Lord of the Flies and Animal Farm

Percy Bysshe Shelley once said, â€Å"Power, like a desolating pestilence, pollutes what’er it touches. † He meant that when somebody acquires a reasonable amount of control or power over others, that dominance will eventually corrupt them. The corruption can quickly get to the point of extreme savagery emerging over respectable leadership, causing the people who are being ruled to suffer great hardship. This is exemplified in the novel,  Lord of the Flies,  by William Golding and in the film,  Animal Farm,  directed by John Halas and Joy Batchelor.In Lord of the Flies Jack begins as an innocent young choir boy who later on rises as a leader and turns into a vicious savage when the power goes to his head. Similarly in Animal Farm Napoleon initially promotes equality for all, but soon becomes corrupt and desires full power and control above all of the animals other after he gains authority. Both texts show that people will do almost anything to obtain and keep po wer whether it is fear or violence. In Lord of the flies Ralph is originally elected as the leader of the island, this was due to Ralph summoning the rest of the boys using the conch.The conch represents power, civilisation and order in the novel as it gives whoever is holding it the power of speech. As the boys became less civilised and more savage the conch started to deteriorate so did the boys society. Ralph led the boys with fairness, order and rules. He set jobs for the boys and listed goals he considered important to achieve. The main goal he set was to be rescued he considered a signal fire the best way to get the attention of a passing ship. Jack thought that gathering meat and hunting was the most important goal.Jack became leader of the hunters this was his first step into gaining absolute power. On the first hunt Jack was unable to kill the pig. This shows that at this point Jack still had morals and was not yet corrupt. Eventually Jack was able to kill a pig this shows Jacks loss of innocence and the start of his corrupt behaviour. Jack’s power soon escalates he offers the other boys meat, which is deemed as important by nearly all of the boys except for Ralph and Piggy. Jack soon starts his own tribe all the boys, bar Ralph and Piggy join up.This gives Jack what he had hoped for all along absolute power over the island. Jack and the boys now participates in daily hunts this shows Jacks corruption at its largest extent as after each hunt Jack becomes more and more savage and his power constantly grows along with it. Jack also uses fear of the beast to gain more power. Jack gave a sense of security and safety from the beast so the boys wouldn’t leave his tribe. Jack also controls the hunters who are the strongest and most savage on the island.The other boys are too afraid to leave Jack’s tribe as they fear they will be hunted. In Animal Farm, Snowball is originally elected as leader after their evil human owner is overthrown. S nowball treats all the other animals equally. Snowball and the other animals write 7 rules which must be followed by all animals. The seventh and most important rule is â€Å"All animals are equal†. This is very similar to Golding’s use of the conch in Lord of the Flies as, the society starts to corrupt the pigs change to rules to keep up with their corrupt ways.From the beginning of the film Napoleon one of the pigs wants to become sole leader of the farm, even though this would completely contradict the beliefs which all animals agreed on from the start. Showing that Napoleon is a power hungry character from the start, this resembles Jack and his need for power. Napoleon then uses a pack of trained dogs to kill Snowball after an argument. This is Napoleons first use of violence to gain power, this violence generates fear amongst the other animals giving him an easy rise to power.This resembles Jack and his use of fear to gain power. This is also the beginning of Napo leons rise to complete power. He uses his superior intelligence to convince the other not so intelligent animals that Snowball was a liar and a thief without any proof. While Jack does not possess the intellectual superiority he is still able to convince most of the boys to join his tribe. Once Napoleon and the other pigs move into the old farm house things start to get much worse, as they enjoy the life of luxury the house offers.They even go to the extent of changing one of the 7 rules from â€Å"No animal shall sleep in a bed† to â€Å"No animal shall sleep in a bed with sheets. This is clear abuse of power as Napoleon changes the agreed upon rules only benefiting himself and the other pigs. This is again similar to the conch as Jack shows complete disregard for the rule of the conch. That rule of course being, if somebody is holding the conch they talk and everybody else listens. Napoleon soon realises if he trades with people outside the farm then he will be able to gai n even more power.This similar to Jack as he realises that he will be able to generate more power if more people join his tribe. The pigs need the chicken’s eggs to meet their half of a deal, the chickens refuse as the whole point of the original rebellion was to make use the animals were not used again. This is similar to the way Piggy and Ralph act as they refuse to join Jack’s tribe because it goes against what they decided on at the beginning of the novel. The pigs then try to take the chickens eggs by force, but the chickens purposely break their own eggs.This is another example of Napoleon abusing his power because he thinks because of his power he can do whatever he wants. This is similar to Jack taking Piggy’s glasses as the glasses provided a window to more power. Napoleon makes up a speech claiming the chickens are traitors and that they must be punished to death. This shows that Napoleons greed, corruption and thirst for power has grown to such an ext ent that he is willing to kill anybody who defies his orders. The animal now fear for their lives when they are told they will be used for trade nobody defies this order.This closely mirrors Jacks way of leadership, however instead of killing them, Jack often orders them to be physically beaten. The pigs again change the rules reducing all seven into one single phrase â€Å"All animals are equal, but some animals are more equal than others†. This rule states what had been evident the whole time that the pigs are superior, or more equal, than any other animal who are all equally below the pigs. This resembles the conch, when the conch was broken it symbolised the death of democracy and thus showing the island was run as a pure dictatorship.Meaning Jack was â€Å"more equal† than his counterparts. The pigs eventually become so powerful that they begin to resemble the humans they replaced, even wearing clothes and walking around on two legs. The pigs have made a full circ le becoming as powerful and corrupt as the humans before them. The use of different film techniques also give the viewer the impression the pigs have power, several times a low shot is used looking up at the pigs. This is a textbook technique used to give power or dominance.In addition there is the use of a high shot looking down at the other animals to show weakness and inferiority. Jack from Golding’s  Lord of the Flies  and Napoleon from Orwell’s  Animal Farm  each demonstrate the tormenting effects that positions of authority can cause, especially when asserted for the wrong reasons. In the case of these two characters, power fell into the wrong hands, and as a result, the subjects suffered under oppressive rule, while the leaders reaped the benefits with no mercy.

Honey Mumford Learning Styles Essay Example

Honey Mumford Learning Styles Essay Example Honey Mumford Learning Styles Paper Honey Mumford Learning Styles Paper Honey and Mumford Learning Styles Questionnaire This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning habits that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. There is no time limit to this questionnaire. It will probably take you 10 15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick ( ( ) by it. If you disagree more than you agree, put a cross by it (x). Be sure to mark each item with either a tick (( ) or a cross (x). 1. I have strong beliefs about what is right and wrong, good and bad. A 2. I often act without considering the possible consequences. D 3. I tend to solve problems using a step-by-step approach. D 4. I believe that formal procedures and policies restrict people. A 5. I have a reputation for saying what I think, simply and directly. A 6. I often find that actions based on feelings are as sound as those based on careful thought and analysis. A 7. I like the sort of work where I have time for thorough preparation and implementation. D 8. I regularly question people about their basic assumptions. D 9. What matters most is whether something works in practice. A 10. I actively seek out new experiences. A 11. When I hear about a new idea or approach I immediately start working out how to apply it in practice. A 12. I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc. D 13. I take pride in doing a thorough job. A 14. I get on best with logical, analytical people and less well with spontaneous, â€Å"irrational† people. D 15. I take care over the interpretation of data available to me and avoid jumping to conclusions. D 16. I like to reach a decision carefully after weighing up many alternatives. D 17. I’m attracted more to novel, unusual ideas than to practical ones. A 18. I don’t like disorganised things and prefer to fit things into a coherent pattern. D 19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done. D 20. I like to relate my actions to a general principle. D 21. In discussions I like to get straight to the point. A 22. I tend to have distant, rather formal relationships with people at work. D 23. I thrive on the challenge of tackling something new and different. A 24. I enjoy fun-loving, spontaneous people. A 25. I pay meticulous attention to detail before coming to a conclusion. D 26. I find it difficult to produce ideas on impulse. D 27. I believe in coming to the point immediately. A 28. I am careful not to jump to conclusions too quickly. A 29. I prefer to have as many sources of information as possible the more data to think over the better. D 30. Flippant people who don’t take things seriously enough usually irritate me. D 31. I listen to other people’s point of view before putting my own forward. D 32. I tend to be open about how I’m feeling. D 33. In discussions I enjoy watching the maneuverings of the other participants. A 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. A 35. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc. D 36. It worries me if I have to rush out a piece of work to meet a tight deadline. D 37. I tend to judge people’s ideas on their practical merits. A 38. Quiet, thoughtful people tend to make me uneasy. D 39. I often get irritated by people who want to rush things. D 40. It is more important to enjoy the present moment than to think about the past or the future. A 41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition. D 42. I tend to be a perfectionist. D 43. In discussions I usually produce lots of spontaneous ideas. A 44. In meetings I put forward practical realistic ideas. A 45. More often than not, rules are there to be broken. D 46. I prefer to stand back from a situation and consider all the perspectives. D 47. I can often see inconsistencies and weaknesses in other peoples arguments. A 48. On balance I talk more than I listen. D 49. I can often see better, more practical ways to get things done. D 50. I think written reports should be short and to the point. A 51. I believe that rational, logical thinking should win the day. D 52. I tend to discuss specific things with people rather than engaging in social discussion. A 53. I like people who approach things realistically rather than theoretically. A 54. In discussions I get impatient with irrelevancies and digressions. A 55. If I have a report to write I tend to produce lots of drafts before settling on the final version. D 56. I am keen to try things out to see if they work in practice. A 57. I am keen to reach answers via a logical approach. A 58. I enjoy being the one that talks a lot. D 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations. A 60. I like to ponder many alternatives before making up my mind. D 61. In discussions with people I often find I am the most dispassionate and objective. D 2. In discussions I’m more likely to adopt a â€Å"low profile† than to take the lead and do most of the talking. D 63. I like to be able to relate current actions to a longer term bigger picture. A 64. When things go wrong I am happy to shrug it off and â€Å" put it down to experience†. A 65. I tend to reject wild, spontaneous ideas as being impractical. D 66. It’s best to think carefully before taking action. D 67. On balance I do the listening rather than the talking. A 68. I tend to be tough on people who find it difficult to adopt a logical approach. D 69. Most times I believe the end justifies the means. A 70. I don’t mind hurting people’s feelings so long as the job gets done. D 71. I find the formality of having specific objectives and plans stifling. D 72. I’m usually one of the people who puts life into a party. A 73. I do whatever is expedient to get the job done. A 74. I quickly get bored with methodical, detailed work. A 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events. D 76. I’m always interested to find out what people think. A 77. I like meetings to be run on methodical lines sticking to a laid down agenda, etc. D 78. I steer clear of subjective or ambiguous topics. D 79. I enjoy the drama and excitement of a crisis situation. D 80. People often find me insensitive to their feelings. D Scoring The Questionnaire You score one point for each item you ticked (( ). There are no points for items you crossed (x). Simply circle the items you ticked on the lists given below. For each column, add up the number of items circled and enter in the total box at the bottom of each column. You should have four separate scores at the end. Guidelines for interpretation can be found overpage. |ITEMS |ITEMS |ITEMS |ITEMS | | |2 |7 |1 |5 | | |4 |13 |3 |9 | | |6 |15 |8 |11 | | |10 |16 |12 |19 | | |17 |25 |14 |21 | | |23 |28 |18 |27 | | |24 |29 |20 |35 | | |32 |31 |22 |37 | | |34 |33 |26 |44 | | |38 |36 |30 |49 | | | |39 |42 |50 | | |43 |41 |47 |53 | | 45 |46 |51 |54 | | |48 |52 |57 |56 | | |58 |55 |61 |59 | | |64 |60 |63 |65 | | |71 |62 |68 |69 | | |72 |66 |75 |70 | | |74 |67 |77 |73 | | |79 |76 |78 |80 | |TOTALS | | | | | | |Activist |Reflector |Theorist |Pragmatist | Understanding Your Results Since the maximum score for each style is 20, at first sight you might conclude that the highest of your four scores indicates your predominant learning style. This however is not necessarily so. Before coming to a conclusion you need to view your scores in relation to those obtained by other people who have completed the questionnaire. Norms, as they are called, have been calculated for various groups of people and you need to decide with which group to compare your scores. If in doubt use the general norms below which are based on the scores obtained by well over a thousand people. The Norms are calculated on the scores obtained by: A: The highest scoring 10% of people B: The next 20% of people C: The middle 40% of people D: The next 20% of people E: The lowest scoring 10% of people Norms for specific groups are detailed over page. |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | Activity Using the table at the bottom of this page shade in the appropriate boxe s according to the scores you obtained for the Learning Styles Questionnaire. An example is given to guide you. For example if you had the following results: Activist 14, Reflector 15, Theorist 8 and Pragmatist 12 your table would look like this: |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR 18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | This demonstrates that even though the raw score for Reflector was the highest, in terms of the norm table the score for Activist indicates that this is the dominant style of learning for this individual. | |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | Activity Now read the descriptions given for the four styles. You will find these in the Resource Pack section on Learning. We will explore the implications of learning styles in more depth at the first workshop. Learning Styles Questionnaire Cross As indicated earlier there are norms for specific groups. The mean scores are given for each learning style for the various groups below. You can plot your own scores against these mean scores on the LSQ Cross. Instructions are provided on the next page. | |Activist |Reflector |Theorist |Pragmatist | |Sales People |13. 3 |11. 5 |11. 4 |14. | |Trainers |11. 2 |12. 9 |11. 4 |12. 4 | |Marketing |9. 3 |13. 8 |12. 5 |13. 6 | |Eng/Science Grads |8. 6 |14. 2 |12. 2 |12. 7 | |RD Managers |8. 0 |14. 5 |13. 1 |13. 4 | |Production Managers |7. 4 |12. 7 |15. 2 |16. | |Finance Managers |7. 0 |14. 9 |14. 5 |15. 3 | |Female Managers |10. 3 |13. 4 |12. 7 |12. 6 | The above table is adapted from norms provided by Honey and Mumford (1986) A useful way to present your results using the norms given on the previous page is on the LSQ Cross. An example is given below. The solid line represents your scores and the dotted line the scores for a particular norm. This will be useful for activities covered in the first workshop. Here is an example based upon the general norms. In this case the Activist score of 15 is the only one to go outside the dotted line and this immediately indicates a very strong preference for the Activist style. The Pragmatist score of 14 nearly coincides with the dotted line and therefore emerges as a moderate preference. Both the Reflector and Theorist scores of 8 and 7 respectively are well inside the dotted line showing a low preference for those styles. Activity Construct your own LSQ crosses using the general norms and if appropriate norms for a specific group. PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST

Poetry synopsis essays

Poetry synopsis essays Title- The title may represent a shift in plans, handling defeat, or simply a dream that has been postponed. Line 1: What happens when your dreams arent realized? Line 2-3: Does time help heal the pain of disappointment? Line 4-5: Does it stay on your mind and bother you until it becomes undesirable? Line 6: Is it unhealthy to keep, and will other people know? Line 7-8: Do outer things candy coat it and make it more bearable? Line 9-10: Does it weigh on your sole, and hinder your future endeavors? Line 11: Will it disappear from your mind so you can be at ease or does it destroy you? Line 4: The word fester has significant meaning because it is a word that implies more pain than a word such as painful, or hurting. Fester implies a pain that is intense and takes a wile to get rid of. Line 6: The word stink has a negative meaning to it. When something stinks that usually means it is bad or has gone bad. Also when something stinks it is hard to mask the odor. Line 8: The word sweet has a significant meaning to it. It implies a positive meaning because if something tastes sweet it is a pleasant taste. Line 11: the word explode can mean a positive or negative thing, if you want something to go away exploding it is good, on the other hand to explode something is to destroy it. Attitude- The attitude of the poem is an attitude of defeat. It seams that in this poem Hughes describes different ways people deal with there defeat, and also what defeat does to the persons will to succeed. But out of this poem there is a sliver of hope because there is a feeling that with each defeat that someone will get stronger and move on through life. Line 7 sugar over- like syrupy sweet? The words in the sentence have the same beginning sounds of each other making the se ...

The Effect of Unisex School Research Paper Example | Topics and Well Written Essays - 2250 words - 1

The Effect of Unisex School - Research Paper Example The researcher states that unisex school or coeducation school is therefore a simple, but yet very important question which needs to be answered. In many societies unisex education is still very common. Different societies have different reasons of it. In some societies unisex education is still in practice because of their customs and traditions, in some societies unisex education is considered a better way of imparting education while in some unisex education is offered just as an option along with coeducation. The main reason for endorsement of unisex education was to keep the students ethically decent. It was assumed that the members of the opposite sex send temptations to each other due to which it was considered to be harmful for the society. It was believed that boys and girls studying together can indulge in activities which destroy their moral. They might have a physical relationship even before they are legalized to do so. This may give rise to social problems and therefore until the mid of 20th century coeducation was not common. Many conservative societies also oppose the idea of coeducation. Conservative parents have the fear that their child, especially girls, might become a victim of their male counterparts during the age of puberty. However, time has proved that all these fears and ideas are nothing but misconceptions. In conclusion, the researcher suggests that unisex education has a lot more cons than pros. Some of them are discussed in detail in this research paper.

THE LOTTERY Essay Example | Topics and Well Written Essays - 250 words

THE LOTTERY - Essay Example In this case, Jackson questions this tradition implicitly by stating that the villagers are not very conscious about the actual lottery but still continue to conserve its tradition (Jackson 7). The writer reveals how rationalizing such a primal tradition makes it difficult to view any rituals involved as anything but hypocritical. As a result, only readers can see the madness of this tradition by the villagers. The theme of tradition is very applicable today. Much emphasis and emotional value is placed on yearly celebrations such as Christmas and New Year’s Day. On top of these emphases, consumerism marks both traditions and impairs any rational judgment required to rethink their rue values to society. Christmas today cannot be celebrated without overindulging in shopping behavior and bodily consumption to the extent that shoppers get violent when products sell out in stores. I think society’s blind adoption of excessive consumption during Christmas as a tradition allows it cover its ears to any logic and has ultimately become part of its

A project Essay Example | Topics and Well Written Essays - 500 words

A project - Essay Example Lindt and Ferrero both play in a big commercial scale (Ferrero in the world) & (The Lindt & Sprungli Group). . However, the weakness of these brands lies in the fact that they only aim at the top section of the society, probably due to the high costs associated with packaging and advertising. Our brand is considerably different Undoubtedly, our brand is different from the competitors in the fact that we are not confined only to the upper class of the society, but we are catering all sections of the society; al income groups, all age groups, and both genders, and even geographical difference will be taken into consideration. In addition, we will be introducing products that will be aimed at people with various health problems, like fat-free items, and sugar-free items. Our target group The strategy of our brand is to address all demographic groups as all people, irrespective of caste, creed, color, sex or age, love chocolates. However, our products will specialize on each demographic group by meeting their group-specific needs and fantasies.

Hounds of Baskerville - Main Events Essay Example for Free

Hounds of Baskerville Main Events Essay Sir Charles Baskerville is found dead in the alley near his home, Baskerville Hall. Sherlock Holmes and Dr. John Watson are asked by a family friend to investigate furthur. * Sir Henry, the new heir to the family inheritance, arrives from Canada to move into Baskerville Hall. However, strange things start happening. He receives a letter telling him to keep away from the moor and two of his boots go missing (a new black one, and an old brown one). They also discover that a mysterious bearded man has been following them in a cab. Watson is asked to travel with Sir Henry to Baskerville Hall for protection. as Holmes cannot accompany him himself at the moment. * Watson meets the Barrymores and Mr. Stapleton near the Grimpen Mire, and learns about a dangerous prisoner (Seldon) that has escaped from Princetown and is currently hiding in the area. Miss Stapleton, Mr. Stapleton’s sister, mistakens Watson for Sir Henry and warns him to go back to London. * Sir Henry falls in love with Miss Stapleton and proposes marriage. Her brother reacts furiously and rudely. Watson later discovers that Miss Stapleton is actually Mr. Stapleton’s wife! * Watson finds out that the escaped criminal is Mrs Barrymore’s brother. * Barrymore reveals that on the night of his death, Sir Charles was going to meet Laura Lyons, in order to help her start a buisness. Laura Lyon explains that she never got to meet Sir Charles. * Watson inspects the huts around the moor and runs into Holmes, who has been investigating undercover. The two of them find Selden’s dead body, dressed in Sir Henry’s clothes. * While dining, Holmes observes that the face/painting of Sir Hugo Baskerville is extremely similar to the face of someone else. Realizing the cuplrit behind all this mayhem, Holmes comes up with a plan. * The group waits outside of the culprit’s home. Sir Henry (unknowingly dining with the culprit) is attacked by a huge hound. Luckily, the hound is shot down, but the culprit is no where to be seen. They look for him the next day, unsuccessfully, as they find him dead.