Totalitarianism in Animal Farm free essay sample

The definition of term â€Å"Totalitarian regimes† used to describe a political system total authority over all society. Indeed, it seeks to control all aspects of public and private life of society. A few of politicians disagree with this definition, but most of them agree with this definition. Many politicians believe that it is kind of administration of societies which gives many benefits for those societies; on the other contrary, I think people in those different communities suffer from totalitarian management concept because it tries to control on minds of people and their behavior. Because there are many restrictions for people in those communities, many of them prefer immigration instead of living in these societies, and others would prefer struggling against authority totalitarian to get a freedom. In story â€Å"Animals Farm† by George Orwell the two main characters want to change their lives; therefore, they faced many challenges to make those hard decisions be able to become true. We will write a custom essay sample on Totalitarianism in Animal Farm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Comparing between these two characters, both of these characters Boxer and Benjamin considered Rebels against injustice. Even though the character boxer has some flaws, I find it a more likeable character. The story is about animals suffered from owner of farm. Jones, who is a farmer and the owner of Manor Farm, faced financial challenges in management of farm. Jones was drunkard, so he lost everything. The owner of farm treated with these animals cruelly; therefore, they decided to throw out the owner, hoping live without abuse. Benjamin, who represents a donkey character, faced many challenges to change his live for better. He is one of wisest animals on the  farm. He can read well. Even he read better than other animals; however, he rarely uses his ability. Benjamin feels that there is nothing worth reading. Even though he loves his friend, Boxer, he didn’t do anything when new leader Napoleon sends Boxer to slaughterhouse. That was negative attitude toward his close friend. In the story, â€Å"Animal Farm,† Boxer, who represents a horse character, faced many challenge to change his live for better. Boxer loves all the animals in the farm; therefore, he was lovable for many animals in the farm. He took care with them. Because he has a good muscles, he helped them to build Windmill. He works overtime. Indeed, he works on behalf of his colleagues. Boxer was brave, for he fought enemies. He continues to defend on his Principles and beliefs until he dead. All his friends on the farm respected and loved him because he has positive attitude toward his friends. When comparing Boxer and Benjamin, I cannot help like Boxer more because of his physically strong. Both characters want to change their lives. In Boxer’s case, he wants to help to success the revolution, so he be able to live a rest of his life respectfully; therefor, he works so hard to reach his goals. In Benjamin’s case, he also wants to show same boxer’s goals which makes him live respectfully, but he did not work hard to reach his targets. Boxer is physically strong, hardworking and In contrast, Boxer has a good ability to face same those situations. It is this ability to face the challenges that I admire with Boxer. From the  beginning of the story, we can recognize him between many characters in the story because he has made the decision to build Windmill, That is beneficial to the animals in the farm, for it he will wake up every day morning early before one hour from his friends. Thinking he would help them every day. Indeed, he works too much seven days a week in lifting heavy stones. In the end, he completes to build the windmill. He was happy to accept the challenge. Then, he started to build the windmill. Now a day, he reached his target.

The Great Moom Hoax Essays

The Great Moom Hoax Essays The Great Moom Hoax Essay The Great Moom Hoax Essay On July 20, 1969 thefirst dusty footprints left by men on the moon were also indelible footprints left on the hearts and imaginations of the human race. No other adventure was shared by more people. No other quest has meant more to our species as a standard by which we measure our incredible potential. This was one of the most famous days in the history of our planet from the various points of view of people who lived it, right here on Earth. It is One Day in the Life of Earth -late 20th century preserved in the reflection of an extraordinary achievement. Or was it Astronomers, specialists, and amateurs alike have come to several conclusive discoveries that play contrary to thefirst acclaimed, lunar landing. In the following document, arguments and examples will be introduced with liable resources, disregarding all past support on Apollo 11s final destination. It backs up the theory that the exploration and expedition of the lunar landing was an utter fraud, call it as you may, The Great Moon Hoax.Therefore, do to resent study and factual proof, the 1969 lunar landing never actually occurred the way America perceived it to through pictures, video footage, and detailed explanations. While this paper deals with the theory that man indeed never did reach the moon, all readers must understand that not everyone agrees with this.Most of Americas population ignorantly feels that Apollo 11, with Neil Armstrong, Michael Collins and Edwin Aldrin was thefirst Apollo flight to land on the Moon, on July 20, 1969. While Collins flew in orbit around the Moon in the command module, Armstrong and Aldrin descended in the lunar module, landing in the Sea of Tranquillity.Some of their back up for attacks against the unlikely hood of the hoax are as follows: In regards to the unseen stars, they support it by stating the stars are there!

BLUE EYES TECHNOLOGY

BLUE EYES TECHNOLOGY Blue eye technology is a technology which is being developed so that the machines get sensational abilities and perceptual abilities just like our human beings. These abilities make the computational machines to understand the feelings of humans and this helps to interact with them. The main aim of this technology is to analyse human brain and understand their physiological conditions. Imagine a world where humans can communicate with their computers. This concept was first developed by a research team in IBM at Almaden Research Center (ARC) in San Jose, California since 1997.This based on the idea of Paul Ekan’s facial expression. The etymology of the term blue eyes goes as blue stands for Bluetooth technology which is wireless and the term eyes are used because it is the only part that helps us in finding the human expressions easily. The main aim of this technology is to provide computers all those human abilities of understanding the feelings of others by just recognizing their facial expressions, and the tone in which they speak so that these machines would interact with human beings very easily. It could understand your feelings even with the touch of the mouse. For example, if you are really tensed and you want to call your friend; this technology automatically understands the urgency and calls your friend who is working in your office or someone who is very close to you. In short its objective is to provide sessional and perceptual powers to machines to interact with humans and help the in all situations. Hence computer could act as intimate partners to humans. This technology works with the combination of both software and hardware components. Central system unit and the data acquisition unit act as the hardware component. Microcontroller acts as the heart for this technology. Bluetooth technology is used for connecting both hardware and those software units. We could use this type of technology in all working places to understand the emotions humans and to record them. It generally consists of the following units data acquisition unit Central system unit The software unit It is otherwise called as mobile measuring unit. The main objective is to get the physiological information from the sensors and transfer it to central system unit. This is done for processing purposes and for verification too. A Bluetooth is integrated with the DAU is used to send the data to the central system. Both CSU and DAU contains their own pin codes and id numbers for authentication purposes. The components that are used are five-key keyboard, beeper and LCD for displaying purposes. The voice is transferred by using a headset. The next component being used is the CSU. It contains a codec and a Bluetooth module. codec refers to those voices transmitted information. This part is connected to our computers by using a USB cable or a parallel cable. The microcontroller which is present in it handles the UART transmission. The physiological condition of the operators will be continually supervised by this blue eye technology software. The operators real time physiological condition will be respond by the software. It helps to transfer the data from manager to analyzer. The data visualization module supports the user for interface section. It will continually fetch the information from database and record audio, video and physiological parameters of the user if the visualization module is offline. The blue eyes software is mainly enables to know about the physiological condition of the operator. To design a computational machine having sensory and perceptual abilities like human beings, we are using ‘blue eyes technology. This technology uses most modern cameras, microphones and advanced non-obtrusive sensing techniques to interact with humans to understand the emotions of human beings. The process of making sensing and emotional capabilities by computer is called Affective computing. Steps involved for designing this type of computers: Process of giving sensing capacity. Human Emotion detection or Affect Detection. Respond appropriately and properly. Brain computer interface is to develop an adaptable computer system. These types include speech recognition, eye tracking, facial recognition, gesture recognition etc. Blue Eyes technology enables the machines to identify the minor emotional variations of human being by a single touch on keyboard or a mouse. According to the emotion level the machine started react with the user. It is a substitute for usually available machine vision face or eye recognition methods. The glass senses and identifies the expressions by analyzing the facial expressions method. The Simple User Interest Tracker: The SUITOR is having the ability to maintain an intimate relationship between the human and the computer by using the revolutionary approaches towards the machine. It continuously analyze where eyes is focus on the screen. Artificial Intelligent Speech: The working environment should be very important for implementing the Artificial Intelligent Speech Recognition system in Blue Eyes technology. Some important factors that influence the features of speech recognition system they are user’s speech, grammar, noise type, noise level and position of the microphone. This THE BLUE EYES technology assures appropriate techniques. It simplifies the life in a more elegant and user friendly way in computer device. Blue Eyes will reach as your handheld mobile devices in future generations.

Gender at work Essay Example | Topics and Well Written Essays - 500 words

Gender at work - Essay Example Multiple roles with unique responsibilities of both home and work, are seen to be beneficial to women, if domestic responsibilities are shared with the spouse. The numbers of women in the work force are increasing steadily, and may soon be equal in proportion to men. (p.271). Gender relations are more prone to conflict in today’s stressed lives. One reason is the following of traditional concepts of inequality of the sexes. The concept of imposing one’s will appears both in gender relations and war. Why is that? In gender relationships, the stronger or more dominant partner is perceived as the one who is superior physically, financially, or by education. The term status is linked with power, and refers to an individual’s position in the structure of social relationships with respect to other individuals. Status is dependent on the set of values attached by the culture concerned, to attributes like abilities, education, wealth, etc. Watts (1991) is of the opinion that power is exercised on the basis of higher status. The term ‘dominance’ is often connected to interruptive behavior. In terms of the hierarchy of status relationships, dominance is an explicit expression of power over others. Latent or overt conflict is interruptive behavior between two persons. Watts quotes Weber and Durkheim: â€Å"Power is the opportunity of imposing one’s will on another.† Power also forms part of the content of the network links of each individual. (pp. 55-56). Dominance and power give rise to control, which results in conflict. Conflicts in gender relationships, where the ‘weaker’ partner refuses to submit to the will of the dominant partner arise from perceptions about gender, and an individual’s sense of personal worth. The same definitions of power and conflict can be applied in the larger picture of war between two nations. According to Clausewitz and Rapoport, (1982) â€Å"war is nothing but a duel on an

The Impact of Direct Digital Manufacturing on Supply Chains Essay

The Impact of Direct Digital Manufacturing on Supply Chains - Essay Example Eyebrows are getting raised over the potential of DDM in cutting the demand for logistics services, as products would be manufactured at the place of demand or use. Effect of DDM would be felt in all industry sectors for meeting urgent product needs, providing customized products and parts of products, which were earlier supplied in bulk through the logistics industry. The crucial question before the logistics businesses worldwide is whether DDM would affect the business of logistics industry for transporting goods from one location to another. Naturally future repercussions of the innovation in technology cannot be denied. When customized parts could be accessed from the local DDM in a cost-effective and faster way, who would like to order it through a logistics process? Possibility of getting parts supplied locally becomes more evident for implementing changes in the designs of products. Actually, the risk to logistics business is genuine because no company would like to pay airfre ight for getting a part from abroad when it can be produced locally but the business of DDM depends on innovation in concepts; only genius is not enough. If an idea is good enough, it will take time in proto-typing. 3D printing also requires time to process a concept into a product. It would start a war-like environment for safeguarding intellectual property. Imitators and innovators, both would make attempts to present their products fast to the market (â€Å"3D Printing† par. 27). For getting competitive edge from the given scenario, only those companies would get the leverage that would plan a long-term marketing strategy without considering the profit factor. Delivery of products would demand accuracy of timing in taking the products to the customer locations (â€Å"3D Printing† par. 30). A look at the business growth of DDM can help in evaluating the potential of new technology sweeping the stakes of supply chains. Seeing the latest market trends on manufacturing solid products by 3Dprinters, business in additive manufacturing reached $1.2 billion in 2008 and the possibility is that it could double in size by 2015. For understanding the impact of DDM business on logistics, some crucial data analysis is mandatory such as 75% of the sale of 3D printers has been registered for producing common sort of products while the balanced sale of the 3D printers has been made for producing industrial products. With the approaching time, there would be increase in the sale of cheap 3D printers, which can be to the tune of 90% market as price depreciates and functionality improves of 3D printers. Demand of the DDM machine is increasing not only for model-making and rapid prototyping, but for all types of machines for producing finished products as well (â€Å"A factory on your desk† par. 4). The only difference between the industrial revolution of the 1800s and the seeming-revolution of the future is that the manufacturing industry won’t be a ble to get the benefit of economies of scale that comes with bulk production. Another difference would be seen in the distribution of capital, employment, and intellectual property, thus, indirectly affecting the logistics business as any impact on various industries would get reflected in logistics, affecting its business potential (â€Å"Print me a Stradavarius† par. 9). Have a look at the success story of a U.S. company. Seeing the current status of rapid manufacturing (RM) in the business of making invisible dental braces, U.S. based Invisalign

Humor in Mathematics Classroom Essay Example for Free

Humor in Mathematics Classroom Essay INTRODUCTION To make the learning in classroom more fun, teachers do make a different strategies or techniques. Game and laughter is very important in learning, that’s why teachers that do have humor make their class more enjoyable and interesting. Anyone who has paid attention to great speakers would know that humor is an excellent method for eliciting sympathy from the audience and opening them up to your message. Every teacher also knows that a sense of humor is necessary to winning the hearts of students. How should this inform teaching? Should the teachers focus on creating an entertaining show for their students? Or would the teachers change their lessons into therapy sessions? This study presents a teaching approach that is built around math problems that are for the student at the same time Cheerful (entertaining, funny, cool) and Challenging (difficult). We call this CheCha mathematics. BACKGROUND OF THE STUDY The technique of using humor to enliven lectures is as ancient as the Babylonian Talmud. Rabbah (Babylonian Talmud, Shabbos 30b), a Talmudic sage who lived 1700 years ago, would say something humorous before starting to lecture to the scholars, and they would laugh; after that, he would begin his lecture. Rabbi Meir (Babylonian Talmud, Sanhedrin 38b), another Talmudic sage, was an expert in fox fables and would devote one-third of his lecture to parables. These sages recognized the value of humor in education, even in ethical and religious instruction. Most statistics textbooks do not use a humorous approach, with exceptions such as Runyon (1977) and Pyrczak (1998). Blumenfeld and Alpern (1985) discuss ten reasons to use humor in the classroom. These include such factors as opening communication and the humanizing effect of humor on image. Berk (1996, 1998) claims that humor has the ability to decrease students’ anxiety, improve the ability to learn, and boost self-esteem. This, in turn, can encourage a more receptive learning atmosphere. One researcher found that having students watch an episode of Seinfeld helped calm them and reduced their heartbeats when they were later forced to do something stressful, give an impromptu speech about Bosnia, a subject they knew very little about, in front of a camera. The heart rates of students who had watched the humorous Seinfeld episode rose from an average of 70 to averages of 80 to 85 beats per minute while speaking; the heart rates of students who had not been inoculated with humor rose to a mean of 100 (Burkhart 1998). Lundberg and Thurston (1992) discuss various ways humor can be used in the classroom. THEORETICAL FRAMEWORK CheCha math method is based on three educational approaches: acknowledging the role of affect in math learning (Hannula, 2006), using humor in teaching (Grecu, 2008) and use of open-ended problems in math teaching (Pehkonen, 2004). Affect in mathematical thinking and learning In order to study affect in math education in contexts of actual classrooms there are three main elements to pay attention to: cognition, emotion, and motivation. Achievement without motivation is not sustainable, and neither is motivation without enjoyment. All three domains have a more rapidly changing state-aspect and more stable trait-aspect. (Hannula, 2006). One fundamental principle of human behavior is that emotions energize and organize perception, thinking and action (Izard, 1991). Research has confirmed a positive relationship between positive affect and achievement. It seems that the affective outcomes are most important during the first school years, as they are less likely to be altered later on. Two key elements of a desired affective disposition are self-confidence and motivation to learn (Hannula, 2006). Advances in our understanding of the neuropsychological basis of affect (e.g. Damasio 1995, LeDoux, 1998) have radically changed the old view of the relationship between emotion and cognition. Emotions are no longer seen as peripheral to cognitive processes or as noise to impede rationality. Emotions have been accepted as necessary for rational behavior. Moreover, research has also shown although not yet fully understood that certain emotions facilitate certain type of cognitive processing (Linnenbrink Pintrich, 2004). Focusing on motivation we may find ways to influence what the subjects want to do, not only how they try to achieve it. In the existing literature, psychological needs that are often emphasized in educational settings are autonomy, competence and social belonging (e.g. Boekaerts, 1999). These all can be met in a classroom that emphasizes exploration, understanding and communication instead of rules, routines and rote learning. However, this requires that all feel safe and perceive that they can contribute to the process. A possible approach to meet all these conditions would be the open approach, and more generally focusing on mathematical processes rather than products (Hannula, 2006). Humor Already Kant (1952) considered the nature of humor. He stated Laughter is the result of expectation which suddenly ends in nothing (p. 199). His classical statement has started considering humor as a mental mechanism resulting in laughter. As another early scientific approach to humor, Freud (1991) divided comic into wit, humor and actually comic. Many kinds of activity, including wit, are directed on reception of pleasure from intellectual processes. A person feels pleasure from suddenly released energy, which is splashed out in the form of laughter. From this perspective already, we can perceive how a good joke can generate a joyful atmosphere and create a positive emotional background of activity. The comic, humorous contents can be reached in various ways and techniques. For example, Veatch (1998) suggests a list of types that are funny: finishing to the point of irrationality, satire, literal understanding of metaphors, irony, ambiguity, word-play, contradiction, discrepancy, excessive rationality and a deviation from the usual. Each of these types of the comic can be expressed as a joke or a problem in math context. As an example of a math contradiction we take a joke, here framed within the world of Winnie the Pooh: Pooh and Piglet sit on a small bench and talk. Eeyore has sent them a box. In the box there are ten sweets and a note. In the note Eeyore tells them to divide them: seven for Pooh and seven for Piglet. Piglet: How is that? I do not understand. What do you think of it?† Pooh: I do not even want to think. But I have already eaten my seven sweets. Humor can also act as means of a psychological discharge, and promote efficiency of pedagogical activity. Suhomlinsky (1975) wrote: I would name laughter as a back side of thinking. To develop ability to laugh in the child, to enhance his sense of humor means to strengthen his intellectual forces, abilities, to teach him to think and to see the world wisely. Grecu (2008) has considered use of humor in teaching. She highlights seven basic functions of humor in pedagogical activity: 1) informatively-cognitive (Opens essential features and properties of subjects and the phenomena. Rejecting standard approaches, the humor bears in itself any discovery), 2) Emotional (the Humor can act as means of creation of creative state of health and as means of emotional support) 3) Motivational (The humor can serve as a stimulator of volitional processes) 4) Communicative (the Person with humor is attractive for people) 5) Developing (Humor promotes development of critical thinking, a sharpness of vision of the world, observation and consequently intellect) 6) Diagnostic (by the laughter maintenance at what the person laughs, it is possible to judge about his merits and demerits) and 7) Regulative (the humor gives the chance to look at oneself from an unexpected angle, allowing self-evaluation). In CheCha method most of these are relevant, the most important functions being on top of the list. Grecu suggest the following techniques for designing of humor for educational tasks. These pedagogical techniques are paradox, finishing to the point of irrationality, comparison by the remote or casual attribute, return comparison, wit of absurd, pseudo-contrast or false opposition, a hint, a self-exposure of own faults, intentional ignoring of things that might cause laughter, and exaggeration of the certain features of behavior. Grecu has offered also classification of means of the comic: 1) word-play based on violation of language norm (carrying of terminology over to a context unusual to it). Consider the following riddle: I am it while I do not know that I am. But I am not it when I know that I am. What am I?† 2) Comparison, authors original neologisms, based on artistic expressive means (double entendre, an ambiguity). Examples are easy for finding in Carrolls books (2006, s. 50): â€Å"Explain yourself!† â€Å"I can’t explain myself.† 3) Paradox, an example being the claim â€Å"I am lying now†. Also Dzemidok (1993) distinguishes several humoristic methods: modification and deformation of the phenomena, unexpected effects and amazing comparisons, disproportion in attitudes and communications between the phenomena, imaginary association of absolutely diverse phenomena, creation of the phenomena which deviate from logic. As an example of the latter method consider the following: There were only 3 students attending a professors lecture in University. Suddenly 5 persons left the room. The professor said: If 2 students enter this room, there is nobody attending. Most types of humor and their techniques could be used at mathematics lessons. Thanks to entertaining tasks and comical contents of the problems the classroom climate promotes a positive interaction between the teacher and students. However, one must be aware that opportunities of humor as pedagogical means have their limits. Grecu (2008) gives several suggestions regarding these limits. She suggests that one should use humor gently and support humor of students. She also warns not to ridicule student’s person, laugh at what the student is not able to correct or change or laugh at an involuntary mistake of the student. Rough joking would indicate lack of customs and disrespect of the student and hence is absolutely unacceptable for the teacher. Moreover, the teacher should avoid being the first to laugh at ones own joke, as it can cause the reaction opposite to expected. Problem solving and open-ended problems Problems are said to be open, if their starting or goal situation is not exactly given and they usually have several correct answers (cf. Pehkonen 2008). Open-ended problems emphasize understanding and creativity (e.g. Nohda, 2000, Stacey 1995). This would not mean lowering the expectations, quite the contrary. If an open task allows the solver to gain deeper and deeper insights (a chain of discovery; Liljedahl, 2005) it can facilitate a state of sustained engagement. This would also lead to more intensive working. Research has shown that problem solving can be engaging and enjoyable for many students, but it does not attract everyone. Schoenfeld (1985) defined an individuals beliefs or mathematical world view as shaping how one engages in problem solving. For example, those who believe that math is no more than repetition of learned routines would be more likely to give up on a novel task than those who believe that inventing is an essential aspect of mathematics. Unfortunately, there are students who do not see the potential for engagement and enjoyment in a math problem. We see humor as a means to engage also those students who do not perceive math problems enjoyable to begin with. STATEMENT OF THE PROBLEM The purpose of this study is to answer the following questions: 1. What mathematical problems are entertaining from the students point of view? 2. How CheCha method influences the atmosphere in mathematics lessons?

Dont Know Essay -- essays research papers

Everyone knows that it is illegal to consume alcohol until the age of 21. Many people are In agreement with this legal restriction. Some would even say that it needs to be raised. Why is 21 the "magical" age that makes one intelligent and mature enough to consume alcohol? Surely, some adults abuse alcohol and some teenagers would be perfectly able to drink responsibly. Many have asked the question, should the drinking age be lowered from age twenty-one to age eighteen. The national drinking age for men and woman should remain at age twenty-one. Before 1982 there was no national conformity in the laws dealing with alcohol consumption legal age. Each state had different laws and regulations set on the drinking age. In the mid-1980's this changed. "The drinking age was set by federal law in the mid-1980's mostly because of pressure from Mothers against Drunk Driving (MADD)" (Dogan 1). This gave conformity throughout the nation with a national drinking law.?????????? ????????????????????????? Today there are many arguments put forth to justify attempts to lower the drinking age. One of the most prevalent arguments for the drinking age heard is, "if were old enough to be sent to war and die we are old enough to drink alcohol" (Heffernan 1). This argument has an underlined fallacy. When an eighteen-year-old youth is drafted into the military he is subjected to many months of rigorous training and preparation for his duties as a solider. Not only is he ...