...The Director – Greg Hay The Play – The Lord of the Flies The lights come up on children oblivious to the world around them, as the play, read and enjoy the good things of life. They are only distracted momentarily by the sounds of planes and bombs before they go back to what they are doing, almost as if it would not affect them. Darkness returns and this time the sound is not of distant planes or bombs, it’s of a very real plane crash, within the darkness it would be easy for those of no imagination to feel detached from the happenings, but a few people would feel the horror and the dread. We then proceed to watch a small group of survivors, young boys, try to survive. The boys try to put into action the same rules that society uses, these quickly break down and the boys begin to go feral. We watch in horror as we realise even the most refined human can commit terrible atrocities. The Lord of the Flies, directed by Greg Hay, creates an atmosphere of horror as we watch the effects of war, even on those who do not take part. Hay’s interpretation of William Golding’s ‘Lord of The Flies’ presents to us the dark side of human beings, and the effects of it has if it gains control over that of reason and logic. In essence Hay’s ideas make it an extremely moving, and horrifying play. Throughout the play, the use of lighting and sound played one of the major roles in creating the atmosphere. Using red lights to signify danger or aggression triggered the audience’s immediate response...
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...blood!"(Golding 118) "Fancy thinking the Beast was something you could hunt and kill!" said the head…You knew, didn't you? I'm part of you?”(Golding 111) The “beast” emits a fear within the boys until as they start hunting and killing more. The “Lord of the Flies” is a symbol of savagery and the devil because it represents an intelligent, supernatural ill will, with power to invoke “the beast” or uncontrolled evil, in every human. “There isn’t anyone to help you. Only me. And I’m the beast.” “You knew, didn’t you? I’m part of you?”(Golding 168) “We are going to have fun on this island! So don’t try it on, my poor misguided boy, or else” (Golding 169) The “Lord of the Flies” emanates malicious and provocative thoughts and emotions to Simon as it would on anyone. Humans are inclined to be savages because they are prone to indulge in power, malevolence, and aggression. Jack’s ferocity throughout the book as he transitions from a schoolboy to a savage reveals the nature of humanity. The scar of the island caused by the crashed plane was a start of destruction ready to form. The “beast” was a connection of the children’s darkness of their hearts that was elaborated by the boys’ routine of hunting. The “Lord of the Flies” signifies the evil and darkness confined within all humans and revolved around the evil that lies in the boys’ hearts. ...
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...How Corrupt Are We? Many times in the book Lord Of the Flies, has there been showings and examples of “Corruption in Law/Government Rules” set in the book by Jack. Many in which have similarities with laws set in governments today. Jack set many rules to which many have met their fate to or has never went against the rules again. Governments now have many corrupt cops due to a bystander posting it on social media, which gets around very fast. Cops beating on “innocent” people have been a big topic this year, causing uprises in neighborhoods, and social media which eventually reaches news networks. This has happened several times in Lord Of the Flies but has never evolved due to the small amount of time they were on the island. Many people thought...
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...The book lord of the flies by William Golding is a wicked with tenacious meaning. However, the book does more than tell a story, but conveys human nature, yet on chapter 5 through 8 the children are driven by society’s problems such as fear, power, and aggression. Moreover, in chapter 5 the fraternal twin convey panic of the beast. Consequently, Chief Ralph incompetent on conducting the group together facing the fear of the beast because he feared as well. The beast is the emblem representing savage behavior on individuals. However, at the point the beast was still an assumption. Furthermore, the group lived petrified. Yet the Chief position overwhelmed jack since the beginning. Then jack began disrupting the trust between the group and Chief Ralph in order to take over. It can be inferred that Jack...
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...This idea comes into play often when choosing leaders to follow. If a person promiseś us one thing that we crave but while achieving that for us will do things we do not believe morally right we force ourselves to focus solely on that thing we want and overlook what we don´t. In our minds we are justifying the leaderś actions as necessary because they lead to our ¨prize¨, an example of cognitive dissonance effects.. This is especially true in ¨Lord of the Flies¨ when the boys desert Ralph to join Jack. Ralph is a natural leader and commands respect having ¨a stillness about [him]¨ that ¨marks him out¨ (Golding, 22) from the rest of the boys. He is clever in the way he handles different personalities; giving Jack control of the hunters to ease his ¨mortification¨ (Golding, 23) over not being elected chief, and thinks not just of the immediate future but of how to survive and eventually be rescued. The boys choose him as...
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...When they arrive, the boys feel as though they can do anything and Piggy asks, "Are there any grownups at all?" and Ralph replies, “I don’t think so” (Golding 8). By the end of the novel, two boys are killed and the main character Jack, a boy who has let the evil overcome him, says, "Do our dance! Come on! Dance!" (Golding 151) and starts a chant circle to kill another boy. Another example of this lack of authority is seen in our everyday lives. When an actual teacher is gone from a class and there is a substitute, it is clear to see that people become enveloped in the need to act out and misbehave. This can be countered by the observation that, “The vast majority of people…dismiss their instinct for aggression and domination” (Source 6). While this rings true, ultimately, whether people succumb to their evil tendencies is determined on other people and the situation of having a lack of authority. The last point as to why others influence evil actions is that the environment of the surrounding people is one of which where the feeling of power is so great that the evil actions are completed. This is best described by Phil Zimbardo’s Stanford Prison Experiment. Conducted to see how people would conform to different roles, randomly selected males were selected...
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...Annotated Bibliography Isolation brings out a person’s character as well as tests their limits and boundaries, so how does this relate to the characters in Lord of the Flies and what does this reveal? Did the boys contract or expose any symptoms of possible mental disorders, conditions, or syndromes while on the island? To look into this, the social abnormalities in the behavior of each boy would need to be examined and analyzed from a medical perspective. If the boys are victims of mental instability, what does this tell the reader about the “evil-doers” like Jack or Roger? So what happened to Jack to turn him from a civilized lead choir boy into a savage leader out for blood? When Golding first introduces Jack, he is strict, to-the-point,...
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...Concepts and Theories in Politics Welcome to Introduction to Politics! This lecture will supplement what you will hear in class. I’m going to discuss some important methodological and substantive issues having to do with political science, including the role of concepts and theories, human nature and politics, and ideologies. If you need more background, I suggest taking a look at Sheldon Wolin, Politics and Vision; C.B. Macpherson, The Real World of Democracy; or Robert Dahl, A Preface to Democratic Theory. To begin with, in some ways it is a misnomer to speak of political “science.” One crucial difference between political science and the natural sciences is that in the latter there is normally only one dominant paradigm at a time, while in the former there are what might be called competing paradigms. As T.S. Kuhn establishes in The Structure of Scientific Revolutions, there was a paradigm shift from the Ptolemaic to the Copernican universe; in other words, from the idea that the Earth is the center of the universe we move to the idea that the Earth in fact goes around the sun, a radical conception when it was first put forward in 16th-century Europe but one that is now universally accepted. In the social sciences, however, there is no overriding consensus on how to analyze reality (or even on what counts as reality). In political science, for example, three major views may be distinguished on power and authority in the United States: (a) the pluralist model, in which...
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...Faced with evidence that his uncle murdered his father, evidence that any other character in a play would believe, Hamlet becomes obsessed with proving his uncle’s guilt before trying to act. Claudius - The King of Denmark, Hamlet’s uncle, and the play’s antagonist. The villain of the play, Claudius is a calculating, ambitious politician, driven by his sexual appetites and his lust for power, but he occasionally shows signs of guilt and human feeling—his love for Gertrude, for instance, seems sincere. Gertrude - The Queen of Denmark, Hamlet’s mother, recently married to Claudius. Gertrude loves Hamlet deeply, but she is a shallow, weak woman who seeks affection and status more urgently than moral rectitude or truth. Polonius - The Lord Chamberlain of Claudius’s court, a pompous, conniving old man. Polonius is the father of Laertes and Ophelia. Ophelia - Polonius’s daughter, a beautiful young woman with whom Hamlet has been in love. Ophelia is a sweet and innocent young girl, who obeys her father and her brother, Laertes. Dependent on men to tell her how to behave, she gives in to Polonius’s schemes to spy on Hamlet....
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...History Revision Aug 1914 – Nov 1918 The cost of WW1 to Britain - $35,334,012,000 (highest of all the allied powers) and 994,138 British people died. April 1919 Treaty of Versailles – Germany had to accept the blame for starting the war (Clause 231) and pay £6,600 million in reparations. She was forbidden to have submarines or an air force and could only have a navy of six battleships and an Army of just 100,000 men. She also lost territory to Britain and France. The League of Nations – an international organisation designed to preserve the peace and solve international disputes by arbitration; based on a system of collective security (article 10). 42 countries joined at the start and by the 1930s this became 60. The covenant of the League of Nations was agreed as part of the Paris Peace Conference in 1919 held at Versailles – it aimed to stop war, improve people’s lives and jobs, disarm and enforce the Treaty of Versailles). In May 1920, the US Senate voted against Versailles (due to isolationism) and did not join. Summer 1919 John Maynard Keynes published ‘The Economic Consequences of the Peace’ – said that the Treaty of Versailles was ‘economic insanity’ and an example of a ‘Carthaginian Peace’. It sold 60,000 copies in the first 2 months, 100,000 copies in the first 6 months and was translated into 14 languages. Aug 1919 – 1934 ‘Ten Year Rule’ – British spending was only £102 million on defence in 1932, compared to £760 million in 1919 – 1920. March 1921 Anglo-Soviet...
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...CHAPTER TWO Review of Literature Introduction Current educational research on bullying imbedded in bullying programs instruct Educators on how to handle different aspects of bullying episodes and, on how to instill an understanding of student’s perceptions of bullying incidents, however, not all teachers have the same perception of bullying interactions. Everyone comes to the table with their own set of definitions and perspectives based upon their background and upbringing. There is a need to examine these varied perceptions and understandings and how people in schools define and respond to bullying. There are critical gaps in the existing research on this subject and by identifying and understanding teacher perceptions of bullying in this time frame of 2013, response to incidents involving student bullying will provide useful insights while also providing future researchers points of comparison. The purpose of Chapter Two is to support examination of my body of research and to determine similarities and differences in teacher perceptions of bullying in their schools. Background information will be provided to the reader on the kinds of bullying and their definitions, and what affects accompany bullying episodes and current existing attitudes about bullying. Review of the Related Literature Bullying has been come to be defined as the repeated aggressive behavior that can be either physical, psychological to...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...COLLEGE COLLEGE OF DISTANCE EDUCATION TERRORISM BY NON-STATE ACTORS FINAL PAPER THE QUR’AN AND TERROR [pic] U.S. NAVAL WAR COLLEGE WEB-ENABLED PROGRAM DONALD ROSS APRIL 2013 DR. JIM MISKEL INSTRUCTING The views expressed in this student academic research paper are those of the author and do not reflect the official policy or position of the Department of the Navy, Department of Defense, or the U.S. Government. The Quran and Terror On September 11, 2001, (9/11) the United States was attacked in a series of coordinated terrorist attacks launched by the Islamist terrorist group Al-Qaeda. On that Tuesday morning, 19 Al-Qaeda terrorists hijacked four passenger jets, intending to fly them in suicide attacks into targeted buildings. The September 11 attacks resulted in nearly 3000 deaths that day. The subsequent series of events those attacks set in motion resulted in the deaths of more than 6,000 soldiers, 2,300 contractors and hundreds of thousands of Afghan and Iraqi soldiers, policemen and civilians. The ramifications from 9/11 continue to contribute to our financial difficulties. The total cost of the wars in Iraq and Afghanistan is estimated at more than $5 trillion, if you include both the next decade's interest payments on the debt-financed wars and future veterans' benefits.[1] After the attack on 9/11, Americans went in search of those who attacked us. We learned that we were attacked by Al-Qaeda (Arabic:...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...Introduction: The Indian Armed Forces are the military forces of the Republic of India. They consist of the Army, Navy and Air Force, supported by Paramilitary forces[4] (Assam Rifles, Indian Coast Guard and Special Frontier Force) and various inter-service institutions such as the Strategic Forces Command. The President of India is the Supreme Commander of the Indian Armed Forces. The Indian Armed Forces are under the management of theMinistry of Defence (MoD), which is led by the Union Cabinet Minister of Defense. As of 2010, the Indian Armed Forces have a combined strength of 1.32 million active personnel and 1.15 million reserve personnel. In addition there are 2.28 million paramilitary personnel making it one of the world's largest military forces in terms of personnel. The Indian defense budget was US$41 billion during FY2012, at about 1.9% of GDP, with additional spending on infrastructure in border areas and for paramilitary organizations. The Indian armed forces are undergoing rapid modernization, with investments in such areas as a missile defense system and a nuclear triad. India's arsenal includes nuclear weapons with a triad of delivery mechanisms. In 2010, India was the world's leading arms importeraccounting for 9% of global imports and ranked among the top ten in arms export. Israel, Russia and the United States are the primary suppliers to India's armed forces. The country’s capital expenditure for defense equipment may reach US$112 billion between 2010...
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