Consumer Behaviour- Redbull Case Study questions

Consumer Behaviour- Redbull questions - Case Study Example Through the marketing strategy of employing thrill into the advertisements, the company targets the young generation to consume the drink as a supplement to the adrenaline inducing sports. Such market segmentation has allowed the company to merge its natural consumer base with its targeted market. In the future, Red Bull’s most beneficial marketing strategy would be to segment the market based on consumers and innovation specifically rather than brute sponsorship based advertisement. Targeting a behavioural segment that is divided in to the groups of those who regularly, for example, go to gym or those that work in tough environments in the same age limits; it would be wiser, as per Walker’s (2006) research, to spend more marketing funds on those who are behaving in a more favourable way to consume the product. For example a 20 year old who goes to gym is more open to Red Bull’s advertisements than a 20 year old who works in a print shop. By specifically targetin g behaviour based market segments, Red Bull’s future marketing can further be optimized in line with the company’s current policy without interfering with other policies like those of thrill based advertisement. ... Starting from distributing free cases of the energy drink at gyms, schools and different buildings where they could find their consumer base, the Red Bull started with a viral advertising policy. The success of the viral advertisement resulted in rapid growth in sales. The motivations of consumers were based on their own needs, or their own needs as shown by the company. The need to re energize at work, gym, construction sites and other advertised areas has shown to be a consumer need by the Red Bull and often the Red Bull consumers are compared with non consumers in advertisements. The comparison often either implies the lack of energy in the individual and the inability to perform properly without re energizing or shows extra abilities in the individual consuming the product. The moto â€Å"No Red Bull, No Wings† clearly backs up this concept. Furthermore, by sponsoring highly thrilling race competitions, both on air and ground, the motivation to use the product is further a roused in the consumer base, both psychologically and as a way to try the product for the new consumers by creating a ‘buzz’. Describe the Brand Personality of Red Bull. Why do you think the concept of brand personality is so important to Red Bull? Being an energy drink aimed at the youth, Red Bull has developed a bold brand personality of a strong bull as depicted by its logo. The brand personality of the energy drink implies the traits of the type of boost it claims to give the consumers; strength, energy, physical resistance, quicker reaction time and improved mood. Giving an emotional character and association to the brand’s image, the company has devised a strategy

Human Rights, Law and Police Ethics in Ireland and India Essay

Human Rights, Law and Police Ethics in Ireland and India - Essay Example And they have organised this close similarity in their belief and adherence to democratic values into operational institutions of democratic practice such as the legislature, the executive and the judiciary, each deriving its power and authority from the constitutions that the people, in their respective constituent assemblies, have given to themselves. A unanimous opinion of scholarly commentators is that both the constitutions provide for the 'rule of law'. "... every official, from the Prime Minister down to a constable or a collector of taxes, is under the same responsibility for every act done without legal justification as any other citizen and all subordinates, though carrying out the commands of their official superiors, are as responsible for any act which the law does not authorise as is any private and unofficial person." (A V Dicey, Law of the Constitution,: MacMillan, London, 9th ed., 1950, p.194). An American interpretation of the Rule of Law equates it with the separation of powers between the three branches of government. Thus in exposing the theme the popular internet encyclopaedia Wikipedia, says: "In American law, the most famous exposition of the same principle (of Rule of Law) was drafted by John Adams for the constitution of the Commonwealth of Massachusetts, in justification of the principle of separation of powers: "In the government of this commonwealth, the legislative department shall never exercise the executive and judicial powers, or either of them: the executive shall never exercise the legislative and judicial powers, or either of them: the judicial shall never exercise the legislative and executive powers, or either of them: to the end it may be a government of laws and not of men." Massachusetts Constitution, Part The First, art. XXX (1780)" (from Wikipedia, the free encyclopaedia, retrieved on May 25, 2006) Safeguarding the liberty of the individual citizen is a prime responsibility of the democratic state. The most effective safeguard of liberty is when 'government is a government of law and not of men'. To the extent that the rule of law prevails, to that extent also liberty has the chance of being safeguarded. Separation of powers is a necessary condition for safeguarding liberty; for, as Montesquieu said: "When the legislative and judicial powers are united in the same person or body of persons there can be no liberty; for apprehensions may arise that the same monarch or senate should pass tyrannical laws, to execute them in a tyrannical way. Again there is no liberty if the judicial power is not separated from the legislative and executive. Were it joined with the legislative, life and liberty of the subject would be exposed to the arbitrary control and were it joined with

Dont Blame the Eater Essay Example for Free

Dont Blame the Eater Essay In his article dont blame the eater Zinczenko blames the food industry for the obesity epidemic. Zinczenko opens his articles with a personal story about growing up eating fast food because his parents split up, his mom had to work and he had no other options. He goes on to give statistics on childhood diabetes due to obesity. Zinczenko then insists that complicating the lack of alternatives is the lack of information about what exactly were consuming. over all Zinczenko is advocating changes in the fast food industry because he believes there is a direct link between obesity, monies spent on fast food advertising and the costs of health care. I agree with Zinczenko that the fast food industry needs to change by as Zinczenko put it â€Å"providing the nutrition information people need to make informed choices about their products. However I question his claim of not blaming the eater that the food industry is to blame for todays rate of childhood obesity. After all I do believe as Zinczenko states â€Å"shouldn’t we know better than to eat two meals a day in fast food restaurants? † Growing up my parents divorced and, like Zinczenko, I was a latch key kid. Everyday my parents made sure my brother and I had lunch for school and dinner that night. As a parent today I understand the pressure of taking care of things, kids, school, work, extracurricular activities, laundry, making dinner and then trying to squeeze in quality time with the family and possibly a social life. With all that going on we always have a choice. I make my family and what they eat a priority, so I make it a point to buy health easy snacks like fruit, yogurt, cheese sticks, and granola bars. Dont get me wrong we buy and eat cookies, and on a Friday night dinner is takeout. But the rest of the week I make it a priority to cook and eat at home. This means planning ahead, it may mean I cook in advance during a really busy week, we will have leftovers once a week and the crockpot at times is my best friend. I do it because the health of my family is important to me and I choose not to feed them fast foods. Over all I believe it is the responsibility of the individual and the parents of children to make the right choices and to educate themselves and their children about making the right choices and typo educate themselves and their children about healthy eating habits. Hopefully with education and the help of government regulations we can help guide people into making better choices and help fight disease due to obesity, after all as Zinczenko said the problem isnt just theres its all of ours.

Kanes Blasted Essay -- Theater Play Analysis

â€Å"I’ve only ever written to escape from hell-and it’s never worked-but at the other end of it when you sit there and watch something and think that’s the most perfect expression of the hell that I felt then maybe it was worth it. (Sarah Kane, Royal Holloway College, London, 3 November 1998).† (Saunders. 2002: 1). Both representative and reflected in this statement made by the British playwright Sarah Kane (1971-1999) (Sierz. 2001: 90-91) is the state of being human. In its literal sense the state of being human could be illustrated as an expression of existence. That of the individual and characteristics and traits experienced through the life of mortal man. (Oxford English Dictionary. 2006: 61 & 366). In addition to this, the associated meaning with the word ‘tested’ suggests ‘a difficult situation that reveals the strength or quality of someone or something.’ (Oxford English Dictionary. 2006: 785). When defined in t hese terms, this then opens up the question to how an expression of human-existence is revealed under pressure in Sarah Kane’s play Blasted (1995). The twentieth century British playwright Sarah Kane’s (1971-1999) first and sensational drama Blasted opened in the Royal Court Theatre Upstairs, London, in January 1995. (Saunders. 2002: 2). From the outset Kane’s play stirred much controversy within the media. The title itself had a great impact upon its audience, as blasted through its formed meaning and literal association is a term ‘expressing annoyance.’ (Oxford English Dictionary. 2006: 70). As stated by the British theatre critic Aleks Sierz, Kane’s Blasted is â€Å"a shocking play whose raw language and powerful images of rape, eye-gouging and cannibalism provoked critical outrage†¦Kane exploded theatri... ...tp://www.robertsilverstone.com/wp-content/articles/Art_of_Being_Human_Part1.pdf. [Accessed 21st April 2012] Stephens, S. (2010) Sarah Kane’s debut play Blasted returns. [On-line] Available from: http://www.guardian.co.uk/stage/2010/oct/24/sarah-kane-blasted. [Accessed 21st April 2012] The American Heritage Dictionary of the English Language, (2009) War. [On-line] Available from: http://www.thefreedictionary.com/war. [Accessed 21st April 2012] The Guardian, (2005) ‘Suicide art? She’s better than that.’ [On-line] Available from: http://www.guardian.co.uk/stage/2005/oct/12/theatre. [Accessed 21st April 2012] Wixson, C. (2005) â€Å"In Better Places†: Space, Identity, and Alienation in Sarah Kane’s Blasted. [On-line] Available from: http://muse.jhu.edu.ezproxy.falmouth.ac.uk/journals/comparative_drama/summary/v039/39.1.wixson.html. [Accessed 19th April 2012]

The Roles of School Counselor

The Roles of School Counselor Based on the counselor's log book listed 26 roles or responsibilities that must be done by a counselor. However, counselors are not necessarily bound by duties recorded because the scope of duties of a counselor is actually more than that. According to Mr. Zaifulnizam, role that can be played as a counselor must be based on knowledge of appropriate guidance and counseling so that they can deal with problems at school and managed to turn the actual functions of guidance and counseling.The main role of the counselor is responsible in order to expand the potential of each student, this is because guidance and counseling services are structured activities will help students to examine, evaluate and choose a realistic personal goal and to ensure that they are desire to achieve their goals. Counselor’s role is not only to help students identify and achieve their goals but encourage and guide students to identify the right direction of life.That’s mean counselor’s role is not only to students' academic performance only but a student's life as a whole in line with the philosophy of education. Mr. Zaifulnizam also stated, counselor also serves as a mediator between the outsider and the school. Outsiders can be parents, society and the authorities such as police. Therefore, the counselor is also responsible for preserve the reputation and good name of the school. Even, counselors also need to act as a mediator between teachers and students. In the some condition the teacher need assistance counselors to understand the students’.Mr. Zaifulnizam also said counselors must be well-informed as they also act as an informer to all school community because, the counselor will be referred if something important happen in the school. Counselor’s role is not only limited towards the counseling process alone but also serves to plan and implement school activities throughout the year, especially involving student affair s. In other words the counselors also serve as planners, implementers, motivator, and advisor for the school community. Types of Services ProvidedThe guidance and counseling unit (UBK) are responsible for providing and coordinating all activities and services supported by the curriculum and co-curriculum activities. According to the Ministry of Education (KPM) in the books of Implementation Guidelines, Guidance and Counseling Services in Schools have outlined several principles. Among other things, guidance and counseling is an educational process, a process that is planned and ongoing. In SMKPM, apart from the annual program of activities the UBK also provide some guidance and counseling program that is planned as follows: a) Counseling Services Counselors provide the guidance and counseling services for individuals or groups. Individual counseling is the process of counseling to students who have problems whether they come alone or who are referred by other teachers. students usua lly come in person to get the consultation is that students who excel in academics, while the case was referred by the other teachers involving students who have problems in school such as not completing their homework and have no interest in learning.But there are also cases where the counselors themselves will review student files such as academic file or discipline file and, where there are problems such as deterioration of academic achievement and student discipline misconduct, UBK themselves will call the student is to be consulted. Usually the individual counseling program is ongoing throughout the year. While Group Counseling is a process of group counseling in which all students usually have the same problem or issue for discussion.This is to enable students to understand the situation and acquire the ability to act and to overcome the discomfort experienced. In addition to counseling services also provide consultancy services to teachers who are always facing issues related to student behavior, student relations and matters of personality development of the students at the school. b) Personality development * The counselor will be requested to solve disciplinary problems. The school discipline will refer students who commit disciplinary offenses repeatedly to a counselor to resolve.Through individual counseling or group of students will be advised to change their attitudes according to the school rules. For example when there is a student who likes to bully their peers, the UBK will call for a consultation session, they will be given proper advice to the formation of their personal development towards a better and consequently remove the bad behavior. c) Motivation and learning skills * Students are given the guidance to keep their academic achievement. Counselor role to motivate students less confident of their abilities and given up with their academic performance.Counselors also play a role in guiding the students to acquire the skills to learn, ho w to control stress, time management skills and effective learning techniques and answering exam questions. Therefore the Guidance and Counseling Unit has planned special programs such as ‘Program Maju Diri’, ‘Program Teknik Menjawab Soalan’, and ‘Program Motivasi / Bijak Belajar PMR dan SPM’. d) Career Development Guidance * The Guidance and Counseling Unit provide a variety of programs for students to expose them to the working world.The main purpose of the program is to enable students to learn the things themselves so that the appropriate choice of careers can be made. Programs implemented are the ‘Program Hari Kerjaya' and the ‘Pameran Kerjaya’. Such programs usually emphasized on form five students. e) Orientation program to the new teachers * The Guidance and Counseling Unit also responsible in managing the orientation program for the new teachers. These programs are specific to the new teachers to familiarize themselv es with the school. f) Career development for teachers Responsible for handling the career enhancement programs for teachers. An example of career enhancement programs for teachers is LADAP (Latihan Dalam Perkhidmatan). Problem handled Problems handled by the guidance and counseling unit (UBK) in the scope of duties and responsibilities that must performed by a counselor. It involves any student in need of guidance and advice and has been classified these cases into eight categories such as Academic, personal, career, discipline, psychosocial, drug or cigarettes, family and HIV or Aids.The highest cases handled by UBK is discipline cases, most common discipline offense committed by the student is skipping school and modes of dress that does not comply with the school rules. These kinds of cases are usually referred by the school discipline unit. Discipline is the highest cases because it involves a lot repetitive cases such as truancy and absenteeism. The second highest cases involv es academic and career. Usually these cases are referred by teachers or students themselves voluntarily come to seek for advice, they usually have a good level of academic achievement.Family problem and students personal matter among the popular cases handled by the UBK. Most of the students in SMKPM are from middle-income families. This caused many of neglected children less attention from their parents because they are busy to earn for living. Some even came from a broken family and parents with problems that affect their children indirectly. This causes the children do not interested in studies and always skipping school. They are usually referred by the class teacher for advice and counseling. Sometimes there are also students themselves who come to seek for advice on personal problems.There are also the cases handled by UBK involving students who have problems in psychosocial. The psychosocial problems related with mental wellness of students such as spiritual and self-esteem. Such cases are usually referred by teachers or by parents themselves. Students who are involved in drugs and cigarettes were also handled by the UBK. Although drugs and cigarettes is not popular cases, the school authorities through UBK still take necessary precautions by conducting lot of programs that expose disadvantages of drugs and cigarettes to students. So far there has been no case of HIV and Aids.STATISTICS ON CASE (January – September 2012) Type of Cases| Num. of Cases| Academic| 56| Personal| 20| Career| 47| Discipline| 113| Psychosocial| 13| Drug/Cigarettes| 6| Family| 23| HIV/Aids| 0| Total| 278| The pie chart above shows the percentage of cases handled by UBK. Discipline cases showed the highest record. Apart from discipline, other popular cases handled by UBK are academic and career of the students. While there were no cases of HIV and Aids. All the cases are for the whole month of January to September of 2012. Statistics for the cases above refers to the morni ng school session only.

Symbolism and Imagery in Lord of the Flies

Lord of the Flies Symbolism and Imagery Throughout everyday life people use certain symbols, or images, to relate their feelings and unconscious thoughts to something more tangible and concrete. To a young child, a special blanket might provide them with a sense of security and comfort; furthermore, said blanket may include the ability to calm the child in a state of distress. Someone who had recently lost a loved one, might use objects that contain a degree of sentimental value in order to better hold onto the memories of the lost relationship.The symbol of the maple leaf, to Canadians, represents a sense of belonging and acceptance, a sense of pride and loyalty to a society and culture unique to that of Canada. In his novel Lord of the Flies, Golding provides his audience with endless amounts of symbolism and imagery. Some of the more prominent ones demonstrated in his novel include that of the Conch; representing order and democracy, the Fire; representing hope and rescue, and las tly, but possibly most importantly, that of the Beast; representing Fear and uncertainty.As the novel progresses and evolves, so too, do the symbols of the conch, fire, and beast. Through the use of his symbols, Golding challenges his audience’s pre-societal-conceived views, provides an overall commentary about the devolvement of mankind, and emphasizes his grander ideas about humanity and the mounting savagery that exists on the island. In the earliest stages of the novel, the symbol of the conch holds an inexplicably awe-inspiring compulsion over the boys. Piggy, being the first to point it out among the creepers, is amazed by its beauty and intricacies.Described as â€Å"glistening† and â€Å"delicate† the conch demands attention, not only in description but as well as sound. â€Å"Gosh! † Ralph had whispered in a sense of wonder following the initial sounding of the booming horn. As the children gather from all corners of the island they are immediate ly drawn to Ralph; â€Å"But there was stillness about Ralph as he sat that marked him out: there was his size, his appearance, and most obscurely, yet most powerfully, there was the conch. †(Golding 19). Through electing Ralph as their chosen leader, the boys make the unconscious decision of emocracy, clinging to their traditions of society and, in turn, their civility and, what could arguably be, their inner â€Å"goodness. † As one of his first roles as Chief, Ralph establishes what is known as the â€Å"Rule of the Conch†: if one wishes to speak, they must hold the conch and cannot be interrupted, except by Ralph thus creating a divide between himself and the average individual of the island civilization- Sufficiently furthering the theory that the conch stands for democratic rule and society.After all, what is society other than rules and regulations made by those in a position of authority meant for the common man to fallow? As the concept of time, both na tural (day and night) and well as artistic (plot development), progresses the conch’s power, and, in turn, Ralphs’, start to diminish. Jacks presence and the evil he represents grow increasingly more powerful and dominant; â€Å"Jack broke in, contemptuously. ‘You’re always scared’ ‘I got the conch. ’ ‘Conch! Conch! Shouted Jack, ‘We don’t need the conch anymore. †(Golding, 37) indicates that the power of democratic society is crumbling under the weight of the growing savagery on the island. Jack begins to outwardly and publicly undermine and oppose Ralph, the rule of the conch and, more largely, society and civility itself. He speaks out of turn, accuses Ralph of being a coward and takes over leadership on multiple occasions; demonstrated in their hunt for the Beast in chapters six and seven- Jack continuously takes the lead while Ralph strays behind to ponder inwardly and with Simon. The conch’s symbol ic meaning depends on the state of the children’s minds. Once power becomes more real to Jack than rules, the conch is meaningless. † (Kinkead-Weekes and Gregor, 7) illustrates that there is no real, physical power to the conch; it is simply a shell- that power is in what society, and individuals within society, allow it to be. In chapter eleven, Castle Rock, Piggy is brutally murdered by Roger while clinging desperately to the conch in his last stand against Jack, his tribe, and, ultimately, barbarity. The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and ceased to exist. † (Golding, 200) through the destruction of the conch in such a violent manner Golding extinguishes any lingering hope for Ralph and civility. The audience experiences a complete and utter sense of loss and hopelessness at this point, they mourn not only for the death of Piggy but the realization that their pre-conceived optimistic views on society have been challenged and finally shattered; both literally and metaphorically. The shell, whose sound began as a summons to society, ends as a murderous explosion on the rocks† (Kinkead-Weekes and Gregor, 4) adequately demonstrating that society, like humanity is ultimately flawed, and will collapse when confronted with an opposing force of darkness or even the slightest hint of a barbaric nature and tendency. The symbol of the fire is similar to that of the conch in the respect that it develops thoughout the course of the novel, but differs in the fact that it does not so much devolve, but rather changes shape and takes on two meanings.The fire in fact, becomes a â€Å"double-edged† sword. When one is asked; â€Å"what are the first three things you would do if stranded on an island? † Most would reply with; â€Å"find food, water, and shelter, of course. † Ralphs main priority on the island, after his adventurous exploration with Jack and Simo n, is to be rescued. In the beginning he is dead set on the notion that sooner or later a ship will come by the island and when it does, that the â€Å"grown-ups† will coincidentally pass by, he wants to be ready; â€Å"We can help them to find us. If a ship comes near the island they may not notice us.So we must make smoke on top of the mountain. We must make a fire. †(Golding, 37) indicates that the boys, and Ralph in particular, are mainly focused and devoted to the concept of rescue. All the children go charging up the mountain in eager abandonment to create a fire in the hope that it will increase their chances of salvage; suitably emphasizing the remaining touches of society present within the boys and on the island. Once the fire is made and lit, through the use of Piggy’s glasses, the boys quickly realize that if not controlled and kept in check, the fire can become rapidly dark and dangerous. On ones side the air was cool, but on the other the fire thru st out a savage arm of heat that crinkled hair on the instant† (Golding, 41) through the use of imagery Golding depicts the fire as something â€Å"savage† and threatening, effectively foreshadowing the boys’ barbaric decline. The destructiveness of the fire could also be used as a symbol to parallel the outside world’s perils of atomic warfare; â€Å"A tree exploded in the fire like a bomb. † (47) The loss and assumed death of the boy with the mulberry mark parallels the deaths of thousands of innocent bystanders at the mercy of manmade creations i. e. the fire and the atomic bomb. The chaos and destruction that the fire evolves into corresponds with that of the uncontrolled mass chaos that is warfare. The vigorous importance with which Ralph views the fire becomes the bone of contention that eventually drives him and Jack apart. While Ralph holds steadfast to the importance of the fire , Jack, and most of the other boys, abandon it and allot all t heir time and energy to hunting, regressing into their base instincts of savagery, emphasizing Golding’s theory about humanity that, if given the choice, man will always choose to resort to their barbaric nature.Ironically, by the end of the novel, Ralph is driven from hiding and hunted through the use of the fire. Jacks tribe sets an all-consuming raging fire that envelops the island and destroys all life within it; â€Å"meant as a signal fire for passing ships of planes it becomes, though misuse, a wild beast with a life of its own which invades the whole place†¦ What happens accidentally in the second chapter is done deliberately at the end by the boys turned savages. † (Delbaere-Grant, 78). Golding illustrates the boys making the conscious and all too thought out decision to resort to this act of barbarism.And only through said acts, were they able to achieve a smoke signal large enough to attract the attention of a passing ship; â€Å"We saw your smoke. Wha t have you been doing? Having a war or something? † (Golding, 223) Ralph replies with a sincere nod of the head, but the naval officer continues to treat it all as a joke. The officers’ naivety and complete lack of seriousness pertaining to the events taken place on the island is a symbolic reference to mankind as a whole and it’s propensity for violent ignorance.He could not see that the events taken place on the island were a direct reenactment of the war he himself had participated in and an example that even the most â€Å"civilized† of men are capable of the horrors of murder. No one of Golding’s symbols is more prominently demonstrated than that of the Beast, he allots multiple chapters in the novel to the concept of the Beast. In the first stages of its evolution, there is much speculation as to what the beast actually is. The children contemplate that the â€Å"Beastie† is a â€Å"snake-thing† which then evolves to the imaginar y form a ghost and then to that of a children’s-fable concept of the squid.They use their imaginations to justify and explain the fear and uncertainty that is becoming predominately present with the ever evolving concept of â€Å"the Beast. † Like children anywhere they experience nightmares and illusions about the Beast; they take the unknown component of its existence and turn into something more relatable in order to justify their fear. â€Å"The thing is- Fear can’t hurt you anymore than a dream. There aren’t any beasts to be afraid of on this island. †(88) at this point in the novel all the evidence pertaining to that of the beast is based on imagination and fear. There is no physical manifestation of the beast.Simon is the only who begins to speculate that â€Å"maybe it’s just us† In chapter six, Beast form Air, a dead parachutist falls from the sky to land on the top of the mountain where Samneric are maintaining the fire. Due to the fear already instilled in them by the groups’ speculations of the beast, they immediately become frightened and run away. This physical manifestation and the illustration that it is, indeed, human, greatly contributes to Golding’s intentions regarding the Beast; â€Å" The tangle of lines showed him the mechanics of this parody; he examined the white nasal bones, the teeth, the colors of corruption† (162).The figure that had fallen from the sky, thought to be the beast, is human and, ironically, Beast all in once- furthering Golding’s overall proposition that within all mankind, there holds the innate capacity and propensity towards evil and our own, personal, inner beast. In addition, the manner in which the parachutist is introduced, through the act of falling, is a theme that repeatedly occurs throughout the novel both literally; the planes fall from the sky after it is shot down and Piggy’s fall to his death on the rock protruding from the sea, and metaphorically; the fall of mankind.The fall of the parachutist parallels that of the fall of Lucifer which, discussed in Dantes inferno, is â€Å"neither angelic nor demonic, but profoundly a human reality. † The fall of Lucifer, which theologists describe as the fall from grace, and, in turn, a loss of civility is the result of hubris, otherwise known as excessive pride. The boys, and most in particular, Jack demonstrate pride in the way they view their new society in the beginning.The boys’ view that they are â€Å"proper English boys† and somehow superiorly unflawed, leads to the ultimate downfall of their humanity and lead them straight into the grasp of their barbaric roots. At a key point in chapter nine, A Gift for Darkness, Simon speaks to the lord of the flies, but rather his inner beast; â€Å"You knew, didn’t you? I’m apart of you! Close, close, close! †(158) confirms what he had been thinking all along, that the bea st is something that dwells within, there is no externalization of a beast, simply the evils we see within ourselves and our companions.Through Simon and his foreboding chat with the pig head, Golding demonstrates most sufficiently and prominently the nature of mankind, and externalizes the inner conflict that humanity is sure to face, pertaining to the certain devolvement they face when left to their own devices, stripped of societal law. Golding also states in contrast that the beast is both â€Å"harmless and horrible† (162) meaning that unless confronted and accepted it will take siege.The boys, in their persistent and vigorous denial of fact that â€Å"maybe it’s just us† give fuel to the ever-growing and present fire that is the beast. By fighting so hard to deny their inner beasts the boy unconsciously become beasts themselves; â€Å"Their defense against an imagined external beast allows the beast within them to gain absolute and transform them into mur ders† (Boyd, 16). As the Beast changes and evolves, gaining speed and momentum, the boys’ civil nature diminishes, allowing them to commit terrible and unimaginable horrors ill thought of by society.By regarding the Beast as God-like, offering a ritualistic sacrifice, the boys completely give in to their base instincts and tendencies for barbarism and savagery. They become awed by the power of the Beast and the possibilities it withholds. By the end of his novel, Lord of the Flies, and through his careful use of symbolism and imagery, Golding challenges his audiences view on society, thoroughly and sufficiently enforcing his comments about to the issues pertaining to the devolvement of mankind.He methodically emphasizes his theories regarding humanity and the increasing savagery that exists on the island. Golding demonstrates the conch’s transformation from order and democracy to that of chaos and dictatorship. The symbol of the fire goes from that of hope and re scue to that of danger and destruction. The Beast, on the other hand, transforms symbolically from that of fear and uncertainty to awe and reverence.Through closer observation of Golding’s uses of symbolism and imagery, no matter how diverse and complex the said symbol may be, there is always a reoccurring theme and connection present; savagery. Every path of every symbol leads back to one root, one destination; the savagery in which the boys ultimately resort to on the island, as well as the common link they all have regarding the outside â€Å"real† world. Golding’s symbols do an exceptional job in helping his audience grasp the larger picture that is his novel; mankind’s certain devolvement into savagery.Works Cited Golding, William. Lord of the Flies. London: Faber and Faber Limited, 1954. Print Boyd, S. J. â€Å"The Nature of the Beast† The Novels of William Golding. Sussex, UK. University of St Andrew Press. 1988. Delbaere-Grant, Jeanne. â₠¬Å"Rhythm and Expansion in Lord of the Flies† William Golding: Some Critical Considerations. Ed. Jack Biles & Robert Evask. University of Kentucky Press. Lexington, 1975. Print. Kinkead-Weekes, Mark. Gregor, Ian. William Golding: A Critical Study of the Novels. Faber and Faber Press, 1984. Print.

Limits on U.S. Military Involvement in Humanitarian Crises essays

Limits on U.S. Military Involvement in Humanitarian Crises essays The primary purpose of setting up armed forces of any country is to ensure the stability of the nation in times of war. Further to this mission is to defend the country against foreign or domestic (with regulations) aggression. Hence, the military is there to conduct offensive and defensive combat operations as mandated by the chain of command. The United States military establishment especially has a long tradition of war fighting capabilities and history, but in some areas it has been called upon to handle humanitarian missions such as peacekeeping, relief operations, infrastructure buildup and related stability operations. The 1990s was the first decade in nearly half a century in which the U.S. military was deployed on missions that involved the reconstruction of governments, infrastructure, and economies after quelling the chaos of internecine conflicts. (Serafino, 2006) Majority of humanitarian missions involve peacekeeping duties and during a humanitarian intervention, the mi litarys mission is expected to derive from the U.S. national security strategy.1 The objective could be to support U.S. interests on behalf of allies, public concern, to support democracy, etc. These objectives are often different from those of the humanitarian action organizations involved, especially those of NGOs and IGOs. (Hinson, 1998) The involvement of the U.S. military in whatever humanitarian missions is still dependent on the National Command Authority. Although the missions are altruistic and serves a more positive output rather than the natural warfighting premise, humanitarian missions taxed the capability of the military from what their actual missions are. As Serafino reports (2006): For well over a decade, some Members of Congress expressed reservations about U.S. military involvement in peacekeeping operations. The Bush Administration initially opposed such missions and took steps to reduce the commitment o...