Cyber Bullying And Its Effects On Its Victims - 1651 Words

Society is constantly revolutionizing through technological advances that are creating, changing and shifting the individuals who live in it, especially cyber bullying. With the rise in the use of technology, digital culture and anonymity, cyber bullying has become a prominent issue that can have negative psychological effects on its victims through the power of these technological advances. This new 21st century term is derived from standard physical bullying has become a prominent and revolving issue as cellphone, texting and social media sites take away one’s privacy by causing harmful psychological effects on its victims (Siegel, 2012). With the advancement of technology, cyber bullying has becoming a prominent issue in society. The term cyber bullying is defined as using technology, like emails, social media and text messaging as a means to inflict psychological distress on another (Barlett, 2013) Since this is a new term derived from the old one; bullying, it is defined as either inflicting physical pain or social exclusion as a means of harming (Chibbaro, 2010). This new advancement known as the Internet has lead to the misuse of technology, which is seen in younger individuals who are unaware of the psychological distress they cause to one another (Barlett, 2013). This issue discussed by Siegel (2012) reports the excessive use as â€Å"the Internet is in the air they breathe, how they function in the world† (Siegel, 2012)†. These individuals turn to the Internet as aShow MoreRelatedBullying Effects900 Words   |  4 Pagesand Effects of Bullying Every year, approximately 7 percent of students report to being bullied (â€Å"Physical†). Most people know bullying is wrong, but it continues to play a dominating role in the lives of adolescents. Whether the bullying was done by spreading rumors, calling someone names or through the Internet, there are many different causes of bullying, why it occurs, and how it effects the victim. The causes of bullying can influence how the bully decides to target a victim. Victims ofRead MoreCyberbullying Essay615 Words   |  3 Pagesinforming you about cyber bullying Central Idea- I will be informing you about what cyber bullying actually is, the causes of cyber bullying, and the effects its has on people. Introduction I- â€Å"Around 1 in5 kids have been cyber bullied. That 1 in 5 may be your friends, your siblings, or even you.† (Cyber bullying Stats 1). II. As the majority of my audience â€Å"think† they know what cyber bullying is, I am here to inform you all exactly what its and the causes and effects it has on people Read MoreCriminalization of Cyberbullying1026 Words   |  5 Pages As the effects of cyber bullying are becoming a growing problem, the criminalization of cyber bullying is needed to prevent its harmful repercussions to the United States and serve as a deterrent. Cyber bullying has become the 21st century version of bullying; it has extended beyond the classroom and onto a virtual world that seems to have no real-life effects. The world is now able to bully someone in the comfort of his or her own home, at any given point, with the use of technology.Read MoreThe Effects Of Social Media On Teenagers Essay1259 Words   |  6 PagesAlexsandra Rodriguez Professor Alexandra Dragin Rhetoric 102 November 15, 2016 Prompt #1 The Negative Effects Social Media has on Teenagers Social media is defined as â€Å"forms of electronic communication (as Web sites for social networking and micro blogging) through which users create online communities to share information, ideas, personal messages, and other content.† (Merriam-Webster, 2004). Social media sites such as Facebook, Twitter, Instagram, and YouTube have the attention of millions ofRead MoreCyber Bullying Is An Action Of Harassing Or Harming People Using Technology945 Words   |  4 PagesCyber bullying is an action of harassing or harming people using technology. It is increasing with the increasing technology. People of all ages are victims for this where majority of them are teenagers. It includes posting rumors or gossip about a person and insulting them or sometimes it may include morphing of their photos and posting them in social media networks to embarrass them. A victim can t cyber predict the cyber bully and is difficult to know that person. A cyber bully can be any unknownRead MoreCyb er Bullying : A Deep Seated Psychological Problem1359 Words   |  6 Pages Cyber Bullying Introduction Cyber bullying among teen occur when the teenagers harms or harass their peers over the information technology network. Cyber refers to any form of information technology and is not limited to social networks such as Facebook, blogs, twitter, SMS. It is important to note that an action can only be considered as bullying if it is repeated and conducted deliberately to harm or harass the victim. ThisRead MoreEssay about Cyber Bullying1223 Words   |  5 Pagesphysically, but to those who have been or are currently victims of cyber bullying words can be the difference between life and death. â€Å"Words hurt, and they hurt much more when repeated in the echo chamber of the Internet.† (Rep. Linda Sanchez via FoxNews.com) There are at least 4 examples in the United States where cyber-bullying has been linked to the suicide of a teenager [1]. What is Cyber Bullying? Cyber bullying is defined as â€Å"bullying through information and communication technologiesRead MoreResearch Paper-Bullying1614 Words   |  7 PagesBullying â€Å"Words will never hurt me† used to be just an expression, but now bullying has gotten so bad that words really do hurt, this is known as â€Å"bullicide†. Many children, teens, and even some adults are victims of physical, verbal, or cyber bullying. Bullying affects victims negatively and can sometimes lead to suicide. Children, parents, and teachers need to work to prevent and end bullying. Bullying is a serious issue that has numerous causes and effects that can sometimes be life changingRead MoreCyber Bullying : The Third Leading Cause Death For American Youths901 Words   |  4 Pagesthat bullying is an environmental stress that increases the risk of adolescent suicide substantially. Approximately 20-35% of adolescents report being involved in bullying as a bully, victim or both (Litwiller Brausch, 2013). Traditional forms of bullying include; physical bullying which involves the infliction of physical harm, emotional bullying which includes verbal harassme nt or teasing and social bullying when someone is purposefully excluded (Novick, 2013). One definition for cyber bullyingRead MoreCyber Bullying Must Be Improved And Consistent1267 Words   |  6 Pages Amanda Bridges Ms. Shultz / Mrs. Seymore English 5th Period 28 January 2015 Cyber Bullying Have you ever been cyber bullied? The effects of cyberbullying are greater than many people have come to realize. Cyber bullies have been around for a long time, but technology now gives them a whole new way to get to their victims easier and faster. Cyberbullying is the use of information technology to repeatedly harm or harass other people in a deliberate manner (abouthealth). Cyberbullying happens

The Archaeology of Ancient Peru and Central Andes

Ancient Peru traditionally corresponds to the South American area of the Central Andes, one of the archaeological macro-areas of South America archaeology. Beyond encompassing all Peru, the Central Andes reach toward the  north, the border with Ecuador, westward the lake Titicaca basin in Bolivia, and south the border with Chile. The amazing ruins of the Moche, Inca, Chimà º, along with Tiwanaku in Bolivia, and the early sites of Caral and Paracas, among many others, make the Central Andes probably the most studied area of all South America. For a long time, this interest in Peruvian archaeology has been at the expense of other South American regions, affecting not only our knowledge about the rest of the continent but also the connections of the Central Andes with other areas. Fortunately, this trend is now reversing, with archaeological projects focusing on all South American regions and their reciprocal relations. Central Andes Archaeological Regions The Andes obviously represent the most dramatic and important landmark of this sector of South America. In ancient times, and to some extent, in the present, this chain shaped the climate, the economy, the communication system, the ideology and religion of its inhabitants. For this reason, archaeologists have subdivided this region into different zones from north to south, each separated into coast and highland. Central Andes Culture Areas Northern Highlands: it includes the valley of the Maraà ±on river, the Cajamarca valley, Callejon de Huaylas (where the important site of Chavin de Huantar is located, and home of the Recuay culture) and Huanuco valley; North Coast: Moche, Viru, Santa and Lambayeque valleys. This subarea was the heart of the Moche culture and the Chimu kingdom.Central Highlands: Mantaro, Ayacucho (where the site of Huari is located) valleys; Central Coast: Chancay, Chillon, Supe, and Rimac valleys. This subarea  was strongly influenced by the Chavin culture and has important Preceramic and Initial period sites.Southern Highlands: Apurimac and Urubamba valley (site of Cuzco), the heartland of the Inca empire during the Late Horizon period; Southern Coast: Paracas peninsula, Ica, Nazca valleys. The South coast was the center of the Paracas culture, famous for its multicolor textiles and pottery, of the Ica pottery style, as well as the Nazca culture with its polychrome pottery and enigmatic geoglyph s.Titicaca Basin: Highland region at the border between Peru and Bolivia, around the lake Titicaca. An important site of Pucara, as well as the famous Tiwanaku (also spelled as Tiahuanaco). Far South: This includes the area at the  border between Peru and Chile and the region of Arequipa and Arica, with the important burial site of Chinchorro in northern Chile. The Central Andean population were densely settled into villages, large towns, and cities on the coast as well as in the highlands. People were divided into distinct social classes since very early times. Important to all ancient Peruvian societies was ancestor worship, often manifested through ceremonies involving mummy bundles. Central Andes Interrelated Environments Some archaeologists use for ancient Peru culture history the term â€Å"vertical archipelago† to emphasize how important was for people living in this region the combination of highland and coastal products. This archipelago of different natural zones, moving from the coast (west) to the inland regions and the mountains (east), provided abundant and different resources. This mutual dependence on different environmental zones that make up the Central Andean region is also visible in the local iconography, which since very early times featured animals, like felines, fish, serpents, birds coming from different areas such as the desert, the ocean, and the jungle. Central Andes and Peruvian Subsistence Basic to the Peruvian subsistence, but available only through exchange between different zones, were products such as maize, potatoes, lima beans, common beans, squashes, quinoa, sweet potatoes, peanuts, manioc, chili peppers, avocados, along with cotton (probably the first domesticated plant in South America), gourds, tobacco and coca. Important animals were camelids such as domesticated llamas and wild vicuà ±a, alpaca and guanaco, and guinea pigs. Important Sites Chan Chan, Chavin de Huantar, Cusco, Kotosh, Huari, La Florida, Garagay, Cerro Sechà ­n, Sechà ­n Alto, Guitarrero Cave, Pukara, Chiripa, Cupisnique, Chinchorro, La Paloma, Ollantaytambo, Macchu Pichu, Pisaq, Recuay, Gallinazo, Pachacamac, Tiwanaku, Cerro Baul, Cerro Mejia, Sipan, Caral, Tampu Machay, Caballo Muerto Complex, Cerro Blanco, Paà ±amarca, El Brujo, Cerro Galindo, Huancaco, Pampa Grande, Las Haldas, Huanuco Pampa, Lauricocha, La Cumbre, Huaca Prieta, Piedra Parada, Aspero, El Paraiso, La Galgada, Cardal, Cajamarca, Cahuachi, Marcahuamachuco, Pikillaqta, Sillustani, Chiribaya, Cinto, Chotuna, Batan Grande, Tucume. Sources Isbell William H. and Helaine Silverman, 2006, Andean Archaeology III. North and South. Springer Moseley, Michael E., 2001, The Inca and their Ancestor. The Archaeology of Peru. Revised Edition, Thames and Hudson

Benin Art in Museums and Galleries Essay - 1408 Words

The display of Benin art in museum and galleries reflect the attitudes and perceptions of Europeans towards non-western artefacts, especially African. Thus as European attitudes change towards non-western art since the discovery of Benin art in 1897, Benin art has been revaluated and re-categorised. Initially there was a great deal of debate about Benin art and its display, as it did not equate with the perceptions then held about Africa. Until the British conquest of Benin in 1897, little was known about Benin and its culture apart from brief interaction with other Europeans in the sixteenth century. The perception of Africa was of a primitive, savage and uncivilised land, full of ‘abuses and fetishes and idolatries’, (Hodgkin, 1975,†¦show more content†¦This posed a display problem to exhibitors including the British Museum as they tried to fit them into the ethnological museum to explain the emergence of ‘civilisation from prehistory’ (Loftus, 2008). The predominating attitude towards the Benin artwork was that it was the exception and lost treasure from an ancient, African civilisation. This resulted in the display of the Benin bronze plaques in the British Museum as a ‘collective wall decoration, halfway up the main stairs, one more element in the eclectic mosaic of artefacts’ (Wood, 2008, p72). The rest of the display of various antiquities of art and functional items like weapons and transport displayed jumbled together in glass cabinets with little or no detail as to the function or cultural value of the artefacts often misrepresenting ideas about primitive life. The primitive nature of African art attracted many artists looking for new inspiration and expression as urban modernity lost its vitality in the late 1880’s and 90’s (Wood, 2008). In adopting primitive African art as the catalysis for their expression of modernity, avant-garde artists created a more positive perception of the primitive rather than the negative barbaric perception. Wood (2008) quotes the early twentieth century, avant-garde critic Carl Einstein in that the Benin artworks were of no decisive significance. In fact, the western artists reduced their sophisticated beauty of the artwork as seen inShow MoreRelatedEssay about The Benin Bronzes1663 Words   |  7 PagesThis essay deals with the nature of a cross cultural encounter between the Benin people and Portuguese traders in the 15th and 16th centuries, which resulted in the depiction of Portuguese figures in Benin brass plaques. It will propose that this contact between people with different cultures w as on the basis of mutual regard (Woods, K. 2008, p. 16), and although the Portuguese had qualms about idolatry in Benin it will show that assumptions by Europeans up to the 20th century of the primitiveRead MoreEssay on The Art of Benin1045 Words   |  5 PagesWestern attitudes to African people and culture have always affected how their art was appreciated and this has also coloured the response to the art from Benin. Over time concepts of ‘Race’, defined as a distinct group with a common linage, and ‘Primitive’ which pertains to the beginning or origin, , have been inextricably linked with the perception of Africa. The confusion of the two in the minds of people at the end of the 19th centaury, and some of the 20th, caused a sense of superiorityRead MoreRead Carefully the Following Piece of Text. What Does It Tell Us About Cross Cultural Encounters?1128 Words   |  5 Pagesnew vice-consul for the Benin river section Captain Henry Gallwey visited Benin and signed a treaty which made Benin a British protectorate, but as far as the British were concerned the treaty proved disappointing and by 1896 many British traders and officials were calling for military intervention, although the foreign office seemed reluctant to do this. On January 2nd 1897 the acting consul-general of the protectorate James Phillips set off without permission for Benin accompanied by a large armedRead MoreThe Art of Benin Essay954 Words   |  4 PagesWhy is the ownership of Benin Art so controversial? The ownership of Benin Art could have been so controversial for a number of reasons. Most notably I would say, is due to the Anthropologists seeing it as a cultural insight into the history of Benin however when people were introduced to start looking at the artefacts from also a more artistic approach, this, for the anthropologists was taking the cultural effect away from it. Some people may have felt hostile to how these artefacts were obtainedRead MoreHow The Ghana Is Influenced By African Art1493 Words   |  6 Pageshow the Benin is able to concept the uncivilised nature of African societies. We will also look at the relationship between the Benin Bronzes, as African art, rather than modern art in the west. We know that the Benin bronzes are known to be of ‘aesthetic’, ‘spiritual’ and ‘sentimental’ value due to its symbolic appraisal of civilisation. They are also one of the most sophisticated pieces of art. When looking into the African heritage, we can note it has a vast impact on the modern art world - artistsRead MoreAnalyzing The African Art Galleries On The Metropolitan Museum Of Art867 Words   |  4 Pages This paper will be describing and analyzing the African Art Galleries in the Metropolitan Museum of Art. The galleries that will be critiqued in this paper are 350, 351, and 352. Gallery 350 (Samuel H. and Linda M. Lindenbaum Gallery) is an averaged size rectangular room that spans about the length of a sidewalk. The gallery contains several carved wooden sculptures, primarily located in the center of the gallery that immediately take over upon entering. While most objects are not enclosed in casesRead MoreThe Artifacts Of The Past2785 Words   |  12 PagesBecause the history of art is, for the most part, a history of theft; questions over its ownership are bound to ensue. So, how do we decide who owns art, and subsequently, history? Prevailing postcolonial ideologies, might characterise museums as imperial despoilers in which their possession of artefacts showcase the dispossession of cultural identity from the colonised, robbing the motif behind acquired objects. This works in conjunction with the idea that when an ancient work of art is removed from itsRead MoreThe Marbles : British Museum Loan3096 Words   |  13 Pagesâ€Å"Elgin Marbles: British Museum loan an affront to the Greek people † It was this headline about the British museum decision to loan Greek god Ilissos to Russia that caught my attention. I wondered how a nation like Britain that prided itself on it ethics blatantly refuses to return a historical item that was never theirs. Why would that not be considered stealing? As I delved further into Greece’s demand for repatriation, I began to notice a common theme that ran through most items with contestedRead MoreMuseums Essays10752 Words   |  44 PagesMuseum Museum, institution dedicated to helping people understand and appreciate the natural world, the history of civilizations, and the record of humanity’s artistic, scientific, and technological achievements. Museums collect objects of scientific, aesthetic, or historical importance; care for them; and study, interpret, and exhibit them for the purposes of public education and the advancement of knowledge. There are museums in almost every major city in the world and in many smaller communitiesRead MoreHISTORY OF EDUCATION IN NIGERIA6273 Words   |  26 Pagesteacher. The aims and curriculum of this form of education are pre-planned with a designated teacher to expose students to learning experiences. The agencies through which knowledge is acquired in this form of education include Library, Museum, Zoo, Picture Galleries, Lectures and Symposium etc. The evidence to prove that one has acquired this form of education is usually the issuance and acquisition of certificate. 3. Non-Formal: This is an organized and deliberate means of acquiring knowledge but

20th Century Design Slt 1 - 1526 Words

Studio Learning Task 1 – What is Design? Q1. What was the industrial revolution? When did it occur? How did industrialisation lead to the creation of the design profession? How was industrial manufacturing different from the traditional way of making a product and what role did the designer play in creating new products? The industrial revolution, which began in England around the 19th century, was the transition of a once rural and agricultural society into one in which new manufacturing processes were introduced. Industrialisation gave way to more jobs, and with products beginning to be produced in factories or with more advanced equipment, it meant that the product design and the actual production were no longer done by the same†¦show more content†¦Q4 The work of the designer has five major focal points, which are outlined in the reading on p.14 - list these and explain what you understand each one to mean for the designer and their profession. If you are studying design, then explain these points in relation to your design discipline. * Artistic/aesthetic – The design of a product is what your intended audience will first see, so it’s important to have an appealing aesthetic. Things within this realm may include the choice of colour or the shape and feel of the object or d esign. * Technical/functional – Though the aesthetic is what will draw someone into the design, it must still be functional. This point I believe refers to consciously designing so it still does what it was initially intended to do, and the design doesn’t interfere with the functionality. * Marketing orientation – Ensuring that you are marketing your design toward the correct audience. This could mean taking into consideration your audience when designing and making sure the design is appropriate. * Theoretical/scientific - I’m not particularly sure about this one? Perhaps the designer has to take into account whether or not their design is theoretically possible, or the way their audience will perceive the design. * Organisational/administrative –The way inShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational behavior / Stephen P. Rob bins, Timothy A. Judge. — 15th ed. p. cm. Includes indexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions

Lord of the Flies Chapter 4-6 Free Essays

string(96) " of the other hunters, especially Roger, seem even crueler and less governed by moral impulses\." ————————————————- Chapter 4 Summary Life on the island soon develops a daily rhythm. Morning is pleasant, with cool air and sweet smells, and the boys are able to play happily. By afternoon, though, the sun becomes oppressively hot, and some of the boys nap, although they are often troubled by bizarre images that seem to flicker over the water. We will write a custom essay sample on Lord of the Flies Chapter 4-6 or any similar topic only for you Order Now Piggy dismisses these images as mirages caused by sunlight striking the water. Evening brings cooler temperatures again, but darkness falls quickly, and nighttime is frightening and difficult. The littluns, who spend most of their days eating fruit and playing with one another, are particularly troubled by visions and bad dreams. They continue to talk about the â€Å"beastie† and fear that a monster hunts in the darkness. The large amount of fruit that they eat causes them to suffer from diarrhea and stomach ailments. Although the littluns’ lives are largely separate from those of the older boys, there are a few instances when the older boys torment the littluns. One vicious boy named Roger joins another boy, Maurice, in cruelly stomping on a sand castle the littluns have built. Roger even throws stones at one of the boys, although he does remain careful enough to avoid actually hitting the boy with his stones. Jack, obsessed with the idea of killing a pig, camouflages his face with clay and charcoal and enters the jungle to hunt, accompanied by several other boys. On the beach, Ralph and Piggy see a ship on the horizon—but they also see that the signal fire has gone out. They hurry to the top of the hill, but it is too late to rekindle the flame, and the ship does not come for them. Ralph is furious with Jack, because it was the hunters’ responsibility to see that the fire was maintained. Jack and the hunters return from the jungle, covered with blood and chanting a bizarre song. They carry a dead pig on a stake between them. Furious at the hunters’ irresponsibility, Ralph accosts Jack about the signal fire. The hunters, having actually managed to catch and kill a pig, are so excited and crazed with bloodlust that they barely hear Ralph’s complaints. When Piggy shrilly complains about the hunters’ immaturity, Jack slaps him hard, breaking one of the lenses of his glasses. Jack taunts Piggy by mimicking his whining voice. Ralph and Jack have a heated conversation. At last, Jack admits his responsibility in the failure of the signal fire but never apologizes to Piggy. Ralph goes to Piggy to use his glasses to light a fire, and at that moment, Jack’s friendly feelings toward Ralph change to resentment. The boys roast the pig, and the hunters dance wildly around the fire, singing and reenacting the savagery of the hunt. Ralph declares that he is calling a meeting and stalks down the hill toward the beach alone. Analysis At this point in the novel, the group of boys has lived on the island for some time, and their society increasingly resembles a political state. Although the issue of power and control is central to the boys’ lives from the moment they elect a leader in the first chapter, the dynamics of the society they form take time to develop. By this chapter, the boys’ community mirrors a political society, with the faceless and frightened littluns resembling the masses of common people and the various older boys filling positions of power and importance with regard to these underlings. Some of the older boys, including Ralph and especially Simon, are kind to the littluns; others, including Roger and Jack, are cruel to them. In short, two conceptions of power emerge on the island, corresponding to the novel’s philosophical poles—civilization and savagery. Simon, Ralph, and Piggy represent the idea that power should be used for the good of the group and the protection of the littluns—a stance representing the instinct toward civilization, order, and morality. Roger and Jack represent the idea that power should enable those who hold it to gratify their own desires and act on their impulses, treating the littluns as servants or objects for their own amusement—a stance representing the instinct toward savagery. As the tension between Ralph and Jack increases, we see more obvious signs of a potential struggle for power. Although Jack has been deeply envious of Ralph’s power from the moment Ralph was elected, the two do not come into open conflict until this chapter, when Jack’s irresponsibility leads to the failure of the signal fire. When the fire—a symbol of the boys’ connection to civilization—goes out, the boys’ first chance of being rescued is thwarted. Ralph flies into a rage, indicating that he is still governed by desire to achieve the good of the whole group. But Jack, having just killed a pig, is too excited by his success to care very much about the missed chance to escape the island. Indeed, Jack’s bloodlust and thirst for power have overwhelmed his interest in civilization. Whereas he previously justified his commitment to hunting by claiming that it was for the good of the group, now he no longer feels the need to justify his behavior at all. Instead, he indicates his new orientation toward savagery by painting his face like a barbarian, leading wild chants among the hunters, and apologizing for his failure to maintain the signal fire only when Ralph seems ready to fight him over it. The extent to which the strong boys bully the weak mirrors the extent to which the island civilization disintegrates. Since the beginning, the boys have bullied the whiny, intellectual Piggy whenever they needed to feel powerful and important. Now, however, their harassment of Piggy intensifies, and Jack begins to hit him openly. Indeed, despite his position of power and responsibility in the group, Jack shows no qualms about abusing the other boys physically. Some of the other hunters, especially Roger, seem even crueler and less governed by moral impulses. You read "Lord of the Flies Chapter 4-6" in category "Essay examples" The civilized Ralph, meanwhile, is unable to understand this impulsive and cruel behavior, for he simply cannot conceive of how physical bullying creates a self-gratifying sense of power. The boys’ failure to understand each other’s points of view creates a gulf between them—one that widens as resentment and open hostility set in. ————————————————- Chapter 5 Summary As Ralph walks along the beach, he thinks about how much of life is an improvisation and about how a considerable part of one’s waking life is spent watching one’s feet. Ralph is frustrated with his hair, which is now long, mangy, and always manages to fall in front of his eyes. He decides to call a meeting to attempt to bring the group back into line. Late in the evening, he blows the conch shell, and the boys gather on the beach. At the meeting place, Ralph grips the conch shell and berates the boys for their failure to uphold the group’s rules. They have not done anything required of them: they refuse to work at building shelters, they do not gather drinking water, they neglect the signal fire, and they do not even use the designated toilet area. He restates the importance of the signal fire and attempts to allay the group’s growing fear of beasts and monsters. The littluns, in particular, are increasingly plagued by nightmare visions. Ralph says there are no monsters on the island. Jack likewise maintains that there is no beast, saying that everyone gets frightened and it is just a matter of putting up with it. Piggy seconds Ralph’s rational claim, but a ripple of fear runs through the group nonetheless. One of the littluns speaks up and claims that he has actually seen a beast. When the others press him and ask where it could hide during the daytime, he suggests that it might come up from the ocean at night. This previously unthought-of explanation terrifies all the boys, and the meeting plunges into chaos. Suddenly, Jack proclaims that if there is a beast, he and his hunters will hunt it down and kill it. Jack torments Piggy and runs away, and many of the other boys run after him. Eventually, only Ralph, Piggy, and Simon are left. In the distance, the hunters who have followed Jack dance and chant. Piggy urges Ralph to blow the conch shell and summon the boys back to the group, but Ralph is afraid that the summons will go ignored and that any vestige of order will then disintegrate. He tells Piggy and Simon that he might relinquish leadership of the group, but his friends reassure him that the boys need his guidance. As the group drifts off to sleep, the sound of a littlun crying echoes along the beach. Analysis The boys’ fear of the beast becomes an increasingly important aspect of their lives, especially at night, from the moment the first littlun claims to have seen a snake-monster in Chapter 2. In this chapter, the fear of the beast finally explodes, ruining Ralph’s attempt to restore order to the island and precipitating the final split between Ralph and Jack. At this point, it remains uncertain whether or not the beast actually exists. In any case, the beast serves as one of the most important symbols in the novel, representing both the terror and the allure of the primordial desires for violence, power, and savagery that lurk within every human soul. In keeping with the overall allegorical nature of  Lord of the Flies,  the beast can be interpreted in a number of different lights. In a religious reading, for instance, the beast recalls the devil; in a Freudian reading, it can represent the id, the instinctual urges and desires of the human unconscious mind. However we interpret the beast, the littlun’s idea of the monster rising from the sea terrifies the boys because it represents the beast’s emergence from their own unconscious minds. As Simon realizes later in the novel, the beast is not necessarily something that exists outside in the jungle. Rather, it already exists inside each boy’s mind and soul, the capacity for savagery and evil that slowly overwhelms them. As the idea of the beast increasingly fills the boys with dread, Jack and the hunters manipulate the boys’ fear of the beast to their own advantage. Jack continues to hint that the beast exists when he knows that it probably does not—a manipulation that leaves the rest of the group fearful and more willing to cede power to Jack and his hunters, more willing to overlook barbarism on Jack’s part for the sake of maintaining the â€Å"safety† of the group. In this way, the beast indirectly becomes one of Jack’s primary sources of power. At the same time, Jack effectively enables the boys themselves to act as the beast—to express the instinct for savagery that civilization has previously held in check. Because that instinct is natural and present within each human being, Golding asserts that we are all capable of becoming the beast. ————————————————- Chapter 6 Summary In the darkness late that night, Ralph and Simon carry a littlun back to the shelter before going to sleep. As the boys sleep, military airplanes battle fiercely above the island. None of the boys sees the explosions and flashes in the clouds because the twins Sam and Eric, who were supposed to watch the signal fire, have fallen asleep. During the battle, a parachutist drifts down from the sky onto the island, dead. His chute becomes tangled in some rocks and flaps in the wind, while his shape casts fearful shadows on the ground. His head seems to rise and fall as the wind blows. When Sam and Eric wake up, they tend to the fire to make the flames brighter. In the flickering firelight, they see the twisted form of the dead parachutist and mistake the shadowy image for the figure of the dreaded beast. They rush back to the camp, wake Ralph, and tell him what they have seen. Ralph immediately calls for a meeting, at which the twins reiterate their claim that a monster assaulted them. The boys, electrified and horrified by the twins’ claims, organize an expedition to search the island for monsters. They set out, armed with wooden spears, and only Piggy and the littluns remain behind. Ralph allows Jack to lead the search as the group sets out. The boys soon reach a part of the island that none of them has ever explored before—a thin walkway that leads to a hill dotted with small caves. The boys are afraid to go across the walkway and around the ledge of the hill, so Ralph goes to investigate alone. He finds that, although he was frightened when with the other boys, he quickly regains his confidence when he explores on his own. Soon, Jack joins Ralph in the cave. The group climbs the hill, and Ralph and Jack feel the old bond between them rekindling. The other boys begin to play games, pushing rocks into the sea, and many of them lose sight of the purpose of their expedition. Ralph angrily reminds them that they are looking for the beast and says that they must return to the other mountain so that they can rebuild the signal fire. The other boys, lost in whimsical plans to build a fort and do other things on the new hill, are displeased by Ralph’s commands but grudgingly obey. Analysis As fear about the beast grips the boys, the balance between civilization and savagery on the island shifts, and Ralph’s control over the group diminishes. At the beginning of the novel, Ralph’s hold on the other boys is quite secure: they all understand the need for order and purposive action, even if they do not always want to be bothered with rules. By this point, however, as the conventions of civilization begin to erode among the boys, Ralph’s hold on them slips, while Jack becomes a more powerful and menacing figure in the camp. In Chapter 5, Ralph’s attempt to reason with the boys is ineffective; by Chapter 6, Jack is able to manipulate Ralph by asking him, in front of the other boys, whether he is frightened. This question forces Ralph to act irrationally simply for the sake of preserving his status among the other boys. This breakdown in the group’s desire for morality, order, and civilization is increasingly enabled—or excused—by the presence of the monster, the beast that has frightened the littluns since the beginning of the novel and that is quickly assuming an almost religious significance in the camp. The air battle and dead parachutist remind us of the larger setting of  Lord of the Flies: though the boys lead an isolated life on the island, we know that a bloody war is being waged elsewhere in the world—a war that apparently is a terrible holocaust. All Golding tells us is that atom bombs have threatened England in a war against â€Å"the reds† and that the boys were evacuated just before the impending destruction of their civilization. The war is also responsible for the boys’ crash landing on the island in the first place, because an enemy aircraft gunned down their transport plane. Although the war remains in the background of  Lord of the Flies,  it is nevertheless an important extension of the main themes of the novel. Just as the boys struggle with the conflict between civilization and savagery on the island, the outside world is gripped in a similar conflict. War represents the savage outbursts of civilization, when the desire for violence and power overwhelms the desire for order and peace. Even though the outside world has bestowed upon the boys a sense of morality and order, the danger of savagery remains real even within the context of that seemingly civilized society that has nurtured them. How to cite Lord of the Flies Chapter 4-6, Essay examples

Contributions Of Mintzberg-Free-Samples for Students-Myassignment

Question: Henry Mintzberg made Significant Contributions to the ideas about Organizational Structure and Managerial Roles. Describe and Discuss his Contribution in both of these areas and state why they are Important. Answer: Introduction Henry Mintzberg is a prominent management thinker who has constantly advocated the process of real-world training provided to the managers through real management experience. He has written many books regarding business management issues that contribute to the business strategy. Henry Mintzberg theories provided that managers are not robotic paragons of efficiency that usually peoples considered them to be; he concentrated on various management topic in his books to gain deep understanding regarding business structure and role of managers. Mintzberg research and ideas have significant contribution in assessing managerial responsibilities and organisational structure. Mintzberg has written 15 books, and he is best known for his work on organisational practices such as recognising five types of organisations, simple structure, professional and machine bureaucracy, division procedure, and adhocracy. This report will focus on analysing the significance of the ideas and theories contribut ed by Henry Mintzberg regarding managerial roles and organisational structure. Further, the report will evaluate the importance of contributions made by Henry Mintzberg in studies regarding management and business Henry Mintzbergs Life Henry Mintzberg was born on 2nd September 1939 in Montreal, Canada; currently, he has been a professor for 40 years at McGill University which is situated in Montreal. Mintzberg studied mechanical engineering and collected an undergraduate degree from the Faculty of Engineering of McGill University. Mintzberg went to MIT Sloan School of Management for completing his masters degree and Ph.D. in management in 1965 and 1968 respectively. Currently, he teaches management studies to students at the Desautels Faculty of Management of McGill University (Matheson, 2009). Mintzberg frequently writes on topics relating to business and management strategy; he has written 15 books and more than 150 articles. Mintzberg stated his views on what is wrong with modern management education in his book called Managers Not MBSs in 2004. Mintzberg provided that acclaimed management schools like the University of California or Harvard Business School are focused on statistics, and they teach management like science using numbers and diagrams. Mintzberg argued that postgraduate programs of management should be based on practical knowledge with real-world experiences of practicing managers, rather than depending on books and personal insights and experiences of students (Mintzberg, 2012). Mintzberg has highlighted his views on traditional MBA programs in his other work as well such as Managing (2004), The Rise and Fall of Strategic Planning (1994) and The Nature of Managerial Work (1973). According to Mintzberg, leadership is like swimming; a student cannot learn about it by reading books. Contributions of Mintzberg The articles and books written by Mintzberg have a significant contribution to managerial roles and organisational structure. Following are few examples of the contribution made by Mintzberg. Organisation Structure Mintzberg provided five basic organisational structures that applied over every corporation; the structures are based on different characteristics, method of performance, and environmental conditions of a corporation (Lunenburg, 2012). Following are five organisational structure provided by Mintzberg: Entrepreneurial The entrepreneurial is a loose organisational structure that is led by creative or entrepreneurial minded leaders; the start-up corporations are a prime example of entrepreneurial structure. The owner tightly controls this structure; it consists of one or few top managers who lead entire operations (Tengblad, 2006). Machine Mintzberg considered it as a bureaucratic organisation that works like a machine; it includes large corporations and government agencies with rigid and formalized procedures and routines. A tight vertical structure is situated in a machine organisation that allows specialisation in operations, but it limits new perspectives and creative ideas. Professional Mintzberg provided that professional organisations have a similar level of bureaucratic environment like Machine; the difference between them is competent and highly professional workers that are the center of the company who drive its economic performance (Shafritz, Ott and Jang, 2015). Divisional The division structure is common in corporations with multiple products lines and business units; in many cases, the companies divide their product and business divisions to improve efficiency in each division. Innovative The structures mentioned above are suitable for traditional organisations, but in new enterprises, innovate structure allows for cutting-edge leadership style. This structure decentralised the decision-making procedure which increases efficiency in business judgements and increases the risk of conflict and uncertainty (Mintzberg, Ahlstrand and Lampel, 2013). Managerial Role Mintzberg has been a critic of traditional management studies, and he presented his views in many of his readings such as Managing (2004), The Rise and Fall of Strategic Planning (1994), Managers not MBAs (2004) and The Nature of Managerial Work (1973). Mintzberg provided ten different roles of successful managers, and he divided them into three categories: interpersonal, informational and decisional roles. Following are the ten roles of successful managers as per Mintzberg: Figure 1: Managerial Role (Source: Medium, 2016) Interpersonal Roles Figurehead: these leaders fulfill ceremonial duties, such as attending employees wedding, going on lunch with an important client and greeting visiting dignitaries (Mintzberg, 2009). Leader: performing the role of leaders such as motivating and encouraging subordinates to improve their productivity. Liaison: communicating and interacting with people outside the vertical chain of command that include entities such as government, suppliers, and other corporations. Informational Roles Monitor: analyse and assess organisational environment to collect new information. Disseminator: communicating privileged and significant information straight to subordinates. Spokesperson: interacting and sharing information with individuals outside the organisation, for example, suggesting product modifications (Mintzberg, 2013). Decisional Roles Entrepreneur: improving the efficiency of a division by initiating new projects after analysing Disturbance Handler: responding involuntarily and quickly to the pressure that is significantly serious. For example, workers strike, default by the supplier on a contract and bankruptcy of a major Resource Allocator: take difficult decisions to correctly distribute organisatioanl resources and decide on who gets what. Negotiator: negotiate with inside and outside entities to ensure accomplishment of the organisational mission, vision, and objectives. Importance of Mintzbergs Contributions The theories and ideas provided by Mintzberg have a significant impact in the recent organisational environment. Modern corporations apply the theory of Mintzberg for analysing their organisational structure; the management can formulate specific policies for companys growth and sustainable development after evaluating its organisational structure. Mintzberg provided that there is no right organisational structure instead, management should analyse its organisational environment and variety of corporate attributes to adopt suitable organisational structure (Mintzberg, 2006). The evaluation of organisational structure is important because management can evaluate such information to address organisational challenges. For example, a corporation with machine structure can adopt innovative structure to promote and support new development ideas. The evaluation of organisational structure provide critical information such as how distinct activities are performed and coordination between dif ferent divisions; this information can help management understand the problem faced by a particular division and come up with an appropriate solution to address such issue. Mintzberg stated that leadership is like swimming, students are required to physical experience it rather than read books about it. Mintzberg stated that managers did not sit and formulate future policies, instead, they engage in everyday issues and spend a short period of time in each given task (Vecchio, 2007). The traditional approach considered leaders as extraordinary individuals who motivate and inspire their subordinates; Mintzberg provided a realistic approach by stating the leadership is a practice like medicine or advocacy which requires hands-on involvement to accomplish tasks. Modern organisations are significantly influenced by the theory of Mintzberg because it provides a realistic approach towards leaders. Most of the modern entrepreneurs implement the role of successful managers provided by Mintzberg into their leadership style to effectively manage their business (Gentry, Harris, Baker and Brittain Leslie, 2008). Mintzberg provided an example of Enrons Jeffery Skilling and Fords Robert McNamara to support his views; while studying at Harvard Business School, both were top in their class, but still, they were poor leaders (Nothhaft, 2010). According to Mintzberg, leadership is a job of processing organisational information, by talking and listing to different entities. Many modern successful leaders have shown the qualities of Mintzberg leadership styles, and they have used such roles to expand their corporations efficiency such as Richard Branson, Brad Smith, and Jeff Bezos. In modern companies, it is important to evaluate the managerial role and organisational structure because it assists in finding issues and formulate policies to address such problems (Mintzberg, 2009). Therefore, the theories provided by Mintzberg are significantly important in many areas of a corporation. Conclusion From the above observations, it can be concluded that the theories and ideas provided by Henry Mintzberg have assisted many modern leaders and organisations to improve their efficiency and achieve estimated goals. Mintzberg has divided the organisational structure into five parts based on their characteristics; modern organisations can evaluate their organisational structure to examine the challenges faced by them and formulate appropriate policies to address such issues. Mintzberg criticised the traditional method of management education is his books and stated they management is a practice that can only be learned by real-life experiences. He provided ten roles of effective leaders that are necessary to be fulfilled by a leader to operate its organisation effectively. Many modern leaders implement these roles into their leadership style to improve its efficiency. The contributions of Mintzberg are considered important in modern era because effective leadership style and efficient o rganisational structure lead to corporations growth and sustainable development. References Gentry, W.A., Harris, L.S., Baker, B.A. and Brittain Leslie, J., 2008. Managerial skills: What has changed since the late 1980s.Leadership Organization Development Journal,29(2), pp.167-181. Lunenburg, F.C., 2012. Organizational structure: Mintzbergs framework.International journal of scholarly, academic, intellectual diversity,14(1), pp.1-8. Matheson, C., 2009. Understanding the policy process: The work of Henry Mintzberg.Public Administration Review,69(6), pp.1148-1161. Medium., 2016. Mintzberg Model: 10 Different Roles of a Successful Manager. [Online] Medium. Available at: https://medium.com/taskworld-blog/mintzberg-model-10-different-roles-of-a-successful-manager-77f9d87b773c [Accessed on 23/11/2017] Mintzberg, H., 2006. Developing leaders? Developing countries?.Development in Practice,16(1), pp.4-14. Mintzberg, H., 2009. The best Leadership is good Management.BusinessWeek: Online Magazine. Mintzberg, H., 2009.Managing. Berrett-Koehler Publishers. Mintzberg, H., 2012. Managing the myths of health care.World Hospitals and Health Services,48(3), pp.4-7. Mintzberg, H., 2013.Simply managing: What managers doand can do better. Berrett-Koehler Publishers. Mintzberg, H., Ahlstrand, B. and Lampel, J.B., 2013.Management? It's not what you think!. Pearson UK. Nothhaft, H., 2010. Communication management as a second-order management function: Roles and functions of the communication executiveresults from a shadowing study.Journal of Communication Management,14(2), pp.127-140. Shafritz, J.M., Ott, J.S. and Jang, Y.S., 2015.Classics of organization theory. Cengage Learning. Tengblad, S., 2006. Is there a new managerial work? A comparison with Henry Mintzberg's classic study 30 years later.Journal of management studies,43(7), pp.1437-1461. Vecchio, R.P. ed., 2007.Leadership: Understanding the dynamics of power and influence in organizations. University of Notre Dame Pess.