Development of the Aztec, Akkadian and Hittite Empires

Chris Scarre ( 2013, p.198 ) suggests that the development of imperiums was driven by the desire for security, or for economic addition or by the mere personal aspiration of swayers and elites. To what extent do you hold with this statement? Answer utilizing grounds from, and doing mention to, at least three of the undermentioned imperiums: the Aztec, the Roman, the Chinese, the Akkadian and the Hittite. The purpose of this paper is to find as to whether I agree or disagree with the above statement. In order to find the extent of agreement/disagreement, a scope of goaded forces will be explored environing the imperiums of the Aztecs, the Akkadians and the Hittites. To get down with, the word imperium will be defined to give a unequivocal apprehension and how it fits into the three aforementioned imperiums. Empire is defined as: ‘a group of states or peoples ruled over by an emperor, empress, or other powerful crowned head or authorities: normally a district of greater extent than a land, as the former British Empire, Gallic Empire, Russian Empire, Byzantine Empire, or Roman ‘ . ( Oxford Companion to Archaeology, 2012 ) Evidence of suggested forces behind the constitution of imperiums and their possible death will be used to back up any agreement/disagreement. The first imperium to be covered is the Aztecs, which existed during the late Post-Classic period, and located in the dumbly populated basin of Mexico. The Aztecs came to command big countries of Mesoamerica North of the Gulf of Tehuantepec and were the last of the Chichimec folk to go forth their place at Aztlan by drouth or overaˆ?population which my have been the driving force to the constitution of the imperium. The desire for wealth seem to hold progressed when the Aztecs served as soldier of fortunes through which a series of confederations and rebellions formed, ensuing in growing of wealth and metropoliss. To farther confirm the rise of an imperium, the Aztecs took control of an country of 200 000 square kilometers with a public of about 10 million. This demonstrates the push for growing in set uping a powerful imperium. Having exp lored the development affecting the growing of the Aztec imperium. The societal complexness every bit good as the handiness of historical grounds of stuff remains are found amongst the ruins stating the narrative as it unfolded at the clip. To confirm archeological grounds I shall concentrate on the capital, Tenochtitlan ( C. AD 1325 ) , which grew to be the largest and most complex metropolis in the new universe. Archaeological grounds suggests that much of Tenochtitlan was destroyed in 1521 or subsequently demolished by the colonial Spaniards. It was non until the terminal of the fourteenth century that several twelve warring metropolis provinces existed, one in peculiar which demonstrates the desire for wealth is that of Mexica-Tenocha having a portion of testimonial from combined military triumphs. Further grounds of the desire for power and aspiration by the swayers during the twelvemonth 1519 whereby the mature Aztec imperium dominated some 400 antecedently independent civil o rders through bullying, confederation, and outright conquest. Such procedures of military, wealth, confederation and land size is for me a requirement to the formation of an imperium. The Aztec imperium at the clip showed no marks of failing, was extremely organised, hierarchal and warlike. With the rise of an imperium came its autumn from grace as the imperium proved delicate and did non last the reaching of aggressive European incomers who efficaciously disrupted the top degree of the societal hierarchy and so broke the coercive forces that held the imperium together. ‘The Aztec Empire came to an disconnected terminal on 13 August 1521, when Hernan Cortes and his Spanishconquistadorstook the Aztec capital and its emperor Montechzuma ( Montezuma ) II ‘ (The Aztec Empire: Guggenheim Museum, 2012 ) .Having explored factors impacting a scope of driving forces, I am certain that Scarre has provided a grade of simplification and has non omitted any factors that do non back up the development of imperiums. Not limited to the Aztecs, the rise of imperiums occurred on a planetary footing which brings us on to the second of the imperiums to be discussed which is the Akkadians. The Akkadians were initiated by the swayer Sargon, who was driven by pitiless aspiration through the conquering of the metropolis of Sumer, developing into an enlargement into the universe beyond. It can besides be argued that the Akkadians were besides driven by economic addition through the connexions with the lands of Dilmun, Magan, and Meluhha. Within this desire for economic addition it can be a plausible and a simplified procedure of economic growing and security for the people. Although the imperium was established, the capital, Akkad, has non been located archaeologically. The statement made by Scarre relies on driving forces and taking into history the Akkadian imperium, the readings made through archeological surveies seem to carry through the procedures required in the development of an imperium. Sargon a nd his replacements besides conquered the great city state of Elba, to obtain goods and natural stuffs. The cardinal site of Troy where a great trade of activity was seen from seven consecutive metropoliss, Troy I to Troy VII clearly demonstrates to lift and autumn of an imperium through natural to warfare. The wealth of Troy was apparent when a monolithic cache of about 9000 objects that have become known as the Treasure of Priam connoting power and wealth but fell merely as the Akkadian imperium did. ‘Archaeological grounds has shown that the Akkadian civilisation collapsed suddenly near 4170 Â ± 150 calendar year B.P. , possibly associating to a displacement to more waterless conditions ‘ ( Cullen, 2000 ) . Although records detailing this are rare, the alterations in regional fruitlessness are preserved in next ocean basins. There is besides grounds of volcanic ash sherds which may hold held a direct but temporal nexus between Mesopotamian aridification and societal prostration. With this sudden displacement to a more waterless status within the part, this may hold besides been a lending factor to the autumn of the Akkadian Empire. Not merely did the imperium prostration from environmental factors but besides by occupying forces from the E. Although I tend to hold with the procedures of imperiums lifting and the drive force behind them, it is more hard to confidently support factors imputing to their ruin. The Akkadian imperium is known to hold risen through conquer ing and economic addition but with two changing factors of natural and semisynthetic forces, we can non presume that warfare or environmental factors played a remarkable portion in the prostration of that imperium. I am non convinced that warfare brought down the Akkadian imperium and am non convinced that environmental factors played a exclusive portion in their death. A cardinal site which besides reinforces the desire for wealth and power. Small is known about the following imperium, the Hittites who were lost to history. What we do know are found on clay tablets (Explore/World Cultures: Hittities British Museum, 2013 ) . It was during the periods from approximately 1650/1600 to 1200 BC that the male monarchs of Hattusha ruled an imperium that reached across the wide lands of Anatolia, widening at times even into the North of Syria. ‘They conquered Babylon, and Troy was seemingly one of their vasals. Besides Egypt and Assyria/Babylonia, the Hittites were the 3rd world power of the Ancient Near East ‘ ( The Excavations at Hattusha, 2011 ) The Hittites as with any other imperium established the capital Hattusa which comprised beginnings of both written and archeological grounds, nevertheless, research into this part is still ongoing. As small is known, one thing nevertheless does come into light which surrounds the aspiration of the male monarch. It was Hattusili I who at the clip became the first male monarch to establish a run in Northern Syria. Such a run implies that the king knew of the importance environing the desire to hold entree to the sea and for the take-over of trade paths. It was through this run that the male monarch was driven strictly by economic addition through trade and power. Due to little other grounds, there is small to indicate to any concrete informations on the degrees of societal complexness either through archeological findings. From what grounds we have, there is no indicant of any complexness of growing giving the feeling of simpleness in the constitution of the imperium. Although the prostration of the Hittites is non really clear, grounds does demo devastation and forsaking which occurred around 1200-1185 BC at the terminal of the bronze age. One other indicant points to about 1200 BC when the imperium was overwhelmed by encroachers, the individuality of whom is unsure but who were likely portion of the general motions of people in the period of agitation in the Mediterranean at the clip. To reason, I can see no disagreement in Scarres statement and to the full support and agree that imperiums were and are still driven by power, economic addition, security and personal aspiration. If we take into history the procedures involved, I do non believe that there are any complexness. Social and proficient ability does nevertheless find the advancement of a civilisation but as with any other imperium, the leading determines its stableness and length of service. The greater the leader, the greater the imperium. Archaeological grounds exists sing imperiums through the Roman and Greek ruins foregrounding the desire for wealth and the push for power through warfare. I can flatly state that I agree with the statement in that imperiums do lift and fall as evidenced with the Roman imperium, the British imperium in India and the three listed above and that all are driven by one manner or another even to this twenty-four hours. ( 1588 words ) Bibliography Asher, N. ( 2012 )The Oxford Companion to Archaeology( 2nd Ed ) Available at: hypertext transfer protocol: //dictionary.reference.com/browse/empire? s=t Accessed: 31 January 2014 Cullen H.M. et Al ( 2000 ) A scholarly article on the prostration of the Akkadian imperium from Geology, April 2000, volume 28, no. 4 ; pp.379–382. Available at: hypertext transfer protocol: //leilan.yale.edu/pubs/files/cullen2000.pdf ( Accessed: 1 January 2014 ) Scarre, J. ( Ed. ) ( 2013 )The Human Past: World Prehistory and the Development of Human Societies3rdEdition London: Thames and Hudson, pp. 454, 455, 456, 457 Scarre, J. ( Ed. ) ( 2013 ) The Human Past: World Prehistory and the Development of Human Societies 3rd Edition London: Thames and Hudson, p. 198 The Guggenheim Museum, Exhibitions-The Aztec Empire-Overview Available at: hypertext transfer protocol: //pastexhibitions.guggenheim.org/aztecs/overview.html. ( Accessed 1 January 2014 ) The British Museum, Explore/World Cultures ( 2013 ) [ Hittites ] Available at: hypertext transfer protocol: //www.britishmuseum.org/explore/cultures.aspx ( Accessed 28 December 2013 )The Excavations at Hattusha – A undertaking of the German ArchaeoIogical Institute ( 2011 ) Available at: hypertext transfer protocol: //www.hattuscha.de/English/english1.htm ( Accessed 31 January 2014 )1

Wilderness Bradley Watker

I hobbled as fast as I could across the moor. I didn't look back and I didn't look down – the former because I didn't want to know just how close it was, the latter because I didn't want to see the blood spurting from my foot. It was chasing me. I didn't turn round, but with each limped and painful step I knew it was right behind me, ready to pounce and end any futile hope of survival. It was so near, at my shoulder, on top of me, right through my brain. I could feel its breath pushing against my neck, salivating in hunger. Why didn't it just finish me off? Maybe it wanted me to turn, maybe the moment I looked it would be there. Its red eyes shining into mine, its wide mouth ready to make an aperture of my throat. The temptation to turn was immense. If I turned it would be over, I wouldn't have to run – hobble, limp, stagger – anymore. I heard it growl, ready to pounce. My arms flailed, my mangled foot slipped in a coating of my own blood – but still I ran, still I refused to look back. I kept thinking of survival, thinking there'd be a future, thinking I'd live – and it was with that thin slice of hope that my legs disappeared from under me. I screamed, but it was a sound of surprise rather than pain – and it was lost in a terrible scream from across the moor. Who was that? Was it Mark? Was it Pete? We'd run together, separated – thinking it couldn't hunt down all three of us across these moors. But was that right? It was a long way to run and we had no idea how swift it was. I closed my eyes and listened. It was Mark. It was Mark screaming into the night. It was Mark being torn apart. I opened my eyes, slowly, and looked behind me. There was nothing. There were no red eyes, there were no bloodied teeth. Yet I could hear its breath so close, smell its disgusting raw hunger. But it wasn't there, Mark's cries told me that. It had followed Mark – the fattest one – meat on the carcass for a good feast. But I could still hear its breath, trapped in my mind, telling me it was near, that despite Mark's cries it was still hunting me. I steadied myself and looked around. I'd tumbled into a crimson ditch, a jagged hole covered in blood. Every inch of grass, every patch of mud was smeared red. I blinked a couple of times and gagged as the stench beat its way through my nostrils – and then, under the moonlight, I saw them. There were a dozen rabbit carcasses in the hole with me, each of them dissected and eviscerated by teeth. This is where it was before the bar, this is where it started before it came to us for the main course. I pulled myself up, scared I'd vomit. Mark's cries had stopped. Mark had been stopped. It was silent again, so I couldn't retch. If I threw up it would know where I was, it would find me easy. I crawled from the ditch, away from the blood and the smell. I lay on the grass, keeping my face pressed down, hoping the aroma of night time freshness would remove all others. I was tempted to just stay there, but the pain in my heel was too much. I had a knife in my shack, a good sharp blade. I could cut out the wound, remove the infection. The shack wasn't far. I knew this land, knew how to navigate these moors – I just prayed I could move fast enough it wouldn't catch me. I stood up, putting my weight on my right foot, only gingerly using my left. I took my bearings. Mark's cries had come from the east. What was it doing now? Was it feasting? Was it burrowing its nose into Mark's blubber? Or was it going to use the darkness to hunt down me and Pete as well? It had started in the bar – what? Half an hour earlier? A life time ago? ‘The Bar At The End Of The World' we called it. There had been three of us in, and Paul the bar-keep. No matter who else was there, the three of us – and Paul the bar-keep – were always there. We were single men, away from civilisation, glad – in the absence of any other human companionship – to have a kind of family to go to of an evening. It wasn't exclusive, we never made anyone feel an outsider. When others came in from the moors they were welcomed, they were old friends. Even strangers received a cheery greeting. We'd had lost English motorists, Scotsmen in kilts, even once a Japanese coach party. We always treated strangers kindly, we always wanted the stranger to leave as a friend. We weren't a bar which looked shifty and suspicious at every unknown who walked in. We smiled, we cheered, we brought another round. The stranger who walked in that night was different. He looked cold, distant, unfriendly. He looked like a man who wouldn't appreciate smiles or cheers or any warm welcome. He was huge, the size and shape of a bear – near seven foot of him. He lowered his head through the doorway and then straightened, standing dead still, staring at us on our bar-stools. Pete – the friendliest, youngest and lithest – tended to pounce forward and shake the hand of whoever came in, he didn't with this guy. This man just stood and glared at us, like he was ready to growl if we came near. We were in the wild, we ourselves were part of the wild – but he looked like he was born of it. His hair was greasy and matted to his simian shaped skull, his beard was torn and tangled, his skin was red and lined from exposure. His long jacket was the brown of every kind of dirt, his trousers were stained and short on his bruised calves, his torn shirt was only buttoned once – showing off a scarred and lined torso. It was Paul who spoke. Paul was the custodian and was never scared of confronting the unruly elements – his shotgun was never far from reach below the bar. â€Å"Can I help you?† he asked. The man did nothing, just continued to stare with passive venom. â€Å"Can I help you?† said Paul. The man moved. He turned his head, slowly, towards the bar-keep. â€Å"Whisky.† said the man, his voice as dark as earth. â€Å"You got money for that?† asked Paul. It was never usually a problem. Once or twice we'd had a tramp stray out that far and we'd brought them drinks – tramps have stories too. No one seemed willing to volunteer this time. The man took three strides, three strides which seemed to dent and echo against the floor. He grabbed a bar stool and swooped it under him. It was amazing those rickety old stools could take such a weight. â€Å"Whisky.† said the man. â€Å"You got money for that?† said Paul. They stared at each other. Paul kept his hand beneath the bar, clutching the gun. There was music on the jukebox, an old pop hit of the nineteen-seventies, but even though it played it was like silence had come and crushed it. The man brought his hand up, a brutal weapon of a fist – huge, scarred and red. He opened it, dropping a dozen coins down onto the bar. He smiled at Paul, or gave what passed for a smile on that face. Paul let go of the gun and pulled out a clean glass. â€Å"What kind?† he asked. â€Å"Whisky.† Paul shrugged and reached for a bottle – the cheapest – and poured out a measure. The whisky made itself at home at the bottom of the glass, but the man just stared at it in disapproval. â€Å"Whisky.† he said. Paul poured another measure. Again the man stared at it with disgust strained across his wrinkled, bruised face. â€Å"Whisky.† Paul shrugged again and poured it so the glass was brimming with brown liquid. Helicopters! I could suddenly hear choppers. They were up there, more than one – patrolling the night-sky. I dropped to the grass and looked up, but couldn't see them despite the moonlight. How did they know about it? Who had called them? It took a long time to get a helicopter out here – helicopters were city. They must have been hunting this thing awhile, must have tracked it down here. But what were they going to do now? It was an animal, it had natural senses – they didn't know this moor, they didn't know where things were. It was ridiculous, what were city men in helicopters going to do against a beast like that? I lay still. They were on my side. The police, the army, the protection authorities – whoever they were – we all wanted the same thing, we wanted it gone. But I knew they wouldn't be as careful as I would. They'd come to the moors before looking for things, other animals roaming these parts. They'd found them, they'd got them – and so what if a local got in the way of their sharpened bullets? It was collateral damage, it didn't matter. After all, we were too far away from the cities and the towns and the newspapers and the television cameras for anyone to care what actually happened. We were too far away for the death of a few yokel innocents to matter. But we knew. We knew it was as just as dangerous encountering a city man sent with a gun as it was encountering a beast. I got up slowly. What would I look like to them? A man limping in darkness across the moor, smeared with dirt and remains – how was I going to appear to them? I tried to figure out where they were – the sound of propellers said they were close, but I could also hear that breathing. I shuddered. I had to keep moving, I had to get safe. My shack, with heavy bolts on the doors and windows, was still a mile away. There was nowhere else though. Nowhere between where I stood and my shack. Nowhere in that direction between the bar and my shack. It was all so desolate. I had to get home – I could lock himself in, I had weapons, I'd be able to treat my ankle and give myself a chance of a tomorrow. I just had to get off the moor. I didn't want to die out there from either sharpened teeth or sharpened bullets. The man had just stared at that glass of whisky. Rain fell, records changed on the jukebox and still the man watched that glass with slow contemplation. All human sound had died. Before the man walked in Pete was regaling us with a childhood story we'd all heard three hundred times, Mark nevertheless could not stop sniggering at it – now there was only silence. We stared at the man – anxious of what he was going to do, scared of what he was going to do. Paul's hand was below the bar, tight on the gun. Maybe the man would just drink and leave. Maybe he'd drink and start a conversation. Maybe. His hand reached quick for the glass. One moment it was lying still in his lap, the next it was dropping the brown liquid down his throat. He took it in one gulp, then slammed the glass back to the bar and stared at it disappointed. He seemed to wonder if that was it. Paul reached his free hand to the bottle, to offer a refill, when the man jerked himself over the glass. He hunched his body over as if about to vomit the contents back in, his head so close he could have snapped the rim with his teeth. But he didn't. Instead he unfurled his tongue, pushing it into the empty glass so it curled at the bottom and piled up on itself. The tongue was long, dark, thick – it had two black veins running and pulsing up the back. He pushed it into the glass and filled it. The receptacle crammed full with purple flesh spilling over the top Then he made a slurping sound, like his tongue was a paper-straw reaching for the last drop of liquid. He slid it out, but stayed hunched forward and unfurled it again, wrapping his tongue around the base of the glass. He lifted it from the bar, tilting his head back and shaking whatever atoms of whisky might be left into his wide eager mouth. He dropped the glass back to the bar carelessly, so it landed on its side and rolled. The man grunted as it came to a stop right at the edge. I wasn't far now, but still far from safe. The helicopters had moved away, but there were men on the moors. I could hear them communicating, I could hear the static of their walkie-talkies. They were armed and scared in the moonlight, and it didn't matter what they saw – man, sheep, deer, great big beast – they'd all get the same treatment. I kept moving, conscious of them, conscious of the salivating breath, conscious that one wrong turn and I'd be exposed for all in the moonlight. I rounded a ridge, and there – close enough to see – was my shack. I felt so much relief I nearly wept, but then I heard them on the bank right above me. I hit bank-side and listened, they were chatting about vectors and shut downs and containing the area. All the time the beast was getting nearer. It was so dark out there – even with the moon – that it could have pounced from five feet and surprised me. Even with armed city men so close, it would still have time to tear out my throat before taking them too. They were above me so I couldn't move, but I could hear the beast and knew I had to move. The sound of its hunger was louder when I stopped. It seemed like it could attack from all sides, like I could be ripped apart by more than one of them. It was everywhere. What were those idiots doing? Why were they advertising themselves? I held my breath and listened to them and listened to it, and figured I was in for a bloody death. Then there were screams. From across the moor came dreadful cries, that even through the wind I recognised as Pete. I lurched forward from the bank, but then reality knocked me back again. Even if I knew where to run it would be too late. The screams swirled in the wind, they echoed, so it seemed that each death throe was repeated again and again across the moors. The men primed their weapons, but what were they going to fire at? It could be miles off, it could be bursting up from just over the next hillock. Finally there was movement, orders were given, the men raced away. I could still hear the breathing, rattling between my ears even with the screams. I could hear the helicopters swooping back. The men had gone, the helicopters weren't near enough yet and it was as close as it had ever been. If I looked to my left I could make out the brickwork of my shack. I moved hastily towards it. With the empty glass in front of him, the man closed his eyes and became still. Why hadn't Paul shot him then? Why didn't he just blast him one? What had gone through Paul's mind to make him wait? But then the opportunity was gone, his eyes opened and he spoke. â€Å"I get so lonely,† he said. â€Å"I get so very, very lonely.† His voice was quiet, a growled monotone. â€Å"I know the kind of life I lead isn't meant to have company, but still I am lonely. I think it's an odd thing for me to have become lonely – I wasn't born lonely, I didn't grow up lonely, there was nothing in my life that suggested loneliness. But now I am alone. I don't miss the people I knew, I don't miss the people who loved me – some of them I can't even remember – but I do miss the sensation of somebody else, I do miss there being another. I talk to myself a lot, I talk to myself and try to make sense of it, because after all – who else is there to talk to? Sure, there are people like you. There's the welcome of strangers when I can get it. But you're not my friends, you're not even my friends for the hours I spend here. You're just people I meet. You don't like me and you don't trust me – and I'll be honest with you, you have no reason to do either. You know what I am, or you have a good idea what I am. You know what I have to do, you know what will happen next. And later on when I'm alone I might regret it, but for now†¦Ã¢â‚¬  And there it was – an angry mass of hair, claws and teeth. It went for Mark first – the most meat – but Mark was strong and pushed it back. It was only for a second, knocking it off balance, but enough for the three of us to get passed. We scrambled, had almost reached the outside, when it clamped me in a hungry vice. I looked to my foot and saw its horrible mutated face, growling and supping at my flesh. I screamed and it was answered by a gunshot. Paul put both barrels into its back. It roared and let go of my heel, and I hobbled out as fast as I could. There was another shot, and then a scream from Paul. I reached my shack, fumbling in the darkness as I tried to open the door. I had to be quicker – my blood was in the air, surely I was going to be next. It was so near, its breath seemed to bruise the back of my neck. Finally the door opened. I slammed it behind me, bolted it, pushed furniture to block the windows. Outside were choppers, men running – but they weren't going to get near it. It was coming for me, stalking me. I opened the table drawer and pulled out my revolver, then went to my book shelves and cracked open a little box. It was a present, given to me as a keepsake, a lucky charm, in case I ever needed it. A silver bullet. I looked to the door and with shaking fingers slipped it into the chamber. The full moon shone on me despite the furniture. I could hear growling, panting, a nearby and desperate salivating. But then I heard a chopper, I heard men. It receded, cowering, taking a tactical retreat. The sound of breathing softened in my head. I took a gulp of relief and vomited on the floor. The vomit was blood red. I sat down, shaking with tears. I reached to the drawer and pulled out a carving knife, bringing it to my heel. But it was no good. The wound was deeper than I'd realised, the teeth had sunk in further than I thought, meeting below my flesh. There was no way I could just cut it out, the infection was in me, rampant in my blood. I put the gun to my temple. Why not? Anyone who passed as my friend had already died that night. But then the moonlight touched me and I realised just how powerful I felt. I could hear the breathing again, friendlier now though. There was a new smell in the night air – warm, welcoming. The beast was just the other side of the door, I could sense it. I could smell it, it could smell me. I put the gun down and smiled. I guessed neither of us would be lonely for a little while.

Influencs of Western Culture on Indian Youth Essay

Western culture is neither homogeneous nor unchanging. As with all other cultures it has evolved and gradually changed over time. All generalities about it have their exceptions at some time and place. Globalism has spread western ideas so widely that almost all modern countries or cultures are to some extent influenced by aspects of western culture which they have absorbed. In the later 20th to early 21st century, with the advent of increasing globalism, it has become more difficult to determine which individuals fit into which category. How there is head and tail for a coin, there is both positive and negative impact of western culture on the world and especially on todays young generation , On one side we enjoy our so-called rich culture and really admire it. The ways of living has been greatly enhanced by the western culture which is good for success and growth of a country and helpful for it in heading towards super success. But on the other side; this culture mainly adopted by us has given rise to Individualization. Individualization has broken up many cultural systems, paving way for the youth to fall prey to drug addictionand many other ill practices. This stage is the most vulnerable period of life where the youth need guidance, counseling, education and care by parents. Culture† and â€Å"Tradition† are more significant in a country like India which has always been cherishing its rich culture and heritage and it’s quite well known for it worldwide. But these things are now just on paper and are slowly losing their sheen. Why? The younger generation are the representatives of India in a true sense of the word. We are the sole cherishers of India’s pride and its heritage which actually lies in its culture, its diversity, its uniqueness. In such a scenario, where the point of a rich cultured country like India is facing the problem of losing its culture, are we, the youth; the Indian youth not Actually Responsible For This? Are we not putting our own self image, our self respect, our mother India’s pride at stake by doing so? Just think about it my dear friends. I would suggest, There is no problem as such when we follow the western culture to some extent. The problem is we are forgetting our culture to a greater extent. Why should we do so? as 21st century youth doesn’t mean forgetting the motherland and following or in short adopting western lifestyle in totality. Every culture has its own pros and cons. We individuals should be strong enough to take the good and throw off the bad. We are easily influenced by western culture. Right from our clothing, till the music, the films, our attitude, our lifestyle, in short every aspect of our life has totally changed. I just want to say that â€Å"Change doesn’t happen on its own; it’s we who bring about the change. But by this change, our mother India has lost its sheen and beauty; its place; its uniqueness in the world. The things mentioned above does not only imply to India. There are many countries in the world where todays youths have adopted westernization. For eg in many countries like Japan , Bangladesh , etc are greatly prone to westernization. At the end I would just like to convey a message that- Almost all the countries in the world have become independent and we the younger generation are the representatives of the future . o we must realize that true beauty of a country lies in its culture, its heritage and every country has its uniquiness. So we must understand thae our country must be our own. And as for india many great western people like Mark Twain  have said- India is the cradle of human race, the birth place of human speech, the mother of history, the grandmother of legend and greatgrandmother of tradition. Our most valuable and instructive materials in the history of man are treasure up in India only.

Becoming an Effective Global Leader Essay Example | Topics and Well Written Essays - 3000 words

Becoming an Effective Global Leader - Essay Example It is evidently clear from the discussion that global leadership forms a point of concern in many organizations, in the modern world. The need for a better realization of what global leadership entails forms the base of this study. As different organizations conduct different operations outside home countries, the capacity to attract and develop various people to not only perform global tasks but also influence and motivate others globally provides the major source of competitive advantage. It is necessary to examine the important capabilities, characteristics, and skills of people on global leadership responsibilities. According to Osland & Bird, global leadership in definition refer to the systematic and integrated show of leadership traits, intentional behaviors, processes, and performance outcomes, which are elevating, affirmative, and exceptional strengths, capabilities and different developmental capacities of leaders that influence their followers and organization over time an d across all cultures. Thus, a global leader should possess skills and characteristics in order to stand out as a mirror in different organizational activities. The above definition provides a platform to examine the leaders who portray global leadership qualities and what it takes them to remain at the top of the organization. It is clear that leadership is critical in the life of an organization or a business. Poor leadership would mean poor decision-making and ineffectiveness in an organizational performance that would finally collapse the activities of the organization. Organizations need to have well-laid examination criteria in determining those to take charge of leadership positions to ensure the quality of governance.

Consumer Behavior according to Demographics Assignment - 6

Consumer Behavior according to Demographics - Assignment Example The respondents are further subdivided into four categories with respect to their age. There are respondents with age ranging from 15 to 25 years old and this group is 27% of the total sample size. Another group of respondents consists of samples with age ranging from 26 to 35 years old. This group is 73% of the total sample size. Another classification of respondents is according to their gender. The percentage of male respondents is 47% and the remaining percentage which is 53% goes to female respondents. This is shown in Table 2 below. Respondents are also classified according to their lifestyle. As shown in Table 3 below, the percentage of respondents who are active and dedicated is 46% and about 7% for respondents who identified themselves as romantic. There are no respondents who are longing for security, relaxed and uninvolved and others. The 13% of respondents find themselves aggressive. Another 7% of the respondents identified themselves single-minded and the remaining 27% find themselves active but lack of time. This can be further justified statistically if the probability value (P-value) is greater than 0.05. This means that there is no significant difference observed between the means of the two compared population responses. Thus, Ho is accepted. On the other hand, in the event that the P-value is less than 0.05, then this result suggests a significant difference observed between the means of the two compared population responses. Thus, Ho is rejected. The first item is asking the respondents whether friends influence them to watch a film. The responses of the respondents can be affected by how socially active they are in making and hanging out with friends.  

Tha Face Deal Book Research Paper Example | Topics and Well Written Essays - 1250 words

Tha Face Deal Book - Research Paper Example Most of the financing Facebook Inc. was obtained as ventures. The ventures were given with an exchange of obtaining the rights of ownership of the company. Accel Partners invested $12.7 million at a valuation of about $100 million. They also invested in another transaction worth $27.5 million with the Greylock Partners. This investment earned them a valuation of $525 million. The Accel Partners and the Greylock Partners invested in this young company due to its promising market service. The company had grown so that it could serve millions of students around the campuses. The investment opportunity was to allow for its growth in the market. The Microsoft Corporation and the Digital Sky Technology raised their contribution in the form of equities.This financing was aimed at the elevation of the Facebook Inc., which was a young promising company. (Ferrera, 2012). The cumulative investment has seen the listing of Facebook as the most used social network over the years. This led to the e ventual filing for an IPO on February 2012 and started selling stock in May 2012. This tremendous growth can be credited to the investment that has overseen the financial credibility of the company. The investors had an aim of obtaining a valuation in the company through the acquisition of ownership rights of the company. The Microsoft Corporation invested to the company in order to obtain the 1.6% stock and to be allowed to advertise on the site. The Accel Partners requested a post of being a board member of the company thereof being central in running the company (Baloun, 2007). Therefore, the financing of the Facebook Company was a beneficial venture for both the company and the investors. Uses of the finances The Facebook Inc. started as a small company with very few employees. At that time, they only had 10 Employees.The Company had an aim of recruiting new employees to aid in the servicing of its clients. The event that was carried out and it drew about 700 people. The company was also experiencing losses that were spurring the possibility of being sold to Yahoo or other larger media groups. To fight this pressure, there was a need to allow investors to venture into the company financially. This acted as a source of capital for investing in the expansion plans beyond the old environment. The company added high school networks, international school networks and photos to the social networking pages (Sutherland, 2012). In order to obtain a valuation in the economy, the Microsoft Corporation invested $240 million for the 1.6% stake in the company. This enabled Facebook to spread and improve on their applications on the website. The company could get recognition in the corporate market with a high financial basis. Another project was the acquisition of the international headquarters in Dublin (Carver, 2012). The acquisition of other companies such as Connecticut was also another project that required a great deal of funding. This was after the settlement of the suit against Facebook. The funding from Microsoft, Accel, Greylock, and Digital Sky Technologies was instrumental towards the growth of this company to the point of obtaining an IPO. Current valuation The company has provided varied valuation standards in the current period. The increase in the target price of the stock before valuation is a major boost for this company. The company considers their revenue growth, the operating

Personal development plan for preparing to the financial advisor exam Essay

Personal development plan for preparing to the financial advisor exam - Essay Example I end the first section with a set of time-based goals and objectives for the next twenty years. The next section is an analysis of my personal competence and characteristics. In the third section, I discuss and analyse the profession I want to practice, that of becoming a financial advisor. The fourth section contains a general plan of objectives, goals, strategies, and measurements (OGSM) to prepare myself to pass the financial advisor examinations in May 2006. The final section contains Tables from the previous sections. I define my Mission as the basic purpose for why I think I exist. I define my Vision as my aspiration in life, what I want to achieve in the future. I define my Core Values as the standards of personal and professional behaviour that will guide me in realising my mission and attaining my vision (Cottrell, 2003, p. 12). I believe that without a clear direction of where I want to go, why I want to go there, and the basic rules that will guide me in this journey of my life, it will be difficult for me to reach my destination, much less know how I will get there (Maxwell, 1998, p. 168). I am a person who always tries to find a reason for everything I do, and in this story of my life, I feel that my life has a specific mission that it is my destiny, and mine alone, to fulfil. What is my specific Mission? I have been thinking about this for some time, and I found the answer by asking myself the question of how I want to be remembered in this world. Among the many answers that came to mind, the one that appeals to me most is this: I want to make a mark in the world by changing the lives of people in ways they have never imagined. I want to be someone people will remember not as rich, well known, admired, or praised, placed on a pedestal by people who will raise their eyes and say, â€Å"Yes, this person is different from us†¦Ã¢â‚¬  No, I would rather be someone

Retailing and Wholesaling MBA (Masters Level) Essay

Retailing and Wholesaling MBA (Masters Level) - Essay Example Value-added resellers normally have a disadvantage in cost structure compared to channel members that compete mainly on the basis of price or convenience, such as discount stores or mail-order firms. This means that the value-added reseller in a diverse multiple channel context must either (1) charge a higher price than other channel members based on the provision of valued services or (2) live with a relatively small gross margin (Dunne and Lusch 2007). Professor Leo Aspinwall advanced the depot theory to explain some of the reasons for the changes that have occurred in the physical handling and storing of goods, the growth of manufacturers' wholesale branches, and the changing position of general-line wholesaling. The depot theory of distribution states that goods tend to move toward the point of final consumption at a rate established by the ultimate consumer. The theory views depots as places that move rather than store goods -- that get goods to retailers at the lowest handling and transportation costs (Dunne and Lusch 2007). Accordingly, a steady flow of goods is envisaged from production to final consumption. The intermediaries facilitating the flow are in essence depots that perform a largely service function on the basis of costs of services performed, and so tend to eliminate merchandising profits. For example, backward integration of retail food chains and cost-plus wholesalers illustrate the performance of the depot func tion and the elimination of merchandising costs (Dunne and Lusch 2007). If the retailer links with independent channel members in one or several of its multiple channels (e.g., it uses independent sales representatives), the same basic challenges faced by the manufacturer in utilizing multiple channels could be faced by the retailer as well. Intrabrand or intratype competition could be heightened in the territories served by the retailer's multiple channels, prices and margins could be reduced, conflicts and alienation could arise, and support and control could wane (at least in the independent channels) (Dunne and Lusch 2007). The functions of retailers in the channel have been to assemble merchandise, maintain an inventory, price, promote, advertise, sell, and account for the merchandise, again as a service to the manufacturer and the ultimate consumer. Further, retailers have also provided a place for consumers to shop and find other services that might assist them in obtaining or using the available goods. The channel systems that have developed and, granted, have been improved over the years, have been built on some very basic beliefs about consumers, their needs and wants, and what they are willing to accept from channel members. It is these basic marketplace assumptions that are being challenged by direct and database marketers (Dunne and Lusch 2007). As was discussed earlier, technology and communication allow consumers to learn about and demand increasingly differentiated and even personalized products. As this occurs, the traditional economies of scale that have accrued to those manufacturers and retailers with extensive facilities and large sales volumes are no longer important in the marketplace. Smaller companies, using technology and direct and database marketing approaches, can compete not only effectively, but in many cases more efficiently than can large companies. As technology expands and sales-driven inventorying become

Research Essay Example | Topics and Well Written Essays - 1250 words - 8

Research - Essay Example The demand of goods and services in the market can be defined as the total goods that people are willing and able to buy at a given price and at a given time (OConnor, Pg. 135). There could be goods and services in the market which the customers are not willing to buy or cannot afford. Such goods and services do not constitute demand. Quantity demanded on the other hand is the exact quantity of goods that are demanded at a given price. The price of the commodities influences demand (i.e.) will influence the quantity demanded. For instance, if the price of goods increases, some people might not be able to afford the commodity and as a result, the quantity demanded will decrease. Similarly, if the price decreases, some people who were not able to afford the commodity previously will now be able to afford and hence the demand will decrease (Krugman & Wells, Pp. 70). There is a law of demand which states; all other factors being held constant, an increase in price of a commodity leads to a decrease in demand. Other than price, there are a number of factors which affect the demand of a commodity. Some of them are; population, taste and preferences, nature of the goods, personal disposable income, price of substitutes as well as customer expectations among others. When the population is high, there will be more people in the market who are available to buy the goods and services. As a result, the demand will increase with an increase in population. A decrease in population on the other hand will decrease the demand. Taste and preference influence demand in that when the people have a great desire of a commodity, they are likely to buy more of it (OConnor, Pg. 137). Desire is a term that may refer to the willingness to buy. It should be noted that one may be willing to buy but they are not able to buy. This does not constitute demand. However, when people are willing to

Project Management Case Study Example | Topics and Well Written Essays - 1000 words

Project Management - Case Study Example This is because any additional work may likely lead to increased costs of operation. If all factors are held constant, there should be no consideration for the increase in the productivity since the increase will likely lead to a decrease in the profits. Consequently, since the indirect costs are accrued daily on the project but, are fixed, the possibilities would be that of increasing the costs of certain specific projects while at the same time decreasing the project time. The decrease in project duration of a specific activity results in an overall decrease in the duration for the whole project hence, a decrease in the total overheads (Meredith & Samuel 204). Another related issue with the tradeoffs is the determination of activities to be crashed for the enabling of maximum overall job profits. Therefore, the cost-time tradeoffs will enhance the costs of specific activities in the project while reducing the overall cost for the project (Nagarajan 105). Question 2: Options for acc elerating project completion There are several options that can be available to the project manager for the enhancement of the completion of the intended project. These include addition of extra resources into the project, outsourcing for the project work, scheduling of overtime for the project and the establishment of a core project team to look over the project’s completion. Other options for the acceleration are conduction the project twice (repeated project), faster and correctly than the first case (Gray & Erik 324). However, these options may only apply when the resources for the project are not constrained. If the resources are constrained, then the options available would be fast-tracking of the project to hasten its completion, development and adoption of a critical chain for the completion of the project, reduction of the scope of the project and the compromising of the quality of the project though a faster conduct for as long as it is completed (Gido & James 130). In the first scenario, a project manger may enhance completion of a project through the addition of resources. While this will probably lead to augmented costs to the project, it will increase the rate at which the project is delivered thus, a reduction in the time of the project. Activities that can be done in regard to this include employment or hiring of additional staff and purchasing of additional equipment to carry out the tasks. In the second scenario, a project manger may schedule the work involved in the project to entail workers doing overtime. In this regard, the extension in work time will hasten the completion of the project but at an increased cost of maintenance of workers in overtime shifts (Haynes 44). The project manage can also enhance the completion of the project through outsourcing of the project either in terms of outsourcing other materials and laborers from other companies or giving a fraction or the entire project to a different company to carry out. This, just like the former process will reduce the project duration and enhance faster completion of the project but, at a higher cost to the project (Morris 98). Finally, the project manager may enhance the completion of the project through the establishment of a core project team which will be tasked to oversee the stages of the project to its finishing point. In this, the team has to put more efforts to be

Unmet needs Essay Example | Topics and Well Written Essays - 750 words

Unmet needs - Essay Example HSV-2 has a higher bracket since it incorporates those between 20% and 80%. HSV-2 is common between women than in men. In the USA, the HSV-2 viruses are prevalent among black people than the whites and the Latinos. This virus only affects the humans. This is through close personal contact. The infections occur through inoculation of the virus into susceptible mucosal surfaces. This will cause the viruses to thrive under room temperatures thereby causing drying. The unmet need associated with the disease is that the medical practitioners have not been able to identify a cure and a permanent way to eradicate the disease. This has caused continued suffering from infected people. In this disease state presentation, I have an idea that can help the society eradicate the disease completely. The idea is to encourage the society to use the product that we are going to develop. This is the mass production of latex condoms. Latex condoms have been proven scientifically to minimize the exposure of the genital organs during sexual activities. Sexual activities are the main cause of herpes. Secondly, I have devised a specific glove, the latex glove. This will be used when inserting the hand in an oral cavity. Thirdly, I have developed another idea of anti-viral therapy that is going to be used to reduce episodes of asymptomatic viral shedding (Leslie and Robbins 8). The second disease state that am going to look at is arthritis. This is a disease state with minimal disease action during ant rheumatic treatment or a disease state with tenacious nonappearance of medical and radiological ciphers of disease activity deprived of being pickled for a precise time. The causative agent for second factor is the absence of autoantibodies. The factors that cause this disease are many. They include heredity. Arthritis is a disease that is normally inherited from

Encountering Conflict Essay Example for Free

Encountering Conflict Essay When confronted with conflict, peoples moral centre can cause them to act in heroic ways. When we are exposed to war and devastation our reactions to this Thousands of Chinese students gathered in a peaceful protest for basic Democratic reform at Tiannaman Square 1984. Due to these actions they were senselessly and inhumanely killed in cold blood by the Chinese Military. The students were unarmed and in no way of a danger to anyone. This devastation shocked the world and erupted massive conflict. One thing that this devastation proved to the world that during times of conflict where ones moral compass is tested there true heroism is revealed. A small, unexceptional figure in pants and white shirt, looking tiny next to the hulking tanks, carrying what looks to be his shopping, positions himself before an approaching tank, with a line of 17 more tanks behind it. The tank swerves right, he moves in front again. The tank swerves left, he moved in front again. Then this anonymous bystander climbs up onto the vehicle of war and says something to its driver, Why are you here? My city is in chaos because of you. With a single act of defiance, a lone Chinese hero revived the worlds image of courage. He was the â€Å"unknown rebel† also know as the Tanks Man a man who was immensely courageous and a beacon of hope. The courage that it took to walk out against such massive machinery, knowing good and well that it could very well be your last day on this earth is inspiring. He took courage to a whole new level, becoming a world hero of sorts. This ordinary everyday man had stood up to one of largest of armies which was an undeniably, extraordinary act. Another man who stood up for what he believed in response to such brutal and callous acts was a man named Bradley Manning. A man who new his moral obligation was to show the world what the Government was hiding from them. Manning was an American soldier and as apart of his job he has witnessed such cruel and inhuman acts performed by the military that the world were unaware of. Manning new what was right, his response to this conflict was to present this information to the world. Manning fulfilled his legal duty which was to report war crimes. He complied with his legal duty to obey lawful orders but also his duty to disobey unlawful orders. An order not to reveal classified information that  contains evidence of war crimes would be an unlawful act. Manning had the legal duty to reveal the commission of war crime. Manning revealed to the world, the unjust detachment of Guantanamo Bay, he revealed the human cost of wars in Iraq through the â€Å"Collateral Murder† video which depicts U.S forces in a helicopter killing unarmed civilians. The video even showed men trying to rescue the wounded who then were shot down as well. Manning had sent this information to a website called Wiki Leaks; a website created by Julian Assange in order to reveal to the world the truth about our leaders and what they are not telling us. Manning has been held 19 months in military custody. Manning has been held in solitary confinement 23 hours a day. He is only allowed to walk one hour a day in shackles. When he sleeps he is not allowed to between 5AM and 8PM weekdays and 7AM and 8PM on weekends. If he tries to he was made to sit up or stand by guards. The goal was simple the Government want to make Manning an example to other potential whistleblowers and wanted to seek to, pressure Manning into an admission that wikileaks solicited material from him, making that organization and Julian Assange part of a criminal conspiracy. Manning was a hero. This ordinary man, a solider witnessed cruel and brutal acts that the Government were hiding and presented it rightfully to the world â€Å"I want people to see the truth†. For these extraordinary actions he has been humiliated and inhumanely tortured. When our moral center is tested, ordinary inadvertent individuals who act in miraculous and extraordinary ways are revealed. Manning was tested. His moral obligation and his legal duty was to present these war crimes to the world. Conflict can stir emotions, including emotions of hatred, fear and protection of ones self and loved ones at the expense of anyone or anything else. As a result, people may act in irrational ways causing them to abandon their moral values for something that is inhumane and amoral. In times of conflict often people are fighting for there ideologies. In these times people who can lose there touch with reality and who’s blind devotion to the belief causes them to act in ways they normally wouldn’t. However, people who don’t think of the morality of there actions and are blind to the suffering there actions cause, they perform the most extraordinary acts that are the most  dangerous. The ‘Quiet American‘ written by Graham Green explores how in times of conflict peoples moral obligation for what is wrong and right is truly tested. The character in the novel Alden Pyle is a man used to provide readers with an American who is strong commitment to democracy in Vietnam has caused him to have a false conception of the world. Pyle with the intentions of saving Vietnam from the grasp of Communism in the process killed many innocent civilians in the name of what he believed was right, democracy. Through the character Fowler, we can see through his reactions to the devastation to the human impact of the bombings that emphasizes the cruelness and naivety of Pyle. Fowler witnesses the Bombings at Place Garnier, in fowlers words â€Å"what I remembered was the torso in the square, the baby on its mothers lap. They had not been warned: they had not been sufficiently important†. The horrific scenes Fowler describes presents Pyle as inhuman. Fowlers reaction to the devastation emphasizes on Pyle’s reactions as callous and brutal. We see this when Pyle uses a dismissive tone, â€Å"they were just war casualties †, as he shows no remorse for those who he has killed. Pyle again dismisses the deaths in saying â€Å"we are looking after the relatives†. To Pyle the actions that have occurred are for the good of the majority, these deaths lost are necessary for everyone. Pyle is blinded by his ideology of democracy and he remains untouched by the human suffering around him. Its not necessarily the good extraordinary acts that people can respond to conflict with but we can make the wrong choices and we question our morals and beliefs. Times of turmoil can bring out the worst in people and they can make the wrong decisions. In Harper Lees novel, To Kill a Mocking Bird, Bob Ewell is fueled by his hatred for the African Americans and is only concerned about power. He uses his position as being above African Americans so that people believe him and his family are more than white trash. He does this by accusing Tom Robinson of raping his daughter. We see here how someone can respond negatively to conflict, this conflict being racism and lack of civil rights during the 1930‘s. Ewell during this conflict, doesnt look to his heart or conscience. He doesn’t care if an innocent man is executed, he is run by purely selfish motives. We see a different response in times of intense circumstances, how someone so evil and cruel can fakley accuse a man for his own benefits. A man who just as Pyle was, is oblivious to the suffering but in order to follow his beliefs  he must be immune to the suffering.

The History and Different Critiques of Critical Pedagogy

The History and Different Critiques of Critical Pedagogy The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).

Nasal Surgeries and Procedures Types

Nasal Surgeries and Procedures Types Neurocranial restructuring Neurocranial restructuring is the relaxation of neuro tissues to relieve tension and return the skulls structure to its naturally designed appearance. Neurocranial restructuring has been successfully used for many years to relieve a variety of serious conditions as well as being used as a non invasive alternative to cosmetic therapy. The methods of actually engaging in Neurocranial restructuring vary depending on the nature of the condition to be treated as well as the nature of the individual. Typically the procedure will be enacted by a trained natural doctor (ND) who learns the technique used from one of several pioneering doctors who first began to practice the technique in the mid to late nineties. The default technique is to use endonasal balloon therapy to expand nasal cavities and realign the skulls muscular structure. The benefits of this realignment are said to be improved sensory and neurological function; there is anecdotal evidence to suggest that Neurocranial restructuring can improve or cure conditions as varied as chronic migraines, ADD, depression, bi polar personality disorder, back problems, hearing problems, sinus problems, eye sight issues, arthritis, Anxiety and even conditions such as strokes, seizures and sleep apnoea. Neurocranial restructuring has been a life line given to many individuals suffering from these conditions, granting a relief from symptoms and producing lasting affects in prolonged use with chronic condition sufferers. In addition neurocranial restructuring can realign smaller muscles and tissues to realign the ears, straighten the nose, release wrinkles and tension in the face, heighten cheekbones and produce a better symmetrical appearance. In this way a series of cosmetic surgeries can be avoided and serious surgery and surgical alteration to the nasal and sinus structures of the skull can be avoided. The patient can receive benefits after a series of procedures (the number and time taken being different depending on the procedure employed). Nasal specific A nasal specific is a procedure designed to apply pressure to the nasal cavities within the nose. There are six nasal passages within the nose which are arranged in two vertical lines of three. The purpose of this procedure is to apply pressure to the inside of the nasal passage. By doing this it will expand the nasal passage, expand and open up blood vessels and push out any excess mucus. There are many names used for this procedure though all of them refer to the same basic procedure which can be referred to as a bilateral nasal specific (named due to the practice of utilising the laterally adjacent nasal passages in sequence to maintain symmetry) or nasal specific which refers to just the practice in relation to a specific nasal passage or the opening of nasal passages one after another without special precautions to maintain symmetrical balance of the nasal passages. The results of nasal specific procedures vary as with any procedure of this nature with the issue to be affixed and the patient themselves. Typically the procedure will be enacted once and then repeated as required to maintain or improve benefits. The time period between procedures can vary as a result of this but can range from one to six months. The actual nasal specific procedure uses a finger cot affixed to a blood pressure bulb (sphygmomanometer) which is lubricated before being inserted into the nasal cavities and inflated. The aim of Nasal specific procedures being to free up the nasal cavity by expansion, push out any structures blocking the nasal passage such as excess mucus and also realign some of the soft tissues immediately behind the nasal passage to offer some additional aid (anecdotal evidence of balance, sensory perception and hearing improvement has been noted). Bilateral nasal specific A bilateral nasal specific is a procedure which has been utilised and studied since 1995 and proven to have significant benefits to the health of patients. The procedure is a simple one which begins with the examination of the patient and an inspection of their nasal cavities as well as their medical history. In some cases a blood test and screening may be conducted to ensure perfect health and nothing is present which may complicate the matter. Once preliminary work is done the patient is sat back and asked to breath in and out in a relaxing manner whilst the instruments are prepared. Typically the procedure will involve a finger cot of endonasal balloon affixed to a blood pressure bulb. The finger cot is lubricated prior to insertion. Once the patient he is asked to breathe out and hold while the finger cot is inserted. The Patient then breathes in gently and holds his breath while the practitioner slowly inflates the cot and gently pushes it towards the back of the nasal cavity. At this point in the bilateral nasal specific procedure any mucus or blockages are pushed out and into the back of the throat (mucus discharge through coughing etc. is to be expected). The aim here is to enlarge the blood vessels around the cavity as well as the nasal cavity itself to open up the sinuses. As another health benefit of the bilateral nasal specific procedure the finger cot or balloon is pushed out of the back of the nasal cavity and into the back of the throat very gently by the practitioner. This applies gentle pressure to the Sphenoid bone immediately at the back of the nasal cavities and realigns plates in that area by gentle manipulation. Endonasal Balloon therapy Endonasal balloon therapy refers to an alternative practice to bilateral nasal specific therapy. In this case rather than a finger cot a balloon is used and rather than just one two are used at the same time. The basic procedure is similar but the aim is different in that the nasal cavity is not the sole source of attention but the alteration of the Sphenoid bone is the main aim of the therapy to realign the plates surrounding that bone and alter the structure of the skull. Endonasal balloon therapy is the method utilised when engaging in Neurocranial reconstruction procedures to realign the muscular structure and skeletal plates of the skull. As a procedure it can have many benefits but these are dependent on the degree of repair required and the frequency of procedures; which may need to be repeated between one to six months after the previous procedure to maintain or improve benefits to health. The Endonasal balloon therapy first begins with a preliminary inspection and a proper patient history to ensure the patients eligibility much like other procedures of the nature. Once the patient is ensured to be able to undertake the procedure the practitioner will examine the patient’s plate structure and utilise a deep tissue massage to relax the tissue that will require manipulation. Afterwards the practitioner will ask him to lay back and try to breathe in a relaxing and calm manner while he prepares to enact the procedure. Once ready the practitioner will have the patient breathe out prior to inserting the balloon through the nasal cavity and into the back of the throat. This is repeated with a second balloon on the opposite side of the nasal cavity to the first. The practitioner will then conduct the endonasal balloon procedure by manipulating the sphenoid bone and plate structures using the balloons, inflating them to apply pressure and deflating to decrease pressure while asking the patient to breathe in or out and hold accordingly. Nasal cranial release A nasal cranial release is a method similar and derivative of the bilateral nasal specific, in this procedure the objective is to realign the skulls skeletal plates to a more natural position, relieving many of the tensions and cranial dysfunctions which can cause or be an additional influence on many mental and physical conditions. The method is similar and yet different to both Nasal specific and Endonasal balloon therapy in that it utilises the nasal cavity and uses balloon structures. Its effect is similar yet aims for a different region of the skeletal structure. The procedure lasts three to four seconds, where small balloons are inserted through the nasal cavity and inflated to realign structures at the back of the cavities. The Sphenoid bone is the target yet the method is to utilise multiple balloons at once through the nasal cavities allowing the procedure to be conducted in a short amount of time, requiring repetitions of at least four times over seven to ten days much like Neurocranial restructuring. Nasal Cranial release is mainly involved with the release of tension from the skeletal structure of the skull. To understand this you must first understand that the skull is in fact 22 different moving bones (much like tectonic plates), these bones can move and flex in order to absorb shock and tension in the skull but unfortunately this can mean that tension is stored in areas where it can cause issues. The aim of Neurocranial release therapy is to relieve the tension in these bones and by extension to the bones supporting them, the knock on effect can have surprising results for the rest of the bodys structure, especially in the spine, shoulders and chest. The benefits of this procedure involve the improvement of sinus and sensory capability as well as combating chronic migraines, blurred vision and mental conditions such as depression, hyperactivity and ADD.

Animal Farm, by George Orwell :: Animal Farm Essays

The fiction book that I am doing my book report is on the novel, Animal Farm. This book was written by George Orwell in 1946. The setting of my book took place in a farm called â€Å"Manor Farm† during the Russian Revolution ear. The characters are basically farm animals. Some of these animals’ names are Old Major, Snowball, and Napoleon. They are all pigs from the farm. The animals on the farm get tired of how they are getting badly treated. So they end up overthrowing their farm owner Mr. Jones. After they overthrow their owner, the pigs start taking over the farm and taking control over all the other animals in the farm. Old Major was one of the oldest pigs in the farm. He was a very smart pig. He would tell the other animals how they were suppose to be living, how they were suppose to be getting treated and how they were suppose to get rid of their owner. One day Old Major was going to tell the animals what they must do and Old Major dies. Once Old Major dies the animals start fighting back against Mr. Jones. The animals even ended up getting rid of Mr. Jones. After Old Major died Napoleon and Snowball took over everything. Snowball didn’t last long on being one of the leaders with Napoleon. Napoleon ended up getting rid of Snowball too. Napoleon turned out to be an evil pig. He was just turning just like the humans in the book. Napoleon became a very mean pig that he ended up lying to all the farm animals and saying one thing and then doing another thing. Napoleon mainly just be treated the animals and started treating them bad. He would treat them like slaves in other words. So ever since the animals started to take control of the farm and the animals they finished up changing everything. The animals even ended up changing the farms name from â€Å"Manor Farm† to â€Å"Animal Farm†. But out of all the animals in the farm the smartest animals were the pigs. And the meanest pig out of all of them was Napoleon. Everything was a mess in the farm ever since the pigs got rid of Mr. Jones. Later on Mr. Jones tires to come back and get back his farm but the pigs did not let him. The book Animal Farm does not relate to me in any way.