John Locke : Second Treaties of Government Essay

John Locke was born on August 29, 1632 in England to a middle class family. He was named after his father, an educated attorney who had participated in the Civil War with the Long Parliamentary. Locke shared a great deal of affection and respect for his father. The relationship he built with his father influenced him to create his own views on education and government. His theory on education was published in 1693 titled, â€Å"Some Thoughts Concerning Education. † Locke was accepted to Christ Church College, Oxford due to father’s friendship with a member of the Long Parliament. The Long Parliment was known to challenge the monarchy in England at the time and later started the English Civil War. Locke attended Oxford for many years studying the curriculum in England and graduated with a Masters in 1658, pursuing his interests in arts. Later he became increasingly interested in the study of sciences including the study of medicine, which were on the rise in England Universities at the time. His interests in science continued to expand and he continued to apply himself to the study of medicine. While studying medicine Locke became interested in the philosophical questions of his time, including the rights of man. The rights of man deal with the powers of government to wit, government by the king through a monarchy and the power of the people through a social contract. Since 1660 Locke began to explore his interest in the natural law. Within the next couple of years he composed â€Å"Essays on the Law of Nature† written in Latin. Unfortunately for Locke his Essays were never published, these theories of law were based on two of his philosophies. First, â€Å"in order that anyone may understand that he is bound by a law, he must know before hand that there is a law. † Secondly, â€Å"there is some will on the part of that superior power, the law maker, who wishes that we do this and demands of us that the conduct of our life should be in accordance with his will. † Locke’s interest in science and medicine brought him into contact with a distinguished scientist named Robert Boyle. In 1667, Locke took a position at Lord Ashley’s household in London as a family physician, in addition to confidential advisor and secretary. In 1668, Locke assisted Lord Ashley in drafting a constitution for the colony of Carolina. In 1671, Locke began to write his greatest work, the â€Å"Essay Concerning Human Understanding. † This took nearly twenty years to complete. Since then he was deeply engaged in Shaftesbury’s political affairs as Secretary of Council a position he obtained while being a secretary for Shaftesbury. In 1675, Locke became ill and lost his position working for Shaftesbury. Due to unstable government conditions Shaftesbury fell from power and Locke was forced to leave England, choosing to recuperate in France. He spent nearly four years in Paris and Montpellier studying at medical school. During his exile in France Locke also took the time to develop his thoughts on Natural Law by composing, Two Treaties of Government. His writings deal with the development of a social contract, which is an agreement between the government and the governed. Locke later returned to England in 1679, he once again committed himself to offer services for Lord Ashley immediately upon his return to England. Four years later it was necessary for Lord Ashley to flee from England to Holland because he had supported the wrong leader during the Monmouth rebellion in 1685. Shortly after Ashley fled from England, Locke followed him and remained in Holland until the Revolution of 1688. Upon returning to England, Locke began to rapidly issue a number of his works he concluded while in Holland, the result of years of study and meditation. Among his works were the, Essay Concerning Human Understanding, Two Treatises of Government, and Letters on Toleration. His positive outlook on the importance of a mutual relationship between government and human nature, exerted an immediate and profound influence on the English. Locke’s views were immediately recognized among the English specifically his work on the Two Treatises of Government. Locke’s essay was written in such a way, to elaborate in detail about topics the people were already familiar with. Even the most uneducated candidate could recognize his premise on the philosophical views on government. Two Treatises of Government includes essays supporting the natural rights of society which guarantees our rights to life, liberty, and property. The term right, can be defined as a privilege or power, meaning a freedom or ability to do or refrain from doing something. Natural Rights, specifically emphasize the restraints that ought to exist on government with respect to individuals. This includes what a government must refrain from doing and what a government must do. In Locke’s Second Treaties of Government he discusses the natural liberty and equality of humans, which includes our natural rights to life, liberty, and property. He also determines the proper foundation of a legitimate government. Through supporting and insisting on the mutual consent given by the people of a specific society. Locke’s Theory of Natural Law was based on the moral laws societies are built on, including the establishment of peace and protection so that â€Å"no one will harm another person in their life, liberty, or possession. † Preservation of peace, equality, and independence among all people begins with, the power placed on people in a given society to obey the common laws of nature. When these powers being to get corrupted or not enforced through strict, certain, and fair punishment. The need for an elected and coherent government is required to properly secure the natural rights of peace and self preservation among a society. Locke then begins to explain to us the â€Å"natural state of man. † He describes that living among a state of nature, people in a society have the freedom to do as they please, with limitations and respects to other people. Locke states that this â€Å"state of liberty,† comes with the limitations so not â€Å"to harm another in his life, health, liberty, or possessions. † Locke also notes that, â€Å"all men may be restrained from invading others rights and from doing hurt to one another. † By saying this he is trying to define the equalities of man and their duties to each other in a community to live in peace. If for any reason there becomes the need to seek punishment for anyone who â€Å"has shown themselves dangerous to mankind. † Through an executive power there will be opportunities available to man, not only to receive reparation for damages but to do as necessary to â€Å"secure the innocent for the future. † Locke’s theory on the â€Å"natural liberty† of man holds that â€Å"man is to be free from any superior power. † This means that for a person in a society, no other power but his own ability to do and refrain from doing is within his own will. Any limitation which requires to be placed on a behavior that is part of the natural common code of conduct, must be established through consent by the legislative power of government and for the good of all the people among the community. Locke claims that the â€Å"natural liberty of man is to be free from any superior power† and to have â€Å"only the law of nature for his rule. † This means that the laws which exist are established for the people and by the people in a society. They are created for coexistence among one another and no one can enforce or take away this common practice. These natural laws were created for the good of everyone, so the people who perform up to these standards gave trust that the enacted and enforced laws will prevail on their behalf. Locke then explains the â€Å"origins of property. † He begins by confirming that although man does have a power and liberty over his life. He does not have power to dispose of his own life. In a brief statement Locke states, â€Å"Man has property in his own person† including â€Å"the labor of his body and the work of his hands. † By saying this Locke expresses his views on human nature and our ability to acquire property. He is saying that we are all property acquiring beings, and our claim or possession to this property derives from our physical work. We as individuals in a society attempt to put effort to obtain something we value, and create an appreciation for what we have through labor. So in a sense the labor of man, according to Locke is the source of all value. The amount of labor one puts into what he owns creates an appreciation of value because value is created through his labor. Since the creation of physical currency, paper money and coins, we in a society attempt to posses more property than we need to use. So people in a community are not guaranteed secure protection from this excess property. In order to protect our property and secure this right, Locke believes an elected government is needed to be established. With the consent of the people, the elected government takes responsibility to become the sole protector of their valuables. Locke’s political and legal thoughts on government created a justifiable pourpose for society to give power over to a elected ruler. First of all the â€Å"state of nature,† as described by Locke, is a society in which each man governs himself individually and there is no existence of a specific government rule. A society that lives by these laws can use their own cultural morals to govern themselves without a formal government, although every culture has their own interpretation of what is moral. Locke states otherwise in his writings in the Second Treaties of Government, to argue that an elected government by society is necessary. Thomas Jefferson later includes parts of Locke’s political philosophy when composing the Declaration of Independence. Based entirely on Locke’s theory of natural political equality, Jefferson’s Declaration of Independence became one of the most important and influential documents that created a foundation for the legislative branch of government. Locke’s focus is primarily based on the ideas of freedom and equality as a whole he believes that society should naturally possess the right to life liberty and property. These natural rights have derived from the law of nature, which are composed based on the laws of God. These laws are also known as moral laws. Locke believed that people that live in a state of nature are also living in a state of war. Since there is only the state of nature for their rule, there is no determination of what is considered equality and who has the power to balance peace. John Locke’s Two Treatise of Government also includes a definition of government, in which the people conform to the law or to rules which are entered based on logic or justification. In relation to members of society conforming to these laws, the same government must guarantee protection from taking away any of their natural rights. Locke’s view on valid government is one that confirms and supports three main natural laws of life, liberty and property. In defining political power, Locke insists that it is proper to make laws â€Å"for the regulating and preserving of property,† and adds, that it is necessary for, â€Å"the execution of such laws in the defense of the common-wealth from foreign injury. † By saying this Locke supports and confirms that an established government is needed â€Å"for the public good. † Locke explains that â€Å"the reason why men enter into society, is the preservation of their property. â€Å" He adds that the citizens of a new established government â€Å"have a right to resume their original liberty ?by the establishment of a new legislative,† when any natural rights are threatened. Locke then continues to describe the separation between the powers of government and the powers of the governed. Including what creates a community under an elected government and who determines what political actions are for the good of the entire society. This is explained further when Locke says â€Å"for when any number of men have, by the consent of every individual, made a community, they have thereby made that community one body, with a power to act as one body, which is only by the will and determination of the majority. † When entering into a established society we assume our rights to enjoy our property in peace and safety. In order to be given this opportunity, Locke believes it is first necessary to establish a Legislative power for the good of all members of a society. The legislative power is to promote and guarantee preservation of all natural rights including safety for every person among the society. This legislative power thought does not have an absolute power, instead the power is offered based on the decisions as a majority given by the members in that society. This procedure is used so that any laws created will become an obligation on the members to cooperate with them because they have consented to a legislative power. This separates a government rule with supreme power from government rule by the power of the people. Since this power is created through consideration of the common wealth of the public good. Locke’s perception of a monarchy consisted of the idea that the people of a community experienced corruption due to absolute power given to one leader, the king. This lead to vicious rule and caused the people in the society to be force to live in conditions they did not deserve. In a monarchy the king would normally use his own judgments and digression to use his appointed power for the good of himself. This results in oppressing the people and leaving no opportunity to compromise the need for change. Under a monarchy rule there was an insufficient opportunity to dispute any privileges or restrictions. Enforcing laws or withholding natural rights under a monarchy rule hold no limitations because there is no restraint on the ruling of the king. By granting the powers of government in one person this will not guarantee a fair and honest approach for the common good. So Locke attempts to discuss and examine a system that will refrain from granting the powers of government to strictly one individual. Limitation and separation of powers of the government will restrain and prevent members of government from abusing the powers of governing a society. Establishing a government through the consent of all members of society will create trust that the laws and sanctions will prevail for the common good. Locke then explains that when being born into an established government we assume our rights to enjoy our property in peace and safety. In order to be given equal opportunity to enjoy our natural rights, Locke believes it is first necessary to establish a legislative power that will consider all members of a society. The creation of a legislative power is to promote and guarantee preservation of all natural rights including safety for every person who is a participant of that community. Most of John Locke’s writing also focuses on two branches of government known as the legislative and executive power. These branches of government are based on a constitutional state, where one leader does not have the authority to absolute power. The Legislative branch of government has the function of making laws. The Executive branch has the responsibility to carry out those laws created by the Legislative branch. This is to ensure that an elected government does not use only his own digressions when establishing laws and enforcing them. Locke states that by separating the authority and responsibilities of government into two separate branches, is the first positive approach of creating a valid constitution. These powers are required to be handled for the good of all members in society, by separating these powers there is no chance that the government will become corrupted. The purpose of John Locke’s composed writings attempt to encourage the need for a government which creates a foundation for the good of all members of society. In the process of offering order and peace for the common good of all the people members of the society must follow these rules. To establish a successful government Locke believes that it is necessary to obtain consent from the entire member. The purpose of creating a specific government is due to the unstable conditions of living in a state of nature. Living in a state of nature guarantees natural rights and freedom but not safety. This is why a power needs to be placed in the hands of a member from society to maintain the peace. Although living in society like a monarchy, under the ruling of a king can create unbalance and corruption of power. To enjoy both natural rights and live under a government that will prevail on behalf of its members. Following the establishment of government Locke then explains that the powers of making laws and enforcing them cannot be placed on one person. Placing absolute power in the hands of one person will only lead to corruption and unbalance, between all the members in the society. For this reason Locke requires a separation of powers among all government activity. This will balance and maintain a system that will stabilized living conditions for all the members of society. REFRENCES: Christie C. George, Martin H. Patrick. (1995). Jurisprudence; Text & Readings on the Philosophy of Law (3rd Edition). Natural Rights, Human Rights: John Locke (pgs 284 -342). St. Paul, MN : West Publishing Company.

The Twilight Saga 2: New Moon Chapter 7 REPETITION

I WASN'T SURE WHAT THE HELL I WAS DOING HERE Was I trying to push myself back into the zombie stupor? Had I turned masochisticdeveloped a taste for torture? I should have gone straight down to La Push I felt much, much healthier around Jacob This was not a healthy thing to do. But I continued to drive slowly down the overgrown lane, twisting through the trees that arched over me like a green, living tunnel My hands were shaking, so I tightened my grip on the steering wheel. I knew that part of the reason I did this was the nightmare, now that I was really awake, the nothingness of the dream gnawed on my nerves, a dog worrying a bone. There was something to search for. Unattainable and impossible, uncaring and distracted but he was out there, somewhere. I had to believe that. The other part was the strange sense of repetition I'd felt at school today, the coincidence of the date. The feeling that I was starting overperhaps the way my first day would have gone if I'd really been the most unusual person in the cafeteria that afternoon. The words ran through my head, tonelessly, like I was reading them rather than hearing them spoken: It will be as if I'd never existed. I was lying to myself by splitting my reason for coming here into just two parts. I didn't want to admit the strongest motivation. Because it was mentally unsound. The truth was that I wanted to hear his voice again, like I had in the strange delusion Friday night. For that brief moment, when his voice came from some other part of me than my conscious memory, when his voice was perfect and honey smooth rather than the pale echo my memories usually produced, I was able to remember without pain. It hadn't lasted; the pain had caught up with me, as I was sure it would for this fool's errand. But those precious moments when I could hear him again were an irresistible lure. I had to find some way to repeat the experience or maybe the better word was episode. I was hoping that dj vu was the key. So I was going to his home, a place I hadn't been since my ill-fated birthday party, so many months ago. The thick, almost jungle-like growth crawled slowly past my windows. The drive wound on and on. I started to go faster, getting edgy. How long had I been driving? Shouldn't I have reached the house yet? The lane was so overgrown that it did not look familiar. What if I couldn't find it? I shivered. What if there was no tangible proof at all? Then there was the break in the trees that I was looking for, only it was not so pronounced as before. The flora here did not wait long to reclaim any land that was left unguarded. The tall ferns had infiltrated the meadow around the house, crowding against the trunks of the cedars, even the wide porch. It was like the lawn had been floodedwaist-highwith green, feathery waves. And the house was there, but it was not the same. Though nothing had changed on the outside, the emptiness screamed from the blank windows. It was creepy. For the first time since I'd seen the beautiful house, it looked like a fitting haunt for vampires. I hit the brakes, looking away. I was afraid to go farther. But nothing happened. No voice in my head. So I left the engine running and jumped out into the fern sea. Maybe, like Friday night, if I walked forward I approached the barren, vacant face slowly, my truck rumbling out a comforting roar behind me. I stopped when I got to the porch stairs, because there was nothing here. No lingering sense of their presence of his presence. The house was solidly here, but it meant little. Its concrete reality would not counteract the nothingness of the nightmares. I didn't go any closer. I didn't want to look in the windows. I wasn't sure which would be harder to see. If the rooms were bare, echoing empty from floor to ceiling, that would certainly hurt. Like my grandmother's funeral, when my mother had insisted that I stay outside during the viewing. She had said that I didn't need to see Gran that way, to remember her that way, rather than alive. But wouldn't it be worse if there were no change? If the couches sat just as I'd last seen them, the paintings on the wallsworse still, the piano on its low platform? It would be second only to the house disappearing all together, to see that there was no physical possession that tied them in anyway. That everything remained, untouched and forgotten, behind them. Just like me. I turned my back on the gaping emptiness and hurried to my truck. I nearly ran. I was anxious to be gone, to get back to the human world. I felt hideously empty, and I wanted to see Jacob. Maybe I was developing a new kind of sickness, another addiction, like the numbness before. I didn't care. I pushed my truck as fast as it would go as I barreled toward my fix. Jacob was waiting for me. My chest seemed to relax as soon as I saw him, making it easier to breathe. â€Å"Hey, Bella,† he called. I smiled in relief. â€Å"Hey, Jacob,† I waved at Billy, who was looking out the window. â€Å"Let's get to work,† Jacob said in a low but eager voice. I was somehow able to laugh. â€Å"You seriously aren't sick of me yet?† I wondered. He must be starting to ask himself how desperate I was for company. Jacob led the way around the house to his garage. â€Å"Nope. Not yet.† â€Å"Please let me know when I start getting on your nerves. I don't want to be a pain.† â€Å"Okay.† He laughed, a throaty sound. â€Å"I wouldn't hold your breath for that, though.† When I walked into the garage, I was shocked to see the red bike standing up, looking like a motorcycle rather than a pile of jagged metal. â€Å"Jake, you're amazing,† I breathed. He laughed again. â€Å"I get obsessive when I have a project.† He shrugged. â€Å"If I had any brains I'd drag it out a little bit.† â€Å"Why?† He looked down, pausing for so long that I wondered if he hadn't heard my question. Finally, he asked me, â€Å"Bella, if I told you that I couldn't fix these bikes, what would you say?† I didn't answer right away, either, and he glanced up to check my expression. â€Å"I would say that's too bad, but I'll bet we could figure out something else to do. If we got really desperate, we could even do homework.† Jacob smiled, and his shoulders relaxed. He sat down next to the bike and picked up a wrench. â€Å"So you think you'll still come over when I'm done, then?† â€Å"Is that what you meant?† I shook my head. â€Å"I guess I am taking advantage of your very underpriced mechanical skills. But as long as you let me come over, I'll be here.† â€Å"Hoping to see Quil again?† he teased. â€Å"You caught me.† He chuckled. â€Å"You really like spending time with me?† he asked, marveling. â€Å"Very, very much. And I'll prove it. I have to work tomorrow, but Wednesday we'll do something nonmechanical.† â€Å"Like what?† â€Å"I have no idea. We can go to my place so you won't be tempted to be obsessive. You could bring your schoolworkyou have to be getting behind, because I know I am.† â€Å"Homework might be a good idea.† He made a face, and I wondered how much he was leaving undone to be with me. â€Å"Yes,† I agreed. â€Å"We'll have to start being responsible occasionally, or Billy and Charlie aren't going to be so easygoing about this.† I made a gesture indicating the two of us as a single entity. He liked thathe beamed. â€Å"Homework once a week?† he proposed. â€Å"Maybe we'd better go with twice,† I suggested, thinking of the pile I'd just been assigned today. He sighed a heavy sigh. Then he reached over his toolbox to a paper grocery sack. He pulled out two cans of soda, cracking one open and handing it to me. He opened the second, and held it up ceremoniously. â€Å"Here's to responsibility,† he toasted. â€Å"Twice a week.† â€Å"And recklessness every day in between,† I emphasized. He grinned and touched his can to mine. I got home later than I'd planned and found Charlie had ordered a pizza rather than wait for me. He wouldn't let me apologize. â€Å"I don't mind,† he assured me. â€Å"You deserve a break from all the cooking, anyway.† I knew he was just relieved that I was still acting like a normal person, and he was not about to rock the boat. I checked my e-mail before I started on my homework, and there was a long one from Renee. She gushed over every detail I'd provided her with, so I sent back another exhaustive description of my day. Everything but the motorcycles. Even happy-go-lucky Renee was likely to be alarmed by that. School Tuesday had its ups and downs. Angela and Mike seemed ready to welcome me back with open armsto kindly overlook my few months of aberrant behavior. Jess was more resistant. I wondered if she needed a formal written apology for the Port Angeles incident. Mike was animated and chatty at work. It was like he'd stored up the semester's worth of talk, and it was all spilling out now. I found that I was able to smile and laugh with him, though it wasn't as effortless as it was with Jacob. It seemed harmless enough, until quitting time. Mike put the closed sign in the window while I folded my vest and shoved it under the counter. â€Å"This was fun tonight,† Mike said happily. â€Å"Yeah,† I agreed, though I'd much rather have spent the afternoon in the garage. â€Å"It's too bad that you had to leave the movie early last week.† I was a little confused by his train of thought. I shrugged. â€Å"I'm just a wimp, I guess.† â€Å"What I mean is, you should go to a better movie, something you'd enjoy,† he explained. â€Å"Oh,† I muttered, still confused. â€Å"Like maybe this Friday. With me. We could go see something that isn't scary at all.† I bit my lip. I didn't want to screw things up with Mike, not when he was one of the only people ready to forgive me for being crazy. But this, again, felt far too familiar. Like the last year had never happened. I wished I had Jess as an excuse this time. â€Å"Like a date?† I asked. Honesty was probably the best policy at this point. Get it over with. He processed the tone of my voice â€Å"If you want. But it doesn't have to be like that.† â€Å"I don't date,† I said slowly, realizing how true that was. That whole world seemed impossibly distant. â€Å"Just as friends?† he suggested. His clear blue eyes were not as eager now. I hoped he really meant that we could be friends anyway. â€Å"That would be fun. But I actually have plans already this Friday, so maybe next week?† â€Å"What are you doing?† he asked, less casually than I think he wanted to sound. â€Å"Homework. I have a study session planned with a friend.† â€Å"Oh. Okay. Maybe next week.† He walked me to my car, less exuberant than before. It reminded me so clearly of my first months in Forks. I'd come full circle, and now everything felt like an echoan empty echo, devoid of the interest it used to have. The next night, Charlie didn't seem the smallest bit surprised to find Jacob and me sprawled across the living room floor with our books scattered around us, so I guessed that he and Billy were talking behind our backs. â€Å"Hey, kids,† he said, his eyes straying to the kitchen. The smell of the lasagna I'd spent the afternoon makingwhile Jacob watched and occasionally sampledwafted down the hall; I was being good, trying to atone for all the pizza. Jacob stayed for dinner, and took a plate home for Billy. He grudgingly added another year to my negotiable age for being a good cook. Friday was the garage, and Saturday, after my shift at Newton's, was homework again. Charlie felt secure enough in my sanity to spend the day fishing with Harry. When he got back, we were all donefeeling very sensible and mature about it, tooand watching Monster Garage on the Discovery Channel. â€Å"I probably ought to go.† Jacob sighed. â€Å"It's later than I thought.† â€Å"Okay, fine,† I grumbled. â€Å"I'll take you home.† He laughed at my unwilling expressionit seemed to please him. â€Å"Tomorrow, back to work,† I said as soon as we were safe in the truck. â€Å"What time do you want me to come up?† There was an unexplained excitement in his answering smile. â€Å"I'll call you first, okay?† â€Å"Sure.† I frowned to myself, wondering what was up. His smile widened. I cleaned the house the next morningwaiting for Jacob to call and trying to shake off the Litest nightmare. The scenery had changed. Last night I'd wandered in a wide sea of ferns interspersed with huge hemlock trees. There was nothing else there, and I was lost, wandering aimless and alone, searching for nothing. I wanted to kick myself for the stupid field trip last week. I shoved the dream out of my conscious mind, hoping it would stay locked up somewhere and not escape again. Charlie was outside washing the cruiser, so when the phone rang, I dropped the toilet brush and ran downstairs to answer it. â€Å"Hello?† I asked breathlessly. â€Å"Bella,† Jacob said, a strange, formal tone to his voice. â€Å"Hey, Jake.† â€Å"I believe that we have a date† he said, his tone thick with implications. It took me a second before I got it. â€Å"They're done? I can't believe it!† What perfect timing. I needed something to distract me from nightmares and nothingness. â€Å"Yeah, they run and everything.† â€Å"Jacob, you are absolutely, without a doubt, the most talented and wonderful person I know. You get ten years for this one.† â€Å"Cool! I'm middle-aged now.† I laughed. â€Å"I'm on my way up!† I threw the cleaning supplies under the bathroom counter and grabbed my jacket. â€Å"Headed to see Jake,† Charlie said when I ran past him. It wasn't really a question. â€Å"Yep,† I replied as I jumped in my truck. â€Å"I'll be at the station later,† Charlie called after me. â€Å"Okay,† I yelled back, turning the key. Charlie said something else, but I couldn't hear him clearly over the roar of the engine. It sounded sort of like, â€Å"Where's the fire?† I parked my truck off to the side of the Blacks' house, close to the trees, to make it easier for us to sneak the bikes out. When I got out, a splash of color caught my eyetwo shiny motorcycles, one red, one black, were hidden under a spruce, invisible from the house. Jacob was prepared. There was a piece of blue ribbon tied in a small bow around each of the handlebars. I was laughing at that when Jacob ran out of the house. â€Å"Ready?† he asked in a low voice, his eyes sparkling. I glanced over his shoulder, and there was no sign of Billy. â€Å"Yeah,† I said, but I didn't feel quite as excited as before; I was trying to imagine myself actually on the motorcycle. Jacob loaded the bikes into the bed of the truck with ease, laying them carefully on their sides so they didn't show. â€Å"Let's go,† he said, his voice higher than usual with excitement. â€Å"I know the perfect spotno one will catch us there.† We drove south out of town. The dirt road wove in and out of the forestsometimes there was nothing but trees, and then there would suddenly be a breathtaking glimpse of the Pacific Ocean, reaching to the horizon, dark gray under the clouds. We were above the shore, on top of the cliffs that bordered the beach here and the view seemed to stretch on forever. I was driving slowly, so that I could safely stare out across the ocean now and then, as the road wound closer to the sea cliffs. Jacob was talking about finishing the bikes, but his descriptions were getting technical, so I wasn't paying close attention. That was when I noticed four figures standing on a rocky ledge, much too close to the precipice. I couldn't tell from the distance how old they were, but I assumed they were men. Despite the chill in the air today, they seemed to be wearing only shorts. As I watched, the tallest person stepped closer to the brink. I slowed automatically, my foot hesitating over the brake pedal. And then he threw himself off the edge. â€Å"No!† I shouted, stomping down on the brake. â€Å"What's wrong?† Jacob shouted back, alarmed. â€Å"That guyhe just jumped off the cliff! Why didn't they stop him? We've got to call an ambulance!† I threw open my door and started to get out, which made no sense at all. The fastest way to a phone was to drive back to Billy's. But I couldn't believe what I'd just seen. Maybe, subconsciously, I hoped I would see something different without the glass of the windshield in the way. Jacob laughed, and I spun to stare at him wildly. How could he be so calloused, so cold-blooded? â€Å"They're just cliff diving, Bella. Recreation. La Push doesn't have a mall, you know.† He was teasing, but there was a strange note of irritation in his voice. â€Å"Cliff diving?† I repeated, dazed. I stared in disbelief as a second figure stepped to the edge, paused, and then very gracefully leaped into space. He fell for what seemed like an eternity to me, finally cutting smoothly into the dark gray waves below. â€Å"Wow. It's so high.† I slid back into my seat, still staring wide-eyed at the two remaining divers. â€Å"It must be a hundred feet.† â€Å"Well, yeah, most of us jump from lower down, that rock that juts out from the cliff about halfway.† He pointed out his window. The place he indicated did seem much more reasonable. â€Å"Those guys are insane. Probably showing off how tough they are. I mean, really, it's freezing today. That water can't feel good.† He made a disgruntled face, as if the stunt personally offended him. It surprised me a little. I would have thought Jacob was nearly impossible to upset. â€Å"You jump off the cliff?† I hadn't missed the â€Å"us.† â€Å"Sure, sure.† He shrugged and grinned. â€Å"It's fun. A little scary, kind of a rush.† I looked back at the cliffs, where the third figure was pacing the edge. I'd never witnessed anything so reckless in all my life. My eyes widened, and I smiled. â€Å"Jake, you have to take me cliff diving.† He frowned back at me, his face disapproving. â€Å"Bella, you just wanted to call an ambulance for Sam,† he reminded me. I was surprised that he could tell who it was from this distance. â€Å"I want to try,† I insisted, start ing to get out of the car again. Jacob grabbed my wrist. â€Å"Not today, all right? Can we at least wait for a warmer day?† â€Å"Okay, fine,† I agreed. With the door open, the glacial breeze was raising goose bumps on my arm. â€Å"But I want to go soon.† â€Å"Soon.† He rolled his eyes. â€Å"Sometimes you're a little strange, Bella. Do you know that?† I sighed. â€Å"Yes.† â€Å"And we're not jumping off the top.† I watched, fascinated, as the third boy made a running start and flung himself farther into the empty air than the other two. He twisted and cartwheeled through space as he fell, like he was skydiving. He looked absolutely freeunthinking and utterly irresponsible. â€Å"Fine,† I agreed. â€Å"Not the first time, anyway.† Now Jacob sighed. â€Å"Are we going to try out the bikes or not?† he demanded. â€Å"Okay, okay,† I said, tearing my eyes away from the last person waiting on the cliff. I put my seat belt back on and closed the door. The engine was still running, roaring as it idled. We started down the road again. â€Å"So who were those guysthe crazy ones?† I wondered. He made a disgusted sound in the back of his throat. â€Å"The La Push gang.† â€Å"You have a gang?† I asked. I realized that I sounded impressed. He laughed once at my reaction. â€Å"Not like that. I swear, they're like hall monitors gone bad. They don't start fights, they keep the peace.† He snorted. â€Å"There was this guy from up somewhere by the Makah rez, big guy too, scary-looking. Well, word got around that he was selling meth to kids, and Sam Uley and his disciples ran him off our land. They're all about our land, and tribe pride it's getting ridiculous. The worst part is that the council takes them seriously. Embry said that the council actually meets with Sam.† He shook his head, face full of resentment. â€Å"Embry also heard from Leah Clearwater that they call themselves ‘protectors' or something like that.† Jacob's hands were clenched into fists, as if he'd like to hit something. I'd never seen this side of him. I was surprised to hear Sam Uley's name. I didn't want it to bring back the images from my nightmare, so I made a quick observation to distract myself. â€Å"You don't like them very much.† â€Å"Does it show?† he asked sarcastically. â€Å"Well It doesn't sound like they're doing anything bad.† I tried to soothe him, to make him cheerful again. â€Å"Just sort of annoyingly goody-two-shoes for a gang.† â€Å"Yeah. Annoying is a good word. They're always showing offlike the cliff thing. They act like like, I don't know. Like tough guys. I was hanging out at the store with Embry and Quil once, last semester, and Sam came by with his followers, Jared and Paul. Quil said something, you know how he's got a big mouth, and it pissed Paul off. His eyes got all dark, and he sort of smiledno, he showed his teeth but he didn't smileand it was like he was so mad he was shaking or something. But Sam put his hand against Paul's chest and shook his head. Paul looked at him for a minute and calmed down. Honestly, it was like Sam was holding him backlike Paul was going to tear us up if Sam didn't stop him.† He groaned. â€Å"Like a bad western. You know, Sam's a pretty big guy, he's twenty. But Paul's just sixteen, too, shorter than me and not as beefy as Quil. I think any one of us could take him.† â€Å"Tough guys,† I agreed. I could see it in my head as he described it, and it reminded me of something a trio of tall, dark men standing very still and close together in my father's living room. The picture was sideways, because my head was lying against the couch while Dr. Gerandy and Charlie leaned over me Had that been Sam's gang? I spoke quickly again to divert myself from the bleak memories. â€Å"Isn't Sam a little too old for this kind of thing?† â€Å"Yeah. He was supposed to go to college, but he stayed. And no one gave him any crap about it, either. The whole council pitched a fit when my sister turned down a partial scholarship and got married. But, oh no, Sam Uley can do no wrong.† His face was set in unfamiliar lines of outrageoutrage and something else I didn't recognize at first. â€Å"It all sounds really annoying and strange. But I don't get why you're taking it so personally.† I peeked over at his face, hoping I hadn't offended him. He was suddenly calm, staring out the side window. â€Å"You just missed the turn,† he said in an even voice. I executed a very wide U-turn, nearly hitting a tree as my circle ran the truck halfway off the road. â€Å"Thanks for the heads-up,† I muttered as I started up the side road. â€Å"Sorry, I wasn't paying attention.† It was quiet for a brief minute. â€Å"You can stop anywhere along here,† he said softly. I pulled over and cut the engine. My ears rang in the silence that followed. We both got out, and Jacob headed around to the back to get the bikes. I tried to read his expression. Something more was bothering him. I'd hit a nerve. He smiled halfheartedly as he pushed the red bike to my side. â€Å"Happy late birthday. Are you ready for this?† â€Å"I think so.† The bike suddenly looked intimidating, frightening, as I realized I would soon be astride it. â€Å"We'll take it slow,† he promised. I gingerly leaned the motorcycle against the truck's fender while he went to get his. â€Å"Jake†I hesitated as he came back around the truck. â€Å"Yeah?† â€Å"What's really bothering you? About the Sam thing, I mean? Is there something else?† I watched his face. He grimaced, but he didn't seem angry. He looked at the dirt and kicked his shoe against the front tire of his bike again and again, like he was keeping time. He sighed. â€Å"It's just the way they treat me. It creeps me out.† The words started to rush out now. â€Å"You know, the council is supposed to be made up of equals, but if there was a leader, it would be my dad. I've never been able to figure out why people treat him the way they do. Why his opinion counts the most. It's got something to do with his father and his father's father. My great-grandpa, Ephraim Black, was sort of the last chief we had, and they still listen to Billy, maybe because of that. â€Å"But I'm just like everyone else. Nobody treats me special until now.† That caught me off guard. â€Å"Sam treats you special?† â€Å"Yeah,† he agreed, looking up at me with troubled eyes. â€Å"He looks at me like he's waiting for something like I'm going to join his stupid gang someday. He pays more attention to me than any of the other guys. I hate it.† â€Å"You don't have to join anything.† My voice was angry. This was really upsetting Jacob, and that infuriated me. Who did these â€Å"protectors† think they were? â€Å"Yeah.† His foot kept up its rhythm against the tire. â€Å"What?† I could tell there was more. He frowned, his eyebrows pulling up in a way that looked sad and worried rather than angry. â€Å"It's Embry. He's been avoiding me lately.† The thoughts didn't seem connected, but I wondered if I was to blame for the problems with his friend. â€Å"You've been hanging out with me a lot,† I reminded him, feeling selfish. I'd been monopolizing him. â€Å"No, that's not it. It's not just meit's Quil, too, and everyone. Embry missed a week of school, but he was never home when we tried to see him. And when he came back, he looked he looked freaked out. Terrified. Quil and I both tried to get him to tell us what was wrong, but he wouldn't talk to either one of us.† I stared at Jacob, biting my lip anxiouslyhe was really frightened. But he didn't look at me. He watched his own foot kicking the rubber as if it belonged to someone else. The tempo increased. â€Å"Then this week, out of nowhere, Embry's hanging out with Sam and the rest of them. He was out on the cliffs today.† His voice was low and tense. He finally looked at me. â€Å"Bella, they bugged him even more than they bother me. He didn't want anything to do with them. And now Embry's following Sam around like he's joined a cult. â€Å"And that's the way it was with Paul. Just exactly the same. He wasn't friends with Sam at all. Then he stopped coming to school for a few weeks, and, when he came back, suddenly Sam owned him. I don't know what it means. I can't figure it out, and I feel like I have to, because Embry's my friend and Sam's looking at me funny . . and† He trailed off. â€Å"Have you talked to Billy about this?† I asked. His horror was spreading to me. I had chills running on the back of my neck. Now there was anger on his face. â€Å"Yes,† he snorted. â€Å"That was helpful.† â€Å"What did he say?† Jacob's expression was sarcastic, and when he spoke, his voice mocked the deep tones of his father's voice. â€Å"It's nothing you need to worry about now, Jacob. In a few years, if you don't well, I'll explain later.† And then his voice was his own. â€Å"What am I supposed to get from that? Is he trying to say it's some stupid puberty, coming-of-age thing? This is something else. Something wrong.† He was biting his lower lip and clenching his hands. He looked like he was about to cry. I threw my arms around him instinctively, wrapping them around his waist and pressing my face against his chest. He was so big, I felt like I was a child hugging a grown-up. â€Å"Oh, Jake, it'll be okay!† I promised. â€Å"If it gets worse you can come live with me and Charlie. Don't be scared, we'll think of something!† He was frozen for a second, and then his long arms wrapped hesitantly around me. â€Å"Thanks, Bella.† His voice was huskier than usual. We stood like that for a moment, and it didn't upset me; in fact, I felt comforted by the contact. This didn't feel anything like the last time someone had embraced me this way. This was friendship. And Jacob was very warm. It was strange for me, being this closeemotionally rather than physically, though the physical was strange for me, tooto another human being. It wasn't my usual style. I didn't normally relate to people so easily, on such a basic level. Not human beings. â€Å"If this is how you're going to react, I'll freak out more often.† Jacob's voice was light, normal again, and his laughter rumbled against my ear. His fingers touched my hair, soft and tentative. Well, it was friendship for me. I pulled away quickly, laughing with him, but determined to put things back in perspective at once. â€Å"It's hard to believe I'm two years older than you,† I said, emphasizing the word older. â€Å"You make me feel like a dwarf.† Standing this close to him, I really had to crane my neck to see his face. â€Å"You're forgetting I'm in my forties, of course.† â€Å"Oh, that's right.† He patted my head. â€Å"You're like a little doll,† he teased. â€Å"A porcelain doll.† I rolled my eyes, taking another step away. â€Å"Let's not start with the albino cracks.† â€Å"Seriously, Bella, are you sure you're not?† He stretched his russet arm out next to mine. The difference wasn't flattering. â€Å"I've never seen anyone paler than you well, except for† He broke off, and I looked away, trying to not understand what he had been about to say. â€Å"So are we going to ride or what?† â€Å"Let's do it,† I agreed, more enthusiastic than I would have been half a minute ago. His unfinished sentence reminded me of why I was here.

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What are the arguments for and against focussing on skilled migration In answering this, specify who are the winners and losers What are the limitations of the Governments skilled immigration policy - Essay Example In 2005 for example, remittances figured $223 billion which was more than twice the rank of international aid. Public perceptions of migration and migrants play a major role in determining policy choices available to governments. The share of migrants in the global population may not be as high but its presence and visibility in terms of social, economic and political terms is felt. Migrants flow have shifted greatly in recent years with changing poles of attraction for labour migration for instance Asians find job opportunities within Asia while the Latin Americans are moving to Europe. There is a high labour participation in Europe, US and Australia. This shows that economic incentives remain high for migration to these market economies. UN confirms significant contribution of migration to population growth in Australia, US and some European countries. Immigration has been a difficult subject to government officials. This is because it raises moral choices about whom to let in the country, for how long and by what means. According to Levi (1999, p. 675) regulating entry means deporting or excluding people whose aim is to earn a living. The limitations of the government policy include one, it is impossible to influence the number of nationals entering the country it can only regulate them from accessing legal employment. Some of the nationals restricted include the Romanians and Bulgarians. The other limitation of the policy is that policy put towards asylum refugees and dependants of British system is greatly determined by considering human rights. These rights in clude rights to freedom from persecution and the right to family reunion. Consideration of these rights is beyond the governments limit though they can be modified. It is also impossible for a nation to control immigration and employment of migrants. This is because most come as visitors but overstay. Governments are therefore unable to regulate all

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Pizza Hut Essay Example for Free

Pizza Hut Essay PIZZA HUT was established on June 15 1958 in wichita university campus, wichita, kansas by two brothers FRANK and DAN CARNEY. The brothers had the concept of opening a pizza parlour which was relatively new during the 1950s and the potential of this business was seen by the two. They borrowed around six hundred dollars from their mother to buy second-hand equipments, machineries and rent a small space to open the first Pizza Hut. The next year, the second store was opened in Topeka, Kansas and within a decade Pizza Hut reached three hundred and ten Pizza parlours in various locations serving approximately a million people. In the year 1970, Pizza Hut already had 5,025 branches in the united states alone with half of it franchised. During the same year , the company in 1986 alone amounted to $2 billion. In the years 1990, the total sales of Pizza Hut reached $4 billion world wide. By the year 1996, the sales in the domestic market which is the United States, have reached over $5 million; the company had the largest share of the market in the same year for 46. 4%. in the year 1998, Pizza Hut launched their campaign, â€Å"The Best Pizzas under one roof†, in celebration of the company’s 40th anniversary. COMPANY OVERVIEW: Pizza Hut operates in ninety seven countries throughout the world. As of 2008, Pizza Hut had 7,564 units in the united states and 5,611 units outside the united states (source: Data moniter). Pizza Hut(UK), a privately held company, specialized in the operation of pizza restaurants and takeaways. Pizza Hut(UK) is a subsidiary of United states based Yum! Brands. The company primarily operates in the UK, with the Pizza Hut brand operating worldwide. Its headquartered in Borehamwood, UK. BUSINESS DESCRIPTION: Pizza Hut (UK) specialized in the operation of pizza restaurants and takeaway services. The company operates in four distinct categories of menus: restaurant menu, children’s menu, collection menu, delivery and take-away menu. MAIN MENU: Pizza Hut (UK) restaurant menu includes pizzas; starters and sides; pastas; salad station and salads; lunch buffet and light lunch; desserts, and drinks. The children’s menu includes pizza triangles, delicious margherita pizza, desserts, drinks and buffet. KEY EMPLOYEES: MAJOR PRODUCTS AND SERVICES: The company’s key products and services include the following: Big New Yorker Pizza. Quad Pizza. The Edge Pizza. Stuffed Crust Pizza. Grand Pan Pizza. Sicilian Pizza. Italian Pizza Twisted Crust Pizza. 4 For All Pizza. Pastas. Buffets. Cheesy Bites. Stuffed Crust. SERVICES: Full service restaurants Delivery and Take-Away service. PIZZA HUT SYMBOL: {draw:frame} PIZZA HUT MISSION STATEMENT: We take pride in making a perfect pizza and providing courteous and helpful service on time all the time. Every customer says, â€Å"I†ll be back! †. We are the employer of choice offering team members oppurtunities for growth, advancement, and rewarding careers in a fun, safe working environment. We are accountable for profitability in everthing we do, providing our shareholders with value growth. CORE VALUES: P. E. A. L. S. PASSION for excellance in doing everthing EXECUTE with positive energy and urgency. ACCOUNTABLE for growth in customer satisfaction and profitability. RECOGNIZE the achievement of others and have fun doing it. LISTEN and more importantly, respond to the voice of the customer. MAJOR COMPETITORS: Domino’s Pizza, Inc. Papa John’s International, Inc. McDonald’s Corporation ACHIEVEMENTS: {text:list-item} In 1986 Pizza Hut introduced delivery service, which played a vital role in the career of Pizza Hut. Out of all existing Pizza chains, Pizza Hut had the largest market share, 46. 4%. However, Pizza Hut’s market share has slowly eroded because of intense competition from their rivals of Domino’s and other fast food take away restaurants. These competitors alway look forward to enhance their customer numbers. Also, many other Pizza chains started to diversify and offer new non-pizza items such as buffalo wings, and italian cheese bread in order to increase their varieties and to increase the buyer power. The current chain in the Pizza chain is the same till today. All these Pizza supply chain try to come up with some newer, bigger, better and Pizza for comparatively low price. These chains are also strengthened new Pizza variations. For example, chicken is now a common topping found on Pizza’s. {draw:frame} A 1-800 number customer hotline and A customer call-back program. WHERE DO THEY BUY* ? WHY DO THEY BUY PIZZA* ? {text:list-item} Employing economies of scale, Pizza Hut has made its offering more affordable. Its delivery offer for four personal pan pizzas has been very successful, which helped the business to grow by 25%. The Pizza Hut recently launched a range of vegetarian personal pan pizza’s at very nominal and affordable price. Pizza Hut consolidating its position by opening more restaurants in the big cities where it already has the presence. {draw:frame} {text:list-item} {text:list-item} Though Pizza Hut have low competition, although they do have competitors such as dominos pizza, yet they have an advantage over these as Pizza Hut are the restaurant as well as take away unlike dominos pizza, this results Pizza Hut may have more sales therefore more income. Pizza Hut has a very strong market segment, they attract more customers by providing different varities, new products and tastes very often which leads increasing customer numbers and a higher percentage in sales, which may lead to greater profits. The major strength’s of the Pizza Hut are as follows: Pizza Hut is very strong in its financial situation and international turnover. Thus, it is good to manage its chain in the period of recession. Pizza Hut is BRAND LEADER in the united kingdom. Pizza Hut has good balance in its business over twenty thousand franchises around the world. It is also the part of the largest chain restaurant in the world. Since, it provides a skeletal structure to the fast food industries and services. Innovative range of Pizza’s under one roof. It is purely owned by YUM!. Pizza Hut is lacking with its varied range of products to attract customers of all lifestyles. There are complex computer systems and internal conflicts from franchisees, this may drive to de-motivation of staff. Lowering the quality of products, services to the customers and could lead to a lack of ideas. One of the major issue presented in developing a profitable delivery concept was whether there would be a charge for service taking into account that, for competitive reasons, as the company cannot charge for its delivery. This lead the company to increase its price slightly over pizza’s in traditional restaurants. This caused dissatisfaction for the customers. Since, they would pay 10% more for any size of pizza’s. The management also included that, the franchisees must also increase the size of the pizza as they could find the profit from the 10% additional price. But, this wasn’t a fare idea by the top management because the franchisees strongly disagreed with this concept and they find no reasons for delivery and increasing the size of the Pizza. There was major arguement between company and the franchisees, which was solved by providing some incentives by the company. Oppurtunities: The main oppurtunities of the Pizza Hut includes: Market share. Pizza home delivery. Growth into new market. Always looking at consumer satisfaction. Pizza Hut can readily grow in any other markets because it has cohesive and well structured organisation. Pizza Hut also holds a very strong market share. Pizza Hut has expanded its menu in indian market. Pizza Hut has targeted upscale products and a downscale consumer base; this would increase the sales and the revenue of the company. THREATS: There are various threats to the Pizza Hut as it should know more about its customer’s tastes. It should also carry some research to judge the company and its competitors on reputation, product quality, service, strength and price. Pizza Hut must also analyse about the buying decisions of the customers. Domino’s Pizza clearly intanded to gain total market leadership. So, Pizza Hut should try to maintain its position over its competitors. Pizza Hut improve its customer’s loyality quotient as it is comparitively low from its competitor’s. It is a truism to say that it is much more difficult to capture or recapture a customer than to maintain an existing one. Rising in the competition undermines Pizza Hut as consumers go for greater convenience. This would result in decreasing the sales of the Pizza Hut as these sales will switch to smaller companies who are offering their products at lower price. Increase in the cost of ingrediants especially cheese could threaten the margin of the company revenue. EXTERNAL ENVIRONMENTAL CONTEXT: It is very important to consider the external environment research for PIZZA HUT. Since, these external changes could drive the company to difficulties. These external environmental context will include PEST analysis which stands for political, environmental, social, technology, which determines the impact of the drivers in the company. P. E. S. T. ANALYSIS: POLITICAL: The political analysis of the Pizza Hut contains health and safety guidelines, labelling of GM (genetically modified) food, animal rights campigns, Bovine spongiform encephalopathy-1998 BRANDING STRATEGY: STRENGTH OF BRAND: A brand is the media between consumers and the company. The promise of the brand always reflects in the mind of the consumers. A strong brand can shape the way consumers think and can create preference in the market place. Following certain principles and behaviours, organisations can strengthen their brands by consistently delivering on their brand promise and making powerful connections with the consumers. Pizza Hut is a International brand reaches over 100 countries. Though other fast food markets maintains the flexibility to respond to the needs of its consumers. Pizza Hut consider the consistent look as a whole and feel for every restaurant. This driven Pizza Hut to be a one of the leading brands. STRENGTH OF SYMBOL AND LOGO: ROLE OF THE CUSTOMER: What people eat(or don’t eat) has always been determined by a complex interplay of social, economic and technological processes (schlosser, 2001). These explanation of the schlosser gives a clear picture of why the consumer makes a purchase. The consumer is identified by a being complexly psychological and on the most part illogical. THE THREE LEVELS OF EXPLANATION OF BUYING AND CONSUMPTION BEHAVIOUR (Dubois, 2000). {draw:text-box}. {draw:text-box} {draw:text-box} Dubois makes the observation that â€Å"people who are hungry notice advertising for food products†. This contention is supported when an example is given; â€Å"In the united states, the television campaign ‘ARE YOU HUNGRY ? ’ which was broadcast late at night by burger king was so successful that it forced the hamburger chain to stay open later† (Dubois, 2000). So, according to this paper narrates that, it is determined that mid-night advertisements for the delivery service or take-away food centres is advisable and consumers tend to attract more towards food products when they are hungry. The reliant on the natural human wants created by hunger. It is hoped that this review when coupled with the findings from the survey will give the debate, depth, purpose and concluding definition. RECOMMENDATIONS: The implement of ORGANIC PIZZA’S may increase the target market and enhance the buyer’s power. The consideration of cultural ethics is important when a new branch of Pizza Hut is launched in other countries. Pizza Hut can develop MEALDEAL as rest of the competitors offer. Example: MCPIZZA. In order to compete with its external environment.

Mans Evil Nature in Lord of the Flies by Golding Essay Example for Free

Mans Evil Nature in Lord of the Flies by Golding Essay When young boys are abandoned on an uninhabited island without adults, even they are capable of murder. This is the scenario depicted in the British author, William Goldings novel, Lord of the Flies, written and published in 1954 during World War 2. Comparing the characters of Jack, Ralph, Piggy and Simon with Freuds theory of id, ego and superego, one can prove that man has an underlying evil nature. The characters are represented with Jack as id, Ralph as ego, and Piggy and Simon as superego. Freuds theory of id, ego and superego influences the spheres of ones being. The id represents violence, and the drive to kill. The id is the desire to hurt others, and to dominate. In contrast the ego persuades one to make actions that make ones actions acceptable by others around them. It also controls the need for acceptance and the need to be in control. Though different, the superego lies within ones spirituality and need for order. It values rules, and commandments. Jack as id, represents the carnal drives in man. He illustrates this through painting his face. By painting his face, Jack suppresses his ego and superego, causing Jack to be capable of acts of violence without having any repercussions. Jack portrays this violence in different ways. First, Jack enjoys hunting because he gets to kill pigs. Often, in Lord of the Flies, Jack is consumed by killing pigs, and desires nothing more. The drive to kill rules his thoughts. In Jacks statement Were strong-we hunt! If theres a beast well hunt it down. Well close in and beat and beat and beat-(83), he demonstrates his carnal desire to hint and kill. Next, Jack also strove to control others. He would even resort to torture, What d you mean by it, eh? said the chief (Jack) forcefully What d you mean coming with spears? What d you mean by not joining my tribe? The prodding became rhythmic. Sam yelled.'(166). The desire to kill is what proves that Jack has an evil nature, and the fact that he came from a civilized society shows that anyone can become like him. Ralph displayed himself as being ego through his need for acceptance and his leadership. Ralphs need for acceptance is so strong that he would even go as far as to insult an other so all the boys would like him, and see him as  fitting in. An example of this is when Ralph said Hes not Fatty, cried Ralph his real names Piggy!(20) when he had promised Piggy earlier that he would tell no one else his name is Piggy. Ralphs desire to be one among the crowd made him stoop so low as to insult and hurt another, just so he could look better. When Ralph begins to fall away from the group, he begins to lose all his leadership. Often times Ralph would forget all the important things he would need to remember to become chief, and start to digress to savagery, just so he could be with the group. With Ralphs need for acceptance and loss in leadership power, it is apparent that even he was naturally evil. Piggy and Simon were the representations of superego. Piggys need for rules and Simons mysticism both suggested that superego was the largest influencing force in their lives. Piggy would often try to set up rules, and other tools of civilization to create order. Without that order, Piggy knew that there would be no hope in there situation. He proved this need for rules with his need to take names, Piggy moved among the crowd, asking names and frowning to remember them.'(17). Different from Piggy, Simon had a strange quality of mysticism about him. He had an understanding about the nature of the beast that no one else had. He illustrated this understanding when he had this vision, Fancy thinking the Beast was something that you could hunt and kill! said the head. For a moment or two the forest and all the other dimly appreciated places echoed with the parody of laughter. You knew, didnt you? Im part of you? Close, close, close! Im the reason why its no go? Why things are what they are?(130). With Piggys need for rules and Simons understanding of the nature of the Beast it is apparent that they both had the capabilities of the same savagery as the other boys. Through Freuds theory of id, ego, and superego, it is apparent that man does have an underlying evil nature in the novel Lord of the Flies. Jack, Ralph, Piggy, and Simon each display these aspects of mans evil nature, and also prove that if it can happen to  them that it can happen to anyone. Young children are typically thought of as more pure and innocent that those more experienced in the world. If they are  capable of such acts, it is sad to think what the rest of the world is capable of.

Tackling Problem Behaviour in Classrooms | Case Study

Tackling Problem Behaviour in Classrooms | Case Study Single Subject Design Abstract The following addresses the case study level C, case 2. It concludes on how to tackle problem behavior faced by teachers in class rooms through single subject research designs and offers a few solutions on how to counter act them. Dependent Variable The dependent variables (DV) in this case are two specific behaviors demonstrated by Rachel, which are: Not raising her hand before answering a question Unnecessarily communicating with her peers during class lecture Independent Variable The independent variable (IV) will be the response of the teachers to Rachel’s problematic behavior, that is how they reprimand her and the corrective measures they take to correct her behavior in class so that she learns to follow the class room norms and maintain discipline and abides by the rules similar to her peers. Behavior Which Needs To Be Changed Rachel demonstrates two sets of behavior related to disturbing classroom discipline which she needs to rectify in order to maintain the decorum of the class room. Firstly, Rachel needs to learn to raise her hand before answering questions asked by her teachers during comprehension and reading activities like everyone else instead of just blurting out answers without being called upon or waiting her turn. Secondly, she must learn not to pass notes to her friends or talk to her peers during class unnecessarily and pay attention to the lecture and focus on what is being taught. Single Subject Research Designs (SSRD) In SSRD, basically, the participant is passed through a non-treatment (baseline) and a treatment (experimental condition) phase and his performance is identified during each phase. Since Rachel is the only one in her class demonstrating problem behavior, she will be the only test subject and will act as her own control group. In this type of design a non-treatment stage is first initiated till the performance in question validates steadiness. When the behavior becomes steady, the treatment stage is started. Since Rachel’s obtrusive behavior is already very consistent we can move on to the next phase in our research design. Based on the data collected through direct observation of Rachel’s behavior, in Mr. Smith and Mrs. Patel’s biology class during reading and comprehension activities, and the personal insight of the observer a treatment plan for Rachel will be developed as a corrective measure for her behavior. The behavior in demand, the dependent variable in the experiment, that is, Rachel not raising her hand before answering a question and passing notes to her friends in class and talking to her peers will be measured through appropriate data collection methods. In this scenario event recording (frequency of the target behavior is noted with each one having a specific beginning and end) and interval recording (observation of an individual during specified observation periods divided into equal time intervals) will be most appropriate. The observer has to be discrete while collecting data so that the subject remains unaware that he/she is being observed as this might cause them to bec ome cautious and change their pattern of behavior causing distortion in the data collected leading to incorrect results. It is always wiser to assess a group of students than a single individual as to ward off suspicion. (Sachse-Lee) The event recording chart shows on which specific occasions Rachel has spoken out of turn in class and on which ones she waited to be called on. A written record provides an actual proof of her behavior and provides a justification for taking corrective measures against her actions. The interval recording chart shows how many times the problem behavior has occurred over a specific period of time. If the frequency of occurrence of problem behavior is greater than what otherwise might be considered normal, it calls for corrective measures to be taken to correct the situation, which is the case for Rachel. The results of a single subject experiment are classically understood by mentioning to the behavioral chart in which the data is shown graphically. For example, the ‘number of lectures’ can be plotted on the x-axis and the ‘number of times hand raised before answering a question’ can be plotted on the y-axis. The effectiveness of IV can be measured by the direction of the behavior before and after the experimental condition was implemented. Statistics are not usually used to understand the outcomes of single subject experiments but if the slope of curve moves upwards and becomes steeper it means that Rachel raised her hand before answering a question a greater number of times after the implementation of experimental conditions than she did under the baseline conditions. A distinct slope is stronger indication that the behavior is varying than if the slope is a gentle one. (Strain) ABA Change Format An ABA design is such type of single subject research design in which contributors are first presented to a baseline state (A). In the baseline state, no treatment or experimental variable is presented. After this the participants obtain the experimental state or treatment (B), after which they arrive to the baseline condition (A). The ABA design enables the experimenters to detect behavior before treatment, throughout treatment and after the treatment. To establish a course of action or experimental conditions to rectify Rachel’s behavior is important to first establish goals, that is, what is hopped to be accomplished after the experiment or what kind of short term and long term behavioral changes are expected to be demonstrated by Rachel. Short term Rachel raises her hand to answer and awaits her turn to speak in class. Rachel stops talking to her peers unnecessarily during lectures or pass notes to her friends. Rachel concentrates more on what is being taught and improves her grades. Long term Rachel discontinues all problem behavior and learns to follow the discipline and norms of any institute that she may attend after graduating and develops a sense of responsibility and maturity. Teachers are faced with challenges even before they begin to educate students. Not only are teachers responsible for teaching the core academic subjects such as reading, math, science, and social studies, but teachers are also presented with nonacademic challenges that influence their instruction (Lassen, Steele, Sailor, 2006). First of all, in the face of discretion Rachel cannot be made to feel the center of attention or that steps to rectify her behavior are being taken. As this can cause her to rebel and worsen the condition by making her behavior more extreme. Secondly, sending Rachel to the office every time she demonstrates any kind of problem behavior must be terminated. It only makes her feel like she is being bullied or unfairly targets. Under both these scenarios Rachel’s behavior cannot be improved or rectified. A more group focused approach is required for positive results. The entire class should be told what kind of behavior constitutes as acceptable or unacceptable in class with a set of rules mandatory for all to follow under the pretense that problem behavior will lead to negative marking which will affect their grades. Another approach can be to reinforce positive behavior instead of punishing negative behavior. Students who behave in a desirable or exemplary manner in class can be rewarded via a small token of appreciation, which be wither verbal appreciation, a piece of candy or deciding which chapter to be quizzed on. The teachers can be as creative as they like. Bibliography Sachse-Lee, C. (n.d.). A Meta-Analysis of Single-Subject. Retrieved March Sunday, 2014, from http://ldx.sagepub.com/content/33/2/114.short Strain, S. L. (n.d.). Evidence-Based Practice in Early Intervention/Early Childhood Special Education: Single-Subject Design Research. Retrieved March Sunday, 2014, from http://jei.sagepub.com/content/25/2/151.short How Can a Midwife Support the Family? How Can a Midwife Support the Family? Title: Describe the positive and negative aspects of being in the NUCLEAR FAMILY. How can the midwife support the NUCLEAR FAMILY. Undergraduate Degree Level Essay 2,500 words Essay The family unit is an entity which is defined by environment and culture as much as behaviour. Different civilisations and cultures will define â€Å"the family† in different ways. Economic considerations are often paramount in the transition from an extended family to the nuclear family and social commentators often refer to the difficulties in establishing a new household base (in areas of high rent or commercial property value) as being one of the major obstacles to the emergence of the nuclear family as the common features of society. To quote Margaret Mead: Nobody has ever before asked the nuclear family to live all by itself in a box the way we do. With no relatives, no support, weve put it in an impossible situation. It is not surprising perhaps that members of the nuclear family can find themselves in emotional and practical turmoil. (Mead M 1972) Cultural factors may also be significant such as the Hindu â€Å"joint family† where a marriage will being two family groups together as one family unit. (Bengtson V L 2001) The first task in this essay is to describe and define the nuclear family. It first appeared in the scientific literature just after the war and was used to describe the family structure of a mother, father and their children. A formal definition could be: The nuclear family is a social group characterised by common residence, economic cooperation and reproduction. It contains adults of both sexes, at least two of whom maintain a socially approved sexual relationship, and one or more children, own or adopted, of the sexually cohabiting adults. (Murdock, G P 1949). In modern social literature it is also sometimes used in the context of stable single parent families or families where the parents are a non-conjugal couple. In this essay we shall consider the nuclear family to be in the original Murdock tradition. In the context of the implications for midwifery, we should also consider the implications of a being nuclear family. The literature often describes its positive features as including being a haven which encourages intimacy, love and trust where individuals may escape the competition of dehumanising forces in modern society†¦Ã¢â‚¬ ¦ a place for escape from the rough and tumble industrialised world, and as a place where warmth, tenderness and understanding can be expected from a loving mother and protection from the world can be expected from the father. (Popenoe D 1997) The family life was famously pilloried by Nancy Mitford in her autobiography: â€Å"The great advantage of living in a large family is that early lesson of lifes essential unfairness.† (Acton H 1999) Although this was clearly intended as a flippant comment, one can suggest that the concept of the family as a haven is still both admitted and encouraged by social scientists, but in modern UK society the mechanisms of social protection and support that are currently available to most somewhat reduces the role of the father as â€Å"protector† and some commentators now add the concept of facilitating the ideal of personal fulfilment (or family fulfilment) as being the major role of the family unit The media would have us believe that society is decaying (The Guardian 2004) and cite the suggestion that the move towards self sufficiency, personal gratification and the move away from the extended family unit is evidence of that degeneration. The transfer of responsibility for the elderly from the family to the state and, to a lesser extent, the responsibility for childcare being assumed by the state is often put forward as further evidence of that decline. Such considerations are of peripheral importance to this essay and therefore will not be discussed further. We can examine the factors which are relevant to the change in prevalence of the nuclear family however, and these are often cited as Increase in sole occupancy dwellings and smaller family sizes Average age of marriage being older Average number of children decreasing and first birth at later age The historical pattern of fertility. >From baby boom to baby bust (instability) The ageing population. The trend towards greater life expectancy. Rising divorce rates and people who will never marry. (after Kidd K E et al. 2000) Clearly many of these factors have a resonance in the field of midwifery and we shall discuss them further. We should note however, that despite comments being made about the move away from the nuclear family structure that in the UK it is still the most prevalent stable family structure accounting for in excess of 70% of all households. If we consider briefly how the nuclear family developed, we can look back to the days of the industrial revolution when social scientists point to the move from the extended family unit to a mobility dictated by the absence of a welfare state and family members moving to live with others who were in employment. Such changes were seen as an influence to extend and modify the family unit as a whole. As the welfare state evolved, the economic pressures referred to above became less of a compelling factor and the nuclear family emerged. Some commentators use the term â€Å"dispersed extended family† due to the fact that a nuclear family is now able to keep in functional contact with other family members through the medium of telephone, fast easy travel and now email (Shaw M et al. 2002) Other factors that have changed and that are relevant to our considerations here are the relationships between parents and their children. In the past it was comparatively common to find that parents had children for economic reasons and were typically very authoritarian. The advent of social prosperity and the social support mechanisms available to UK households now mean that the economic necessity for having children is no longer viable. Parent / child relationships are said to be more loving and warmer and children are typically allowed a longer period of childhood in modern day life. There is also a considerable body of evidence to show that children are dependent on their parents for much longer than they used to be.(Wilkinson R et al. 1998) We should not suggest that this comparatively rosy assessment of the nuclear family is the only consequence of social evolution. We can point to evidence that the traditional order of life events marriage, sex and children is becoming progressively reordered. Marriage is progressively less likely to come first and progressively more likely not to happen at all. In the last three decades the levels of cohabitation has trebled and the number of babies born outside marriage has increased fivefold. In the same period the number of single parent families has increased by a factor of three. Other significant statistics are that over the last 30 years the divorce rate has doubled which currently has the effect of finding that 50% of children under the age of 16 have had to live through their parent’s divorce. The midwife is often central to the portal of support systems to the newly pregnant mother and thereby to the family. The possibilities of interaction between the midwife and the family are virtually endless and the opportunities for support and guidance at a vulnerable time in life are legion. (Pennebaker J W et al. 2002). We shall therefore use a few examples by way of illustration. One of the prime reasons cited for relationship breakdown is depression in one or both partners. This is a well recognised sequel of childbirth and the midwife can clearly play a major role in spotting the early signs, enlisting prompt intervention and offering support to the whole family unit in such circumstances. (Davidson L 2000) One recent paper examined the role of the midwife in actually preventing (or minimising) the onset and severity of post natal depression with the simple expedient of holding â€Å"debriefing† sessions. (Small R et al. 2000). The aim was to allow the mother to verbalise her experiences and to gain support and empathy from the midwife. The paper was both long and involved but, in essence, it examined the practice of debriefing, which has been successfully employed in other fields of healthcare as a means of reducing the burden of psychological morbidity, in its application to the field of midwifery. The authors point to the fact that there has only been one other qualitative trial in this area in the field of reproductive medicine and that was after spontaneous abortion when it was found to have a marked beneficial effect. (Bland J M et al. 2000) This particular paper emphasises the role that the midwife can play in providing support. The significance is that the debriefing process, as such, does not measurably reduce the incidence of maternal depression but that the support that was provided was found to reduce the psychological distress felt by the mothers. The downside of such an intervention is that it can be seen as causing introspection and medicalising of the patient’s symptomatology. Empathetic handling and a sympathetic approach would clearly be part of the midwife’s clinical acumen (Lavender T et al. 1998) and nearly all of the women who underwent the debriefing sessions said that they found then helpful. In terms of bonding and fostering the loving relationships that were commented on earlier, one could postulate that the role of the midwife in the promotion of breastfeeding activities is fundamentally important. The literature does not show any good evidence base for this hypothesis, mainly because of the fact that it would be both hard to quantify and measure, but the trial from Graffy (J et al. 2004) does support the fact that positive help and advice from healthcare professionals in the immediate postnatal period helps to promote maternal bonding which, in turn is associated with and increase in bonding in later life (Hamlyn B et al. 2000). Curiously enough the trial did not find that the intervention significantly increased the rate of breast feeding, which may be a reflection of the fact that the modern mother in the UK is bombarded with promotional messages about breast feeding from many different sources and the intervention of the midwife is not fundamentally critical to achieving this goal. The mothers interviewed afterwards who were successful in their attempts at breast feeding commented on the fact that they felt emotionally satisfied with a greater frequency than those who were not able to do so. >From the point of view of our considerations here we should note that there were a significant number of women (26% in this trial) who positively refused any help or support from any of the healthcare professionals, and this group may well benefit from careful handling and empathetic intervention in the pregnancy when the midwife is the main healthcare professional in contact with the expectant mother. The midwife has a number of constraints upon her professional involvement and, generally by virtue of time constraints she has little time to act as a councillor to the family’s problems. We should therefore consider the effect of the modern concept of the seamless interface of care and multidisciplinary team working. (Kvamme O J et al. 2001). If the midwife is working in the hospital setting and becomes aware of family difficulties she should consider it part of her professional remit to pass on her concerns and knowledge to other appropriate professionals in the healthcare team whether that is at the level of the primary healthcare team or to a specific councillor or other related agency. Clearly this is easier if the midwife is already working in the community setting (Haggerty J L et al. 2003) as both continuity and coordination are more easily controlled The thrust of this essay is to suggest that a role of the midwife is to support the newborn child as it begins its presumptive relationship with its new family and this can sometimes best be achieved by supporting the family unit during and after the birth of the child. In this regard we could finish this examination of the nuclear family with a comment from Pearl S. Buck who criticized the current system on part of emotional security aspects. He said The lack of emotional security of our young people is due, I believe, to their isolation from the larger family unit. No two people no mere father and mother as I have often said, are enough to provide emotional security for a child. He needs to feel himself one in a world of kinfolk, persons of variety in age and temperament, and yet allied to himself by an indissoluble bond which he cannot break if he could, for nature has welded him into it before he was born. (ODQ 2004) References Acton H 1999 Nancy Mitford: A Biography (Paperback) Macmillan : London 1999 Bengtson V L 2001 Journal of Marriage and Family ; Feb 2001 ; 63 , 1; Bland J M , J. Lumley, and R. Small 2000 Midwife led debriefing to reduce maternal depression BMJ, December 9, 2000 ; 321 (7274) : 1470 1470. Davidson L 2000 Psycho-social interventions in maternity care; the need for evaluation BMJ, 22 Dec 2000 Pg 24-7 Graffy J, Jane Taylor, Anthony Williams, and Sandra Eldridge 2004 Randomised controlled trial of support from volunteer counsellors for mothers considering breast feeding BMJ, Jan 2004 ; 328 : 26 ; Greif, Avner (2005). Family structure, institutions and growth: The origins and implications of Western corporatism Health Bull 2005 ; 39 : 166-72. Haggerty J L, Robert J Reid, George K Freeman, Barbara H Starfield, Carol E Adair, and Rachael McKendry 2003 Continuity of care: a multidisciplinary review BMJ, Nov 2003 ; 327 : 1219 1221 ; Hamlyn B, Brooker S, Oleinikova K, Wands S. 2000 Infant feeding 2000. London: Stationery Office, 2002. Kidd K E, Altman D G. 2000 Adherence in social context. Control Clin Trials 2000 ; 21( suppl 1) : S184 7. 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Small R, Judith Lumley, Lisa Donohue, Anne Potter, and Ulla Waldenstrà ¶m 2000 Randomised controlled trial of midwife led debriefing to reduce maternal depression after operative childbirth BMJ, Oct 2000 ; 321 : 1043 1047. The Guardian Saturday September 25, 2004 Wilkinson R, Marmot M, ed. 1998 Social determinants of health. The solid facts. Copenhagen: WHO, 1998 : 308. ################################################################ 8.12.06 Word count 2,576 PDG