The Lucifer Effect Is An Eye Opener For Me - 1919 Words

Reading The Lucifer Effect was an eye opener for me. It got me thinking do we really know anyone for that matter do we know ourselves? There are times in of our lives, have we been astonished to learn about the activities of someone we thought we knew very well. Are those who commit atrocities people with serious character defects or psychopathology, or are they ordinary people responding to an extraordinary situation? The Lucifer Effect delivers some possible rationalizations for these personal mysteries in which we deal with. This book also gives some prospective on perplexed ideas of our own actions that may contradict our previous thought of our own identities. In this reflection paper I will be In The Lucifer Effect Zimbardo addresses a question, â€Å"What makes people go wrong?† (p. 5) He defines the word: â€Å"Evil consists in intentionally behaving in ways that harm, abuse, demean, dehumanize or destroy innocent others—or using one’s authority and systemic power to encourage or permit others to do so on your behalf† (p. 5). As is evident from this definition, the study of evil is the study of particular behaviors and motivations. As such, it could be argued that such a study is within the legitimate province of psychology, although some may be disturbed by this. Zimbardo begins by pointing out that the predominant paradigm in our culture for explaining human behavior is known as the dispositional model, a model that focuses on inner individual personality traits andShow MoreRelatedEssay about Galileo Galilei2120 Words   |  9 Pageshow they saw the world. â€Å"For example, a serious discussion among academics at that time was about the size and shape of hell as depicted in the poem Dantes Inferno, which was another eye opener for the community. Galileo gave a well-received lecture on the topic, including his scientific opinion about how tall Lucifer was† (Bellis). As a result of his lecture, there were positive criticism that helped Galileo score a position at the University of Pisa. â€Å"When he was born there was no such thing as

Power Corrupts in George Orwells Animal House - 752 Words

In George Orwell’s ‘Animal Farm’, one of the major themes was power, and how absolute power corrupts absolutely. To the animals, Jones was a tyrant, always mistreating and abusing them, until one day Old Major told them of a dream he had, where the animals will be able to live in a utopia, and lead lives of peace. After the rebellion occurred and the animals overthrew Jones, Napoleon soon came to power. He promised the animals lives of prosperity, and for a while Animal Farm was a blissful place, however after a while his reign became a tyranny, one very similar to Jones, if not worse. When the animals were under Jones’ rule, they lived a life of misery and slavery. He was a very cruel master; he abused and enslaved the animals and furthermore, he locked away all the food so the animals were left to starve. Jones was a despicable, incompetent and drunken farmer; he was in the position of power on the farm but he did not fulfil his duties as leader, as all h e does is drink, as Orwell described it: Mr Jones, of Manor Farm, had locked the hen-houses for the night, but was too drunk to remember to shut the pop-holes. (Ch.1; P.1). He was a tyrant, as he operated the farm with absolute control, only for the benefit of himself with no cares about how his animals were being treated in the process, which was how Napoleon came to treat his subjects. And as Old Major described him Man is the only creature that consumes without producing. (Ch.1; P.4). The fall of Jones’ tyrannyShow MoreRelatedGeorge Orwell s Animal Farm1395 Words   |  6 PagesGeorge Orwell’s Animal Farm: The Power of Corruption In George Orwell’s Animal Farm, Orwell illustrates how power corrupts absolutely and how Napoleon degrades the structure and stability of Animal Farm because of the decisions that he makes. I will also expand on the idea of how Old Major’s ideas for an organized society get completely destroyed by Napoleon’s revolutionary actions. It was ironic and satirical that Napoleon’s own power annihilates Animal Farm. The satire in George Orwell’s AnimalRead MoreHow Is Marxism Portrayed in Animal Farm by George Orwell? Essay1369 Words   |  6 PagesHow is Marxism portrayed throughout ‘Animal Farm’ by George Orwell? The main aim of Marxism is to bring about a classless society, and ‘Animal Farm’ is generally considered to be a Marxist novel, as all its characters share a similar ambition at the beginning. ‘Animal Farm’ represents an example of the oppressed masses rising up to form their own classless society, whilst offering a subtle critique on Stalin’s Soviet Russia, and communism in general. Orwell is, ironically, revolutionary in hisRead MoreEssay about Animal Farm: The World and the Words 1041 Words   |  5 Pages Animal Farm is a masterfully written cynical exploration into the abuse of power through language.c George Orwells book provides a theory of power structures, equality and the very nature of human character. As a short, ten-chaptered essay, this book has made its mark on the communist and authoritarian societies with the cutting morals and the phrase â€Å"All animals are equal, but some animals are more equal than others† In the beginning, Mr. Jones is an antagonistic study into Czar Nicholas IIRead MoreSymbolism and Allegory in Animal Farm1657 Words   |  7 Pagesthree aspects of Animal Farm : Old major, The Windmill and The Seven Commandments George Orwell uses symbols throughout the novel Animal Farm to show how the upper class groups use manipulation to their advantage. Animal Farm in simple terms is the allegory of a revolution gone sour. Animalism, Communism, and Fascism are all the symbols which are used by the pigs as a means of satisfying their greed and lust for power. As Lord Acton wrote: Power tends to corrupt; absolute power corrupts absolutely† whichRead MoreAnimal Farm And Human Nature1051 Words   |  5 Pagestowards life. Do you believe human kind is inherently selfish? In the novel Animal Farm, George Orwell speculates the evil of human nature. Allow me to unfold for you the influence of human nature before the revolution on Manor Farm and the short term and long-term resul ts of the revolution. Animals were treated poorly on Manor Farm. Mr. Jones would forget to feed the animals and of course, slaughter them for food. These animals were used for their resources and provided with the bare minimum that willRead More Critique of Communism in Animal Farm by George Orwell Essay1282 Words   |  6 PagesKarl Marx’s perfect society described in his Communist Manifesto is in direct conflict with the implementation of Soviet Communism, which was scathingly criticized by George Orwell’s book Animal Farm. Karl Marx believed that in order to form a just and equal society, the working class, called the proletariat, would have to overthrow those who owned the means of production, who were known as the bourgeoisie. This was to be known as the Proletariat Revolution where the oppressed laborers in capitalistRead MoreGeorge Orwell s The Handmaid s Tale1242 Words   |  5 Pagescorruption in governments and leaders. While analyzing Animal Farm by George Orwell, l Lost My Talk by Rita Joe and The Handmaid’s Tale by Margaret Atwood it is clear that these works of literature allude to the possibility of corruption, revealing how important justice and equality are to governing societies and to me. Firstly, in George Orwell’s depiction of the events during the time of the Soviet Union shows how governments can obtain power from its citizens and how it can lead to corruption.Read MoreAnimal Farm Corruption Essay930 Words   |  4 Pagescertain amount of power, even the most humble of people can fall subject to corruption. Likewise, one who is already an unjust figure is more than capable of becoming a tyrant. Such is the case in Animal Farm, a novel by George Orwell. Animal Farm focuses on the rebellion of the animals on Manor Farm, and their attempt at a socialism-esque society. The leaders of the farm, two pigs named Napoleon and Squealer, gradually change from fair authority figures to unethical dictators. Orwell’s critically acclaimedRead MoreExamples Of Power Corrupts In Benito Mussolini764 Words   |  4 Pagesruled constitutionally until power corrupted him in 1922. Mussolini also legalized dictatorship so none of the humans have any rights. It can be arg ued that power always corrupts, especially when examining the greed, manipulation, and brutality of both the pigs in George Orwell’s Animal Farm and the greed, manipulation, and brutality of the Italian dictator Benito Mussolini. First, one of the reasons power could corrupt someone is because of greed as shown in Animal Farm and the milk and applesRead More1984 Reader Response Essay599 Words   |  3 Pagesgovernments power and intentions. I became aware of the potential manipulation of which the government could impose upon us. The very thing which I depend on for security and protection may be a conniving entity which feeds off of it’s own power and corruption. As I flourished in my naivety, I was unaware that the people I trusted, whom I believed to be wholly dedicated to our well-being as a society, could betray us at any moment they see fit. I gravely overlooked the potential and the power that the

Generated Be Presented To Qutic Management â€Myassignmenthelp.Com

Question: Discuss About The Generated Be Presented To Qutic Management? Answer: Introduction Plagiarism is a growing trend that is affecting students across the world. In Australia, it has been noted that this behavior is rampant particularly in institutions with international students. This may be perceived to be as a result of multicultural believes as some of students are from various parts of the world with different strictness about plagiarism, or students could be practicing it knowingly or unknowingly. This report seeks to give findings based on research on students perception about plagiarism. Queensland University of Technology International College is an institution of higher learning accounting students from all over the world. As an institution with international reputation, QUTIC management found it necessary to conduct a research on plagiarism as a major concern regarding academic dishonesty. The main objectives of this report are: To help the management come up with adequate measures from which students will fully understand what plagiarism is and its consequences. To help students to avoid practice of plagiarism Method of data collection The research was conducted by use of questionnaires which were manually distributed to respondents. Respondents were students from different faculties and of different nationalities. Items used included booklets of questions and writing pen. The questionnaires were multi choice 1where respondents were expected to tick appropriately against a economics. Sampling method employed was segregation by faculty and nationality. A total of twenty respondents took part in filling in of the questionnaires. Scope of study The research was carried out in QUTIC and it was carried out across all faculties. Countries represented in the samples were Japan, china, Vietnam, Brazil, Hong Kong, Malaysia, Nepal and Korea. students awareness about plagiarism Choice Number of students A 10 B 12 C 10 D 17 E 12 Students were asked what plagiarism is. They were supposed to tick appropriately against the choices provided. Respondents were allowed to give more than one choice where they may deem fit. The choices given are as follows: A =To share work among friends B=copying at an exam C= Having others statements exactly without knowing D =To use other's words exactly as your own E =To pretend others results as yours From the above results, all choices appeared to be chosen as the correct meaning of plagiarism. Students from across the world gives different opinions on what they think plagiarism is. It can be concluded that most students can not define plagiarism accurately. They actually are not fully aware of what really can be said to be plagiarism or not. This could mean that students needs more explanations about plagiarism. Reasons for plagiarizing Choice Number of students A 50 B 48 C 46 D 52 E 61 This questionnaire question required students to give their reasons for plagiarizing. The multiple choices provided allowed them to tick appropriately. The choices provided were as follows: A= time management B= Language barrier C= Lack of awareness D= unclear rules E= background difference 2.2.1 Finding It was found that reasons why students practice plagiarism were diverse. Majority of the students thought that background differences was a factor that led to this practice. This was followed by unclear rules regarding plagiarism. Language barrier was the least reason that is likely to make a student commit plagiarism. It can be concluded that reasons that cause student to practice plagiarism are diverse and varies from student to student. Since all the reasons received close citations by students, it can be deduced that all the choices provided were major reasons why students practice plagiarism Comment Number of students Strongly serious 10 Serious 7 Neutral 2 Unimportant 1 This questionnaire question asked respondents about their comments on consequences of plagiarism. The comments expected were meant to be a scale of measure of seriousness with which students held plagiarism with. It was found that 50% think that consequences are strongly serious, 35% commented that consequences were serious, 10% were neutral while 5% thought it as important. From the above data, it can be concluded that majority of the students are aware that consequences of plagiarism are tough. Only few students were found to be not aware that consequences of plagiarism are serious. This part of the questionnaire required students to give their view on what means could be taken to help students avoid plagiarism. Students came up with different ideas and thoughts. Clarification of what plagiarism entails was suggestion by some students. More LLA workshops and increasing of awareness to student was said to provide a solution to cub the practice. Other students suggested that easy to use applications to check plagiarism need to be developed. Serious punishment to students caught plagiarizing was among the suggestions provided. A few think nothing can be done to prevent plagiarism. Conclusion From students comments, it can be concluded that majority of them are willing to get assistance so that they can keep away from the practice. It also arises that some students are unaware that they plagiarize and they would like applications to help them out. Recommendation From the research, finding and conclusions carried out in this study, it is recommended that QUTIC management needs to: 3.1 Provide more lessons about plagiarism to international students 3.2 Provide LLA workshops to international students more frequently. 3.3 Provide mobile and personal computer applications that will help students check plagiarism in their work. 3.4 Make students aware of seriousness of consequences of plagiarism 3.5 Help international students understand that plagiarism is a breach of ethical code of written work in Australia 3.6 Come up with more serious punishments for students caught plagiarizing References Bryman, A. (2016). Social research methods. Oxford University Press. In Fook, C. Y., In Sidhu, G. K., In Narasuman, S., In Fong, L. L., In Abdul, R. S. B. (2016). 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings: Educate to Innovate. In Railean, E., In Walker, G., In Elc?i, A., In Jackson, L., IGI Global. (2016). Handbook of Business research on applied learning theory and design in modern education Kell, P., Vogl, G. (2010). Global student mobility in the Asia Pacific: Mobility, migration, security and wellbeing of international students. Newcastle: Cambridge Scholars. Marsh, B. (2007). Plagiarism: Alchemy and remedy in higher education. Albany: State University of New York Press. Menager, R., Paulos, L. (2010). Quick coach guide to avoiding plagiarism. Boston, Mass: Wadsworth Cengage Learning. Neville, C. (2010). The complete guide to referencing and avoiding plagiarism. management: Open University Press/McGraw Hill. Pecorari, D. (2013). Teaching to avoid plagiarism: How to promote good source use. Maidenhead, Berkshire, England: McGraw-Hill Education, Open University Press.