Analysing equality and diversity in social care

Analysing equality and diversity in social care Equality is about creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential (DH, 2004). It is about identifying patterns of experience based on group identity, and the challenging processes that limit individuals potential health and life chances. For example, occupational segregation. Women make up almost 75% of the NHS workforce but are concentrated in the lower-paid occupational areas: nursing, allied health professionals (AHPs), administrative workers and ancillary workers (DH, 2005). People from black and minority ethnic groups comprise 39.1% of hospital medical staff yet they comprise only 22.1% of all hospital medical consultants (DH, 2005). An equalities approach understands that our social identity in terms of gender, race, disability, age, social class, sexuality and religion will impact on our life experiences. Diversity literally means difference. When it is used as a contrast or addition to equality, it is about recognising individual as well as group differences, treating people as individuals, and placing positive value on diversity in the community and in the workforce. Historically, employers and services have ignored certain differences. However, individual and group diversity needs to be considered in order to ensure that everybodys needs and requirements are understood and responded to within employment practice and service design and delivery. One way in which organisations have responded to the issue of diversity in recent years has been the development of flexibility in working practices and services. For example, an employer may allow an employee to work a flexible working pattern to accommodate child care arrangements, or a GP surgery may offer surgeries at the weekends in accommodate those who work full time during the week. These approaches recognise that in order to be inclusive and equal to all, organisations may need to respond differently to individuals/groups. Therefore, a commitment to equality in addition to recognition of diversity means that different can be equal. Learning outcomes Understand concepts of equality, diversity rights in relation to Health and Social Care. Equality and diversity is becoming more important in all aspects of our lives and work for a number of reasons. We live in an increasingly diverse society and need to be able to respond appropriately and sensitively to this diversity. Learners in the healthcare setting will reflect this diversity around gender, race and ethnicity, disability, religion, sexuality, class and age. Your organisation believes that successful implementation of equality and diversity in all aspects of work ensures that colleagues, staff and students are valued, motivated and treated fairly. Every member of society is likely, at some point, to be a recipient of health and social care. The Department of Health can only achieve its aim of better health, care and well-being for all, by building an explicit commitment to equality, diversity and human rights throughout the health and social care system. All public organisations including the Department of Health and public providers and commissioners of health and social care services have a duty to promote equality. Successfully delivering these duties is a core part of the health and social care systems objective to offer services that deliver high quality care for all. To do this, the diversity of the population has to be recognised, in policy development through to service delivery and patient care, acknowledging the diverse experiences, aspirations and needs of staff, patients and service. The Department of Health and local health and social care organisations continue to take proactive steps to address unequal access and outcomes experienced by some sections of the community. DH is working to ensure the principles and practicalities of fairness, equality, diversity and human rights are a central to the work of the Department. In 2007 the UK established a new single equalities body, to bring together the existing equality Commissions dealing with gender, disability, and race and ethnicity into a Commission for Equality and Human Rights. The promotion and enforcement of equality and diversity is one of the three duties of the new body. This paper briefly explores diversity in relation to the theory of gender equality and also examines developments in policy at the EU level, which has provided much of the impetus for change. Our focus is on the policy approach and the tensions that the policy documents reveal about the emphasis on equality and diversity approach, in particular the extent to which attention to gender issues may get lost in the diversity bundle, and the extent to which a focus on the individual may be strengthened over the group. This page lists some of the guidance materials produced by the former equality commissions and guidance produced by external organisations, who have given us permissi on to reproduce their materials on our site. Understanding how discrimination can impact on individuals lives is essential to prevent potential discrimination within in teaching and learning situations and ensure that you are confident in dealing with discrimination issues if and when they arise. While we can face discrimination because of any of these aspects, it is important that we also identify the links between social identities and individuality and/or a state and situation. Bad treatment can be multi-layered and occur because of: Since 1998 the UK has also included human rights within its legal framework. The Human Rights Act applies to all public authorities and bodies performing a public function. The Human Rights Acts places the following responsibility on your organisation. Organisations must promote and protect individuals human rights. This means treating people fairly, with dignity and respect while safeguarding the rights of the wider community. Organisations should apply core human rights values, such as equality, dignity, privacy, respect and involvement, to all organisational service planning and decision making. The Human Rights Act provides a complementary legal framework to the anti-discriminatory framework and the public duties. The legal context As a clinical teacher you will want to ensure that you understand the legal framework regarding equality, and that you can relate this framework to your everyday role. The UK framework has two elements to it: the anti- discriminatory framework (which gives individuals a route to raise complaints of discrimination around employment and service delivery) and the public duties (which place a proactive duty on organisations to address institutional discrimination). The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 to education with effect from September 2002. This act requires teachers to explore the provision of reasonable adjustments for students who may have disabilities, including learning disabilities, to enable them to participate effectively. Beliefs are the assumptions we make about ourselves, about others in the world and about how we expect things to be. Beliefs are about how we think things really are, what we think is really true and what therefore expect as likely consequences that will follow from our behavior. Since the last comprehensive review in 1974, the Health Belief Model (HBM) has continued to be the focus of considerable theoretical and research attention. This article presents a critical review of 29 HBM-related investigations published during the period 1974-1984, tabulates the findings from 17 studies conducted prior to 1974, and provides a summary of the total 46 HBM studies (18 prospective, 28 retrospective). Twenty-four studies examined preventive-health be haviors (PHB), 19 explored sick-role behaviors (SRB), and three addressed clinic utilization. A significance ratio was constructed which divides the number of positive, statistically- significant findings for an HBM dimension by the total number of studies reporting significance levels for that dimension. Summary results provide substantial empirical support for the HBM, with findings from prospective studies at least as favorable as those obtained from retrospective research. Perceived barriers proved to be the most powerful of the HBM dimensions across the various study designs and behaviors. While both were important overall, perceived sus ceptibility was a stronger contributor to understanding PHB than SRB, while the reverse was true for perceived benefits. Perceived severity produced the lowest overall significance ratios; however, while only weakly associated with PHB, this dimension was strongly related to SRB. On the basis of the evidence compiled, it is recommended that consideration of HBM dimensions be a part of health education programming. Suggestions are offered for further research. It is important for care workers to promote equality, value diversity and respect the rights of service users. There are various ways of how they can challenge discriminatory issues and practices in health and social care. One of the ways in which care worker can promote equality, value diversity and respect the rights of service users is to always put the patient/service user at the heart of the service provision. This means that the patients individual needs will be met and achieved Human rights are the basic rights and freedoms that belong to every person in the world. Ideas about human rights have evolved over many centuries. But they achieved strong international support following the Holocaust and World War II. To protect future generations from a repeat of these horrors, the United Nations adopted the Universal Declaration of Human Rights in 1948. For the first time, the Universal Declaration set out the fundamental rights and freedoms shared by all human beings. These rights and freedoms based on core principles like dignity, equality and respect inspired a range of international and regional human rights treaties. For example, they formed the basis for the European Convention on Human Rights in 1950. The European Convention protects the human rights of people in countries that belong to the Council of Europe. This includes the United Kingdom. Until recently, people in the United Kingdom had to complain to the European Court of Human Rights in Strasbourg if they felt their rights under the European Convention had been breached. for example; a personal eating plan to a specific individual. Putting the service user at the centre of the provision generally makes a happier and healthier patient in all areas. Care workers can help achieve this by: * Understanding what it is like to use those services * Involving those who use the services Another example can be quoted as, Rights of one patient will clash with the rights of another A patient has the right to watch TV or listen to the radio, while the patient in the next bed has the right the right to an undisturbed sleep the rights of these two patients clash. By providing earphones could help resolve this. If patients share a room one wants the door propped open and the other one doesnt although this is a clash of rights the rights of the patient who wanted the door closed would outweigh the other as propping open doors is a fire risk Care settings must provide services in such a way that all service users get equal benefit for them. For example a person who does not have English as their first language may require a translator in order to understand the services available and to express a choice about them. One of the most beneficial ways in which a social care setting can challenge anti discriminatory is through staff development and training this may be done formally through supervision sessions or more informally in the course of day to day working. The manager should supervise the work of their staff, offer advice and guidance in difficult situations and help the workers identify training opportunities to improve their practise.  

Dracula :: essays research papers

Dracula, by Bram Stoker, is a classic tale of Gothicism. Traditionally, gothic tales only carried single theme of horror. Through Dracula, Stoker breaks this single theme barrier. The theme throughout Dracula is clearly displayed through the characters as they step from ignorance to realization in this tale of horror.   Ã‚  Ã‚  Ã‚  Ã‚  The theme of ignorance is vital for this story. It is woven throughout and evident in all the characters. It is first displayed through the protagonist, John Harker. It is his innate lack of knowing that puts him in a deadly situation: “Do you know that to-night, when the clock strikes midnight, all the evil in the world will have full sway? Do you know where you are going, and what you are doing?'; (5) This was the protagonist, Jonathan Harker’s second encounter with strangers, in a strange land, in which he was confronted in this manner. He had three such encounters, all of which he nonchalantly dismissed. During his first encounter, the people simply refused to answer any of his questions. In his third encounter, strangers made the sign of a cross and pointed at him. During all of this, Jonathan had no clue why these people were acting in this strange way, nor did he have a notion to question why. Even though he is oblivious to the reasons for their behavior, he blindly continues on the path the strangers warned him not to go on. Another depiction of this ignorance is shown through Dr. Seward and Dr. Van Helsing as they work on a patient, Lucy Westerna. After the doctors diagnosed Lucy as being “somewhat'; bloodless and the pricks on neck were discovered, they immediately dismissed the idea of the pricks being the cause of this loss of blood. “It at once occurred to me that this wound, or whatever it was might be the means for this manifest loss of blood; but I abandoned the idea as soon as formed, for such a thing could not be.'; (131) These doctors had knowledge, but their own ignorance interfered even though all the signs of what was going on were clear.   Ã‚  Ã‚  Ã‚  Ã‚  It is when Stoker allows his characters to step to realization that the story heightens. Jonathan is only enlightened to realization after his ignorance has completely thrust him into a life threatening situation: “I started for it amazed me that I had not seen him, since the reflection of the glass covered the whole of the room behind me.

“Lord of the Flies” William Golding Scenes Essay

In an essay about his novel â€Å"Lord of the Flies†, William Golding wrote: â€Å"The boys try to construct a civilisation on the island; but it breaks down in blood and terror because the boys are suffering from the terrible disease of being human†. Discuss your own response to the novel in light of this statement. When the boys all arrive on the island, due to their plane crashing while on the way to be evacuated, they find themselves in beautiful surroundings, a place which appears to be completely uninhabited with only them, no girls or adults. While on the island they attempt to establish a society among themselves. Quite early on in the novel the reader is introduced to the three main characters of Golding’s novel, Ralph, Jack and Piggy, and immediately we are struck with their contrasting personalities, which shape the way things turn out on the island from the very beginning. As soon as they’re on the island Piggy and Ralph discover the conch, a shell that becomes both the boys’ only symbol of hope and democracy. When they first discover it in the sea, and finally retrieve it, it is Piggy, who first suggests the idea of using it to call a meeting, â€Å"We can use this to call the others. Have a meeting.† This is the first attempt to organise things on the island. Once a meeting is called we see straight away the contrast in the two boys of which contention for leadership will hang. Jack Merridew appears to be stronger, more outspoken, determined and his strict ruling is seen when ruling over his choir, as head chorister. Demonstrating his authority to the rest of the group as if presenting them with a warning, showing them that people will obey him, even it was unenthusiastic, monotonous obedience, and that he has that power over this small group of choir boys. His society of which we later see, is not one of democracy, unlike Ralph’s, but a dictatorship, held together by fear. Demonstrating Ralph’s nature and ideas, â€Å"Seems we ought to have a chief to decide things† He continues to pursue his original ideas of getting some kind of order within the group, but immediately, after hearing the mention of chief, Jack Merridew takes it upon himself to assume that he should be chief. This complete arrogance and assumption displayed by Jack creates the first tension between Jack and Ralph, although Jack seems to have forgotten they are no longer in a normal, civilised environment of home, but stranded on a desert island, in the need to be rescued. In order to make a fair decision, it is a vote which decides who will be chief on the island, although Jack seems the obvious leader, it is Ralph’s authoritative silence and the fact that he has the conch, which seems to win him the title of chief. Despite Jacks obvious embarrassment of being declined the right to be chief, â€Å"Jack’s face disappeared under a blush of mortification.† Ralph through his kind-heartedness and generosity feels it necessary to offer Jack something, â€Å"The choir belongs to you of course.† This perhaps in a peace offering, or rather to prevent later disruption of peace due to Jacks obvious annoyance at not being chief. Jack decides that his responsibility of the choir will become hunters. We see that later this is one of the greatest weapons that Jack uses in order gain more people into his society or â€Å"tribe†, by the fact that he has that power to determine whether they get meat or not. Ralph begins to think what needs to be done on the island, and starts to set tasks and rules. Now apparent to the reader that Ralph the new chief of the group has begin to set up some sort of society, one which is fair, orderly and democratic – a civilisation, an attempt to mimic the society which he, and the rest of the group were brought up in and so used to. â€Å"We’ve got to have rules and obey them. After all, we’re not savages. We’re English†¦Ã¢â‚¬  This is a good indication of Ralph’s society, the one he wants to try and create as well as the one he came from. In order to form this society they are in need of more rules and lots of organisation. Ralph decides that the most important thing on the island would be the fire which they should keep burning at all time, in order for them to have any chance of being rescued, because naturally a rescue is of paramount importance, for all of them, â€Å"We’ve got to have special people for looking after the fire. Any day there may be a ship†¦Ã¢â‚¬  The idea of having a fire burning constantly, is of course a very good idea, but as a lot of the ideas which follow this one, everyone is eager to help initially, but after the excitement and ‘glamour’ wear off, so does interest in the task at hand and the number of people contributing to helping dwindle down to almost nothing, â€Å"When the meeting was over they’d work for five minutes then wander off or go hunting.† This is a prime example of how things deteriorate within society due to the lack of interest and commitment, but we as human beings, are of course the first to complain to others when something is not done. This is demonstrated through the boys, and in the end its Ralph, Piggy, Sam and Eric who are left to complete the jobs. The failure to keep the fire going is another example, â€Å"You let the fire out† This lost them the chance they had of an early rescue, because Jack thought it more necessary to kill a pig over being rescued. One could say that they were so caught up in the moment, at the prospect of having a relatively decent meal, or at least an alternative to fruit, that they did not notice the ship, and forgot to keep the fire going or that they were drawn into partaking in the ritual of killing the pig. Ralph obviously furious at this diminishment of responsibility, a task that is not hard, yet of such great importance was neglected. One could say that the remainder of the rules Ralph sets up in a desperate attempt to create a society of which he leads as a result of democratic voting, slowing diminishes from here onwards, even if it is in the simplest of tasks. Quite obviously if all members of the group worked together, things would happen much more quickly and efficiently because on the island some things can not be done single-handedly, â€Å"How could I, all by myself?† This is another good example of how people sometimes cannot do everything by themselves and require help from others, but as Piggy said, he was unable to gather all the names of the younger children all by himself, so yet again what started off as a sensible idea, failed because of lack of help. I think that this is a good representation of how society needs to work all together in order to achieve things, and that people are unable to achieve this, when they are left to do it by themselves, but because of our natural instinct as human beings, we lose interest in what we are meant to be doing, and more often than not to our own detriment. I think that this is one of the things that Golding is trying to demonstrate to us. But because the two strongest boys on the island – Jack and Ralph, failed to work together and reach an agreement, it lead to a break up involving blood and terror, and eventually a split into two different civilisations. There are further rules that are made on the island in order to create some sort of civilisation on the grounds of basic cleanliness and hygiene, one of which was that the boys would go to the toilet on the rocks, another was that fresh water would be stored in coconut shells, so it was always available. Both these rules seem to disintegrate over a short period of time, however I think one of the most significant signs that their society is breaking down, due to natural human instinct and behaviour, is the building of the shelters. I think the whole process in which this happens, alone represents what is going on throughout the island. When the idea is first suggested everyone joins in with enthusiasm, but slowly the building of the shelters breaks down and there seems to be more important things to do on the island as the boys lose interest, therefore the number of people who are building decreases and with it the level of work and standard of the shelters. â€Å"We all built the first one, four of us the second one, and me ‘n’ Simon built the last one over there† Although at the end of the day, there were only a couple of the boys helping to build the shelters, it is clear that every one of the boys needed to have the shelters, not physically but emotionally, they need somewhere to call ‘home’, to provide them as human beings, that natural desire to feel secure and safe. â€Å"So we need shelters as a sort of – † † Home† This need for security stems from their self – created fear of this beast, that supposedly inhabits the island, and their need to protect themselves from it. As if stepping onto a slippery slope this outlines their rapid downfall, this is seen when Jack evidently forms a ‘tribe’ like group of hunters. This escalates into dancing, singing ritual like songs, and the killing of pigs on the island. Perhaps the most gruesome of the killing of the pigs is when the boys ruthlessly attack a mothering sow and her piglets. A picture of complete innocence, vulnerability and maternal bliss that is unnecessarily disrupted. â€Å"the great bladder of her belly was fringed with a row of piglets that slept or burrowed or squeaked† The reader is presented with such a horrific and violent picture of the blood and terror, that we forget that we are dealing with little boys, the sheer terror displayed by this susceptible and undeserving mother with her offspring, make it very clear how things begin to break up in such a manner, â€Å"the terrified squealing became a high – pitched scream† We question what the motives were to do this, but even as Ralph said shortly after, he himself took part in the role – playing game, by which Robert pretended to be a pig. This activity passes over the boundaries of a game, and Robert is in visible pain, but still the boy’s stab at him with spears. â€Å"The desire to squeeze and hurt was over-mastering† This simple quote could explain why both these terribly abnormal and shocking things take place. It is because human beings are drawn into the sheer excitement of the ‘moment’ and seem to be pulled along with what everyone else is doing; much like what occurs in gang attacks in today’s society. There is a lot of doubt surrounding whether people in the gang would have attacked their same victim if they had been alone. This also applies to the boys. Even the nicest of the group – Ralph is pulled in and feels the need to join in with the game, despite his original hesitant attitude. This displays to us human beings’ natural instinct to explore and also the weakness within us and our lack of ability to ‘stand alone’, and that every one of us have this desire to search and explore as well as lack of mental strength but alone the desire to hurt, and how we would pursue this desire, if given the opportunity. We see the boys’ thrill in killing the sow, in the blood on their hands, and the total exhilaration, â€Å"He giggled and flinked them, while the boys laughed at his reeking palms† This is a disturbing image of the boys taking complete joy in killing her, and even certain sexual connotations which could be linked to their actions, â€Å"wedded to her in lust† This is not how human beings are meant to act but Golding tries to show us the disturbing truth. Golding is showing us the results of this terrible disease that we all suffer from, which is being human. He is trying to demonstrate to us what terrible things human beings do and are capable of. We see it displayed in every day life, in a psychopathic killer for example, whose actions often have sexual links to what he or she does. Even though we see this in everyday life, people are made to see it in this microcosm on the island more clearly, and a question is asked on the island, one that society does not often ask, perhaps because we are too afraid of what the answer might be, â€Å"What makes things break up like they do?† Piggy does ask this question, because he starts to realise things on the island are beginning to deteriorate. Through this microcosm we are reminded of what is going on in the outside world and that there is a war going on outside, it is clear that when the Naval officer comes to rescue them, that human beings are so blind to what is happening around us, we don’t recognise what we are doing, â€Å"I should have thought that a pack of British boys†¦ – would have been able to put up a better show than that†¦Ã¢â‚¬  The Naval officer says this as well as ignorantly, jokingly asks whether people have died, unaware that people have actually died. So the horror starts to emerge. It is ironic that the officer says this, as he does not recognise that he himself, as a British adult is in the same position as these boys and that he too is fighting a war. That the ship that he has come to rescue them in is a battle ship and the reason that these boys were stranded on this island is because their plane was shot down and the maimed remains of their pilot lie on top of the hill, because of the war that he is partaking in. This is why this novel is seen as a fable, because Golding is trying to illustrate to the reader how we don’t see what we are doing to fellow human beings, as well as the world that we live in, and this is because we are human, and sadly we cannot help it. When Simon, the quieter member of the group, goes off by himself, almost as a type of mediation and a search for peace, as an escape from the chaos, which surrounds him. When alone Simon hallucinates, and in this trance, during an imaginary conversation with ‘Lord of the Flies’, demonstrates how close to the truth he comes. He begins to see what’s going on; on the island and that it is only themselves they have to fear. All the terror, which haunts every one of them on the island, is of their own making. It shows there is no beast, the only evil there is, is in humans and the only threat to a beautiful world is humans. â€Å"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.† By writing this, Golding is trying to show the reader that, because we’re human, it is only ourselves we have to fear, because of our natural instinct as human beings, we create what we fear; we alone destroy the world in which we live. All human beings naturally have the power to destruct, and we are the only ones who can stop it. I think that this is what he is trying to say, and has shown it through the boys, through the way that their own civilisation breaks up in blood and terror. In this blood and terror, a war begins to develop between the two societies, which divide the boys. The one is the original democratic society of which Ralph still tries desperately to remain loyal to. The other, which has now developed, is that of Jacks society, which is ruled by fear and threat. He uses his hunting power against them by bribing them with the fact that he is the one that provides them with meat but, as well as providing it, he also has the power, to deny them of it, â€Å"Jack meant to refuse meat as an assertion of power†¦Ã¢â‚¬  Jack unfairly teases the boys with the power he has over them, but eventually he always seems to give it to them. By doing this, the boys respect him, but he also expects them to remain forever grateful for his offering. Bribing them to become a member of his society, â€Å"Who’ll join my tribe and have fun?† Jack is offering fun and excitement, while Ralph is still trying to remind them of and grasp at their old democratic society. Sadly the rest of the boys do not possess enough courage to stand up for their rights and for what they believe in, they cowardly decided to leave Ralph’s group, again possibly due to the weakness of human nature, to go and ‘work’ for Jack. I use the word ‘work’ because in a way this is what the boys find themselves doing- working for this god like figure, which Jack and created for himself. â€Å"the chief has spoken† He is almost worshipped by the boys, and now there is even some sort of taboo surrounding the word ‘Jack’. This unbelievable, yet real, worshipping of Jack is hard to grasp, yet it is because he is the giver of meat. Once again displaying how weak we as human beings are. Even though Ralph doesn’t join Jacks tribe, he does find himself eating the meat. He is embarrassed by this fact, although he is only exercising his human nature, â€Å"He meant to refuse meat but his past diet of fruit and nuts†¦gave him too little resistance.† He loses his will-power when meat is involved because of his hunger, his ideals and morals, seem to fall by the way side for a short amount of time- much like any other human being would do, and he is embarrassed by the fact that he has eaten the meat. This need for food could have been one of the reasons that Piggy and Ralph were involved in killing Simon. But I think the main reason was their natural need for security and safety within a group, after they were left alone, following the departure of the rest of the boys, to follow Jack, they were alone, away from home, overtaken with fear. This fear led them to Jacks part of the island, because they wanted company, they didn’t want to be alone, â€Å"Piggy and Ralph, under the threat of the sky found themselves eager to take a place in this demented but partly secure society† Being human beings they craved refuge and protection even if it was in a mad frenzy of a society. Once there, they found themselves being drawn in and evidently taking part in the killing of one of the kindest boys on the island. This is ironic because this was the boy who was going to save them, to tell them everything was going to be all right and that there was no beast, â€Å"It was crying out against the abominable noise something about a body on the hill.† Golding links the killing of Simon to the crucifixion of Jesus because he too was killed by the very people he was trying to help. But the boys never find out what Simon was going to tell them, because they killed him. This is an example of how even the nicest people can be drawn in, and lead to do unlawful things when under different circumstances, or faced with fear and I think this is what Golding is trying to say. Ralph and Piggy, are quite obviously kind people, but were lead to partake in the killing of Simon, because being in the group nourished their need for security, and as human beings they needed to have this. Another prime example of how cruel human beings can be, and how every person possess this ability to be cruel to other human beings, is when Ralph even though he the kind, generous one tells the rest of the group Piggy’s nickname, â€Å"He’s not fatty – his real names Piggy† Ralph betrays Piggy by telling the rest of the group what his nickname is, after he specifically asked him not to tell anyone. This accentuates how their civilisation has broken up in blood and terror and I think this is why Piggy and Ralph go into a period of denial because they start to see what is happening, but they don’t want to face the truth. Piggy struggles to face reality, making excuses for what happened, and trying to rationalise the situation, â€Å"We was scared! Anything might have happened.† He’s trying to pretend they weren’t part of it that it never happened. This is so like what happens in today’s society, through denial, as a symptom of this disease of being human they try to eradicate what they have done, in the hope that if they ignore it will not affect them. But unfortunately it does, and Ralph faces the horrible realisation of what’s happened and consequently fear reigns. This fear that Ralph starts to fear increases and subsequently turns into complete terror, after his friend Piggy is killed, being the last remaining member of his society, is reduced to an animal. â€Å"they’re going to hunt you tomorrow† Ralph is warned by Sam and Eric in secret, and hears how Jack and is tribe are planning to kill him in the same manner they did the sow, â€Å"Roger sharpened a stick at both ends.† Ralph is terrified, but struggles to understand what they are actually going to do it him, would they really do it? This complete terror is a result of his own people – human beings. He has lost everything that gave him structure and security, including Piggy and now all his can do is concentrate on hiding. â€Å"he wondered if a pig would agree† Ironically in order to survive he is forced to think like a pig, cornered in a desperate attempt to hide as he is hunted down by savages. It is hard to believe that human beings could cause such terror and inflict it on other human beings. This demonstrates to us, how, when things deteriorate, people lose control and when this happens they do have the ability to do such horrific things. This accentuates to the reader just how drastic the break up in their civilisation is and that how the severity of evil rapidly increases over a relatively short period of time. This drastic deterioration is seen just previously to when Ralph himself is hunted, when the boys with whom he co-habits viciously kill Piggy. With Piggy’s death comes the complete and utter destruction of the conch, the last symbol of hope, democracy and rules â€Å"the conch exploded into a thousand white fragments and ceased to exist.† This devastation of the conch symbolises the breaking of the comfortable link with any kind of civilisation they might have had and, home. After Piggy’s death Ralph comes to the same realisation that Simon had come to, that it is only themselves they have to fear, that this false creature which put the fear into all of them, does not exist and that humans create their own terror – this is because they are suffering from that terrible disease which seems to possess everyone of us, no matter how old that person is, these boys are only young children who still grasp at old memories of home, â€Å"When you went to bed there was a bowl of cornflakes with sugar and cream.† This is a simple reminder that how ever savage these boys appear to be, they are still children and I think this is why the Naval officer finds it so hard to come to terms with what has happened among them, on the island. The feelings of the officer are also echoed by the reader, as we are all human beings it is hard to accept these t terrible things occur as a result of our human instincts. I think that Golding is trying to tell people and to show them, to make them see what human beings really are. This is why it is a fable because William Golding is trying to demonstrate to the world through this microcosm on the island what is happening after seeing it first hand, fighting in the war himself he saw the blood and terror, the killing and devastation human beings are capable of and because of this it has left him with very significant feelings and exclamations towards the end of his novel; â€Å"Ralph wept for the end of innocence, the darkness of mans heart and the fall through the air of the true wise friend called Piggy.† Illustrating how everyone suffers merely as a result of themselves, we only have ourselves to blame and that there is evil, which possesses every human being. It’s a terrible disease, which has hold of every single one of us.

Criminology Theories and Capital Crimes - 1182 Words

Criminology Theories and Capital Crimes: As part of the distinct aspects of criminal justice policy, the different criminology theories have significant impacts on the criminal justice system. The different theories of crime are used to explain criminal justice policy and the criminal justice system. These theories were developed by different people in attempts to explain criminal justice. In addition, criminological theories assist is shaping the societys reaction to offense in relation to preventing criminal behavior and reaction to it after it takes place. One of the major reasons for the development of these theories by criminologists is to explain why crimes occur through observing criminal behavior. Since the beginning of the 20th Century, the theories of crime have become increasingly multidisciplinary since they span across different fields of study. This trend is attributed to attempts by independent criminologists to understand crime itself instead of examining it as general psychological or sociological theory (L ynch, n.d.). Classical, Routine Activity, and Rational Choice Theories: The classical theory of crime was introduced by legal authorities in Europe who believed that criminal behavior or crime itself was a product of supernatural forces. This school of thought basically revolves around evolving from a capital punishment perspective to more humane means of punishing criminals. Therefore, decisions to break the law in classical criminology are evaluatedShow MoreRelatedPunishment Vs Classical Criminology1745 Words   |  7 PagesCriminal Justice Theory Introduction Crime has existed in the society from time immemorial. Different cultures have dealt with it differently. While some have adopted very cruel, inhumane, and creative ways of punishment, others have chosen a relatively fair system of justice. Nevertheless, each system has had and served its purpose in fulfilling a given role in the society they are established. The classical criminology as envisioned by Bentham and Beccaria in the 1700’s and 1800’s has been theRead MoreThe Classical School Of Criminology935 Words   |  4 PagesClassical School of Criminology? The major principles in the Classical School of Criminology are that humans are rational and that our behavior comes from free will, and our human behavior is derived from pain and pleasure. To deter criminal’s punishment is necessary, which may set an example for others. As well as crime prevention should be implemented with quick regulated punishment for violations of the law. What were some forerunners of classical thought in criminology? Some forerunners ofRead MoreThe Moral, Legal, and Economical Aspects of Capital Punishment1509 Words   |  7 PagesCapital punishment has long been a topic for heated debate throughout the United States of America and the civilized world. For many politicians, the death penalty has been a key pillar to winning a state or election; and, to some extent, politics have been a key influence in America’s justice system. Many nations have outlawed capital punishment, with the United States included between 1972 and 1976. In the United States, there has been a renewed movement for this â€Å"eye for an eye† method, citingRead MoreThe Integral Role Sentencing Plays in the Criminal Justice Process904 Words   |  4 Pageshold to the severity of the crime. This philosophy is not the same as revenge because retribution is more concerned with the rules of society as a whole, rather than the individualism revenge has had on the victim or victims the offender. Most dictionaries give the meaning of retribution as â€Å"repayment†. Public speakers and media hold forth that criminals â€Å"repay their debt to society†. Deterrence- Deterrence is a philosophy that is concerned with preventing crimes as opposed to retribution.Read MoreEssay about Criminological Theories1544 Words   |  7 Pagesdifferent theories of crime and how they affect the criminal justice system. The Classical School of criminology is a theory about evolving from a capital punishment type of view to more humane ways of punishing people. Positivist criminology is maintaining the control of human behavior and criminal behavior. They did this through three different categories of Biological studies, which are five methodologies of crime that were mainly focused on biological theories, Psychological theories, which containsRead MoreCompare and Contrast the Classical and Positivist School of Criminology872 Words   |  4 PagesLombroso, Ferri Garofolo). Introduction During the mid to late seventeenth century explanations of crime and punishment were embraced by many philosophers Thomas Hobbs (1588-1679), John Locke (1632-1704), and Jean-Jacques Rousseau (1712-1778) and such theorist as Beccaria (1738), an Italian who was highly recognised by his great success through his essay ’Dei delitti e delle pene’ (On Crimes and Punishment) publicised in translations of 22 languages, effectively leaving huge impressions on theRead MoreThe Criminal Justice System1700 Words   |  7 PagesCriminal Justice System to effectively deter crime, it is imperative to understand what causes crime, understand why crime exists and why offenders engage in criminal behaviour. In the 18th century criminologists such as Jeremy Bentham, Cesare Bonesana-Beccaria and Cesare Lombroso all established criminological theories, in an attempt to achieve this goal. The most influential theories are known as the Classical and Positivist perspectives. Both of these theories have had a long-term influence on the currentRead MoreThe Role Of Criminology And The Criminal Justice System1565 Words   |  7 Pagesis concerned. Violation of these set rules is a crime and it is punishable as stipulated in most state constitutions across the world. Through criminal justice systems, people’s conducts are judged according to guiding laws and principles and those found guilty are punished for their crimes. Criminological enterprise In the above context, criminology therefore refers to the scientific approach to studying criminal behavior. Apparently, every crime committed is usually motivated by different factorsRead MoreCrime And Social Control Theory Essay1712 Words   |  7 PagesSocial control theory refers the ideas that society is responsible for maintaining law abiding citizens and/or producing deviant behavior (Hagan, 2016). The textbook generalizes that social control theories â€Å"view crime as taking place when social control or bonds to society break down† (Hagan, 2016, p. 170). This is concluded by the theories of four theorists – Walter Reckless, Travis Hirschi, Michael Gottfredson, and John Hagan – who investigated and theorized different philosophies that explainRead MoreWhat Makes An Individual A Murderer?1112 Words   |  5 Pagescategory of classical school of criminology. The Classical School of Criminology was developed by Jeremy Bentham and Cesare Baccaria. Bentham was an English philosopher who focused on utilitarianism, he lived through 1748 to 1832. As a believer of utilitarianism, he stated â€Å"that people have a right to happiness and as a result should lead happy lives.† (Beccaria, 2016) This philosophy set the rules to help deter punishment and create punishment that is appropriate to the crime committed. This is the beginning