Yes, There Are Chemistry Jokes and They Are Funny

Indeed, There Are Chemistry Jokes and They Are Funny In all honesty, science is amusing and scientific experts have an extraordinary comical inclination, and some even skill to go through pick lines! Are for the most part my jokes unreasonably fundamental for you? Why would that be no reaction?My Chemistry educator tossed sodium chloride at me.... That is a salt!Little Willie was a scientist. Little Willie is no more. What he thought was H2O was H.Sulfur and oxygen were best buds. They lived a long way from one another, so with the end goal for oxygen to visit with his buddy, he needed to utilize his sulfone!Want to hear a joke about nitrogen oxide? NO.Heisenberg and Schrodinger are driving not far off when a cop pulls them over. The cop asks Heisenberg, Do you realize how quick you were returning there? Heisenberg answers No, yet I can let you know precisely where I was. The cop starts to be dubious and continues to look through the vehicle. After opening the storage compartment he shouts, Hey, you have a dead feline back here, to which Schrodinger answers Well, presently I do! Thanks.Im coming up short on science jokes. All the great ones argon.Why did the scientific experts pa nts hold tumbling down? He had no acetol.9 sodium molecules stroll into a bar, trailed by batman.Old scientific experts never kick the bucket, they just neglect to respond as a physicist. The person close to me inquired as to whether I had any hypo bromide, I said NaBrO.What did the geek state when he bombed a test? Ytterbium.A proton and a neutron are strolling down the road. The proton says, Wait, I dropped an electron assist me with searching for it. The neutron says, Are you certain? The proton answers, Im positive.Random Person: Why do you respond fiercely when we put you in H20? Science Cat: Because my race contains iron, lithium and neon FeLiNe origins.First man orders Id like H2O. The subsequent man orders Id like H2O as well. The second man died.The iota asks the electron,â why would you say you are little? The electron answers, since I have a low charge!This joke is sodium interesting... I slapped my neon that one.What do you call a tooth in a glass of water? A one molar solution!Here is a conversation starter: You should be copper and tellurium cause you sure are CuTe! He was a boron; he couldnt even adhere to the octet rule. He had a strong system howev er wasnt a precious stone. To a scientific expert just six states matter.A neutron strolled into a bar and approached how much for a beverage. The barkeep answered, for you, no charge. In the realm of synthetic substances, a consistent fight seethes between the compound supervillains and the concoction super specialists. The most regarded of these is one (OO)7, universal coloring specialist of secret. On one especially bushy crucial, winds up set in opposition to the malevolent virtuoso of legend, Dr. Nitrogen Monoxide, who has set a shrewd snare as a conventional bit of white fabric. Subsequent to falling through an astutely positioned mechanosensitive layer protein, (OO)7 is stunned to get himself drenching into a firmly bound work of cotton filaments. (He is, all things considered, a coloring specialist.) In franticness, he calls to his enemy, Do you anticipate that me should talk, NO? The miscreant just laughs twistedly. No Mr. Color, I anticipate that you should bond.The honorable gases stroll into a bar. Nobody reacts.Wanted by the Law: Schrodingers Cat, Dead And/Or Alive

Unit 2 Public Demand for Medical Care and Health Insurance in the Essay

Unit 2 Public Demand for Medical Care and Health Insurance in the United States - Essay Example This measure gives a sign of the greatness of cause explicit mortality in a populace (National insights, 2011). The measure, in any case, thinks little of the commonness of passings inside a given populace. Unadjusted death rates among bunches here and there is deluding particularly for a situation where the age appropriations of the populace in danger are extraordinary. This deceptive report profoundly influences the arranging of medicinal services and dynamic due to disparaged mortality in a populace (Danver, 2010). Incessant ailments that incorporate heart illnesses has been a significant reason for passings in this state. The illness had higher balanced death rates than the national normal (National insights, 2011). As indicated by CDC heart infections had driving reasons for deaths.84% of the passings happened to individuals matured 65 years or more while 43% of the passings happened to individuals matured 85 years or more. The age balanced mortality 3.32 which is somewhat higher than the national normal which remain at 3.01 (Danver, 2010). The rate is higher because of the undesirable ways of life of the individuals of this state. To tackle the issue numerous variables become possibly the most important factor, authoritative components like schools and religious associations to impact and bolster wellbeing conduct change, Community factors that include self-started projects to live solid and wellbeing approaches that well impact avoidance of constant maladies (Bluelow, 2010). Web search tool - Web - Seivo Web Search Engine. (n.d.). Web crawler - Web - Seivo Web Search Engine. Recovered April 15, 2014, from

5+ Audiobooks to Listen to When You Have a Migraine

5+ Audiobooks to Listen to When You Have a Migraine I’ve never been an audiobook person. When I read, I prefer reading with my eyes, and if I want something to listen to while driving or performing other tasks, I always rely on podcasts. But a recent killer migraine led me to finally discover a circumstance in which audiobooks could be the perfect thing to turn to. Migraines can be very different for different people, and likewise, the way we deal with them can also vary greatly. For me, they are completely incapacitating, and all I can do is lie down in a dark room until it’s over. Silence, though, is really unpleasant when your brain is trying to kill you from the inside, so I always need something to listen to as a calming distraction. My migraines usually last at least four hours, which means I need something that long enough so I’m not left miserably scrambling for something else to turn on. I can’t rely on music to not contain the types of sounds that trigger more pain and discomfort, and my most recent experience revealed that having a long queue of random podcasts can also lead to this same problem. This is where audiobooks come in. They’re very much longform, so there’s hardly any risk of running out of stuff to listen to. And it’s often just one person reading, which means less danger of unpleasant sound variation. I decided to browse through the audio versions of books I’ve read before as well as some of those in my TBR, and searched for titles that followed a couple simple criteria. First, a soothing voice, and second, subject matter that is not too complicated as to require one’s full attention just to follow along. Based on my search, here is a small selection of titles that I plan to have queued up  for the next time a nasty migraine hits. All Creatures Great and Small by James Herriot, narrated by Christopher Timothy This was the first thing I looked up, not just because I loved James Herriot as a kid, but  because I also remembered one of my former roommates telling me she would listen to this regularly to fall asleep at night. And lo and behold, it fit my criteria just right! Christopher Timothy’s low, gravelly voice (the British accent doesn’t hurt either) paired with Herriot’s heartwarming account of his experiences as a veterinarian visiting the people and animals of the idyllic English countryside make for a perfect migraine fix. Lab Girl written and narrated by Hope Jahren Memoir is the main genre I began to explore in my search for good audiobooks for migraines because it’s pretty much just a much longer version of the types of podcasts I like to listen to in these situations. One person being themselves and telling their own story, without any weird dramatization  or acting (like using different voices for character dialogue). I found that Hope Jahren’s voice is calm, steady, and extremely pleasant to listen to, and since this bestseller has been on my TBR for the past year, it’s getting a fast track into my listening queue. The No. 1 Ladies’ Detective Agency by Alexander McCall Smith, narrated by Lisette Lecat I’ve been reading this series since I was in middle school and each new installment is like coming back to a place that’s familiar and nostalgic, even though the story is set across the world from me. The series follows Precious Ramotswe, a smart and cheerful woman in Botswana who starts her own detective agency. Although it can be classified as a mystery, the books are completely charming and light-hearted, and with the relaxing tempo of Lisette Lecat’s narration, it would be a lovely migraine-day companion. Milk and Honey written and narrated by Rupi Kaur Since it’s a poetry collection, Milk and Honey only comes out to be just over an hour long in audio format, but Rupi Kaur’s voice was too wonderful to ignore. She reads each line with intent and lingers on the end of each word, creating a purposeful but soft rhythm that is absolutely beautiful and lulling. Maybe I’ll just have to find out a way to put audiobooks on repeat so I can get her for the full four hours. Me Talk Pretty One Day written and narrated by David Sedaris David Sedaris  is the author I automatically turn to for laughs or if I need cheering up, so my favorite of his essay collections is the perfect way to cap off this list. His blunt humor never fails to make me smile (or laugh out loud in public, no shame), and his matter-of-fact delivery makes for a tone of voice that’s easy on my ears. Whatever the hell you want When it comes to surviving migraines, we all have our own strategies and preferences. I cannot guarantee that what I have listed above will be completely compatible to you and your migraines, but hopefully, they’re a good place to start. And if you have a go-to book for whenever you’re sick or feeling down, the comfort of a familiar story can be a great retreat as well. So get browsing, find some audiobooks to arm yourself with, and share some of your own picks in the comments! Sign up for Audiobooks to receive the latest from the audiobooks world. Thank you for signing up! Keep an eye on your inbox.

Alzheimer s Disease, Or Senile Dementia - 1715 Words

Alzheimer s disease, or senile dementia, is a form of dementia that affects memory, thinking, and behavior. Brain cells and their connections are killed, and this is what causes people s brain functions to fail. Scientist have yet to know what causes Alzheimer s, but have discovered that age, family history, and genes contribute to developing the disease. Symptoms experienced by people with Alzheimer s are poor judgement, poor decision making, inability to manage a budget, losing track of the date or season, difficulty having a conversation, misplacing things, and being unable to retrace steps to find them. According to National Geographic, symptoms experienced in animals include, â€Å"acting disoriented, walking in circles, or staring into corners or at the wall.† So far, not a lot of research has been done on animal dementia. Currently, there is no cure for Alzheimer s, but there are treatments to help with some brain functions such as cholinesterase inhibitors and memantin e to help treat symptoms like loss of memory, confusion, and problems with thinking and reasoning. Certain genes passed down from your parents contribute to a higher or definite chance of developing the disease. Currently, neuroscientists--scientists that study diseases in the brain and nervous system--are committed to creating clinical trials to find a cure for Alzheimer’s. There are hundreds of various clinical trials that have been created to help combat or even cure Alzheimer s disease. So far,Show MoreRelatedAlzheimer s Disease : The Most Common Form Of Dementia1427 Words   |  6 PagesDementia, known as one of the world s current pandemics, is estimated to be the fourth most common cause of death in the developed country, second only to cardiovascular, cerebrovascular diseases and cancer. With the aging population, dementia has gradually become a serious threat to the health of the elderly people in Australia. Alzheimer s disease is the most common form of dementia. Alzheimer s disease usually occurs in a primary degenerative encephalopathy in senile and pre senior periodRead MoreAlzheimer s Disease Is The Most Common Form Of Dementia1086 Words   |  5 PagesDo you know what alzheimer’s disease is? Alzheimer’s disease is the most common form of dementia. It is the seventh leading cause of death in the United States, and the fifth leading cause of death in ages 65 and older. â€Å"2010 Alzheimer s Disease Facts and Figures. Rep. Vol. 6. Chicago: Alzheimer s Association, 2010. Print. Alzheimer s and Dementia.† This disease is the deterioration of the brain that can, and probably will lead to brain loss that cannot be reversed. It is a very slow decline thatRead MoreAlzheimer s Disease : A Horrific Change1460 Words   |  6 Pages Alzheimer s disease which chronically leads to Senile Dementia, is a horrific change in homeostasis for human beings. The most obvious chang e in homeostasis from Alzheimer s is loss of memory. Memory loss can vary from short term to long term. Alzheimer s disease has been occurring in humans for a long time. This is a disease that affects different body systems, and interrupts homeostasis to a significant point. As Alzheimer s disease is further investigated, there are more discoveries withRead MoreSymptoms Of Alzheimer s Disease1006 Words   |  5 PagesAlzheimer s disease is a severe illness that affects the brain and leads to gradual memory loss, reduced intellectual ability and deterioration function of thinking. Alzheimer s disease (AD), the most common type of dementia, is a progressive neurological disorder that increasingly robs individuals of cognitive, behavioral, and functional skills (Demakis, 2007). The reason for the appearance this disease is a collection of disorders in the brain due to which its cells are dying partially. In theRead MoreHow Does Someone Get Alzheimer s Disease?788 Words   |  4 Page sHow Does Someone Get Alzheimer s Disease? By Dick Harkes | Submitted On August 17, 2011 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest What is Alzheimer s Disease Through Alzheimer s Disease healthy neurons are destroyedRead MoreDementia And It s Types Essay1429 Words   |  6 PagesDementia and it s types Dementia is a syndrome caused by multiple progressive illnesses that affects memory, thinking, orientation, behaviour, comprehension, calculation, judgement, learning capacity, language, and loss of motivation and emotional control. The syndrome is characterized by Alzheimer’s disease, dementia with lewy bodies, vascular dementia, and frontotemporal dementia. Dementia mainly affects older people. Alzheimer disease is the most common form of dementia. Prevalence 44.4Read MoreAlzheimer s Disease : The Mysterious Tragedy Essay1565 Words   |  7 PagesAbstract Alzheimer s Disease is a name that is not entirely uncommon. Alzheimer s is a disease that has only recently been classified as one, though it is not uncommon to mankind. Before Dr. Alzheimer officially diagnosed it has been present before under the premise of old age and dementia, as both disorders are a disruption of neural pathways related to memory and normal brain operation. Memory in this sense is not bound to the idea of experiences worth cherishing, but also incorporates loss ofRead MoreNew Research On Alzheimer s Disease1405 Words   |  6 Pagesin Alzheimer’s Disease Alzheimer’s disease is an irreversible, progressive brain disorder that slowly destroys memory and thinking skills, and eventually the ability to carry out the simplest tasks. To date, it is officially ranked as the sixth leading cause of death in the United States; however, recent estimates indicate that the disorder may actually rank third, just behind heart disease and cancer, as a cause of death for older people. Alzheimer’s, also known as senile dementia, is predominantlyRead MoreThe Dangers Of Alzheimer s Disease946 Words   |  4 PagesAlzheimer’s disease. This disease has plagued mankind for centuries and mercilessly strips people of their independence and intelligence. What makes this disease so dangerous is the fact that humankind has only recently begun to truly understand how it functions, this means that humankind currently has no defense against said disease. Why does mankind only now understand Alzheimer’s disease if it has been around for centuries? The reason is due to the lack of knowledge of the disease, especiallyRead MoreA Study On Alzheimer s Disease1136 Words   |  5 Pagesthe brain occurs a dangerous, gradual, and deteriorative ailment, dementia, particularly named Alzheimer s disease. This disease develops as an irregular malfunction which ultimately leads to death. Alzheimer’s disease was found by Dr. Alois Alzheimer, a German physician. A woman of middle age passed away years after she was diagnosed with psychological decayment and confusion that was accompanied with loss of memory. Dr. Alzheimer realized there was an unusual arrangement in the nerve cells while

Motherly Love in Amy Tan’s Joy Luck Club Essay - 1517 Words

Motherly Love in Amy Tan’s Joy Luck Club A mother’s love for a daughter is an intense feeling; some times it can be very joyful or very painful. Most mothers just want their daughters to have everything that they didn’t have, they try to give their daughter all their hopes and dreams. The relationship between a mother and daughter should be one of the greatest relationships a woman can have with another woman. Some time a mother can push a daughter to hard, some mother don’t mean to make their daughter feel bad or to make them up-set, the mothers just want the daughter to have better then what they had. A mother gives her daughter advice about everything in life. â€Å"A Mother’s Advice to her Daughter.† â€Å"Be strong. Be†¦show more content†¦In The Joy Luck Club all the mothers are giving their daughters advice about how some things such and such not be in their lives. Anything for how they such act to marriage. All the daughters had similar problems with their mothers, either they could not talk to them about their problems or the mother give to much advice about their lives. Suyuan had it very hard when she had to leave hear twin babies behind, she left so they would not see her die. When Suyuan came to America and had another daughter she give all her hopes to Jing-mei, that she would be the best in what ever she dose. After the crab dinner celebrating Chinese New Year, when Waverly and Jing-mei had a disagreement about some work that Jing-mei has done. It since that Suyuan was agreeing that Waverly was right. The case was that she was saying that Waverly takes the most crab and that Jing-mei takes the worst crab. Which she was saying that Jing-mei has the best quality. Suyuan gave Jing-mei a necklace, Suyuan said â€Å"For a long time, I wanted to give you this necklace. See I wore this on my skin, so when you put it on your skin, they you know my meaning. This is your life’s importance.† Jing-mei was best at heart and wanted to be the best for her mother, but felt that she was a disappointment to her mother. She was not a disapp ointment to her, Suyuan told her that a few months before she die. An-mei was raised the Chinese way: â€Å"I was taught to desire nothing, to swallow other people’sShow MoreRelatedSummary Of Amy Tans The Joy Luck Club1127 Words   |  5 Pages etc. Amy Tan’s The Joy Luck Club brings to light the imperfections of family dynamics. This imperfect relationship focuses on the struggles between mothers and daughters. The broken relationships invite readers to question their own relationships, but also see how they relate to the relationships of The Joy Luck Club. Tan uses animate and inanimate objects to express the love and hate in one’s relationship, even if it’s through wobbly furniture, a jade pendant, or a chess piece. Amy Tan utilizesRead More Comparing Tradition and Change in Amy Tans The Kitchen Gods Wife and The Joy Luck Club3168 Words   |  13 PagesTradition and Change in The Kitchen Gods Wife and The Joy Luck Club  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Throughout the novels The Kitchen Gods Wife and The Joy Luck Club, author Amy Tan conveys the message of tradition and change. Each novel contains sections about mothers talking and relating their stories to their daughters. The daughters in The Joy Luck Club hear stories about loss and happiness, and joy and hate. Each of the four mothers tell these stories to their daughters as lessons, or offerings for theirRead MoreThe Joy Luck Club, The Bonesetter s Daughter, And The Kitchen God s Wife3745 Words   |  15 Pagesnovels, The Joy Luck Club, The Bonesetter’s Daughter, and The Kitchen God’s Wife, Amy Tan creates the broken relationships of immigrant mothers and their â€Å"Americanized† daughters who struggle in social barriers they both face as they live in the new setting. Amy Tan analyzes mother-daughter relationships between character’s lovers and friends and how they develop over a course of unexpected events. Throughout The Joy Luck Club, The Bonesetter’s Daughter and The Kitchen God’s Wife, Amy Tan places

The Evolution Of American Slavery Free Essays

Indentured servitude was, in Colonial America, one of the first forms of slavery. Indentured servitude was a successful in that it gave both the master and servant, or slave, incentive to do their job. Indentured servants were contracted in for a period of time, typically five years, in which at the time of completion they received freedom dues. We will write a custom essay sample on The Evolution Of American Slavery or any similar topic only for you Order Now Freedom dues were money, land, and guns and such. All expenses of travel and living were paid by the master, so it seemed like a great plan for a poor Englishmen, but was not at all the case. Only forty percent of indentured reverts lived to complete their contracts. Following indentured servants, the first African slaves came into Virginia in 1619. Colonial America would soon fall dependent upon African slaves, and by 1 700 African slave establishment would nearly entirely replace indentured servants. In this year there were around 27,81 7 slaves. In 1740, there were 1 50,024 slaves. Within thirty years after the slave population had grown to nearly a fifth of the colonial population, at 462,000. The European demand for tobacco soon became a primary drive for slaveholders. It is estimated that between 1700 and 1 775 the Chesapeake slave population grew from 1 to 1 million. Tobacco became a major economic factor, and slaves were needed to farm the large amounts desired to export. This brought a higher demand for slaves as well. The population of saves began to grow everywhere. As slave numbers increased, so the racial difference between blacks and whites. Slaves had poor conditions most of the timer and in result came revolts and abolition movements. The most well known revolt was led by Nat Turner, a slave and preacher. The revolt was a short and bloody attack on Southampton County, Virginia. Revolts were usually covered before they ever actually took action. Acts like these were not tolerated, and all people involved were to be hung. Cases were brought to the Supreme Court in the defense of and removal of slavery. Cases backing the removal of slavery usually lost. One example was the Dried Scott Case. It was ruled that Congress did not have the right to ban slavery in the states, and also stated that slaves were not citizens so therefore held no rights in America. Slavery was eventually abolished completely by President Lincoln issuing the Emancipation Proclamation and the declaring of the Thirteenth Amendment. Although Lincoln was assassinated before it was passed, it was passed and put into effect soon after the Civil War. The evolution of slavery in America was a long and complicated issue. From Start to finish, slavery had its perks and downfalls. It was a unfortunate institution for many, and brought many differences throughout its expansion and growth. However, it was necessary in the upbringing of the United States, and so was its abolishment. We still the effects of our past today, and perhaps always will as long as it is studied, as it should. How to cite The Evolution Of American Slavery, Papers

Australian Taxation Law Assignment †Solution is just a Click Away

Questions: 1. Alan is an employee at ABC Pty Ltd (ABC). He has negotiated the following remuneration package with ABC: salary of $300,000; payment of Alan's mobile phone bill ($220 per month, including GST). Alan is under a two-year contract whereby he is required to pay a fixed sum each month for unlimited usage of his phone. Alan uses the phone for work-related purposes only; Payment of Alan's children's school fees ($20,000 per year). The school fees are GST free. ABC also provided Alan with the latest mobile phone handset, which cost $2,000 (including GST). At the end of the year ABC hosted a dinner at a local Thai restaurant for all 20 employees and their partners. The total cost of the dinner was $6,600 including GST. (a) Advise ABC of its FBT consequences arising out of the above information, including calculation of any FBT liability, for the year ending 31 March 2015. Assume that ABC would be entitled to input tax credits in relation to any GST-inclusive acquisitions. (b) How would your answer to (a) differ if ABC only had 5 employees? (c) How would your answer to (a) differ if clients of ABC also attended the end-of-year dinner? 2. Rubber Co manufactures tennis balls. On 1 January 2010, Rubber Co purchased a new machine for $1.1m (inclusive of GST) which it used to produce the tin cans in which its tennis balls were placed for sale to retailers. At the time of acquiring the machine , Rubber Co estimated that the machine would have an effective life of 10 years before it needed to be replaced. Subsequently, on 1 January 2014, as a result of new technology, a better quality machine became available and Rubber Co decided to sell the original machine for $330,000 (inclusive of GST) and purchase a new machine for $2.2m (inclusive of GST). Requirement: What are the tax consequences of these arrangements under Div 40ITAA97? Answers: (1). Issues In the given case, Alan is employed by ABC Pvt, Ltd. He is offered a salary package of $3000, 000. Further benefits that would be provided to Alan by ABC Ltd. include payment of mobile phone bill, childrens school fees and a mobile handset. There is also an offer of year end dinner at a restaurant by the employer for all employees. In the given scenario the consequences of the Fringe Benefits provided by the employer is discussed. Along with the calculation of tax liability at the end of 31st March, 2015 is also provided. Law Fringe Benefit tax was founded in 1986. It is a tax paid by the employer on certain benefits provided to the employee or employees family (Martin 2015). As per the act the definition of benefits includes services, rights, privilege or facility provided by the employer (Woellner et al. 2012). The definition of fringe benefit does not include salary, allowances, superannuations etc. The fringe benefits that are taxable under the act includes car fringe benefit, loan fringe benefit, housing fringe benefit, Airline transport fringe benefit, entertainment fringe benefits, meal entertainment fringe benefit, residual fringe benefit, Debt waiver fringe benefit, expense payment fringe benefit, living away from home fringe benefit, board fringe benefit, car parking fringe benefit and property fringe benefit (Shields and North-Samardzic 2015). The rate of fringe benefit tax is 45% and 1.5% of Medicare levy which comes to 46.5%. The year that is followed for calculating the taxable fringe benefit is 1st April to 31st March of next year (Edmonds 2015). It is to be noted that items provided by the employer which are related to work for example mobile, laptop, computer, calculator etc are exempted from tax. The other exempted fringe benefit includes periodicals newspaper, workers compensation insurance, subscription membership fees etc (Pearce and Hodgson 2015). Application As per the above discussion expenses of employee paid by employer is a taxable fringe benefit. In the given case Alans Mobile phone bill of $220.00 per month payable by the employer is a taxable fringe benefit. The school fees of children $20000.00 per year is also a taxable fringe benefit. But the mobile handset given by the employer is exempted from fringe benefit tax (Stanley McCue 2014). As the year end dinner is only provided to employees and their partners then it amounts to special benefit given by the employer to employees so is taxable under Fringe Benefit Tax (Vomerbumer 2013). For the purpose of calculation there are two type of fringe benefit- Type 1fringe benefit and Type 2 Fringe Benefit. If the employer is entitled to input tax credit of GST on the fringe benefits provided to its employees then it is a Type1benefit. The Type 2 benefit does not include claim for GST tax credit. For the purpose of calculating gross up value in case of Type 1 Fringe benefit it is multiplied with 2.0647 and in case of calculating Gross up value for Type2 benefits the fringe benefit is multiplied with 1.8692 (Tran-Nam 2015). Calculations: (a) Calculation Of Type 1 Fringe Benefit Particulars Amount Mobile Phone Bill $ 2,640.00 Year End dinner cost $ 330.00 Type 1 Aggregate $ 2,970.00 Calculation Of Type 2 Fringe Benefit Particulars Amount Children School Fees $ 20,000.00 Type 2 Aggregate $ 20,000.00 Calculation of Fringe Benefit Tax Particulars Amount Grossing Rate Gross Value Type 1 Fringe Benefit $ 2,970.00 $ 2.06 $ 6,130.08 Type 2 Fringe Benefit $ 20,000.00 $ 1.87 $ 37,384.00 Fringe Benefit Taxable Amount $ 43,514.08 Amount Of Tax Payable( 46.5% rate) $ 20,234.05 (b) If there are only 5 employees instead of 20 then cost of dinner per head will increase and tax payable will also change to 21,184.21. Calculation Of Type 1 Fringe Benefit Particulars Amount Mobile Phone Bill $ 2,640.00 Year End dinner cost $ 1,320.00 Type 1 Aggregate $ 3,960.00 Calculation Of Type 2 Fringe Benefit Particulars Amount Childrens School Fees $ 20,000.00 Type 2 Aggregate $ 20,000.00 Calculation of Fringe Benefit Tax Particulars Amount Grossing Rate Gross Value Type 1 Fringe Benefit $ 3,960.00 $ 2.06 $ 8,173.44 Type 2 Fringe Benefit $ 20,000.00 $ 1.87 $ 37,384.00 Fringe Benefit Taxable Amount $ 45,557.44 Amount Of Tax Payable( 46.5% rate) $ 21,184.2 (C) In the given question, if the yearend party is also attended by the clients then it is not a benefit given only to employees. In such case it will not be considered as fringe benefit. Then tax payable will be Calculation Of Type 1 Fringe Benefit Particulars Amount Mobile Phone Bill $ 2,640.00 Type 1 Aggregate $ 2,640.00 Calculation Of Type 2 Fringe Benefit Particulars Amount Childrens School Fees $ 20,000.00 Type 2 Aggregate $ 20,000.00 Calculation of Fringe Benefit Tax Particulars Amount Grossing Rate Gross Value Type 1 Fringe Benefit $ 2,640.00 $ 2.06 $ 5,448.96 Type 2 Fringe Benefit $ 20,000.00 $ 1.87 $ 37,384.00 Fringe Benefit Taxable Amount $ 42,832.96 Amount Of Tax Payable( 46.5% rate) $ 19,917.33 Summary From the above it can be concluded that Fringe Benefit tax is paid by the employer. The taxable amount depends on the nature of the benefit and whether the employer is eligible for GST credit. The ABC ltd. is advised that if Alan is employed with the present remuneration package then the company will be liable to pay $20234.05 as Fringe benefit taxes. If there is only 5 employees instead of 20 employees then Fringe Benefit Tax increases to $21184.21. But if the company arranges the year end party for all including clients then that expense will not be considered as Fringe benefit. So the Fringe Benefit tax will then be 19917.33. It is advised to reduce the Fringe Benefit Tax the third option is the best. (2). Issues What are the tax consequences when a Rubber manufacturing Co purchase a new machinery (depreciable asset) having a life of 10 years but disposed it after using 4 years for business purpose i.e. manufacturing of rubber. The machinery was disposed because a new machine with better quality was available in the market as a result of new technology and new machinery was purchased in its place. Legal As per Australian tax Office (ATO) depreciation is available on asset purchase and used for the purpose of business like plant and machinery used for the manufacturing or production process. Depreciation means decline in the value of asset over the period of time the asset is being used for business purpose. Depreciation is calculated over the estimated life of the asset. As per Division 40 there are two methods for calculating depreciation as per ATO which are: Prime Cost- Under this method depreciation is calculated over the life of the asset at a fixed percentage (Rate of Depreciation) calculated as follows (Depreciation each year/ Cost of the Asset)*100 Where, Depreciation each year=Cost of the Asset/Estimated life of Asset In this method depreciation each year is same. If the life of the asset cant be estimated by the Company purchasing the asset then it can take the estimated life of given by ATO The formula given by ATO for calculating Depreciation of a particular year is as follows- Asset Cost*(No. of days asset was held during the Year/No. of days in the year)* Rate of depreciation Diminishing Value method-Under this method depreciation is calculated on the written down value or adjustable value of the asset at the beginning of each year. Adjustable value is calculated by deducting decline in the value of the asset from the cost of the asset in the 1st year and from the Opening adjustable value from the 2nd year (Woellner et. al. 2012). Opening adjustable value means the closing adjustable value of the previous year. In this method Depreciation each reduces from the previous year (Palmer 2013) The formula given by ATO for calculating Depreciation under Diminishing Value method is as follows- Year 1: Cost of the asset* (No. of days asset was held during the Year/No. of days in the year)*(200%/5) From Year 2, Cost of the asset will be replaced by opening adjustable value of respective year. This process will continue until the cost of the asset becomes Zero. As per ATO, Goods and Sales Tax (GST) is to be excluded from the cost of the asset while calculating Depreciation. But other expenditure which are incidental to the acquisition of the asset are to be included in the cost of the asset like installation expenses, transportation expenses etc. As per ATO, credit of GST is available for the amount of GST paid on purchase of asset. GST credit is available for the proportionate part of asset used for the purpose of business (Sadiq et al. 2016). After the asset is partly being used for the purpose of the business and disposed of then decreasing adjustment has to be made for the Proportionate credit of GST not availed for the part used for private purpose. But if no part of the asset is used for private purpose then no decreasing adjustment is required to be made. When a asset is disposed of the difference between termination value and adjustable value is to be accounted for in the book of accounts(Ramli et al. 2015). If the termination value is more than the adjustable value then the difference is to be added to the assessable income and if the termination value is less than the adjustable value then the difference is to be deducted from the assessable income. Termination value is the sales price of the asset while adjustable value is the cost of the asset minus depreciation allowed upto the date of sale or termination(Ey.com, 2016). Application Applying the above provision given above the tax implication in the hands of Rubber Co are as follows :- Computation of Depreciation Each Year And Adjustable Value Depreciation Each Year 100000 Rate of Depreciation 10% Year ended(as on 30th June) Opening Adjustable value($) Decline In Value($) Closing Adjustable Value($) Remarks 2010 1000000 49589 950411 GST is being excluded from opening adjustable value(as per ATO) 2011 950411 100000 850411 2012 850411 100273 750138 2013 750138 100000 650138 2014 650138 50684 599454 $ Remarks Termination value 300000 (Exclusive Of GST) Less: Adjustable value 599454 Deductible Balancing adjustable amount -299454 To be deducted from assessable income So depreciation is available to the rubber co in the year of purchase(1st January 2010) of asset from the date asset is put to use and in the year of sale up to the date of sale of asset(1st January 2014). Depreciation for the year 2012 is more than 100000(i.e. $100273) because it was a leap year (Barkoczy 2013). GST are being excluded from the cost of asset as it is assumed that the rubber co has availed credit for the payment of GST on purchase of machinery (Athvankar 2015). Since 100% of the asset is being used for the purpose of the business so decreasing adjustment is not required at the time of disposal of asset. It is being assumed that the rubber co has adopted the prime cost method of calculating depreciation. The difference between the termination value and adjustable value which is $299454 is to be deductible from the assessable income as termination value is less than the adjustable value. Rubber co has to pay GST of $30000 on the purchase of new asset and can avail credit of it Conclusion So from the above discussion, the tax implication on the rubber co as per Div 40ITAA97 on purchase and disposal of asset is clearly understandable (Santucci 2014). The rubber co will be allowed deduction for each year the asset is being held by it. And on sale the difference between the termination value and adjustable value is deductible from the assessable income as termination value is less than the adjustable value. Rubber Co will also get the credit of GST paid on purchase of asset. No decreasing adjustment is required as no part of the asset is used for private purpose. Reference Athvankar, S.P., 2015. Goods and Service Tax a path breaking reform in indirect taxes special reference to financial services supply. Barkoczy, S., 2013.Foundations of taxation law. CCH Australia Ltd. Martin, F., 2015. Overseas travel by employees: When does FBT apply?. Palmer, T., 2013. UQ Library Guides: Taxation Law: Get started. Pearce, P. and Hodgson, H., 2015. Promoting smart travel through tax policy.Tax Specialist,19(1), p.2. Ramli, R., Palil, M.R., Hassan, N.S.A. and Mustapha, A.F., 2015. Compliance costs of goods and services tax (GST) among small and medium enterprises.Jurnal Pengurusan,45, pp.1-15. Sadiq, K., Coleman, C., Hanegbi, R., Jogarajan, S., Krever, R., Obst, W., Teoh, J. and Ting, A., 2016. Principles of Taxation Law. Santucci, G., 2014. Understanding taxation law and Australian tax law [Book Review].Ethos: Official Publication of the Law Society of the Australian Capital Territory, (233), p.42. Shields, J. and North-Samardzic, A., 2015. 10 Employee benefits.Managing Employee Performance Reward: Concepts, Practices, Strategies, p.218.

Distopia Essays - , Term Papers, Research Papers

Distopia Winter 2014. The Thin sheet Below me and the Thin sheet covering me do next to nothing to keep the cold out. But yet despite the weather the tiredness of my body always overcomes and allows me to sleep eventually. I look around and the lines and lines of people with the same two sheets, most have already drifted off into the only escape they can get while few like me take the small amount of thinking time we get before we make our escape as well. I shift my view to the ceiling wishing that somebody would just Wisk down and save us, I remember before it got too bad of the talk of fictional superheroes and it was amazing how much one was needed now, but alas the only real truth in those stories were the existence of super-villains. I stuck to that last dreary thought as I drifted to my escape. The ear-piercing scream of the wake up siren cut through my dream. I quickly pushed the fleeting thought of a woman dressed in white away as I rose in conformity with the rest of my people. Rising for inspection had become a non thought process task. Right as the last of us stood the Nazi officer burst through. He was there to make sure none of us had messed with our "attachments" while in bed. The attachments when turned on pushed all thought except for work from our minds making sure there was no possibility of rebellion or anything of the sort. but today was a special day, One Aryan officer who had hated all of what the Nazis had been doing since there win in world war two was supposed to be sending out an electrical pulse that should shut the attachments down so that each individual one had to be repaired. Only a few that had the job to rally everybody when the time comes were trusted with that task. The Inspector finished up his walk through and order us to work, I dwelled on the hope that our plan would be successful until my mind went blank. "dig, dig, dig" was the only thought coursing through my mind. I had in my hand a shovel as did several others around me, To my far left there was some metal work being done with power tools. "dig, dig, dig" I kept thinking, then all the sudden "dig, damn I'm tired, dig". I realized that the attachment had gone dead, as did several others around me, more than a couple stopped working looking puzzled, while some kept going, though noticeably slower. A single Nazi officer overlooking this group started pointing his gun at us. "what the hell do ya think yer doin" He bellowed. A man to my right started to say something but was quickly punched by the officer, who then got in his face yelling about things I couldn't make out. as he continued his onslaught on the poor man i took the opportunity and put one stabbing blow to the Nazi's head with my shovel. The others that were still working stopped and looked at me appalled. "This is our chance", I started, I took a second thinking about what to say but that was all they needed. Two men looted the Nazi's body while the metal workers to my side started passing more dangerous tools around. So far, better than expected. The chatter of machine gun fire was heard in the distance and that was all it took for our little rebel group to go running towards it. The battle for Freedom had begun.

Angelo Buono, the Hillside Strangler

Angelo Buono, the Hillside Strangler Angelo Anthony Buono, Jr. was one of the two Hillside Stranglers responsible for the 1977 kidnap, rape, torture and murder of nine girls and young women in the hills of Los Angeles, California. His cousin, Kenneth Bianchi, was his crime partner who later testified against Buono in an effort to avoid the death penalty. The Early Years Angelo Buono, Jr. was born in Rochester, New York, on October 5, 1934. After his parents divorced in 1939, Angelo moved to Glendale, California with his mother and sister. At a very early age, Buono began showing a deep disdain for women. He verbally assaulted his mother, a behavior that later intensified towards all women he encountered. Buono was brought up as Catholic, but he showed no interest in attending church. He was also a poor student and would often skip school, knowing that his mother, who had a full-time job, could do little to control his activities. By the age of 14, Buono had been in a reformatory and was bragging about raping and sodomizing young local girls. The Italian Stallion Beginning in his late teens, Buono married and fathered several children. His wives, who were at first attracted to his macho self-proclaimed Italian Stallion style, would quickly discover that he had a deep loathing for women. He had a strong sexual drive and would physically and sexually abuse  the women in his life. Inflicting pain seemed to add to his sexual pleasure and there were times that he was so abusive, many of the women feared for their lives. Buono had a small, semi-successful car upholstery shop attached to the front of his home. This offered him seclusion, which was what he needed to act out his sexual perversions with many of the young girls in the neighborhood. It was also where his cousin, Kenneth Bianchi, came to live in 1976. A Career Jump Into Pimping Buono and Bianchi embarked on a new career as small-time pimps. Bianchi, who was more attractive than his wiry, large-nosed cousin, would lure young runaway girls to the home, then force them into prostitution, keeping them captive with threats of physical punishment. This worked until their two best girls escaped. Needing to build up their pimp business, Buono purchased a list of prostitutes from a local prostitute. When he figured out he had been scammed, Buono and Bianchi set out for revenge, but could only find the prostitutes friend, Yolanda Washington. The pair raped, tortured and murdered Washington on October 16, 1977. According to authorities, this was Buono and Bianchis first known murder. The Hillside Strangler and Bellingrath Link Over the next two months, Bianchi and Buono raped, tortured and killed another nine women ranging in ages from 12 to 28. The press named the unknown killer as the Hillside Strangler, but police were quick to suspect that more than one person was involved. After two years of hanging around his piggish cousin, Bianchi decided to return to Washington and reunite with his old girlfriend. But murder was on his mind and in January 1979, he raped and murdered Karen Mandic and Diane Wilder in Bellingrath, Washington. Almost immediately the police linked the murders to Bianchi and they brought him in for questioning.  The similarities of his crimes to those of the Hillside Strangler was enough for the detectives to join forces with the Los Angeles detectives and together they question Bianchi. Enough evidence was found in Bianchis home to charge him with the Bellingrath murders. Prosecutors decided to offer Bianchi a life sentence, instead of seeking the death penalty, if he gave full details of his crimes and the name of his partner. Bianchi agreed and Angelo Buono was arrested and charged with nine murders. The End for Buono In 1982, after two lengthy trials, Angelo Buono was found guilty of nine of ten Hillside murders and received a life sentence. Four years into serving his sentence, he married Christine Kizuka, a supervisor at the California State Department of Employee Development and a mother of three. In September 2002, Buono died of a suspected heart attack while in Calipatria State Prison. He was 67 years old. Interesting Note: In 2007, Buonos grandson, Christopher Buono, shot his grandmother, Mary Castillo, then killed himself. Castillo was married to Angelo Buono at one time and the two had five children. One of the five children was Chris father.

Future of vessel traffic services (VTS) Essay Example | Topics and Well Written Essays - 2500 words

Future of vessel traffic services (VTS) - Essay Example Non-surveilled systems consist of one or more reporting points at which ships are required to report their identity, course, speed, and other data to the monitoring authority. They encompass a wide range of techniques and capabilities aimed at preventing vessel collisions, ramming, and groundings in the harbor, harbor approach and inland waterway phase of navigation. They are also designed to expedite ship movements, increase transportation system efficiency, and improve all-weather operating capability. The Automatic Identification and Data Management System AIMS 7100 - the product of a joint venture between Daimler-Benz Aerospace and Marine Data Systems - is the latest development of a highly sophisticated vessel traffic information system (VTS). Litton Marine Systems has introduced a new IMO-compliant vessel traffic system (VTS) for locks, bridges, ports and coastal waters. VTS-Master-W is a new system utilizing commercial off-the-shelf (COTS) hardware and proprietary software running under Windows-98/NT. The Vessel Traffic Management will be able to get real-time remote display of raw video data from shore-based surveillance radars superimposed on geographical maps of the area. The Coast Guard Vessel Traffic System (VTS) is active in four major U. S. ports: New York, Puget Sound (Seattle), San Francisco and Houston/Galveston. They upgrade their software installed for VTS twice a year. Recent developments included a new Vessel Maintenance Form and improvements to radar tracking. A multiyear radar recapitalization project is in progress, replacing old, unsupportable radars with the new AN/SPS-73. Norcontrol IT has announced the introduction of C-Scope, a groundbreaking 3D VTS and AIS operator display, designed to increase flexibility of vessel and consignment tracking on sea and land areas. The sophisticated display is able to visualise data from any tracking system and provides unique flexibility in that a VTMIS operator may view the service area from literally anywhere, including onboard a vessel. The Maritime and Coastguard Agency (MCA) is the first organisation to use the display and has already taken delivery as part of the UK AIS network program. same radar used for replacement on the cutters. Future Plans VTS already has most of the technology available for its implementation. some advances may change the way future systems are designed and operated. Technologies like range from advances in electronic charting to precise positioning techniques and automatic ship-to-ship and ship-to-shore identification are expected. A number of advances, in combination, may make the automatic plotting of vessel locations, identification, and movements' possible using a laptop device on board and being equipped with proper transponders. These automated systems could replace the costly radar surveillance of large port regions. The global positioning system (GPS) and differential GPS (DGPS) is already available in ports and waterways today. The DGPS system combined with an electronic chart is the

Pollution Essay Example | Topics and Well Written Essays - 750 words

Pollution - Essay Example Perhaps people will be more willing to make an effort in curbing this rising problem within their residential communities for starters. This might also help minimize the health problems associated with pollution The main types of pollution that will cause health concerns are the noise pollution caused by the vast amount of people and cars. This is due to the fact there is a high volume of traffic which is motivated by the high amount of restaurants, cafes, clubs, theaters and stores all concentrated within a single area. The heath concerns of noise pollution are that people often suffer from sleep disturbances, decreased learning ability and increased stress levels which can affect many areas of their lives. This of course is to name but a few of the affects. There is also an increased amount of air pollution. The main culprits of this being automobiles exhausts that produce nitrogen oxides. This leads to respiratory complications and some people can end up developing asthma because of this type of pollution. Another source of pollution in my neighborhood is solid waste. This is due to all the trash that is lying around. The lack of garbage cans is the main reason for this, but also personal neglect. The main issue with solid waste is that is causes diseases. It is viable source where diseases can manifest and transfer from one person to another. It is clear that th What needs to change It is clear that the congested state that my neighborhood is in needs to change. There are no visible positive aspects of the pollution especially in terms of health issues. The first and foremost thing that needs handling is all the rubbish that is meeting in our streets. This can be done by getting more garbage bins. Furthermore a penalty needs to be paid if a person is caught littering. This can be incorporated by our local government. By making it legal people will more than willing to take responsibility for their actions. Indeed this form of punishment could seriously help curb the problem. In regards to noise and air pollution most of the businesses like the restaurants, bars, cafes, should unit to build a large secure parking lot. This way people will have to walk a few miles to get to where they need to go. This will decrease the amount to cars that have to drive on the road. The best way to incorporate this would be to convert some of the streets into walking streets. Conclusion It is clear that in order for a community to function they need to be concerned with each others health. Being selfish is not the way to progress, especially when the issue affects us all. Pollution is not one person's responsibility and when people are informed they might be willing to do something about it. Government support is also very important. People often function best when there are rules. When it comes to pollution the rules are almost non-existent for individuals. By incorporating small changes the health issues caused by pollution can be tackled. Also by informing everyone and making them responsible will help increase the awareness of the negative health issues that arise due to pollution. In terms of local government support it is appalling to think they would be willing to allow the rubbish accumulate to such heights. They need to incorporate more bins as

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

Evaluating a Health Promotion Website Essay -- Health Care, Nursing

Introduction This assignment intends to review the concept of nursing shift handover. Nursing handover can be defined as an important time to exchange information pertinent to the continued care of their patients (Pothier, Monteiro, Nooktlar et al. 2005). Methods of handover are varied, ranging from taped, verbal, by the bedside or with typed sheets. In 2010 there were 352,104 registered nurses, midwives and health visitors working in the NHS (RCN, 2011). All of these will partake in a handover of information on a regular basis, in hospitals this handover takes place at least twice day. In 2009/2010 there was 16,806,200 hospital stays in NHS hospitals (IC NHS, 2011). Information about their care would have been exchanged at shift changes, with the quality of each handover ensuring relevant care. Consequently, we can see that handovers effects thousands of nursing staff together with the thousands of patients in the hospital setting. The Health & Safety Executive (1996) stated that handover has several requisites, in particularly that communication between shifts should be accurate and without misunderstandings. The need to improve handovers is international recognized along with the obstacles that need to be overcome. Solutions need to address the healthcare professionals resistance to change, while understanding their time pressures. Additionally, issues relating to staffing levels, language differences and lack of research (WHO, 2007)need to be taken into account. According to Prouse (1995 cited by Carayon,) the cost of a handover in an UK hospice was approximately  £80, (with inflation  £125 (This is Money, 2011)). Additionally, Burke (1999) suggested using taped handovers saves a ward  £16,000 per annum, which may... ...400 results when refined with quantitative or qualitative keywords. Lastly, CINAHL produced best results when using a basic search with 'nursing handover' used, resulting in 23 articles. Each database requires different techniques, sometimes narrowing or opening the search parameters. Parameter of date and location were employed. Consequently, papers needed form 2001 onwards, original research and from the UK, thus avoiding cultural discrepancies and ensuring applicable to practice. Additionally, they needed to be hospital based and preferably in a ward setting. The qualitative paper selected was 'A qualitative study of shift handover practice and function' (Kerr, 2001) and the quantitative paper was 'A Pilot study to show the loss of important data in nursing handover'(Pothier D., Monteiro P., Nooktlar M. et al., 2005). These will now be critiqued in turn.

The Human Mind: Id .vs. Ego and Superego (Lord of the Flies

Isaac Lee 9Ak Essay Lord of the Flies The human mind: Id . vs. Ego and Superego Lord of the flies was written by William Golding. It is about a group of boys who crash-landed on the island. They are to survive and as the novel progresses, the boys’ imaginations takes them to hallucinating about a ‘beast’ being on the island. The ‘beast’ is a representation of fear and leads to the power struggle between Ralph and Jack with Simon standing by the side. William Golding uses the power struggle as a representation of the human mind, how the Id, the savage, basic instinct of our mind is always there and the reason for civilization (e. social interaction and rules and the consequences. ) The power struggle represents the human mind. The three main characters are the representation of the three parts of the mind, focusing on the Id, which is always there floating in the back of ones mind. The human mind is split into three different parts, the Id, the Ego and the Superego as thought by an austrian neurologist – Sigmund Freud. The Id is the set of uncoordinated instinctual trends, basically, the hunger for everything we desire.Freud thought that the Id was driven by the ‘libido’ – the energy from life’s instinct and the will to survive, it gives the feeling to desire. The ego is the organized realistic part of your mind, it satisfies the Id by controlling it through any means to divert, transform or converting the powerful force of Id to useful and realistic modes of satisfaction that can be done in reality and suppresses the need for everything. The superego is your conscience, it judges the right and wrong, it seeks perfection that is beyond the limits of reality, even beyond the ego.Overall, the ego is always negotiating with the id, trying to prevent it from over whelming itself while the superego watches over, jumps in when it thinks that it Lee, p. 2 can have a moral decision about the situation. I n the Lord of the Flies, Jack represents the id. He has an unquenchable thirst to kill and to thrive e. g. ‘He tried to convey the compulsion to track down and kill that was swallowing him up. ’ (P70) The impulse in him to murder was eating him. In the story. As he progresses, he begins to show signs of savagery. In the eginning, they all had one opinion but that changed radically as the ‘beast’ showed up. When Jack heard about the beast, the first thing he wanted to do was to hunt the beast. As you could say, that the beast was a flame that sparked of Jack’s Id, after that, he left the tribe and formed his own, a manifestation for power. As Jack does in the book, the Id springs out, takes over control of our mind and takes advantage of our fear of the beast. Shortly after that, they began to worship and offering the head of what they kill to the beast.As the Id was driven by the ‘libido’, Jack was driven by hunting. Then, the beast†™s form was a motif, a repeatedly occurring idea, or thing, which upon repetition derives it’s meaning in relationship to the theme. The first time that the beast appeared, nobody really believed in the beast. In page 34, a child tells Ralph through Piggy ‘He wants to know what you are going to do about the beast thing. ’(P48). After that, they laughed it off, as if it wasn’t real. But after a while, in chapter , they begin to doubt whether the beast is real or not, when samneric saw a ‘shape’ on the hill.The result – They were absolutely terrified about the ‘beast’. Ralph represents the Ego in the Lord of the Flies since he has always been struggling with Jack in power and strength. A key moment in the book of the power struggle is when Jack leaves the tribe ‘â€Å"I’m going off by myself. He can catch his own pigs. Anyone who wants to hunt when I do can come too. †Ã¢â‚¬â„¢ Lee, p. 3 This shows that J ack is far apart from the other people and only cares about himself. This shows that Jack is power hungry and only cares about himself. This symbolizes that the Ego is trying to control the Id.As the ego, it is also trying to divert the power of the Id to realistic methods as stated before, when Jack raised that question of hunting for food everyday and so, Ralph decided that Jack could hunt, but not every hour so they can keep the fire going. Therefore, Ralph represents the Ego. Simon represents the superego in the Lord of the Flies. When Simon heard about the beast, he didn’t cower away, afraid of the beast, he did the opposite. The only person who does not believe that there is a beast is Simon. Simon later discovers that the physical ‘shape’ is actually a man in a parachute being dragged up the hill by the wind.He then goes to untangle the figure, even though it is foul and rotten away. We can see this in this quote: Simon knelt on all fours and was sick till his stomach was empty. Then he took the lines in his hands; he freed them from the rocks and the ? gure from the wind’s indignity. He saves the figure even though it is not obligatory, he saves it out of his own goodness and will, he does this not for the greater good, but only because just because it is unfair for a corpse that has to be strung up like that. Therefore, Simon represents the superego in the Lord of the Flies. The ‘beast’ in the book is a manifestation of fear.This paragraph will focus on how our fear or Id is always part of us, in the back of our minds, unconsciously. Mentioned in the previous paragraphs, it shows that the mind is split into three different parts, the id, the ego and the superego. The id eats away at us, when there is a trigger to set us off. The person who really became an ‘id’ was Jack, by the end of the book he was a dehumanized animal. The trigger for Jack was the the ‘beast’ itself. When they saw th e physical form of the beast, which was just a man on a parachute, they were Lee, p. 4 absolutely terrified, they ran away from it as fast as they could.Something interesting to point out was as Ralph was running down the mountain, it also said that: ‘Ralph found himself taking giant strides among the ashes, heard other creatures crying out and leaping and dared the impossible on the dark slope; presently the mountain was deserted, save for the tree abandoned sticks and the thing that bowed. (p135)’ Notice how here that it describes the other boys as ‘other creatures’ but not boys. They are descending into the darkness of primitive humans. At first, they were putting on face paint and just laughing it off, but then it gets very serious as shown through this quote: The face of red and white and black, swung through the air and jigged towards Bill. Bill started up laughing; then suddenly he fell silent and blundered away through the bushes. Jack rushed toward s the twins. â€Å"The rest are making a line. Come on! † â€Å"But-† â€Å"-We-† â€Å"Come on! I’ll creep up and stab-† The mask compelled them. ’ (P66 ) Notice that Jack said that they are making a line and they will creep up and stab them. This reflects on the final scene how the hunt for Ralph is just like this scene, it is providing foreshadowing for later. They stab to satisfy their own need to hunt.A great example for this is from Simon’s death to Piggy’s death and finally to the hunting of Jack. At the death of Simon, we can tell that it was an accident and it was ambiguous whether it was intentional or unintentional, they were all driven to fear with the surroundings. Then came Piggy’s death. Ralph and Piggy came to Jack’s fort for peaceful means to ask for Piggy’s glasses back. But then, they got into an argument and came teeth to teeth fighting. Roger observed from above and as it says: ‘H igh overhead, Roger, with a sense of delirious abandonment, leaned all his weight on the lever. ’(p200 – 201) and then,Lee, p. 5 ‘The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and ceased to exist. Piggy, saying nothing, with no time for even a grunt, travelled through the air sideways from the rock, turning over as he went. The rock bounded twice and was lost in the forest. Piggy fell forty feet and landed on his back across that square, red rock in the sea. ’(P200-201) This shows that Roger, under the influence of Jack, did this cruel act of violence on purpose, killing Piggy just like that. But the most inhumane act they did was to hunt and kill Ralph.The reason? Hunting is an act of mainly gaining something like meat and such while here, they are hunting Ralph just for pleasure and to add on to that, hunting is usually to hunt animals, but here they are hunting a human. In addition, here is a n extraction from the hunting of Ralph. ‘The ululation spread from shore to shore. The savage knelt down by the edge of the thicket, and there were lights flickering in the forest behind him. ’ (Page 221) The hunting of Ralph takes place throughout the island. The boys are no longer being described as boys in this quote, as stated that ‘The savage knelt’ (P221).The children have truly become uncivilized barbarians, hunting each other as if it was just a game of fun. An interesting point in the book is when Simon is talking to the imaginary ‘Lord of the flies’. It holds something very sinister. ‘You knew, didn’t you? I’m part of you? Close, close, close! I’m the reason why it’s no go? Why things are what they are? ’ (P158) The Lord of the Flies is always part of us. This supports how it is fear itself that is haunting these boys, they descend into darkness with out civilization. The head speaks to Simon i n an ominous way, with ‘Why things are what they are? ’, suggesting that we created it ourselves.Lee, p. 6 The important of civilization and how, without it we would become savages is a wide topic. The main focus of civilization in this book is fire. Symbolically, the fire represent the will to be civilized; the absence of the fire represent the loss of civilization. The fire in this book is a symbol for civilization because they keep it going to signal a ship, in the end, they just give up on keeping the fire going for two reasons, one, Samneric saw the ‘beast’ on the hill, which made them terrified, second, there was not enough people once most of the people from Ralph’s tribe went over to join Jack’s tribe.Piggy states that ‘â€Å"That’s where they’ve gone. Jack’s party. †Ã¢â‚¬â„¢(P188) They lose the will to live. Jack’s ideal of a good life on the island is to hunt and kill nothing else while Ralphà ¢â‚¬â„¢s ideal is to sustain the smoke from a fire so a ship will see it and come rescue them. A detail to point out is also that Piggy says on P37 ‘I bet it’s gone tea-time’ This brings back what they were doing back at home – a routine. Here in the jungle, they have just recently crashed and have no organization whatsoever, by saying this, Piggy is bringing back the children to what they would have done if they were back in civilization.Another reason for civilization and social interactions is that we would go insane if it were not that we had someone to talk to. For example, when Simon was traversing to the sow’s head that Jack’s tribe had killed and offered to the imaginary ‘beast', this character the ‘Lord of the flies’ pops up in Simon’s unconsciousness, he starts to hallucinate. ‘Simon shook. â€Å"There isn’t anyone to help you. Only me. And I'm the Beast. †Ã¢â‚¬â„¢. When we are alone, th ings like this start to happen. ‘The world, that understandable and lawful world, was slipping away’ (P98).Another example of the group descending into civilization is when Jack meant to kill Ralph: ‘Vicious, with full intention, he hurled his spar at Ralph. ’ (P201) We don’t kill a fellow human being that easily and when we do it is with reason, but here, Jack throws it at Ralph, with intention but without reason. The murderous hate has consumed Ralph. He is uncivilized and barbaric. In conclusion, Lord of the Flies is a book where the power struggle between Ralph and Jack, but with Simon as the overview figure, is a representation of the human personality, with Simon andLee, p. 7 Ralph trying to contain Jack just as in the mind how the Ego and Superego try to contain the Id, how the Id is always in the back of mind and without civilization we would descend into becoming savages. But the children, as previously mentioned, were only around ten to twe lve years old and children as the symbol of innocence but yet they consider and commit such inhumane acts, does it not mean that we are all savages at the bottom of our heart too?