Animal Farm compared to the Russian Revolution Essays - Free Essays

Animal Farm compared to the Russian Revolution Essays - Free Essays Animal Farm compared to the Russian Revolution Animal Farm by George Orwell Animal Farm compared to the Russian Revolution All of the characters in Animal farm have counterparts in real life. This book was based on the Russian Revolution, and all the important populace of the revolution are symbolized. Some of the animals represent individuals in the Russian Revolution, and some types of animals represent different types of Russian citizens. The book carries out much like the actual revolution. It starts out with hopes of an empire where all are equal and the unfair unjust leader is thrown out. Then it moves on to where some individuals begin to take more power than is rightfully theirs. At the end the rulers have completely taken over and the kingdom is as it was under the original rulers. I will compare the animals from top of the social class to the bottom. At the top were the pigs. Each pig represented someone different in the revolution. Old Major is compared to Lenin. He was an ideologist who dreamed up a wonderful government where all the animals were equal and the humans, or the czars, were pushed out. Unfortunately his dream would never materialize. Then we are left with his predecessors. The first is Snowball. Snowball believed one hundred percent in Old Majors ideals. He wanted all the things Old Major wanted, such as the welfare of the animals. In the Russian Revolution his counterpart would be Trotsky. Trotsky believed and wanted the same things as Lenin, and wanted to continue what Lenin had started. Then comes Napoleon. Napoleon was selfish and greedy. He did not want to share the power or the decision making with any other individual. This was the same for Stalin. At first Napoleon and Snowball shared the decision making and had debates about what course of action they would take. This worked for awhile. Then Napoleon grew weary of long debates, and he thought he could make the decision by himself. He then forced Snowball out of the farm and started to spread lies about Snowball to get the entire farm against him. Stalin did the same thing against Trotsky and forced Trotsky into hiding into Mexico, where he was eventually assassinated. Both Stalin and Napoleon ruined any hopes of equal and fare government and instead set up dictatorships. Then comes the final important pig, Squealer. Squealer did not make the decisions in the government but acted more like the controlled media as in the Russian government. His job was to influence the people by exaggerating and re-writing history and sometimes telling plain lies all together. The people would listen to him, and he would always listen to Napoleon. Other animals were the worker class type citizens. The types of citizens range from hard working to selfish and lazy. Molly, for instance, only cared about her ribbons, and wasnt much of a thinker. All she wanted to do was eat sugar, and look pretty. Benjamin was a critic who always said Ive seen that before and Itll never work. The cat was just plain lazy, and was always disappearing whenever work had to be done. The ducks were weak and did not get much done. Then there were other donkeys which worked much harder and never thought of their own needs. The pigeons acted as message carriers spreading propaganda between farms, spreading Napoleons words from farm to farm, or in the actual Russian Revolution, country to country. Although all these animals are very different, they all shared one common trait. They were all weak. They all let Napoleon take over without much resistance. Just like Stalin took over Russia. These animals were too weak, too scared, or just lacked the intelligence required to do something about it. This is where it is the fault of the people. They should have stood up to Napoleon for what they fought for in the first place. The people must stand up to those who would destroy the system or else all is lost. I think that this story was a good representation of the actual Russian Revolution. But it is even more than that. It shows how people can let certain individuals get away with

Raymonds Run Essays - Faust, Part One, Free Essays, Term Papers

Raymonds Run Essays - Faust, Part One, Free Essays, Term Papers Mr. Raymond Raymonds Run 27 January 2016 In the story Raymonds run written by Toni Cade Bambara the main characters are in a conflict of who is better and who is faster in running races. The characters where in a competition that began the conflict in the story. Through the dialog between the main characters (Squeaky and Gretchen) the conflict was created, the conflict was solved when Squeaky won the Town race by her reaction from her brothers behavior in the end of the race and by showing that she changed her opinion about her brother Raymond. The main character Squeaky is a very fast running girl, she is the fastest in her town ,when Squeaky was in kinder garden she participated in a 20-yards race and she always came first but now she grow-up and the race is now 50-yards and there is an upcoming Town race that many people will join in. Squeaky decided to join the race and her goal was to get the first place in the race, she was also very confident that she will win. The older ones call her Mercury because she is different than the other girls because she hates the may pole and she doesnt dress like the other girls and because she is fast. Gretchen is Squeakys rival and enemy because Gretchen friend was Squeakys old best friend. The dialog that happened in the story was when Squeaky was going on her way to sign in for the Town race and on her way she passed by Gretchen and her friends but then Gretchen stops and starts talking directly to Raymond. Raymond is Squeakys big brother but the problem is that he is not very natural and he does not act In a natural way he also has a very big head, Squeaky is sometime shy of some of his action so she says that he is her smaller brother and Squeaky has to take care of him and he is her full responsibility. When Gretchen was talking to Raymond she first asked him how are you now Raymond? then he felt offended so Squeaky quickly replied and said You have anything to say, say it to me, then Gretchen looked at her and said to her in an offal way who cares anyway you will not win the race and then Squeaky started the argument and Gretchen friend Squeakys old friend was defending Gret chen and that made Squeaky angrier so Squeaky challenged Gretchen and told her lets see who will win the race and that was how Squeaky challenged Gretchen. This was the most important dialog in the story because the conflict is based on this dialog. The action is what happened in the conflict and it was also the result of the town race and the challenge that Squeaky offered to Gretchen. All that Squeaky thought about before the race began was the challenge and the first place off-course, when ever Squeaky gos to a race before it begins she puts herself into a vision to relief the stress and pressure from her mind and put herself into the race until the gun is shot in the sky and the race begins. When the race began Squeaky toke off in very high speed and set off to the first place until Gretchen came and passed Squeaky by a little bit, then Squeaky lost hope that she will win and that she will win the challenge but not until she saw her brother Raymond running with her in the same speed and he was running fast that encouraged Squeaky to run and that also amazed her, Squeaky started running very fast and then she was in the same speed as Gretchen and then they both passed the finish line not knowing who won the race so they had t o wait for the referees to decide the winner but for Squeaky winning did not matter for her because she found out a new talent which was her brother Raymonds speed in running and she was very interested in training him to become the fastest one in the town. After a short time the referees have come with a decision of the winner and the winner

Education goes global Coursework Example | Topics and Well Written Essays - 3500 words

Education goes global - Coursework Example In order to reach to the target market, LSFB will use advertisements, personal communications and exhibitions. The key objectives for LSFB in Africa include enhancing the market share in order to augment the number of students served by it, to enhance the brand value, to increase the revenue and to enlarge the number of campuses in the education segment of Africa. Table of Contents Executive Summary 2 Situation Analysis 4 Company and a Case Study Background Analysis 4 Customer Segmentation and Analysis 4 Competitor Analysis 7 Collaborators 8 Climate 8 PESTLE Analysis 8 SWOT Analysis 9 Conversion Strategy 10 Matching 10 SMART Marketing Objectives and Objectives for Going International 10 SMART Marketing Objectives 10 Marketing Mix Strategies and Tactics 11 Conclusion 14 References 15 Situation Analysis Company and a Case Study Background Analysis London School of Business and Finance (LSBF) has developed an ethos which facilitates the students to learn, nurture as well as attain overa ll success in their future life. The goal of the organisation is to be a distinctive choice by the global students as one of the most creative as well as ambitious destinations. The focus of the organisation is to endeavour for excellence as well as it trusts in the principle of education through different types of innovative industry relevant programmes for providing academic, professional as well as personal success in life of the global students. In relation to culture, the organisation is focused in both vital constituents such as educational as well as technological perspectives. With regard to educational culture, the organisation is confident on ascertaining continuous research for growing rapidly as a thinking community. Apparent strengths of LSBF include its excellent academic reputation through state-of-the-art academic facility along with collaborating and monitoring the global students. In terms of weakness, it can be said that oversight for designing of requisite progra mmes at times creates inadequate understanding for the students. With regard to market share as well as organisational size, LSBF has spread its strong foothold in more than 150 countries which has influenced above 25,000 international students and it also provides 120,000 online programmes on various academic segments [1] (London School of Business & Finance, 2013). Customer Segmentation and Analysis Market segmentation includes dividing the market of possible customers into similar subgroups. Segmentation is a vital aspect because it helps to target those customers who fit best with the organisational objectives. In other words, LSBF needs to segment the market of potential candidates into subgroups (Kusakci, 2010). There are several ways through which an organisation can segment the market such as behavioural, demographic and psychographic. With respect to LSBF, demographic segmentation will be followed. Demographic segmentation involves dividing the market into gender, age, inco me and occupation among others (Martins, 2003). The potential customers for LSBF would be high school students as they would further be enrolled in studying business or finance courses. Based on the data of UNESCO Institute for Statistics, in the year 2007, about 761090 students had been enrolled in higher education in public schools of Africa, representing 1.6% of entire population. Most of the students who enrol into higher education belong to the age

Neuropsychology paper on Split Brain Research Example | Topics and Well Written Essays - 1250 words

Neuropsychology on Split Brain - Research Paper Example The brain is also very segmented in that specific parts of the brain are responsible for different tasks in ability and processing. Even though all of these different parts of the brain operate differently in processing and storage of a particular stimulus, they still communicate with one another in effort to process and integrate sensations more efficiently and more fully. One of the biggest divisions in the brain’s structure is the right and left hemisphere. Each is responsible for its own processing of data and they have to communicate with each other in order to understand the whole picture. As a result of this, a great deal of research has been devoted into split-brain studies in trying to figure out how the two hemispheres work in tandem as well as how they work separately. Like the Earth, the brain is divided into two hemispheres: the right and left hemispheres. They are as much independent as they are intertwined. Researchers and psychologist hypothesize that the divis ion of the two hemispheres makes them more like two minds rather than one. Research has shown that the left hemisphere is more dominant and responsible for processes involving language whereas the right hemisphere is designed to process spatial relationships. This has been proven through experimentation as well as natural medical phenomenon. When a person has a stroke and it impacts an area of the brain, it is observed that functioning that is associated with that area decreases. The way in which we process the environment and information is when these two hemispheres are in sync and are communicating with one another. For example, the left side of the brain controls the right side of the body and the ride side of the brain controls the left side of the body. This is achieved by a connection known as the corpus callosum. The corpus callosum is a thick band of neural fibers, which essentially anchor both hemispheres together in order to facilitate communication. If this connection we re to be severed, then the way in which the hemispheres could communicate would be separated, thus creating two different minds within one. This is never done for research, although it has been used in epileptic patients in order to cure seizures. Research was conducted (not through severing the corpus callosum) on the dual processing of the two hemispheres and designing tests in which the effects of separating the corpus callosum could be simulated and the behavior observed. This involved a combination of visual recognition tasks as well as tactile response tasks. In the visual tasks, their vision was altered in some way in which the disruption of communication occurred to where only one side of the brain was processing, while the other was missing the sensory input. In tactile response experiments, participants were asked to identify objects. Depending on which hand it was placed in had an effect on whether they could verbalize the recognition of the object. The research was able to conclude that there were remarkable differences in the way the two minds operate independently of each other. In fact, it is shown from some research that by having a set of brains versus one unified one leads to increased ability to dual process and complete tasks (Gazzaniga, 1967). Since the first studies and research that were conducted into split brain research

Reflective Diary Coursework Example | Topics and Well Written Essays - 1500 words

Reflective Diary - Coursework Example These food places are called fast casual and have become a threat to fast food places and the traditional restaurants. The second key issue described in the article is how pubs, specifically those in London, are enjoying more visits from customers due to an adjusted family-friendly menu and dà ©cor. It seems that pubs have upped their food offerings and have started including food items for the entire family. Moreover, they have updated their interiors so as to be cozier and family-friendly. Because of these changes, adults have started bringing their kids along and pub owners are starting to get a new reputation as a family-oriented food establishment, other than a place where one can enjoy drinks with friends. Aside from these two significant issues, other key issues could be gathered from the article. First of these is the effect of fast casual food places on fast food joints. People still find fast food places convenient, especially those who want to grab something to eat because they are too busy to sit down and enjoy a meal. Second of these is the effect on traditional restaurants. People also like full service restaurants because the atmosphere is more conducive to having conversations over a warm and complete meal. Still, as the study has discovered, these same people would appreciate a place where the speediness in fast food joints and the comfortable ambiance of traditional restaurants can be enjoyed at the same time. This is why fast casual restaurants are now becoming popular among consumers. The other sub issue is the sudden popularity of pub and hotels because of the way they reinvented their service. Aside from changing the atmosphere in their establishments, pub owners have also started improving the food that they are offering to the customers. Instead of continuing to focus on adult customers, they have now expanded their service to also providing meals for

Chinas Cultural Revolution: Reforms in the Education System

Chinas Cultural Revolution: Reforms in the Education System The period of the Cultural Revolution in China (1966-1969) witnessed a massive effort by the Maoist leadership to engineer the socialist transformation of Chinese society, one of the area most radically affected by the Cultural Revolution was the Chinese educational system. The Great Leap Forward has brought about much economic instability and lack of agricultural production, leading to the great famine. The goals and policies imposed by the government during the Cultural Revolution greatly decentralized the educational system and shifted focus from an industrial intensive production to an agricultural production. Although many rural schools continued to function throughout this period, formal education virtually ceased in the urban areas. In this paper, we will first take a look at the three main objectives in the educational reforms. With this general background description of the program, we hope to explain some of the goals that the Communist partied hoped to achieve. The second section of this paper will discuss the means that China employed to carry out the three main objectives, analyzing the decentralized manner in the implementation process and the structural impact it had on the educational system. Finally, we will evaluate the repercussion and critiques these reforms had on students and the society as a whole. Educational Reforms The Cultural Revolution had three basic objectives in reforming the educational system. In terms of the content of education, the first objective was to intensify ideological education so as to raise the political consciousness of the students. The second objective was to integrate theory and practice in the educational process in order to make education more responsive to the immediate production needs of the country. In terms of the scope of the educational system, the third objective was to popularize education, especially in the rural areas of China.[1] Prior to the Cultural Revolution, it seems that there was a tendency in Chinese education to emphasize technological and professional training often at the expense of the socialist revolution as envisioned by Chairman Mao. In 1956, with the exception of the third year of senior middle school in which a section of the constitution class was held each week, it was reported that political classes were entirely cancelled. This trend was further reinforced after the Great Leap Forward when educational policy emphasized more study and less work and politics. This general educational policy seems to have led to the consolidation of an elite technocracy drawn largely from the educated bourgeois elements of the past. Thus, the most important goal of educational reform in the Cultural Revolution was to mobilize the students and raise to a higher level their awareness of class contradictions still existing in Chinese society. As Mao made clear, all work in school is for changing the thinking of the student.[2] This educational objective was part of the massive effort of the Cultural Revolution as a whole to revitalize the commitment of the country to the socialist transformation of society. The economic objectives of the educational reforms of the Cultural Revolution should be seen within the context of the overall strategy for economic development. The emphasis on integrating theory with practice, or education with production, was not new in itself. The Ministry of Education stated explicitly in 1950 that the purpose of institutions of higher learning in the Peoples Republic of China is to train high level specialists for national reconstruction in accordance with the principles of the Cultural and Educational policy included in the Common Program of the Peoples Political Consultative Conference of China, and using a method which combines theory and practice. These specialists will have advanced standards of culture, will master modern science and technology, and will have total dedication to serving the people.[3] However, the way in which theory was linked to practice was quite different from that which Mao had in mind for the Cultural Revolution. And the problem her e was not simply one of implementation but of basically different concepts of economic development. From 1949 to 1958, Chinas strategy for economic development essentially followed that of the Soviet model, which stressed the growth of heavy industry at the expense of light industry and agriculture. As bottlenecks began to form, China began searching for alternative developmental strategies. Thus, the Great Leap Forward was an attempt to mobilize the masses on a large and intensive scale to break the bottlenecks in the economy. While this strategy as a whole failed, it marked the point at which China changed from its previous strategy to one placing relatively more emphasis on rural development. This change in developmental strategy brought a basic change in the definition of what practice constituted in the educational process. In one case, it meant working in the industrial sector primarily in a technological capacity, while in the other, it meant working in the fields to increase rural production. Thus, in the former case, linking theory and practice meant training more highly s killed specialists to advance the technology for Chinas heavy industry, while in the latter, it meant training less-highly skilled generalists in less time to meet the local production needs of the rural sector. Thus, the economic objectives of the educational reforms were oriented primarily to the development of agriculture and light industry. Up until 1966, educational opportunities, particularly at the higher levels, remained unduly concentrated in the big cities. The rural areas, despite some improvements since 1949, did not benefit from educational expansion to nearly the same degree as the urban areas.[4] In fact, according to a Russian source, after initial success at popularization of educational opportunities between 1950 and 1958, the number of students at all levels of education decreased markedly from 1960 to 1965. It was also said that Liu Shaoqi admitted that in the 1965-66 school year approximately 30% of the children in China were not covered by a system of primary education.[5] This bleak picture was partially confirmed by the Peoples Daily report that in 1965, 30 million school-aged children were not in school, most of them being rural children.[6] Thus, one of the major objectives of the educational reforms was to correct this situation by increasing the number of schools in the rural areas and initiating a large scale recruitment of peasants and workers into the existing educational system. Means of the Reforms The implementation of educational reforms was carried out via a decentralized process, as most schools were placed under local management. In fact, it was reported in 1973 that each school had its own Revolution in Education Committee responsible not only for implementing reforms but also for part of the planning process within its own institution.[7] So it would seem that local experimentation within the general framework of the new educational policies was encouraged. Experimentation was seen as necessary primarily because of the emphasis on adopting flexible methods to meet the diverse needs of different schools and regions. We will identify below the major guidelines regarding the implementation of the educational reforms, as well as describe some of the different ways the reforms were implemented. In order to elevate the political consciousness of the students, the curriculum was heavily stocked with political education courses. The major texts used were drawn from the works of Mao. Aside from increasing the number of political course, other courses also drew upon Maos thoughts to explain various approaches to the analysis of whatever phenomenon was involved.[8] This reliance on Maos thoughts was essentially the concept of putting politics in command of knowledge. At the same time, revolutionary mass criticism and class struggles were actively promoted to bring into sharp relief the various contradictions in society from a more personal perspective. The principal means of linking theory and practice in the educational process were to make production labor a major part of the students curriculum and to direct research to meet local needs. These methods were based on the concept of practical training, although their implementation in China seems to have gone far beyond that prac ticed by other countries. In the rural areas, students would spend much of their time working in the fields and learning from the peasants. The training of the students included clearing marginal lands, planting and harvesting, working on the construction of water conservation projects and irrigation systems and so on. [9]Research in turn was directed towards increasing the crop yield and the mechanization of the local production units. What the specific tasks would be depended on the particular needs of a given locality. As for the urban sector, secondary and higher learning institutions were reported to have set up local factories within the schools not only to train students in practical work, but also to engage in significant production work. In other cases, factories and schools established ties with one another so as to direct the research of the latter to the needs of the former, making possible the immediate application of new findings. At the same time, veteran workers were often brought to the schoo ls to teach in certain areas and students worked at the factories for practical training. Some factories even established schools of their own, although this method seems to have more or less faded out. In brief, the educational reforms designed to attain the economic objectives basically gave the students more practical training and actual work in production than did the previous educational system. It was said that prior to the Cultural Revolution, peasants and workers had much difficulty attending schools because of such obstacles as high entrance examination standards (primarily for colleges and universities), high costs and expenses, inaccessibility since most schools were located in the cities, conflict of class schedules with local production time tables, and the lack of direct and immediate relevance of the courses offered to local production needs. As a result, educational opportunities were still not extended to many in the country living in the rural areas. During the Cultural Revolution, many of the reforms were implemented specifically to erase such barriers to education. Some of the broad guidelines for popularizing education were: 1) lowering educational standards, thus making possible the large scale recruitment of peasants and workers into the existing educational system, and especially to higher learning institutions; 2) lowering educational fees and expenses; 3) shortening the number of years for a basic education, usually from a 6-3-3 to a 5-2-2 system, while higher education was usually reduced from four or five years to two or three years (this allowed more to enter the educational system since less time would be taken off needed production work and the school population would be reduced for a given amount of students going through); 4) promoting popularly-sponsored schools-this expansion occurred mainly in the rural areas and was limited basically to the primary school level; 5) adapting curriculum and schedules to local req uirements; and 6) simplifying teaching materials.[10] Within these reform guidelines, however, schools at all levels could experiment with different ways of implementing the reforms. For example, Peking University with its more carefully selected students continued to have higher standards of education than many other colleges and universities. However, an attempt was made to lessen the gap.[11] Or with regard to popularly sponsored schools, there arose mobile schools, spare-time schools, half-work, half-study schools and so on. Furthermore, the specific curriculum of each school, except perhaps for the political education courses, varied according to the needs of the particular region. Thus, the popularization of education was carried out under a flexible and decentralized educational system. Repercussion of the Reforms While the drastic educational reform measures have given peasants opportunities to attain basic education in rural areas, as well as agricultural production and political gains, it naturally came with lasting negative impacts that promoted many post-modernists critiques. In the beginning of the Cultural Revolution, values like collaboration, diligence, modesty, and respect for elders and teachers were discarded as a result of the purge of the old Chinese cultures and traditions. Many have failed to retain the virtues during the revolution. Second, due to political struggle and line drawn between working classes and intellectuals, as well as political and violent nature of the social revolution, substantial innocent teachers and professionals were subjected to personal attacks and humiliation, some even executed. Third, specific strategies of the reformed curriculum and examination system proved to be misguided and wasted the schooling of many young people. The disconnection between a cademic achievement and students future career, the emphasis on political correctness over academic achievement, and the neglecting of theory learning and over-emphasis on hands-on experiences were all examples of poor decisions. Fourth, the Cultural Revolution both liberated students and dominated them. It liberated students and people because it opened their eyes to the inequality existing in education and society; However, it imposed political control and dominated them because it did not allow real democratic, independent and critical thinking ability.[12] As Freire (1970) put it, If teachers help students from oppressed communities to read the word but do not also teach them to read the world, students might become literate in a technical sense but will remain passive objects of history rather than active subjects.[13] Conclusion The Cultural Revolution opened peoples eyes but imposed the governments intentions on the people and dictated their thinking. Thus, people were forced to follow the governments ideology. In accordance with the three objectives set forth by the Communist Party, strategies were carried out in a decentralized manner that placed significant amount of decision making on local management. To raise political awareness, much of the curriculum were inspired by Maos thinking. His principles such as practice training were also preached to the students, which compliments well with the second objective; to integrate theory and practice while increasing agricultural production. At the time, schools and factories were tightly assimilated, as much of the students from urban areas were organized to work in rural areas, in order to experience the real China and raise consciousness on the large class segregation that existed. Lastly, with adjustments to the curriculum schedules, time commitment, academ ic and financial requirements, the barriers to entry were significantly reduced for many rural youths. Basic education was finally attainable by peasants and popularized in the rural area. However, this caused a reduction of higher education and development of specialized skilled workers in the urban area, in accordance with the focus on agricultural production rather than industrial production. The extremist nature of the reforms achieved by China was unlike what other countries could have accomplish. While political agendas and production goals were met, it came at a great cost to students that lasted through the generation. Connections to their ancestors culture and virtues were cut in favor of Maos thinking and the way of the new China. This led to activities that post-modernists could consider contradictive to the development of humanity, which was evident in the case of innocent individuals who retained the old culture or decided against Maos thinking were humiliated or executed. Students freedom of critical thinking was taken away, replaced by political correctness and over-emphasis on hand-on experiences, ultimately hindering their theoretical knowledge and future career development. Bibliography Seybolt, Peter. Editors Introduction, 1971 Huey, Alison B. The Revolutionary Committee of Peking Middle School #31, 1970 Gardner and Idema, Chinas Educational Revolution, Cambridge Univ. Press, 1973 Klepikoy, V. Z. The Fate of Public Education in China, Sovetskaia Pedagoka #8, 1968, translated by J.ÂÂ   Barry Eliot, CE 1 Peoples Daily, Chinas Educational Revolution, 1965 McCormick, Robert. Revolution in Education Committees, The China Quarterly #57, 1974 Wuyuan Rev. Comm. et al., A New Type of School That Combines. Theory with Practice, 1968 Yu-lin Special Region Rev. Comm. and Kuei-ping Rev. Comm, Train Workers to Have Socialist Consciousness and Culture, 1970, Wan, Guofang. The Educational Reforms in the Cultural Revolution in China: A Postmodern Critique, 1998. https://eric.ed.gov/?id=ED427419 Lankshear, C. and Mclaren, P.L. Critical Literacy, New York: State University of New York Press, 1993 Shor, I. Empowering Education, Chicago: The University of Chicago Press, 1992. [1] Peter Seybolt, Editors Introduction, 1971, p. 4. [2] Alison B. Huey, The Revolutionary Committee of Peking Middle School #31, 1970, p. 206. [3] Seybolt, p. 4. [4] Gardner and Idema, Chinas Educational Revolution, Cambridge Univ. Press, 1973, p. 257 [5] V. Z. Klepikoy, The Fate of Public Education in China, Sovetskaia Pedagoka #8, 1968, trans, J. Barry Eliot, CE 1, p. 42. [6] Peoples Daily, Chinas Educational Revolution, 1965, p. 258. [7] Robert McCormick, Revolution in Education Committees, The China Quarterly #57,1974, p. 133. [8] Wuyuan Rev. Comm. et al., A New Type of School That Combines. Theory with Practice, 1968, p. 24-31 [9] Yu-lin Special Region Rev. Comm. and Kuei-ping Rev. Comm, Train Workers to Have Socialist Consciousness and Culture, 1970, p. 40-45 [10] Gardner and Idema, p. 279-280. [11] Ibid., p. 286. [12] Wan, Guofang. The Educational Reforms in the Cultural Revolution in China: A Postmodern Critique, 1998. [13] Lankshear, C. and Mclaren, P.L., Critical Literacy, New York: State University of New York Press., 1993

The Reason Rapists Are Going Free :: Violence Rape Essays

The Reason Rapists Are Going Free When will the men and women of our world be able to live their lives without the fear of being raped by another person? The article that will be discussed in this paper is called â€Å"The Reason Rapists Are Going Free† written by Stacy Colino. The biggest thing about this article is the fact that the DNA samples gathered in rape kits can nab sexual offenders, but the evidence often sits around collecting dust. Many men as well as women are getting away with harming another person through sexual contact with out their permission. Men as well as women can be rapped but less men will actually go to the police about it they would rather keep it under wraps because they are afraid they will be criticized for being weak which is untrue. Both, men and women are at risk for rape the scary thing is that there is a possibility that their cases will not be processed because their rape kits are not being processed efficiently. The ones that actually are processed are not always bro ught to trial. Those that are processed are thrown through the databases of convicted persons and if there is a match than it will go through the courts, and when this is all done with the victim feels worse about themselves and we promote this in our culture? The audience of this paper is those who want to be informed and those that this horrible problem has happened to. Rape is not something men and women wish to talk about but it is a relevant issue in our world. It should not be something people have to worry about in their own homes. The purpose is to inform people that the rapists can be caught and brought to trial for what they have done. The logos of the article are those who have been raped will be able to get their victimizer put away for a long time therefore the kits should be processed. The ethos that is presented in this article is if you are going to do the crime you should have to do the time as well if you are going to start reassess a case you should make sure the kit is finished. The Reason Rapists Are Going Free :: Violence Rape Essays The Reason Rapists Are Going Free When will the men and women of our world be able to live their lives without the fear of being raped by another person? The article that will be discussed in this paper is called â€Å"The Reason Rapists Are Going Free† written by Stacy Colino. The biggest thing about this article is the fact that the DNA samples gathered in rape kits can nab sexual offenders, but the evidence often sits around collecting dust. Many men as well as women are getting away with harming another person through sexual contact with out their permission. Men as well as women can be rapped but less men will actually go to the police about it they would rather keep it under wraps because they are afraid they will be criticized for being weak which is untrue. Both, men and women are at risk for rape the scary thing is that there is a possibility that their cases will not be processed because their rape kits are not being processed efficiently. The ones that actually are processed are not always bro ught to trial. Those that are processed are thrown through the databases of convicted persons and if there is a match than it will go through the courts, and when this is all done with the victim feels worse about themselves and we promote this in our culture? The audience of this paper is those who want to be informed and those that this horrible problem has happened to. Rape is not something men and women wish to talk about but it is a relevant issue in our world. It should not be something people have to worry about in their own homes. The purpose is to inform people that the rapists can be caught and brought to trial for what they have done. The logos of the article are those who have been raped will be able to get their victimizer put away for a long time therefore the kits should be processed. The ethos that is presented in this article is if you are going to do the crime you should have to do the time as well if you are going to start reassess a case you should make sure the kit is finished.

A Strategic Analysis of Qantas and the Australian Airline Industry Essay

The following paper provides an analysis and evaluation of the current market position of Qantas and the Australian Airline Industry. By assessing the company both internally and externally, this report will assess Qantas’ strengths and weaknesses. In addition to this, the report will focus on the specific elements that enable Qantas to obtain a competitive advantage over its competitors. Our team has established that Qantas is facing direct competition from new market entrants as well as threats from it’s own development – Jetstar. As a result, Qantas has lost some of the market share over recent years. However, while the treat of new entrants has affected Qantas, new opportunities have become available and have encouraged the airline to think outside the square. The Global Financial Crisis presented many industries with a challenge and Qantas was not excluded from this. In addition to this, the September 11 attacks in 2001 largely affected the industry as customers became reluctant to travel. Consequently, it is clear that Qantas has been faced with a variety of challenges that have resultantly prompted them to think of alternative ways to obtain a sustainable competitive advantage. Partnering with Tourism Australia, developing Qantas as a brand, and painting the boeings to advertise an Australian lifestyle have all been successful at achieving a competitive advantage. It is recommended that Qantas continues to compete with new market entrants by focusing on developing the brand further and generating greater loyalty. Qantas & the Airline industry Qantas Airways Limited is an Australian public company that obtains its revenue predominately from the operation of airlines. The company operates mainly in Australia, New Zealand and Asia and is also established in the UK and the USA. Globally, Qantas employs over 35,700 individuals. At June 30, 2010, international airlines in Australia were reported to be worth $14, 924, 000, 000, with Qantas estimated to hold 25.60% of the market share. From the same study, the domestic airline industry in Australia was reported to be worth $12,801,000,000 with Qantas accounting for 73.50% of the market share. (IbisWorld, 2010) Over recent years, the drastic increase in fuel prices coupled with the global economic crisis has resulted in the increased cost of airfares. Low income, high unemployment levels and unavoidable disasters like the recent ash cloud have seen the demand for air travel in Australia reduce significantly. Specifically, the Qantas Group’s industry revenue declined an estimated 1.8% per annum over the five years through 2009-10. (IbisWorld, 2011). However, it has been forcasted that the industry with grow by 9% over 2011-2012, reaching a revenue of $13,400,000,000. The potential growth has been attributed to several factors, for example, increases in business related travel and the growing popularity of cheaper airlines. (IbisWorld, 2011) See Fig. 1 Qantas’ flying business operates under two main brands, Qantas and Jetstar. Jetstar was first launched in 2004 and is Qantas’ cheaper airline. (IbisWorld, 2010) Qantas revenue from international flying is reported to be far weaker than it’s domestic business. While international flying accounted for 22.5% of revenue over 2009-2010 for Qantas, this figure was considerably higher 2004-2005. New market entrants and strong competitors were said to be responsible for this decline. In particular, the development of Jetstar and the ability to fly internationally at low-cost saw Qantas’ international flight business drop from 46.3% of industry total in 2004-2005 to 23.0% in 2010-2011. (IbisWorld, 2010) Conversly, Qantas’ domestic flights generate approximately 70.4% of total sales and are increasing slowly. However, while the domestic flight popularity is increasing, the growth rate is slow in comparison to the industry. This is due to the fact that Qantas has lost some of the market share over recent years with the entrance of new competitors, for example, Virgin Airlines and Tiger Airways. In addition to this, the entrance of Jetstar into the market and the recent financial crisis saw more passengers targeting the low-cost airline over Qantas. The following investigation will include an analysis of Qantas’ external environment by utilizing a Porter analysis of the industry’s competitive forces. In addition to this, the report will include an analysis of the internal environment at Qantas by conducting a value chain analysis and identifying the resources and capabilities that provide Qantas with a competitive advantage over its rivals. * Please note: All dollar values listed throughout the report are in Australian dollars. External Analysis When determining the external forces that affect the domestic airline industry there are four areas that need to be discussed; political, environmental, social and technological. In discussing these areas we will be able to determine what strengths and weaknesses arise for Qantas as a result. During 1990 the Australian government decided to deregulate the domestic airline industry (Bureau of Transport and Communications Economics, 1995). This has opened up the opportunities for new airlines to do business in Australia. For Qantas this could be seen as a threat as there are going to be new players in the market as it has opened doors for low-cost carriers to enter. However, it may also be an opportunity for Qantas to differentiate themselves from the rest of the domestic airlines and be the only one offering a premium service. The most recent and economically crippling factor that has influenced the airline industry is the Global Financial Crisis (GFC)(Nuguid, 2011). According to the House Standing Committee on Infrastructure, Transport, Regional Development and Local Government (2009)  the tourism industry in Australia was hit the hardest which declined at a worse rate than the rest of the economy. As a direct result of this the airline industry specifically has also seen a significant downturn. This presents a potential weakness or threat for Qantas who may come to feel that their premium price for quality service is not enough to get the customers to fly with them. Probably the most recent and most prominent social change that has affected the airline industry was the September 11 terrorist attacks in America(Ito & Lee, 2005). Although this was not in Australia it still had a large impact on people’s preferences when it came to domestic and international travel. This along with an aging population is slowing down the airline industry as the concern for safety of passengers has risen. This could be a potential opportunity for Qantas to offer, in addition to great quality, a higher safety rating for their flights and help them achieve an advantage against the opposition. There are always new technologies available to improve service and quality; an example of such is the introduction of the regional jet(Brueckner & Pai, 2007). This new technology provided better service quality and higher flight frequency to the airline industry. All new technologies represent an opportunity for Qantas to increase the quality of their services. This particular technology also provides Qantas with the opportunity to increase their flight frequency. The government regulations of the airline industry in Australia are very lax in comparison to other countries leading to fewer barriers to entry, particularly at the low-cost end of the market. This makes it far easier for potential entrants to enter into the market. So far since the deregulation in 1990 two new major domestic airlines have entered and done so successfully; Virgin Blue and Tiger Airways (Bureau of Transport and Communications Economics, 1995 and Bureau of Intrastructure, Transport and Regional Economics, 2010). Although there have also been a number of entrants that have failed to sustain their place in the airline industry this is not considered as Porter looks only at the threat of new entrants, not whether entry actually occurs (Porter, 2008). Pilots have a huge influence over what goes on in the industry as evidenced by the 1989 pilot strike(Schulte & Zhu, 2005). Even though the pilots were unsuccessful in this instance this shows that pilots are much more likely to be able to achieve change in the industry if they choose. Currently there are only two  major suppliers of airplanes, Boeing and Airbus. Being the only two major suppliers in the industry gives them a lot of power to determine prices and quality. Passengers have a lot less power in the airline industry as they generally don’t get a whole lot of choice or say in what happens. Firstly, there are high switching costs associated with changing to another airline. Secondly, there is not much difference from one airline to another especially if the airline is competing on quality or service(Investopedia News and Articles, 2010). For the domestic airline industry there really isn’t any major substitutes. The automobile industry and possibly the locomotive industry have the most influence here but if you are travelling from Sydney to Perth there really is no alternative to the airplane. The main determinants that make air travel non-substitutable include; time taken to travel, the cost of travel, personal preference and convenience(Investopedia News and Articles, 2010). There a four major domestic airliners that have the majority of the market share in Australia; Qantas, Virgin Blue, Tiger Airways and Jetstar (Dixon, 2006). With Qantas announcing recently that they are going to focus more closely on international services rather than domestic this could change the market share mix for the remaining three competitors. In considering the various forces that determine industry competition we can also draw a conclusion as to the profitability of the industry. Due to the aforementioned forces we can say that the profitability of the airline industry is quite low, which is also evidenced by Porter (2008). With respect to Qantas we can say that the threats of new entrants in the market is not quite as high for them as they are offering a premium service, not low-cost and so the barriers to entry for premium services are much higher. Internal Analysis Value Chain Analysis â€Å"Value is the amount that buyers are willing to pay what for a firm provides them and the quantity it can sell.† (Osegowitsch, 2011: 82) Conducting a value chain analysis, a concept popularized by Michael Porter, offers insight and understanding of a business’ activities that give it sustainable, competitive advantage. Qantas’ offerings to the market, according to its mission statement as of its Annual Report 2010, is safe,  airline travel at reasonable prices to both international destinations and domestic ones, through its complementary brand Jetstar. The Qantas Group asserts that it strives for a sustainable future through a two-brand strategy (that of Qantas and Jetstar) supported by its portfolio of business investments. This internal analysis will seek to examine The Qantas Group’s strategy through assessing its primary activities and its support activities. They use Altà ©a Inventory, which is an inventory management product. This system for example, has helped Qantas monitor rates and fares with immediacy. â€Å"Altà ©a Inventory provides instant data on demand and bookings to adjust pricing policy as potential passenger loads rise or fall. Altà ©a enables Qantas decide where to make seats available at certain price levels† (Amadeus Case Study) According to CIO John Willett; Design clarity means that major schedule changes are relatively easy to accommodate, allowing more efficient use of time of Qantas technical staff. The flexibility that came with Altà ©a allows Qantas to concentrate on revenue and how to improve it throughout the year. (Amadeus Case Study) With regard to onsite inventory, Qantas has extensive inventory availability â€Å"to support maintenance and overhaul programs for a wide range of customer engineering requirements.†   Operations Qantas is divided into 3 groups; Commercial, Customer and Marketing, and Operations. Its Operations group comprises engineering, airports, catering, flight operations, operations planning and control and Qantas Aviation Services. These To keep their operations running efficiently, Qantas has its own engineering division, called ‘Qantas Engineering’ Yield Management Often used in airline, hotel and advertising industries. Involves the concept of Qantas offering a ‘perishable’ good – being their airplane seat that if isn’t sold prior to flight, will ‘perish’. â€Å"For airlines, yield managers use widely accepted statistical tools to forecast seat demand, taking into account historical data and seasonal variables. For example, there is heavy demand on domestic routes during weekday peak periods and to leisure destinations during holiday periods, but there may be troughs in demand at other times. Each flight has its own individual forecast. Yield managers look at factors as diverse as economic swings which affect longer-term demand, seasonal schedule changes and changes in aircraft capacity to achieve an optimal mix of fares. In today’s environment, and without yield management, airlines would find it more difficult to make a profit and customers would be denied the broad range of fares and services offered.† (Qantas Fact Files) Marketing and sales Qantas have their own ‘customer and marketing’ division. They have heavy involvement in marketing and view it as critically important. The â€Å"Still Call Australia Home† was re-launched given slump in profits in 2009. The original campaign cost $6m but in 2009 when it was re-launched, they â€Å"deliberately just filmed in Australia and we have used the international footage we have from previous campaigns to manage the costs associated with it† (The Australian, 2011) according to CEO Alan Joyce. * Qantas appointed new head of Marketing in 2009 (http://www.bandt.com.au/news/qantas-makes-marketing-move) Qantas’ secondary activities Procurement Normally, Qantas seeks proposals from various suppliers – so as to maintain a level of competition amongst suppliers in an attempt at receiving the best offer. However occasionally, they do only seek the services of a single supplier. As is consistent with their procurement process, Qantas ask for formal bids or tenders and once they have been received, commence negotiations with prospective suppliers. At times, this can replace the tendering process, but normally it is done alongside it, as  a further step in their competitive benchmarking process. (Qantas Procurement Report: p. 1)Ultimately, their aim is to source the best service from suppliers, at the most competitive price, in a manner that is understood and fair according to all participants. Human Resource Management The Qantas Group employs approximately 37,000 people, 90% of which are based in Australia. (Qantas Website) The magnitude of Qantas’ operations and its abundance of employees have forced Qantas to develop competitive Human Resources (HR) strategies and maintain competitive advantage. HR is divided into four sections in The Qantas Group: 1. Corporate This includes responsibilities such as remuneration, employee benefits, industrial relations and other key tasks that essentially make this group in charge of forming strategies that will be carried through the other levels of HR 2. Business Segments HR teams within particular business segments of The Qantas Group, who deliver and implement the strategies as formulated at the Corporate level 3. Shared Services The central support unit that offers to assist employees, respond to inquiries and essentially offer support in all the typical HR responsibilities such as recruitment and remuneration 4. Learning and Development This branch relates to the development of training programs to teach, train and further improve Qantas employees. This layout of HR responsibilities is proven to be an effective structure for many large companies and has served Qantas effectively. Information Technology The Qantas Group’s IT division is predominantly based at a head office in Mascot, Sydney. The IT division consults and works within the areas such as: * Project and Program Management * Business Systems Analysis * Testing and Quality Assurance * Services and Relationship Management * Architecture (Qantas Website – Information Technology) Infrastructure Qantas’ infrastructure is immense and naturally demanding of high volume and efficiency given the company’s line of business. With a fleet of 254 aircraft, the maintenance of â€Å"superior infrastructure† (Qantas 2010 Annual Report, p. 9) , as coined by The Qantas Group, is imperative. The company manages the aircraft, in addition to 14 international lounges as well as several multi-tiered domestic lounges. The renewal of the fleet as well as other infrastructure is made possible through an â€Å"investment-grade credit rating†, making Qantas a desirable borrower for lenders. Furthermore, the company consistently experiences strong cash-flows and as such, is able to monitor and ensure high liquidity. The Qantas Group’s infrastructure is supported by a system of effective borrowing and investing, as well as maintained liquidity so its non-current assets and existing infrastructure is secure and kept up-to-date. Qantas’ Resources and Capabilities When analyzed simply, The Qantas Group boasts many capabilities/resources that potentially offer it competitive advantage, including; * Resources: * Airport locations/hangers * Engineering facilities * Trained personnel * In-flight food (Neil Perry’s involvement) * Qantas lounges/restaurants * Storage facilities for inventory, ranging from machinery to uniforms * Training facilities for flight attendants and pilots * Capabilities: * New IT systems to promote more efficient operations – such as the evolution of e-tickets * New development in cost effective service (e.g. with food,  cutting costs on ingredients or perhaps where the food is prepared) * New developments for the ‘frequent flyer’ scheme to adapt to competitors’ similar concepts – such as the Chairman’s Lounge * Fleet development: â€Å"The airline has been constantly growing since its inception as a result of increasing fleets. Qantas has been purchasing Boeing aircraft makes like the 747-400.‘ Bibliography 1. Brueckner, J., & Pai, V. (2007). Technological Innovation in the Airline Industry: The Impact of Regional Jets. International Journal of Industrial Organization , 27 (1), 110-120 2. Bureau of Intrastructure, Transport and Regional Economics. (2010). Avline 2009-10. Canberra: Australian Government. 3. Bureau of Transport and Communications Economics. (1995). Deregulation of Domestic Aviation in Australia. Canberra: Australian Government. 4. Dixon, G. (2006, February 23). Qantas not afraid of competition. The Age . 5. Douglas, E., & Cunningham, L. (1992). Competitive Strategies in Australia’s airline deregulation experience. School of Business Discussion Paper , Paper 28. 6. House Standing Committee on Infrastructure, Transport, Regional Development and Local Government. (2009). The Global Financial Grisis and regional Australia. Canberra: Commonwealth of Australia. 7. Investopedia News and Articles. (2010). The Industry Handbook: The Airline Industry. Retrieved August 17, 20 11, from http://www.investopedia.com/features/industryhandbook/airline.asp#axzz1VGZxffGH 8. Ito, H., & Lee, D. (2005). Comparing the impact of the September 11 Terrorist Attacks on International Airline Demand. International Journal of the Economics of Business , 12 (2), 225-249. 9. Nuguid, A. (2011). IBIS World Industry Report I6402 Domestic Airlines in Australia. IBIS World. 10. Porter, M. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review , 78-91. 11. Schulte, P., & Zhu, Y. (2005). Globalisation and Labour Relations in Australian Airlines Industry: A Case Study of Pilot Experience. In A. Gupta (Ed.), 4th Global Conference on Business & Economics Proceedings (pp. 1:1-19). Lynchburg, United States of America: Association for Business and Economics Research. 12. Osegowitsch, T., Strategic Management, McGraw-Hill AusTralia, NSW, 2011, p.

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