Animal farm
Animal farm Through Animal Farm Orwell teaches us that no one in a position of power can remain true to their original cause, Discuss. George Orwell's classic novel Animal Farm was written to teach people a very important lesson. That few people who have an opportunity to take control and gain power will stay true to their original aims and beliefs. Animal Farm tells a tragic story that aims to prove that human nature and diversity prevent people from being equal and happy. The story takes place on Manor Farm, where animals are overworked and underfed by their drunken human master Mr Jones. However, the animals on this farm catch the wind of rebellion and decide to rise up against their masters. This is all sparked by a dream that a boar named Old Major had about a unique place where animals ruled themselves and where everyone is happy and equal. When Old Major died, the animals acted quickly and were able to overthrow the humans. Their new idea of government was known as animalism, and it was agreed upon that each creature would work according to their capability and respect the needs of others. Seven commandments were agreed upon and all animals swore faithfully to uphold these laws. The laws were: no animal shall drink alcohol, wear clothes, sleep in a bed, kill another animal, those who go upon four legs or have wings are friends and those that walk on two legs are
Animal Farm Essay
Animal Farm Essay 'Animal Farm,' a novel by George Orwell, has a theme based around power; how it is abused and how it's used in a good way. 'Animal Farm' also explores how it is transferred between characters as the story progresses. It is also fair to say that every event that takes place on 'Animal Farm' has a political significance which mirror the events which took place in the Russian Revolution. The characters in the novel represent famous political figures from history. I think that George Orwell wrote 'Animal Farm' because he wanted to make people actually think about what the novel and the characters contained in it represent. Power on 'Animal Farm' ends up being totally abused - I think that George Orwell's theory is that when one person has absolute power, it corrupts completely, and that it will never work. At the beginning of 'Animal Farm' we see how Mr Jones is at the top of the power 'hierarchy;' he has the most power, although it's more of an authority that Jones has over the animals compared to him having power. In a way, Jones having all the authority over the farm was a good thing, as all the animals knew where they stood, however, the normal farm animals, who represent the citizens of Russia, wanted more authority and power over the ruling of the farm; the country in Russia's case. Fed up with slaving for Jones and getting nothing except the bare
Animal Testing
Is Animal Testing/Research Necessary for Advancing in Medicine? Introduction: Animal testing involves using non-human animals for scientific procedures. Animal research can be used for a number of things such as developing new drugs to improve health, learning about animals and the human body, aiding scientific advances and ensuring other products do not harm humans. Vaccinations against diseases like polio, rabies, measles, mumps and rubella were developed because they were tested on animals. Also the development of open-heart surgery and organ transplants depended on operations done on animals. In 2006 approximately two million animals were used in procedures. Animals that are normally used in tests and experiments include: rats, mice, rabbits, monkeys, guinea-pigs, cats, dogs, fish, birds, pigs, horse, sheep and hamsters. This pie chart shows the types of animals used in procedures. A large proportion of experiments are conducted on mice. (1) Those who are extremely against animal testing (animal rights activists) would refer to it as 'vivisection'. This means the 'cutting up of animals'. They refer to animal testing being morally wrong and cruel. However this is just one view, others are not so against animal testing. Others may believe that animal testing is necessary for some purposes for example medicinal purposes yet not for beauty products. Methods of
Assess the contribution of functionalism to our understanding of families and households.
Assess the contribution of functionalism to our understanding of families and households. Functionalist sociologists believe that the family is the key institution of society and that it performs vital functions for the maintenance of society as a whole as well as for individual members. According to Murdock, it provides important sub-system that provides stable satisfaction for the sex drive and therefore avoids social disruption. As well as this, Murdock says the family reproduces the next generation and thus ensuring current society to continue. Parsons argued that the pre-industrial society was focused on the extended family. Roles in these families were always based on ascription, not achievement. According to parsons, industrialisation had many effects on the family. This meant that the economy demanded a more geographically mobile workforce. Nuclear families were formed as people moved away their extended kin in order to take advantage of job opportunities. Specialized Agencies took over many functions of the family e.g., families could now buy food and clothes mass-produced by factories. New nuclear family provided the husband and wife with clear social roles. Wives were expressive Leaders (takes care of children and provides emotional support), Husbands were Instrumental Leaders (bread winner and provides protection). Parsons concluded that the nuclear family is
Assess The Impact Of Stalin On Russia And The Russian People.
Assess The Impact Of Stalin On Russia And The Russian People? Now that Stalin was in power, he was determined to modernise the USSR so that it could meet the challenges which were to come. He took over a country in which almost all the industry was concentrated in just a few cities and whose workers were unskilled and poorly educated. Many regions of the USSR were in the same state as they had been a hundred years earlier. So, Stalin wanted to make a few changes and believed that: "Throughout history Russia has been beaten again and again because she was backward" and that the USSR was "50 to 100 years behind the advanced countries. Either we make good the difference in ten years or they crush us" so in order to do this Stalin ended Lenin's NEP because he believed is was such a slow process and needed a dramatic change for Russia to become a world power. So Stalin set about achieving modernisation through a series of Five-Year Plans which was for towns and industrial workers and also made a modernisation plan for peasants and countryside's throughout Russia. This was called collectivisation. The Five-Year Plans were originally drawn up by the GOSPLAN, the state planning organisation that Lenin set up in 1921. They set ambitious targets for production in the vital heavy industries (coal, iron, oil, electricity). The plans were very complicated but they were set out in such a
Analyse William Golding's choice of language during and after the killing of Simon. Why does the language use change?
Analyse William Golding's choice of language during and after the killing of Simon. Why does the language use change? "Kill the beast! Cut his throat! Spill his blood!" This is the chant that begins the section, increased in its violence as it now says "kill the beast" representing the feelings of the boys. They want to destroy the beast but can't find it as it is inside each of them. This causes them to get ever more angry and frenzied, starting a ritualistic "dance" with "the chant" beating "like a steady pulse". This is reminiscent of Simon's experience earlier when a "pulse started to throb in his temple", just before he went into a fit. This suggests that the boys are also going into a trance or fit, but a much more dangerous one, unaware of their actions. They lose their individuality and start "the throb and stamp of a single organism", again with the throbbing and stamping inducing images of a trance-like ritual. Also the symbolisms of circles and the weather are repeated. The circle now "yawns emptily" waiting to catch someone inside. The weather is threatening, "Thunder boomed...the dark sky was shattered...scar...blow of a gigantic whip". This is a great contrast to the clear skies earlier in the book that symbolised peace. Now they begin to become terrified by the weather and the trance and out of this terror "rose another desire, thick, urgent, blind". This is
Analysis Of Commercial Vitamin C Tablets
Experiment 5 Date: 18-10-2005 Analysis Of Commercial Vitamin C Tablets Objective To determine the mass of Vitamin C in 1 pill of Vitamin C tablet. Introduction In this experiment, the concentration of sodium thiosulphate solution is not given. So, we need to standardize it through titration. Sodium thiosulphate reacts with iodine in the following reaction: I2 + 2S2O32- ----------------->2I- + S4O62- After an amount of S2O32- is added, the solution of I2 turns pale yellow. When starch solution is added and more S2O32- is added, the solution reaches its end point, which is colorless. In this way, the molarity of the thiosulphate solution is determined. Vitamin C could be oxidized by iodine in the presence of acid in the following equation: Due to the low solubility of iodine, direct titration of iodine solution and Vitamin C is unsuitable. Then how could the experiment be done? The experiment could be done by adding acidified Vitamin C solution into potassium iodide solution. Then, we add potassium iodate to allow the following reaction to take place: IO3- + 5I- + 6H+ ----------------> 3I2 + 3H2O I2 formed in this reaction could react with the Vitamin C in as mentioned in the above equation. The I2 not yet reacted would then be titrated against thiosulphate solution, like the first equation, to determine its amount. This method is a kind of back titration. It is
opposite corners
GCSE Maths Coursework Opposite Corners I have been given the task to investigate the differences of the products of the diagonal opposite corners of a square on a 10x10 Grid with the numbers 1 to 100 to start with. I will start with a 2 x 2 square on a 10 x 10 grid and discover the rule for it, then I will progress onto a 3 x 3 square on the same grid. I will then keep on going until I eventually find the rule for any sized square on a 10 x 10 grid. 2x2 Square 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 (2 x 11) - (1 x 12) = 10 (14 x 25) - (15 x 24) = 10 (8 x 17) - (7 x 18) = 10 (20 x 29) - (19 x 30) = 10 I have discovered that the answer is always 10 I will now use algebra to see if the answer is once again 10. n n+1 n+10 n+11 (n+1)(n+10) - n(n+11) (n2+11n+10) - (n2+11n) 0 As the algebraic equation also gives the answer of 10 I know it must be right. As I believe I can keep on learning throughout the investigation I will now move onto a 3x3 square on the same grid. I predict that once again all answers will be the same. 3 X 3 Square 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 (3 x 21) - (1 x 23) = 40 (6 x 24) - (4 x 26) = 40 (10 x 28) - (8 x 30) = 40 I believe the answer will always be 40 for a 3 x 3 square on this grid. So I will now use algebra
OPPOSITE CORNERS
Opposite Corners Introduction: For this piece of Mathematics GCSE coursework I am going to find out the difference between the products of the numbers in the opposite corners of any squares that can be drawn on a 10 x 10 grid composing of 100 squares. I shall try to use tables to present my findings; I will make the predictions and proving my predictions right or wrong with examples. I will be using algebra to prove any of the rules I manage to create by analysing my results. Method: I will find out the difference between products for squares of 2 values in 10 x 10 grid. I will do this to find out the general case for this grid. 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 Example 1: 2 1 2 (11 x 2) - (1 x 12) = 22 - 12 = 10 Example 2: 25 26 35 36 (35 x 26) - (25 x 36) = 910 - 900 = 10 Example 3: 63 64 73 74 (73 x 64) - (63 - 74) = 4672 - 4662 = 10 So, from the above examples I can see that the difference is 10, now I will find out the general case algebraically. GENERAL CASE: n n + 1 n + 10 n + 11 (n + 10)(n
Equality diversity and rights in health and social care
Level 3 - Unit 2 Equality diversity and rights in health and social care P1 - explain the concepts of equality diversity and rights in relation to health and social care. Introduction In a health and social care environment equality diversity and rights are essential to ensure everyone is prune to having rights and has the right to be treated equally no matter their race age or sex and also to be accepted and respected. Diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognising our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio- economic status, age physical abilities, religious beliefs etc. It is the exploration of these differences in a safe positive and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity within each individual. Examples Genders - In the past men had more rights than women and were seen as more important. Women still earn less than men for similar work and find difficulty in breaking through the 'glass ceiling' to the most senior positions at work. There are far more derogatory terms, such as 'slag', used to describe women than men. Culture - All of us have a cultural background - activities,
