Corruption Essay Example for Free

Corruption Essay Introduction: If two or more persons meet together and start talking about the present society of India, they soon come to the conclusion that every system, every institution of India is infested with corruption. Corruption has become so common in public life that people are now averse to thinking of public life without this phenomenon. Meaning: But what does Corruption actually mean? Corruption means perversion of morality, integrity, character of duty out of mercenary motives (e.g. bribery) without regard to honour, right or justice. In public life, a corrupt person is one who bestows undue favor on someone with whom; he has monetary or other interests (e.g. nepotism). Simultaneously, those who genuinely deserve those things as their right remain deprived. Not a new phenomenon: Corruption in public life is not a modern phenomenon. It was prevalent in the political and civic life of even Maura period as has been discussed by Chanakya in the Arthassastra. (Give other examples)†¦ But it is only recently that Corruption has become remnant in our public life. People no longer protest against corrupt practices, fight injustice or express any shock when big scandals are exposed. Also corruption is not uniquely Indian phenomenon; it is witnessed all over the world (USA, Japan, Italy, etc.) Forms of corruption in India: Explain bribery, nepotism, theft and wastage of public property, dereliction of duty†¦ etc. Extent of corruption: Start with a hospital where a child is born and move further on to education – system, career opportunities, political system, judiciary, law and order, other day – to – day activities†¦ till post – modern report and crematorium. Results of corruption: Individual sufferings, people lose faith in the existing system, prevalence of chaos and ‘anarchy, society disintegrates, country becomes weak, foreign invasion may occur†¦Ã¢â‚¬â„¢ Causes of corruption: It is a vicious circle. Start with those politicians, who run the state, come down to higher officials†¦ then to the lowest rung of bureaucratic hierarchy. Lastly, come to the general people’. Who elect the† corrupt people as their representatives’ and expect special favors from them.

The Transformation of Jack in William Goldings Lord of the Flies Essay

The Transformation of Jack in William Golding's Lord of the Flies        In the novel, Lord of the Flies, Jack is the character that experiences the most change. Jack begins the novel as a somewhat arrogant choirboy, who cries when he is not elected leader of the island. Jack is gradually transformed into a vicious killer who has no respect for human life. Through a series of stages, such as leading the choir, leading the hunting tribe, wearing the mask, killing Simon, separating from the group and intentionally killing Piggy, Jack degenerates from a normal, arrogant school boy into a savage beast. At the beginning of the novel, Golding describes Jack's physical appearance as "inside the floating cloak he was tall, thin and bony; his hair was red beneath the black cap. His face was crumpled and freckled and ugly without silliness" (20).   Jack's original intentions were to keep an organized group on the island. Jack agrees with Ralph when he brings the group together, saying, "I agree with Ralph. We've got to have rules and obey them. After all, we're not savages. We're English, and the English are the best at everything. So we've got to do the right things" (42).   Although originally portrayed as a pretty normal boy, evidence of his hostility begins to emerge. While Piggy is talking, Jack exclaims, "you're talking to much. Shut up fatty" (21).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jack is made the leader of the hunting tribe. He and his hunters have much trouble trying to hunt and kill a pig. Since he was raised as part of a sophisticated and wealthy family in England, he has not had any experience with hunting before. He struggles to become a hunter. But Jack is shown to have savage urges early. The author says, "he [Jack] tried to convey the... ...a vicious killer who has no respect for human life.    Works Cited Magill, Frank N., ed. Masterplots. Vol. 2. Englewood Cliffs: n.p., 1949. 3 vols. Matuz, Roger., ed. Contemporary Literary Criticism. Vol. 58. Detroit: Gale, 1990. 68 vols. Michel-Michot, Paulette. "The Myth of Innocence,". Matuz 175-7.    Comments You have a solid discussion of Jack's transformation as well a good grasp of your language and grammar.   Your introduction and your conclusion should be more detailed. In the introduction you should introduce the novel, itself, and introduce your topic.   Why is a developing character important to the development of the novel?   Your conclusion should discuss how the change in Jack's character has affected the rest of the group, how it has affected the plot, and perhaps, why Jack's character degenerated instead of improving.

George Orwell Essay

A comparison between Dickens’ â€Å"hard times† & Orwell’s â€Å"1984† I am writing about two novels that seem to come across as very different. Orwell’s novel portraying a nightmarish image of his opinionated future of Britain. Where as Dickens’ novel creates a vision to represent Victorian education over 150 years ago. Both of these storylines dehumanise and dictate a society, both of very different kinds. Charles Dickens and George Orwell’s novels differ in the recreation of the society and in the plot of the actual storyline. The innocence of the children and the bleak severity of the head teacher is what dickens’ focuses on to display his thoughts of Victorian schools. In which Orwell depicts a society where everything is bleak and distraught and dictated by a soulless party, â€Å"BIG BROTHER†. Further more both novels were written at totally different generations, Dickens being the Victorian times and Orwell’s being the mid nineteen hundreds. Despite all these issues that divide the novels apart they seem to come across as very similar. Within closer inspection of the novels they seem to both control and authorise their societies. Orwell has used an empowering character as his leader; he has created a party lead by â€Å"BIG BROTHER†. Where as in Dickens’ approach to create a leader he has used a less excessive and extreme character called â€Å"Mr Gradgrind†, the head teacher who only implicates facts. Although he may not be as demanding as Orwell’s approach, he uses satire to dissolve the pupil’s mentality. Both of these characters apply a very dominating attitude towards there audience and offer them no thought and identity. â€Å"Girl number 20† â€Å"6079 Smith† Both authors have produced an atmosphere where people who are commanded by them, are clarified as mindless objects; rather than individuals with an imagination. This strips them down to nothing but factorised minds in one case, and an imagination that hardly existed in Orwell’s novel. In an extract from ‘Hard times’, the author disembowels the imagination of the students and use the idea of ‘Morgiana & the 40 thieves’. â€Å"Not unlike Morgiana looking into all the vessels ranged before him†¦ † This gives an idea of ‘Mr Gradgrind’ pouring the facts from his factorised mind, into the students damaged imagination. This compares with Orwell’s approach, where â€Å"BIG BROTHER† brutally demolishes the entire imagination and thought, as they suffer in a decayed dystopia. An additional contrast linking the novels together is, the stern and domineering party in both societies. The â€Å"BIG BROTHER† party emphasises the issue of them surveying the society of the party members and this is persistently repeated in the novel. In which ‘Mr Gradgrind’ constantly stresses the importance of facts and crushes the children’s minds, until they grasp the significance of facts. â€Å"In this life, we want nothing but facts, sir; nothing but facts† † BIG BROTHER IS WATCHING YOU† These two quotations illustrate the emphasis and constant repetition of the parties. The author uses these effects to not only get the picture imprinted in the mind of the characters, but also into the readers. Furthermore, the BIG BROTHER party in Orwell’s novel, links very well with Dickens’ criticizing character, ‘Mr Gradgrind’. These two characters both contrast and appear as very similar in personality and in appearance. They both are displayed with a face that jolts the reader, and creates in their imagination; a daunting and depressing figure. â€Å"The black-moustachioed face gazed down†¦ while the dark eyes looked into Winston’s own† â€Å"While his eyes found commodious cellarage in two dark caves, over shadowed by the wall† The first quotation is Orwell showing his opinion of BIG BROTHER gazing with fear, and this compares extremely well with dickens’ attempt to create the same sort of atmosphere. Dickens expresses more scarce by using a metaphor to show his view of a leader, he also goes into more detail about the bold figure of ‘Mr Gradgrind’. Not only do they link well in appearance, but also in attitude towards their society. Both seem to dictate, and show immense power on the regulations of their own society. In conclusion, I feel that both authors have created a society and atmosphere; that both link together and show many similarities. Although they may well both show differences, they don’t even compare with the shear amount of evidence that link the novels together. Each author has created authority, control and power to create an atmosphere that can dictate a whole society. In this case the societies are very alike and the tone of speech used by each author is much the same. In my opinion, these two novels equally portray a society that can create a vision for the reader to see a glimpse of the past or what may be a glimpse of the future.

Cal State University, Northridge Acceptance Rate, SAT/ACT Scores, GPA

California State University, Northridge is a public university with an acceptance rate of 51%. Located in Los Angeles San Fernando Valley, Cal State Northridge is the largest university (by enrollment) in the  California State University System. The university is made up of nine colleges that offer a total of 68 bachelors and 58 masters degree programs. Business Administration and Psychology are the most popular majors among CSUN undergraduates. In athletics, the CSUN Matadors compete in the NCAA Division I  Big West Conference. Considering applying to Cal State Northridge? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Cal State Northridge had an acceptance rate of 51%. This means that for every 100 students who applied, 51 students were admitted, making CSUNs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 34,856 Percent Admitted 51% Percent Admitted Who Enrolled (Yield) 27% SAT Scores and Requirements Cal State Northridge  requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 94% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 470 570 Math 460 560 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Cal State Northridges admitted students fall within the  bottom 29% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Cal State Northridge scored between 470 and 570, while 25% scored below 470 and 25% scored above 570. On the math section, 50% of admitted students scored between 460 and 560, while 25% scored below 460 and 25% scored above 560. Applicants with a composite SAT score of 1130 or higher will have particularly competitive chances at Cal State Northridge. Requirements Cal State Northridge does not require the SAT writing section. Note that CSUN will consider your highest score from each individual section across all SAT test dates. SAT Subject test scores are not required, but if the score meets a benchmark, it may be used to fulfill certain core course requirements. ACT Scores and Requirements CSUN  requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 22% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 15 22 Math 16 22 Composite 16 22 This admissions data tells us that most of Cal State Northridges admitted students fall within the  bottom 27% nationally  on the ACT. The middle 50% of students admitted to CSUN received a composite ACT score between 16 and 22, while 25% scored above 22 and 25% scored below 16. Requirements Cal State Northridge does not require the ACT writing section. Unlike many universities, CSUN superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA of Cal State Northridges incoming freshmen class was 3.2. This data suggests that most successful applicants to Cal State Northridge have primarily B grades. Self-Reported GPA/SAT/ACT Graph Cal State Northridge Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to California State University, Northridge. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and  calculate your chances of getting in  with a free Cappex account. Admissions Chances Cal State Northridge, which accepts just over half of applicants, has a selective admissions process. Unlike the  University of California System, the  California State University  admission process is not  holistic. Except for EOP (Educational Opportunity Program) students, applicants do  not  need to submit letters of recommendation or an application essay, and extracurricular involvement is not part of the standard application. Instead, admissions are  based primarily on an  eligibility index  that combines GPA and test scores. Minimum high school course requirements (A-G college preparatory requirements) include four years of English; three years of math; two years of history and social science; two years of laboratory science; two years of a foreign language other than English; one year of visual or performing arts; and one year of a college preparatory elective. The reasons why an applicant with adequate scores and grades would be rejected tends to come down t o factors such as insufficient college preparatory classes, high school classes that werent challenging, or an incomplete application. Be aware that California State University, Northridge is designated as  impacted because it receives more applications than can be accommodated. Impacted CSUN majors include: Business and Finance, Biology, Cinema and Television Arts, Communication Studies, Health Sciences, Kinesiology, Music, and Psychology. Each of the impacted programs have additional requirements for eligibility. In the graph above, the green and blue dots represent accepted students. As you can see, most students who were accepted to Cal State Northridge had grades in the B- range or higher, SAT scores (ERWM) of 850 or higher, and ACT scores of 16 or higher. However, note that there are some red data points (rejected students) scattered throughout the graph. Some students with grades and test scores that seem to be on target for CSUN were rejected. If You Like CSUN, You May Also Like These Schools University of California - MercedUniversity  of California - Santa CruzHarvey Mudd CollegeCalifornia State University, Los Angeles All admissions data has been sourced from the National Center for Education Statistics and California State University, Northridge Undergraduate Admissions Office.