Lord of the Flies Theme and Summary of Chapter 12 Essay Example

Lord of the Flies Theme and Summary of Chapter 12 Paper Analysis Lord of the Flies (Chapter 12): Theme and Summary Summary of Chapter 12 Ralph is currently hiding from the other boys and starts to think about everything that’s happened with Simon, Piggy and the rest of the island when he has an epiphany. He realizes that they have lost their civilization, their innocence and how savage everyone has really become. While he was running, he comes across Simon’s field with the lord of the flies (which now only has the skull on it – shows the time spent on the island). He removes the skull in a fit of rage and takes the spear to use as his weapon. Later that night, Ralph sneaks back to Castle Rock and finds Sam and Eric and is given a warning that the tribe going to hunt him down. They give him food but don’t join him out of their fear. The next morning, Jack tortures the twins about Ralph’s whereabouts and tries to get through the thickets he’s hiding in but Ralph manages to fend them off. Realizing that Jack has set the jungle on fire when he smells the smoke, he leaves his hiding place and fights his way past the tribe members. As the Jack and the others chase him, Ralphs runs through the undergrowth and stops at the beach’s shoreline where he looks up to see a Naval Officer. The officer informs him that his ship stopped at the island after seeing the smoke from the fire. He assumes that the boys are playing around and having fun after hearing that there are no adults on the island until he hears the entire story. He can’t believe that in such a small amount of time these young English boys have changed so much. We will write a custom essay sample on Lord of the Flies Theme and Summary of Chapter 12 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lord of the Flies Theme and Summary of Chapter 12 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lord of the Flies Theme and Summary of Chapter 12 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Overwhelmed by the fact that they are finally rescued, Ralph, Jack and the other boys started crying. Ralph cries with grief, for the loss of his innocence, and for Piggy, someone who was his truest friend. Theme: â€Å"Even if we don’t realize it, time changes us, and the one thing harder to accept is that we can’t change back. † * Loss of innocence : they have seen how cruel humanity can be and the evil that each human holds inside them piggy’s death Loss of civilization: Ralph sees how savage the people whom he saw as friends have become and that tears him apart and fills him with grief he worked together with Jack and now the person who he saw as an ally is the one trying to kill him * Looking back: they all started out as average, civilized, neat English boys who knew of order and now they have changed so much Jack will never be the same and neither will Ralph.

Neolithic Revolution and the Renaissance Effects on History Essays

Neolithic Revolution and the Renaissance Effects on History Essays Neolithic Revolution and the Renaissance Effects on History Paper Neolithic Revolution and the Renaissance Effects on History Paper The Neolithic Revolution and the Renaissance provided mankind with new ways of life. Although these advancements in architecture, agriculture, education and ideas transpired in different periods of history, they both had massive effects on our way of life today. Without these revolutions, our lives today would be unrecognizable. Life was drastically different before the Neolithic Revolution. During the Paleolithic Period, people were nomads. They lived in groups of 20-30, and survived solely off their surroundings by hunting animals and gathering various plants. Roles were based on gender; men hunted and women gathered plants. They developed simple tools such as spears and axes out of materials such as stone, bone and wood. Human beings lived in this manner until about 10,000 BCC, when they started to cultivate crops and domesticate animals. This is known as the Neolithic Revolution. The Neolithic Revolution is a major turning point in human history. It was a fundamental change in the way people lived. The shift from hunting gathering to agriculture led to permanent settlements, the establishment of social classes, new technologies, and the eventual rise of civilizations. Another effect of this revolution was the advanced form of a society. Class systems arose, with the Council of Elders at the top, and farms, merchants and craftsmen at the bottom. After a period of little education or values, Europe was ready for advancement. It was a time of creativity and change In Europe. The Renaissance was centered In Italy during the sass before spreading to the rest of Europe In the 1500 and sass. Achievements In art, literature, science and Ideas made this period a golden age. Ideas such as Humanism became widely popular during the Renaissance. Humanism stressed the Importance of education. The study of ancient Roman and Greet texts became the learning standard. Humanism also stressed the Importance of focusing on the present, rather than the afterlife. People changed the way they thought of themselves, each other and the world around them. The effects of the Renaissance are still witnessed today. From architecture to mathematical theorems, the Renaissance had a long lasting effect on society. The Pythagorean Theorem, and the use of printing presses and Humanism are all examples of this. As a cultural movement, It encompassed a resurgence of learning based on ancient texts, the development of unique perspective In painting, and gradual, yet widespread educational reform. Without the Neolithic Revolution and the Renaissance, this world would be very different. Each revolution contributed to our way of life and continues to shape It through values and educational standards. Advancements In architecture, agriculture, education and Ideas back then provided a pathway towards the excelled, educated and advanced society we have today. Neolithic Revolution and the Renaissance Effects on History By recreation was a time of creativity and change in Europe. The Renaissance was centered in Italy during the sass before spreading to the rest of Europe in the 1500 and sass. Achievements in art, literature, science and ideas made this period a golden age. Humanism stressed the importance of education. The study of ancient Roman and Greet texts became the learning standard. Humanism also stressed the importance examples of this. As a cultural movement, it encompassed a resurgence of learning based on ancient texts, the development of unique perspective in painting, and different. Each revolution contributed to our way of life and continues to shape it through values and educational standards. Advancements in architecture, agriculture, education and ideas back then provided a pathway towards the civilized,

8 Benefits of Time Management in College

8 Benefits of Time Management in College Yes, there are benefits to learning how to manage your time everyone seems to know that. But what exactly do the benefits of time management look like to college students in particular? Is good time management really worth all of the time and effort? 8 Benefits of Good Time Management in College You wont miss important life deadlines. Life deadlines and projects are those things that keep your life on track. It may include turning in your FAFSA on time, getting your form in early so you have guaranteed on-campus housing next year, remembering to get your moms birthday present in the mail so it arrives on time. When your time management is bad, life can get ugly in an instant.You wont miss important academic deadlines. Paper coming up? Lab report due? Group assignment on the horizon? Missing academic deadlines means you may miss out on being able to stay in school. Having good time management, on the other hand, means you get your assignments in on time and get a little sleep the night before theyre due.You have more time to sleep well, eat right, and exercise regularly. Good time management means you have more time in general. And the better you treat your body, the better it treats you. Putting a little energy into time management now means youll have more energy to get th rough your days (and workload) later. Youll have less stress. Good time management means that horrible paper you have to write gets done in a reasonable amount of time with relatively little stress. Its a much better approach than facing a panic attack the night before a deadline.Youll have more time to just relax and enjoy your time in school. Lets be honest: Even if you do decide to throw caution to the wind and just hang out with some friends in the quad, that research paper youre avoiding is still fluttering around in the back of your brain. When youre good at managing your time, you can really let yourself relax, knowing that the time youll need to rock that paper has already been allocated in your schedule.Youll have more flexibility and spontaneity. When youre always behind and late on projects, you dont have the time or mental ability to just relax and enjoy, say, the spontaneous gathering in your residence hall or your roommates surprise birthday party.Things will be easier for your friends and family. You kno w what its like to have a friend who is always late: things can become trying after a while. Finally getting on top of your time management and turning into an independent adult who can run his or her own life will make things incredibly easier on your friends and family (not to mention yourself). Good time management skills will help you in your post-college life. Think your always-late, always-behind pattern is going to change once you graduate? Think again. Taking the time to learn and make permanent strong time management skills will serve you well in your life after college. After all, how can you go out and change the world if youre always running behind and late?

Cyber-Bullying and Cyber-Bating - Specific Issues of Generation Z Assignment

Cyber-Bullying and Cyber-Bating - Specific Issues of Generation Z - Assignment Example As a function of understanding all of these determinants, the following analysis will engage in something of a cause and effect analysis of bullying. It is the aim of this section that through such analysis the reader can gain a more informed and rational understanding of how cyber-bullying impacts upon the development and prospects of the individual who suffers from it. Likewise, the second portion of this analysis will focus on a new trend that has come to be known as â€Å"cyber-bating†; a technique that is used to prompt a teacher or authority figure past the threshold of anger and then record this demonstration of frustration as a means of degrading or humiliating them. All of this has come to be a core concern; especially with respect to Generation Z – commonly referred to as the cohort of individuals born after the Millennium. Firstly, the causes of cyber-bullying are various. Much of the existing scholarship points to the fact that existing social issues, dynamics, and the willingness to have a level of power over another individual oftentimes prompts a would be full to engage in the process from the very beginning. However, it is also understood that unhealthy family relationships or issues that are unaddressed/traumatic oftentimes contribute to encouraging bullying behaviour as a means of passing the pain and hardship on to another individual. Sadly, as a result of this flawed and inappropriate view of the world, bullies have a lasting impact with respect to the way in which individuals live their lives. For instance, pervasive bullying has been effectively linked to low levels of self-esteem or self-confidence. Further, this is something of a slippery slope due to the fact that individuals experience a particularly low level of self-confidence are oftentimes picked on even more and bullied by other individuals; due to their nonconformity.  Ã‚  

The Reason for the Shift from Transactional To Relationship Marketing Essay

The Reason for the Shift from Transactional To Relationship Marketing - Essay Example This paper illustrates that strategies harnessed by relationship marketers to achieve their goals include focussing on retaining customers and long-term view of business relations as shown by Jaguar Land Rover Plc, focus on providing value to the customers as depicted by Mercedes-Benz, emphasizes on the provision of great service to clients as depicted at Starbucks. There is also an emphasis on quality relationships and customer contact through social media, email and text messages with this strategy exemplified by Starbucks and Costa Coffee. Business to business (B2B) approach of relationship marketing between one firm to another and focuses on the features of the product and there is the lack or very little personal emotion between the representatives of the two organizations involved. The operational guidelines of the business are the main emphasis for understanding through searching more information on the organization, and there is the requirement for marketing to be in-depth in business to business marketing. The effectiveness of marketing is dependent on the ability of the product to save time, resources, and money. On the other hand, relationship marketing approaches on business to consumer is giving a focus on product benefits and decisions have the personal emotional attachment. The message has to be short and less informed, focus on product benefits, and getting right to the point. Purchasing decisions by consumers base more on emotion.

The Subject of Choice in Shakespeares Hamlet Essay example -- Shakesp

The Subject of Choice in Shakespeare's Hamlet It is said that life is nothing more than an endless stream of choices. Every day before work or school, we must all make choices—what to eat, what to wear, whether or not to bother with that homework assignment—some of which are trivial, while others have the direst consequences. In Shakespeare’s classic play Hamlet, the inner thoughts that accompany each decision, as well as the quest for what is actually truth and what is lie, is brought to light in Act 2.2. Hamlet is caught in a great struggle over what to do with his uncle, his evil, murderous uncle. By all rights he should die...yet the easy choice—outright murder—is not always the correct or prudent one. Overall, through diction and poetic devices, Shakespeare manages to convey a feeling of bitterness, an angry yet doubtful tone that shows the turmoil of the inner mind of a complex character. This angry tone is brought about to a great extent by the choice of diction. Hamlet’s soliloquy is full of angry words; he refers to people of the wretched lower classes—whores, drabs, and kitchen maids—as he curses his own cowardice. Strings of adjectives describing all sorts of horrible sins are attached to the king as well as his own name. The king is a treacherous, kindless, â€Å"bloody, bawdy villain!† As Hamlet’s anger both at the king and himself radiates from the speech, so does his inner confusion. There are two choices open to him—revenge or cowardice as he sees it. Shakespeare uses words and ideas to remind the reader of this fact throughout. Hamlet refers to â€Å"heaven and hell,† showing that Hamlet knows that only one course of action is just, yet he is in doubt. In the passage, the devil is mentioned several times, both ... ...ke every human being, Hamlet is caught up in a choice—a grave and far more serious choice than what to eat for lunch—but a choice nonetheless. Through diction and form, Shakespeare manages to bring the tortured spirit, the angry yet doubtful mind, the horribly bitter soul of a man trapped in a choice that he shouldn’t have to make, to life. He shows how we wrestle with the best and worst in every choice and the uncertainty inherent in all important decisions. It is this theme that makes Hamlet real. It is this...humanity that drives in the point. Life is full of options, some bad, some good, most a mix of both. All we can do, like Hamlet, is do the best we can in each situation and wrestle with the doubt when it comes. Work Cited Shakespeare, William. The New Cambridge Shakespeare: Hamlet, Prince of Denmark. Ed. Philip Edwards. Cambridge: Cambridge U P, 1985.

Multiple causes downed the challenger

The United States has always been proud of its space exploration endeavors.   NASA’s programs have always led the world in technology and performance.   In 1970, NASA began its Shuttle program which was meant to create reusable space shuttles rather than one-use shuttles.   They were successful in producing four models:   Columbia, Challenger, Discovery and Atlantis.   All was going well for NASA and its space shuttle program until January of 1986 when the Challenger exploded 73 seconds into the flight, killing all the crew. Since then, the shuttle program has been besieged by controversy, much of it stemming over the causes of the Challenger explosion.   Basically, reports and research now indicates that the explosion was caused by a deadly combination of mechanical failure and human miscalculation and poor decision-making. The Challenger liftoff was plagued with foreboding problems long before it actually was launched.   Initially, liftoff was scheduled for 3:43 pm on January 22, 1986.   However, delays in both scheduling and weather forecasts forced it back nearly a week.   During the last day of delays, a small closing fixture was malfunction, so it was replaced.   Additionally, a module which detects fire was found to be malfunctioning; the crew fixed it as well before the shuttle finally lifted off into space, and then exploded (Green 2007). Officially, the investigative report pointed to a faulty â€Å"O-ring† seal in the solid-fuel rocket.   This faulty seal combined with the very cold weather to allow hot gas to leak into the hole.   Rocket flames were then able to penetrate the fuel tank and catch fire causing the booster rocket to break off of the shuttle and pierce the fuel tank.   The liquid hydrogen and oxygen then ignited, causing the Challenger to explode (Green 2007). A nation stood in horror as media broadcasts replayed the chilling scene over and over again. However, this mechanical failure did not receive the weight of the blame.   As the Reagan-ordered investigation continued, several human factors were uncovered in this tragedy.   For years, NASA’s programs had, like many other agencies, been forced to cut manpower and money from its programs. One researcher, James Sigler of the U.S. Naval Institute, noted that at the height of the shuttles missions, â€Å"NASA's leaders were emphasizing the importance of safety, while their personnel cutbacks sent other signals† and cites NASA’s motto –   faster, better, cheaper – as meaning that â€Å"cost efficiency goals [became] elevated to the level of†¦ safety goals† (Sigler, 2007). Fewer men and less money meant more work for those that did remain with fewer resources.   In fact, â€Å"the accident investigations in the wake of the Challenger disaster decried the paucity of resources allocated to support NASA's objectives† (Sigler, 2007).   Clearly, there was too much work and not enough manpower, resources, parts, or money to meet all of the objectives. Yet, despite these conditions, some engineers did warn NASA officials about the fateful launch.   Many engineers voiced concerns about the extremely cold temperatures and the possibility that the equipment could fail.   Apparently, two NASA officials were told of these concerns well before the flight: Joseph Kilminster had overruled five of his own engineers when they argued on a telephone conference call the night before the launch that the conditions were unsafe. The subfreezing temperatures at Cape Canaveral, the engineers told Kilminster, could cause a failure in the O-rings that protect the joints of Thiokol's solid rocket motors, which could lead to an explosion. The concerns were also rejected by NASA manager Lawrence Mulloy, who was in charge of the solid rocket boosters and was listening in on the debate   (Vartabedian, 2003). Sadly, this is exactly what happened.   Both officials are now retired from NASA. Of course, this sad occurrence goes beyond the doubtful opinions of two men.   It seemed that the entire attitude of NASA had suffered a bit of egoism. According to investigators, NASA, at that time, seemed to be â€Å"blinded by its ‘Can-Do' attitude, a cultural artifact†¦ that was inappropriate in a †¦ program so strapped by schedule pressures and shortages that spare parts had to be cannibalized from one vehicle to launch another† (Sigler, 2003).   James Oberg, a former NASA engineer, agrees:   â€Å"NASA managers made a bad call for the launch decision, and engineers who had qualms about the O-rings were bullied or bamboozled into acquiescence† (2006).   The men who knew the truth were asked to remain silent to preserve NASA’s reputation. It is rare that one cause can be attributed to a disaster as horrible as the Challenger explosion.   Here, investigators did find a mechanical failure, but soon learned that this failure had been detected.   Instead, the decision-makers chose to ignore the advice of engineers in an effort to preserve the already late launch date.   As a result, the explosion set up a new level of safety for NASA. â€Å"The entire space shuttle program was grounded during the Space Shuttle Challenger Commission's investigation and did not resume flying until shuttle designers made several technical modifications and NASA management implemented stricter regulations regarding quality control and safety† (Green, 2007).   On September 28, 1988, the shuttle missions started again with the flight of the shuttle Discovery.   Sadly, the entire tragedy had to be revisited with the 2003 explosion of the shuttle Columbia.   Hopefully, the lessons learned can be applied to future decisions in the NASA shuttle program. REFERENCES Greene, N. (2007). Challenger Disaster – A NASA Tragedy.   About.com.   Retrieved 12 December 2007 from http://space.about.com/cs/challenger/a/challenger.htm   Oberg, J. (2006).   7 Myths about the Challenger shuttle disaster. MSNBC.   January 27. Retrieved 11 December 2007 from http://www.msnbc.msn.com/id/11031097/ Sigler, J. (2007). Repeating NASA’s Deadly Mistakes. U.S. Naval Institute Proceedings 133.9: 48-52 Vartabedian, R. (2003). The Nation; Forgotten Lessons of Challenger Seen as Haunting NASA; Retired space officials say today's managers must, as a first step, take blame for Columbia loss. Los Angeles Times. Jul 28, 2003: A.1