What was Goldings purpose in writing the novel, T Essay Example For Students

What was Goldings purpose in writing the novel, T Essay he Lord of the Flies?Golding attempts to transmit the message through his novel The Lordof the Flies. His message meant to alert readers that all mankind possesswithin them the capacity to do evil. This essay will demonstrate howGolding expresses this purpose through his use of setting, plot, charactersand symbols throughout his novel. The Lord of the Flies includes four main characters. Ralph is theattractive, capturing and charismatic natural leader. He represents theconstant fight to maintain good and abolish evil. He bears the weight ofthe responsibility as a leader and the constant struggle to maintain lawand order. We find examples of this throughout the book for example withRalphs winning of the leadership due to his appealing personality and hisgrowing responsibilities as a leader as decivilisation slowly takes place. We will write a custom essay on What was Goldings purpose in writing the novel, T specifically for you for only $16.38 $13.9/page Order now He and Piggy are the only ones trying to maintain law, order and good. Jack Ralphs archrival is a boy with a rigorously strictbackground. He was part of a choir, which later became his hunting group. He represents evil and the darkness of mans heart (The Lord of theFlies, William Golding, page 225). He is cruel, aggressive and sadistic. Jack craves for power and envies Ralph for being the chief on the island. He rouses mob mentality and conceals his violence and blood thirst behindface paints. Many cases are seen in Goldings novel, for example Jacksaggressive and brutal behavior whilst killing the pig and after during there-enact of the slaughter. The face paints are also a way to forget allshame and give in freely to the murderous impulse present in all mankind. Simon was part of Jacks choir and has a tendency to be bulliedbecause of his constant fainting fits- he faints just before the chief isdecided upon; Jack took absolutely no notice of this. He representsinnocence, pureness and the savior when he comes to tell the other boysthat the beast was actually a dead corpse of a parachutist he issensible, has a great mind but a fear to speak he finds it easier to talkto Ralph only than stand up at assembly. He represents hope and becomesthe martyr when he dies bringing the good news that was left obscured. Piggy is a fat, middle class boy with a funny accent and glasses. Heis made fun of and bullied Jack especially takes it out on him by callinghim Fatty. He represents the voice of reason and the constant reminder ofcivilization He is a great counselor to Ralph as things start todeteriorate. He also acts as Ralphs conscience and is an evident victim inthe world of the selection of the fittest. He is the possessor of theglasses that light the fire. The setting was deliberately chosen. It represents in a way theeternal paradise. It corresponds to the Garden of Eden where original sinfirst sprung. Golding believes that all mankind is born with original sin. It also has an intimate connection with the war that is going on beyond theIsland. In the end a warship ironically rescues them. This ship would takethem away from their war into a large-scale war. The island could alsoembody the world and its degradation after a nuclear destruction. The plot develops the themes of progressivedegradationanddecivilisation. The novel starts with Ralph as leader and as time passesJack gains more and more power over the group whilst Ralph loses it and mobmentality increases. Its a gradual near-vanquish of evil over good and apremeditated path from hope toward despairGoldings purpose in writing this novel was perhaps to demonstratehow humanity is not as superior as it wishes to think. We are merely beastsinserted into a society where our bars are our rules and our cages are ourlaws. We are confined in this cage quite happily and of our own free will. .u963e9d67cf275bf61c4693793004494a , .u963e9d67cf275bf61c4693793004494a .postImageUrl , .u963e9d67cf275bf61c4693793004494a .centered-text-area { min-height: 80px; position: relative; } .u963e9d67cf275bf61c4693793004494a , .u963e9d67cf275bf61c4693793004494a:hover , .u963e9d67cf275bf61c4693793004494a:visited , .u963e9d67cf275bf61c4693793004494a:active { border:0!important; } .u963e9d67cf275bf61c4693793004494a .clearfix:after { content: ""; display: table; clear: both; } .u963e9d67cf275bf61c4693793004494a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u963e9d67cf275bf61c4693793004494a:active , .u963e9d67cf275bf61c4693793004494a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u963e9d67cf275bf61c4693793004494a .centered-text-area { width: 100%; position: relative ; } .u963e9d67cf275bf61c4693793004494a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u963e9d67cf275bf61c4693793004494a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u963e9d67cf275bf61c4693793004494a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u963e9d67cf275bf61c4693793004494a:hover .ctaButton { background-color: #34495E!important; } .u963e9d67cf275bf61c4693793004494a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u963e9d67cf275bf61c4693793004494a .u963e9d67cf275bf61c4693793004494a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u963e9d67cf275bf61c4693793004494a:after { content: ""; display: block; clear: both; } READ: The Life Times of Alexander the Great EssayBut if we are let out of our obligations and if civilization abandons us wewill return to our primitive state savagery and original sin. Goldinguses children in this novel to prove that it is not only adults hat havethe capacity to do evil. Children are budding adults and represent thefuture, how frightening may this future be?Golding had been a schoolmaster and had fought during the Cold War. These are some of the elements of his life and experiences, which herelates into his book. His practice as a schoolmaster might be why he choseschoolboys to be stranded on a desert island. He feels that children areinnocent and nave yet potentially sadistic and evil, for adults were oncechildren. William Golding had witnessed much violence, bloodshed and deathduring the War. He saw with his own eyes how mankind could descend so lowand spill blood remorselessly. This and the introduction of atomic weaponschanged a lot of opinions and views of life, death, war and their intimaterelationship. Golding shared the concerns of the people of that time whofelt that the use of atomic weapons could end the world as they knew itwith a single dispute.

Panache essays

Panache essays Bertrand Russell defines wisdom as the awareness of the consequences of application of knowledge while taking into account the ultimate ends of human life. Panache, by W.P. Kinsella displays both the presence of knowledge and wisdom within a small mining camp in Jasper, Alberta. Particularly speaking, while knowledge resides all about the mine, wisdom occurs in a seemingly less likely form. Silas, Frank, and Tom Pony are all Native Americans hired by Cardinal Coal Mines. On their first day of work, the Indian recruits are jeered and given pointless, out of the way jobs. The white mens assumption about the three new guys is that they dont know anything; they lack the knowledge necessary to operate mine equipment such as trucks. Silas describes the mine as reminiscent of Hell, which is an interesting observation because it hints at the ends of life, and therefore we realize that Silas is aware of this and is cautious not to upset the white men who run their lives at the moment. One example of Silass wisdom not to upset the hand that feeds is when he kicks Frank for making fun of the husband of the woman (Gran) that boards and feeds them. Gran also displays wisdom, telling the three men what they need to hear to stay motivated and not give up on the job. She tells Silas, Frank and Tom that the white men are merely not used to them yet, and that they just seem a little st range. It is obvious that Gran is supportive of the well being and it may be implied that she is instrumental in keeping the Mens confidence level up. Finally, Tom Pony shows wisdom in a courageous sacrifice as he prevents a white bullys dump truck from keeling over the edge of a cliff, after the man had tried to previously run Tom over. Tom knew the truck was going, so he lodged his foot behind the wheel and held it long enough to get Gunderson out. He then fell off the cliff with the truck when he c...

A Research Study On Stem Cell Research Essays -- Stem cell, Embryonic st

Stem cell research is an extremely hot topic issue that is being discussed in the world for the present day. Many churches and people who are defined by the term rationalists tend to be very against the use of stem cells for research. There are two main types of stem cells that are prevalent in the science world right now which include both adult stem cells and embryonic stem cells. Religious groups tend to lean more towards the use of adult stem cells for research because of the moral issue behind the use of embryonic stem cells. In order to use an embryonic stem cell for research you must first destroy the embryo. In many religions, life begins at conception so the development of that embryo is considered to be life. Thus, the destruction of that embryo would be conside erg believes that science should play an important role in the advancement of society no matter where it falls in the issue of morality. Heisenberg says in this passage that modern science could make it easie r for people to believe if they saw it firsthand rather than just believing the bible. In conclusion, stem cell research is a very important issue that is being debated in the world during the modern day. Throughout recent years many intelligent minds have debated the morality of the use of embryonic cells over the use of adult stem cells. Over the course of history there have been a wide variety of people including Galileo and Heisenberg whom I believe would have had a very strong personal opinion on this subject. Although each author is from a different time period I believe that both would agree stem cell research on embryonic stem cells should be done.

Comparison of the UK Copyright Law and Patent Law Research Paper

Comparison of the UK Copyright Law and Patent Law - Research Paper Example The effect of a grant of a patent is to exclude others from reproducing, selling and making the patented object whilst the effect of copyright protection is to give its owner the exclusive right to do anything to his copyrighted work.1. In the United Kingdom jurisdiction, the applicable law for patenting is the Patent Law of 1977 (as amended) and for copyrighting the Copyright, Designs and Patents Acts of 1988 (as amended by the Copyright and Related Rights and Regulations).2 Albeit that the laws have different methods of extending legal protection to their subjects, these differences boil down to the same purpose – to minimise monopolies. The copyright law began with the practice of giving exclusive rights to printers to print and distribute books. However, in 1709, the Statute of Anne began giving these rights instead to the authors although limited to fourteen years and renewable once.3 In 1886, the Berne Convention for the Protection of Literary and Artistic Works established the fundamental structure that countries should follow in drafting their respective copyright laws.4 Eventually, the European Union was organised and one of its objectives was to harmonise the laws of member countries. Thus, the laws of the UK periodically undergo amendments to make them in accord with the EU laws. The Copyright, Designs and Patents Act of 1988 for example, has been constantly amended and in 2003 The Copyright and Related Rights Regulations 2003 was issued. 5 The patents law, on the other hand, was believed to have originated in Italy through the Statute of Monopolies in 1474. In England, the patents system was begun by the issuance of letters patent granted to inventors to grant them the monopoly of the production of certain goods.  

Research proposal Assignment Example | Topics and Well Written Essays - 3000 words

Research proposal - Assignment Example Talking about the social networking sites, it can be said that the growth of the social networking sites has been largely augmented by the tremendous favoring of the growth prospects of the United States. Like as witnessed in the case of dotcom bubble of the late 1990’s, the mere presence of the social networking sites in the virtual web space does not help in any way in the process of generating revenue. Every social networking site needs to operate on the basis of a business model, which will help in generating revenue for the online business. It is of significant and utmost importance to mention that the business models that are applicable in the case of social networking sites should not only focus on the process of generating monetary value, but also on the lines value creation, identification of the core competencies of the online business as well as proper value communication to the right target audience. Considerable amount of interest also needs to be given on the lin es of creating competitive edge for the online business. It is of considerable importance to mention that an online business is built on four key model components. The first one is the value creation, which distinguishingly addresses the value that will be provided to the customers. The second factor is the issue of target market, which necessarily takes into account the factor of the desired target audience. The third aspect talks about the factor of core competencies which will help in leveraging maximum advantage in regards to the process of generating the business model’s potential strengths and opportunities in the market. The final aspect talks about the revenue prospects that need to be idealized for the purpose of developing the potential business aspects of the online business model (Albarran, 2013, p. 62- 63). It is important to mention that in most cases, though the online media provides free access and use of its online web 2.0 concepts, yet it can be said that th e revenue is generated through the process of cost per impression (CPI), cost per contact (CPC), advertising, lead generation and even licensing deals. However, it is of considerable importance to mention that the technological devices are riding the wave of innovation and are increasingly transforming themselves in regards to shape and size. The bulky laptop and PC has paved the way for tablets and smart phones, thereby playing a major role in regards to device space and capacity. Business models of the online nature in order to keep their connect with the tech savvy masses increasingly are concentrating on the process of adopting their visual offerings of their online products and services. Due to the changing requirements of today’s technological gadget altering masses, the business models are being designed in the platforms of open source (Hinchcliffe and Kim, 2012, p. 8). It needs to be highlighted that the literature review forms a very essential and vital part of the e ntire research proposal. It can be said that while considering the process of moving ahead with the literature review area, a considerable amount of focus needs to be given on the research work that has been done by the past researchers on the same lines. While discussing about literature review, it can be said that the literature review might have been presented from various perspectives of

Free

Free African Americans Essay The Antebellum period had a huge impact on the free African American people. The Antebellum period is the time that is pre-Civil War and post-War of 1812. The United States was expanding to a more powerful nation and slavery was the biggest industry in their economy. During this period of time, African Americans had to deal with many obstacles/adversities as free blacks in all regions of the United States. The regions known as, in the northern, upper south, deep south, and far west regions of the United States was where the free African American encountered different and similar situations and experiences. Throughout history the north always was known as the first region that freed slaves. The northern states didnt us the same economic methods as the southern states and the far west. They adopted a new way of making money. According to The African American Odyssey, Between 1860, a market revolution transformed the north into a modern industrial society. This new method changed economy for the north until present day. This was a new age of industry and the production of factories. Slavery was not needed as much as the southern states where they had good sun to cultivate and profit from crops such as cotton. Even though this new method lightened the idea of slavery in the north, the freedom for blacks was still limited. Whites did not want to deal with blacks so they enforced new black laws in which resulted in the segregation of school, communities and any other public uses. Free black men had limited voting rights where they barely had any rights to vote. Most of all these black laws impacted the employment level to a low gradient for the free blacks in the north. This battle for employment had many negative impacts on free Black’s ways of life. Families were tarnished under the pressure of providing for their families with the scarcity of jobs. They enforced fugitive slave law where the white slave masters can hunt and recapture runaway slaves from the south. This made life difficult and filled the free blacks with fear because they were more prone to be wrongfully enslaved. Like the south the whites did not want to deal with blacks whatsoever. Irish immigrants were taking all the jobs away from the blacks many blacks had unskilled jobs such as being barbers and shoemakers. The free African American upper south region did have similar experiences as the north but much more were different. Though they shared similar churches family businesses and fraternities the upper south was still separated by the idea of slavery and the different economic methods. The impact of slavery created different communities. The free blacks in the north lived with other free Blacks while in the upper south; the free Blacks lived with slaves. The fugitive slave laws had a bigger impact on the upper south than the north. The free black was definitely more prone to be enslaves. Many sheriffs would harass and arrest free blacks randomly on profiling them as runaway slaves. They did have a tool known as free papers that was proof for their freedom. But these papers were useless most of the time because they constantly had to be renewed. These free papers impacted the everyday life of African Americans because they had to make sure that their papers werent stolen, lost, or tarnished. The free Blacks had fewer freedoms. They could not vote at all and they had problems going outside at night. They could not congregate in groups and had no rights to bear arms. Life as a free Black person was tougher than the north because of the low employment rates downgraded again due to the Irish immigrants taking their jobs. Their jobs were different during the antebellum period. Many people were maids and servants and washers. Upper south institutions where tarnished and almost did not exist. Black churches were overran by white ministries and left the black ministers with no opportunities to practice on their careers. Schools were almost absent. They were low funded whereas many blacks in the upper south were left uneducated. There were no schools and no jobs which gave success to the whites on preventing the advancement of the free blacks. Unlike the north and the upper south, the Deep South barely had any free blacks despite the fact that the population of African Americans in the Deep South was enormous. There were many incidents of racial mixing with slave owners and the female slaves. Diversity was there but slavery still kept their children enslaved. They usually had a choice to buy their way out of slavery. Many of the free slaves did not have their own separate identity from the white slave owners. Many of the free blacks were just like the whites. They were accepted in the churches. Many wealthy free blacks were educated due to the establishment of private schools. Unlike the north and the Upper South, they had better skilled jobs such as carpentry and tailors. Many whites began to overlook the success of the free African American In the Deep South and made it even more impossible to live. Unlike the North, Upper South, and the Deep South, the Far West absolutely did not want anything to do with free Blacks. The black laws in the Far West were made to ban all free Blacks from settling in their region. The Gold Rush of 1849 resulted in the migration of many White and free Black men to settle out west in states like California and Oregon. The Far west was known to be more multicultural and have multicultural communities. Many blacks had the same jobs of that the free Blacks from the regions had except for the gold mining. Many Blacks prospered from gold. Slavery was a huge propaganda in the upper south and the whole south in general. It was a reality that all African American whether free or enslaved could not avoid. The northern states were gradually enhancing their advancement in the idea of acceptance and coexistence with the Whites in the US. The north had at least a bit of a head start for the search of equality in the U. S. The conditions of living might have been similar and different in many ways but this time all came to an end once the fugitive slave laws were enhanced. Many free African Blacks were enslaved and wrongfully accused to be slaves. The new laws were undisputed and changed the Blacks’ idea of freedom and fight for equality Work Cited Hine D, The African American Odyssey (2011). Combined Volume, 5th Edition. New Jersey: Prentice Hall.

Cause Effect Essay - Consequences of Too Many Cats -- Expository Cause

Cause Effect Essay - Consequences of Too Many Cats We have five cats that live in our house. This was not our original plan, but it turned out that way. My family got two tortoiseshell-colored kittens, Kit-Fat and Minkie when I was nine and my sister was seven. Two years later, we were preparing to move to the country, and our pastor's daughter had three kittens to give away. Our pastor convinced us that we needed cats outside in the country. At that age, Risa and I were greatly in love with kittens. Subsequently, three tabby kittens named Duff, Muff, and Buff came to live with us. But alas, our move was delayed and these adorable fluff balls lived inside for the next six weeks. When we finally moved, the whole family was too attached to these kittens to out them outside and subject them to the dangerous world. Therefore, we became a household with five cats. To this day, we are still reaping the consequences of that choice. Occasionally, there is an article in the newspaper about a house where the people have many cats and do not care for them. The cats are allowed to take over the home and a severe mess results. This is obviously the extreme result of having too many inside cats. However, even in households where the cats are well taken care of, problems can result from a profusion of inside cats. The biggest problem with a multiple cat household is the interaction between the various cats. Many problems stem from this interaction. Cats can be very territorial creatures. In a multi-cat situation, there is also a pecking order and a dominant cat. We have four females and only one male, so our male naturally became the dominant cat. This caused a problem because before Duff came, our oldest female was dominant. Du... ...l, we love our cats, and they are an important part of our daily family life. There have been times alone the way that we have been tempted to get rid of them, but we knew that we could never do it. This is due to the positive effects that our cats have upon our home. Cats can be very affectionate and loving creatures. They constantly provide us with amusement as each one has his own personality. With several cats, each family member has a favorite or favorites, and everyone has a cat friend. Cats provide happiness, despite all the work required to care for them and manage them. Nevertheless, I still would not recommend that anyone have more than one or two cats in a house. Too many cats in one house causes too many problems and negative effects. We made a mistake, but we have dealt with the circumstances, and through it all have learned many important lessons.

Burial Practices Throughout the Ages

Society has always looked for a way to honor its dead. This has been the case since the earliest of times. There are rituals in all populations that mark the various passages each travel through in life. For instance, we mark an individual’s accomplishments in graduating from college, or getting married. It is no different in death. Death is the final passage that civilizations throughout history have found ways to honor. Burials and the ceremonies that commemorate them, offer the survivors an opportunity to pay homage to the life that has been lost.It gives them a chance to celebrate the deceased for accomplishments, life and family. The burial ceremony allows the survivors a chance to mourn, and express their grief to others. The ceremony helps those left behind to heal from the pain of the loss. From the early civilizations to the present, burial rituals have told us a great deal about the social behavior of the population. In most cases, children and elderly were buried ju st the same as the younger, stronger male. That tells us that the population valued its people and grieved their loss.In the middle and late Iron Age, burial practices reflected a diverse community. In the area that is now Britain, an individual was buried in two separate areas. For instance, there are areas where single bones are buried, as well as locations where the rest of the body is found. During the Iron Age, the breaking down of the human body indicated ritual activities. This was done at death or shortly after with the use of excarnation. Excarnation is allowing the body to be exposed until it reaches the skeleton stage. At that point, the cranium is usually first to separate from the body, followed by the feet and hands.This process will usually involve the chopping of skin, or soft tissue (Redfern, 2008). Once body parts are separated, the secondary burial can be completed. The body processing also included breaking bones to remove joint cartilage. Archeologists have noti ced that the bones found in secondary sites usually have cut marks, and fractures (Redfern, 2008). The Neanderthal was different in its method of dealing with the dead. In fact, the Neanderthal buried its dead in a painstaking ritual that occurred in stages with the consumption of the deceased person’s body parts.Nevertheless, the Neanderthal left gifts on the graves of those who died. Statistics indicate that 40 percent of the graves that archeologists have examined have been of the very old or very young. That fact indicates that the civilization valued both its elderly and children (Friedermann, Muller, Hemm, 2008). The burial practices of the pre-pottery Neolithic civilization found individuals buried in shallow graves. Some graves contained only one person while others contained many. Archeologists discovered 21 artifacts related to 15 graves in Atlit-Yam, on the Northern coast of Israel.Most of the items were tools, axes, and other household items. The graves at this si te were simple. There were a few secondary burial sites, as some skulls were detached from the body. The burial site was covered with lime plaster on its surface (Galili, Eshed, Goher, Hershkovitz, 2005). In the third millennium burial practices in the Oman peninsula feature tombs circular in shape with un-worked stone that had a single ring around it. The tomb had between two and ten chambers within it. One tomb at the site of Unar 1 was large enough to hold the bodies of 438 people.A smaller tomb found at Unn an-Nar Island only held between 34-48 individuals. Inside of the tombs, archeologists found ceramics, soft-stone objects, bronze, beads and shells. These items and burial method indicates a collective manner of living. There were some cremations discovered in this period as well (Blau, 2001). A burial cave found in the Aleutian Islands dated back to 390 BD. gives a glimpse into the function of the society. Inside the cave were found hearths and work places. Human bones had ar ranged stones around them. There was an additional stone arrangement at the back of the cave.In front of the cave, in the habitation area, animal bones and artifacts were found. The bodies were in a sarcophagus in wood or stone coffins. There is some discussion among scholars that cave burials may have been just for the better off (West, Lefevre, Corbett, Crockford, 2003). Burial rites in Sophocles’ Athens featured the use of tombs more than cemeteries. The tombs are found along roads or at passageways or gates. Antigone believed that all people are entitled to burial. The words tumbos and herion mean mounds of the land that cover the deceased and mark where the individual is buried. The word, taphos means the tomb.The grave or tomb generally was located in a public location. The idea that the dead should be separated in some way from those living is not a part of the Greek culture. However, late 5th century walls have been found that divide up tombs from one family to anothe r. Monuments always face the street or public square. The Romans of the same era prohibited the burial of any individual within the city. (Patterson, 2006). Murders in this era were executed for their crime. After execution, they were stoned and thrown out of the city without being buried. Suicide victims were buried but not provided a headstone.People of good standing were given ceremonies that featured songs. Then they were placed in a decorated tomb (Patterson, 2006). Heroes and those killed in battle were given a public funeral with games, oration, and sacrifices. Solon devised the rules for burial in Athens. He said the deceased should be laid out within his home. The next day, he would be carried out of the house on the board he was laying on. When they carry the dead out, men will walk in the front of the procession. Women walk behind. In addition, no woman under age 60 could enter the chamber of the dead, or the tomb.(Patterson, 2006). This is quite different from the days o f Jesus where women were in charge of caring for the dead. In Medieval times there is a diverse burial rite found in the use of boats with regional and temporal variations found. The Sutton Hoo Mound is a large ship-type grave. Most of the boats used were dugout logboats. Some of the civilizations used boat timbers or boat parts to cover the grave area (Brooks, 2007). Scandinavia is well-known for its adoption of burial by boat. The Swedes and Norwegians practiced boat cremations; however, such is rare in Anglo-Saxon areas.The exception to this is the site at Sutton Hoo Mount three. At that site there is a tree-trunk made like a coffin that was used for cremation (Brooks, 2007). By the time the 18th century came around, most people in England were buried in unmarked graves in a churchyard. The ground was consecrated and the service was performed by an Anglican clergyman. He used the book, â€Å"Book of Common Prayers† for the service. In 1689, however, the idea of personalize d funerals and pre-planned ceremonies came into being. The more affluent bought coffins. This lead to the development of the undertaker profession (Gitting, 2007).The very affluent built themselves a mausoleum on their land. The most famous ceremony was for John Knill, the mayor of St. Ives. He established a trust and asked that a ceremony be performed every five years. The ritual featured ten girls, who were under the age of ten. It also featured two widows, the vicar, and mayor and customs officer. All paraded to the mausoleum on top of a hill. The ceremony featured dancing, and singing, â€Å"Old Hundredth, â€Å"All people that on earth do dwell† (Gitting, 2007). Ironically, the ceremony was last completed in 2006. After the American Civil War, the ideal of embalming became popular.Prior to this Americans relied on the European methods establish for the preservation of the body. The use of embalming gave family a chance to look at the person one last time and accept his or her death. Embalming was used after Lincoln’s death to allow him to lie in state for individuals to witness, (Funeral Industry, n. d. ) In conclusion, burial rites of differing civilizations tell us a story of how the people lived, as well as how they died. It explains their values, and speaks to the kind of society they lived within. For example, south of Cairo a 5,000 year old tomb was discovered.Inside of the tomb archeologists found the bones of 10 donkeys. (Burial Site, 2008). This indicates the value this civilization placed on the role of the animals. Therefore, burial rites explain much about ancient civilizations, but also tell us a great deal about ourselves. Although the rituals may have changed, the overall purpose is the same and that is to honor the dead. References Blau, S. (2001). Fragmentary endings: a discussion of 3rd-millennium BC burial practices in the Oman Peninsula. Antiquity, 75, (289), 557 Brooks, S. (2007). Boat-nvets in graves in pre-Viking Kent : Reassessing Anglo-Saxon boat burial traditions.Medieval Archeology, 51, (1), 1-18 Burial site a high honour for a lowly beast. (2008). In Mac lean’s, 121, (16), 55 Friedermann, S. , Muller, S. , Hemm, C. (2008). The Neanderthals. New York, NY: Routledge Publishing Company Funeral Industry. (n. d. ) In Encyclopedia of Death and Dying. Retrieved April 30, 2010, from, http://wwwdeathreference,con/En-Gh/funeral-industry. htm Galili, E. , Eshed, V. , Gopher, A. , Hershkovitz, A. (2005). Burial practices of the submerged pre-pottery Neolithic C site of Atlit-Yam, Northern Coast of Israel. Bulletin of the American Schools of Oriental Research, 339, 1-19Gitting, C. (2007). Eccentric or Enlightened? Unusual burial and commemoration in England, 1689-1823. Mortality, 12, (4), 321-349 Patterson, C. (2006). The place and practice in burial in Sophocles’ Athens. Helios, 33, 9-48 Redfern, R. (2008). New evidence for Iron Age secondary burial practice and bone modification from Guss age, All Saints and Maiden Castle (Dorset, England). Oxford Journal of Archeology, 27, (3), 281-301 West, D. , Leferve, C. , Corbett, D. , Crockford, S. (2003). A burial cave in the western Aleutian Islands, Alaska. Artic Anthropology, 40, (1), 70

Presentation Skills

Presentation skills relate to us as a person, its what other people see as they approach us, for example appropriate clothes and a smart appearance and the welcoming with give them and our face expression, every single thing we do sends a message to them about us. 1. Body language – Using your body and hands to express yourself. 2. Verbal and non-verbal – Verbal communication is when you make speech with another person and non-verbal can be done by body language and/or sign language. 3. Listening – Pay interest to someone or something in order to hear them. 4.Seeking clarifications – Looking for something clearer or easier to understand by giving more details or a simpler explanation. 5. Responsiveness – Being responsive is when you make a positive and quick reaction to something or someone. 6. Eye contact – Looking at the person, or people, talking to show you’re participating and paying attention to the conservation. †¢ Employer s must be clean and tidy all time because it wouldn’t be a pleasant to be around dirty and unhygienic people. Body Language Our body language is the term given to the messages we pass on by our gestures, facial expressions, posture and our body positions. Gestures is used to communicate who is a distance away, gestures usually reveal our feelings , it is very easy for someone else to relies that we are nervous for example touching out hair or smoothing down your clothes. Every single thing we do gives someone an idea of what we are thinking for example, shrugging your shoulders which is inappropriate basically giving a impression that we don’t care. Another example when a student is being spoken to they look around gives us a message that they don’t care.Also if a customer in your business is tapping a foot or drumming their figures is a sign that they are getting impatient. Our body position tells others about you, †¢ Facial expressions gives away your tho ughts and emotions. You can always notice if a person is surprised ,disappointed ,bored, joy and even sexual attraction with our eyes and facial expressions. It is inappropriate as a worker you are yawning or raising your eye brow to your customer which would give them you don’t like them, then that causes inconvenient arguments and fights. Your Posture displays your confidence and attitude, for example if you are a teacher you can not slouch and crossing your legs or arms is a defensive positions. There’s different ways of what we do gives a straight forward message where as if you are leaning forward means you are interested and sitting upright and relaxed shows a good positive look. †¢ Your Body Positions tells others how you feel about them, its really like a relationship for example the closer you stand next to a person shows you like each other and other strangers would know you either are a couple or really good friends.It shows you are interested in them, sometimes when teachers nodding there head or shaking there head shows there agreeing with you or disagreeing. Presentation skills are important to customer service because it is a good start point for your organization to keep their policies customer policies friendly, because companies have to provide excellent customer service, this ensures that employees know what to do when they are dealing with customers, which is a success to the business. Good customer service attracts more customers and increases sales.It also improves the business reputation which means customers just through recommendations. Interpersonal skills †¢ Behaviour If you are a friendly person then you will usually be acting normal and behave in a cheerful and friendly way. It has been said if you enjoy your job and if you like working with people you will normally behave in a courteous and thoughtful way and respect their feelings. To be a good committed worker you can not cheat on your employer, tell lies , arrive late, leave early and also pretending being sick . ou would have to be mature about your employers decisions and not sulk in a childish way. †¢ Attitude Our attitude is influenced by the way we think, it more likely if you are depressed you would act negative, if you are fed up you will give up. Its about what you enjoy for example if you enjoy being around people then you person then you would be focused and motivated. You would have to be positive about your work and customers which would give an up beat image of the organisation. Interpersonal skills are the most important skill that anyone can have and should have to be successful.This skill is how people judge one another, Interpersonal skills are related to communicational skills but are more specific about an individuals behaviour and include co-operating, sharing, listening, participating, leadership, and negotiation. Interpersonal skills that you have in your private life is different to the way you use at wor k. Without acting professional or if you don’t show interest in helping your customers you would get fired by your employers because he or she wont be proud of your behaviour regardless how you feel personally. Communication skills Communication Skills Formal and informalVerbal and non-verbal Listening Seeking clarifications Responsiveness Eye contact Body language Use of business language Adapt communication to audience Presentational skills Invite commitment Regardless of what business you are in , a large corporation, a small company, effective communication skills are essential for success. You would need to speak to your customers politely and have a nice smooth tone just the way you talk to your tutor and the way you would talk if you was in a interview. You would have to know when you should be formal and informal on the phone or speaking to your manager.Verbal communication is when you make a speech with another person and non verbal can be done by body language and s ign language. Being assertive in listening and speaking will mean that your intentions are clear to others and you understand others clearly and correctly. You would have to speak clearly so that your customer understands. Also the pace of your voice which you speak it is not a good impression if you speak slow which will make employers think your shy or nervous. In a company you would not be able to speak slang around business staffs.Communicating with all the other organisers will help meet the organisation function more effectively as the business will run a lot smoother and everyone in the business will know what is happening, and what they have to do to keep the business running. Keeping a steady frame of mind is good communication and when a problem crops up, each area leader should get together and talk through the problems and come to some sort of agreement. It is important that staff prevent themselves appropriately and prepare their work area before the djz arrive and visi tors.In life fm majority of customers are members of the public coming to advertise staff or radio or people that have interviews and because I was working at the reception area I was to be smartly dressed and also to be approachable to speak to this includes having good hygiene. It was extremely important that I had a positive attitude towards djs and my staff. It was important that the desk I was working at was clean and tidy before visitors arrive to provide a pleasant and sufficient enviorment to give the impression to the customers that radio station was looked well after. Dress CodeI was instructed by my manager to wear a smart blouse with smart trousers and shoes no trainers. Positive attitude While on my work experience I was expected to be professionally present. Posture I had to have a good posture which means sitting down and looking confident, I had to look interested and not bored by yawning answering the phone in rude way. Personal space It was important that I was a d esk top away from our Life Fm vistors when they came in, which is a comftable way for both side, First impression The first impression of life fm was it looked clean and staff didn’t look scruffy which looked like a successful organised business.

Vandalistic Behavior,Bullying and Violence on Campus Essay Example

Vandalistic Behavior,Bullying and Violence on Campus Essay Example Vandalistic Behavior,Bullying and Violence on Campus Essay Vandalistic Behavior,Bullying and Violence on Campus Essay Abstract American Campus was and is usually idealized to be a sanctum for academic study. However, beneath the semblance of peaceful ivory tower, American campus nowadays is on and off plagued by an alloy of miscellaneous violence which has increasingly become a serous social problem. On the one hand, violence is taking place on American campus on a more frequent basis, and on the other hand, the way the violence is committed tends to be crueler, more violent and traumatically hurtful. In view of the increasingly worsening situation, it would be of enormous significance o look into the nature and scope of current violence on American campus and reveal the root causes for campus violence. This thesis presents the vandalistic behavior, bullying, sexual violence, hate violence, and mass murder as the typical violence typology on campus. According to the social learning theory, violence is interpreted as an outcome of students appropriating from their environments and popular culture aggressive behavior. Drawing upon the social learning theory, this thesis looks into a complex set of social factors that give rise to campus violence in the U. S. including the violence cult, gun ownership, and social tension factors such as racism, sexism and religious conflicts. Despite decades- long efforts taken by American society to combat violence, the adverse trend has not yet been reversed, or is likely to be in the foreseeable future. The underlying reason in that respect lies in some cultural, political and social forces deep-rooted in the American culture, which make the campus violence disease determinedly intractable, or even ineradicable. In this sense, to understand campus violence is in fact to understand American culture and society. Key words: Campus Violence, Social Learning Theory, American Society, Causes and Typology Behaviors. Shooting. ? Campus Violence.. . 16 2. 2. 2 Violence on Mass Media. Campus. Tension.. ? RootsContents American Campus Violence: an Overview. 5 1 1 1 Chapter One . 5 1. 2 Campus Violence .. 7 1. 2. 1 Vandalistic .. 8 1. 2. 2 .. 8 1. 2. sexual .. 9 1. 2. 4 Hate .. 10 1. 2. 5 Mass Murder/ .. 11 1. 3 Summary .. 12 Chapter Two Causes of 14 2. 1 The Theories on .. 14 2. 2 Violence . 16 2. 2. 1 Violence Cult in American .. 18 2. 2. 3 Violence cult on .. 20 2. 3 social .. 22 2. 3. 1 .. 252. 3. 3 .. 27 2. 4 Easy Access to . . 29 Chapter Three The Intractable Nature Gun.. of Campus Violence.. 33 3. 1 Cultural Legacy: Radical Individualism. 33 3. 2 Political Clout: Pro-Gun Interest Group. 6 3. 3 Social Institution: Escalated Social Conclusion. Bibliography. ? .. 421 Introduction For many years, c ollege campuses have been viewed as an ivory tower that is insulated from violence. In actual fact, however, the notion of the campus as a crime- free oasis is a myth, as in the case of the United States. Not only does violence or crime at large affect schools and colleges themselves in America, but in some respects its campuses have become fertile ground for violent or criminal behaviors that permeate beyond campus. The sharp escalation of youth violence from the mid-1980s to the early 1990s led to the descriptions of it as unprecedented (Federal Bureau of Investigation, 1992), as epidemic (Tolmas, 1998: 483-492; U. S. Department of Health and Human Services, 2001), and ubiquitous (Tolan, 2001), respectively. In 2005, the FBI declared 2,712 known violent crimes in the universities and colleges across all states. According to the estimates by the Department of Justice, the number of Juveniles arrested for violent crimes will double by the year 2010(Snyder Sickmund, 2006: 1 11). With the escalation of campus violence, many scholars have made great efforts to study the problem from different perspectives. Deanna C. Linville, for example, examines how extracurricular activities, such as participation in non-school clubs, religious activities, exercise frequency and number of sports team memberships relate to rural youth violence (2005: 483-492). Ann Bellotti attributes the etiology of violence in the college and university setting to beliefs, attitudes, and behaviors which may predispose, enable, and reinforce violence (1995: 105-123). Thomas W. Farmer and Elizabeth M. Z. Farmer suggest that aggression and school violence involve the contributions of both school social dynamics and the evelopmental histories of youth who are at risk for involvement in antisocial behavior (2004: 377-396). In these earlier studies on campus violence, there is a tendency to define the scope of the problem of campus violence narrowly, and this is likely to impede the understanding of the phenomenon and its dimensions, and compromises efforts to respond to it. In reaction to such limitation in previous studies, this thesis puts forward an integrated definition of campus violence by encompassing2 not only the violence resulting in physical harm but also the psychological or emotional trauma caused by it. Apart from putting forth an expanded definition to guide a comprehensive recognition of the problem of campus violence, this thesis draws upon the social learning theory to examine and analyze campus violence in the United States from the social, historical and cultural perspectives. In Chapter One, the author points out the conventional definition of campus violence which focuses on the visible physical harm produced by violence but neglects the psychological harm. Moreover, the usual definition ignores the thesis puts forth a more integrated definition of campus violence, and based on the efinition, presents hate and sexual violence that are driven by racism and sexism in society. Apart from that, campus bullying and mass shooting are two types of campus violence that have come to the forefront of the publics attention. Chapter Two proceeds to probe into the social factors that give rise to campus violence. Drawing upon the social learning theory, the thesis emphasizes that the social and cultural environment where a person is exposed to plays an influencing part in a persons behavior. Campus is a microcosm of society at large and the violence cult of America constitutes the fundamental cause of American campus violence. In At Zero Tolerance, Ronnie Casella concluded the cause of violence as follows: The United States has yet to view violence as an outcome of a national history that has been violent, of an economic system that creates the social isolation and hopelessness that causes some violence, and a culture that has come to accept and even prosper from everyday forms of aggression against the less powerful in the world. Unfortunately, this context of violence is not even recognized until it is the white and middle-class kids who become embroiled in the mayhem (2001:37). 3 However, the origins of violence lie in a complex set of influence. No single factor can provide the definitive answer to the question of why students commit violence so often and so casually. In addition to the violence cult, other social factors contributing campus violence need to be taken into account. A sample of 222 African American, Mexican American, or European American undergraduate students completed questionnaires as sessing lifetime exposure to interpersonal violence and current levels of psychological distress. The frequency of interpersonal violence was high: 39. 2% of the students reported direct exposure to at least one violent, nonsexual life event and 43. % reported at least one violent sexual experience. 14% of the participants had lifetime diagnoses of post-traumatic stress disorder, with the highest reported rate occurring for the African Americans, who also reported more violent sexual and nonsexual experiences and higher levels of psychological distress. Women reported more direct sexual experiences whereas men reported more nonsexual violent events (Satcher, 2001 : 7). Given that the respondents who had been victimized all came from minority groups, and that the female respondents were the easy targets of sexual violence, this sample indicates that racism and sexism are still irectly or indirectly causing campus violence. Moreover, the campus simply reflects the greater problem in society, where firearms are used in 60% of homicides, 41 % of robberies, 23 % of aggravated assaults, and 10 % of rapes (Espelage Swearer, 2003: 365-383). The easy access to gun is another factor that facilitates the prevalence of campus violence. Chapter Three looks into the forces deep-rooted in American society that makes the eradication of violence on campus difficult or even impossible. This is approached from three aspects: cultural, political and social. First, the thesis argues that ndividualism, as a highly lauded cultural legacy of the nation, bestows excessive freedom to the individuals. Secondly, with the gun interest group pursuing lucrative profits and backing up the gun ownership, gun acquisition wont be restricted within a short time soon. Finally, as the social tension resulting from the racial, sexual as to remain unchanged in a foreseeable future. As campus violence worsens off, it is worth attention and serious research work by related scholars and campus authority. This paper is a tentative attempt in this direction, intended to shed some light on the study of American campus violence. Chapter One American Campus Violence: an Overview 1. 1 Definition Campus violence has been present on American campus ever since the existence of campus and it has become one of the trickiest and the most serious issues in American society. Each year the boundaries of violence extend. Many scholars have studied the subject and formulated their own versions of definition for campus violence. The concept of violence literally means physical force used to inflict injury or damage. It connotes an intense manifestation of strength, usually involving some severe physical effects. As Gerald Priestland says, he essence of violence is that physical power is deliberately employed, with the ultimate sanction of physical pain, and little choice but surrender or physical resistance(1974: 19). And the archetypal act of violencethe image that we are likely to have of it-is something like punching someone on the nose, or stabbing them, or beating them. Accordingly, campus violence is conventionally defined as the use of force, often extreme physical force, by a student toward other people or himself/herself that results in harm. Berg defined violence in the campus setting as the use or threat of physical force with the ntent of causing physical injury, damage or intimidation of another person (2000:18). However, this kind of definition omits two critical elements of harm. First, it excludes the emotional and psychological pain that results from dominance of some over others. Violence on todays campus is more insidious, invisible, and psychologically harmful and can be done in a more explicitly civilized manner. Without sustaining actual physical force, one can still fall easy prey to violence, such as the tacit violence, discriminatory trauma and psychological abuse; second, the said definition ignores the violence of social process that produces ystematic social injury, such as that perpetuated through institutionalized racism and sexism. According to the theory of social learning initiated by Albert Bandura, individuals imitate as well as interpret and6 interact with the message of society. [P]eople are not simply reactors to external influences; they select, organize, and transform the stimuli that impinge upon them(1977: 89). In the case of campus violence, people living in an environment that prescribes certain violence standards or practice as normative will be nurtured to accept and come to terms with these acquiesced practices of violence. It should be noted that both racial and sexual violence are not rare across American campus. The implicitly rampant racism, sexism and religious discrimination in society result in hate violence with regard to race, sexuality and religion. The hate violence tends to exert on individuals or groups adverse psychological or mental impact, which might be more harmful than physical harms. For example, gender discrimination has been shown to create harmful effects on female students learning experience. When a teacher favors male students over females, because of the formers seemingly extroverted classroom participation, they eelings of inadequacy, anger, and long-term depression. As a result, the conventional definition of campus violence neglects harmful institutionalized social and educational processes, including acts and processes of institutionalized racism or sexism, other discrimination, labeling and tracking, sexual harassment, and predation (Henry, 1999: 18). Based on this analysis, when enumerating the concrete violent acts on campus, it is not adequate to assume that physical violence such as shoving, pinching, hitting, fghting, or aggravated assault cover the whole spectrum of ampus violence to the neglect of such hidden violence as verbal and psychological abuse, racially, sexually and religiously driven hate crimes that produce psychological harms other than physical injuries. Moreover, it should be noted that the exercise of the power to harm, as mentioned earlier, can also be accomplished by such factors as sexism, ageism and racism. The overlook of these broader dimensions of campus violence causes the missing of much of the content and many causes of violence on campus. In order to have a7 more accurate concept of campus violence, a more integrated definition of campus iolence is necessary. A more accurate and integrated definition should first of all replace the term force with power and by suggesting that violence is the use of power to harm another, whatever form that takes. So, the key point here is the use of power and the harm it causes when applied in a wrong way. Power is easy to understand. When broadly defined, it means the capacity to bring about change. It takes many forms, comes from many places and is measured in many ways. What is more difficult is how to define harm. What is harm? Harm, when narrowly conceived, is physical pain and suffering. But an expansive view says harm can also occur along many dimensions, beyond the physical, to include psychological or emotional; material or economic; social or identity; moral or ethical. For example, physical harms produce bodily pain or loss; material harms remove some of the persons economic standing; psychological harms have destructive effects on the human mind and weaken a persons emotional or mental functioning; social and symbolic harms lower a persons social status; moral or ethical harms corrupt standards of concern for the well-being of others (as in hate, pressure to cheat, and the like). With the inclusion of ocial practices as factors contributing to violence and the expansion on the resultant harm from violence, this thesis defines campus violence as the intentional use of power, threatened or actual, by some individual, or social process, against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development, or deprivation. Based on this definition, the next section will put forward the representative typology of campus violence that merit attention by campus authority and U. S. government. 8 1. 2 Campus Violence Typology Based on the more integrated definition of campus violence as stated above, we can distinguish five modes in which violence may be inflicted: Vandalistic Behavior; Bullying; Hate Crime; Sexual Violence; Mass Murder/Shooting. 1. 2. 1 Vandalistic Behaviors Vandalistic behavior refers to the willful or malicious damage to school grounds and produce either explicit or implicit physical violence, bloody scene or violent confrontation between the youth, it is likely to cause psychological trauma on the targets. Specific examples for school vandalism include glass breakage, graffiti, and general property destruction. In the U. S. , these behaviors might be the external embodiment of anti-Semitism, one of the main motivations for the vandalistic behavior on campus. Nazi-related graffiti, such as the swastika, are more often than not found painted on the campus property to remind the Jews of the painful past. There has also been defacement done to numerous campus areas, such as the bobcat face, newly paved sidewalks and commuters cars. In other case of vandalism, it is found that students smear petroleum Jelly on the schools windows, throw birdseed and flour against the windows, dump paper in a courtyard and shot the uilding with paintballs. Arson also qualifies as vandalistic behavior due to its intention. According to the U. S. Department of Education (n. d. ), there were 1,098 cases of campus arson reported in 2002 Ooetta L. Carr, 2005: 9). Over the past two decades, concerns about school violence, weapons, drugs, and gangs have eclipsed apprehension and discussion about school vandalism, its causes, and possible responses. However, the alarming fact is that vandalistic behavior continues to occur regularly and to affect a significant proportion of U. S. campus. 1. 2. 2 sullytngg Bullying refers to unprovoked physical or psychological abuse of an individual by one or a group of students over time to create an ongoing pattern of harassment and abuse (Batsche Knoff, 1994:165-174; Hoover, Oliver, Thomson, 1993; Olweus, 1991:143-150). It is among the largely neglected aspect of low-level American campus violence. Not only does bullying produce physical harm, it also results in psychological detriments. Bullying usually takes place when there is an imbalance of power between aggressor and victim, and moreover, the aggressive acts are deliberate and repeated (Farrington 1993; Olweus, 1993; Smith Sharp, 1994). Although bullying is largely neglected, its occurrence frequency and coverage are both higher than other high-level campus violence. Bullying victimization is estimated to affect 15% to 20% of the U. S. tudent population, with verbal teasing and intimidation being the most common form and boys are reported to be victims at a higher rate than girls (Furlong, Chung, Bates, Morrison, 1995:289-298). Students grow up and leave school-including those mean kids of long ago, but in a certain sense the bully never actually grows up; he or she still bullies, harasses, and intimidates others. Little has changed over the years in this regard, with the possible exception that things may have gotten i mmeasurably worse-especially within the context of schooling. The gang is a cause that leads to campus bullying. Like any group of people who engage in socially disruptive or criminal behavior, gangs on campus create an atmosphere of fear and intimidation. To a certain extent, the campus has become a breeding ground for gang, and the Juvenile and young adults associate together to victimize, bully and intimidate school members, carry out antisocial activities, such as omb-making, satanic websites visiting. The presence of the gang on campus undermines the campus climate to a great extent and accordingly, exerts negative 1. 2. Sexual Violence10 The United Nations Declaration on the Elimination of Violence Against Women defines violence against women as any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. Kilmartin observes, [R]ape and other par tner iolence are the worst symptom of a larger problem: a continuum of disrespect toward women. This continuum includes mens display of negative attitudes through misogynist Jokes, demeaning pornography nd runs to the most extreme form of violence: gender motivated murder. Such an analysis also emphasizes power imbalances between the sexes and the social forces that create and maintain these imbalances. (2007: 23) In a country like the United States which finds sexism so prevailing in peoples mentality, sexual violence is not rare on American campus. It mainly includes sexual assault, stalking and dating violence. College campuses host large concentrations of young women who are at greater risk for rape and other forms of sexual assault than women in the general population or in a comparable age group. Stalking is particularly prevalent on college campuses; in fact, more than half of all stalking victims are between 18-29 years old, and 13% of college women have been stalked. In 1981 , Makepeace published the first report on dating violence, revealing that one in five college couples are involved in violent relationships. Recent studies show that as many as one in three college couples will be involved in at least one incident of iolence during the course of their dating relationship (Centers for Disease Control and Prevention, 2000; Lewis Fremouw, 2001:8(:)-84). 1. 2. Hate Violence Hate violence and its resultant victimization are becoming more prominent on Americas college campuses. Also known as bias-motivated violence, hate violence occurs when a perpetrator targets a victim because of his or her membership in al 1 certain social group, usually defined by racial group, religion, sexual orientation, disability, ethnicity, nationality, age, gender, or political affiliation and a s a result, it is evealed that sexism, racism, anti-Semitism, anti-lslamism and homosexuality have all induced and would continue to trigger off the occurrence of hate crime, which can take many forms. Incidents may involve physical assault, damage to property, bullying, harassment, verbal abuse or insults, or offensive graffiti or letters. They occur at virtually every type of college and university and in every part of the nation. Perpetrators of these incidents include current and former students and non- students. According to criminologist Dr. Jack McDevitt, hate crime is different from ther crimes in that the offender is sending a message to members of a certain group that they are unwelcome in a particular neighborhood, community, school, or workplace. By far the largest determinant of hate crimes is racial bias, with the group of African Americans at greatest risk. Apart from the hate crime against the Black Americans, there are ones committed against Hispanics, because of their immigration status. 1. 2. 5 Mass Murder/Shooting The April 2007 massacre of 32 victims on the otherwise bucolic campus of Virginia America. Not only was it the most devastating violent episode ever to occur at an nstitution of higher learning, it was the largest mass shooting of any kind in the nations history. Gun violence is the lethal form of campus violence. According to a recent national survey of 26,000 college students on 61 campuses, 7% of the students carried a gun or knife on the previous days. The study indicated that 11% of the men and 4% women surveyed carried weapons. Extrapolated, this means that approximately 1 million (to be exact, 980,000) students carry weapons on campus. 18% of high school students now carry a knife, razor, firearm, or other weapon on a regular basis, and 9% of them take a weapon to school. According to a national survey of 26,000 college students on 61 campuses in 1992, 7% of students carried a12 gun or knife. The outcome of such a heavily armed students group has been severe. In 1992, for example, 5,262 young people died from gunshot wounds, and an estimated 23,167 students suffered nonfatal firearm injuries that were treated in hospital emergency rooms from June 1992 through May 1993 dames Mercy Mark Rosenberg, 1998). 1. 3 Summary As demonstrated above, the most common campus violence takes forms of Vandalistic Behavior; Bullying; Hate Crime; Sexual Violence; Mass Murder/Shooting. Violence accounts for much of the morbidity and mortality among adolescents in the United States (National Center for Health Statistics, 2003). All the five types of violence are pervasive on American campuses. It was estimated that bullying victimization is calculated to affect 15% to 20% of the U. S. student population, with verbal teasing and intimidation being the most common form and boys reported to be victims at a higher rate than girls (Furlong, Chung, Bates, Morrison, 1995: 289-298). In the year of 1995, the Federal Bureau of Investigation conducted a study specific to the problem of hate crimes on the college campus. The study included 450 higher education institutions from 40 states. Of the 450 institutions surveyed, 222 or 49% reported an incident of a hate crime. It has been estimated that almost one million college students experience racially or ethnically motivated violence annually. In a study of 1 ,012 racially, ethnically, and socio-economically diverse students enrolled in various campus in Los Angeles, OKeefe found that violence in dating relationships was a frequent occurrence: 43% of the females and 39% of the males reported that they had inflicted some form of physical aggression on their dating partners at least nce (1997: 546-568). Unfortunately, current epidemiological reports suggest that this form of violence is on the rise. Between 1994 and 1999, there were 220 school- associated violent events resulting in 253 deaths?74. 5% of these involved firearms. Handguns caused almost 60% of these deaths. Oournal of American Medical Association, December 2001). 13 Such pervasive violence on campus brings about detrimental consequences. School violence has been reported as one of the most important and devastating social problems facing school children and their parents, to the extent that students erceive their school context as an unsafe environment (Astor and Meyer, 2001 : 374-399). It is recognized that disruptive behaviors on campus interferes with not only teaching, but also diminishes ability to focus on academic pursuits. The fears experience psychological reactions that interfere with the learning process (American Association of University Women, 2001)14 Chapter Two Causes of Campus Violence In the previous one, this thesis puts forth a more integrated definition of campus violence vis-? ¤-vis the conventional definition that ignores the psychological facet. Based on such a broader definition, Chapter Two will adopt corresponding theories and probe into the social factors that give rise to the campus violence in American society. 2. 1 The Theories on Violence There are as many theories of violence as there are forms of violence, and these theories have been discussed in exhaustive detail in a number of books and articles. Briefly speaking, theories of violence fall into several categories. 1) Social learning theory interprets violence as learned behavior, an outcome of students appropriating from their environments and popular culture aggressive behavior and hen considering violence as norm which they replicate in their own interaction with others (David Johnson Roger Johnson, 1995). (2) Rational choice theories identifies poor reasoning skills as the cause of violence, in which case, individuals weigh the consequences of a violent crime against the possible benefits and make the rational choice to be violent-in a sense, individuals det ermine that crime pays( Jeffrey Fagan Deanna L. Wilkinson, 1998). 3) Structural theories of violence that focuses on social and environmental conditions such as poverty. Here, violence is viewed as a systemic roblem having to do with inequities in the world and a general breakdown of relations between people, which leads to social isolation, frustration, and aggression (Frederic Thrasher, 1927). (4) Biological theories focus on medical conditions and biolol gical traits of violent offenders and have roots in eugenic explanations of criminal behavior, where criminal tendencies are identified in peoples physical and psychological stigmata ?essentially, in a persons natural makeup (David Green, 1985). 5) Interactionist theory incorporates some combination of social learning and tructural theories and view violence in connection to how peoplel 5 make sense and interpret their experiences and circumstances (Brandley Levinson, Douglas Foley, Dorothy Holland, 1996). Although these theori es on violence make sense in one way or another, social learning theory has been at the forefront of explaining how external influences affect the way people behave and cited as one of the most relevant and plausible theories regarding the acquisition of violence tendency. According to the social learning theory, people learn through modeling and imitation. Albert Bandura, who is often considered as the forefather of the theory, explained that most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasion this coded information serves as a guide for action. Social learning theory has been at the forefront of explaining how influences such as media affect young children. In his book, Social Learning and Personality Development, Bandura and his colleague, Richard Walters, concluded that imitation plays an important role in the acquisition of deviant, as well as of conforming, behavior. They reiterated in their own work the basic explanation put forth several decades earlier by the them to do, but rather what they see adults dd'(Gladys Reichard, 1938: 409-86). In probing into the causes of campus violence, attention must be given to the experiences of young people and how those experiences are interpreted by them. These experiences should include those in the community and school and with others but also experiences that students have with their popular culture, with the military (including JROTC organizations in high schools), and their knowledge of easy ccess to weapons. Cultures are created in neighborhoods, families, and states, and within a national context. What is easily accepted in the United States, what is produced and used, how individuals view themselves in relation to others, all add up to define what U. S. ulture is like and who Americans are as a people. If U. S. society continues to support militarism, to tolerate the mass manufacturing and distribution of weapons16 that have caused what health experts call a national health crisis in the country, and to patronize needless violence in the media, then, those who take art in such activities continue to produce a culture that is partly defined by violence. This violence may, if other factors fall into place, lead to youth and scho ol violence. Campus violence is Just one part of violence in the rest of society. According to the influence argument, it can be inferred that Americas violence cult, the dissemination of violence via mass media, and the institutionalized sexism, racism in society all exert influences on the person who is exposed to the context. 2. 2 Violence Cult Revolving around the social learning theory, the following section will discuss the iolence cult America practices historically and militarily, how the institutionalized sexism and racism still take foothold in contemporary America, including on American campus, and how these factors contribute to the happening of violence on campus. Violence is a defining characteristic of U. S. culture. Just like Ronnie Casella said in At Zero Tolerance: U. S. has benefited from violence. Through violence, the country has sustained economic and political might abroad, has bolstered domestic and international expansions, and has served international interventions. Violence is so ervasive in America that it symbolizes freedom, masculinity, dominance, and power. To understand Americas cult on violence, it is necessary to look at it from the historical perspective, as violence is historically consistent and it has been woven into the very fabric of American personality. The

The Six General Skills All Project Team Members Should Have Essay

The Six General Skills All Project Team Members Should Have - Essay Example The major elements of agile development are related to its development approaches that are extreme programming, Scrum and dynamic systems development method. The projects are simple and iterative. Projects cycles are small and the teams tend to be adaptive to the business environment. With unclear user requirements and short time duration, agile development is good, however, with complexity, unfamiliar technology, and schedule visibility, agile development is bad.  The major elements of agile development are related to its development approaches that are extreme programming, Scrum and dynamic systems development method. The projects are simple and iterative. Projects cycles are small and the teams tend to be adaptive to the business environment. With unclear user requirements and short time duration, agile development is good, however, with complexity, unfamiliar technology, and schedule visibility, agile development is bad.  8. What are the six key factors in selecting a methodo logy? 9. Create a list of potential risks that could affect the outcome of a project.†¢ Weak personnel†¢ Scope Creep†¢ Poor design†¢ Overly optimistic estimates†¢ The absence of right technical skills†¢ High learning curve causing performance to slow down†¢ Failure to monitor the schedule†¢ Failure to update the schedule†¢ Adding people to a late projectCHAPTER 38. What is the value of producing a requirements definition and having the project sponsor and key users review and approve it?A requirements definition is valuable because it highlights the business requirements, user requirements, functional and nonfunctional requirements and system requirements, all of which are crucial for the project. The project sponsor is very crucial as it participates in decision making regarding the time period, cost and functionality for SDLC and change of project goals. Key user reviews and their approval are valuable as user participation is essential for th e progress of the project along with its successful implementation.  

Emergency Management (School Violence) Essay Example | Topics and Well Written Essays - 750 words

Emergency Management (School Violence) - Essay Example 00 students.† (When Kids Kill) Schools are supposed to be the mould where young generations are undergoing vigorous socially acceptable shaping processes. Though family plays a vital role in the shaping, because of the immense influences of peer group and teachers, schools contribute majority to the personality development. In olden days, schools were considered as a sacred place where the teachers were considered as the priests and the students as believers. But the modern trends showed that the sacredness of schools has been lost and violence like, social evils slowly establishing its roots in schools also. Gun battles in schools, harassment in buses, internet crimes, etc has increased a lot in the current century. A lot of psychological factors such as improper care from parents, child abusing, etc contributed to the increased rate of school crimes. The modern world has failed to give proper care to young generations at home and schools. Most of the parents have heavy workloads both at home and work places and hence they were getting little time for caring their children properly. Even from the infancy stages when the kids needed the mother’s love and care mostly, they are brought up under the control of Nannies. Compared to older generation, the modern parents are more self focused or selfish. They are not ready to sacrifice anything for the sake of their children. Thus the parent-children relationships have been damaged severely in the modern century. ‘Children who have been severely and repeatedly abused often become extremely aggressive. The mental world of these young killers is "all about me" Johnston says.†Theyre frustrated, angry, in some pain, not getting everything they want. They feel like victims. They have no concern about others -- they dont think about others. Its all about who they are and wha t they want." (What causes school killings?) Controlling of guns seems to be difficult in American social life. Just like smoking, everybody knows