Lord of the Flies and Animal Farm Comparison - 1531 Words

These two books, despite the vastly different themes and story lines, both display similar meanings. Orwells story tells of farmyard disorder and the fatal lives of a group of farmyard animals. It is just as politically minded as Goldings tale of a life or death situation for a group of boys stranded on an island left with the supposed task of installing democracy into their new lives. The two books display themes of a slightly similar nature. They both focus on certain points, they both revolve around vague diplomacy, and democracy and sovereignty and both shed an eye opening, frightening light on drastic realities like in ‘Animal Farm where executions went on repeatedly. They show that the world that we live in is†¦show more content†¦Ã‚‘He whispered They used to call me ‘Piggy! Ralph shrieked with laughter. Squealer, however, learns to use his brains to manipulate the rest of the animals, who are perhaps not as clever as him. His ‘complex tales and s tories are used to deceive his fellow comrades, and without him you wonder if Napoleons power would be upheld, or even seized in the first place. In more than one instances Squealer twists the truth, to sect both his and his leaders means. Now when Squealer described the scene so graphically, it seemed to the animals that they did remember it. This is similar to the time when Jack uses the imagery of the ‘Beast to win the other boys obedience. Squealers persuasive character provides him any easy opportunity to turn a lie into a supposed truth. Piggy, however, fails to show this ability, and this is proved when he fails to uphold Ralphs leadership over the other boys. Piggy fails to take advantage of his obviously smart mind. The language used in both books has to be vastly different to allow the stories to be effective. In Animal Farm, the story line of a group of animals running a farm means that in order for this to be justifiable, the animals have to be very clever an d adult. The animals, particularly the ones like Napoleon, display great knowledge, and in some cases, common sense and ethics. They understand about propaganda knowing they must send out more and more pigeons to stir up aShow MoreRelatedThe Comparison of Themes Between Lord of the Flies and Animal Farm 2291 Words   |  10 PagesThe Comparison of Themes between Lord of the Flies and Animal Farm The author of Animal Farm, Orwell, tells a story of a farmyard tragedy and the deadly lives of a group of animals. Due to the disappearance of humans, Napoleon abuses his power and gradually transforms into a human. Orwell also used animals to clarify that humans are corrupted due to power. The author of Lord of the Flies, Golding, shows a similar story where it is about life and death situation for a group of lost boys on a islandRead MoreLord Of The Flies, And Animal Farm, By George Orwell1076 Words   |  5 PagesComparison Essay In the world we tend to think that there are good individuals and there are bad individuals, but in Lord of the Flies, by William Golding, and Animal Farm, by George Orwell, it is proven that even the purest of individuals have evil within them. Orwell and Golding take children and animals, two kinds of individuals that are supposed to be sweet, honest and good, and turn them into crazy, sadistic, corrupted members of society. 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Since they were uneducated and unsophisticated, peasants were stuck doing farm labor and working other jobs. Even though it seems peasants had it the worst during the Middle Ages, they were a necessity for society. Without peasants, there would be noRead MoreWitchcraft in Contemporary African Society Essays2502 Words   |  11 Pagesone way of dominating mystical powers. Mbiti states, The witch/sorcerer usually inflicts harm on personal belongings like hair or clothes in a ritual. Charms may be dug in the ground. Passing over them bewitches the person. Witches also can send animals, seeing or touching them causes a disease or misfortune. Or their spirits visit the victim during the night and â€Å"eat† the soul. If there are tensions in between families of a clan or within a family, witchcraft might be used out of greed or revengeRead MoreEl Chupacabra: Legend or Beast4916 Words   |  20 Pagesstories about a strange, blood-sucking, goat-eating dog-like monster appear in many scholarly articles, journals, and books causing mass hysteria. With several misconceptions, witnesses believe the Chupacabra preyed on and mutilated goats and other farm animals. Articles, journals, books, and people’s stories have often compared and described the Chupacabra as a vampire from outer space. Without proper research and knowledge, people draw conclusions of such c reatures, but in time came to find such misconceptionsRead MoreAmerican Literature11652 Words   |  47 Pagesthey are not always (see below). Figurative Language Figurative language involves a comparison between two things--a literal term, or the thing being compared, and a figurative term, or the thing to which the literal term is being compared. As Perrine states, figurative language is a way of describing an ordinary thing in an un-ordinary way. Simile A simile is an explicit, or clear and direct, comparison between two things that are basically unalike using dead-giveaway words such as likeRead MoreModern English Literature3556 Words   |  15 PagesCHARACTERISTICS OF MODERN ENGLISH LITERATURE * Formal/Stylistic characteristics Juxtaposition,  irony, comparisons, and  satire  are important elements found in modernist writing. Modernist authors use  impressionism  and other devices to emphasize the subjectivity of reality, and they see omniscient narration and fixed narrative points of view as providing a false sense of objectivity.  They also employ discontinuous narratives and fragmented plot structures.]Modernist works are also often reflexiveRead MoreFigurative Language and the Canterbury Tales13472 Words   |  54 Pages It serves to please the ear and bind verses together, to make lines more memorable, and for humorous effect. †¢ Already American vessels had been searched, seized, and sunk. -John F. Kennedy †¢ I should like to hear him fly with the high fields/ And wake to the farm forever fled from the childless land. -Dylan Thomas, â€Å"Fern Hill† 3. allusion: A casual reference in literature to a person, place, event, or another passage of literature, often without explicit identification. Allusions can originateRead MoreIgbo Dictionary129408 Words   |  518 Pagesl in words like á » ¥nà ²Ã¯â‚¬ ¤ rather than h in words like ará » ¥ rather than -la in the perfect form rather than -rA in the neutral form market water house body With these differences, of course, go a host of lexical differences. It is hoped that comparison with other dialects will bring these to light. At the same time, it should be realized that not all the words included here are pure Onitsha. Thus ogà ¨ is a more typically Onitsha word than mÌ€ gbà ¨ for time; yet mÌ€ gbà ¨ is known - and 8 There

Martin Luther the Reformer Free Essays

Commonly referred to as, â€Å"The Father of Protestantism† (Funk and Wagnalls 337), â€Å"Martin Luther was born into a world dominated by the Catholic Church† (www. pbs. org). We will write a custom essay sample on Martin Luther: the Reformer or any similar topic only for you Order Now â€Å"Luther had no intention of opposing the authority of Rome† (Funk and Wagnalls 336) but God had other plans. Martin Luther, who â€Å"was named after St Martin† (www. pbs. org) was born on November 10th, 1483 (Thulin 11). Mansfeld was his hometown, although he was born in Eisleben (Thulin 11). His parents moved to Mansfeld, to improve his father’s job prospect, in 1484 right after Luther’s birth (Thulin 12). After moving to Mansfeld, Luther’s father, Hans, became a miner (Thulin 11). â€Å"By 1491 the Luthers were one of the most respected families in Mansfeld† (www. pbs. org). Luther himself stayed in Mansfeld until 1496 (Thulin 12). Luther came from a family of peasants, (Thulin 11) his â€Å"parents were simple folk† (Erikson 54) and are described as â€Å"a pair of hardworking and pious Germans† (www. pbs. org). Martin’s father was the son of a farmer and â€Å"ruled his son with an iron fist† (www. pbs. org). In fact, Luther said â€Å"My father once whipped me so hard I ran away – I hated him until he finally managed to win me back† (www. bs. org). His mother, Margaret Luther, (Thulin 11) â€Å"came from a small but very well-off family† (www. pbs. org). Margaret is also described as â€Å"a harsh disciplinarian† (www. pbs. org). Luther said on the subject of parents, â€Å"When God wants to speak with us, he do es not avail himself of an angel but of parents† (www. pbs. org). Luther’s parents had high hopes for their first son (www. pbs. org). They wanted him to become a lawyer because his father thought that â€Å"a man of Martin’s gifts trained in the law would rise even higher in the social scale† (Green 34). Luther â€Å"resented his father’s attempt to dominate his life and to push him into a career which he had selected for him† (Green 35), but he complied with his parents’ wishes (www. pbs. org). When Luther, out of terror, made a vow to become a monk his father was completely devastated (Bainton 21, www. pbs. org). In fact, â€Å"He did not tell his father of his final decision until he was behind the friary walls† (Green 35). Luther was educated in the schools of Eisenach and Magdeburg and in 1501, at the age of 17, he entered the University of Erfurt (Funk and Wagnalls 335, Erikson 24). Luther received his master’s degree at 21, in 1505 (Erikson 24). Years later in 1512, at 28, he â€Å"became a doctor of theology† (Erikson 24). That same year he was made professor of Biblical Literature and the year after he became a priest he became â€Å"a lecturer at the University of Wittenberg† (Funk and Wagnalls 335). On July 2nd of 1505 Luther experienced an event that would change his life forever (Thulin 16). â€Å"†¦ caught in a thunderstorm, terrified by the possibility of imminent death†¦ † (www. pbs. org) he cried out to St. Anne for help and vowed to become a monk (Bainton 21). Later that same year, at the age of 23, he entered the monastery (Erikson 24). Luther, in the summer of 1506, â€Å"became a fully-professed friar† (Green 37) and he celebrated his first mass in the Augustinian monastery in 1507 (Thulin 17). Although his Father did not approve of him becoming a monk, Hans went to great expense to make this occasion a festive day (Thulin 17). Luther was a devout monk for 20 years (Thulin 17, Simon 3). â€Å"As young monk Luther was obsessed with atoning for his sins† (www. pbs. org. com). He lived a holy life in the monastery, embracing â€Å"the rules of his order with unstinted zeal† (Green 37). From 1512 to 1513 Luther, spiritually uneasy, moved theologically away from orthodox teaching† (Green 45). He became â€Å"increasingly doubtful that the Church can actually offer him salvation at all† this is when he discovers that only â€Å"his own individual faith will guarantee his salvation† (www. pbs. org). Lut her â€Å"turns on the Church, attacking its practice of selling indulgences† (www. pbs. org). â€Å"It was his deliberate intention to prove that the doctrine of indulgences contravened the teaching of the Gospel† (Green 59). Although he â€Å"had no intention of†¦ ausing a schism in the church† (Funk and Wagnalls 336), â€Å"Luther had†¦ very little idea of where his criticisms were likely to lead him† (Green 59). He attacked the selling of indulgences in the 95 theses, which he nailed â€Å"to the door of the castle church in Wittenberg† in 1517 at the age of 32 (www. pbs. org, Funk and Wagnalls 336, Erikson 24). This action is regarded as the beginning of the Protestant Reformation (Funk and Wagnalls 336). In April of 1523, nine nuns arrived in Wittenberg (Thulin 85). They had escaped from a nunnery in empty fish barrels to take refuge in Wittenberg (www. bs. org). â€Å"Luther felt responsible to find for them all homes, husbands, o r positions of some sort† (Bainton 287). The last nun he placed was one named Katherine von Bora (Bainton 287). Hans had a great desire for Luther to â€Å"pass on the name† and it was suggested that Luther should marry Katherine when he had trouble placing her, but he did not take this suggestion seriously (Bainton 288). But just two years after her arrival, in May of 1525, Luther said that he wanted to marry Katherine before his death (Bainton 288). So, â€Å"†¦ choing a trend across Europe as former nuns and monks married†¦ † (www. pbs. org), Martin Luther and Katherine von Bora were married on June 13th, 1525 (Thulin 95). At 42, Luther â€Å"was beyond the customary age for marriage† and â€Å"Katherine was 16 years younger than† her husband at a youthful 26 (www. pbs. org, Bainton 288). Luther said, â€Å"There is no more lovely, friendly, and charming relationship, communion, or company than a good marriage† (www. pbs. org). H e also thought that â€Å"the man is the head of the wife because he was created first† (Bainton 299). Katherine von Bora was born in 1499 and her mother died soon after her birth (www. pbs. org, Bainton 291). Her father entered her into â€Å"the convent school of the Benedictine order† in 1504 and in 1508 she entered into the convent of Nimbschen (www. pbs. org). Just a few years later, in 1515 she took her vows (www. pbs. org). It was quite a task for Katherine to take care of Luther, considering he was often sick (Bainton 292, 293). After a while, Katherine became quite the doctor, in fact, the Luther household became the hospital of Wittenberg during times of epidemic (Simon 335). Luther said, â€Å"There is a lot to get used to in the first year of marriage† (Bainton 290); this is probably because Katherine took over the Luther household (www. pbs. org). â€Å"It is said that Dr. Luther did not have a clue how to run a household†, this is when Katherine stepped in and took over the household expenses (www. pbs. org). Since neither Katherine nor Luther had any money when they married (Bainton 291), and Luther wasn’t given a wage (www. pbs. org), to provide for the family, â€Å"In 1526 he installed a lathe, and learned woodworking† (Bainton 291). He â€Å"also housed students in his home to help the† family finances (www. pbs. org). On October 21, 1525 when Luther told a friend that Katherine was pregnant he said she was fulfilling the verse Genesis 1:28 (Bainton 293). Katherine bore six children in eight years, 3 boys and 3 girls (Bainton 291, 293 Simon 334). Martin and Katherine’s first child was a son, called Hans, born on June 7, 1526 (Bainton 293). A daughter, Elizabeth Luther was born on December 10, 1527, but on August 3rd of the next year, Elizabeth Luther died (Bainton 293, Thulin 103). On December 17, 1529 Magdalena Luther was born and nearly two years later Katherine gave birth to a son, who was named Martin Luther on November 9, 1531 (Bainton 293). Next was another son, Paul Luther on January 28, 1533, who later became a doctor, and finally Margaretha Luther was born to Martin and Katherine on December 17, 1534 (Bainton 292, 293). Sadly, on September 20th Martin Luther held Magdalena, his 14 year-old daughter, in his arms as she died (Bainton 304, Thulin 122). Life in the Luther house might have been somewhat hectic considering the â€Å"Luthers brought up four orphaned children from among relatives† (Bainton 294). Luther thought that â€Å"Children are subject to parents and especially to the father† (Bainton 299). Luther and Katherine are described as diligent parents, their children were well-disciplined, but in a loving way (www. pbs. org). â€Å"Luther doted on his large family† and although the house was always full â€Å"Their home was noted for its liveliness and its happiness† (www. pbs. org). Luther battled his whole life against depression (Bainton 362). â€Å"This man who so undergirded others with faith had for himself a perpetual battle for faith† (Bainton 359). â€Å"Luther felt that his depressions were necessary† (Bainton 362). These depressions were always about the same thing, the â€Å"loss of faith that God† was good to him, but Luther’s greatest problem came from how he should overcome his depressions (Bainton 361). He once said that â€Å"during the first year in the monastery the Devil is very quiet† this was not true later in Luther’s life (Bainton 37). Luther said, â€Å"When I go to bed, the Devil is always waiting for me† and he would even have direct encounters with the Devil himself (Bainton 362). Luther had a great enthusiasm for music (Bainton 340). â€Å"His interest in the arts was unusual among the reformers† (Funk and Wagnalls 337). He was â€Å"An accomplished Lute player† and he brought out a hymnbook in 1524 (www. pbs. org, Bainton 345). Luther’s most well known hymn is â€Å"A Mighty Fortress† which he wrote in the year of his deepest depression (Bainton 370). On February 14th, a few days before his death, Luther wrote his last letter to his wife (Thulin 127). He died later that month in the year 1546 at Eisleben and â€Å"was buried in the Castle Church of Wittenberg† (Thulin 128, Funk and Wagnalls 337). Luther never intended to become the Reformer for which he is remembered, in fact â€Å"Few people had heard of Martin Luther before he posted the 95 theses to the door of the Castle Church† (Green 9). He opposed the Catholic Church, â€Å"the most powerful institution of the day† (www. pbs. org), and is known as one of, if not, the most influential people in the history of the Christian Church. Works Cited Bainton, Roland H. Here I Stand: A Life Of Martin Luther. Abingdon-Cokesbury Press: New York. 1950 Erikson, Erik H.. Young Man Luther: A Study in Psychoanalysis and History. W. W. Norton Company Inc. : New York. 1962 Green, V. H. H.. Luther and the Reformation. B. T. Batsford LTD. : London. 1964 http://www. pbs. org 2003 Devillier Donegan Enterprises. February 1, 2009 [http://www. pbs. org/empires/martinluther/about_driv. html] http://www. pbs. org 2003 Devillier Donegan Enterprises. February 1, 2009 [http://www. pbs. org/empires/martinluther/char_parents. html] http://www. pbs. rg 2003 Devillier Donegan Enterprises. February 1, 2009 [http://www. pbs. org/empires/martinluther/char_wife. html] http://www. pbs. org 2003 Devillier Donegan Enterprises. February 1, 2009 [http://www. pbs. org/empires/martinluther/cheats. html] â€Å"LUTHER, Martin† Funk Wagnalls New Encyclopedia. Funk and Wagnalls, Inc. : New York 1979 Simon, Edith. Luther Alive: Martin Luther and the Making of the Reformation. Doub leday Company, INC. : New York. 1968 Thulin, Oskar. A Life Of Luther: Told in Pictures and Narrative by the Reformer and His Contemporaries. Fortress Press: Philadelphia. 1966 How to cite Martin Luther: the Reformer, Papers

Cheating in School free essay sample

â€Å"Absolutely no cheating will be tolerated in this class.† This phrase (and variations of this phrase) is well known to students; the phrase appears in bold, italicized, or underlined font in almost every high school class syllabus. Cheating is generally frowned upon, whether it be cheating in a game of cards, or â€Å"cheating through college.† The definition of cheating is clearly a broad one. Cheating is defined on Wikipedia as â€Å"an immoral way of achieving a goal† which is â€Å"generally used for the breaking of rules to gain unfair advantage in a competitive situation.† By default, this definition of cheating already includes many instances of cheating, such as cheating in sports, games, relationships, and academia. Academic cheating can include cheating on exams, plagiarism of essays, or cheating on homework. These are the forms of cheating that are intolerable in classes, according to syllabi. All throughout high school, I never understood why cheating on homework was made into such a significant issue. After all, homework assignments aren’t an accurate representation of the knowledge of a student; exams, on the other hand, are the true test of knowledge. Every day, I would notice students around me cheat on homework. Someone would ask a classmate to copy a physics worksheet, while another would be frantically copying math homework before the start of class. I would constantly see students using Yahoo! Answers and Chegg to find answers to homework assignments. Cheating on homework assignments seemed to be the norm. Yet, cheating on assignments was often discouraged by many teachers. One day, a friend and I were discussing this very topic. He informed me that one of his teachers caught two students cheating on an assignment. Apparently, the worksheets of the students were so similar there was no doubt that one student copied from the other. The teacher, after realizing this, decided to give her entire class a lecture on â€Å"cheating† on the very next day. She furiously explained that cheating was wrong. She told the class that when she was a student, there was never a time that she cheated; her assignments were her work only. My friend explained to me that he looked around the classroom. He observed the faces of the students as the teacher continued her rant. To him, the class seemed somewhat unresponsive. They were clearly unimpressed with the idea that their teacher had gone through her school years without cheating once. This description of the students in my friend’s English class made me realize that most students don’t have a problem with copying assignments from one another. They don’t see this task as an immoral one. In fact, I haven’t met one person in my life that hasn’t cheated on homework at least once in his/her life. A student has several options when it comes to successfully completing a course and earning a high grade, similar to the options he would have at a buffet. The student could, for example, choose to go to the taco bar. He would need to have the time and patience to create his meal, by carefully assembling the various components of his perfect taco. This student chooses to spend time and effort making sure he fully grasps the purpose of homework assignments. In order words, this student completes homework assignments the way they are meant to be completed: without cheating or copying. However, the student could just as well have picked a doughnut at the buffet. It makes a perfect snack for someone on-the go. This student doesn’t have time at the moment and chooses to copy his assignment from someone else, instead of completing it on his own. The student would most likely get hungry later on, since doughnuts don’t serve as proper meal. In this case, the student must go ba ck to the buffet for seconds, and even thirds. Students that don’t spend the time doing assignments when they are assigned have to pay the price later on. They must learn the material through different methods (i.e. watching YouTube tutorial/educational videos), since they couldn’t devote the time to completing homework properly. In other words, students can still learn and comprehend the material of a class, without having to complete homework assignments. After the student has eaten, the student must have the long-awaited dessert. The happiness he receives from the dessert depends on his happiness he receives from his meal. If the student is satisfied and happy with his meal, he will look forward to the dessert. On the other hand, if the student is unsatisfied (i.e. he hasn’t eaten enough), then he won’t be able to fully enjoy the dessert; he will be thinking about the food that he didn’t get to eat at the buffet. Similarly, the happiness a stude nt receives from the end result of a final examination is determined by his satisfaction with the amount of time and effort he spent preparing for the examination. It’s easy to see that there isn’t one correct option when it comes to dining at a buffet, or doing assignments. The purpose of the student is to eat enough so that he is satisfied with his meal; a student could learn through homework assignments now, or the student could learn through other methods later. The only thing that matters is that the student honestly completes his exam. Homework assignments have one and only one real purpose: to prepare students for exams. All students don’t learn the same way, but homework assignments force students to learn in a certain way. Some students might find the assignments to be useful and practical, while others may see them as more of a hassle. Since assignments are generally a significant part of the overall grade, students have no choice but to complete them, through one way or another. Forcing everyone to learn a certain way is like forcing people to choose the same food item at a buffet (a slice of pizza, perhaps). Th e pizza may be suitable for those who genuinely enjoy pizza, but it’s not a good option for those that are dieting or have food restrictions due to health issues. I’ve had several classes in which homework assignments aren’t required. In my Organic Chemistry class, there are dozens of practice problems that are posted online. Although we are technically given a grade for these problems, we aren’t required to complete the problems correctly. The problems serve to aid those that feel that practice problems are essential to understanding concepts and doing well on examinations. This system allows students to prepare for exams the way in which they are most comfortable; students that don’t find the homework to be useful can choose to not complete the homework. At this point, one might still argue that cheating on homework assignments is unjustified. One might believe that cheaters shouldn’t receive the same grade as those that actually complete assignments honestly. Although this is true, this ideology is the result of a flawed education system. In American schools, homework is overemphasized. As a result, students receive too much homework that is more of time-waste than anything else. In other countries in the world, such as India, homework is almost nonexistent in high school. The only thing that is emphasized is exams. More time is spent preparing students for exams than assigning homework assignments that really don’t serve a purpose. Since students in India aren’t given homework, they have more time to spend preparing for exams. While some may choose to complete problems from a math textbook for example, they aren’t forced to do so. In essence, the only thing that should matter is that students learn; ult imately, that is the only purpose of school. All in all, cheating on homework assignments shouldnt really be any issue, because the actual tests of knowledge are, of course, tests.

Jacksonian Presidency Essays - Second Party System, Democracy

Jacksonian Presidency Jacksonian Presidency Summary Despite the looming effects of the Jacksonian presidency, the following only discusses the actions and results, which occurred during the Jacksonian presidency. The activation of a new presidency was accompanied by huge numbers of Hickoryites (Jacksonian supporters) and official hopefuls. Many of these hopefuls were granted their desire of holding office, which is one of the changes brought into Washington by Andrew Jackson. The major accomplishments of Jackson during his presidency pertain to his rural upbrining and democratic beliefs. Jackson's major accomplishments were his nationalization of the spoils system, his liberal application of Jeffersonian democratic policy, and his achievement of the status of president. Firstly, prior to the presidency of Andrew Jackson, the system of appointing officials was under the ?ideal of holding office during good behavior?, which led to the holding of positions by aged and incapable politicians. Conversely, Jackson appointed officials from al l walks of life to promote the equality principles of democracy. Jackson also advocated ?rotation in office?, which meant allow as many people serve in office for the shortest possible time for experience was discounted as a governing skill. Although these principles seem to follow the guidelines of democracy they were not entirely responsible and often the appointment of officials did not fall under these jurisdictions. The selection of officials of Jackson was in many cases the return of a financial grant during campaigning. The consideration of ability to govern, intellegence, resposiblity, etc. were ignored in the wake of compensation. Although opposites alike were granted power they were not always for the continuance of democracy. Secondly, Jefferson was the most democratic of any president at that time to come to power. In practically all areas of political application there was the existence of liberal thinking. This was especially aparent in his previously mentioned appiont ment of officials. Jackson considered the roles of officials fairly simple and could and should be carried out by all people not just the members of the socially and intellectually elite. The belief of complete equality is with out a doubt Jeffersonian. Despite this already democratic view Jackson took it one step further and appointed the illiterate and plain incompetant members of society to office. This was from the influence of Jefferson and his rural upbringing in which he was at the social rump of the republic. Lastly, but of equal importance was Jackson's acheivement of president. Jackson was the very first president of the United States to have not attended college. He was completely self taught and self reliant. For someone from the backwaters of Tennessee to become president in a time of rule by the elite of the elite was revolutionary in itself. Under no other circumstances could such a leader or