowledge of the human genome, as well as our abilities to modify genes. Nowadays, society is able to determine the gender of their child, just like that of Gattaca. An example of an advanced reproductive technique endorsed by society is the InVitro Fertilization (IVF), in which eggs are fertilized with sperm in test tubes to allow parents to reduce the chance of gen etic disorder in the child – with the world’s first IVF child Louise Brown turning 30 this Friday 25th. Parents are now able to choose the type of sperm that will fertilize an egg, which determines the gender and genes of the baby, and allow Pre-Implantation Genetic Diagnosis (PGD) to screen embryos for potential disease. â€Å"We might see a move towards artificial chromosomes and genetic cassettes that can be inserted at the embryonic stage to correct particular diseases, including Huntington’s†, wrote Prof. Trounsen in the scientific journal nature. One day we may be able to choose cosmetic or desirable characteristics and cure genetic diseases, just like we can modify embryos and undergo surgery to change eye color successfully today. * * Make the child perfect in the test tube, and save money in the future, is a testimonial presented in Gattaca. The current technology of society is quite competent, especially in regards to future development. In essence, genetic engineering may be defined as the manipulation or alteration of the genetic structure of a cell or organis m in medical, industrial, and agricultural fields. It has enabled the successful cloning of Dolly (1996 – 2003) the sheep by Ian Wilmut using a cell from a mammary gland, which is a revolutionary example of the windows opened due to genetic engineering; a hint at what the future could bring. In fact, the successful cloning of many animals (including CC the kitten, Idaho the colt, and Snuppy the dog) will most certainly one day evolve into human gene manipulation at birth; due to this the foundation of Gattaca as humans artificially perfected is theoretically possible. * * * The main character, Vincent (Ethan Hawke) is discriminated against due to his ‘in-valid’ genetic makeup; he doesn’t have a chance in the society of Gattaca because potential employees were not tested for skills or knowledge, rather, their physical and mental possibilities. This form of discrimination refers to treatment or consideration based on genetic status or category, rather than individual merit, and occurs when employers/insurance companies treat people differently because they have a gene ‘mutation’. Many examples in the past depicting this theory include a 1995 survey of people with a known genetic condition in family history found that 22% quoted being denied health insurance due to genetic status, regardless of whether they were already sick. Another case of genetic discrimination is Terri Seargent’s, who, having Alpha-1 antitrypsin deficiency, was abruptly fired after her employer received a bill for preventive treatment, despite having consistently referred to her job performance as exemplary. Furthermore, if society didn’t have the capability to discriminate genetically, the Genetic Information Nondiscrimination Act (2008) would need not be introduced. To the question of lacking the capacity to discriminate this way, it is justifiable to conclude that society is capable of such derogatory action. * * In conclusion, the genetically modified world presented in Gattaca is possible due to competent and developing technology in the fields of genetic engineering. Scientific advances like the IVF baby and successful cloning techniques have huge implications for future human reproductive technology: genetic diseases such as Huntington’s could be corrected using artificial chromosomes, and the production of replacement organs from a person’s cells made a reality. In addition, we are also capable of genetic discrimination, as is consistent with Gattacan society.

Cultural Differences :: essays research papers

I Know I Am But What Are You? Cultural Differences in The Tempest, Montaigne’s Essays, and In Defense of the Indians Paper #2 The Tempest, In Defense of the Indians, and Montaigne’s essays each illustrate what happens when two very different worlds collide. As Europe begins to saturate New World soil, the three authors offer their accounts of the dynamic between the European invader and native other. Though each work is unique in its details, they all share a common bond: Shakespeare, de Las Casas, and Montaigne show the reader how European colonialists use differences in appearance and language to justify theft and slavery. The Tempest’s Caliban serves as an instrument to highlight the colonialist notion of the other. Caliban is the original inhabitant of the island; it is his native land. But Caliban is ugly. Prospero claims that he is "not honored with human shape" (p. 17), and so the new European inhabitants never think of him as a potential equal- they see him as their inferior. This initial incongruity between characters supports further dehumanization of the native for the remainder of the play. Caliban’s appearance does not only contribute to the Europeans’ poor estimation of him, but it also serves as the justification of his slavery. When Trinculo says, "Wilt thou tell a monstrous lie, being but half a fish and half a monster" (p. 55), he communicates two important concepts. First, Trinculo reinforces the idea that Caliban is more animal than man. Next, he assumes that Caliban’s exterior mirrors Caliban’s interior. Caliban’s physical deformities, according to Trinculo, also indicate deformity of character. Together, these faults aid Prospero’s justification of forcing Caliban to "serve in offices that profit us" (p. 18). A second factor of Caliban’s oppression is language. The ability to communicate that ends man’s isolation from others and leads to civilization. When Prospero discovers Caliban, the native has no knowledge of Europe, much less its tongue. Miranda and Prospero take it upon themselves to educate Caliban in "civilized" language. Miranda says: "I pitied thee, took pains to make thee speak, taught thee each hour one thing or other, When thou didst not, savage, know thine own meaning, but wouldst gabble, like a thing most brutish, I endowed thy purposes with words that made them known." (p. 20) Miranda believes that communication indicates that one is civilized. She does not for a moment consider that Caliban’s "gabble" was most likely his own language, the language he used to with Sycorax.

Animal Farm by George Orwell Essay

Animal Farm is an allegorical novella by George Orwell published in England on 17 August 1945. According to Orwell, the book reflects events leading up to and during the Stalin era before the Second World War. Orwell, a democratic socialist,[1] was a critic of Joseph Stalin and hostile to Moscow-directed Stalinism, especially after his experiences with the NKVD and the Spanish Civil War.[2] In a letter to Yvonne Davet, Orwell described Animal Farm as his novel â€Å"contre Stalin†.[3] The original title was Animal Farm: A Fairy Story, but the subtitle was dropped by U.S. publishers for its 1946 publication and subsequently all but one of the translations during Orwell’s lifetime omitted the addition. Other variations in the title include: A Satire and A Contemporary Satire.[3] Orwell suggested the title Union des rà ©publiques socialistes animales for the French translation, which recalled the French name of the Soviet Union, Union des rà ©publiques socialistes sovià ©tiques, and which abbreviates to URSA, the Latin for â€Å"bear†, a symbol of Russia.[3] Time magazine chose the book as one of the 100 best English-language novels (1923 to 2005);[4] it also places at number 31 on the Modern Library List of Best 20th-Century Novels. It won a Retrospective Hugo Award in 1996 and is also included in the Great Books of the Western World. The novel addresses not only the corruption of the revolution by its leaders but also how wickedness, indifference, ignorance, greed and myopia corrupt the revolution. It portrays corrupt leadership as the flaw in revolution, rather than the act of revolution itself. It also shows how potential ignorance and indifference to problems within a revolution could allow horrors to happen if a smooth transition to a people’s government is not achieved. Plot summary Snowball’s revolution Old Major, the old boar on the Manor Farm, calls the animals on the farm for a meeting, where he compares the humans to parasites and teaches  the animals a revolutionary song, ‘Beasts of England’. When Major dies two young pigs, Snowball and Napoleon, assume command and turn his dream into a philosophy. The animals revolt and drive the drunken and irresponsible Mr Jones from the farm, renaming it â€Å"Animal Farm†. They adopt Seven Commandments of Animal-ism, the most important of which is, â€Å"All animals are equal†. Snowball attempts to teach the animals reading and writing; food is plentiful, and the farm runs smoothly. The pigs elevate themselves to positions of leadership and set aside special food items, ostensibly for their personal health. Napoleon takes the pups from the farm dogs and trains them privately. When Mr Jones tries to retake the farm, the animals defeat him at what they call the â€Å"Battle of the Cowshed†. Napoleon and Snowball struggle for leadership. When Snowball announces his idea for a windmill, Napoleon has his dogs chase Snowball away and declares himself leader. Napoleon’s rule Napoleon enacts changes to the governance structure of the farm, replacing meetings with a committee of pigs, who will run the farm. Using a young pig named Squealer as a â€Å"mouthpiece†, Napoleon announces that Snowball stole the idea for the windmill from him. The animals work harder with the promise of easier lives with the windmill. After a violent storm, the animals find the windmill annihilated. Napoleon and Squealer convince the animals that Snowball destroyed the windmill, although the scorn of the neighbouring farmers suggests that the windmill’s walls were too thin. Once Snowball becomes a scapegoat, Napoleon begins purging the farm with his dogs, killing animals he accuses of consorting with Snowball. He and the pigs abuse their power, imposing more control while reserving privileges for themselves and rewriting history, villainising Snowball and glorifying Napoleon. Squealer justifies every statement Napoleon makes, even the pigs’ alteration of the Seven Commandments of Animalism. â€Å"No animal shall sleep in beds† is changed to â€Å"No animal shall sleep in beds with sheets† when the pigs are discovered to have been sleeping in the old  farmhouse. â€Å"No animal shall drink alcohol† is changed to â€Å"No animal shall drink alcohol to excess† when the pigs discover the farmer’s whiskey. ‘Beasts of England’ is replaced by an anthem glorifying Napoleon, who appears to be adopting the lifestyle of a man. The animals, though cold, starving and overworked, remain convinced that they are better off than they were when under Mr Jones. Squealer abuses the animals’ poor memories and invents numbers to show their improvement. Mr Frederick, one of the neighbouring farmers, swindles Napoleon by buying old wood with forged money, and then attacks the farm, using blasting powder to blow up the restored windmill. Though the animals win the battle, they do so at great cost, as many, including Boxer, are wounded. Despite his injuries, Boxer continues working harder and harder, until he collapses while working on the windmill. Napoleon sends for a van to take Boxer to the veterinary surgeon’s, explaining that better care can be given there. Benjamin the donkey, who â€Å"could read as well as any pig†,[5] notices that the van belongs to â€Å"Alfred Simmonds, Horse Slaughterer and Glue Boiler† (a knacker), and attempts to mount a rescue; but the animals’ attempts are futile. Squealer reports that the van was purchased by the hospital and the writing from the previous owner had not been repainted. He recounts a tale of Boxer’s death in the hands of the best medical care. Shortly after Boxer’s death, it is revealed that the pigs have purchased more whiskey. Humanisation Years pass, and the pigs learn to walk upright, carry whips and wear clothes. The Seven Commandments are reduced to a single phrase: â€Å"All animals are equal, but some animals are more equal than others†. Napoleon holds a dinner party for the pigs and the humans of the area, who congratulate Napoleon on having the hardest-working but least fed animals in the country. Napoleon announces an alliance with the humans, against the labouring classes of both â€Å"worlds†. He abolishes practices and traditions related to the Revolution, and changes the name of the farm to â€Å"The Manor Farm†. The animals, overhearing the conversation, notice that the faces of the  pigs have begun changing. During a poker match, an argument breaks out between Napoleon and Mr Pilkington when they both play the Ace of Spades, and the animals realise that the faces of the pigs look like the faces of humans, and no one can tell the difference between them. Animalism â€Å"Seven Commandments† redirects here. For the Noahide code, see Seven Laws of Noah.: The seven laws listed by the Tosefta and the Talmud are[7] 1. Prohibition of Idolatry 2. Prohibition of Murder 3. Prohibition of Theft 4. Prohibition of Sexual immorality 5. Prohibition of Blasphemy 6. Prohibition of eating flesh taken from an animal while it is still alive 7. Establishment of courts of law The pigs Snowball, Napoleon, and Squealer adapt Old Major’s ideas into an actual philosophy, which they formally name Animalism. Soon after, Napoleon and Squealer indulge in the vices of humans (drinking alcohol, sleeping in beds, trading). Squealer is employed to alter the Seven Commandments to account for this humanisation, an allusion to the Soviet government’s revising of history in order to exercise control of the people’s beliefs about themselves and their society.[6] The original commandments are: 1. Whatever goes upon two legs is an enemy. 2. Whatever goes upon four legs, or has wings, is a friend. 3. No animal shall wear clothes. 4. No animal shall sleep in a bed. 5. No animal shall drink alcohol. 6. No animal shall kill any other animal. 7. All animals are equal. Later, Napoleon and his pigs secretly revise some commandments to clear them of accusations of law-breaking (such as â€Å"No animal shall drink alcohol† having â€Å"to excess† appended to it and â€Å"No animal shall sleep in a bed† with â€Å"with sheets† added to it). The changed commandments are as follows, with the changes bolded: 1. No animal shall sleep in a bed with sheets. 2. No animal shall drink alcohol to excess. 3. No animal shall kill any other animal without cause. Eventually these are replaced with the maxims, â€Å"All animals are equal, but some animals are more equal than others†, and â€Å"Four legs good, two legs better!† as the pigs become more human. This is an ironic twist to the original purpose of the Seven Commandments, which were supposed to keep order within Animal Farm by uniting the animals together against the humans, and by prevent animals from following the humans’ evil habits. Through the revision of the commandments, Orwell demonstrates how simply political dogma can be turned into malleable propaganda.[7] Characters Pigs Old Major – An aged prize Middle White boar provides the inspiration  that fuels the Rebellion in the book. He is an allegory of Karl Marx and Vladimir Lenin, the founders of communism, in that he draws up the principles of the revolution. His skull being put on revered public display also recalls Lenin, whose embalmed body was put on display.[8][9] Napoleon – â€Å"A large, rather fierce-looking Berkshire boar, the only Berkshire on the farm, not much of a talker, but with a reputation for getting his own way†,[10] An allegory ofJoseph Stalin,[8] Napoleon is the main villain of Animal Farm. In the first French version of Animal Farm, Napoleon is called Cà ©sar, the French form of Caesar,[3] although another translation has him as Napolà ©on.[11] Snowball – Napoleon’s rival and original head of the farm after Jones’ overthrow. He is mainly based on Leon Trotsky,[8] but also combines elements from Vladimir Lenin.[9] Squealer – A small white fat porker who serves as Napoleon’s right hand pig and minister of propaganda, holding a position similar to that of Molotov.[8] Minimus – A poetic pig who writes the second and third national anthems of Animal Farm after the singing of â€Å"Beasts of England† is banned. The Piglets – Hinted to be the children of Napoleon (albeit not explicitly stated) and are the first generation of animals actually subjugated to his idea of animal inequality. The young pigs – Four pigs who complain about Napoleon’s takeover of the farm but are quickly silenced and later executed. Pinkeye – A minor pig who is mentioned only once; he is the pig that tastes Napoleon’s food to make sure it is not poisoned, in response to rumours about an assassination attempt on Napoleon. Humans Mr Jones – The former owner of the farm, Jones is a very heavy drinker. The animals revolt against him after he drinks so much that he does not feed or take care of them. Mr Frederick – The tough owner of Pinchfield, a well-kept neighbouring farm, who briefly enters into an â€Å"alliance† with Napoleon, represents Germany. Mr Pilkington – The easy-going but crafty owner of Foxwood, a neighbouring farm overgrown with weeds, represents Britain. Mr Whymper – A man hired by Napoleon for the public relations of Animal Farm to human society, who is eventually used to procure luxuries like alcohol for the pigs. Equines Boxer – Boxer is a loyal, kind, dedicated, and respectable horse, although quite dim-witted. Clover – Boxer’s companion, constantly caring for him; she also acts as a matriarch of sorts for the other horses and the other animals in general. Mollie – Mollie is a self-centred, self-indulgent and vain young white mare who quickly leaves for another farm after the revolution. Benjamin – Benjamin, a donkey, is one of the oldest animals. He has the worst temper, but is also one of the wisest animals on the farm, and is one of the few who can actually read. He is skeptical and pessimistic, his most-often-made statement being â€Å"Life will go on as it has always gone on – that is, badly.†[12] Other animals Muriel – A wise old goat who is friends with all of the animals on the farm. She, like Benjamin and Snowball, is one of the few animals on the farm who can read. The Puppies – Offspring of Jessie and Bluebell, taken away from them by Napoleon at birth and reared by Napoleon to be his security force. Moses – An old raven who occasionally visits the farm, regaling its denizens with tales of a wondrous place beyond the clouds called Sugarcandy Mountain, where he avers that all animals go when they die—but only if they work hard. He is interpreted as symbolising the Russian Orthodox Church, with Sugarcandy Mountain an allusion to Heaven for the animals.[13] The Sheep – They show limited understanding of the situations but nonetheless blindly support Napoleon’s ideals. The Hens – The hens are among the first to rebel against Napoleon. The Cows – Their milk is stolen by the pigs, who learn to milk them, and is stirred into the pigs’ mash every day while the other animals are denied such luxuries. The Cat – Never seen to carry out any work, the cat is absent for long periods, and is forgiven because her excuses are so convincing and she â€Å"purred so affectionately that is was impossible not to believe in her good intentions†.[14] She has no interest in the politics of the farm, and the only time she is recorded as having participated in an election, she is found to have actually â€Å"voted on both sides†.[14] Glossary of Terms Coccidiosis: a parasitic infection that causes bloody diarrhea and sudden death in animals Communism: a theory or system of social organization based on the  holding of all property in common, actual ownership being ascribed to the community as a whole or to the state; in practice, communism is often a totalitarian system of government Comrade: a fellow member of a political party; a member of the Communist party Disinter: to exhume; to unearth that which is buried Proletariat: in Marxism, the class of workers, especially industrial wage earners, who do not possess capital or property and must sell their labor to survive Propaganda: information, ideas, or rumors disseminated to help or harm a person, group, movement, institution, nation, or other entity Regime: a mode or system of rule or government; such a system when in power Socialism: a theory or system of social organization that advocates vesting the ownership and control of the means of production and distribution, of capital, land, and other assets in the community as a whole Totalitarianism: absolute control by the state or a governing branch of a highly centralized institution Tushes: small, short tusks such as those belonging to a boar. Major Themes The Soviet Union under Stalinism Animal Farm is a satire of totalitarian governments in their many guises. But Orwell composed the book for a more specific purpose: to serve as a cautionary tale about Stalinism. It was for this reason that he faced  such difficulty in getting the book published; by the time Animal Farm was ready to meet its readers, the Allies were cooperating with the Soviet Union. The allegorical characters of the novel represent specific historical figures and different factions of Imperial Russian and Soviet society. These include Karl Marx (Major), Vladimir Lenin (Major), Leon Trotsky (Snowball), Joseph Stalin (Napoleon), Adolf Hitler (Frederick), the Allies (Pilkington), the peasants (Boxer), the elite (Mollie), and the church (Moses). The resemblance of some of the novel’s events to events in Soviet history is indubitable. For example, Snowball’s and Napoleon’s power struggle is a direct allegory of Trotsky’s and Stalin’s. Frederick’s trade agreement with Napoleon, and his subsequent breaking of the agreement, represents the Nazi-Soviet non-aggression pact that preceded World War II. The following Battle of the Windmill represents World War II itself. Despite his fairy-tale clarity in satirizing some historical events, Orwell is less specific about others. For example, the executions in Chapter VII conflate the Red Terror with the Great Purge. The executions themselves bear resemblance to both events, although their details connect them more to the Moscow Trials than to the Red Terror. Squealer’s subsequent announcement that the executions have ended the Rebellion connects them to the period of the Red Terror, however. Orwell leaves some ambiguity in the identities of the Rebellion and the Battle of the Cowshed. These ambiguities help the reader focus on the overall satire of Stalinism and the broader warning about the evils of totalitarian government. The Inevitability of Totalitarianism Orwell held the pessimistic belief that totalitarianism was inevitable, even in the West. According to Russell Baker, who wrote the preface to Animal Farm’s 1996 Signet Classics version, Orwell’s pessimism stemmed from his having grown up in an age of dictatorship. Witnessing Hitler’s and Stalin’s movements from afar, as well as fighting totalitarianism in the Spanish Civil War, Orwell came to believe in the rise of a new species of autocrat, worse even than the tyrants of old. This cynicism is reflected in  both of his highly successful novels, Animal Farm and 1984. Orwell emphasizes the insidiousness of totalitarianism early in the novel, when the pigs take the fresh milk and apples. The pigs justify their actions on the basis of their superiority; they are smart and need more nutrition than the other animals to fuel their brainpower. There is no scientific basis for the pigs’ claim—in fact, if anyone needs more food to fuel their labor, it is the manual laborers—but they can count on the animals’ being too ignorant to realize that. In this way, Orwell makes the point that totalitarianism need not be blatant in order to be operating. It can hide under the guise of the â€Å"greater good† as it did in the Soviet Union before the totalitarianism became obvious. Orwell uses a cyclical structure in Animal Farm, which helps advance the idea of totalitarianism’s predictability. The novel begins with Jones as autocratic tyrant and ends with Napoleon not only in Jones’s position, but in his clothes as well. Over the course of the novel, Napoleon essentially becomes Jones just as Stalin becomes an autocrat after pretending to espouse equality and freedom. Orwell cements this idea in the book’s final scene, where he writes, â€Å"Twelve voices were shouting in anger, and they were all alike. No question, now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which† (139). The circularity of Orwell’s story prevents the reader from imagining a better future for Animal Farm. After all, even if another Rebellion were to take place, its leaders would eventually come to emulate Napoleon. According to Baker, technology turned out to be the force freeing people from Orwell’s age of dictators. But â€Å"technology† can be just another banner under which to rally the people. While Orwell does portray technology as a source of progress in Animal Farm, he points out that it is useless unless it is in the people’s hands. Most notably, even when the windmill is finished it is used for milling corn instead of its original purpose of supplying the animals with electricity in their stalls. Intelligence and Education as Tools of Oppression From the very beginning of the novel, we become aware of education’s role in stratifying Animal Farm’s population. Following Major’s death, the pigs are the ones that take on the task of organizing and mobilizing the other animals because they are â€Å"generally recognized as being the cleverest of the animals† (35). At first, the pigs are loyal to their fellow animals and to the revolutionary cause. They translate Major’s vision of the future faithfully into the Seven Commandments of Animalism. However, it is not long before the pigs’ intelligence and education turn from tools of enlightenment to implements of oppression. The moment the pigs are faced with something material that they want—the fresh milk—they abandon their morals and use their superior intellect and knowledge to deceive the other animals. The pigs also limit the other animals’ opportunities to gain intelligence and education early on. They teach themselves to read and write from a children’s book but destroy it before the other animals can have the same chance. Indeed, most of the animals never learn more than a few letters of the alphabet. Once the pigs cement their status as the educated elite, they use their mental advantage to manipulate the other animals. For example, knowing that the other animals cannot read the Seven Commandments, they revise them whenever they like. The pigs also use their literacy to learn trades from manuals, giving them an opportunity for economic specialization and advancement. Content in the role of the intelligentsia, the pigs forgo manual labor in favor of bookkeeping and organizing. This shows that the pigs have not only the advantage of opportunity, but also the opportunity to reject whatever opportunities they like. The pigs’ intelligence and education allow them to bring the other animals into submission through the use of propaganda and revisionism. At the book’s end, we witness Napoleon’s preparations to educate a new generation of pigs and indoctrinate them into the code of oppression. Propaganda and Duplicity Working as a propagandist during World War II, Orwell experienced firsthand both the immense power and the dishonesty of propaganda. Many  types of governments make use of propaganda, not only totalitarian ones. Consider, for instance, the arguments that led many United States citizens to go along with the idea of invading Iraq after the September 11, 2001, terror attacks. Propaganda serves the positive task of uniting the people, sometimes at the cost of misleading them. Orwell takes a firm stance on the harmfulness of propaganda in Animal Farm while acknowledging its value for rallying a mistreated and disillusioned populace. In Chapter IX, Orwell demonstrates the positive value of propaganda. By this point, the animals are so downtrodden that they are desperate for something in which to believe. (Note the irony, though: it is Napoleon who has robbed them of their belief in the original version of Animalism.) The falsely optimistic statistics, the songs, and especially the Spontaneous Demonstrations give the animals something to live for. This chapter is an exception in terms of portraying propaganda in a positive light. For the majority ofAnimal Farm, Orwell skewers propaganda and exposes its nature as deception. Squealer represents a totalitarian government’s propaganda machine. Eloquent to a fault, he can make the animals believe almost anything. This fact is especially clear in Squealer’s interactions with Clover and Muriel. Each time Clover suspects that the Seven Commandments have been changed, Squealer manages to convince her that she is wrong. After the executions, Napoleon abolishes the singing of â€Å"Beasts of England† in favor of a new anthem, the lyrics of which contain a promise never to harm Animal Farm. In this propagandist manoeuvre, Napoleon replaces the revolutionary spirit of â€Å"Beasts of England† with the exact opposite, a promise not to rebel. In addition to being a source of manipulation, propaganda is an agent of fear and terror. Orwell demonstrates this quite clearly with Napoleon’s vilification of Snowball and his assurances that Snowball could attack the animals at any minute. He uses similar fear tactics regarding Frederick and Pilkington. The most egregious example of propaganda in the novel is the maxim that replaces the Seven Commandments: â€Å"All animals are equal / But some animals are more equal than others.† The idea of â€Å"more equal† is mathematically improbable and a nonsensical manipulation of language, but by  this time, the animals are too brainwashed to notice. Violence and Terror as Means of Control In Animal Farm, Orwell criticizes the ways that dictators use violence and terror to frighten their populaces into submission. Violence is one of the yokes from which the animals wish to free themselves when they prepare for the Rebellion. Not only does Jones overwork the animals and steal the products of their labor, but he can whip or slaughter them at his discretion. Once the pigs gain control of the animals, they, like Jones, discover how useful violence and terror can be. They use this knowledge to their full advantage. The foremost example of violence and terror in the novel is the pattern of public executions. The executions can be said to represent both the Red Terror and the Great Purge, but they stand more broadly for the abuse of power. For example, they are also similar to the Taliban’s public executions in Kabul’s soccer stadium in modern Afghanistan. Capital punishment for criminals is a hotly debated issue. Killing suspected criminals, as Napoleon does, is quite another issue. The executions perhaps best symbolize the Moscow Trials, which were show trials that Stalin arranged to instill fear in the Soviet people. To witnesses at the time, the accused traitors’ confessions seemed to be given freely. In fact, they were coerced. Napoleon likely coerces confessions from many of the animals that he executes. Orwell’s use of the allegory genre serves him well in the execution scene. Execution with weapons is a violent and horrifying act, but many people have become desensitized to it. Orwell’s allegorical executioners, the dogs that kill cruelly, portray the bloody and inescapably animalistic side of execution. Terror comes also in threats and propaganda. Each time the animals dare to question an aspect of Napoleon’s regime, Squealer threatens them with Jones’s return. This is doubly threatening to the animals because it would mean another battle that, if lost, would result in a return to their former lifestyle of submission. Jones’s return is such a serious threat that it quashes the animals’ curiosity without fail. The other major example of fear  tactics in the novel is the threat of Snowball and his collaborators. Napoleon is able to vilify Snowball in the latter’s absence and to make the animals believe that his return, like Jones’s, is imminent. Snowball is a worse threat than Jones, because Jones is at least safely out of Animal Farm. Snowball is â€Å"proved† to be not only lurking along Animal Farm’s borders but infiltrating the farm. Napoleon’s public investigation of Snowball’s whereabouts cements the animals’ fear of Snowball’s influence. In modern language, Snowball is pegged as the terrorist responsible for the infringements on the rights and liberties instigated by the pigs. Exploitation and the Need for Human Rights Exploitation is the issue around which the animals unite. Initially, the animals do not realize Jones is exploiting them. For this reason, Old Major’s speech is a revelation of momentous proportions. Major explains to the animals that they are enslaved and exploited and that Man is to blame. He teaches them not only what exploitation means, but also the fact that it is not inevitable. Orwell suggests that exploitation is, in fact, bound to happen when one class of society has an advantage over another. The opposite of exploitation, according to Major, is the state of being â€Å"rich and free.† Major’s ideas about animal rights symbolize the importance—and scarcity—of human rights in an oppressive regime. Gaining freedom does not necessarily lead people also to become rich, but it is better to be poor and free than poor and exploited. All the animals on Animal Farm are exploited under Napoleon’s control, save the pigs. Even the dogs, which work closely with the pigs, are exploited. The dogs face perhaps even a worse form of exploitation than the other animals, because they are made into agents of intimidation and death. Whereas Napoleon exploits the other animals’ physical strength and their ignorance, he exploits the dogs’ viciousness and turns them into villains against their parents’ wishes. Boxer’s life is a particularly sad example of exploitation because he exploits himself, believing wholeheartedly in Napoleon’s goodness. In the  end, Napoleon turns the tables and exploits Boxer, having him slaughtered for profit. By the end of the novel, we see clearly how the animals participate in their own exploitation. They are beginning to build a schoolhouse for the thirty-one young pigs Napoleon has fathered (perhaps an oblique reference to the â€Å"Thirty Tyrants† of ancient Greece). That schoolhouse will never benefit the animals that build it; rather, it will be used to educate the pigs and indoctrinate them into the cycle of exploiting others. Throughout the novel, Orwell shows us how the lack of human rights results in total helplessness. However, though it underscores the need for human rights, the novel does not suggest how to achieve them. After all, once the animals expel Jones and gain rights for themselves, the pigs take those rights away and the cycle of exploitation continues with new players. Apathy and Acceptance In the beginning of Animal Farm, the idea of freedom rouses the animals as if from a long slumber. Immediately following Major’s death, the animals begin preparing themselves for the Rebellion; just the idea of revolution is enough to motivate them, since they do not expect it to happen in their lifetimes. By the book’s end, the animals have become as apathetic as Benjamin always was. Despite the many hardships and injustices they face, the animals’ pride as well as Napoleon’s propaganda keep them invested in the â€Å"greater good† and the illusion of freedom. If Benjamin is the harbinger of apathy, Boxer is its antithesis. Strong not only in body but also in spirit, Boxer will make any sacrifice for the benefit of Animal Farm. With Boxer’s eventual betrayal by the leaders he served so unconditionally, Orwell lays bare another type of apathy—theirs. Far from truly considering Boxer a loyal comrade, the pigs treat him as apathetically as they would a mere object. Symbolically, they even make a profit by having him turned into literal objects—glue and bone meal. Boxer’s enthusiasm does not give him an advantage, but the other animals’ eventual apathy gives them a defense mechanism against the painful reality of their lives. It is no coincidence that Animal Farm’s most apathetic and cynical animal, Benjamin, is one of those that survives the  longest. Benjamin’s emotional detachment from situations, whether they are good or bad, keeps him from being disappointed. In his apathy and cynicism, Benjamin represents the stereotypical â€Å"gloomy† Russian and also the perennially pessimistic Orwell himself. Summary and analysis of Chapter I Mr. Jones, the owner of Manor Farm, stumbles drunkenly up to bed as the farm animals wait in still silence. The moment he is out of sight, they begin to bustle around, preparing themselves for the big meeting that is to take place that night. Old Major has called the meeting to discuss a strange dream he had the previous night. He is waiting for his fellow animals in the big barn.