Mrs Johnston Essay free essay sample

These characters portray different themes. The play was written around the 1960’s-1980’s. Russell wrote this play as he disagreed with the way the society was. He shows the disadvantages of working class women through Mrs Johnstone. In this essay I am going to focus on the character of Mrs Johnstone. At the start of Act One the narrator makes Mrs Johnstone out to be a bad person. When he says â€Å"An’ did y’ never hear of the mother so cruel, there’s a stone in place of her heart† Even before we meet her in person we already judge her as a not very nice character. Willy Russell presents Mrs Johnstone having seven children along with showing that she is a very maternal character he is also suggesting that she has some religious ruling against the use of contraception. Throughout the novel Mrs Johnstone is presented with having a hard life. We will write a custom essay sample on Mrs Johnston Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most of these examples are in Act One. For example when she sings â€Å"By the time I was twenty-five, I looked more like forty-two, with seven hungry mouths to feed and one more nearly due, me husband he’d walked out on me† From what she sings we understand what a hard life she has. Mrs Johnstone is also subjected to a hard life as she is from a working class background which means she gets very little money to provide for her big family. Russell presents Mrs Johnstone as having hardly any money. As she is from a working class background her pay isn’t so high. She is debt several times throughout Blood Brothers. We first come to understand this when the milkman appears in act one stating that â€Å"You own me three pounds, seventeen and fourpence,† Another way we understand that she has very little money is when we hear one of her kids ask â€Å"How come I’m on free dinners? This shows the reader that her children are cared for by the state which shows her lack of her money. Russell shows Mrs Johnstone explaining the reason for her debt, her explanation is â€Å"When I got me job, I thought I would be able to pay. When I went into the showroom I only meant to come out with a couple of things. But when you’re standing there, it all looks so nice. When y’ look in the catalogue an’ there’s six months to pay, it seems like years away, an’ y’ need a few things so y’ sign. When we hear this from Mrs Johnstone we feel sympathy for her character. We retain sympathy for Mrs Johnstone by Russell reminding us of her financial circumstance, for example when Mrs Johnstone sings â€Å"Living on the never never, constant as the changing weather, never sure who’s at the door or the price I’ll have to pay,† Her singing this shows her day to day worries. A very good example of this is when Mickey raps the door she worries and thinks he is the rent man. This leads us to believe that her amount of money is very low. But when the finance man tells her that she shouldn’t have bought the stuff she become angry as seen through the stage directions â€Å"angrily†. She tells the man that she has had to live her life knowing that she shouldn’t buy things she knows she can’t. This is the first time we see her angry. Russell presents Mrs Johnstone to be very superstitious. This is evident throughout the play. When Mrs Lyons places new shoes on her table the reaction we get from Mrs Johnstone, â€Å"Jesus Christ, Mrs Lyons, what are y’ trying to do? â€Å"The shoes the shoes † shows us that Mrs Johnstone is very superstitious. Mrs Lyons preys on Mrs Johnstone’s superstition to her advantage when Mrs Johnstone wants her baby back Mrs Lyons scares her by saying that if the twins find out they were separated they will both die. Throughout the play Blood Brothers, sympathy is both presence and absent from Mrs Johnstone’s life. One occasion where there i s no sympathy for Mrs Johnstone is when the milkman appears in the first act. When he says, â€Å"Well don’t look at me, love. I might be a milkman but it’s nothin’ to do with me. Now you’ve been told, no money, no milk. † This shows that he doesn’t even feel sorry for her as he’s more interested in her money than her; this is evident when the finance man is also mean to her. Due to her life the sympathy is gained but sometimes lost. Sympathy is gained for Mrs Johnstone when we read in the stage directions â€Å"Mrs Johnstone stands alone, afraid. † We feel sorry as we see that she is afraid of what’s happening. Throughout her life she has many experiences where she is afraid.

The essay intends to provide clear and descriptive information based on social representation, culture and reflections in the audiences daily activities. The WritePass Journal

The essay intends to provide clear and descriptive information based on social representation, culture and reflections in the audiences daily activities. Introduction The essay intends to provide clear and descriptive information based on social representation, culture and reflections in the audiences daily activities. Introduction The content of the essay intends to provide clear and descriptive information based on social representation, culture and reflections in the audiences daily activities. The content focuses on argument that states as follows: are media texts socially constructed and not necessarily ‘true’ reflections of reality. Generally, we (the audience) live lives which are which are already paved, the media or the media texts that the audiences consume determine what the audiences do daily, what they eat, dress, drive, influences their profession, in short the media texts declares the lifestyles of the audiences. In argument to the above underlined statement, one has to provide certain descriptions that will unpack the argument further; there are several meanings of representation, culture and reflection. In general terms, or briefly, representation refers to the production of meaning through language. That is not the only meaning to representation, the other meanings from the Oxford English Dictionary are as follows: â€Å"To represent is to depict, to call it up in the mind by description or portrayal or imagination; to place a likeliness of it before us in our mind or in the senses.† The second description is: â€Å"To represent also means to symbolize, stand for, to be a specimen of, or to substitute for; as in the sentence, ‘In Christianity, the cross represents the suffering and crucifixion of Christ.’ The following description should be of culture and what it entails, ‘culture refers to the widely distributed forms of popular music, publishing art, design and literature, or the activities of leisure-time and entertainment, which make up the everyday lives of the majority of ‘ordinary people’ (Hall, 1997). From these descriptions one can tell that representation connects meaning and language to culture, to elaborate further, one common sense usage of the term is as follows: ‘Representation means using language to say something meaningful about, or to represent, the world meaningfully, to other people’ (du Gay, Hall et al. 1997). ‘Representation is an essential part of the process by which meaning is produced and exchanged between members of a culture, representation does involve the use of signs and images which stand for or represent things’ (du Gay, Hall et al. 1997). The above information on representation does to some extent argue that media texts are socially constructed and are not necessarily ‘true’ reflections of reality. Generally, ‘reality is what most people assume exists independently of any concept or representation’ (Grossberg, 1998). According to Grossberg (1998), ‘news is a reality and nothing else.’ Reality is a product of cultural codes, that is, our social environment presents us with a collection of material facts which we can accurately perceive. Again, â€Å"reality is always represented; representation involves the construction of reality. Reality requires interpretations and all texts, however ‘realistic’ they may seem to be, are constructed representations rather than simply transparent ‘reflections’, recordings, transcriptions or reproductions of a pre existing reality† (Alvarado et al. 1987: 153). Representation contains of three theories, they are the reflective approach that states: â€Å"meaning is thought to lie in the object, person, idea or event in the real world, and language functions like a mirror, to reflect the true meaning as it already exists in the world† (Hall, 1997). ‘A two dimensional visual image of a rose is a sign-it should not be confused with the real plant with thorns and blooms growing in the garden’ (Hall, 1997). One cannot speak or think or draw with an actual rose. And if someone says that there is no such word as ‘rose’ for a plant in her culture, the actual plant in the garden cannot resolve the failure of communication between two people. The second approach is the intentional approach, this approach states that: â€Å"It is the speaker, the author, who imposes his or her unique meaning to the world through language. Words mean what the author intends they should mean† (Hall, 1997). And the third approach is that of the constructionist approach, and it is as follows: â€Å"Nothing or no one can fix meaning in a language, things do not mean, we construct meaning using representational systems, concepts and signs† (Hall, 1997). For argumentation’s sake, take the example of the President of the African National Congress Youth League, Julius Malema. Now Julius Malema is represented as this black, stupid, idiotic, uneducated, trouble causing person from the rural of Limpopo who was lucky enough to squeeze himself into politics and is now successful. Yes the ANC Youth League president can sometimes act foolish in front of the nation, he can be disobedient and disrespect the State President Mr. Jacob Zuma, he can cause chaos, but he is human too and bound to do good things too. He is probably a good child to his parents and probably supportive to his family and maybe he does give back to his community back in Limpopo and he even supported Caster Semenya when she was deprived her gold medal due to allegations of her being hermaphrodite, now what do media texts say about this? If media texts were of ‘true’ reflection, the world would know the good and bad things that Julius Malema does, but bec ause what the audiences see are representations, this is why the texts only produce cynical things about Julius Malema because media texts are socially constructed, and mostly with lies because they sell. Prior to Julius Malema’s unfair representations, are representations of the South African President, Mr. Jacob Zuma. One believes that the cartoon images presented by Zapiro are true reflections of the President, this is said because as the president, Mr. Jacob Zuma confirmed the laws and they protect him more so, he can get away with everything and still be represented as a good person. Now there have been many instances regarding the President, that of having sex with some young girl or should one say (the rape he committed) which he was never prosecuted for due to the belief that he did not do it but it is the young girl who fully agreed and the involvement of arms deal with Schabir Shaik who is now scot-free from prison because he was\still is the President’s friend. The President was not prosecuted for these allegations just because he is the President and that what would people say, how would his fellow peers (other Presidents) think of him and nations say when th ey hear that the South African President was prosecuted for raping a young girl, that he was involved in an illegal arms deal and that he has been awarded the order of the bath?   After committing all these acts, he still gets good representations whereas some people committed only a few acts but receive cynical representations. A focus on images also allows us to connect our discussion with postmodernist writers who play off the two meanings of the word. Images are, on the one hand, reproductions, but they have a second meaning as well: a mental picture of something not real or present. Baudrillard (1988) argues that dramatic changes in the technology of reproduction have led to the implosion of representation and reality. Increasingly, the former becomes dominant as simulacra are substituted for a reality that has no foundation in experience. Conscious design to persuade is largely irrelevant for our purposes. We assume that a wide variety of media messages can act as teachers of values, ideologies. And beliefs and that they can provide images for interpreting the world whether or not the designers are conscious of this intent. An advertisement; for example, may be intended merely to sell cigarettes to women, but incidentally it may encode a message about gender relations and what it means to be a woman. I n talking about those who decode such messages, we use the term reader rather than audience. As Fiske (1987) suggests, the latter term implies that television reaches a homogeneous mass of people who are all essentially identical, who receive the same messages, meanings, and ideologies from the same programs and who are essentially passive. By readers, we mean those who read or decode sights and sounds as well as printed text. Reading media imagery is an active process in which context, social location, and prior experience can lead to quite different decodings. Furthermore, it is frequently interactive, taking place in conversation with other readers who may see different meanings. If all we have learned is that reality construction takes place in a commercialized space that promotes a generalized feel good about capitalism, this does not take us very far. It leaves open a bewildering array of messages that are produced in many voices and many modes and that can be read in many different ways. Whatever we can learn from reality construction by examining the production process, it leaves a great deal open and undetermined. The media images produced by the process can be treated as texts that take many forms-visual imagery, sound, and language. The difficulties of tracking the messages in these texts are compounded by the problem of layers of meaning. Some part of the meaning is naturalized-that is, it comes to us in the form of taken-for-granted assumptions (Fiske, 1987). One cannot take texts at face value since they contain subtexts; a whole set of texts may have an even more invisible metamessage. Many different disciplines take on this daunting task of decoding media texts. Typically, researchers carve out some particular domain of discourse on which to focus their attention-for example, race, class, or gender relations, or policy domains such as health, housing, energy, and the like. The research is some form of text or discourse analysis with different disciplines emphasizing different techniques. No short review could hope to do justice to the thousands of insightful analyses of media imagery. We confine our attention to three issues with particular relevance for political consciousness: (a) issues raised by the concept of hegemony, (b) framing and frame transformation, and (c) the fragmentation effect (Fiske, 1987). In short, one can conclude by saying that the argument holds true to the fact that what we are being presented with by the media texts is complete representation of past and present events of the world. The media texts only serve to inform us what the journalist or the proprietor wants us to know and nothing more. Only the powerful control what readers should know and what they should not. BIBLIOGRAPHY Baudrillard, J. (1988). Selected Writings,(ed). Mark Poster. Stanford, Calif: Stanford Univ. Press. Fiske, J. 1987. Television Culture. London New York: Routledge Gamson, W. (1992). Media discourse as a symbolic contest: The bomb in political cartoons. Soc. Forum Gramsci, A. (1971). Selections from the Prison Notebooks. (Ed. Q. Hoare, G. N. Smith).New York: Int. Publications. Hall, S. (1997). Representation: Cultural Representations and Signifying Practices. Sage Publications: Open University.

Wk4 INTL304 Forum Coursework Example | Topics and Well Written Essays - 250 words

Wk4 INTL304 Forum - Coursework Example Precisely, these sources include communication systems, weapon, systems, and radar. In addition, SIGNET provides data for national diplomacy, scientific use, and economic planning for improving the security of the nation. SIGNET has five components that provide the essential intelligence information3. In particular, these mechanisms are communication, electronic, non-imaging infrared, laser, and radar intelligence. However, these components are categorised into three broad categories that fall under the intelligence community and aid in the collection and exploitation of the signal transmitted from the sources mentioned above4. Precisely, these three groups are Communications Intelligence (COMINT), Foreign Instrumentation Signals Intelligence (FISINT), and Electronic Intelligence (ELINT). Although there are various functions of SIGNET, data collection and signal analysis are the primary and most essential features. First, Signet collects information in different ways depending on the type of message targeted. The NSA receives the raw data and uses its translators, analysts, cryptologists, and other technical experts to convert the unprocessed data into constructive information5. After the collection, processing, and analysis of the raw data, the useful information is passed to the CIA and the Intelligence Community analyst who integrate it with information from other sources to produce a furnished intelligence6. Finally, the data is distributed to various agencies and security personnel (policymakers and the President) who require the information for diplomatic and safety reasons. Central Intelligence Agency. "Intelligence: Signals Intelligence — Central Intelligence Agency." USAgov. Last modified 2010.

Nicaragua Essay Example | Topics and Well Written Essays - 750 words - 1

Nicaragua - Essay Example Of the remainder, 17% are white and 9% are black The coastal plains rise to form a mountainous interior. The weather is warm and tropical, though it may be cooler in the mountainous areas. Nicaragua was settled by the Spanish in the 16th century and gained its independence in 1821. US Troops were sent to Nicaragua beginning in 1909 to quell uprisings and political unrest. The Samoza family ruled Nicaragua from 1936 until they were overthrown in 1979 by the Sandanistas. The religion is mostly Catholic which about three fourths of the people follow. Most of the rest are Evangelicals and less than 9% say they practice no religion. Nicaragua has a 68% literacy rate and Spanish is the official language. The government is formed as a republic with an executive, legislative, and judicial branch and they hold free elections on a regular basis. In 1978, due to corruption and government manipulation the people elected Daniel Ortega, a Marxist candidate. He ruled until 1990 when he was voted out when business was opposed to the slow pace of reforms. He was returned to power in 2006 in a free election. Nicaragua is one of the poorest nations in the hemisphere. It has a $2,900 per capita income and experiences high unemployment. It exports agricultural products such as bananas, coffee, rice, and tobacco. It has industries in chemicals, machinery and metal products and tourism is becoming more important. In 2004, they had a $4.5 billion dollar international debt forgiven. Though Nicaragua is poor, elementary education is free for all Nicaraguans. Elementary education is mandatory and many tribal areas have access to education in their native language. Nicaragua treasures academic freedom and Universities have autonomy in regards to the subjects taught. This respect extends to freedom of speech and ideas are openly welcome, as are diverse viewpoints. 30% of the

Nurse-Authored features that use Web 2.0 applications Assignment

Nurse-Authored features that use Web 2.0 applications - Assignment Example http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2605032/ While the use of media can be very important to the nurses and other providers of health care there have been more concerns about the use of the social media. Indeed, the use of Web 2.0 tools may derive legal or ethical issues. The use of Web 2.0 tools may jeopardize the privacy and confidentiality of both the employers and the patients. Nurses can breach privacy and confidentiality by posting a photo of the patient on the social medial or comment about a patient (Younger & Morgan, 2011). According to an American research, it is eminent that several nurses have been exposing their patient’s information on public websites. The nurses ended up facing disciplinary measures for their actions. It is also unprofessional for the nurses to use Web 2.0 tools inappropriately. For instance, a nurse can use the media to bully a colleague, this results from online criticism of colleagues. This breaches the code of conduct. This behavior can result in taunting the image of the healthcare professions (Younger & Morgan,

Processes in Producing a Chemical Reaction and Hazards

Processes in Producing a Chemical Reaction and Hazards Elephant Toothpaste Objective/aim Understand the processes involved in producing a chemical reaction Identify hazards involved with using particular chemicals Demonstrate an understanding of chemistry terms such as catalyst, oxidation, and exothermic (Harper Nickels, 2008). Background Information The elephant toothpaste experiment is an experiment that produces great amount of steaming foam (Helmenstine, 2014). Its great amount of foam is what makes it look like a toothpaste an elephant would use. The experiment makes use of hydrogen peroxide (H2O2) solution. Hydrogen peroxide is a germiadral agent composed of water and oxygen. It kills disease organisms, like ozone does, using oxidation. It kills microorganisms by oxidizing them which can be described as a â€Å"Controlled burning process† (Hinrichs, 1986). When hydrogen peroxide reacts with organic material, it breaks down into oxygen and water. It can be used in varies ways example, disinfection, mouthwash, hair lightening and contact lenses. In our bodies hydrogen peroxide is produced to fight infections, which must present for our immune systems to function correctly and healthy (Helmenstine, 2014). White blood cells are known as leukocytes, a sub-class of these cells ‘Neutrophils’ produces hydrogen peroxide as the first defence against toxins, parasites, bacteria, viruses and yeasts (Helmenstine, 2014). Hydrogen peroxide is most used in toothpastes and as a cure for toothaches. In this experiment we also use yeast or saturated potassium iodide solution as a catalyst to make the peroxide molecule release the oxygen faster (Harper Nickels, 2008). Yeast is a fungi which converts the catalase hydrogen peroxide into harmless water and oxygen (Spangler, 2013). The overall equation for this reaction is: 2 H2O2 (aq) à ¯Ã†â€™Ã‚   2 H2O (l) + O2 (g) The decomposition of the hydrogen peroxide into water and oxygen is catalysed by the iodine ion or dry yeast. It also releases a small amount of the heat so the reaction is exothermic. (Helmenstine, 2014) H2O2 (aq) + OI (aq) à ¯Ã†â€™Ã‚   I (aq) + H2O (l) + O2 (g) The dishwashing detergent used captures oxygen as bubbles. Food colouring adds colour to the foam which can be optional. Chemicals and Materials You will need: 20mL Hydrogen peroxide (30%) 5mL Sodium iodide solution 2M Dishwashing liquid Food colouring Rubber gloves for clean up (Harper Nickels, 2008). Labware and apparatus A funnel Dropper Beaker 500 mL Graduated cylinder Safety goggles Plastic bottle (2l Cold drink bottle) Glass rob Spatula Safety Hazards: The bottle will become very hot. Allow the bottle to cool before touching it directly. Hydrogen peroxide is a very strong oxidizing agent and may cause severe skin burns. Store hydrogen peroxide in a cool, dark area away from reducing agent and organic materials. Do not lean over the bottle when solutions are mixed it is an exothermic reaction. Experiment should not be done near an open flame. The solution can be washed down the drain with excess water (Carolina.com., 2014). Experimental Procedure Put on your goggles and gloves. Have a couple of students feel the side of the graduated cylinder. Measure 60ml of hydrogen peroxide from your source bottle into the beaker. Pour the entire 60ml into the bottom of your container. Place 10g of potassium iodide in the plastic portion cup. Add 10ml of water and 3ml of liquid detergent. Stir all the chemicals together using a wooden stick. Open the bottle of food colouring mixed half and half with glycerine or corn syrup and exactly 2ml of the dye. Dribble it down one side of the container that you are using. Add the mixture of soap, water and potassium iodide to the hydrogen peroxide in the container. The potassium iodide will separate into potassium and iodide ions. Once the experiment is complete ask a couple of students to come up and carefully touch the sides of the bottle and describe the temperature for all the other students in the laboratory (Meerman, 2009). Outcome of experiment The experiment produces a large amount of foam as a result of the dishwashing detergent that was added. The foam shoots out of the container like toothpaste would if you squeezed the container. The foam produced is safe to play around with as they only contain soap and oxygen from the hydrogen peroxide. We will also observe the catalytic reaction rate by the combining of yeast, hydrogen peroxide and dish washing liquid detergent (Spangler, 2013). Source of experiment Steve Spangler Science. (2008). Elephants toothpaste. Retrieved October 30, 2008, from www.stevespanglerscience.com. Material safety Hydrogen Peroxide Personal Protective Equipments Eyes: Wear appropriate protective eyewear or chemical safety goggles. Skin: Wear appropriate gloves to prevent skin exposure. Clothing: Wear appropriate clothing to prevent skin exposure. Potential Health Effects Eye:Contact with eyes can cause severe burns and corneal damage. Skin: Cause severe skin irritation and possible burns. May cause skin irritation, redness, swelling and formation of blisters. Ingestion: Causes Nausea, vomiting and diarrhoea, gastrointestinal tract burns. May cause difficulties in swallowing, stomach distension, possible cerebral swelling and death. Ingestion might also result in irritation of the esophagus, bleeding of the stomach and ulcer formation. Inhaling: Can cause burns in the respiratory tract causing nasal tissue, insomnia, nervous tremors with numb extremities, chemical pneumonia unconsciousness and death. At high concentration respiratory effects may cause acute lung damage and delayed pulmonary oedema. Chronic: Can cause dermatitis due to prolonged or repeated skin contact. Mutagenic effects and corneal damage if repeatedly contacted. First Aid Measures Eyes:Get medical aid immediately. Do not rub eyes or keep eyes closed. Extensive irrigation with water is required immediately. Skin:Get medical aid immediately. Flush skin with plently of water for at least 15 minutes while removing contaminated clothing. Wash clothing before reuse. Ingestion:Do not induce vomiting. Give 2-4 cups of milk or water, if unconscious don’t give anything, get medical aid immediately. Wash mouth out with water. Vomiting may occur, give water to further dilute the chemical. Inhalation:Get medical aid immediately. Move person to fresh air immediately. If breathing is difficult, give oxygen. Do not perform mouth to mouth. You can use a bag and a mask for artificial respiration if breathing ceases. Fire Measure Use only water, do not use dry chemicals or pour water into containers. Contact professional fire fighters immediately. Cool containers with flooding quantities if water until well after fire is out. For large fires, flood fire area with large quantities of water while knocking down vapours with water fog. Handling Wash hands thoroughly after handling. Wash contaminated clothes before reuse. Use only in a well ventilated area. Do not get in eyes, skin or on clothing. Store protected from light. Unused chemical must not be returned to the container. Storage Keep away from heat, sparks and flame. Do not store near combustible materials. Keep containers closed when not in use. Store away from light. Store only in light resistant containers fitted with a safety vent. Questions and Answers What type of reaction is this? Decomposition (1) What happen to the reaction when the iodine is drop into the hydrogen peroxide? There is a large amount of heat released and the hydrogen peroxide is decomposes in to water and oxygen. (2) Write the balanced chemical equation for the reaction taking place between the hydrogen peroxide and the iodine. H2O2 (aq) + OI (aq) à ¯Ã†â€™Ã‚   I (aq) + H2O (l) + O2 (g)(5) Which enzyme did we add to help break down hydrogen peroxide? Iodine (1) What is the gas that is being released? Oxygen (1) Reference list Helmenstine, A.M. (2014). Elephant toothpaste chemistry demonstration. Available: Chemistry.about.com/od/chemistrydemonstrations/a/elephant-tooth.htm. [Accessed: 28 August 2014 ]. Himrichs, E.J. (1987). Hospital periodontics a survey of hospital utilization by American academy of periodontology members. Journal of periodontology. 57(11), 663-671. Harper, A. and Nickels, K. (2008). Elephant’s toothpaste. University of technology: Queensland. Spangler, S. (2013). Elephant’s toothpaste. Available: www.stevespanglerscience.com/lab/experiments/elephants-toothpaste. [Accessed: 28 August 2014 ]. Carolina.com. (2014). Carolina world class science and maths. Available: http://www.carolina.com/chemistry/experiments/elephant.asp. [Accessed: 27 August 2014]. Meerman, R. (2009). Teacher Demonstration 26: Elephant’s Toothpaste. Available: http://www.abc.net.au/science/surfingscientist/pdf/teachdemo26.pdf. [Accessed: 26 August 2014]. Elephant TootpastePage | 1

Use of Symbolism in Goldings Lord of the Flies Essay example -- Lord

Use of Symbolism in Golding's Lord of the Flies Lord of the Flies, a suggestive name for the Devil, a devil whose name proposes that he is devoted to decay, destruction, demoralization and panic, exactly what William Golding had in mind when using symbolism in this novel. The Lord of the Flies (1954), is a novel in which interpretating the symbols are a main key to not only understanding, but also enjoying the novel. After tying many of the symbols together, you can figure out more about what the author is trying to depict, the overall scene. This story takes place during World War II on a deserted island. After a plane, transporting about a dozen young boys, gets shot down, they are trapped on an island without any adults. Throughout a few week period, they become separated through many difficult, and trying times. Each character and object that is frequently used, are symbols that represent a small part in the big picture. Through the symbols, the author portrays what each boy contributes, or burdens, the island with during their struggle to escape. The first thing I encountered and saw as a symbol when reading, was the island itself. This island had become their world. For as long as they were been on that island, that was the only thing they had, the only thing they knew. It was a world free from adults, laws and civilized society and full of responsibility. This set the picture of the boys, having to learn to survive by themselves, and shows you how important it is that they all come together. Ralph is a fairly quiet twelve year old with blond hair, and is the most influential of the group. He is the first one William talked about in the book. He was presented as a logical boy, and as the story progresses, you ... ... light the fire again later, You should have been with us. We had a smashing time" (69). This fire, their only hope of getting off the island, escaping this world, was out and there was no way for Ralph to start it. He was the only one who was sound enough to use the fire to get off, and the tribe had stolen it from him. While all this built up and eventually turned into a war, the anarchy of the world actually freed them from what they had been living. When rebellion and chaos had tried to catch order and destroy it, they started a fire, a new hope, that saved them from the island. Interpretating and understanding these characters and objects as symbols, bring a whole new light to the novel. As you read this, or any other story, let it get inside your head a little and try to find out if there's a Devil, one devoted to decay, destruction and demoralization.

Meaning of life essay Essay

?â€Å"You will never be happy if you continue to search for what happiness consists of. You will never live if you are looking for the meaning of life† (Camus). If you spend your whole life searching for one thing you will waste your life and it will only take a few moments for time to pass you by. The meaning of life is nonexistent and imponderable. ?â€Å"The meaning of life is contained in every single expression of life. It is present in the infinity of forms and phenomena that exist in all of creation† (Jackson). The meaning of life is simply the way you view it. Like religion everyone has different philosophies and opinions and only those who give life a meaning have the true understanding of the meaning of life. My Opinion on the Meaning of Life I believe the meaning of life is to give life a meaning, because there truly is no meaning otherwise. I believe everyone adds their own meaning to life. The meaning of life is never universal, never complex. I believe the meaning of life should be simple and potentially whatever we want it to be. I do what I do because I want to. It’s that simple for me; I do it because it means something to me. â€Å"Life is a great big canvas, and you should throw all the paint on it you can† (Kaye). I believe this quote is saying that you should give life your all and do whatever it takes to make your life the way you want it. This is saying someone should do what you believe the philosophy of your life is. Many people go about their lives searching for the meaning of life and how it applies to them but in reality they will waste their lives away looking for something that does not exist. â€Å"There is not one big cosmic meaning for all; there is only the meaning we each give to our life, an individual meaning, an individual plot, like an individual novel, a book for each person† (Nin). â€Å" Life has no meaning. Each of us has meaning and we bring it to life. It is a waste to be asking the question when you are the answer† (Campbell). This is saying how we bring the meaning to life and our thoughts and ideas on what we believe life is and should be. I do not believe in the idea of there being one specific meaning but millions for each and every soul around the earth. Various populations will all agree to disagree about their views but in retrospect you realize that everyone is right. Everyone gives their own meaning to the idea. Purposes and meanings will change, but the overall meaning to life, that there is no true meaning, will always stay the same. I believe the meaning of life is to give life a meaning. Works Cited ? â€Å"Albert Camus Quote. † BrainyQuote. Xplore. Web. 23 Mar. 2015. . ?†Anais Nin Quote. † BrainyQuote. Xplore. Web. 23 Mar. 2015. ? â€Å"Danny Kaye Quote. † BrainyQuote. Xplore. Web. 23 Mar. 2015. . ?†Michael Jackson Quote. † BrainyQuote. Xplore. Web. 23 Mar. 2015. .

Can Business Ethics Be Taught?

Business Ethics can be defined as the study and evaluation of decision making by businesses according to moral concepts and judgments. Ethical issues range from a company’s obligation to be honest with its customers to a company’s responsibility to preserve the environment and protect employee rights. Ethics includes the need to produce a reasonable profit for the company’s shareholders with honesty in business practices, safety in the workplace, and larger environmental and social issues. Business ethics calls for an awareness of social responsibility and this includes addressing social problems such as poverty, crime, environmental protection, equal rights, public health, and improving education. Can business ethics be taught? This is a question where there is no absolute answer yes or no. But I believe the ethics and business ethical examples should be and have to be taught in business school. First, it is important to help graduates understand other people's value systems and expectations of them, to be able to engage and discuss this side of things in a decision making process (especially if other people's expectations have become rules or laws, as with accounting and disclosure requirements, rules against conflicts of interest, etc). Second, it's important to help graduates realize the horrible consequences (especially for others) of some seemingly harmless selfish acts. We certainly shouldn't delude ourselves that a required course in grad school is going to make bad people into good people, or mean people into kind people. Nor should we be sanctimonious about it and feel that offering a course on ethics somehow makes us (the instructors or administrators) â€Å"good people. † But the first approach above will make it easier for the graduate to interact with others in the workplace, and to avoid oblivious violations of industry regulations. And the second approach above might actually change the way some people behave, at least a little, by instilling a greater awareness of how their decisions affect or harm others. However, most people would agree with that ethics is very difficult to be taught especially when the financial reward to do unethical behavior is greater than doing the right thing. The strong ethical behavior will not prevent another melt down that was witnessed on Wall Street. Too many times, the issue is all about money. How much can I get in the short term, can I get out before the long term risk hits, and can I retire before with the money I made. This type of mentality forces high risk taking to get the greatest return in a short time. For any company, this will eventually hit the bottom line. The company may even see bankruptcy. The Board of Directors has a major responsibility to the shareholders. That is to develop strategic plans to ensure growth, but to ensure longevity of the company to survive the long haul. Not quick profits and get out. The shareholders need to also control the Board of Directors to ensure that Board of Directors financial gains are measured appropriately and to ensure longevity of the company. But what happens only a small minority shareholders have enough stocks to make decisions. The rest are just along for the ride. What is needed besides ethics, is being held accountable for the actions taken, and ensure that all actions are not in the gray area white and black are no longer seen. We have been read and seen too many unethical issues happened, such as Enron Corporation, Andersen, Bernard Madoff Fraud etc†¦ Also so many unethical things in China, Sanlu infant milk powder issue which has killed so many babies, a big number of corruption issues about high position officials, which we can often read news from medias. But if some shareholders or anyone can stand up and say something in the beginning before the things went too wrong, it probably would prevent some corruption or fraud, to some degree. People who don’t believe the ethics can be taught have their concerns. â€Å"It's unrealistic to expect people's behavior is going to change because they sit in classes,† says Marshall Goldsmith, an executive coach based in San Diego and an adjunct lecturer at Dartmouth College's Tuck School of Business. â€Å"Is there any proof in any executive education †¦ hat anyone who went to any course ever changed any behavior as measured by anyone else over any period of time? Not that I know of. † Mr. Goldsmith and others concede that new emphases on ethics in business schools send a message to future managers that ethics are important, even in the corner office. But, they caution, expectations for a big impact from these programs are pie-in-the-sky thinking. â€Å"No one is going to come out of those courses as a different person,† Mr. Bruhn says. â€Å"The thing those courses are going to do is create awareness. They're not going to change behavior because ethics is learned by modeling, not by reading a bunch of books over a weekend. † There is another main problem is the patterns of moral behavior are formed long before students are able to study in the business schools. An analysis shows that the key period for shaping a person's moral character falls between the ages of 2 and 10. When we reach business schools we normally are more then 22, it's kind of too late. The students are already all formed their own moral thinking, behavior and ethical habit. Ethics should be learned since we start knowing and sensing this world, and be taught by our parents, seniors, teachers in kindergarten, in primary schools, by the environment we grow. It is about a whole education system for a country. Especially for the education of our young next generations, we have to put more emphasis into subject of moral virtues. Ethics should be a basic issues in any organizations and be taught in all levels of education. Over all, to some extent, yes, ethics can be taught in a classroom, if the schools, teachers, professor and the students adopt a practical approach, in preference to a philosophical one.

farmer and his wife essays

farmer and his wife essays A farmer and his wife The work that families are involved in, their economic circumstances and their personal relationships are central to both stories, no matter what culture those people belong to. Money sometimes can be a seed of evil, bring only injustice, conflict or dissatisfaction for someone; however, sometimes money dose mean everything for someone. In this two stories, some people reflect on a lifetime of work and the changes in their lives, others have to face unemployment and ethical decision that they have done. Furthermore, after reading two stories, I can appreciate common things about money, work and land in both stories. A farmer and his wife is one of the best stories I have ever read before. It is quite interesting when I first read through the whole story. The husband and his wife, 2 main characters, with the totally different personalities, but lived together since they were around 18 of their age. Everything has been significantly changed in the last several decades of their life, except their personalities, they still keep their characters, even they try to change it, but it seems impossible. For the wife, who is the only daughter in her family, inherited her parents gifts, a large fields with more than three centuries history. To her, money and work have the special meaning. In order to find a good job, her children leave her alone, and go to somewhere to earn their lives. She can understand that, because she wants her children having a good life. However, She is also concerned that her children would never come back, and she is really upset when she heard that one of her daughter became a prostitute. But she just pretend she did not know that, cause she knew that her daughter need that job to survive, even it was a shame to her. However, what was the key thing she was concerned was that all of her children despite their long absence and shortcoming, even they post ...

Social anxiety Research Paper Example | Topics and Well Written Essays - 2000 words

Social anxiety - Research Paper Example With all the interaction and communication skills, still they find problems while interacting with the society because of the lack of confidence and they cannot deliver in time. Social anxiety also gives very negative effects to a person in regards to the interpersonal skills because when an individual will not meet the people and society, the inter personal and communication skills will not be nurtured and it will in turn augment the problems that are playing a key role in the social phobia of the individual. People going through the phobia of social anxiety always think that they are being judged by other people in the negative way and this is the main cause of the depletion of the self confidence from their personality (Crozier and Lynn, 185). Social anxiousness does not go away except proper diagnosis and tot cause identification of the problems and this is to be done at the first priority. As long as the diagnosis will not be done effectively, the person going through this phobi a will never be able to get rid of the social anxiety because this is a kind of problem that is increase in a very expositive way. Social anxiety is faced by the victims in almost all the day to day activities. When they go out to buy something, they will not be able to interact with the shopkeeper because they will think that other people around them are being judgmental about them. While making a phone call, in college, workplace and markets they feel themselves short of the self confidence to talk and interact with the fellow human beings. No matter how hard they try to get rid of the social anxiety, they always find them facing the same problem. The main reason behind this phenomenon is the lack of awareness about the social anxiety. There was a time when people did not take it as a proper isease and problem and overlook it by saying it a normal habit that can be taken off by normal day to day practices but after the modern research and proper scientific findings, people are rea lizing the gravity of the social anxiety and full fledge researches are being made in order to find out the ways to solve this problem as early as possible. According to a study, the social anxiety is very common among the people and every human being experiences the social anxiety at one stage or the other. The normal percentage of people who face the problem of social anxiety is almost 14% to 15 % of the people. There are many misconceptions spread in among the masses about the social anxiety and this is because of the lack of awareness and less education. Many people believe the introverts to be victim of social anxiety. This is not true from scientific and societal perspectives. An introvert is not a victim of social phobia rather He prefers to spend time without any company. That is the part of normal behavior. If someone prefers to work alone just because of the fact that he cannot concentrate on the work in the noisy environments then He will never be considered as socially a nxious. Social anxiety is different from being less talkative and interactive. Social anxiety comes into play when a person really feels an internal pressure while interacting with people. For example an introvert might prefer to do less interaction with people just because it is not natural way of going

Why the Saudi Government has implemented banning exports of cement and Article

Why the Saudi Government has implemented banning exports of cement and explain the answer in terms of monopoly strategy - Article Example This ban in led to a 58 percent slump in the cement index and reduced profits for most cement producing companies. The decision by the Saudi government to stop and ban the exportation of cement was prompted by the soaring domestic prices of building and construction materials. In the subsequent discussion, we will attempt to identify and explain the cause(s) of such a shortage, and factor(s) leading to the imposition of the ban. In addition, we will assess the reasons for its partial uplift and subsequent reinstatement, how the government’s actions translate to monopolistic behavior. Finally, we will analyze the impact, and effectiveness of the monopolistic strategy on the economy and in particular in relation to the country’s projected economic growth. Despite being the highest producer of cement among GCC countries, Saudi Arabia has recently been experiencing cement shortages. This is because the manufacturing companies export most of their products to international market to fetch higher prices. The exportation of cements has grown steadily between 2004 and 2007. In 2006, the cement export volume was quoted as 2.26 million tones. Total production over the same period was estimated at 33.1 million tones against a local consumption level of 31.2 million tones. This translates to a shortage of approximately 0.36 million tones locally. These statistics show the total production of cement in Saudi Arabia was 33.1 million tons in 2006. However, the total consumption of cement in the same year was about 31.2 million tones (El-Quqa, Hasa, Desai, Rout & Gupta 2007, p. 9). Comparing the above statistics, it is evident that there has been a shortage of cement in the local market. Since this trend has continued, the government responded by banning exports of cement to alleviate the shortage in the local market. In 2009, the ban was partially lifted following an upsurge in demand in the Middle Eastern countries.