Themes of Lord of the Flies :: essays research papers

The theme of the novel is the collapse of the society. The friendships among the boys are destructive because they do not realize the beast inside of them. They show their ego to each other. The beast is something evil within themselves and it is not a savage animal that is caved ‘Lord of the Flies’. The conch shell symbolizes the law and order among the children who trapped in the deserted tropical island. It is used to call the groups of the boys to assembly in a certain place. Ralph, the chief and the central leadership of the group is responsible to take care the conch. The conch shell represents the authority which the boys must obey. The conch is an instrument like a trumpet blowing to order the boys. Finally, the conch shell is broken down into pieces and the leadership is torn down and abandoned. The atmosphere of the island society collapses into chaos and no longer peace remind. The beast in the story symbolizes the gradation of the morality among the boys. The compete each other becoming in the last survivor and the commander of group. The beast is not a real object which they believe if exists. They don’t realize the internal beast inside of them. Only Simon understands what the real beast is, but is killed when he tries to tell them about that. The beast mind and soul of the boys lead them to the collapse of the society. They begin killing each other and the trustworthy has lost. The parachute man symbolizes the lost of the adult supervisor who has the authority to control over the boys. The moral confrontation has arisen among the boys. The beast inside of them leads them to the anarchy. Also because of the lost of the parachute man, there is no adult who manage them and the situation bring them to the collapse of the society.

Death Changes Essay

Changes in Death Management Practices One of the first noted changes in the book regarding attitudes towards death can be seen with the advances in mass media. As Technology has advanced, so have the ways in which news is reported to the world. Radio, Television, and the Internet have given the public many ways of receiving information. When situations portray a perceived threat, people turn to mass media for information. The ability to access information regarding worldwide disasters, terrorism, and other acts of brutality make us feel like survivors of death. Because we are able to see and hear about things that we have no firsthand knowledge of, we feel like we are experiencing it to some degree. (DeSpelder, Strickland pg. 6) During the Vietnam War, television gave people access to images of things that were happening half a world away. In no other time were daily doses of violence to this degree a part of everyday life. Media analyst George Gerbner observed that these depictions of death evoked a heightened sense of danger, insecurity, and mistrust which contributed to an â€Å"irrational dread of dying and thus to diminished vitality and self-direction in life† (DeSpelder, Strickland pg. 8) Life expectancy and Mortality Rates have been affected by technology as well. In 1900, the average life expectancy was 47 years of age in the United States. As of 2005, the average life expectancy rose to 78 years of age. This rise can be attributed to epidemiologic transition which moves the largest number of deaths from the young to the old. In the early days people died from infection due to lack of medication and knowledge on how to treat and prevent. As this knowledge was gained, deaths tended to be from chronic disease processes that are common in the older population rather than young. In 1900, over half of deaths that occurred were to children under the age of 14. That number has decreased to less than 2% and this fact influences how we feel and think about death. (DeSpelder, Strickland pg. 36) In the 1870’s, nine out of ten Americans over the age of 15 had lost a parent or a sibling. Because medicine and medical care was not advanced, mother’s died during child birth and/or babies were born still born due to lack of prenatal knowledge and care advancement. The family unit was very important and often people in this time period would display postmortem pictures of loved ones who had passed as a testament to this family unit and the common knowledge of their mortality. One other change that has taken place is death rituals. In the early 1900’s families were more likely to be multigenerational living in the same house. People tended to intermingle with other generations out of necessity. Families lived on large homesteads and it took everyone to make it work. Because of this, multiple generations were present at the death of older family members and rituals and traditions existed. In this day and age people are more mobile and on the move. It is harder to maintain close relationships with family when you don’t live in the same state, let alone city. People appear to be less affected by the death of an older relative when the closeness of the relationship has been lost due to sheer proximity. Several changes that can be discussed regarding children are their attitudes towards death, their functional ability to understand death, and their desensitization to violence regarding death. Children’s attitudes towards death are much different in this day and age from in the late 1800’s or early 1900’s. In that time, families tended to live together in extended family situations possibly on homesteads. There was less access to medical care and things were taken care of at home. Death was something that was seen as a natural part of the living process and happened more regularly because of the generations that cohabitated. In this day and age as generations tend to live separately, children are more sheltered from this and therefore tend to look at death as something that doesn’t directly affect them. Jean Piaget, a theorist in human development, did extensive study of children and divided them into approximate age groups and developmental periods. He theorized that we develop our knowledge based on things we already know. These stages are sensorimotor from birth to 2 years when children learn based on their senses and motor abilities and begin to develop the idea of object permanence where they understand an object is still present even when it can’t be seen. Preoperational from 2-7 years where they progress from egocentric thought where they look at things as if they are the center of the world to prelogical where they learn trial and error and can begin to understand other points of view. Concrete operational from 7-12 years where they are able to logically understand and organize information and begin to think forward and backward about experiences. And finally, Formal operational from 12 years and up where they can think hypothetically and abstractly about situations and begin to have an interest in ethical situations. . (DeSpelder, Strickland pg. 2-53) Before these types of theorists existed, death was considered a natural part of the living experience and children just dealt with it like the rest of the family. Also in early years when children talked about death, it tended to be in the context of disease processes and accidents. As the culture has, advanced children are routinely exposed to things they weren’t before. If you ask, a child now days what things are that can cause death you may hear things like gunshot wounds and other traumatic experiences that can be linked to crime, violence they see on TV or video games or inner city experiences. In a cultural or historical sense differences in how dying is perceived can be from a cultural standpoint. Different religious and ethnical cultures have different practices and beliefs regarding death but as we have become more culturally competent society, the varying beliefs have become better understood. The physical cause of dying has changed simply by historical differences in living conditions. For example, in the Stone Age people were more likely to have died from trauma and animal attacks, whereas today dying from frailty, organ failure and dementia are more common. One change in regards to mortality and society where death is concerned can be related to education and training. For example, an earthquake in Japan in 1923 caused the death of 100,000 people. Today, because of advances in technology and safety we have ways to warn people of dangerous weather situations and have developed better safety practices that if followed can save many lives. . (DeSpelder, Strickland pg. 135-136) Change has also been seen in the conventional signs of death. Most deaths are determined by the absence of heartbeat and breathing. With the advances in technology and medicine, though, it is possible for mechanical ventilation and medications to artificially maintain these functions while the brain is termed dead. For this reason, the concept of brain death was created. Another innovation that has changed death is organ transplantation. Before this was discovered and perfected people had no choice but to die if they fell victim to an irreversible organ failure. Now, through organ donation and transplantation people can live long and productive lives if they can receive these lifesaving procedures. The final three changes that will be discussed are in regards to patients, staff, and institutions in the field of Health care. In 1900, about 80% of deaths in the United States took place in the home. As the invention of hospitals and other institutions took place, this shifted to the institutional setting with more people dying in hospital or nursing home setting. There is beginning to be a shift again however as hospice care becomes an option available to more and more people that allow them to stay in their homes around familiar surroundings instead of the sterile, non-personal setting of a hospital or institution. Another change that has taken place with regards to dying could be the rationing of resources. This will undoubtedly be getting even worse under Obamacare. Physicians used to be considered the gate keepers of what services and treatments were reasonably appropriate to which patients. As managed care comes more and more into the picture, this will change. Physicians will be paid a certain amount of money per month by insurance companies to manage the patients’ health. The less procedures, tests, and resources that are used the more money the physician will get to keep. This leads to the fear that rationing of resources or withholding of resources is a real possibility in order to keep from bankrupting doctors and clinics. Finally, palliative care, and end of life decisions are changing as well. There have been many advances with the advent of hospice and what can be done to allow a natural and peaceful death for those that are not interested in prolonging it. Undoubtedly, we will all die one day. There has been a shift in recent years from death being an almost taboo topic to one where people are taking control of their decisions. This is an area I am passionate about. You can take control of your end of life decisions by an advanced directive and informing your family members of your wishes. There are people who know they want every intervention possible done to keep them alive and there are those that are accepting of their own mortality, comfortable with their idea of what happens after death, and know that they want nothing heroic done to try and keep them on this earth if they cannot be an active participant.

Jane Adams Essay

Contained herein is the story of Jane Adams, a historical leader in social work in the United States and internationally. Born in 1860 to John Adams and Mary Adams in Collierville Illinois, Jane Adams was received her education in both United States and in Europe, where she received inspiration for social work in early stages of her adult life. According to Louise (2003, p. 76) Jane Adams received most of her philanthropy lessons from her father, â€Å"a wealthy Illinois banker and senator†. The father is noted to have instilled the art of giving in his children, and especially Jane Adams who indicated interest in social work. Other than preparing Jane for social work, the father embarked on providing his daughter with the best education possible. In addition, John Adams embarked on teaching his daughter on the importance of character and the importance of caring for other people in the society. Considering educational and character education that Jane received from her father, one can confidently conclude that none was in vain, as illustrated in her epic work in social work. According to UIC website (2008), it is during he European journeys that Jane Adams made the decision to dedicate her life to social work. Specifically, Jane had been visiting London’s poor neighborhood when she came across Andrew Mearns’ article regarding the outcry of outcasts in the city of London. The plight of poor people in London inspired Jane to do something for the poor within her Chicago neighborhood and beyond. Indeed after returning to Chicago, she joined with her friend Ellen Gates Starr to establish the Hull House that became the hallmark of Jane’s social work. In the initial period, the open house was receiving over 2000 guests every week from local and far communities. The many facilities and services available in the Hull House played a big part in attracting needy people therein. For instance, the House provided night school for adults, which helped in improving educational standards for people who lacked such opportunities. Given that classes were given in the evening, individuals could easily embark on working during the day and attending classes in the evening. A kindergarten facility was another important inclusion, as poor, working were provided with ad place to leave the young ones during the day. Other important facilities included library, drama group, book bindery training, girls club, musical school, art gallery, public kitchen, and swimming pool among others. Covering many interests meant that poor people’s interests were being taken care of in proportions never seen before in Chicago and, indeed, in the United States. The Hull House succeeded in many things, but it is the night schools that gets most recognition and admiration. Indeed, the school concentrated on providing education on courses that improved adult students’ marketability. According to Hilda (2000, p. 63), the success gained in the night school is what influenced other colleges and universities in Chicago and the larger United States to embark on providing continuing education that has become a common place in America’s education system. Setting the ball for such educational programs was indeed an important contribution in global social work. As a Chicago resident, Jane Adams is credited with playing key role in establishing roots for the influential Chicago School of Sociology. This was especially achieved through her groundbreaking work on applied sociology. Jane Adams further co-authored the book Hull-House Maps & Papers, which is rumored to have been the source of Chicago School’s main methodologies (Louise, 2003, p. 87). Jane Adams also loomed large when it came to social reform in the country. For instance, notes Louise (2003, p. 02) she joined hands with George Mead to push for reforms promoting women rights in a man dominated American society. She was also instrumental in the campaign against children labor in early 20th century, as well as negotiating during the infamous Garment Workers Strike in 1910. Jane Adams also played the lead role in the establishment the United States Protection Association that became the nation’s initial juvenile court. The institution was directed helping the troubled yo ungsters access justice and support systems they needed for better living. The absence of such systems in the United States had left this citizen class unattended. Jane Adams was generally concerned with the plight of venerable people in the society, as indicated in various areas of this essay. Immigrants into the United States were not left out as she embarked on establishing the Immigrant Protective League that solely catered for their interests that had been ignored by the society. Most, if not all, of Jane Adams’ social work had international influence. For instance, the national Women’s Peace Party she helped established in the early 20th century facilitated the founding International Congress of Women that lobbied for world powers to avert World War I. Unfortunately for Jane Adams; she was expelled from Daughters of Revolution, because her anti-war sentiments were regarded as unpatriotic (Hilda, 2008. p. 14). But that did not stop the ever determined Jane Adams from continuing with groundbreaking social work that won her a Nobel Prize in 1931 (UIC, 2008).

Elementary School-based HIV prevention education Essay

HIV-prevention is important if the global efforts to eradicate AIDS epidemic will be realistic. A school based programme is also essential as most school age children are adolescents and new HIV infection (incidence) is common among adolescents of school age and providing such with prevention education empowers them towards personal protection. Furthermore, it is important as school students are more eager to learn new information and the school is a veritable avenue to reach large population of young people (Wilson, 2010). There are two major packages involved in HIV prevention education in schools namely the abstinence and comprehensive packages. The abstinence package is limited in that it only emphasises benefits of delaying sex till marriage without emphasis on how to protect students if he or she chooses to have sex. The comprehensive approach promotes delayed sex initiation while it also educates on significance of condom use. There are various ways a teacher can add HIV education to health classroom curriculum. Consideration in adding HIV education to health classroom curriculum Adding an HIV prevention school curriculum demands a consideration of existing local guidelines and legislation that directs the type and scope of HIV prevention or sex education that can be given in that locality. The cultural consideration is also important as there are usually cultural differences regarding issues that can be compulsorily part of HIV prevention education, for instance, human sexuality. A sound awareness of prevailing cultural and religious beliefs allows HIV prevention education to sensitively, yet efficiently handle issues in such a manner that does not contradict or conflict the existing values of young school age learners. There is also need to consider state of students as some students in endemic areas are already infected with HIV and this will influence the approach adopted. Family life and sexuality of students is another issue. HIV prevention education should address individuals of all sexualities. Starting point The starting point is talking to the students and allowing them to ask questions. It is important to ask them what they expect from the programme and assess their present knowledge so as to know where to concentrate and where their present knowledge is limited. (Wilson, 2010). Cross curricular approach This ensures that it is not only the scientific basis of HIV transmission that is integrated into the curriculum but also the social aspect of HIV/AIDS . The curriculum should involve real life situation including AIDS awareness and not just biological and medical facts about HIV virus. Take for instance the biological knowledge of the disease will not assist the student to negotiate condom use and hence the need to discuss vital issues likes sexuality and drug use as well as relationships in the curriculum (Danny etal, 2009). Active learning approach This implies students are allowed to participate, involve and use the given information as well as apply them. Providing information about HIV prevention alone is not effective. Active participation can be via role play and group work . This allows for skill building such as how to say ‘No’ to Sex. Here, the teacher may explain how HIV is transmitted, the various signs and symptoms and how HIV is not transmitted. A medical specialist may also be invited to give health talk on the subject matter. The teacher may demonstrate these by showing pictures of those already infected, the various means of transmission and non-transmission. Films and posters of those infected can also be shown in class. Teachers also gives examples of high risk behaviour using charts and students are later asked to give examples (Danny etal, 2009). Active learning is a useful means of imparting young people and inculcating in them HIV prevention and social skills. Take for instance the teacher gives behavioural cards to students having divided them into groups of 5s and ask students to assign the behavioural cards to the corresponding risk sign and discuss just like the teacher had earlier explained . Active learning makes HIV prevention education to be fun and enjoyable. On a discussion of abstinence for instance, after the teacher might have defined the concept and the associated myths and facts, students then discuss why young people may want to have sex (Wilson, 2010) The use of quizzes, drama and AIDS games This allows for assessment of what students have learned and gives them opportunity to put into practice, the information given to them. In HIV prevention game, colored pebbles are given to students with more colours given to a student than the other and the students are subsequently asked to trade the colored pebbles with one another. At the end of the game, those with more of red pebbles are regarded as HIV infected and those with more of blue have used condom while those with more of yellow are regarded to have abstained. This whole exercise makes the process a fun and enjoyable. References Wilson, S. N (2010). Sexuality Education: Our Current Status, and an Agenda for 2010 Family Planning Perspectives Volume 32, Number 5, September/October 2000 Retrieved on August 20, 2010 from http://alanguttmacherinstitute. com/pubs/journals/3225200. html Danny etal (2009). AIDS/HIV Education for Preservice Elementary Teachers Journal of School Health Volume 60, Issue 6, pages 262–265, August 1990 Retrieved on August 20, 2010 from http://onlinelibrary. wiley. com/doi/10. 1111/j. 1746-1561. 1990. tb05930. x/abstract

Do Societies Choose to Fail or Survive Essay

The society is a very important aspect on the life of any human. The very definition of the term society which is entwined on the aspect of relationships of a group of people, who depend on each other in either way make it to be of utmost importance. When viewed in broader terms, the society depicts people in a certain region and most certainly has common bonds such as culture, language or any other factors that brings them together. It is therefore common knowledge to note that although the society has the gist of prospering, other societies have fallen and the question that arises is whether a society chooses to fail or survive. Various arguments have been put across with some of the hardliners taking passionate stands on what they believe in with regard to the prosperity or failure of a society (Diamond, 2005). One of the authors who has been vocal in examining the survival of societies Jareed Diamond, probes why some of the societies in the past were able to survive and why some feel out rightly. The author bases his research mainly on concentrating on the past right to the modern world. In his award winning book titled Collapse: How Societies Choose to Fail or Survive, the author in the prologue states that the book â€Å"employs the comparative method to understand societal collapses to which environmental problems contribute†. The author in writing this book tends to offer a historical context of societies that have on the â€Å"collapse or survival† of the society. The author thus seems to argue that â€Å"input† variables have significant effect on the â€Å"output† (Diamond, 2005). The author highlights some of the factors that have in the past been culprits in collapse of societies. Some of them are overfishing, overpopulation, deforestation and others. He also goes further to include factors that may in the future aid in the survival or collapse of societies. The author uses the Anasazi collapse to put forward his arguments on why societies fail at sometimes. The Anasazi who are a Native American society are used by the author to clearly illustrate the link between population growth and environmental damage directly to the collapse of the Anasazi. The author as he tries to highlight is that the warfare that took place was not a significant contributor to the failure of this society (Diamond, 2005). Another incisive and highly critical book of how society thrives is the book Questioning Collapse: Human Resilience, Ecological Vulnerability and the Aftermath of Empire. The book which has an impressive number of 15 scholarly scientists, provide an incisive look at this issue with each of the personalities contributing significantly. The authors of this book borrow appraise Diamonds work and use his â€Å"provoking inquiries† to give their valuable insights into this issue (Norman and McAnamy, 2010). Another highly critical and analytical book Marketing Conquest and the Vanishing Indian: an Indigenous Response to Jared Diamond’s Archaeology of the American Southwest, the book tries to respond to Diamond’s work. The essay seems to suggest that Diamond’s are some of the most important aspects with regards to conquest. In Diamonds books, he seems to suggest that â€Å"colonialization and conquest† were what he refers to as ‘accident’ and that modern collapses of various societies can be avoided by studying the root causes of these earlier conflicts. This essay is a direct response to Diamonds assumptions and it mainly questions the authenticity of his assumptions and comes to the conclusion that diamonds are actually an important aspect of conquest. References: Diamond, J (2005). â€Å"Prologue. † Collapse: How Societies Choose to Fail or Survive. New York: Penguin —. â€Å"The Ancient Ones: The Anasazi and Their Neighbors. † Chapter 4 of Collapse: How Societies Choose to Fail or Succeed. New York: Penguin, 2005. McAnamy, P. A. and Norman Y (2010). Questioning Collapse: Human Resilience, Ecological Vulnerability and the Aftermath of Empire. New York: Cambridge UP, 1-20 Wilcox, M. â€Å"Marketing Conquest and the Vanishing Indian: An Indigenous Response to Jared Diamond’s Archaeology of the American Southwest. † Eds.

A View of Views In Favor Of Making 18 the Legal Age Of Alcohol Consumption

A View of Views In Favor Of Making 18 the Legal Age Of Alcohol Consumption The United States’ current minimum drinking age is 21. This age is unrealistic due to the fact that the legal age of adulthood is 18. Drinking under the age of 21 is permitted by law in certain states under some exceptions, such as for religious practices, educational purposes, and on private property with parental consent. Many important life decisions can be made at the age of 18, therefore drinking is no different from the rest of those decisions. Introducing alcohol at an age younger than 21 gives teens the opportunity to learn moderation from their parents and other adults. So is keeping the minimum drinking age at 21 protecting young adults, or is it driving them to binge drinking in unsafe environments without supervision? The law against drinking under the age of 21 gives no chance of exposure for younger kids.Children are taught in school to stay as far away from alcohol as possible. This, in effect, leads to a â€Å"forbidden fruit† syndrome. Drinking alcohol is made out to be a taboo instead of being portrayed as an enjoyable, social activity. The problem with having the legal drinking age so high is that during the time leading up to that age, people are not given proper education on alcohol. Instead of learning how to drink in moderation and in safe environments, the education received on it is often a negative one that aims towards prohibition rather than safe drinking. Young adolescents emerging into adulthood go out and drink with their friends regardless of the law. There is no supervision or guidance, and the lack of education of it can lead to binge drinking and addiction. Today, the U.S. is one of the few developed countries that enforce a minimum drinking age of 21. Many countries in Europe such as Denmark, Germany, Spain, and Switzerland allow their youth to consume alcohol in public places at the age of 16 or 17. Keeping the minimum drinking age at 21 is not effective in stopping people under the age of 21 from consuming it. It is only driving the consummation further and further underground. Our federal government is overextending its reach into state affairs by withholding ten percent of funding for highways for any state that doesn’t keep the minimum drinking age at 21. This results in many states leaving the age at 21 as to avoid being exempt from receiving billions of dollars from the government for their highways. Is it right for the government to withhold the benefits entitled to these states to force their own opinion in laws that should be under state authority? The federal government is overstepping its bounds in this situation. On the other hand, the legal age of adulthood is 18, but is it adulthood? Adulthood is defined by three things: taking responsibility, making independent decisions, and becoming financially independent. If a young adult is displaying all these qualities, shouldn’t he be granted all the rights and privileges of being an adult? Lowering the drinking age would decrease alcohol-related injuries because young people would no longer be hesitant to seek medical attention due to the illegality of their consummation. Many unnecessary deaths occur every year because 18-20 year olds are too afraid of the consequences of getting caught with possession of alcohol rather than to assure the well-being of their peers. So this sparks the question, are emerging adults mature enough to handle the allowance of alcohol consumption? Will they make the right choices? Decreasing the legal drinking age could result in more vehicle accidents related to driving under the influence. But giving a legal adult the freedom to drink may also give them the power to make more mature decisions. At the age of 18, one is able to get married, vote, serve in the U.S. military, and is legally considered an adult. If one is old enough to take part in deciding who the next president of the United States of America will be, sign legal documents, purchase a home, then a mature decision to drink is a definite capability. When a boy turns 18, he is considered a man in the eyes of his father, his family, and even the law, yet he is still considered too immature and too much of a safety hazard to consume alcohol. How can this be justified? If a man can die for his country at the age of 18, can he not drink a beer? Young adults are restricted and told not to drink until they are old enough. Who gets to say how old is old enough? Children and young adults are offered little to no exposure to alcohol. Education on alcohol consumption is aimed towards prohibition rather than safe drinking. At the age of 18, a person is considered an adult and is granted all the rights and privileges of adulthood except for consuming alcohol. The federal government indirectly keeps states from lowering the age to 18. Lowering the age would decrease under-age drinking accidents and fatalities. The law keeping the age of alcohol consumption at 21 is doing more harm to society rather than letting society benefit from this law. The legal age for alcohol consumption should be the same age as the legal age of adulthood.

Price Strategy for Business Market Essay Example | Topics and Well Written Essays - 3000 words

Price Strategy for Business Market - Essay Example Pricing decisions are highly complex, and organizational objectives are primary factors while deciding upon a pricing strategy. Price skimming, penetration pricing, mixed pricing, cost-plus pricing, variable pricing, marginal pricing, promotional pricing, and differential pricing are techniques used by organizations while developing their pricing policies. Price skimming involves offering a product or service for a premium on a low volume. The strategy is typical for new products or services in new markets, where a certain number of customers are willing to pay more for new innovative products or services. The process speeds up the payback period. When the product or service becomes popular and sales volume increase, prices come down. An example of this technique has been deployed in the mobile phone industry. Penetration pricing is a technique used for penetrating the market for gaining substantial market share, by setting the price low for high volume sales. The payback period is l ong, however, the strategy allows for the establishment of strong market position. The strategy has been deployed in airline industries and fast food businesses. Mixed pricing involves price skimming in the beginning, and penetration pricing when competitors enter the market. An example of this approach has been used in mobile communications. Cost-plus pricing is based on total cost of the product or service and addition of the margin. The disadvantages of the method include, pricing may be too high or too low.