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

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

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My fourth question to my interviewees was: What is the best way to handle a bullying situation in school settings? Tamar stated first thing is to take immediate action when bullying is observed. Respond in a timely manner to all reports of bullying. Provide protection for students who are bullied. Establish support programs and resources for both the target and bully. These Strategies include establishing classroom rules against bullying, holding regular class meetings to discuss bullying at school. Karen said develop policies that define bullying and provide appropriate responses to the problem. Apply school rules, policies, and sanctions fairly and consistently. Establish an effective system for reporting bullying, including adults who can be relied on to respond responsibly and sensitively. Explicitly, teach students to understand bullying and the consequences. In addition, Karen stated, â€Å"I do not believe that Green River Community College is doing all the things I mentioned† these comment made me go â€Å"HUH†? Ali’s response was to partner with law enforcement and mental health agencies to identify and address cases of serious bullying. Promote the norm for a bully-free school throughout the entire school community. Engage students to help promote the norm of a bully-free school. My fifth question to my interviewees was: What can the community partners do to help promote bully-free climate here at, Green River Community College? Tamar said community members can participate in problem-solving groups or ant-bullying policy committees here at the college. Community members can also share positive cultural perspectives, norms, and expectations as models for students. Promote norms that show the community does not tolerate bullying... ...g is allowed to continue, which it can have strong consequences effect. Green River Community College needs to redesign their curriculum in promote anti-bullying climate in ways that highlights the anti-bullying message clearly to all students and faculties. One smart and efficient strategy to create an anti-bullying environment will be conducting public announcements to offer an ideal way for student campaigns that promote anti-bully-free campus. This is also a way to encourage students to report bullying and teach them how to get help if they feel threatened. Also the college’s web site is a technology based way to communicate expectations of student behavior and show how bullying will be perceived and dealt with at the college. Posting the policy and notifying students, staff, and parents prevent misunderstanding and ensure clarity of intent for all concerned.

Learning management system Essay

Department of Applied Finance and Actuarial Studies Faculty of Business and Economics Unit Guide S1 External Session 1, External 2013 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Assessment Tasks 4 5 Assignments Case Study Quizzes 5 5 6 Unit Schedule Delivery and Resources 7 8 Classes Prizes Required and Recommended Texts and/or Materials Technology Used and Required Unit Web Page Teaching and Learning Strategy Policies and Procedures 8 8. 8 8 8 8 9 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support UniWISE provides: 9 9 9 9 10 10 Student Enquiry Service Equity Support IT Help 10 10 10 Graduate Capabilities 11 Capable of Professional and Personal Judgement and Initiative Learning Outcome Assessment Task 11 11 11 Problem Solving and Research Capability Learning Outcome Assessment Task 11 11 11 Socially and Environmentally Active and Responsible Learning Outcome 11 11 Discipline Specific Knowledge and Skills 11 Learning Outcome Assessment Task 12 12. Critical, Analytical and Integrative Thinking Assessment Task 12 12 Research and Practice 13 Page 2 of 13 General Information Convenor and teaching staff Unit Convenor: Peter Mordaunt Email: peter. mordaunt@mq. edu. au Consultation Hours: As this course is an online course students can consult with staff through iLearn or through the e-mail addresses above. Students experiencing significant difficulties with any topic in the unit must seek assistance immediately. Other Staff: Sue Wright Email: sue. wright@mq. edu. au Credit Points 2 Prerequisites 45cp Corequisites N/A Co-badged status This unit is not co-badged. Unit Description For details of this unit contact the Faculty of Business and Economics. Page 3 of 13 Learning Outcomes 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts 5. Compare and contrast different â€Å"employment† structures Page 4 of 13 Assessment Tasks Task Weight Due Date. Linked Learning Outcomes Linked Graduate Capabilities Brief Description Assignments 10% See timetable in iLearn 1, 2, 3 1, 2, 3, 8 Tasks set for students Case Study 50% See timetable in iLearn 2 1, 2, 8 A case study covering material in Modules 1,2 & 3 Quizzes 40% See course timetable in iLearn 3, 4 3 A series of online multiple choice quizzes Assignments Due Date: See timetable in iLearn Weight: 10% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology,the student’s internet provider or the student’s internet connectivity. S ubmission Submission is on-line. Module 1 assignment due by mid-night 11th March 2013. Module 2 assignment due by mid-night 25th March 2013. Extension No extension will be granted. Students who have not submitted their assignment prior to the due date will be awarded a mark of 0 for the assignment, except for cases in which an application for special consideration is made and approved. Penalties See extension. What is required to complete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Case Study Due Date: See timetable in iLearn Weight: 50% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on-line. C ase Study answer due by m id-night 20th May 2013. Page 5 of 13 Extension No extension will be granted. Students who have not submitted the case study prior to the deadline will be awarded a mark of 0, except for cases in which an application for special consideration is m ade and approved. Penalties See extension What is required to com plete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Quizzes Due Date: See course timetable in iLearn Weight: 40% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on line. Module 1:Q uiz 1 on the 8th April 2013 Q uiz 2 on the 29th April 2013 Q uiz 3 on the 6th May 2013 Q uiz 4 on the 20th May 2013 Module 4:Q uiz on the 3rd June 2013 Module 5:Q uiz on the 7th June 2013 Extension No extensions will be granted. Students who have not attempted a quiz prior to the deadline will be awarded a mark of 0, except for cases in which an application for specila consideration is m adenand approved. Penalties See extension. What is required to complete the unit satisfactorily? In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Page 6 of 13 Unit Schedule Modules 1. Goals (anticipated student workload 4 hours) Online presentation of content Online discussion Reading/website reference. Set your own goals Individually written discussion 2. Budgets (anticipated student workload 5 hours) Online presentation of content Your Money – ASIC resource and associated activities Online discussion Complete, explain & submit your own budget 3. Investments (anticipated student workload 50 hours) Basic Principles Interest calculations Tax Overview of Financial Scams Overview of investment options Overview of debt management Overview of Superannuation Asset protection issues Case Study Complete online tests 4. Common Contracts (anticipated student workload 20 hours) Introduction. Overview of common contracts Online Test 5. â€Å"Employment† Structures (anticipated student workload 12 hours) Introduction Overview of common employment structures Online Test Again, please note: it is the student’s responsibility to have available or access to the technology to access the material and to complete the assigned tasks. No exceptions or extensions will be granted because of issues with the students’ technology. Page 7 of 13 Delivery and Resources Classes 5 x online modules delivered via iLearn Prizes There are no prizes for this unit. Required and Recommended Texts and/or Materials. Students will be referred to online resources via iLearn as required for each module. Technology Used and Required Technology used iLearn Microsoft Office Internet Voice boards Technology requirements Access to a computer Access to Microsoft Office Access to the Internet Unit Web Page Course material is available on the learning management system (iLearn). The web page for this unit can be found at www. iLearn. mq. edu. au Teaching and Learning Strategy Students are expected to listen to online lectures and read the material supplied via the Learning Management System. Students are expected to apply the knowledge in answering the various quizzes and assignments. Page 8 of 13 Policies and Procedures Macquarie University policies and procedures are accessible from P olicy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching: Academic Honesty Policy http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Assessment Policy http://www. mq. edu. au/policy/docs/assessment/policy. html Grade Appeal Policy http://www. mq. edu. au/policy/docs/gradeappeal/policy. html Special Consideration Policy http://www. mq. edu. au/policy/docs/special_consideration/policy. html In addition, a number of other policies can be found in the L earning and Teaching Category of Policy Central. Academic Honesty The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that: all academic work claimed as original is the work of the author making the claim all academic collaborations are acknowledged academic work is not falsified in any way when the ideas of others are used, these ideas are acknowledged appropriately. Further information on the academic honesty can be found in the Macquarie University Academic Honesty Policy at http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Grades Macquarie University uses the following grades in coursework units of study: HD – High Distinction D – Distinction. CR – Credit P – Pass F – Fail Grade descriptors and other information concerning grading are contained in the Macquarie University Grading Policy which is available at: http://www. mq. edu. au/policy/docs/grading/policy. html Grading Appeals and Final Examination Script Viewing If, at the conclusion of the unit, you have performed below expectations, and are considering lodging an appeal of grade and/or viewing your final exam script please refer to the following website which provides information about these processes and the cut off dates in the first instance. Please read the instructions provided concerning what constitutes a valid grounds for appeal before appealing your grade. http://www. businessandeconomics. mq. edu. au/new_and_current_students/undergraduate_current_students/how_do_i/grade_appeals/ Special Consideration Policy The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available at: http://www. mq. edu. au/policy/docs/special_consideration/policy. html Page 9 of 13 Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students. mq. edu. au/support/ UniWISE provides: Online learning resources and academic skills workshops http://www. mq. edu. au/learning_skills/ Personal assistance with your learning & study related questions. The Learning Help Desk is located in the Library foyer (level 2). Online and on-campus orientation events run by Mentors@Macquarie. Student Enquiry Service Details of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/. W hen using the university’s IT, you must adhere to the Acceptable Use Policy . The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 10 of 13 Graduate Capabilities Capable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Problem Solving and Research Capability. Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals Assessment Task 1. Tasks set for students 2. A series of online multiple choice quizzes Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability. This graduate capability is supported by: Learning Outcome 1. Select appropriate investment instruments to support budget results and achieve financial goals 2. Recognize the features and implications of common financial contracts Discipline Specific Knowledge and Skills Page 11 of 13 Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Page 12 of 13 Research and Practice This unit uses research from external sources. This unit gives you practice in applying research findings in your assignments.

Netflix Business Model Analysis Essay

Netflix is an online subscription-based DVD rental service that promises to connect their customers to the movies and television shows they love through means of sending discs through the mail or streaming them directly via the internet. For only $7.99 per month, Netflix offers their customers unlimited access to their massive video library (>70,000 titles as of year-end 2006) and is able to deliver DVD’s by mail to over 90% of their nearly 7 million subscribers in only a single business day. There are many factors that go into how Netflix is able to generate profit with this business model. First and foremost, Netflix uses a subscription-based revenue model. This came about after adopting a more emergent business strategy to better adapt to feedback being provided by its customers. Netflix initially used a revenue model similar to that of the brick and mortar video rental stores with the thought that the convenience factor of having discs mailed directly to your home would outweigh the inconvenience of having to wait the extra time it took to ship the discs. In 1999, Netflix shifted to the, more simplified, subscription-based model which, in turn, increased the value proposition that Netflix was able to offer its customers. Another large consideration in generating profit is their partnerships with nearly all of the major movie studios that allows them to purchase DVD’s at a reduced up-front cost in return for a fee based on how often those discs are rented in a given time period. This, in conjunction with a good recommendation system that brings older titles to the forefront of customer’s minds and the Netflix subsidiary company, Red Envelope Entertainment allows Netflix to house a larger library of titles for a lower cost than its competition while satisfying the sizable niche market of individuals who are interested in renting titles that they have missed or re-renting titles they’ve already seen that most video stores could not.

An Unconventional Love- Sonnet 130 Essay

If one were talking about a beloved, one would go out of one’s way to praise her and point out all of the ways that she is the best. However, in William Shakespeare’sSonnet 130, Shakespeare spends the poem comparing his mistress’s appearance to other things, and tells the reader how she doesn’t measure up to the comparisons. While using the standard Shakespearean iambic pentameter with a rhyme scheme of AB-AB/CD-CD/EF-EF/GG, he goes through a laundry list, giving us details about the flaws of her body, her smell, and even the sound of her voice. Yet at the end of the poem, he changes his tune and tells the reader about his real and complete love for her. Shakespeare’s Sonnet 130 takes a turn from the clichà © love poems of his time by mocking the common comparisons and telling the truth about his lover’s appearance. The first quatrain briefly describes the woman’s physical appearance by using comparisons to nature. To begin the poem, Shakespeare uses a simile by saying, â€Å"My mistress’ eyes are nothing like the sun† (1). One may mistake this line as a criticism, but he is merely saying that her eyes are nothing like the sun because they are better than it. The speaker also says, â€Å"If snow be white, why then her breasts are dun† (3). By avoiding a direct simile, Shakespeare gives the reader a strong mental image of sparkling white snow and lays it next to the equally vivid image of dun (grayish-brown) breasts. â€Å"Dun† is often used to describe the color of an animal and is not the kind of thing a woman would like her breasts to be compared to. Throughout the second quatrain, the speaker continues to criticize his mistress’ appearance and breath. Shakespeare says, â€Å"I have  seen roses damasked red and white,/ but no such roses see I in her cheeks† (5-6). White, red, and damasked were the only three colors during the poem’s time period. The speaker says he has seen roses separated by color (â€Å"damasked†) into red and white, but he sees no such roses in his mistress’ cheeks. The use of the word â€Å"damasked'† encourages Shakespeare’s criticism that his mistress is not like the rest of the women. The speaker also says, â€Å"And in some perfumes i s there more delight/ than in the breath that from my mistress reeks† (7-8). The word â€Å"reeks† promotes a strong image of just how far from perfect this woman is and forces the reader to take a look at the definitions of female beauty. The word was not as suggestive of unpleasant exhalations as it is nowadays, but it tended to be associated with steamy, sweaty and unsavory smells. The expression is relative with the earlier description of dun breasts. The third quatrain is a shift from the previous quatrains that describe what the mistress is not by describing her voice and contrasting her to a goddess. Shakespeare says, â€Å"I love to hear her speak, yet well I know/ that music hath a far more pleasing sound† (9-10). In these lines, the speaker draws on a more cultural image, comparing music to his mistress’ voice. He is saying that he literally loves to hear her voice, even though he knows that music is much more pleasant to hear. Alliteration is used in line 11 to emphasis the woman’s gait when the speaker says, â€Å"I gr ant I never saw a goddess go† (line 11). He also says, â€Å"My mistress, when she walks, treads on the ground† (line 12). In ancient times, a mortal was able to recognize a goddess by her particular manner of walking. The speaker could be talking about her graceless gait but could also be commenting on the fact that she is not a goddess and walks the earth like any other woman would. William Shakespeare’sSonnet 130 takes a turn from the clichà © love poems of his time by mocking the common comparisons and telling the truth about his lover’s appearance. In the couplet, the speaker shows his full intent, which is to insist that love does not need conceits in order to be real, and women do not need to look like flowers or the sun in order to be beautiful. The exaggerated comparisons make this sonnet enjoyable because the reader is constantly wondering if the speaker hates his mistress or is simply being witty. I chose this poem because I appreciate Shakespeare’s approach in writing this love poem, and I continuously enjoy the poem no matter how many times I re-read it. The satiric tone and use of metaphors  were the most successful elements of the poem, with no unsuccessful elements, in my opinion. Sonnet 130 plays an elaborate joke on the conventions of love poetry common to Shakespeare’s day, and is so well perceived that the joke remains humorous today.

Twelve questions in Management Information System Assignment

Twelve questions in Management Information System - Assignment Example In the â€Å"conversations† that introduce the textbook chapters thus far, Lucas Massey, the IT Director, tends to get a lot of pressure from his colleagues at GearUP. He has suggested approaches that do not align with the company’s strategy, and several times, when he has attempted to explain his perspective, he and his co-workers get frustrated. Using the skills gained in this course it will be easy for me to manage a situation like this in my job experience. In simple terms, I will just employ quality communication and teamwork skills to ensure that we as a team speak one a language. In addition, to ensure that the targeted MIS ends up a successful project, I will involve most of the key company stakeholders (both I.T professionals and other workers or targeted users of the system) in the development and implementation of the MIS. Lastly but certainly not the least, I will work closely with all the team members to ensure that the MIS goes hand in hand with the business strategies of the company (Oz

Oracle Database 11g Assignment Example | Topics and Well Written Essays - 4000 words

Oracle Database 11g - Assignment Example In case there are numerous databases that exists on the very same server, then there is a distinct and separate database instance for every database. It is not possible or recommendable to share a database instance. Connection in a database instance is the communication that occurs between the instance and the user process. Session in a database instance, on the other hand, is the specific connection of a database user to an instance through the database user process that it stands for in the current user login to the instance. Whenever an Oracle Database user runs the process for the first time, it calls for a specific piece of data. The Oracle searches for the data from the database buffer cache. The search process can either find the data or not find it. If the data is found, it is referred to as a cache hit, and when it misses the data it is called a cache miss. When it is a cache hit, the data is read from the memory directly. If it is a cache miss, the data must be copied from a data file on the disk then into a buffer in the cache before the data is accessed freshly. To accommodate several users and to maximize performance, an Oracle Database multi-process system uses some extra Oracle Database process named background processes. There are numerous background processes in an Oracle Database instance. The Database Writer Process, abbreviated as DBWn, writes the buffer contents to the data files. The DBWn are tasked with writing the modified buffers in the database buffer to the system disk. Even through a single database is sufficient for most systems (DBW0), additional processes can be configured to enhance write performance if the system heavily modifies the data ((DBW1, DBW9, DBWa and through to DBWz). The control files constitute the database data (physical database information). The files are very important to the database, without them, the data files cannot be opened. The information can also contain the