Employee Participation Essay Example for Free

Employee Participation Essay Of all the subjects controlled by the societal, public, and employment strategy set by the European Union (EU), the intrinsic worth of implementing worker participation in the administration of businesses on a wide extent has turned out to be highly contentious over the years. The stipulations put forward by the EU, for example, equivalent opportunities for employees as that of employers, operational or working timing, and unusual contracts, all of them, time and again, have triggered disagreements amid employers. Despite the fact that an increasing number of organizations are turning out to be of interest in employee participation as a possible measure for expanding labor efficiency and trimming down nonattendance, staff resignation rate, and rate of recurrence of industrial disagreements. Considered as the most hostile and invasive, is that kind of employee participation, which outwardly inflicts constrictions on the management’s perquisites or their privilege for that matter. Traditional executives dread, though, that due to the pressures on an employee participation system, grounding on their temporary, peculiar interests would, among other things, steer to too much wage upsurge. These could possibly lead to a decline of internal principal on hand for investing or capital spending in the short run and for moving the available capital out of the country in the long run. It is much unexpected that there has been very slight economic evaluation of the present familiarity with employee participation. The majority of researches have dealt with the topic entirely from a philosophical, historical, or sociological perspective. (Svejnar, pp. 1, n. d. ) Recently, employee participation has grown into a central point in labor-management discourse and a significant matter on the European political arena. (Raskin, n. p. , 1976) In certain countries systemized work force has been revealing an urge for involvement in management, as a way of democratizing the whole business systems and policies. Lately, though, this gravity has intensified, nonetheless, creating numerous problems, which are in fact, compounded by a number of reasons, one, and a very major, of which is the utter assortment of standing official and legal frameworks within the associate states of the EU. Various Systems followed by the EU Member States Considering the member states of the EU, the employee participation and representation at executive level, for instance, is obligatory in private corporations situated in Germany, Austria, Luxembourg, and most Scandinavian countries. On the other hand, countries like France and the Netherlands practice the ‘hybrid form’, while there are still others like Greece and Spain, which allow for this kind of system only in the communal or public sector. In contrast, countries such as, Italy, Belgium and the UK constitute no stipulation at all. (EIRO, pp. I-IV, 1998) The principles and conventions regulating works councils and coalition representation at workplace or sub-executive levels evenly complicated. In the Scandinavian countries, Italy, Ireland and the UK, there happens to be ‘single channels’ of representation via the joint associations. In case of ‘dual channel’ system of representation, the employees are spoken for by work councils, which function beside the unions. In countries like France and Belgium, the manager presides over the work council; however in the majority of other countries, for example Portugal, the Netherlands, and Germany, the work councils simply contain employee representatives. On the other hand, in Ireland and the UK, employee representation has conventionally been identified merely on a voluntary base, even though elsewhere it is regulated by established rules or communal agreements. Rationales The concepts of a ‘democratic organization’, ‘employee involvement and ‘employee participation’ have sustained arguments and disagreements. The degree to which the management is ready to let their employees to take part in matters concerning decisions about their lives at work is in fact one of the most complicated, vibrant debated features of employment relations as they have developed in technologically advanced countries. All concerned parties differ in their interests and viewpoints. In general, the managers suppose that the employees should be assimilated into organization’s frameworks to make certain that they realize the organization’s intentions, targets and objectives and can add into its success. Unions, on the other hand, may possibly be keen to hold out their impact over the management’s decision making to making sure that their own priorities, for example power over work patterns, or in cases when employment patterns are stable, are suitably met. System Followed by Germany The system of employee participation is developed and regulated by the German co-determination law. This law making has its origin in the Weimar Constitution of 1919, which, grounded on a social-democratic philosophy, created constraints on personal rights over possessions and took care for the social privileges and entitlement to life of its people. Under the Article No. 65 of the very Constitution, it was publicly stated that the waged working staff was to be granted correspondence with managers in settling with salaries and working circumstances and to be allowed a full opportunity to express opinions when deciding the overall economic advancement. The 1920 Works Councils Act specified that organizations with no less than twenty workers ought to set up a works council made up of representatives opted for at workplaces, which consult with the board on the carrying out of business objectives. Two years later, the directive was revised to allow works council representation of a couple of their members in directorial management of corresponding organizations and restricted involvement in the board’s decision making process. These were the fundamental developments that molded the base for co-determination law. Both the Weimar Constitution and the Works Council were done away with as the Nazi’s rule made its entrance. The directive, on the other hand, was revitalized in the shape of the Coal, Iron and Steel Industry Co-determination Act of 1951. The Act was originally designed for the coal and steel firms employing greater than a thousand employees but then later, in 1976, the Co-determination Act enfolding all large organizations was legislated and is presently in effect. In case of major and significant organizations, the present structure grants for an equal number of twenty representatives to in the same way be represented by stockholders and employees, with the stockholders decided on at the general stockholders’ meeting. The worker representatives include delegates from workers’ associations and those chosen from all the different levels of workers. The twofold technique of industrial relations in Germany has maintained collective bargaining and the ascertaining of salary and specifications, not together with the subject of participation for example information release, discussions, meetings and co-determination. Here the industrial relations system has been portrayed as ‘sanctioned, integrated, and cooperative’. Focusing on the effects of employee participatory system in Germany, regarding the wages, both in short and long-run, the representation is said to be quite a fruitful one, because it gives evident examples of several participatory systems from the post World War II events to the Co determination law of 1951, which provided employees with 50% representation on the executive boards. The very Act is also said to have created the rank of a labor director on the management panels of all corporations. Despite of the fact that the employee participatory and representative groups in Germany were considered as distinct from the trade unions and the process of wage determination, an uncertainty comes up that whether their effect on wages was in fact missing. In real, there happens to be a considerable connection between unions and the employee representative groups in relation to their workforce, their objectives and activities. But without any reason, it is said that the union and board representatives diverge substantially in their opinions as to the influence of employee participation and representation on wages. Having a unique system of employee participation in corporate management, the German corporate system is said to have some gain. The very advantage appears when it is about effectively testing out and verifying mistreatments by the management. The German corporate system is a twofold one, where the administrative management performs the role of corporate surveillance, whereas the executive board accountable for execution. Originally, the Co determination Act was envisioned to arbitrate the possible disagreements or conflicting interests between the employees and employers and was highly in the favor of workforce. Currently it has been moving on, assuming to an increased level, the function of managing the corporate administration. Although there is some disapproval regarding the fact that the legislation has mislaid its essence with reported circumstances where the board treated employee representatives, in a way to high officials accommodated for and by them, it stays to be a considerable extent to elevate the understanding of societal responsibilities and obligations amid corporate managers and their movements for public causes. (Otsuka, pp. 3, 2006) System followed in the UK In the UK, the whole world is observed through a prism of collective bargaining by unions, which has provided industrial relations with an argumentative placement. Contrasting with the ‘sanctioned, integrated, and cooperative’ industrial relations followed in Germany, the UK’s system is ‘voluntary, dispersed, and opposition-based’. (William, pp. V, 1988) However, such divergences haven’t been taken much into consideration by the Commission of the European Communities, when it is time for them to propose systems of employee participation. In the year 1970, the European company statute and the Fifth directive were founded widely on the basis of the German model but did not have much appeal for the UK. Moreover, amid the important factors, particularly governments, point of views regarding employee participation have gone through periods of interest and aggression. Taking successive UK governments as instances, the governments in the 1970s, both the Conservative and Labour, were normally in favour of the propositions included in the European company statute and the Fifth directive for employee participation and representation at management’s level. But on the other hand, in the 1980s and 1990s, the Conservative governments were unbendingly against all systems of employee participation, even though these situations were, as a minimum, partly looked over when the succeeding Labour government, in 1997, endorsed the social chapter, and in so doing established European Works Councils into the UK. (Gold, pp. 2 , n. d. ) If looked upon in the past, the Commission has been prosperous in achieving approval for the system of employee participation when it is connected with certain areas of industrial relations. According to the 1975 directive on collective redundancies, the employers are required to notify employee representatives concerning the particulars and to refer to them with a view to pursuing an agreement. Then there was an ‘acquired rights directive’ of 1977, after that, the ‘health and safety framework directive’ of 1989, which provided the employees the privilege to acquire information on threat considerations and safety measures. More recently, the statute adopted in 2004, provides employee representatives in the organizations included several rights to information and consultation without any bias. However, the implementation of all these employee rights has time and again, proved challenging in the UK, because the commandments put away the characterization of ‘employee representatives’ up to the state’s legislation. Under the critical environment of sinking union membership, and prior to the arrival of legislative stipulations for union recognition, leave alone worker representation, this has implied that managers frequently do not possess representatives to advise or consult. In 1994, the European Court of Justice, brought forward two litigations against the UK for failing to suitably implement the directives passed in 1975, and the transfer of responsibilities, instructed that it was mandatory for all the EU states to establish appropriate systems for assigning suitable employee representatives. In the UK, the Bullock Committee was established by the government to assess the matter of executive-level employee representation, but managers and several other officials of the labour movement proved intimidating, and the Conservative governments voted for during the course of 1980s and 1990s ruled out any possibility of lawmaking on the issue, as it has a need of an undisputed, common vote on the Council. Nonetheless, a Green Paper was published in 1975, by the Commission, to inspect the major disagreements provoked. The Social and Economic Committee along with the European Parliament both argued upon the topic in detail. To close, the Commission assumed an amended text, in 1953, on the draft Fifth which has not been withdrawn officially up till now. Conclusion In my opinion, keeping in mind all the aforementioned prospects of employee participation and representation, the UK should certainly respect all the directives passed by the EU and all other Unions formed in coalition with all the European states and should give up its present times general framework, under which representation only occurs through unions, and which leaves large gaps in stipulation in those organizations where union membership is vulnerable and sometimes even non-existent. It is necessary for the UK to revive itself from being isolated in the Council, and should bring about measures in order to mobilise its blocking minority. Following the German twofold system, which is better in every way, and also being successful in introducing European Works Councils, it has been foreseen and seen respectively, by the UK employers themselves that this has enhanced their effectiveness in granting a medium for information exchange

Jan Mikulicz-Radecki :: Biography

Introduction Despite the passage of over a hundred years from the death of Jan Mikulicz-Radecki, the student of Theodor Billroth (1829 – 1894), and the founder of the the Wroclaw school of surgery, his name quite frequently appeared in the first decade of the XXI century. It appeared in articles concerning the historical background of modern European surgery [1-5] and in researches relating to the modern treatment of chronic diseases, which are now cured within the confines of internal medicine, ophthalmology and dermatology [6-12]. What is more, a great importance of the achievements that Mikulicz made for the development of modern techniques in surgery of the gastrointestinal tract [13, 14] and the thyroid [15] is indicated. His contribution to the development of gastrointestinal endoscopic examination earned him a well-deserved title of the â€Å"father of surgical endoscopy† [16]. His contemporaries called Mikulicz â€Å"a king in the kingdom of Surgeons†. He obtained exc ellent results in surgical treatment of patients using innovative, for that times, aseptic techniques [17, 18]. The researchers of history of medicine are frequently lacking the fact of Mikilicz’s interdisciplinary attitude towards diagnosis and the treatment of patients. The impact on the shaping of this attitude had both; his professional training, which took place in Vienna under the tutelage of Billroth [19, 20], and his broad interests that extend far beyond the field of surgery, and even beyond medicine. A fact that should be emphasized is the establishment by Mikulicz and Bernhard Naunyn (1839-1925) [21, 23] of an interdisciplinary journal â€Å"Mitteilungenaus den Grenzgebieten der Medizinund Chirurgie†, which integrated surgery and internal medicine. Owing to Mikulicz’s broad research interests, his name is frequently mentioned in everyday clinical practice not only among contemporary surgeons but also by dermatologists. Mikulicz explained the pathogene sis of the rhinoscleroma and described the cells characteristic of this disease, which were later named after him [24, 25]. He also described a disease of the salivary and lacrimal glands of a noninflammatory character, which until now exists in the international medical nomenclature as Mikulicz disease [6, 11] not to be confused with the Sjà ¶gren’s syndrome [26]. He has also developed an innovative method for treating difficult to heal wounds and ulcers of the skin using preparations containing iodine and maÅ›ciÄ… lapisowÄ… with Peruvian balm [25]. This ointment (also called Mikulicz ointment) to this day is used in surgical practice and dermatology. Family and Education Jan Mikulicz-Radecki was born on May 16, 1850 in Czerniowce in Bukowina.

Diversity and Education According Essay

America’s student populations are increasingly reflective of an ethnically diverse society. However, we recognize that there are several major variables for improving the multicultural accommodation apparent in a school. Bruner and Vytgotsky lend this discussion some useful insight concerning such variables. Chief among them, the diversity of faculty, of learning content and of learning media all are directly relevant to the school’s embrace of difference. As the immigrant population continues not only to rise but to diversify in the United States, our educational system, and indeed, our nation has in many contexts attempted to enforce a degree of cultural uniformity inclined to either assimilate or exclude incoming cultures. Standardized testing, rigid curriculum design and poor representation amongst teachers and administrators of a diverse student population have all had the impact of white-washing American education. In the urban setting such as the case at hand, this can be especially problematic, with such failures of institution causing vulnerable students to disengage. Vytgotsky contributes an important idea to this discussion, referring us to the relevance of effective pedagogy in engaging such students. One of the best ways to accomplish this is through group activity. We have a core understanding of the fact that diversity implies not just a diversity of ethnicity or culture but also of potential learning styles or strategy. Vytgotsky offers an effective way to use this diversity to the advantage of the classroom. Group activity is always an effective way to help distill strategies and strengths for individuals. By strategically grouping students according to aptitude and academic strength, we enable stronger learners to directly engage weaker learners in a way that helps to effectively communicate concepts and ideas in play. Vytgotsky essentially contends that there is value to the less effective student of being partnered with a more skilled learner. This interaction can be beneficial to the aptitude of the former and can help the latter develop innate leadership skills. The focus of such legislation as No Child Left Behind does not leave a great deal of freedom or latitude for the urban school to engage in such activities however. There seems at present to be an impulse of standardization directly opposite the need for diversity celebration. Some of the root causes of the failure of our educational system to accommodate diversity as it cuts across multiple demographic lines are resultant of the instruments used to promote student aptitude measurements. (McCarty, 1) Primarily, the ability or interest of teachers to accommodate diversity is stunted by the entrenched presence of institutional prejudices that shape testing standards, curricular design and instructional method in a way that embraces standardization, legislative mandate and procedural uniformity. (McCarty, 1) One of the most heavily-recognized and persistent of such conflicts may be observed still today in the genuine lack of equality in the cultural standards applied to teaching African Americans. Particularly, there is a fundamental failure in the content choices which shape curricula such as those concerning literacy, history, policy and even the natural As part of a cyclical pattern which institutionally prevents our minority populations from being loosed of such a negative spiral, students beholden thereto are either locked into curricula which are given a financial short-shrift and are thus, armed with fewer qualified teachers, or are committed to districts where their cultural and ethnic perspectives are not being accounted for. This is a circumstance which regrettably continues today, with the current presidential administration’s No Child Left Behind initiative imposing further dependence upon the diagnostic testing and grade-evaluation policies which have long been an appendage of established educational patterns. The new education standards are given over to a â€Å"fundamentally punitive law that uses flawed standardized tests to label schools as failures and punish them with counterproductive sanctions. † (Neill, 1) This is also a sharp diversion in focus from that which Bruner argues is a priority for the diverse student bodies in our urban schools. The social impact of the educational experience is, according to Bruner, a fundamental aspect of its quality. The student’s engagement in class will often be a function of his socialization. This provides a firm rationale for the critique of diversity standards in our educational system. Indeed, there is an inherent danger by way of this administrative approach of the loss of pragmatism, which often incorrectly attributes the challenges related to diversity as products of learning deficiencies. This constitutes a fundamental disservice to the student and, it is worth asserting, basic intellectual prejudice which generally stigmatizing the future opportunities availed to those of ethnic minority or immigrant status. In Bruner’s understanding, the socialization of a diverse student body will actually promote learning rather than obstruct it. Therefore, as the ultimate resolution on the subject, our discussion inclines us to acknowledge as a basis of assumption that greater multicultural sensitivity is needed in the teaching of literacy, of the social sciences and of all disciplines on the individual level. Moreover, we resolve that both Bruner and Vytgotsky would find fault with the rigid and disruptive patterns of No Child Left Behind. Ultimately, the two provide theories which merge to suggest that diversity can be managed through flexible management of the classroom and educational experiences. Works Cited McCarty, Teresa. (2005). Language, Literacy and Power In Schooling. Lawrence Erlbaum Associates. Neill, Monty. (2003). Don’t Mourn, Organize! Rethinking Schools. Online at http://www. rethinkingschools. org/special_reports/bushplan/nclb181. shtml

My Overarching Philosophy Of Education - 898 Words

My overarching philosophy of education is a very simple one: intentional inclusion of everyone and creating a safe haven for all students. In order to accomplish this, the teacher should have a clear understanding of the goal of education, the role of the teacher, responsibilities of the students, roles and opportunities among parents and community member, and the power of knowledge. Because I believe that the goal of education is to give equal opportunity to everyone, I believe strongly in public education. We are all born into families and circumstances that are entirely beyond our control. In many societies and cultures, the circumstances of our birth determine our future. Among modern free nations, however, public education presents the opportunity for anyone to be successful and to determine their own definition of success. This is especially true in the United States. Here, we rely on education not only to provide equal opportunities for success to all members of society, but we rely on our public education system to educate each consecutive generation to be future stewards of our democratic system of government. This is a noble task, indeed, and not one I take lightly. Without a solid system of public education, I feel strongly that our society and the individual members of that society would fail. Given this massive responsibility of public education, the role of the classroom teacher is equally large. As a teacher, I am responsible for many aspects of my student’sShow MoreRelatedCharacteristics Of The Leadership Styles994 Words   |  4 Pagesreading demonstrated unique qualities that would be beneficial when dealing with specific situations and social groups. Below, I outlined the three significant differences I observed in the text, and gave examples of how the differences connected to my own professional life. 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Brave New World Vs. Today Essay - 717 Words

Close your eyes and imagine a world free of war, suffering and pain; an environment that provides all the necessary luxuries to maintain eternal happiness; one that is stable, friendly, peaceful and enjoyable. In this world, every inconvenience known to man is rid of. We are no longer affected by disease, aging, heartbreak, depression or loneliness; conformity is at hand and stability is achieved. Now envision a world where there is no love, families do not exist, humans are no longer conceived yet created in test tubes, and sexual promiscuity is not only acceptable but enforced. Picture an environment where there is no religion, art or history. The human mind and body is assembled accordingly and we lack the freedom of†¦show more content†¦The novel describes a society in which fetuses are raised in glass jars and are chemically manipulated to produce humans of distinct classes and abilities. People are little more than products (ONeil). This system, know as Bokanov skys Process, doesnt seem too far from todays reality; the reproductive technologies that are currently available are already threatening our own evolution and human procreation. Science has practically taken over Gods role in our lives. Many of the God-less scientific availabilities today share the same immoral and undignified qualities of the Utopias advances; such as bottled embryos, surrogate wombs, cloning, genetic screening and genetic manipulation, artificial organs, and computer chip implants for human brains (Pearce). The Controller, Mustapha Mond, states God isnt compatible with machinery and scientific medicine and universal happiness (Huxley 205). The Brave New World is rid of God and religious beliefs because they have every comfort in the world. God is needed when there is loneliness, fear of death, unhappiness, and youthful desires. However, in Brave New World, such obscenities do not exist. 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Labor The Past, Present, and Future Essay - 1345 Words

The Pew Research Center, conducted a poll regarding Labor Economics among Americans in July of 2012. â€Å"The general public survey is based on telephone interviews conducted July 16-26, 2012, with a nationally representative sample of 2,508 adults ages 18 and older.†2 Through this survey, major issues such as unemployment, inequality, gender/ethnic/racial discrimination, immigration, and union participation are assessed. Within the past ten years the global workforce has suffered hardship, especially in the United States, being struck by high rates of unemployment and underemployment as well as a dissolving traditional socio-economic structure. While the upper class has been relatively â€Å"immune† from the economic recession, the middle and†¦show more content†¦He says that he was able to work hard and get ahead, to higher his socio-economic status, so everyone should be able to work hard to do the same. Unlike the majority of the individuals polled, he does not believe that there has been any change in the income gap between the rich and poor. He believes that more people should move into a higher bracket and lessen the gap, but states that they do not work hard enough to do so. He also mentions that everyone has the same opportunity in this country and it has always been if you worked hard you moved up. However, he also makes a point to mention that he is unhappy with how the Unit ed States Government has been controlling the economy and believes the government is making it so people become stagnant and do not have to work hard to survive. Warren’s highest level of education is some college, with no degree, and he states that he began his first full time job at the age of eighteen as a mechanical dentist, making false teeth in a dental lab. He was never unemployed, however, moving forward he left his job at the dental lab to work for Prudential Insurance Company. 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Animal Farm/ Pov free essay sample

English Essay 3. Of all of the characters in Animal Farm, are there any who seem to represent the point of view of the author? Which of the animals or people do you think come(s) closest to achieving Orwells perspective on Animal Farm? George Orwell brings to life many characters in the novel Animal Farm. He introduces very interesting characters like Boxer, Benjamin, and Napoleon.All of which are very interesting, however, none of them fully represent Orwell’s point of view. In Animal Farm, Orwell shows the reader the revolution as a glorious thing in the beginning then he turns Napoleon into a dictator, which causes the revolution to take a turn for the worse and in the end it is considered to have failed completely.It is believed that Snowball is the closest character in the story to the narrator’s opinion by many people including Malcolm Bradbury and many publishers of Orwell’s time; old Major’s speech is also very influential in the portrayal of how the author thinks ; one of the very important things in the novel is the way the names and descriptions of the characters portrayed which characters George Orwell was more inclined towards; it has also been noticed that the author portrayed the events in a way that would show Snowball as the only person who was right in his thoughts and his actions. Animal Farm is considered an allegory to the Russian revolution. Although this is not the only moral of the story it is one of the most perceived and understood morals. The claim that Animal Farm is an allegory is supported by the fact that most of the events that happened in the story are very similar to what happened in real life. For example, the sudden attack on Snowball is a representation of the attack on Trotsky, also the final meeting in Animal Farm between the humans and the pigs is also very similar to the meeting between Stalin and Churchill and Roosevelt.Since it is an allegory most characters either represent a real person or a real organization. For example, Old Major represented Karl Marx since his teachings were implemented after he died and they caused a revolution. This is very important to understand since George Orwell’s feelings towards the actual events are reflected in the story. Because this is viewed as a very political novel it represented a challenge to Orwell to publish the book. However, the fact that it was a political novel was not the exact reason for the book being rejected so many times but n fact the issue that the publisher’s had with book was the fact â€Å"that it came from someone of Troskyite Sympathies†(vi), which is the person that Snowball represented. Old Major’s speech was a very important part of the story. It represents the beginning, not only the beginning of the story but also the beginning of the revolutionary era. In the old Major speech the author paints a happy, perky image at the end by saying â€Å"And then, after a few preliminary tries the whole farm burst into ‘Beasts of England’ in tremendous unison. The cows lowed it, the dogs whinnied it, the sheep bleated it, the horses whinnied it, the ducks quacked it†(8).By using phrases like â€Å"the whole farm burst† and â€Å"tremendous unison† the author creates this imagery of joy and happiness. He also gives a feeling of unity by mentioning many different types of animals together and he balances all the phrases with the same amount of words in each phrase giving a sense of harmony in this time of delight. At this point of the story it is easy to argue that any animal represents the author’s opinion, however, it is a much more convincing argument that the author is in agreement with old Major, Napoleon, Squealer and Snowball. The reason for which is that the Author is in clear belief and conviction of old Major’s teachings and so do the other three pigs, Napoleon, Squealer and Snowball. This is expressed in the text when Orwell writes, â€Å"These three had elaborated old Major’s teachings into a complete system of thought to which they gave the name of Animalism†(9-10). One very important aspect of the story is the name of each character. Every name is clearly well thought out and very precisely chosen.This is obvious in some cases like with Napoleon as he was described in the story as someone who is â€Å"not much of a talker but with a reputation of getting his own way†(9), this is very similar to the actual Napoleon who actually took his crown away from the pope at his coronation to show his power and get his way. Squealer description in the novel said, â€Å"He was a brilliant talker†(9). That was practically his job throughout the whole novel he was as his name sug gests a squealer also known as a person who â€Å"give short cry†(the Mac dictionary). Then there was Snowball, he was described as â€Å"a more vivacious pig than Napoleon, quicker in speech and more inventive, but was not considered to have the same depth of character†(9). His name and his description suggest that he is a cheerful pig and that he was more spirited and fun than other pigs. Another interesting thing is that when a person throws a snowball to a wall it crumbles and the same goes for Snowball when he’s confronted with true power he crumbles. This shows that the author’s view is more inclined towards Snowball since the author described him in a more positive way than other animals.He also pointed out quite clearly how Snowball is better than Napoleon with three positive qualities that Napoleon didn’t have while he only mentioned one quality that Napoleon had over Snowball and he did it in a subtle way, as if he was trying not to point out the bad qualities in Snowball. The last and most influential point is the way the events i n the story are presented. Orwell shows Manor Farm as a place that is mistreated in the first line of the story. He then portrays the revolution as something glorious that has brought happiness to all the animals which is something that most points of view agree on.The animals were doing well in the harvest and were moving along. They were also able to defeat the humans in the â€Å"Battle of the Cowshed†. Later on when Napoleon and Snowball were opposing each other in all of these meetings, Orwell described Snowball as being the productive one of the two when he said, â€Å"Snowball had made a close study of some back numbers of the Farmer and Stockbreeder which he had found in the farmhouse, and was full of plans for innovations and improvements†(32).At the same time Orwell made sure that Napoleon was viewed in an unproductive and negative way when he said, â€Å"Napoleon produced no schemes of his own, but said quietly that Snowball’s would come to nothing, and seemed to be biding his time†(32). He also presented Napoleon in a crude manner when after Snowball men tions his plans for the windmill to everyone, by explaining that Napoleon one day went to examine the plans for the windmill, â€Å"then suddenly he lifted his leg, urinated over all of the plans and walked out without uttering a word†(33).The last event to comment on that supported the fact that Snowball has the closest opinion to the author is all that happened after Snowball was kicked out of Animal Farm. The best way to describe the corruption that happened in that time is to talk about the final meeting that the pigs had with the humans at the end of the story. When Mr. Pilkington commented on how â€Å"the lower animals in Animal Farm did more work and received less food than any animals in the country,†(92) illustrating on how Napoleon’s dictatorship was more deceiving than the normal dictatorships in the rest of the country and that it was the strictest.Even though Squealer had always assured the animals with exact numbers that the animals were currently in a much better state than they were in before the revolution. This illustrates that the author was always in favor of Snowball since without Snowball Animal Farm just turned back into a much worse and much more cruel Manor Farm. One would conclude that snowball is the closest character in thought towards George Orwell because of four things.One, because it is common knowledge that Orwell was in support of Trotsky who was represented by Snowball in the story, two, old Major’s speech was shown in a very glorious and adoring way which was Snowball’s belief on old Major’s teachings, three, the names and descriptions of the characters reveals the way that Orwell felt towards them, and four, the series of events in the story were presented in a way that was in favor of Snowball. It is one’s belief that if it were George’s choice he would have given Snowball the power instead of Napoleon and then Snowball may have not abused his power the same way that Napoleon did.