Success in George Orwells 1984 :: essays research papers

Success is the main object of desire for many people in the world of today. In George Orwell's 1984, the author provides a speculative view to the future and brilliantly describes what would happen if ultimate success was attainable. George Orwell describes success in three extremes: those who succeed ultimately, those who fail miserably, and those who are neither capable of succeeding nor failing. In 1984, the success of the individual is forbidden, while the success of the Inner Party is ultimate. The Inner Party resembled a group of aristocrats. They ruled the country and all the people in it. They made up a figurehead for themselves, Big Brother, who was almost like a god. Everyone worshiped him because they made it look like he was the one who did everything that was good. The members of the Inner Party had complete and undoubted success because they achieved and maintained their goal, which was to become the most powerful people in the country and stay that way. They did many things to achieve this, including creating an imaginary evil force, known as the Brotherhood, which planned to overthrow them. They used this “Brotherhood'; to blame all the bad things on and make Big Brother (and through him, themselves) look good by fighting against this “evil force';. The Inner Party was not happy with only physical obedience, they wanted complete obedience, including the human mind. They didn’t want people to think for themselves, because then they might plot to overthrow the Inner Party. They controlled the general populations’ minds by involving them in many verbal demonstrations, such as hate week, which downplayed the Brotherhood and made Big Brother look good. They also had telescreens in every building that allowed them to spy on the people and make sure that they didn’t do anything that might be harmful to their control. When they found someone who was a traitor, and wanted to disobey or overthrow Big Brother, they didn’t just punish them, they converted them: We are not content with negative obedience, nor even with the most abject submission. When finally you surrender to us, it must be of your own free will. We do not destroy the heretic because he resists us: so long as he resists us we never destroy him. We convert him, we capture his inner mind, we reshape him. We burn all evil and all illusion out of him; we bring him over to our side, not in appearance, but genuinely, heart and soul.

Judge Holden of Blood Meridian :: Blood Meridian Essays

Judge Holden of Blood Meridian Although Cormac McCarthy's novel Blood Meridian tells the story of the kid and his journey through the harshest of environments, much of the action in the novel centers around Judge Holden. Judge Holden is a mystery from his very first appearance in the novel and remains so until the very end of the novel, when he is one of the few characters surviving. The kid first comes face to face with Holden in a saloon after a riot and eventually joins with Holden and a gang of misfit scalp-hunters to roam the Mexican-American borderlands. Judge Holden has some historical foundation as a character. The Judge is mentioned in Samuel Chamberlain's My Confession, a personal narrative published in 1956. Chamberlain was a private during the war with Mexico and met Holden when he joined Glanton's gang of renegade scalp-hunters. Chamberlain describes Holden as gigantic and without hair, just as Holden is described by McCarthy (Sepich 125). One of the most mysterious qualities of Judge Holden is his ability to move from place to place and almost be in two places at once. As Tobin says, "every man in the company claims to have encountered that sootysouled rascal in some other place" (McCarthy 124). Holden's first appearance in the novel is a prime example of his ability to appear in two places simultaneously. The Judge manages to escape from the riot in Reverend Green's tent to a saloon where he is completely dry, even though it is pouring rain outside (7-8). The Judge also mysteriously appears next to the kid at the bar where the dancing bear has just been killed. He looks "little changed or none in all these years" (325). In both of these situations Judge Holden is the cause of the chaos around him. The Judge single-handedly incites the riot on Reverend Green and is the cause of the bear being slaughtered. These events are indicative of the entire novel in that there is constant chaos and violence w herever Judge Holden go es. Judge Holden's physical appearance seems unbelievable and full of contrast. Holden towers over everyone, yet he seems pre-pubescent because of his total lack of hair and his small hands and feet. Much of the imagery surrounding Judge Holden describes him in child-like terms. The features of the kid and the Judge tend to complement each other.

Abortion and the Symbolic Interaction Paradigm

In this paper, we needed to discuss whether or not abortion contributes to the corruption of today’s society, using the symbolic interaction paradigm. We have come to the consensus, as a group, that abortion does contribute to the corruption of today’s society simply because it is such a heated issue and therefore people choose sides. When people choose sides, and are unable to look at a situation from another person’s point of view, there tends to be corruption. Symbolic interactionism is a theoretical perspective that people use definitions, meanings, symbols, interpretations, and human interactions to compare themselves to others (Henslin, 2010, p. 15). Herbert Blumer, whom attended University of Chicago with one of the founders of the symbolic interactionism perspective, George Herbert Mead, developed one of the most prominent versions of the perspective (McClelland, 2000). Mooney, Knox, and Schacht explained Blumer’s theory of the symbolic interactionism perspective. According to Blumer, social problems develop in stages. The first stage is â€Å"social recognition†, when the social problem first happened. The second stage is â€Å"social legitimization†, when the problem is recognized by the community. When the community gets concerned and starts to develop a way to react is called the â€Å"mobilization for action†. â€Å"Development and implementation of an official plan† is when legal regulations occur (Mooney, Knox, & Schacht, 2000, p. 10-16). There are many ways that people interpret the idea of abortion, and they often use words to help get their opinions across. Language is just a system of symbols that we recognize as a way of communication, and in terms of abortion, there are several ways to use language to make points to solidify one's position on the issue. The pro-choice movement is a group that believes that women should have to choice to have an abortion if they feel that it is necessary given their personal circumstances. The phrase â€Å"pro-choice† is a very strong symbol in itself because it can cause people to think in a more broad sense, implying that if one is not pro-choice, then he/she must believe that the mother of the unborn child does have rights to her own body. On the other hand, pro-life can also be seen as a very significant symbol, because it also tends to imply that if one is not pro-life, they simply believe that the unborn child in the womb does not deserve to live. Obviously, this conclusion is not always true, but it is the implications that make the phrases such strong symbols. Each side of the argument has its own list of legitimate reasons why they feel that their way is the right way, but there are some words that they use that are demeaning and insulting to whomever it is that is considering an abortion. While it is understandable that many pro-life groups believe that an abortion is a terrible way to end a life, the use of strong, suggestive words makes it seem like they are simply trying to make women feel even guiltier about having an abortion. Having an abortion is oftentimes one of the most heart-wrenching, difficult decisions a woman has to make, and some pro-life activists still feel that it is necessary to make the woman feel even more torn by comparing abortions to murder. This is probably the strongest, most symbolic word used to describe an abortion. No matter what a group's opinion on the subject, they should not use guilt as a means of trying to turn people away from abortion. This leads to further arguments, and more importantly, it leads to women feeling even worse about their decision should they decide to go through with an abortion. Words are a very big part of symbolism when dealing with such a sensitive subject like abortion. They can be used positively, to try to enlighten a person on the subject, or they can be used negatively, to try to scare a person into siding with one group or the other. Because there are so many negative connotations that go along with having an abortion, it becomes a very significant factor of social corruption. There are different types of abortion, therapeutic abortion, when the mother’s health would be at risk if the pregnancy was continued; elective abortion, when the woman decides not continue a pregnancy for whichever reason; abortion pill, which can terminate a pregnancy up to 9 weeks into it (Planned Parenthood, 2011). Many people feel differently about the different types of abortion and there are laws regarding how far into pregnancy an abortion can be performed. The news and media cover the abortion debates frequently and often help to stir up some of the controversy. It was found by David Shaw, a write for the LA Times-Washington Post Service, that the media often favors pro-choice advocates over pro-life and â€Å"Columns of commentary favoring abortion rights outnumber those opposing abortion by a argin of 2 to 1 on the opinion/editorial pages of most of the nation’s major daily newspapers† (as cited in Wade, 1990). On Yahoo Answers, â€Å"Does the media influence teenagers to get pregnant and to have abortions? † was asked and one of the responders, Ashley, replied that â€Å"†¦it does encourage them to be sexy- which then leads to sex and pregnancy, and sometimes abortions. But the media is only partly to blame; the main problem is the attitude of today’s s ociety (2009)†. It is easy to research and find distasteful images and photographs from pro-life sites. The ultimate goal is generally to convince a woman out of an abortion or to make people feel that abortion is murder. On the Maine Vitae site, mainerighttolife. com, there is a link to â€Å"Issues†. If you then click on a sub link called â€Å"The Ugly Reality†, there are 9 pictures of aborted fetuses from 8 weeks to 24 weeks gestational age (2010). It is relatively easy to find pro-choice images online, with a lot of the images including children and woman stating that they are pro-choice. A major issue for most people is the idea of abortion as contraception. The Centers for Disease Control released a statement on November 27, 2009, â€Å"Women should use contraceptives, not abortion, to prevent unwanted pregnancies. A Centers for Disease Control and Prevention (CDC) study showed that 19-25% of women who received abortions in 2006 had previously had one or more abortions† (2009). Religions often have an opinion that they provide as public knowledge on the abortion debate. In the bible, the sixth commandment is â€Å"Thou shalt not kill (Exodus 20:13, King James Version)†. The commandment is often used to explain why people believe that abortion is considered murder. Traditional Buddhism teaches that life begins at conception and the fetus is â€Å"as entitled to the same moral respect as an adult human being (Keown, 2004). In our research we also found medical doctors, citizens and psychologists that are against abortion. Henry Sigerist gave his interpretation of the Hippocratic Oath’s opinion on abortion; â€Å"The original text of the Hippocratic Oath, the oath that doctors traditionally take when swearing to practice medicine ethically, forbids abortions. One section of the oath reads: â€Å"I will not give a woman a pessary to cause an abortion. † The modern version of the Hippocratic Oath written in 1964 by Louis Lasagna also forbids abortion in its line, â€Å"Above all, I must not play at God† (1996). With his interpretation of the Hippocratic Oath, Henry Sigerist, shows that people can form different interpretations from the same information. David C. Reardon, PhD, et al. also found that women who aborted were 154% more likely to commit suicide than women who carried to term (2002).

Left Brain vs Right Brain: Implications of Learning Essay

A left-brain dominant person’s attributes are different than that of a right-brained person. This difference causes these two groups to have different learning styles. A left-brain dominant tends to be better at spelling and math. This is because this person can see all of the pieces. A right- brain dominant person tends be better at writing, biology, and other hands on subjects. A left-brain dominant person can understand lectures. A right-brain dominant person does better at hand on activities. It is important for him to discover and use the learning style that helps them to succeed academically. Antisocial is thought to be caused by brain dominance. The only way to overcome being antisocial is by the person going out and making themselves uncomfortable. Left Brain vs. Right Brain: Implications of Learning For a student to learn effectively, he must not only understand which learning style is the best for him, but he must understand the attributes his brain dominance plays. Left-brain dominant students are normally more successful with subjects such as math and science. A right-brain dominant student is more likely to succeed in subjects like shop, biology, and other hands-on classes. This is because brain dominance helps to determine the student’s learning style. To fully understand the left-brain dominant person, the characteristics must first be understood. By understanding all of these characteristics the left-brain dominant person can be fully understand. According to On Purpose Associates (2012) the left-brain dominant person is â€Å"logical, sequential, rational, analytical, objective, and looks at parts† (para. 2). A left-brain dominant person is logical. They tend not to come up with creative ways to fix a problem. The consequence of this is the person is limited in solutions to fix the problem. The person tends not to think outside of the box. This individual’s thoughts are organized. Their mind is like a neat office. Everything in the office is neat and organized. All the files in the office are labeled. The files being organized in the office is the sequential trait. The files are organized in a certain order. The person knows where everything is in the office. The person is rational. This person tends to understand things as they are. It makes since to them since they are logical. The left- brain dominant person is analytic. This person can separate the different pieces to analysis the subject. This dominance can be objective. They can relate objects together to understand the entire picture. Templeton (2013) found that â€Å"In writing, it is the left-brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to coherence and meaning that is, your right brain tells you it ‘feels right’† (para. 6). A left-brain dominant person has more trouble writing. This is because the individual has trouble capturing the meaning of what the person wants to say within his statement. The person may start his argument but may not finish it. This is due to the lack of being able to capture what is intended because of meaning. Templeton (2013) indicates that a left-brain dominant person is more likely to be a better speller. Math problems will be easier for this person. The left-brain dominant person can do a math problem in order understanding how to get to the answer. Science classes are generally easier, because the person can work out the experiment piece by piece (para. 3, 5, & 6). This helps him to make it to the end state easier. The right-brain dominant person according to On Purpose Associates (2012) is â€Å"random, intuitive, holistic, synthesizing, subjective, looks at wholes† (para. 2). A right-brain dominant person is random. There is no plan or objective. The person goes randomly from one task to another. The person does not keep an organized schedule. A right-brain dominant person is creative. This person can look outside of the box for solutions for a problem. A left-brain dominant person is less likely to do this. This person does not break things down to analysis the different parts. The person only sees the big picture. The right-brain dominant person lets others push him around. He sees things as they are and does not challenge them. A right-brain dominant person sees everything as a whole. The person only sees the endpoint. He may not understand anything in-between. Templeton (2013) suggests that a right-brain person is less likely to be able to learn effectively from a lecture (para. 2). Most lectures do not come to the conclusion until the very end. The reason is because one of the traits of a right-brain dominant person is seeing everything as a whole. A lecture can be difficult for him to comprehend. The student starts with the answer working backwards. Templeton (2013) suggests that right-brain dominant students will succeed in classes that are hands-on (para. 5). Classes such as biology, carpentry, mechanics, and shop are all examples of classes where right-brain dominant students will learn effectively. Right- brain dominant students will also be successful in writing papers. This clearly shows that the student’s brain dominance is a factor when a learning style is concerned. â€Å"Each student processes and absorbs new information in a different way. Identifying learning styles and teaching those learning styles can increase academic achievement and improve attitudes towards learning† (Green, 1999, p. 684). Each student needs to determine what his best leaning style is. The learning style determines how well and how fast they can retain the information. Adjustments can be made to improve the student’s learning ability. Bransford, Brown, and Cocking (1999) suggests that different methods can be used in subjects such as math for the student to better understand the subject (p. 169). In math models can be used to explain the equation and the steps to get the answer. For lectures teachers can provide background information prior to the presentation. This will help some students work backwards to be able to see the conclusion. Left-brain dominant students practicing writing, will experience an increase in their writing ability. Pfabigan, Alexopoulos, and Sailer (n. d. ) suggest that it is possible that a person’s dominant side of the brain can cause them to be antisocial, but is not likely. The results from the study are too close for the right and left hemisphere of the brain, to determine that antisocialism is from brain dominance (para. 12). It’s more likely that antisocialism is genetic, not from brain dominance. Being antisocial can be compared to a fear. The only way of overcoming a fear is be doing it. For someone that is antisocial the best thing to do is go out and overcome it. That person should talk to the stranger in line at the grocery store. When on vacation the person should talk to strangers. The person should put themself out there. In conclusion left and right-brain dominance can affect the way someone learns. Someone who is left-brain dominant is more logical. Their thoughts and brain process is neat and organized. The left-brain dominant person is more likely to have problems writing. This can be overcome like any weakness. The right-brain dominant person is creative. He can look outside of the situation to solve the problem. He is not driven primarily by logic. The right- brain dominant person may have problems following lectures. The lecture may lose the student’s interest. He is a hands- on learner. He needs to be part of a demonstration, or do things with his hands to fully understand concepts. A class such as biology that is mostly hands on activities is a better class for someone who is right-brain dominant. The best way to learn is for the student to know his learning style and use it. Antisocial individuals is more and likely genetic. The student can overcome this challenge. The student will have to work at it, but like anything else this can change. References Bransford, J. ; Brown, L. ; & Cocking R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D. C. : National Academic Press. Retrieved from http://site. ebrary. com/lib/apus/docDetail. action? docID=10038789 Green, F. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. Education, 119(4), 682-687. Doi: 196424120 On Purpose Associates. (2012). Right Brain vs. Left Brain. Funderstanding. com Retrieved June 8, 2013, from http://www. funderstanding. com/brain/right-brain-vs-left-brain/

Steps to Improve Your Test-Taking Experience

When taking tests it is very important for you to know and understand first, the different kinds of test questions you may encounter and second, how you can help maximize your potential of doing much better by knowing a few simple skills to help you master whatever test you may be faced with. The three most common different kinds of tests include but aren't limited to; matching, multiple choice and essay tests. In the next few body paragraphs you will learn simple skills that will help you understand how to master each test as well as other general information that can assist you when taking any kind of test. During any test, first and foremost you must read the directions very careful. The biggest way to eliminate making careless errors is to fully understand what the questions are asking and to follow all instructions. We will first discuss matching tests and the skills needed to take them. During matching portions of tests it is very easy for a student to become discouraged and distracted because of the level of knowledge it seems to take to answer these test questions. One good thing to remember about matching questions however is that most matching questions are usually broken up sentences, so paying close attention to grammatical clues is key. Also being aware that in most cases a long question is not paired with a long answer. In most cases if the question is long, the answer is short and vice versa. One final helpful hint during matching portions of tests is marking out used answers, this is helpful in eliminating redundancy unless the directions specifically say some answers may be use more than once. Second are multiple choice tests. Multiple choice tests are most common in college courses and require a lot of attention to ensure getting a good grade. Again first, read all directions. If you are unsure about what the test is asking, ask for clarification from the instructor. A good way to begin taking a multiple choice test is to read all of the questions before attempting to answer any questions. Reading through the questions once is a good way to get your mind active and ready to analyze and dissect each question. Once you've read through the questions you are ready to re read the test questions and this time reading all possible answers for each question. Without reading each possible answer and choosing an answer before you know of all that are possible, you are setting yourself up to miss the opportunity to find an answer that may be better than the one you've chosen. When rereading test questions and reading all possible answers it's a good confidence booster to mark â€Å"sure thing† answers first. When you are confidently answering questions you know are true, you are more likely to have more confidence venturing onto questions you may not be sure of yet. After you've marked all of your â€Å"sure thing† answers, you may need to reread the questions and answers a second or third time to review of any questions you may now know the answers to now that you've cycled back once or twice. Only after you've marked all of your â€Å"sure thing† answers will you begin to have to look for clues to answer the remaining questions you are still unsure of. Paying attention to grammatical cues help in many cases as well as divided context (multiple choice questions that may require you to finish a sentence) or differing formats (multiple choice questions that may ask you to identify something that is NOT true, or questions that contain double negatives to confuse the test taker). In cases when you are not sure of an answer and there is an option for â€Å"all of the above†, it is your safest bet to chose this answer. Also when dealing with numbers, such as percentages in statistics, it is usually wise when in doubt to chose the middle term as a possible answer. If you are still unsure of your answer begin by discarding obviously wrong answers first and eliminate answers from there. The third, final and probably hardest test to master is the essay test. Reading and understanding all directions and guidelines is essential, especially in essay tests. In most cases when you first begin an essay test you have many ideas floating around including important facts and/ or possible ideas you want to express in your essay, because essay tests require your undivided attention it's always a good idea to jot down potential ideas you may have so you won't forget them and your mind is free of unnecessary clutter. It's always best to start with the easiest questions first to gain momentum in your test and to jump start your creative thinking process. An important aspect of essay tests is the time limit you are given, It's easy to lose rack of time however not getting you whole essay done or expressing your important points in your essay may be detrimental to the grade of your essay. A good way to ensure you have time to spare is pacing yourself. Another way is to disregard your introduction and/ or conclusion paragraphs a d jump right into the point(s) you are trying to make. Use solid evidence to support your arguments/points and try to avoid personal opinions in you essay. In any kind of test situations, may it be from the ones reviewed above or another, some tips are helpful in every test situation. Making sure your name is on your test may seem like a juvenile point to make but it also shouldn't be the reason for you test to be thrown out or given a failing grade. Understanding an reading all directions is a point that can never be stressed enough as well as understanding the nature of each type of question that is being asked. Starting with the easiest questions and working your way to the hardest is a good way to manage time as well as give yourself the extra boost of confidence needed to shake off the jitters during a test. Never second guess yourself unless you are absolutely sure your second answer is right. Many times when you second guess your first instinct it is out of fear of your test not â€Å"looking right† or out of test anxiety causing you to over analyze your answers. Get clarification if you are unsure about something but be sure to only ask your instructor for clarification, speaking with a classmate can be seen as cheating. Pace yourself to avoid careless mistakes and if you have extra time, use it to double check your answers. By following all of these steps you are sure to have a much more pleasant and relaxing test taking experience.

Land law assignment Essay Example | Topics and Well Written Essays - 2000 words

Land law assignment - Essay Example Restrictive covenants only exist where there is a negative duty on the owner of the covenanted land5. In this instance the duty is a negative duty6 as the restrictions applied by the covenant state that no work can be carried out on the pigs cannot be kept on the land and not to use the land for any form of business In order for a restrictive covenant to be binding on successive owners of the land the covenant must be recorded on the register as a minor interest. If the covenant is not recorded in this way then the new purchasers take the property free of all the agreed covenants7. Baroness Whinge could assert that the benefit of the restrictive covenant has passed to her land and that she intends to enforce this covenant. It is important to note that covenants are only binding between the parties to the contract and cannot bind third parties8. This would mean that the covenant between Baroness Whinge and Lord Stubborn. If the wording of the covenant includes their successors-in-title9 the implication of this is that the original parties have promised that all future owners will observe the covenants. When Lord Stubborn started using the land in this way Michael would effectively be held to be in breach of the covenant10. Michael could ensure that the covenants are kept by successive owners by getting a covenant from them to indemnify him against any liability he might incur if the covenants are breached. Section 78 of the Law of Property Act 1925 entitles the new owners to claim for breaches against any successors-in-title if it can be established that the benefit of the covenant has become part of the land. The claims would not be against the new owners but the original parties to the covenant unless a covenant had been made between the original parties and the new owners11. As Lord Stubborn was not made aware of the covenants it

The Value of Digital Privacy in an Information Technology Age Research Paper - 1

The Value of Digital Privacy in an Information Technology Age - Research Paper Example Netizens, a term coined for active users of the Internet (Netizen), are complaining about how websites make private information such as their names, phone numbers, addresses, etc. available to the public. The issue of privacy over the Internet has become very serious that lawmakers have been forced to create regulations to safeguard users (Lyons, 2012) against websites that provide access to an individual’s private information. Search Engines for Citizens’ Private Data Intelius.com is a search engine that specializes on people searches. On the website, a researcher can choose to look up an individual through several ways. There are links to search via email, social networking sites, property records and the basic people search which yields the person’s relatives, age and the various cities and states in the USA the individual may have resided in. Getting a report would require a fee. Supposedly, the report would contain â€Å"some or all† of the data such as the person’s full name, age and date of birth, phone numbers, aliases, relatives, email address(es), property records, marriage & divorce, lawsuits, criminal records, and so on. For people search and background check services, Intelius supposedly provides a researcher his money’s worth because of the accuracy of its reports. ... These have corresponding fees. Prices are from $2.45, $19.95 and $39.95. The most expensive report includes a State Criminal Search, Properties, Enhanced Relatives, Associates Plus and Marriages/Divorces. As with Intelius, the number of items listed in each report is not guaranteed. Zaba Search is one of the many people search engines on the Internet. Once the first and last names are entered, the user can search all the 50 states in America or a specific state. The results include the person complete address and phone number, including a marker on Google map for the user’s reference. Zaba also offers reverse phone lookup, background checks and searching via phone numbers. Curiously, when the results appear, an advertisement by US Search shows with the same person’s name, age and the cities and states the person has lived in. Advantages and Disadvantages of Public Access Public access to private information can bring about positive and negative outcomes to the researche r and the topic of the research. Although public access does help researchers find more information for social or educational purposes, these information may not be current. Having a citizen’s private data available on the Internet makes the person an easy victim of identity theft or other related crimes. Nevertheless, it also makes it possible for long-lost friends and family to get in touch with the person. For the person being researched, there are a couple of reasons public access can be bad. One is identity theft which has become a significant offense in the United States with around 10,000 groups involved in the activity. (White, 2012) There are several ways to commit identity theft and all of these require personal information such