Large firms typically use a variety of structures to manage their Essay

Large firms typically use a variety of structures to manage their organisation. Summarise and evaluate the advantages and disadv - Essay Example Good decision making in an organization is because of good communication between members of the organization a virtue that is determined by the organization’s structure. This essay tries to analyze the different types of organizational structures and gives the advantages and disadvantages of each of them. It also evaluates the different structures to come up with the most preferable structure in terms of ensuring a business’ success. The first type of organization’s structure is a vertical structure. It is a structure whereby the business leaders or managers feature at the top while the bottom features the other employers. This structure can be either centralized or decentralized. For a centralized system, the organization’s members at the center of the structure make most of the decisions while, for a decentralized structure, most of the decisions are made by the members at the ends of the chain of the organization (Mills, 2007: p 54). The main advantage of this structure is its easiness in designating duties to the lower level employees. It forms a chain structure that can be followed without difficulty. The other advantage is that it promotes efficiency in the organization. Equally important is that, it encourages the development of skills and expertise as employees find it easy to go for further learning activities. The disadvantage of this stated structure is that it requires extensive power and effort to maintain order, balance, and power. It also narrows a department’s aims and objectives not to reflect the overall company’s goals (Mills, 2007: p 58). The next type of organizational structure is horizontal structure. This one differs from the vertical structure such that there are few power levels. A single department can oversee a number of activities in the same level without necessarily going to the next level. It has the advantage of giving employers greater freedom hence good turnaround and employee satisfac tion. It can help create competition in the different organizations hence innovation and creativity. There is also easy communication and cooperation between the departments. The disadvantage of this structure is its creation of loose management; the managers have little say over their employers due to tight schedules of meeting targets and finishing work. In addition, this is attributed to managers and workers maintaining a peer-to-peer relationship at the place of work hence no respect for leaders (Mills, 2007: p 89). Following on is the functional structure. In this type of structure, employees and departments are put into groups according to the function they play. The advantage of functional structure entails the help it has in growing specialists; people of the same skills are grouped in the same department. It also helps improve skills of employees, as the poor ones will learn from the better ones since they are grouped in the same department. Grouping skills of the same natu re at one place also helps improve performance. This is mainly through combined efforts of doing a task by many employees. It also boosts employee’s morale, as an employee has to do his best since it is his area of specialization according to the grouping. The main disadvantage of functional structure involves its complicated decision-making and communication processes. Communication between the different departments to enable the completion of a task is difficult since

Church leader enables others Essay Example for Free

Church leader enables others Essay A church leader uses his gifts to enable others to discover, develops, and use their God’s given gifts. A church leader truly enables other people helping them to become God‘s intended persons. This is not a true leadership to just manipulate others to act in a certain manner. A church leader puts aside his or own ego needs and coach others in such a way that help them blossom. The key function of a church leader is to facilitate others by helping them in discovering, developing, and effectively utilizing their God given gifts. Church leaders have five essential components to enable people. These are helping them to gain knowledge, encourage personal growth, assist them in working with others, aid in skill development, and provide appropriate settings. Here the term â€Å"Knowledge† is about information of the Christian traditions, quality Bible study, the nature and mission of the church, and the expert knowledge related to particular areas of services. The personal growth includes people growth as they develop awareness of giftedness, self knowledge, and understanding of purpose, which is firmly stable in a relationship with Jesus Christ. A church leader is able to work well with others; it is an essential element of the leadership. Skills development includes effective communication, managing small group, organization, and having healthy relationships with others that is beneficial for his ministry. A church leader gives importance to people using their gifts in such circumstance that improve potential of their success. The role of a church leader is not always immediate or direct. If a person who provides nurture to young children is providing early enabling for the leadership of others. Therefore, a church leader needs to be seen in his every task in terms of how it enables people for ministry. The Church leadership as a service may be a new perception for some people, so the church needs to have deep study that explores up Jesus’ own servant leadership model. A church leader must provide opportunities and safe places for members to develop and use their God given gifts. Discovering and developing God’s gifts for people is not an end in itself. The ministry for which people are gifted is on a large scale, taking its place within and outside a church, even extends throughout the God’s world. The black church is the one place in our community where people come together and pool their resources to better minister to the church and the community (1993, 54). There are mutual ministries among church members as accepting, loving, available, supportive, and accountable community of faith. Out of the church’s boundaries, church leaders respond to human need by teaching love and hope, empowering the powerless, uplifting the poor, restoring creation, confronting all that harms persons and creation, and reconciling persons to God and one another. People note different implications for churches because the growth of effective leaders is grounded in a churchs vision of its ministry, a declaration of that vision needs not only to be created, but also acted on. Churchs involvements within and outside of the church provides a map of leadership opportunities by providing a starting point for selecting and developing leaders.

Edward Rowland Sill: An Early American Poet Essay -- Biography Biograp

Edward Rowland Sill: An Early American Poet Edward Rowland Sill was born in Windsor, Connecticut, in 1841. His mother's side of the family was religious, while his father's family was scientific. Deeply rooted in New England heritage, the Sill family could trace their ancestry back to Jonathan Edwards. Sill's background in religion and science led him to a life-long struggle between faith and doubt. He has been described as a "poet of antithesis, torn between intellectual conviction and spiritual question" (Ferguson 1). These qualities strongly shaped his personality as well as his writing style, and influenced him throughout his life as a poet and teacher. As a child, Sill was weak and constantly in poor health, leading to a chosen life of seclusion. Although he remained active in his later years both teaching and writing, Sill constantly struggled with his introspective qualities. He was quiet and shy, despite a "talent for friendship" (Ferguson 22), which he displayed upon entering Yale at age sixteen. At Yale, Sill spent two years in academic rebellion, refusing to conform to general expectations, and instead choosing to think for himself and follow his thirst for knowledge. During his last two years at Yale he matured into a deep thinker, still yearning for ultimate knowledge. The poems Sill published in the Yale Literary Magazine signaled the start of his writing career. Despite his university education, Sill remained indecisive about his future career. His love of knowledge pulled him in all directions, from writing to medicine. To make his final decision, he moved to California with his good friend Sextus Shearer. Ultimately, Sill spent a majority of his life writing and teaching, both on the East coast and the ... ...nd down. Send down Thy love, Thy life, Our lesser lives to crown, And cleanse them of their hate and strife: Thy living love send down. Send down Thy peace, O Lord: Earth’s bitter voices drown In one deep ocean of accord: Thy peace, O God, send down. Bibliography "Edward Rowland Sill." The Cambridge History of English and American Literature in 18 Volumes (1907-21). XVII.II. 14 Nov. 2002 < www.bartleby.com/227/0314.html>. Ferguson, Alfred Riggs. Edward Rowland Sill: The Twilight Poet. The Hague: Martinus Nijhoff, 1955. Sill, Edward R. "The Fools Prayer." 14 Nov. 2002 <http.//www.eyeontomorrow.com/ embracingthechild/Cfoolspray.html>. ---. "Opportunity." 14 Nov. 2002 <http.//www.geocites.com/sscolari0001/Opportunity.hyml>. ---. "Send Down Thy Truth , O God." 14 Nov. 2002 <http://www.cyberhymnal.org/ hym/s/d/sdttogod.htm>.

Gmos and Organic Food

October 30 2012 Similarities and Discrepancies between GMOs and Organic Products encompass analyzation Why spend more money on organic food? Why are GMO products lasting longer? These are commonly asked questions which will be explained. By the definition of GMO products, they encompass alimentary products grown from seeds that have been genetically altered. Organic products are those that are grown under the traditional way, without any intervention of Bio-engineering, and also without the usage of chemicals, known as pesticides.The Author, Michael Pollan in both, â€Å"Omnivore’s Dilemma† and â€Å"In Defense of Food† makes an extensive and detailed analyzation of the production of food now days. The big corporations (farms) are now known as manufacturing factories; where practically all the elements of their production process are strictly controlled. This highly technological system reduces the nutritional value of their products and in many cases their flavo r as well, but it guarantees high volumes and longer shelf life of the products.An example of a food that would be known as a GMO would be tomatoes, which would be less healthy and again it wouldn’t taste the same as an organic one. Organic products are grown by small farmers according to old farming techniques. These products do not need the addition of micronutrients like GMOs; they maintain all the nutritional values and the original taste. Unfortunately, small farmers can not satisfy the demand that the market needs, let alone, the prices are higher. For example, if you were to sell organic tomatoes, you would have to need to sell them locally.If a company such as organic valley were to be ship organic products from California to New York, with them having shorter expiration date, they would end up going bad. It would be hard for everyone to have the budget to buy and eat organic food; even expensive restaurants don’t use organic food. So, what is better? Feeding a large growing population with GMO products; or to go back to square one, and run the risk of not having enough supply and have the prices skyrocket. At the end of the day, people will eat more GMO food for not everyone has money to buy organic food.

Qualitative and Qualitative Research Methods in Early Childhood Education Essay

The need for scientific research methodologies that would bring about accurate and analytic research findings and results have put early childhood education scholars and researchers into the question of whether quantitative or qualitative methodology would best fit in the studies of phenomena (Shavelson and Towne, 2002). Needless to say, the debate in the early education research literature concerns the need for reliable and validated research studies in order to contribute to the existing literature as well as to aid in the policy making of educational institutions and the government (Cobb, et. al. , 2003). However, the issue of using the quantitative or qualitative methods are still ambiguous for most educational researchers particularly on the issue of which is more scientific between the two (Berliner, 2002). This paper examines two research articles on early childhood education specifically on the promotion and acceptance of young children of their disabled peers in early childhood education. Specifically, the focus of this paper is on the methodological approach of the two articles (quantitative vs. qualitative) and how these articles have contributed to the literature and understanding on the topic. Methods of Research in Early Childhood Education The approaches for the promotion for the acceptance of young children on their peers who are disabled have been an important issue in the inclusion of children with disabilities in regular early childhood education classroom. Two studies using two different research methodologies had explored the attitudes of young children as well as the means of improving their acceptance on young disabled children. The first study conducted by Favarazza, Phillipsen and Kumar (2000) employed quantitative and qualitative research in answering the problem whereas; Batchelor and Taylor (2005) had used the qualitative approach alone. Using the Acceptance Scale for Kindergarten (ASK), Favazza, Phillipsen and Kumar (2000) interviewed 48 kindergarten students and used pre-tests, post-tests and follow up in order to provide a reliable quantitative data from the purposive sampling that was done. The data obtained from their study were then collated and a quantitative analysis was made. Consequently, a qualitative data analysis was made from the responses on the interviews that were conducted from the researchers. Hence, the authors used what is termed as the multi-method research approach wherein, quantitative data is verified and further analyzed through the use of qualitative data. The research findings revealed that teachers and their activities in the classroom can significantly impact on the levels of acceptance of young children on their disabled peers. On the other hand, Batchelor and Taylor (2005) drawing upon the case study of a four year old with a moderate developmental disability had employed interviews, observation through the employment of programs such as the Stay, Play and Talk as well as social integration activities. Before the impact of the program was measured, the researchers had developed a baseline data in order to examine the degree of differences in the attitude of the children and the four year old subject on her peers. The study revealed that social intervention programs can promote a more positive attitude from young children on their disabled peers as well as disabled children’s attitude towards their peers. Primarily, the similarity of Favarazza, Phillipsen and Kumar’s (2000) and Batchelor and Taylor’s (2005) articles includes their use of interviews in order to expound and further analyze the data they have on hand. For instance, both authors had interviewed the teachers of the children in order to determine the attitudes of the children on their disabled peers. Second, both articles had used observation in their analysis- while Batchelor and Taylor (2000) had used observation more extensively than avarazza, Phillipsen and Kumar’s (2000), their recorded observations were significant part of their analysis of the issue. Finally, the result of the studies of both articles is similar: that the attitudes of young children on their disabled peers are positively influenced by the social interaction programs that are implemented by the teachers and the schools. Consequently, both articles contributed greatly to the understanding of the ways to promote positive attitude in inclusive early childhood education programs. While there had been similarities between the two articles, there are more differences in terms of orientation and methodological approach. First, Favarazza, Phillipsen and Kumar (2000) used a qualitative-quantitative method of inquiry- employing both quantitative and qualitative method through the use of a standardized survey (ASK survey), interviews and observation. On the other hand, Batchelor and Taylor (2005) utilized the qualitative approach alone employing a case study approach of one four-year-old girl. Hence, the primary instrument used in their study is observation and report notes including interviews made to the teachers of the child. With the different methods used, the article of Batchelor and Taylor (2005) provided a more in-depth study in the psychological and social impact of social activities in the promotion of positive attitude of young children on their disabled peers. For instance, Batchelor and Taylor (2005) were able to discuss and evaluate the responses of the child on specific activities at different points in time. Hence, the degree of the exploration of the authors on the child’s psychological aspect has been deeper than the results outlined in the study of Favarazza, Phillipsen and Kumar (2000). However, while the case study rendered a better discussion of the psycho-social impact of social activities programs, the study of Favarazza, Phillipsen and Kumar (2000) provides a broader and more general view of children’s responses to their disabled peers. Drawing from forty eight (48) respondents, the authors were able to capture not just an individual response but rather a more generalized response. The use of a bigger population is necessary in order to plot differences and similarities in attitudes- something that was not accomplished in the study of Batchelor and Taylor (2005). Consequently, the use of a standardized survey served not just an empirical purpose but also a theoretical purpose. The study of Favarazza, Phillipsen and Kumar (2000) was able to validate the ASK survey. Hence, the study provided not only empirical significance but theoretical significance as well. Second, the quantitative-qualitative approach of Favarazza, Phillipsen and Kumar (2000) can be considered to be more rigorous and hence, more scientific than that of Batchelor and Taylor’s (2005) study. This is because the study of the former had used pre-tests, post-tests as well as follows up tests in order to evaluate the effectiveness of the survey measure in determining the validity of the opinions expressed in the survey questionnaire. Consequently, the perspectives that were solicited in the study of Favarazza, Phillipsen and Kumar (2000) had come from several numbers of students and teachers while that of Batchelor and Taylor’s came from some teachers and one student alone. Suffice it to say, the attitude of the young children on their disabled counterparts cannot be accurately described and explained by the teachers- it is the students themselves who can accurately express their perceptions and feelings. However, it should be noted that both studies had been objective in recording their observations through careful record keeping. Finally, as concurred by Batchelor and Taylor (2005) in their study, the case study is limited in scope because it only employed one child hence, the need to further explore the topic by including more children. On the other hand, there is a need for Favarazza, Phillipsen and Kumar (2000) to provide a more detailed study on the psycho-social impact of social promotion programs of the children. The method of employing record keeping and direct observation by Batchelor and Taylor (2000) had been effective and important measures in order to provide a deeper psycho-social analysis of young children. Analysis Qualitative and quantitative research methods had been traditionally been seen as poles apart in terms of administration, instruments used as well as the depth and degree of analysis that they contribute in education researches. However, while the difference between these two methods had been pronounced in earlier literature, contemporary research methods in education (McMillan, 2008) recognizes that quantitative and qualitative research methods can be used in conjunction with one other- one can actually validate the other. Hence, multi-method or the use of both qualitative and quantitative research methods had gained acceptance in the literature. In this paper, we have examined the similarities as well as the differences of a qualitative-quantitative research versus that of a purely qualitative research. The result showed that the qualitative-quantitative research provided a broader discussion of young children’s acceptance of their peers than its purely qualitative counterpart. Consequently, the qualitative-quantitative method was able to provide a more generalizable study because of the scope of its respondents whereas the qualitative study through the use of case study of one person is limited- particularly on the issue that it cannot be argued that it is representative of the population. Moreover, a case study would be highly dependent on the individuality of the participant hence; the result would more likely be different with a person in the same situation. However, in the quantitative-qualitative study, the validity of the findings are more general and hence, more acceptable because it was not confined to one person alone but on a sample that is representative of a given population. While the quantitative-qualitative approach is generally seen as more valid, the qualitative study of Batchelor and Taylor (2005) provided deeper analysis on the behavior and the changes that can be made on a young child. By focusing on one person, the authors were able to provide a holistic approach in studying the psychological responses of the child in social interaction programs and activities. Quantitative and qualitative approaches both have their strengths and weaknesses- the goal of early childhood researches are to determine the most appropriate method to be used in the questions that are being ask. Suffice it to say, there is no inferior or superior research method but rather it would depend on the science, objectiveness and the devotion of the researchers to answer the questions. Hence, valuable scientific findings can be found in both modes of inquiry. References Batchelor, D. and Taylor, H. (2005) Social Inclusion-The Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities. Australian Journal of Early Childhood. 30 (1). Berliner, D. C. (2002) Educational Research: The hardest science of all. Educational Researchers. 31 (8): 18-20. Cobb, P. , Confrey, J. , diSessa, A. , Lehrer, R. and Chasuble, L. (2003) Design experiments in educational research. Educational Researchers. 32 (1): 9-13. Favazza, P. , Phillipsen, L. and Kumar, P. (2000) Measuring and Promoting Acceptance of Young Children with Disabilities. Exceptional Children. 66 (1). Harper, L V, & McCluskey, K. S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163-184. McMillan, J. H. (2008) Educational research: fundamentals for the consumer. 5th Ed. New York: Longman Shavelson, R. J. and Towne, L. (2002) Scientific research in education. Washington D. C. : National Academy Press.

Poe and Hitchcock essays

Poe and Hitchcock essays Edgar Allen Poe and Alfred Hitchcock have insane characters in their stories. Some examples are Edgar Allen Poes William Wilson in William Wilson, and the narrator of the Tell-Tale Heart; and Alfred Hitchcocks Bruno in Strangers on a Train. These characters have similar foundations for their unstable sanity; however, each character had his own peculiar motives which led to this unsound state-of-mind. William Wilson appears what society deems normal in the beginning of the short story. He admits his faults in his imaginative and easily excitable temperament (pg. 66). He even begins his story by revealing remorse and shame for his past actions: The fair page now lying before me need not be sullied with my real appellation, (pg. 66). These traits are those which characterize a sane mentality. The story goes on to describe the normal life of any boy away at school. Wilson gains the respect and admiration of others with his ardor, enthusiasm and imperiousness that are innate to popular and socially competent persons (pg. 70). However, when Wilson notices that there is one youth whom does not claim the admiration for Wilson as the others, Wilson becomes threatened. This Other person continually interferes with Wilsons life in an unwelcome manner. Although, Wilson admits to almost developing a friendship with him, he becomes so disturbed with the Others interference, that in a rage, he murders him. At this point, Wilson may be called insane for the brief moment he lost his hold on reality and killed attempted to kill what he believed was another living being-but there is yet an untold aspect of the role of the Other in Wilsons life. Wilson is not perceived as temporarily insane for a moment in rage, but as having a long-term illness. Wilson perceived the Other as almost a twin in resemblance and name: I disc...

Ceremonies In The Waste Land Essays - Holy Grail, Free Essays

Ceremonies In The Waste Land Essays - Holy Grail, Free Essays Ceremonies in "The Waste Land" Ceremonies are prevalent throughout T.S. Eliot?s poem "The Waste Land". Eliot relies on literary contrasts to illustrate the specific values of meaningful, effectual rituals of primitive society in contrast to the meaningless, broken, sham rituals of the modern day. These contrasts serve to show how ceremonies can become broken when they are missing vital components, or they are overloaded with too many. Even the way language is used in the poem furthers the point of ceremonies, both broken and not. In section V of The Waste Land, Eliot writes, "After the torchlight red on sweaty faces After the frosty silence in the gardens After the agony in stony places The shouting and the crying Prison and palace and reverberation Of thunder of spring over diezt mountains He who was living is now dead" (ll. 322-328). The imagery of a primal ceremony is evident in this passage. The last line of "He who was living is now dead" shows the passing of the primal ceremony; the connection to it that was once viable is now dead. The language used to describe the event is very rich and vivid: red, sweaty, stony. These words evoke an event that is without the cares of modern life- it is primal and hot. A couple of lines later Eliot talks of "red sullen faces sneer and snarl/ From doors of mudcracked houses" (ll. 344-345). These lines too seem to contain language that has a primal quality to it. From the primal roots of ceremony Eliot shows us the contrast of broken ceremonies. Some of these ceremonies are broken because they are lacking vital components. A major ceremony in The Waste Land is that of sex. The ceremony of sex is broken, however, because it is missing components of love and consent. An example of this appears in section II, lines 99-100, "The change of Philomel, by the barbarous king/ So rudely forced"; this is referring to the rape of Philomel by King Tereus of Thrace. The forcing of sex on an unwilling partner breaks the entire ceremony of sex. Rape is not the only way a broken sex ceremony can take place. The broken ceremony can also occur when there is a lack of love, as shown in lines 222-256. This passage describes a scene between "the typist" and "the young man carbuncular". What passes between these two individuals is a sex ceremony that is devoid of love and emotion (except for, perhaps, the emotion of lust on the part of the young man). The typist is indifferent to the whole event and the young man?s "vanity requires no response" (l. 241). For a ceremony to be effective, the participants have to have some degree of faith in what they are doing. They must believe that the ceremony will result in something worthwhile. The participants in this broken ceremony had no faith in what they were doing; they were just going through the motions. This is made obvious when the secretary says "?Well now that?s done: and I?m glad it?s over.?" (l. 252). Another way that broken ceremonies (broken due to lack of components) are presented in the poem, are ceremonies of nature. It seems as though the waste land is always waiting for the ceremony of rain, the bringing of water, to the dry land. For most of the poem the water never arrives because there is always something missing. In lines 331 and 332 Eliot says, "Here is no water but only rock/ Rock and no water". In line 342 there is, "dry sterile thunder without rain". The lack of water in ceremonies of nature that require it, lead to a broken ceremony.. Even at the beginning of the poem Eliot tells us that we, "know only/ A heap of broken images, where the sun beats,/ And the dead tree gives no shelter, the cricket no relief,/ And the dry stone no sound of water." (ll. 21-24). Clearly this is wrong, and this lack of water is a main theme, and a main broken ceremony in The Waste Land. Conversely, ceremonies can also be broken when there are too many components in the ceremony, a something extra that serves to

Chercher midi àquatorze heures

Chercher midi quatorze heures Expression: Chercher midi quatorze heures Pronunciation: [sher shay mi di a kah tor zeur] Meaning: to make something more complicated, make a mountain out of a molehill Literal translation:  to look for noon at two pm Register: normal Notes The French expression chercher midi quatorze heures is a quirky way of telling someone that s/he is making an issue more difficult than it needs to be- turning something simple into something complicated. You might use it to mean someone has lost perspective or has gotten so caught up in a project that s/he is overdoing it. The literal translation makes it seem more like youre trying to do something too late or to do something impossible, since of course at 2pm noon is long gone- but thats idiomatic language for you. Example   Ã‚  Ã‚  Cest dà ©j parfait, je te dis- pourquoi cherches-tu midi quatorze heures  ?   Ã‚  Ã‚  Its already perfect, Im telling you- why are you making it more complicated? Humorous variation: chercher midi douze heures - to look for noon at twelve oclock

'Rage and Reason in a World of Manifestos' Essay

'Rage and Reason in a World of Manifestos' - Essay Example The Polemic Debord’s thesis in "The Society of the Spectacle" is that, â€Å"in societies where modern conditions of production prevail, all of life presents itself as an immense accumulation of spectacles. Everything that was directly lived has moved away into a representation.† (Debord, 1967) Debord provides a critique of the consumer society, with conspicuous consumption and packaged identities related to advertising and marketing images in contemporary culture. Formative Assessment Debord’s critique in "The Society of the Spectacle" was a formative influence on Baudrillard and others who developed post-modern media studies through the lens of semiotics. In understanding the use of symbols, signs, icons, and archetypes in mass-media advertising, the artist or designer can bring a critical method into the work that promotes reform and change through awareness of situationist themes. Discussion Debord states, â€Å"The spectacle is not a collection of images, b ut a social relation among people, mediated by images.† (Debord, 1967) One can consider this in the later critique of Noam Chomsky as this relates to the control of media discourse and the manufacture of consent for war and imperialism through propaganda techniques that relate to not only political discussion, but also the â€Å"lifestyle choices† that are pre-packaged and ideologically constructed. Debord’s critique can go towards the recognition of cultural hegemony in mass-media communications, and charts new territory in film and cinema in sampling surrealist, dada, and other modernist methodologies into a new form of expression. â€Å"The root of the spectacle is that oldest of all social specializations, the specialization of power. The spectacle plays the specialized role of speaking in the name of all the other activities. It is hierarchical society’s ambassador to itself, delivering its official messages at a court where no one else is allowed to speak. The most modern aspect of the spectacle is thus also the most archaic.† (Debord, 1967) One aspect this relates to is cultural hegemony and the viral means of propagation for critical strains of analysis. These critiques can also challenge cultural hegemony by the sampling and re-contextualizing the images of the mainstream culture into a new frame of reference, as Debord did in his film of the book. That philosophy is generally not filmed outside of surrealism is a bias, Debord goes to show the underlying patterns of belief that are unconscious in the mass-produced images of mass-communications, and how they also relate to authority and control. Debate In the second part of the book, Debord writes, â€Å"The spectacle is the moment when the commodity has attained the total occupation of social life.† (Debord, 1967) In the theory of transcendence related to symbols and signs, the signs are objects themselves pointing to other objects. In this manner, a type of ob jectification of being occurs in this critique, contrasted by transcendent activities such as free expression, true love, nature, poetry, ecstasy... romantic ideals in some manner repackaged in a post-modernist critique. Situationism as an outgrowth or evolution of Surrealism, dada, and critical theory as it relates to Marxism makes it a unique cultural expression at the formative point of the post-modern philosophy and aesthetic. Influence on professional practice The situationist

Persuasive writing Essay Example | Topics and Well Written Essays - 500 words - 2

Persuasive writing - Essay Example Out of this number, at least 4,922 deaths occurred owing to the Ebola virus (The World Health Organization, 2014). So far, the key response to controlling the spread of Ebola has been total isolation of affected areas, restriction of travel to affected areas, and thorough medical screening of persons arriving from affected areas, and these strategies have not recorded much success. This present essay seeks to persuade the audience that the best strategy to deal with the Ebola virus is to send health workers from all different countries into the affected areas in order to curb the spread of this disease. Those against this proposition would argue that restricting movements within the affected countries and even entry and exit from the countries is the best strategy of curbing the spread of Ebola to other parts of the World. The reasoning behind this opposition is that by sending health workers from other countries, there is high chances the health workers could be infected with virus and in turn transfer it to other parts of the world where they will travel. So far restricting of travel within, to, and from the affected areas has not yielded much success since there are new infections been reported although the rate of new infections is slow, moreover, new cases are reported in country assumed to very precautious such as the United States and Spain (BBC News Africa, 2014). According to Jim Yong Kim, the World Bank Group President, the best way to deal with the Ebola epidemic is to move in areas that are worst hit and try to curb its spread from within those affected areas (The World Bank Group, 2014). Because Ebola is not a common disease it means that health workers in the affected countries are probably not trained or familiar with the best approach in which to care for those infected and even handling of dead bodies. A collection of health workers from

Customer Service Lapses Essay Example | Topics and Well Written Essays - 250 words

Customer Service Lapses - Essay Example Throughout, the patient was alone, and no help was provided to her to clear her prescription at the pharmacy. c. There was the lack of staff in the clinic for patient care. Only one physician was present, who had to take care of the patients in urgent care as well as in family medicine. Follow-up Questions a. How was the experience of the patient with respect to care provided by a physician? b. Was the medical staff including nurses, etc. helpful in giving medical assistance? c. What problems did the patient face on the visit related to (time, fees, care, medicine etc.)? Future Actions a. Hire the required staff necessary to facilitate the number of patients visiting each day to the clinic. Separate doctors should be there for attending patients in family medicine and urgent care. b. The staff has to make sure that no patient has to wait for long hours. Every task should be performed on time and must be organized. c. Curtail the excessive documentation; keep the system simple, manage able and effective. PDCA: (ASQ 20) Plan: Improve documentation process, reduce waiting time and get new staff hired. Track the changes by taking feedback from patients. Do: Bring immediate changes by assisting patients and reduce the waiting time. Check: Check the patients’ response on forms for checking system efficiency.

Network Securty Hardware and IDS systems Research Paper

Network Securty Hardware and IDS systems - Research Paper Example Routers have a built-in mechanism, which ensures LAN protection by blocking the packets invalid packets from moving on the LAN. A router not only checks for the valid destination address but also ensures the delivery of flawless packets to the destination. If a router finds any sort of error in a packet, it discards that packet and sends the remaining message to the destination. Therefore, we can say that a router is a very important data transfer device used on a network. Topic # 2 An Intrusion Detection System (IDS) is a software application, which not only detects and stops unauthorized activities but also reports them to the network administrators for further action. One of the most famous Intrusion Detection Systems is Snort, which is used to detect the presence of worms, malicious activities, and unauthorized accesses. Haas (2010) states, â€Å"Snort is a libpcap-based packet sniffer/logger which can be used as a lightweight network intrusion detection system†. People ma ke use of Snort software to detect the hacking attempts on their networks. Snort examines every packet that a computer transfers over a network and reports transfer of suspicious packets to the administrators. Snort software manages a database in which it keeps all traffic signatures.

Womens Traditional Roles Essay Example | Topics and Well Written Essays - 500 words

Womens Traditional Roles - Essay Example Women have played a major role in shaping and developing the society. They have demonstrated that without their influence a society cannot reach anywhere. They are vital to the development of the family and have important roles and responsibilities to fulfil. In the essay â€Å"I want a Wife†, Judy Brady tries to analyse the role of the women of the 1970’s and the responsibilities towards their husbands. This essay shall give out a brief of that writing as well as the author’s own opinions on the role and the duties of women towards their husbands as well as their families. In the essay the writer talks about how important it is for the woman to satisfy the sexual needs of the husband. It is of extreme concern that woman should be able to satisfy the sensual as well as the sexual wants and needs of the husband. The man expects his wife to be ready for making love at any time of the day, as he expects his wife to make him happy through these things. While the husb and is busy earning for the family being the bread earner, the role of the woman is more confined to the house and towards her husband and her children. The importance of wife as a cook who feeds her husband has been played out in the essay. Wife is indeed the source through which the husband gets his daily meals, and therefore her inputs are considered to be very important. She is the one who makes tasty meals so that her husband can have a good time eating meals and enjoy his food. She tries to satisfy the hunger of her husband by cooking delicious meals in order to win his heart as well.

Network Securty Hardware and IDS systems Research Paper

Network Securty Hardware and IDS systems - Research Paper Example Routers have a built-in mechanism, which ensures LAN protection by blocking the packets invalid packets from moving on the LAN. A router not only checks for the valid destination address but also ensures the delivery of flawless packets to the destination. If a router finds any sort of error in a packet, it discards that packet and sends the remaining message to the destination. Therefore, we can say that a router is a very important data transfer device used on a network. Topic # 2 An Intrusion Detection System (IDS) is a software application, which not only detects and stops unauthorized activities but also reports them to the network administrators for further action. One of the most famous Intrusion Detection Systems is Snort, which is used to detect the presence of worms, malicious activities, and unauthorized accesses. Haas (2010) states, â€Å"Snort is a libpcap-based packet sniffer/logger which can be used as a lightweight network intrusion detection system†. People ma ke use of Snort software to detect the hacking attempts on their networks. Snort examines every packet that a computer transfers over a network and reports transfer of suspicious packets to the administrators. Snort software manages a database in which it keeps all traffic signatures.

Management insight Research Paper Example | Topics and Well Written Essays - 1250 words

Management insight - Research Paper Example This brand is mainly sold in the UK. Blue Charge: this is an energy drink produced in the United Kingdom. It competes with products such as Powerade and Red Bull. It is mainly used as an alcohol mixer by the students and British youth culture. The name of the manager: Gerald Penser The title of the manager: Chief Executive Officer Challenges facing the Gerald Penser as the CEO of Cott One of the biggest challenges that face Gerald is ensuring that the company remains relevant in the soft drink industry, which is dominated by very strong competitors such as Pepsi and Coca-Cola companies. This is quoted as follows â€Å"Gerald Pencer, a Canadian entrepreneur who came up with a new strategy for competing against these powerful differentiators.† (Gareth and Jennifer 263). Penser has a reason to fear his competitors because they can use their enormous budgets to bring Cott on its own knees. This is quoted as follows â€Å"Indeed, in 2010 both these companies announced a plan to bu y back their bottlers at a cost of billions of dollars†¦Ã¢â‚¬  (Gareth and Jennifer 263). Reasons why pencer is facing these challenges The fact that Coca-cola and Pepsi are house hold names throughout the world, and since their brands are strongly entrenched in the minds of many customers means that Penser and his team have a very challenging task of devising unique strategies. Although Cott is its own bottler, which helps them pursue a low-cost strategy, Penser is still presented with a lot of challenges because his competitors can make some slight moves rendering their competitive strategy irrelevant. For example, both Coca-cola and Pepsi announced to buy back their bottlers in 2010, a move that can endanger Cott’s competitiveness. The most relevant managerial task In order to counter the strong competition from Coca-cola and Pepsi, Penser has undertaken a well calculated strategic decision. This strategy is aimed at producing â€Å"a high-quality, low-priced cola, manufactured and bottled by the Cott Corporation†¦but to sell it as the private-label house brand of major retail stores such as Walmart and supermarket chains such as Kroger’s, thus bypassing the bottlers† (Gareth and Jennifer 263). Through this strategy, Penser will ensure that the products of Cott corporation are bought because of they are low price; therefore, the company will still survive in the industry that is dominated by two companies with huge budgets. This strategy will make it possible for Cott to sell its products at low prices because they do not need to spend much on advertisements, since such a role is played by the retailers. Since Cott’s competitors have a presence at every corner of the world, Pencer ensures that his low-cost strategy is implemented in other countries beginning with the most strategic ones such as the United States. The theory or concept in the chapter The issues discussed in this chapter can be described by Michael porte r’s theory of competitive advantage. In this theory, strategies that are used by businesses to maintain their competitive advantage are explained. These strategies can be classified into three categories including market segmentation, differentiation, and cost leaders. The firms with high market share such as coca-cola and Pepsi are highly profitable, but those with small market share can play their cards well and make huge profits, as well. According to porter, firms with high m

Media corruption - other side of the coin Essay Example for Free

Media corruption other side of the coin Essay ‘Whoever controls the media, controls the mind† In today’s world, the media has become a necessity just like food, clothing, and shelter. The media was ideally designed to be impartial and unbiased – to provide information, news, and knowledge that is objective and socially constructive. Unfortunately, in recent times, because of its money making approach the media has adopted a biased approach that is benefitting politicians and the corporate leaders. Sadly, the media is known to be resorting to â€Å"Paid News† – news that is published or broadcasted to benefit a certain class of people who have huge economic power and who wield that economic power to buy â€Å"The News† in their favor. The viewer’s/readers of such â€Å"Paid News† are at such a loss with this information that lacks integrity and they can be easily misled. Actually the readers/viewers are deceived in to believing â€Å"Paid News† which is indeed misrepresentation of the truth.. Article 19 of the Constitution of India â€Å"Reach to the public† states the right to freedom of speech and expression to media .When this freedom is misused by the media, it becomes a prime reason for media corruption, and more or less the willingness of Indian Govt. to eradicate this problem. The objective of this paper is to highlight the roots and remedies of media-corruption in India and to create awareness about the general public about the distortion of news/information by the media – to enable viewers to discern, and not be uninformed consumers of the news. Key words: necessary, money making approach, freedom.

Sociocultural Theory Individuals Involvement In Social Interactions Education Essay

Sociocultural Theory Individuals Involvement In Social Interactions Education Essay Sociocultural theory (SCT) illustrates how an individuals development is connected to cultural, social and historical framework. The main focus of SCT, in particular, is an individuals connection and involvement in social interactions and culturally controlled activities which shape and construct mental development. Sociocultural perspective centres on the social framework as fundamental to learning. It lays emphasis on the importance of social interactions by communicating and instructing in learning, highlighting that the social environment is not just the place where learning happens, it is integral to it. SCT suggests learning is a cultural action, young children are seen as novices within a cultural setting that learn from elders of that way of life, therefore, learning can be either formal or informal and achieved via parents, siblings, friends, teachers etcà ¢Ã¢â€š ¬Ã‚ ¦ This results in children learning about the practices, beliefs and values of the community they grow up in or are placed in, consequently learning to become members of that community/group. SCT also explains and acknowledges individual differences in learning via the Zone of Proximal Development (ZPD) (Vygotsky(1896 -1934)). This is the gap amid what an individual is capable of doing on their own and what they can do with assistance of a knowledgeable other, ensuring that a child can accomplish jointly what s/he could not achieve alone. A major scholar that was vital to the progression of cultural-historical psychology and creator of SCT as we now know it, was Lev S. Vygotsky (1896 -1934). Vygotsky was a Russian psychologist whos work was banned and prohibited under Joseph Starlin in 1936, this ban was later lifted in 1956 three years after Stalins death. Vygotsky first started working as a psychology teacher in 1917 and during this period he was accumulating information simultaneously for his thesis and a book that was to be named Pedagogical Psychology, of which, was published in 1926. Vygotsky inspired a lot of original research and his works were translated into English in the 1960s. He also became influential within education around the 1980s and to this day. (http://vygotsky.afraid.org/#TimelineVygotskysLifeWorks) Vygotskys work was based on Marxist and social constructivist theories. Vygotsky stated that his academic focus was to learn from Marxs whole method how to build a science, how to approach the investigation of the mind (Vygotsky, cited Ratner(1997)) and also build upon an overt Marxist psychology. Vygotsky believed Marxist psychology is not a school amidst schools, but the only genuine psychology as a science. A psychology other than this cannot existà ¢Ã¢â€š ¬Ã‚ ¦everything that was and is genuinely scientific belongs to Marxist psychology (Vygotsky, cited Ratner(1997)). Vygotsky suggested that development took place on two planes, that of the social plane via interaction and through a psychological plane as learners internalise meanings, for example, putting together a jigsaw puzzle or reading a picture book. He also believed that cognitive development occurred through conversations and interactions with more capable members of a group/culture. SCT took into account aspects of creativity and that education should not solely be concerned with learning knowledge and skills but for children to develop the capacity to think clearly, to plan and be able to pass on their understanding via interaction and communication. The key to human intelligence, Vygotsky discovered, was to effectively utilize different types of tools, not the material tools we use to increase our physical capabilities such as cutlery or levers, but psychological tools extending mental probabilities such as language and writing. These tools are described as cultural tools, of which, Vygotsky believed language to be the most important of all; as language facilitates humans to make sense of the world, is the medium of sharing knowledge and is the basis of thought. The interrelationship of language and thought was also a factor Vygotsky held to be of prominence in an individuals development. It is often noticed that young children run a commentary of what they are doing and seeing, a child develops this external speech which later in life becomes internalised as thought, therefore, speech formation that is mastered by children then becomes the basic structures of their thinking. Vygotsky was a prolific writer; he successfully built up a plethora of ideas in his short life as a scholar (he died when he was just 37 years of age of Tuberculoses). As a result, whilst a good deal of the framework for SCT was presented by Lev Vygotsky; growth, expansion and enhancement of SCT is evident in text regarding cultural-historical activity theory (Cole, 1996; Cole Engestrom, 1994) and activity theory (Chaiklin Lave, 1993; Leontiev, 1981) Further to this, in the Soviet Union, the Kharkov School of Psychology was vital for preserving the contribution of Lev Vygotsky. There, the students accomplished new avenues of subsequent development. Jerome Bruner was firstly influenced by Jean Piagets work of cognitive development although later by Vygotsky whos work he broadly developed. Brunner agreed with SCT that a childs social environment, and for the most part, social interaction were particularly imperative in the process of development and learning. Bruners theory of scaffolding is a theory that stemmed from Vygotskys theory of ZPD. Focusing on learning via communication between child and adult. Scaffolding refers to the gradual retraction of adult influence and direction, as the child develops greater mastery of a given task. Another academic that built upon Vygotskys works of SCT include Barbara Rogoff, she writes: Childrens cognitive development is an apprenticeship-it occurs through guided participation in social activity with companions who support and stretch childrens understanding of and skill in using the tools of the culture (1990:7) Its evident that Rogoffs theory of guided participation builds on Bruners theory of scaffolding, highlighting that childrens cognitive development takes place in a social context while expanding SCT beyond language-based dialogue; as the guided learner is also guided by the books that they read, the internet sites they visit and the importance of other such methods of unspoken communication. Rogoff has sourced many books on psychology, one of which The Cultural Nature of Human Development'(2003) examines, amongst many other things, the role of culture in human development and recognizing the arrangement of similarities and differences between cultural communities. For instance, the involvement children have in activities that their elders carry out in the community, which is subsequently the passing on of knowledge and cultural tools. This notion originates and builds upon Vygotskys SCT. Having presented SCT, I will now briefly put forward the theory I will compare it with which is the Piagetian developmental model. Piagetian developmental model was founded by the work of Jean Piaget (1896 1980). He was a SwissHYPERLINK ../../../../../../../wiki/Developmental_psychologist psychologist and philosopher who believed childrens education was extremely important. As a result, his work focused largely on the development of infants in particular, he was so interested in this area that he gained a lot of his empirical evidence from observing and interviewing his own three children. Piagetian developmental model refers to how the individual understands things and gains knowledge in terms of developmental stages and learning styles. It is about the individual acting as the active agent whom interacts with the world that surrounds them. According to Piaget, the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary (Gallagher Reid (1979): 26). Piaget was a professor of psychology at the University of Geneva (1929-1975) and restructured the cognitive development theory into stages, which built upon previous work from James Mark Baldwin(1861-1934) an American philosopher and psychologist. These four developmental stages are (1) infancy, (2) pre-school, (3) childhood, and (4) adolescence. Each stage has a cognitive construction which dictates the childs way of thinking and the childs grasp of reality, as the child goes from one stage to the next, except the last, there is always an insufficient understanding of reality, a disequilibrium is caused which in turn results in the reorganisation of thought structures. The four development stages are described in Piagets theory as: Sensorimotor stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence) Preoperational stage: from ages 2 to 7 (acquisition of motor skills) Concrete operational stage: from ages 7 to 11 (children begin to think logically about concrete events) Formal operational stage: after age 11 (development of abstract reasoning). (Rosenfield Santrock (1998)) Piaget therefore found that this theory is connected by two vital components; one part that prognosticates a childs capabilities dependant of their age/biological maturation and a theory that illustrates the way a learner develops, what steps or stages that an individual must travel through to end up with an outcome, a predetermined objective. Piaget proposes, by his theory of cognitive development, that an individual can not simply be presented with information and for them to make sense of it straight away. Consequently, a construction of an individuals own knowledge that is built by their own experiences is required. This formation of experiences can then permit learners to make schemas, these are an individuals mental structure and personal understanding of the world around them, that is accordingly changed and built upon dependent on the increase of opportunities to explore their world. The original idea of schemas was proposed by philosopher Immanuel Kant (1724-1804) as innate structures used to help us perceive the world (Eysenck (2010)). This change or upgrade is accomplished by two collaborating procedures: Assimilation and Accommodation. Assimilation is a mental process of receiving and adapting new information into the pre-existing schema. Its about making sense of something new based on what one already knows and is moderately subjective as an individual adjusts a new concept as to correspond with previous notions and ideas. For example a child knows an animal to have four legs and when that child see a dog he calls it an animal, when the child is informed that this is not only an animal but a dog assimilation takes place and from then on as s/he encounters more different types of four legged creatures the process of assimilation continues each time ending with the state of equilibrium which renders that stage or understanding as complete Accommodation can be described as a mental process one uses to become accustomed to the new information that is set before us, so for instance it is a process that takes place when there is no pre-existing schema and a whole new concept needs to be understood. For example as stated above the child accustomed to the notion of animals having four legs, so when encountering a monkey the child will have to accommodate that not all animals walk on all fours all the time. The process of accommodation can be more distressing for the learner causing a disequilibrium, especially for infants who go through the process of potty training for instance, as the whole concept is different and out of the childs comfort zone therefore this process can take a longer period of time. Piagets theory is used today in the way key stages are set up in the current primary and secondary curriculum and therefore exemplifies the magnitude of his work. There are also theorists that build upon his concept of developmental models who are known as neo-Piagetians such as Hughes, Bower and Wishart who have modified certain experiments such as the object permanence test (Bower and Wishart (1972)) and the policemen doll experiment (Hughs (1975)) which both demonstrate a flaw in Piagets experimental process. Having briefly presented the two theories of cognitive development, I will now discuss some similarities and differences, developing some of the key ideas of each theory. Piagetian developmental model and SCT mutually agree that a childs cognitive development takes place in stages (Jarvis Chandler (2001):149), however, the way in which these stages are portrayed by each theory differ. Whilst Piaget looked at a childs cycle of life from birth to adulthood as being a stage by stage learning pathway such as, preoperational stage taking place from ages 2 to 7, Vygotsky looked at the Zone of Proximal Development (ZPD) where a child is moved on from one stage of unknowing to the stage of knowing with the help and guidance of a knowledgeable other, which is not based on biological maturation and age but on an individuals personal level of attainment. Vygotskys concept of ZPD illustrates a childs existing and possible capability to do something. (Flanagan 1999 P.72). Vygotsky states that there are three stages that a learner will progress through, the first being tasks that could not be performed even with help, the second which is assisted performance where tasks are being accomplished by means of assistance from a knowledgeable other and finally the third which is independent performance where a learner can complete a task independently and without assistance. For that reason, the concept of ZPD can allow for deeper and enhanced comprehension of the learning process itself (Flanagan 1999 P.73) and also an effective way of evaluating a learners capability as opposed to generalising children into stages or bands of development, as Piaget does with his stage theory. Further to this, in one of Bruners books The Process of Education (1960) he explains his SCT view on the readiness for learning which is unlike Piagets developmental model of stage by stage learning dependant of biological maturation. He suggests that: à ¢Ã¢â€š ¬Ã‚ ¦any subject can be taught effectively in some intellectually honest form to any child at any stage of development. (ibid.: 33) He goes on to refer to his concept of the Spiral curriculum: A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them (ibid.: 13). Piaget established a concept that a childs way of thinking differentiates as they grow from infancy to childhood right up until adulthood. This journey of stages that one passes through as one matures is segmented into four stages of cognitive development (as mentioned previously) which is defined as Piagets Stage Theory. (Ginsburg, Opper (1979):26). Piaget put forward that these stages were universal for all children, for example the progression of how a child encountered each stage was set to a fixed pathway from one stage to the next, also, he acknowledged that the speed at which a child went, from beginning to end, would vary and therefore relative to their age/maturation. The transition from one stage to the next, consequently, was only possible when the child was cognitively ready and he believed that a child should not be pushed to learn the next stage of knowledge pending that the child is cognitively complete in the previous stage. Thereforer it can be suggested thast piagets theory of stage development can be far more rigid and set, in contrast, SCT beleives stages can be re-visited and also merge together more continuously to achieve a deeper understanding of knowledge as Bruner states: To instruct someone is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (1966: 72) Therefore it is noticeable that Piagetian developmental model is individualist orientated compared to SCT which is socially and culturally orientated, relying on outside instruction. Piagetian developmental models focal point is the individual and their experiences of their world being the reason of development and in order to learn an individual has to be developed, unlike SCT, which focuses on the social interaction, cultural influence and that development comes after one has learned. As Vygotsky has stated Piagets approach is based on the premise that learning trails behind development, that development always outruns learningà ¢Ã¢â€š ¬Ã‚ ¦ ((1978):80) and he explains his viewpointà ¢Ã¢â€š ¬Ã‚ ¦properly organised learning results in mental development and sets in motion a variety of developmental processes that would be impossible apart from learning ((1978):90) Both theories acknowledge language as important in an individuals development yet in a totally different degree. Piagetian developmental model suggests that cognitive changes such as thinking and learning where not solely governed by linguistic enhancement or development, whereas SCT deems that language supports the child to excel in freedom of thought and accomplish further cognitive development (Flanagan 1999 P.59). Piagetian developmental model suggests that language is in motion, from the child towards the social environment. (Ginsburg, Opper (1979):84). On the other hand, SCT advocates the opposite, that language moved from the social to the individual, of which is internalised into thought. (Jarvis, Chandler (2001):150). Piaget could be criticised that his experiments and clinical interviews were inadequately designed. The tasks set out could be seen as inappropriate for children of a certain age group, instructions that were given could appear to be somewhat ambiguous and the tasks themselves boring and lacklustre. In later experiments carried out by neo-Piagetians these kind of impediments were rectified and it was evident that the childrens performance had improved a great deal resulting in them to be much more proficient than Piaget confirmed by his research. By simplifying tasks and making them more child friendly, researchers such as Bower and Wishart (1972) with their modification of the object permanence experiment, and Hughes (1975) with the policemen doll experiment, have demonstrated higher cognitive abilities in children who would not be expected to display them according to Piagets theory. Jerome Bruner writes in The Process of Education motives for learning must be kept from going passi ve they must be based as much as possible upon the arousal of interest in what there is be learned, and they must be kept broad and diverse in expression ((1960): 80). As I mentioned earlier Vygotsky suggests that egocentric speech that a child uses to problem solve for example becomes internalised as the child reaches adulthood (Jarvis, Chandler (2001):150) .Vygotsky explains in his posthumous anthology Thought and Language that: 1. In their ontogenetic development, thought and speech have different roots. 2. In the speech development of the child, we can with certainty establish a pre-intellectual stage, and in his thought development, a pre-linguistic stage. 3. Up to a certain point in time, the two follow different lines, independently of each other. 4. At a certain point these lines meet, whereupon thought becomes verbal and speech rational. [Thought and Language, Chapter 4] Yet, Piaget believed that egocentric speech just purely went along with and connected to what ever action the child was carrying out at that specific time(Ginsburg, Opper (1979):84), and once the child matured to adulthood this speech was simply not needed and disappeared. Although the two scholars had opposing views on the function and underlying principle of egocentric speech they both acknowledged and granted that it gave support to cognitive development Bruner, J. S.. The process of education . Cambridge: Harvard University Press, 1960. Print. Cole, M. Cultural Psychology. Cambridge, MA: Harvard University Press.(1996). Print Cole, M., Engestrom, Y. Introduction. Mind, culture and activity. An International Journal, 1(4), 201. (1994). Print. Chaiklin, S., Lave, J. Understanding practice: Perspectives on activity and context. Cambridge, England: Cambridge University Press. (1993). Print. Eysenck, Michael W. Cognitive psychology; a students handbook . 6th. ed. East Sussex: Psychology Press. (2010). Print. Flannagan, C. Applying Child Psychology to Early Child Development. Cheltenham: Nelson Thornes Limited (1999). Print. Gallagher, J. M, and D. K Reid. The learning theory of Piaget and Inhelder . Monterey, Calif.: Brooks/Cole Pub. Co., (1979). Print. Ginsbury, H. Opper, S. Piagets Theory of Intellectual Development. Englewood Cliffs: Prentice Hall, (1979). Print. Jarvis, M. Chandler, E. Angles on Psychology. Cheltenham: Nelson Thornes Limited, (2001). Print. Leontiev, A.N. Problems of the development of mind. Moscow: Progress Press.(1981). Print. Munari, Alberto. Jean Piaget (1896-1980). Prospects: the quarterly review of comparative education 24.1/2 (1994): 311-327. Print. Offord, L. The Mozart of Psychology.. N.p., 5 May 2005. Web. 6 Apr. 2011. Ratner, C., Prologue to Vygotskys Collected Works. Volume 5 (1997). Print. Rogoff, Barbara. Apprenticeship in thinking: cognitive development in social context. New York (NY): Oxford University Press, (1990). Print. Rogoff, Barbara. The cultural nature of human development . Oxford (UK): Oxford University Press, (2003). Print. Rosenfield, Anita, and John W. Santrock. Study guide for use with Children, ninth edition [by] John W. Santrock, Allen Keniston, Peden Blair . (1998). Reprint. Boston : McGraw-Hill, (2007). Print. VygotskyÃÅ'† , L. S., and Michael Cole. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978. Print. Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky, Vol. 4: The history of the development of higher mental functions (R. W. Rieber, Vol. Ed; M. J. Hall, Trans.). New York: Plenum Press. (Original work published 1941)

I Am a Conscientious Objector :: Example Personal Narratives

I Am a Conscientious Objector "I no longer wish to be a part of the military. I have come to the conclusion that war is not the answer to any of the world's problems. War is the failure of diplomacy and mindfulness." Those are the words that led to my current problems. Sometimes, in a momentary state of weakness I curse myself for uttering those words. I had joined the National Guard wanting to make the costs of college a little easier on myself, and that had grown into the belief that I was doing my patriotic duty--I was fighting for freedom and democracy, not only in my own country, but around the world. Now I have come to the conclusion that I erred in judgment. I believe that I allowed myself to be indoctrinated into a patriotic fantasyland where reality and illusion were intertwined to create a mythological belief in my country and my service. How did this drama begin? Some would say it began while I was growing up, surrounded by violent images in movies, video games, and the nightly news, and a certain stereotyping of what boys and men should be. This is not an illogical argument, but I don't think the violent images are the only factor. I was having problems at home and was looking for an escape. I thought that joining the service would give me an "out" to my--current problems--so I signed up for the National Guard (not wanting to make the full-time commitment to the regular Army). This, I'm afraid, constitutes the reasons many of my brothers and sisters have joined the ranks. My family dropped me of at the hotel on the eve of my departure to Fort Leonard Wood, Missouri. They were proud, happy, and sad at the same time. Military training is not really like they make it out to be on the TV commercials. It's extremely boring most of the time. The main catch phrase we often used between each other was, "Hurry up and wait," because that is what we seemed to be doing. Basically, for 90% of what we did we had to wait for ten or twenty other people to do it before and after us.

How Does Act One of Hamlet Shape Your Understanding of the Main Concerns of the Play Essay

In the interactions of characters, Shakespeare’s Hamlet examines fundamental characteristics of society which can result in moral ambiguity for both the characters and the audience. In a time of transition between the traditional church led tenets and the emerging Renaissance humanist views, the title character is related to other characters to explore the notions of corruption, loyalty and love. Contrastingly, it is also in the rejection of others and isolation of Hamlet that questions as the nature of life is unravelled. Indeed, whilst the world of Hamlet may appear unfamiliar to a 21st century audience it is the examination of such intrinsic qualities of humans that remains pertinent. Corruption is established as a main thematic concern of Hamlet from the opening and continues throughout the play. On a political level, corruption is explored through the dissolute nature of the Danish court. This reflects the contextual concerns of Shakespeare’s world with the belief in the Divine Right of Kings. This idea believes that a monarch is subject not to earthly authority but derives his right to rule directly from the will of God. Thus, in having a king that has not been given the right from God, but rather took it and is corrupt there would be a corrupt country- as Denmark is established to be from Act One. Through the imagery of nature in a degenerated state such as an â€Å"unweeded garden† the idea of corruption in the kingdom is established. Such imagery continues throughout the play and Denmark becomes synonymous with a state of decay. The Jacobean thoughts suggest that the nation reflects a ‘diseased body’ because a state has the wrong king and thus the natural order is unbalanced. Further, moral corruptION is set up in Act One through the character of Claudius and establishes the theme for the later exploration for the moral corruptness of Hamlet. That is, in Act One, the catalyst for Hamlet to become morally corrupt occurs. Moral corruption is most obviously seen in Act One through Claudius. His first speech gives the impression that HE Claudius is a good man, upset by his brother’s death. However, it is soon discovered that he is corrupt and has wrongfully taken the throne from Hamlet. In this first speech Claudius is very controlled and uses poetic language to make the marriage seem normal despite the fact that Denmark has only recently been unbalanced by the death of their king. The use of â€Å"our† as the royal plural eans that he has adopted the language of kingship but because he has taken its wrongfully, a sense of corruption is immediately established. For a Jacobean audience, the wrongful king would make them question their own monarchy, where a very didactic Elizabeth sat on the throne. When corruption presents itself, tensions arise between a tragic individual who condemns it and their society. It is in the interaction with Claudius, as the embodiment of such corruption, that H amlet becomes disillusioned with his state. In Hamlet’s first line â€Å"a little more than kin/a little less than kind† the pun directly attacks Claudius’ facade of benevolence, utilising a pun to highlight his awareness of the deceptive appearances with the court. Moreover, Hamlet rallies against the superficial merriment of the court in his â€Å"O, that this too too solid flesh would melt† soliloquy comparing his father as a ‘Hyperion’ to Claudius as ‘a satyr. ’ Claudius tries desperately to maintain a weak and unnatural court in the balance between the supposed sorrow he feels for the king’s death and the joy he must feel for marrying his dead brother’s wife. This is supported in his inconsistency of â€Å"through yet of Hamlet our late brother’s death the memory be green†, whereby the idea of death and decay is fused with imagery of greenery, growth and renewal. Such actions lead Hamlet to question the way in which corruption can grapple his entire state, likening it to â€Å"all things rank and gross in nature. † This isolates him, despite his clearly identified place in Denmark. His â€Å"inky cloak† becomes a metaphor for both his physical and mental isolation – a result of Claudius corrupt action.

Benefit of cloud computing and example Essay

Cloud computing provides many different business benefits to business that choose to use to the services. First benefit that the cloud computing offers is the ability to afford the service, cloud computing is very financially affordable for business. Using the service of cloud computing, business is able to save money, able to avoid taxing-in-house systems unnecessarily. Refer to the example from this case, Amazon, cloud computing is the biggest payer, only charges business charges businesses for what they use. Cloud business will charge a monthly payment or yearly payment, this will difficult to some businesses because they don’t know whether the service will satisfy for the business or not. Cloud computing is an affordable service for large and small businesses. And cloud computing offer from financial standpoint, that business can use Amazon’s IT infrastructure and pay a smaller amount instead of creating their own IT infrastructure. Moreover, the benefits of cloud c omputing is improve business in the new way, flexible computing power and data storage, provide data management. Zynga uses these benefits to maximize their experience with their usage of cloud computing, this company is using Amazon Web Services (AWS). When Zynga release new games, they don’t know what amount of computing resource to dedicate to the games. If they using cloud computing (Amazon cloud computing) it will benefits to them because whether their games will be popular or not, it will help them to save money. In case their games are popular, they can move it to the company’s own private cloud computing (zCloud). The problem that they solve: In this case Zynga is using Amazon Web Services (AWS) to solve by release their new games to Amazon Web Services (AWS) cloud. This helps Zynga to increase their efficiency and can save the money in the long run. Secondly, it can solve the problem about capacity of advertising; to launch a coupon promotion. Example from this case study, Outback steakhouse wasn’t sure how popular an upcoming coupon promotion would be, so the company use Microsoft’s Azure cloud to launch promotion. Inter Thirdly, InterContinential Hotels has revamped its infrastructure to include both  private and public cloud usage to improve response time for customers, so customers will receive data faster if the data are located on a server. Lastly, IBM, Cisco and other traditional data center giants realize that cloud computing is threat to their technology infrastructure business, the solution is to rising computing costs, they have been steering their customers toward virtualization software, whic h allows them to run many more applications on each individual server that they buy.

How does Golding build up to the final emergence of the beast on the island? Essay

In this essay, I will be covering the element of the novel, â€Å"Lord of the Flies†, in which the â€Å"beast† emerges and causes the spread of evil amongst the group of boys. I will also explain how this has significance throughout the novel, how the previous events build up to this moment, why William Golding included this section, and his reasoning for writing the novel. The novel â€Å"Lord of the Flies† raises controversial issues of morality, basic human instinct and society in general. William Golding, the author of â€Å"Lord of the Flies†, portrays very strong beliefs concerning the capacity for evil, inborn into every human being, and these beliefs are portrayed throughout the novel in the way that the learned morals of civilisation and society gradually slip away from the group of boys, and they degenerate into savages, to eventually represent the â€Å"beast† on the island. This is what Golding believed was the â€Å"capacity for evil†. He suggested that, once all learned morals of society have slipped away, leaving only the raw nature which humans first possessed, there is a space where civilisation used to lie; the capacity for evil. He calls it this because he believed, that when all morals are non-existent, and human beings have absolved themselves from responsibility, there is nothing to prevent humans from committing evil deeds. Golding served as a naval officer during the war and through his experience, and through what he saw, he gradually learned that human nature was, perhaps, not as civilised as he previously perceived. He was appalled by how people were ready and willing to harm their fellow men knowing that that there would be no consequences and no reprimand for their actions; the Nazi concentration camps, where Jews were exterminated like rats, the way that the Japanese mistreated their prisoners, the mass bombing of civilians by Britain and America, and even some of the actions that he himself carried out upon people who were not even responsible for the situation. People would do things that they would never have contemplated, had the responsibility been theirs. People justified their actions by holding the belief that â€Å"right† was on their side; however, Golding soon began to question whether people actually believed this, or whether they were just trying to convince themselves that they were not doing wrong. He learned that without rules and boundaries, all human nature could turn savage and unrepentant. In a psychological experiment carried out in America, to observe the limits of human nature, it emerged that, if people were absolved of all responsibility for their actions, and if the responsibility for their action lay with somebody else, then a person was capable of doing things to their fellow human beings that they would’ve previously never have contemplated, had they been limited by the confinements of civilisation and the responsibilities of society. This is shown in the book, by the boys’ capacity for evil rising in proportion to the loss of moral confinements and civilisation. Throughout the novel, the evil on the island is represented by the idea of the â€Å"beast† which is eventually unleashed from within the boys, after all traces of the morals of civilisation have vanished. Throughout the novel, Golding uses strong images and underlying implications to build up to, and prepare the reader for the moment that the â€Å"beast† emerges and causes the ultimate destruction of everything that represents civilisation on the island. The setting for the novel is on a tropical island, often associated with paradise. This is a parallel with R.M. Ballantyne’s â€Å"Coral Island†, where a group of boys are deserted on a desert island, and work together to from a society in which they can function. When reading â€Å"Lord of the Flies† the immediate images that are conveyed, are ones of a tropical paradise, and the immediate conclusions drawn, are that the boys will be able to function correctly. However, in order to convey his deep concerns regarding human nature and the capacity for evil, Golding creates images very early on in the book, that suggest the island is not quite the paradise that we initially perceived it to be. Weaved intricately amongst the descriptions of the island as a paradise is imagery suggesting a malevolent presence; â€Å"witch-like cry† and the religious inferences of the fruits, such as in the Garden of Eden, which actually makes the boys ill, and gives them diarrhoea, all suggest the somewhat sinister undertones of the novel, which unfurl to a greater level as the novel progresses. We are introduced to Ralph and Piggy very early on in the novel, and we become immediately aware of the social divide between the two, a factor that will unite the boys later in the novel. Ralph is a well spoken and considers himself to be superior to Piggy, because Piggy speaks with poor grammar in comparison. This creates an outsider early on in the novel, and Piggy becomes a subject of ridicule, somebody that doesn’t matter, and someone who provides an easy target for murder, once the boys have degenerated into savages. In the first chapter, after Ralph has blown the conch and all of the boys have gathered, we are given our first impression of the choir as a â€Å"beast† or a creature. â€Å"Something dark was fumbling along†¦the creature stepped from mirage onto clear sand†. The choir has a military style of discipline, which is more apparent than the disciplines of their religion, and they obey Jack when he gives orders. We become aware instantly of Jack’s desire for power, and of the authority that he can command. When Jack comes forward, he â€Å"vaulted onto the platform with his cloak flying† which gives the impression of a creature of mythological evil, such as a vampire. This is where we first become aware of the prominence of Jack, and it hints at the possibility of Jack becoming some sort of dominating, evil presence in the novel. There is also the connection between Piggy, and the hunting of the pigs, which are considered to be of a lower standing in the food chain on the island; they are inferior, as is Piggy. From the beginnings of the novel, Jack sees Piggy as almost below human, and uses him as a target, when in reality, it is Jack who is the first to descend below humanity. There is a theory, regarding the degeneration into a tyrannical society, that, for this descent to begin, it is necessary to find â€Å"an inferior†, which is what all of the boys, with exception possible to Simon, find in Piggy. This provides a base, very early in the novel, for society on the island to degenerate into tyranny and savagery. The boys begin with an idea for the island of paradise; they will form a civilised society, and begin by having a vote on who should be the Chief. The idea of a vote excites them; it is an â€Å"adult† thing to do, a symbol of democracy, as is the conch, but is also a symbol of their old life and of society in general, an aspect which all of the boys wish to recreate on this island. Jack is adamant that he should be the chief, again confirmation of his desire for power. He justifies his claim with â€Å"simple arrogance, â€Å"because, I’m chapter chorister and head boy. I can sing C sharp.† His claim to chieftaincy are all physicality’s, he does not have leadership qualities, and his desire for physical power emerges further as the novel progresses, e.g. the whipping to initiate people into his tribe etc. Jack cares deeply about what the other boys think of him, and when he is not chosen as chief, Jack’s face disappears â€Å"under a blush of mortification† which implies that, for the rest of the novel, Jack may always have this deep jealousy of Ralph, and eventually try to displace him as leader. As this tension build up through the novel as the morals of society become less apparent, Jack’s attempt to displace Ralph completely ends with him ordering the killing of Ralph, when the taboo’s of the old life have completely disappeared. When Ralph tells Jack that the hunters are his to be whatever he wants them to be, he is quick to decide that they should be hunters, almost like some primitive tribe, which is eventually what the boys shall become, beginning with pigs and then eventually other members of the group. The hunter’s capacity to kill living things increases as the rules of society that are etched in their minds are forgotten. We are given subtle hints by Golding, that there is something particular about Jack, which leads him to express the evil side or the â€Å"beast† in his personality more so than other characters. Once Jack has degenerated to this level, it enables others to do so, as it absolves them from the responsibility and consequences of their actions, being part of on mass rather than being an individual. Firstly, Jack is shown to dislike democracy, when he â€Å"started to protest† at the idea of a vote for the Chief. He is more in favour of a dictatorship than a democracy, and with the formation of his own tribe, he becomes more than a leader, â€Å"†¦ painted and garlanded, sat there like an idol.† He doesn’t really care what others want, so long as he is happy. Jack is more likely to forget the rules and regulations of society if he were to benefit from doing so. Despite losing out in the vote, Jack and Ralph still wish to work together, â€Å"Jack and Ralph smiled at each other with shy liking† symbolising the need for cooperation in society, an image that is still firmly imprinted on the mind of every boy on the island. We become aware of the destruction on the island caused by the boys, very early on. The first instance of this is the mark made by the passenger tube of the plane on the island, which is described as a â€Å"scar†. The boys have already to destroy the island even with the civilities of their old life, and the boys, Jack, Ralph and Simon, commit their first act of intentional group destruction, by pushing the boulder down the mountain, whilst they investigate the island. We are then led to question, with this amount of destruction caused by the boys when they are still bound by the invisible limitations of society, what are they capable of when the taboo’s of their old life have broken down? This is answered when the beast finally emerges as the basic human nature of the boys, and climaxes with the death of Simon, who symbolises the pure side of human nature. In the early part of the novel, the limitations of society are clearly apparent, for example, when Jack cannot bring himself to kill the pig, â€Å"what an enormity that downward stroke would be† he tries to make excuses for himself, he cares about what the other think, â€Å"I was choosing a place†¦I was just waiting†¦to decide where to stab him.† However, it is obvious to the reader that he could not kill the pig, because, etched in his mind, is the firm image that killing is wrong, and that in his society, it is not acceptable. When the boys get back to the rest of the group, the begin to make plans for the island, â€Å"We’ll have rules†¦Lots of rules†¦Then when anyone breaks ’em—–.†They want a democratic society, the conch symbolises this democracy, they all want to recreate the civilisation that they knew at home, even Jack. The boys compare their situation to books regarding paradise islands where they can form a society of their own. However, Golding has already hinted that things may not be quite so perfect as the boys have perceived. The boys want to have fun on this island, and enjoy themselves, which could be seen as the eventual downfall of the boys and of the society that they try to create. As their society becomes forgotten, rescue, the most important thing in the beginning, becomes less important, and having fun dominates the agenda of most boys. When Ralph talks about the island, he says that things need to be done, and that they need to be rescued, but until then, they shall have fun. â€Å"It’s a good island. Until the grown-ups come to fetch us we’ll have fun.† This is ironic because, in Chapter Eight, when Simon is talking to â€Å"The lord of the Flies†, it says to him, â€Å"We are going to have fun on this island. Understand? We are going to have fun on this island!† implying that the beast within each boy is ultimately their desire for â€Å"fun†, and when the taboo’s of the old life have vanished, the beast can fully emerge and enable the boys to become absolved of all remorse that their old life would have made them feel. The first instance of â€Å"the beast† being manifested from the human mind as a physical thing is when the small boy is urged forward, and speaks to Piggy. He has ideas of a â€Å"snake thing† and a â€Å"beastie† of which the older boys are dubious of at first. However, the general mood of the boys changes, â€Å"There was no laughter at all now and more grave watching.† Despite Ralph’s being adamant that the beast does not exist, many of the other boys are not sure, and this is the first time in the novel that the beast becomes a real prospect. When the boys first decide that they need a fire, all of the boys are keen to join in. They are working as one. Jack takes pride in his civilised world, â€Å"we’re not savages. We’re English, and the English are best at everything.† This is also ironic, for it is in fact Jack who degenerates into such a savage, capable of unspeakable deeds when not bound by the rules of society. When the fire rages out of control, it is another symbol of the destruction caused by the boys. It is describes almost as an animal, â€Å"a bright squirrel† â€Å"began to gnaw† â€Å"a kind of wild life, crept as a jaguar†¦Ã¢â‚¬  this is also referring to the possibility of the group of boys again causing destruction as one body, as an animal, which later becomes apparent when all of the boys, including Piggy and Ralph, become absorbed in the primitive dance as one body, which ends with the death of Simon. Ralph begins to see the capacity for destruction on the island, â€Å"the beginnings of awe at the power set free below them†¦the awe made him savage.† This is ironic because it is Ralph who, despite becoming involved in the dance that kills Simon, does not descend to savagery. The third chapter begins with Jack, crouched down on a hunt, and acting as a true hunter would, following a trail, examining a cracked twig etc. We are introduced to a side of Jack that is more animal-like, he is described as â€Å"dog like† and this is a reflection on how he begun the gradual descent to savagery. Whilst he still bears the majority of the social qualities imprinted on his mind, it is now very easy to believe that he may have lost the social factor which prevents him from harming another creature, and that the prospect of Jack killing a pig, is now very possible. When he fails to catch the pig, he join the others on the beach where Ralph and Simon are attempting to build the shelters, without the help of the others, who have all gone off to play. This is a reminder of the desire for fn, they don’t want to work, and this desire for fun, part of a series of events that will ultimately lead to the emergence of the beast. This is also the first incident in which we see the conflict of ideas from Ralph and Jack, and we see the conflict of interests as Jack’s moral values deteriorate. Ralph ants to get the shelters finished, whereas Jack wants to hunt, â€Å"They were both red in the face and found looking at each other difficult.† When they change the subject, it eventually leads to the beast again, how the â€Å"beast† frightens the â€Å"littluns† and how they are beginning to doubt the island themselves, and the luxuries that they once thought is gave them. When Simon suggests that it is â€Å"as if the beast ie†¦or the snake thing was real.† this causes a slight apprehension amongst the boys, and, whilst they attempt to disregard the thoughts of the beast, the presence is undeniably felt. When Ralph talks about being rescued, we are given another subtle hint of Jack’s gradual loss of civility when â€Å"Jack had to think for a moment before he could remember what rescue was.† His priorities have changed, he no longer cares so much about being rescued, but he is being consumed by the will to hunt and have fun, he is being consumed by the beast from within himself. Throughout the novel, Simon is portrayed as an almost prophetic figure, with an ability to see the truth of situations. His refuge is in the forest, in an area surrounded by bushes adorned with flowers similar in appearance to candles, he seeks nature. A bush with candles on it is a symbol of the church, and this imagery further confirms his role as a prophetic figure. There is also the religious inference at Simon’s death and the manner in which he was killed; a prophetic figure murdered by his own people. At the beginning of Chapter Four, it become clear that the boys have now adapted to the natural method of time keeping; the Sun, as opposed to traditional methods, which would have been prominent in their society. This is again symbolic of the loss of the influences of their old way of life, which in turn leads to the descent into savagery. Despite this, many of the boys still felt the ties with their old way of life very strongly, as if it was etched deeply into the far reaches of their minds, and despite the gradual descent suffered by the vast majority of the boys, many had not descended to the extent that Jack had. For example, when Roger and Maurice kicked over the sand castles built by some of the younger children, this is symbolic of the destruction of the society that they knew. However, when Maurice kicked sand in the young child’s eye, he â€Å"still felt the unease of wrong-doing†¦formed the outlines of an excuse.† Also, when Roger throws stones at one of the young children, he threw to miss, because, â€Å"there was a space around Henry†¦into which he dare not throw. Here, invisible yet strong, was the taboo of old life†¦the protection of parents and school and policemen and the law. Roger’s arm was conditioned by civilisation.† The next stage in Jacks deterioration is when he absolves himself of responsibility, and liberates himself behind the mask. It became a new face, he became â€Å"an awesome stranger† and Jack’s â€Å"laughter became a bloodthirsty snarling†¦the mask was a thing on it’s own, behind which Jack hid, liberated from shame and self consciousness.† The snarling is symbolic of Jack’s descent to his basic animal instincts, to hunt and survive, and now that he has been liberated from shame, it suggests that he could now be capable of anything without remorse. It is also this chapter in which Jack’s hunters let the fire out in order to go hunting, when there is a ship on the horizon and the possibility of rescue is more real. However, with no signal, they are not rescued. This is what finally portrays to the reader Jack’s loss of morals, when he has killed his first pig and is confronted by Ralph for letting the fire out. Jack is â€Å"vaguely irritated by this irrelevance but too happy to let it worry him†. It is clear from this that Jack has forgotten the importance of the fire because the civilisation of his previous life has been forgotten, and he is also incredibly satisfied at killing his first pig, something that he would not have contemplated doing had the morals of his old life been present. We can see from Jack’s actions that the lack of civilisation has allowed him, gradually, to lose all morals and this has allowed him to degenerate to the level of a savage. The group, as a whole, have not lost the morals of their old life to the extent that Jack has, and this can be seen in stages of the dance, when they mime the killing of the pig. The first stage is symbolic of the slight loss of morals, which has enabled them to hunt. When Maurice enters the ring as they chant, the mimed the actions, â€Å"pretended to beat him.† Later in the novel, when Robert plays the part of the pig, the actions of the group are a lot more sinister, and they cause real pain to him. After wards, they try to justify it as â€Å"a good game† nothing more. The final stage of the groups decline is when they perform the dance that ends with the death of Simon. In Chapter Five, Ralph calls a meeting and we see all together, the extent to which the society has diminished, due to the loss of morals. He talks about people getting frightened, again symbolising the indisputable presence of the beast on the island. Jack takes this opportunity to exert his authority, he could hunt the beast, and he knows that if he can make the others rely on him to keep them safe from the beast, they will trust him. One child, who wished to speak, begins to tell Piggy the information that had been drummed into his head from his old life, his name, address and telephone number. When he cannot remember, we are reminded of the gradual loss of civilisation, which was once firmly imprinted into the minds of all children on the island. When he says that the beast comes from the sea, the other boys begin to doubt their own belief that the beast does not exist, and the meeting descends into disorder. When Simon speaks, he tries to convey his own interpretation of the beast. His interpretation of the beast is that is something that comes from within people, but he lacks the articulate vocabulary that he needs to express his views, and nobody can understand what he means. Simon is the most perceptive of the boys on the island, and he has the ability to see the truth of the situations, but he does not have the means to convey his thoughts. At the end of the chapter, Ralph prays for a message from the grown up world, and in Chapter Six, they receive one. However, no boy is awake to see what it really is, and it becomes, for the boys, the embodiment of the beast, when, as the reader knows, this is not the case. It is Sam ‘n Eric who are first to spot the â€Å"beast†, whilst they are manning the fire. The boys became united in the need to rid the island of this beast, but the opposing characters of Jack and Ralph are shown again. Jack sees this as a real hunt, whereas Ralph is more realistic about the prospect of hunting the beast. This brings the two to argue again, and they eventually decide to go up the mountain. When Ralph goes on his own, he sees the sea, describes as â€Å"some stupendous creature†¦the sleeping leviathan† as a horrible monster, or almost as a beast. It is as if the beast has begun to swallow the island, and become part of everything around the boys. Ralph begins to long for the luxuries of his old life, to â€Å"cut this filthy hair right back to half an inch†¦have a bath†¦with soap†¦a toothbrush would come in handy too.† He is the only boy who is consciously remembering the ways of his old life, and yearning for them. When Simon speaks to him, he tells him â€Å"I just think you’ll get back all right.† Notice the use of you’ll and not we’ll, it is almost as if Simon has foreseen his own death. There is evidence that, despite Ralph never actually descending to the level of a savage, he does feel compelled to join in with the hunters, and actually becomes part of their society, albeit only temporarily, to join in with some of the deeds that are incomprehensible as an individual. For example, he joins the other boys on a hunt, and hits a pig with the spear. He gains a great deal of joy out of doing this, which symbolises the overall demise of everything that good and civilised on the island, and not even Ralph can escape it. After this, the hunters, including Ralph, re-enact the hunt, with Robert playing the part of the pig. Whereas before, the dances such as this were not violent, all of the boys become absorbed in this primal dance, gaining satisfaction out of hurting another human. â€Å"Robert was screaming and struggling with the strength of the frenzy.† â€Å"Ralph too was fighting to get near†¦The desire to squeeze and hurt was over-mastering.† Ralph uneasily tries to justify what he just did. He knows that it was wrong, but as a member of the hunt, he was no longer an individual, and became capable of causing harm to another. This shows how the beast has become an overwhelming power amongst the boys, even Ralph. When Jack sees the â€Å"beast† on the mountain, he is absolutely terrified, which makes us remember that he is only a child, despite what he has done on the island, due to his loss of morals and ethics. The â€Å"beast† is â€Å"something like a great ape† a simile used often in the novel to symbolise evil. When they tell the other boys, Jack comes to the conclusion that the beast is a hunter, which reaffirms his â€Å"age old tremors in the forest† and the feeling that he had, when he was hunting, of being the hunted. Jack becomes insulted by Ralph, and tries to turn the other boys against him. He tries to displace him as chief, and fails. His concern for what others think of him causes hi great embarrassment, â€Å"Slowly, the red drained from Jack’s cheeks, then came back with a painful rush.† He decides that he can no longer remain under Ralph’s Chieftaincy, and left to form his own tribe, inviting others to join him. Initially, nobody does, but gradually, more and more of the boys leave to join Jack’s tribe. Jack has the ability to unite the boys against a common enemy, for most of the part this was Piggy, an obvious outsider, and this ability to unite the group is similar to the fascist leaders in the Second World War. Because Golding wrote the novel shortly after World War Two, after the devastation had swept through the world, he was able to witness the power of the fascist leaders such as Hitler and Mussolini, and the effect they had over the people who they ruled. Golding depicts the power of the leaders in the book, and Jack’s character resembles the fascist powers of the war. The way in which Hitler came to power is similar to the way that Jack eventually displaces Ralph. The situation in Germany after the First World War was one of devastation and despair. The reparations that the Germans were forced to pay and the Wall Street Crash crippled the German economy and people rebelled against the government. Hitler used this as a way to gain support and become powerful, promising Germans that he would make their country strong again, and provide them with the things that they needed. People joined him out of desperation, needing the things that he was promising. This is similar to the way Jack gained support, because he was aware of the doubt and fear that was spreading through the boys. He promised them meat and fun, which they gratefully accepted, leaving Ralph to join Jack’s tribe. Simon suggests climbing the mountain, to see the beast. But nobody else agrees. Climbing a mountain is one of the oldest symbolisations of the struggle and the search for truth. When Simon does climb the mountain on his own, he does find the truth, and we are led to the moment where the beast is finally unleashed within the boys, and Simon is killed before he can tell them the good news. When Jack has formed his own tribe, and they go to hunt together, we see that Jack has now become a savage with no remorse, just barbaric cruelty. This is inferred when they kill the sow, for not only will she die, but the piglets also, who would have fed them in the future. It is no longer about hunting for food, but for pleasure and satisfaction of hurting another living being. Jack insists on leaving the head as an offering for the beast, he sees it as a superior hunter, almost as a god, and that they should worship it. Jack’s tribe, towards the end of the novel, are described as savages, which suggest they have completely abandoned all civilisations, and lead the lives of animals. The reasons for this can be linked to the theories held by Charles Darwin, who formed the theory of evolution, in which the fittest survive, creating a species of increasing strength. A prime example of this occurrence is in groups of wild animals, such as lions. Only the strongest male is allowed to mate with the females, and must fight off competition from other males. Although there were no females on this island, Jack displayed natural urges such as this, because the basic instinct in humans is the same as the basic instinct in animals, and that this basic instinct to lead and be powerful is still present. The language that Golding uses when the boys hunt, suggests that the sexual desire to hunt and be the leader is still present, even thought there are no females on the island. The boys follow the pig, â€Å"wedded to her in lust† which shows natural sexual instinct, which is present in nature; the male lion wants to become the leader of the pack in order to produce offspring. Once Jack had gained control of the group, he began to create fear amongst the boys. He reinforces the idea of the beast by leaving an offering for it. This makes the boys fear more extreme; if Jack believes in the beast, then surely it must be real. The tension, which builds up to the point when the beast emerges, is symbolised by the weather. â€Å"There were no shadows under the palms†¦only this strange light†¦among the bulging clouds thunder went off like a gun.† This tension builds up as this section of the novel progresses, and is constantly symbolised by the build up of the weather, which climaxes with the storm as the actions of the boys climax with the killing of Simon. As Simon speaks the Lord of the Flies, (which literally translates as Beelzebub, or the Devil), he hears the Lord of the Flies say what he already knew, deep down, but could not convey to the others. â€Å"I’m the Beast†¦You knew didn’t you? I’m part of you?†¦I’m the reason why it’s no go.† Simon is aware that this represents the beast that is present in all of the boys. â€Å"You know perfectly well you’ll meet me down there – so don’t try to escape!† This symbolises the fact that the beast is now everywhere, surrounding the island, it is part of everything, and has destroyed the limitations of society. The beast tell Simon that they shall have fun, no matter what, which corresponds with Ralph saying in the beginning of the novel that they shall have fun. It is this, the beast, the desire for fun that has brought about the destruction of society and the loss of morals. â€Å"We shall do you. See? Jack a nd Roger and Maurice and Robert and Bill and Piggy and Ralph. Do you. See?† It is almost as if Simon has foreseen his own death. The build up of tension continues, â€Å"the build p of clouds continued†¦until the air was ready to explode.† When Simon finds the parachutist on the rock, he freed him, and realises what the boys have all been afraid of, he resolves to go down the mountain, and tell the others. â€Å"the thunder exploded again†¦big drops of rain fell among them†¦the flickering light became brighter and brighter and the blows of the thunder were only just bearable.† The boys have become not a group, but a tribe, and they can think of nothing else to do, than their tribal dance. Even Piggy and Ralph take part in the dance, â€Å"under the threat of the sky, found themselves eager to take part in this demented, but partly secure society.† Ralph feels that he would rather become part of this savage society, than be completely excluded, he find some comfort in the knowledge that he is not an individually but part of a larger body. â€Å"the ring yawned emptily.† As if it needs to be filled by something. The beast is beginning to emerge, as the tribe becomes one creature, totally absolved of all responsibility for their actions, which would not apply, were they individuals, â€Å"the throb and stamp of a single organism.† the organism in effect, being the beast. The ring becomes horseshoe shaped a Zulu hunting technique, as the tension continues to build up. As Simon stumbles into the ring, the narrator refers to him as the beast, symbolic of what the boys think he is. However, in the next few lines, the narrator refers to him as Simon, suggesting perhaps that there is something in the boys that do still recognise him. It also uses the word â€Å"him† not â€Å"it†, which is very specific. If they had truly believed Simon to be the beast, then the gender would be irrelevant. The narrator then goes back to using the work beast, to imply Simon, which implies there is now no knowledge of Simon, and the boys, â€Å"screamed, struck, bit, tore†¦tearing of teeth and claws† The boys are now described as animals, they are, as one the true beast, and it has been unleashed on the island, as all traces of morals and ethics have vanished. The lack of humanity left in the boys causes them to see Simon as the beast. However, in the passage concerning Simon’s body being washed out to sea, he becomes Simon again, as the boys become themselves again, not one giant organism. Simon is made â€Å"silver† and dignified, marble like, by the sea taking him back to nature, the very thing that he originally sought after. Simon’s death symbolises the death of belief, of decency and compassion, and the ability to see the truth. It has led to the total demise of good and decency on the island. Also, now that they have seen the parachutist, they believe in the beast more than ever, and now Simon is dead, there is nobody who can tell them the truth, and Jack uses this fear of the beast to control his tribe. Ralph is the only boy who can admit to what they have done to Simon, even Piggy tries to justify what they did, but only Ralph admits that it was murder, which symbolises the fact that Ralph has not quite succumb to the beast, as the majority of the other boys have done. The final taboo on the island was to kill another human, and now that this taboo has been broken, there is nothing to stop Jack from doing whatever he desires. Not only has Jack degenerated to this level, but also other members of his tribe have, and we see this later in the novel, when Ralph and Piggy go to see Jack at the other end of the island, for it is Roger, not Jack who drops the boulder, killing Piggy, and smashing the conch. With the destruction of the conch, democracy is destroyed, which is symbolic of the fact that democracy is a fragile thing, and can only work when everybody believes in it. In this novel, Golding was questioning the capacity for evil in all humans, and whether the basic instinct of all humans is evil, where they will stop at nothing for the basic desire for power, but that civilisation prevents this from being exposed. Throughout the novel, we can see that, in Golding’s opinion, human nature has the ability to turn savage, under the right conditions. The boys begin with a glorious image, similar to that of Coral Island of a beautiful island paradise, which they can inhabit and live happily and have fun until they are rescued. In the beginning we see that the boys have a strong desire to recreate a society similar to the one that they have just left. They want rules and regulations, and all of the things that make a civilised society work. Despite this, we see that, in Golding’s opinion, without the moral restraints that are present in a civilised society, the basic human nature to survive will kick in, causing all traces of morals and ethics to be forgotten, until the human has degenerated into a primeval savage, capable of doing anything in order to survive. They become not human, but animals, beasts, and this emerges as the morals of their old life disappear. He believed that it was society that gave you an identity, without society, and therefore identity, humans would become absolved from all responsibilities and could therefore commit un-comprehendible deeds without remorse. I believe, that there is the basic capacity in all humans for evil, a capacity to hurt and kill descending from the days where it was necessary for humans to hunt and kill in order to survive, yet I believe that the capacity for evil is not as extreme as Golding portrays in his novel. For Golding implies that, without the presence of civilisation, humans would act in a way that they would have been required to behave in order to survive, and degenerate until they are no more than animals, or beasts. By this he implies that, led by their desires and needs, and absolved of responsibility, the natural instinct for humans is to behave in an evil manner. I disagree that humans are evil, because otherwise how could civilisation have developed in the first place? If everybody acted in an evil way, then this behaviour would have been considered acceptable, and â€Å"normal† and nobody would feel the need to say what was right and what was wrong, because everybody would behave in the same manner. If this was the case, actions such as murder would be accepted as any other essential impulse would be such as eating or sleeping, however, this is not the case, because society has taught us that these things are wrong. This shows that there is an even larger capacity in human nature for good and decency, which overcomes the capacity for evil and enables humans to form a civilisation. So human nature is not basically evil, despite people that do evil things, when absolved of responsibility, people do what they feel is necessary at any given moment, which may be an evil deed, such as those seen by Golding in the war. This does not mean, however, that these people are evil, merely that they are doing what they feel is necessary at that given time, in their case, to save their country. Of course it is undeniable that there are people who do murder, without justification, and people who do commit evil deeds without necessity, but it must be remembered that these are part of a vast minority, and this is not present in the basic human nature, which has a far greater capacity for good than evil.