Analysing The Consumer Behaviour Concept

Analysing The Consumer Behaviour Concept Solomon, Bamossy, Askegaard and Hogg (2010) described consumer behaviour as a study of why, how, when and where consumers make purchases of a particular product and it tends to understand the decision making process of consumers. Also, Hannah and Wozniak (2001) revealed that consumer behaviour seeks to focus on the consumption related activities of individual as well as investigate the reason behind and the forces influencing the selection, purchase, use and disposal of goods and services in other to satisfy personal needs and wants. Furthermore, Hannah and Wozniak (2001) revealed that consumers behaviour encapsulate activities like influencing others, being influenced by others and complaining about and returning product and exposure to the media. Finally, in this report, the concept of consumer behaviour as well as marketing communication, customer satisfaction and reference group influence with regards to consumers or visitors in Newarke house museum and New-walk museum will be analysed using some theories. Antonides and Van Raaij (1998) revealed that consumer behaviour is concerned with the following namely; Mental and physical act (behaviour) Including the motives and causes Of individuals and (small) group Regarding orientation, purchase, use, maintenance and disposal (consumption cycle) And house hold production (Do it yourself) Of (scarce) goods and services From the market, public and household section Lending of functionality and achievement of consumer goods and value And to satisfy Take into account short term and long term effect And individual and societal consequences However, Solomon, Bamossy, Askegaard and Hogg (2002) regarded consumer behaviour as a process and it involves many different actors. In the quest of trying to understand the consumer behaviour concept it was revealed by Jobber (2010) consumer are involved in a sequence or process of consumption. Figure 1 described the consumption process of consumer for product or services Figure 1; Consumption Process of Consumer For Product Or Services Need Recognition/Problem Awareness Information Search Evaluation of Alternatives and Purchase Post-Purchase Evaluation of Decision Sourced from: Jobber, D. (2010) Principles and Practice of Marketing Need Recognition/Problem Awareness This is the first stage of the consumer decision making process (Solomon et al 2010). This stage involves when a consumer recognises that there is a difference between his true self (that is, the current state) and his ideal self (the desired state). This fact was supported in the first visit when the ladies revealed that they had to go somewhere because they were on holiday, However, Jobber (2010) revealed that there are two issues that determine the intention of a consumer to solve his problem namely; the magnitude of the discrepancy between the desired and the present state and the relative importance of the problem (Neal, Quester and Hawkin2 2007). Also, Jobber (2010) further revealed that in a situation where the difference between the present state and desired state is small, the consumer might not be motivated to move to the next stage of the process (that is, information search) Furthermore, O`Shaughnessey (1987) suggested that a customer must be aware of the need to solve a problem as well as being aware of the need inhibitor and a need may arise as a result of stimulation which can be caused by advertising campaign. Information Search Jobber (2010) revealed that information search involves the identification of alternative ways to solve a problem. Information search might be carried out internally or externally (Jobber 2010). This was supported in the first visit when the 2 ladies revealed that they searched the Internet as well as ask friends about the museum. However, internal search involves a consumer reviewing relevant information from his memory bank in which the information will include reference to personal experiences and marketing communication. While, external search involves searching from personal sources like friends, co-workers, neighbours as well as commercial source like sales people and advertising (Jobber 2010). Recently, consumers tend to use the internet as their major information search tools using search engines like Google and Yahoo (Jobber 2010) This was also suppoted in the first visit when the two ladies revealed they searched the Internet for more information before coming to the museum. Furthermore, Solomon et al (2010) revealed that the major aim of information search is to create an awareness set that involves several brands that can solve the consumer`s problem. Evaluation of Alternative and the Actual Purchase Consumers tend to be open to several alternatives in the process of decision making. This several alternatives will be evaluated and filtered to produce an evoked set (Jobber 2010). This evoked set includes several brands which a consumer is considering to purchase, in which the consumer tend to use fewer criteria to select the brand of choice because information search has already taken place (Kuusela, Spence and Kunto 1998) Furthermore, Solomon et al (2010) suggested that consumers tends to evaluate product or service using the knowledge about the product or service, hence allowing the consumer to group product or service in accordance to their belief and attitude about different brand of product. This was supported However, Schiffman, Kanuk and in the second visit to New Walk museum when the people observed to be chatting to each other said they decided to come to the museum instead of going to the Caribbean because of what their fried had told them. Wisenblit (2009), suggest that the purchase stage is when the customer actually make up their mind and purchase the product of service after information has been searched and several alternative evaluated. The first stage of the categorisation is the basic level of category. This level tends to group product or service with common attribute or character while the second level is the subordinate category which includes grouping of individual brands; and the third category id the super- ordinate category Figure 1.2 depicts the three stages involved in evaluating and categorising of brands Figure 1.2: Evaluating and Categorising of Brands Tourism Museums Caribbean European Country Vacation Africa New Faces Arts and Painting History Newark House Museum/ New Walk Museum Adapted from: Solomon et al (2010) Consumer Behaviour Post- Purchase Evaluation of the Decision Jobber (2010) revealed that the aim of an effective marketing is to create customer satisfaction and acquire customer loyalty. Customers tend to experience some post purchase issues in which the issue tends to be form or arise as a result of uncertainty in the consumer decision. The consumer tends to ask himself if he made the right decision or not? This issue according to Kotler et al (2008) is referred to as cognitive dissonance. This was supported in the first visit when I concluded that anyone in the museum at that time could conclude that two female from the group of 8 were enjoying themselves. However, the result of post purchase evaluation of product or services are based on the quality of service or product, as well as the role of the sale-person which act as a problem solver. This factors tends to reduce the cognitive dissonance in the consumer (Jobber 2010) Marketing communication of the museums Marketing communication can be described as messages and media used to convey information to the market or target consumers (Baines, Fill and Page 2008). However, the collective means of communicating with target consumers is referred to as the Marketing Communication Mix (Baines, Fill and Page 2008). The marketing communication mix comprises of five tools which can be used collectively at different level in other to intensify communication with the audience or target consumers, namely; advertising, personal selling, public relations, sales promotions and direct marketing. (Baines, Fill and Page 2008) Figure 1.3: Marketing Communication Mix Tools Personal Selling Public Relation Advertising Sales Promotion Direct Marketing Adapted from: Baines P, Fill.C and Page K (2008) Marketing Advertising According to Baines et al (2008) they described advertising as a non personal form of communication where a clearly identifiable sponsor pays for a message to be transmitted through media. Also, they further revealed that advertising tends to engages the target consumers impersonally and its a tool used to communicate an organisation marketing offer(s). Furthermore, Baines et al (2008) suggested two ways in which advertisement could be used namely; It can be used to influence demand for product and services It can be used to manage perception and understanding about the organisation. Types of Advertising There are two major types of advertising namely; Digital advertising- This type of advertising includes the use of television advertising, music in advert, infomercial (this involves product demonstration and features as well as testimonial about product) radio advertising, product placement, and online advertising (McCarthy 2002) This type of communication mix(that is, Internet) is been used by both museums as informations about the museums could be found on the museums website Physical advertising- This includes mobile billboards advert, in-store advertising, celebrity branding and press advertising (McCarthy 2002) Sales Promotion Sales promotions are used commonly in consumer market especially during the launching of a new brand and its mostly in a matured market where market growth is limited and when prices and sales promotion work are the only means of causing brand switching behaviour in consumers as well as improving performance (Baines et al 2008). Also, sale promotions are majorly concerned with offering additional value to customers in order to enhance sales. Public Relations Baines et al (2008) described public relations as a marketing communication mix tool that influences the perception of various group of consumers or stakeholder about an organisation. Also, Bruning and Ledingham (2001) described public relations as the tools that manage the relationship between an organisation and the public. Finally, Baines et al (2008) defined public relations as a management activity that attempt to shape the attitude and opinion held by organisations stakeholders. Personal Selling This can be described as an activity carried out by an individual or group of individual representing an organisation to potential customer in order for a sale or transaction to be made (Baines et al 2008). This form of activity is different from the other types of marketing communication mix because personal selling carry out transactions directly with customers and feedback are gathered from consumers in other to measure and aid improvement (Baines et al 2008) Direct Marketing According to Jobber (2010) Direct Marketing is the distribution of products, information and promotional benefits to target consumers through interactive communication in a way that allows response to be measured . Direct marketing seeks to acquire and retain customers by contacting them without the use of an intermediary (Jobber 2010 pp 547). Furthermore, Jobber (2010) revealed that direct marketing tends to use several methods such as; direct mail, telemarketing, direct response advertising, catalogue marketing, mobile marketing, electronic media like the internet, door-to- door leafleting. An Investigation on the Impact of Reference Group on Consumers or Visitor in Newark House Museum and New Walk Museum Cohen, Joel and Ellen (1972) described reference group influence as an actual or imaginary individual or group conceived to having significant relevance upon an individual evaluation, aspiration or behaviour. Also, Bearden, William and Etzel (1982) indicated that direct and verbal interaction are not the only means of influencing a customer instead observing the reference group will suggest the choice of brands a customer will choose. Furthermore, Interdependent cultures like china, Korea stress the need to conform to group norms and social acceptance (Gurhan-Canli and Masheswaran 2000). Also, Wong and Ahuva (1998) suggested indicated that consumption or use of luxuries conspicuously which translate to wealth or social status by consumers from east Asia are as a result of cultural influence. However, past research by Park and Lessig (1977) identified three reference group namely; informational influence, utilitarian influence and value expressive influence Informational Influence Park and Lessig (1977) reveals that, in this type of influence the individual seek information about various brands from an association of independent group of expert. His could be supported in the first visit when I asked the two ladies and I was told they searched on the Internet as well as asked their friend. Also, Kelmar (1961) revealed that in this type of influence, individual are more likely to accept information that will broaden and improve knowledge and ability to cope with environment. Furthermore, Park and Lessig (1977) revealed that individual will seek information from whom they see as professional as well as observe what expert do (such as brand of television a repair man buys). This information will influence the individual in the aspect of the type of television brand they intend to purchase. Also, individuals tends to be influenced by observing a seal of approval of an independent testing agency as well as seeking brand related knowledge and experience from friends and neighbours who have reliable information about brands (Park and Lessig 1977). Utilitarian Influence Kelmer (1961) suggests that this type of influence influences an individual to satisfy a certain group expectation in other to obtain the praise or avoid punishment form group. Furthermore, this type influence affect the decision of an individual to purchase a particular brand as well as the individual decision to purchase a brand is as a result of influence from family member. Value expressive Influence This influence make individual feels that the purchase or use of a particular brand will aid the image of people have on them (Park and Lessig 1977). Also, this influence make an individual feels that the purchase of a certain brand would help show others what they would like to be. For example, an individual wanting to be like an athlete, a good parent (Park and Lessig (1977).This was supported in the second visit when the white male believe to be in his 20s was taking note of everything in the museum so as to become a renowned poet like Geoffrey Chaucer. Furthermore, Park and Lessig (1977) reveal that this type on influence make the individual feels that it would be nice to be like a type of person on an advertisement of a certain brand. Customer Satisfaction According to Oliver (1997); satisfaction is the consumer fulfilment response; its a judgement that a product or service feature or the service itself; provides a pleasurable level of consumption- related fulfilment. Also, Zeithaml and Bitner (2003) defined satisfaction as customer evaluation of a product or service in terms of whether the product or service has met their need and expectation. They further stated that failure to meet the needs and expectation could be regarded as dissatisfaction with product or service. Furthermore, Zeithaml and Bitner (2003) indicated some factors that influence customer satisfaction towards a product or service namely; Product and Service Features- Evaluating the product or service significantly influences customer satisfaction (Oliver 1997) for example, I was amazed when I discovered that New Walk museum also cater for children also in the second visit when some of the visitors were a bit noisy because they were amazed by the creatures Consumer Emotions- Oliver (1997) revealed that customer emotions can affect their perception of satisfaction with product or service. These emotions can be stable, pre-existing emotion (Oliver 1997). Also, Zeithaml and Bitner (2003) suggest that some emotion can be as a result of consumption experience of a particular service. Liljander and Strandvik (1997) also revealed that negative emotion like depression, guilt and anger tends to have a strong effect on customer dissatisfaction ratings towards a service or product. Attributions for service success or failure- Folkes (1988) described attributes as the perceived cause or causes of event which can influence perception of customer towards a product or service. This type of influence was revealed in the first visit when the lady told me she was expecting to a lot of people in the museum. Perception of Equity or fairness- This can also influence customers satisfaction (Clemmer and Schneider (1996). This type of influence occurs when a customer asks his or herself Have I been treated fairly compared to other customer? (Zeithaml and Bitner 2003) Also, this perception can create a notion of dissatisfaction as well as satisfaction or fairness. Other consumers, family member and co- workers- This influence tends to affect satisfaction in terms of if their needs or expectation has been met compared to what their family member received, (Zeithaml and Bitner 2003). Recommendations In other to enhance satisfaction in customers visiting the museums, it is imperative that museum tries to maximize visitors satisfaction by avoiding any form of disappointment, for example, in the second visit to New Walk museum, some visitors were disappointed because they only came to see the dinosaurs and the geology gallery but the gallery was closed due to renovation also, in the first visit to Newarke museum when the lady was complaining that she was expecting to meet a lot people in the museum, which was quite different from her expectations. However, in my opinion, this low turnout of people might be attributed to the communication strategy used by the museum. Hence it is suggested that that the museum (both New Walk and Newarke museum) should utilise three marketing communication mix that is, the advertising, some Public Relations as well as Direct marketing to home schools as well as foreign schools which includes universities. Also, the museums should ensure that visitors are completely satisfied with the quality of service they provide in order to build a loyal customer base. For example in, the first visit when the two ladies told me that they were informed about the museum by friends which invariably support the revelations by Jones and Sasser (1995) which states that completely satisfied customers are likely to become apostle and recommend the service six times more than very satisfied customers Also, it is suggested to the museum to bring in more history about legends because in the second visit a white male revealed he came to the museum so as to make note of what could have inspired poets like Geoffrey Chaucer. References Bruning S.D and Ledingham J.A (2000), Perception of relationship and evaluation of satisfaction: an exploration of interaction; Public relations review 26, 1. 85-95 Baines P, Fill.C and Page K (2008) Marketing; Oxford university press inc, 1st edition p471-503 Armstrond and Kotler (2005) Marketing; an introduction. International edition 7th edition pearson prentice educational inc USA Solomon. M, Bamossy.G, Askegaard (2002) Consumer behaviour; A European approach. Pearson educational limited 2nd edition USA p 302 Park, W and Lessig P,(1977); Student and housewives: differences in susceptibility to reference group influence; journal of consumer research 4 Cohen J.B and Golden E(1972) Informational social influence and product evaluation; journal of applied psychology 56. Hanna,N and Wozniak.R (2001) ;Connsumer behaviour; an applied approach prentice hall inc 1st edition. Antonidee. G. and Van Raaij, W (1998) Consumer behaviour: a European approach; John Wiley and Son ltd. West sussex , England. 1st edition Neal,C.P Quester and D.I Hawkins (2007) consumer behaviour: implications for marketing strategy. Boston mass: Irwin O`Shaughnessey, J (1987) Why people buy, New York: Oxford University Press pp 161 Kuusela, H ,M.T, Spence and A.J Kanto (1998) Expertise effect on prochoice decision processes and final outcomes: a protocol analysis, European journal of marketing vol 32, no 121 pp 37 Jobber D (2010) Principles and Practice of marketing: the ultimate learning resource; 6th edition. McGraw-hill companies UK Clemmer, C and Schnieder (1996) fair service in advances in service marketing and management; vol5 edited by TA Swartz, Brown and SW brown (Greenwich CT; JAI press) pp 109-26 Oliver (1997) Satisfaction, a behavioural perspective on the consumer Ney York McGraw hill Folkes V.S Recent attribution research u=in consumer behaviour; A review and new direction journal of consumer research 14pp548-65 Liljander V, and Strandvik T emotions in service satisfaction international journal of service industry management 8 no 2 pp 189-69 Lessig, V.P. and Park, C.W. (1978) Promotional perspectives of reference group influence: advertising implications, Journal of Advertising, Vol. 7, No. 2, pp.41-47 Kelman, H.C. (1961) Processes of opinion change, Public Opinions Quarterly, Vol. 25, pp.57-78 McCarthy, Michael (2002-10-17). Digitally inserted ads pop up more in sports GÃ ¼rhan-Ganli, Z. and Maheswaran, D. (2000) Cultural variations in country of origin effects, Journal of Marketing Research, Vol. 37, pp.309-317 Wong, N.Y. and Ahuvia, A.C. (1998) Personal taste and family face: luxury consumption in confucian and western societies, Psychology and Marketing, Vol. 15, No. 5, pp.423-441. Schiffman, L.G. and Kanuk, L.L. 2004. Consumer Behaviour. 8th Edition. USA: Prentice Hall Solomon M, Bamossy. G , Askegaard, S and Hogg.M (2010). Consumer Behaviour: A European Perspective. 4th ed. England: Pearson Education Bearden, William O. and Michael J. Etzel, (1982) Reference Group Influence on Product and Brand Purchase Decisions Journal of Consumer Research, Vol. 9, No. 2. (Sep.,1982), pp. 183-194. Cohen, Joel and Ellen Golden (1972), Informational Social Influence and Product Evaluation, Journal of Applied Psychology, 56, 1, 54-99. Zeithaml V.A and Botner M (2003). Service Marketing: Integrating customer focus across the firm. 3rd ed. Ney Yory: McGraw Hill publishers Jones, T.O. and Sasser, W.E. Jr (1995), Why satisfied customers defect, Harvard Business Review, Vol. 73 No. 6, pp. 88-99

Roles and Responsibilities of Teacher

Unit 008 :Roles ,Responsibility and relationship in lifelong learning. This assignment is about the role and responsibility of teachers in lifelong learning. In order to teach in lifelong learning, a teacher will need different tools, support, understanding and above all a good knowledge of teaching codes of practice. As with all professions, teaching has to be done within the boundaries of the law to achieve a safe learning environment for the student. The legislations are very important to safeguard the teacher, student and adult learners.For example the Health and Safety at work act (1974) (Gravells, 2008, p. 19)is about the safety of the student and teacher. It is crucial for the teacher to ensure all learners are aware of their safety procedures at the beginning of any course. Furthermore, a risk assessment is carried out by the teacher, to reduce any risk on the premise. For example, when a teacher is carrying an experiment which includes heating, the teacher ensures students a re wearing safety goggles. ’The Disability Discrimination Act(1995 and onwards), which has been enforce to ensure nobody is discriminated against irrespective of disability(physical or mental ), gender, religion ,age, ethnicity, sexual orientation or social (domestic circumstances)’’ (Wilson, 2008, p. 20) In order to implement the above legislation, a teacher needs to assess what the requirements of his/her learners’ are, and how they could be supported. A teacher has to make sure that every learner has equal opportunities to access the learning experience. Similar essay: PTLLS Assignments Examples FreeFor example someone who lip reads, the teacher needs to speaks very clearly and avoids standing in darker area which will make it difficult for that particular learner to lip read. For example a learner who uses wheelchair, prior to the course, the teacher ensures the learner has access to all facilities without any problem e. g. a ramp is installed outside the room. At this point the teacher would require internal support services to install the ramp. Data Protection Act (1988) (Wilson, 2008, p. 20), each learner has their own file which holds personal and confidential information (address, contact details and medical history).These files are kept in a safe and secure place in a filing cabinet, which restricts sharing of data. The teacher should be a good team player to encourage and welcome people’s differences and use these qualities to broaden the learning experience. Teaching in a simple language helps the learners to understa nd the concept easily as for most learners’ English is not their first language. The teacher needs to ensure that learning tools like handouts are unbiased and exclude inappropriate comments from the classroom. It is important for a teacher to practise equality and diversity effectively so as to have a maximum impact on the learners.A good teacher needs to tailor their lessons according to learners’ needs and requirements; this is known as inclusive learning. ’’By inclusive learning we mean the greatest degree of match or fit between how learn best, what they need and what is required from the sector, a college and teachers for successful learning to take place’’ (Tomlinson, 1996, p. 200) . These qualities should be within a teacher, which is gain by using the teaching training cycle. The training cycle has five stages which are identifying needs, planning and designing, delivering, assessing and evaluating.A teacher must be certain of his/h er role, responsibilities and boundaries within these stages. During the initial stage of identifying needs and planning, the teacher will identify the needs of his/her learners (Yvonne Hillier,, 2005, p. 61). Firstly, by assessing any physical needs like wheelchair users. A questionnaire can also be used, to find out learners aim, previous experience, learner background, preferred learning style. The teacher would keep the questionnaire in a safe place and ensure no details are left on desks. Also make sure this confidential information is not available to anybody.Some learners’ needs may exceed what the teacher can offer; at this point the teacher will refer the student to another professional. For example, someone who has literacy needs, the teacher would refer the learner a literacy teacher to address his/her needs. During designing phase of the lessons, a teacher’s responsibility is to provide high quality materials example handouts, tutorial and games which will motivate and increase concentration in learners and facilitate learning. Thus, resources should be relevant and easy to access within the premises. The next stage is the delivery of the session.The teacher will ensure that the learners’ are equally involved and engaged in all the activities in order to facilitate the learning by using different learning tools and style . The lessons should be well-structured, clear aims established to ensure that lessons run on time. It is a teacher’s responsibility to establish a good professional relationship with the learners, so that they are comfortable asking any help for learning. Stay within boundaries so that the teacher should not be over friendly, and should always maintain a professional relationship.Avoid touching / leaning across learner during an explanation. In the assessing phases, the teacher ensures the lessons objectives are clear to the learners and check their progression. For example, quizzes can be organised to check the learner’s achievement and development feedback from learners will identify the development areas. However, the teacher should not set task which is not link directly to learning objectives. Among the duties of a teacher in the Lifelong Learning sector, the teacher also has to undertake responsibilities towards the other professionals in the organisation.One of the principal responsibilities as a teacher is to remain within the teaching code of practice. The collaboration between teachers and other professionals is important to maintain smooth running of the organisation. Good communication between professionals ensures that learners are getting the most efficient and effective support. The teacher will need to consult other professionals when needs exceeds his/her boundaries. For example, if a learner has not been able to finish his assignment on time and the reason could be financial problem.The role of the teacher should also include maintaining a safe and appropr iate learning environment to facilitate the learners. For example, before the start of the lesson, the teacher needs to ensure that the classroom layout is safe and accessible to all learners. To implement a safe environment, ground rules are set. Ground rules within a class, is a mutual agreement by the tutor and learners who attend the class. There are three ways of setting ground rules: teacher imposes, learner imposes or through negotiation. The ground rules can be promoted by displaying on the wall of the classroom, video or even by using pictures.

Snowdrops – Creative Writing

When would Reece be back? I sat on my bed and daydreamed, all the good times we had had together flashing through my mind, filling me up with the sensation I was flying. I came back to earth with a thud. Glancing at the clock only made me feel worse – half past eleven. Reece was usually home by ten. Sighing, still worried, I lay my head down on my pillow, just to rest my eyes for a few minutes†¦ And awoke with a jolt, to the rhythmic thudding of a heavy hand on the front door. For a split second, I held the thought that it could be Reece, complete with a totally reasonable, acceptable excuse, and he would hold me and everything would be alright again. That image vanished, when I realised Reece never knocked like that. Frozen with panic, I sat upright. The knocking continued. A sudden burst of courage took me totally unawares. Hurriedly, I pulled on my red dressing gown. Dashing down the stairs, I grabbed the keys to the door. Slowly, I advanced. With feline agility, I tip-toed to the door. With a shaky hand, I put the key in the key-hole. Deftly I turned the knob. Willing my suspicions to be erroneous, I peeped through the crack I had created between the door and the doorframe. There, silhouetted against the eerie moon, stood a great figure, portentously broad and equally tall, the mere look of whom would worry all but the bravest. I slumped with relief. ‘Hello Gwen.' I said, letting out the deep breath I didn't know I was holding. Gwen was the village policeman, a gentle giant to all who knew him, but certainly one of the most intimidating men to meet in the street. This was down mainly to his incredible width, which prevented anyone walking either side of him on a pavement. Talking to Gwen was like conversing with a ship, he was big, slow, and found it notoriously hard to change direction in a subject. But why was he here? ‘Hello, Sarah,' he said, not a hint of happiness in his voice. ‘What's wrong? Why are you here?' Gwen's face creased up. He was almost in tears. I had never seen him like this before, and I wasn't sure how to react. ‘What's wrong, Gwen? Is someone hurt? Tell me, Gwen!' By now, tears were rolling down Gwen's cheeks. I had no idea what was going on: I was totally confused. ‘There's been an accident, Sarah,' Reece whispered, his voice hoarse. ‘Reece, he, he's had an accident. He was speeding, he hit a lorry, he†¦' ‘He what? What happened? Is he okay?' I screeched, frantic to know the answer. Gwen gulped. ‘He passed away at half past ten. He was speeding on his motorcycle, he hit the back of a lorry. I – I'm sorry.' I froze. He was speeding. Speeding to see me. ‘What?' I whispered, ‘No surely, there's a mistake. Reece can't be dead, it's just – no, no, this isn't right, it must be, I, I†¦' I stopped. I felt my body numb, as the realisation took hold of me. He was gone, and I couldn't bring him back. The emptiness was overwhelming, like a dark pit had opened inside of me that sucked all my thoughts, memories, emotions into it, leaving me drained. Then it spat it all back out again, and the fullness was overwhelming. Anger, fear, grief, hate, it all spilled out with the tears that gushed from my eyes. I slumped into Gwen's arms, as he took me through my house, the house that had seemed so warm and full of life only moments before, now cold, dark and foreboding. Down on my settee he sat me, all the time whispering . I needed to be alone. I told Gwen so, rudely, but being polite was the last thing on my mind. He left, and I wept. Alone I sat out the night, unable to face sleeping alone. I was lost, I didn't know what to do or where to go. I knew I had to work tomorrow, there were hardly enough teachers at the school as it was, but I couldn't comprehend facing a single sensible adult, never mind a classroom full of children who scarcely knew the meaning of sad. By the time the early rays of spring sun hit my windowpane, I had made up my mind. I had a responsibility to the children, and I knew it was what Reece would have wanted. I had to teach the children. At six o'clock, as per usual, I arose and got dressed from head to toe in black. The colour of death, but also a symbol of authority. There was no sleepiness in my morning schedule, yet I was not fully awake. I got ready lifelessly, listlessly. Breakfast was missed – I fasted on – and set off early to avoid the mixed looks from the locals dotted around the village. It didn't work. As I walked through the centre of the village, I could feel the eyes upon my, burning through the headscarf I hid underneath. Quickly and determinedly, I headed up the small dirt track that lead to the school. The emptiness was still there, lurking threateningly at the back of my mind. Consciously pushing it even further back, I braced myself for the day ahead. Needless to say, that day wasn't my proudest as a teacher. As I walked into the classroom half an hour later than normal, the staring eyes of the naà ¯Ã‚ ¿Ã‚ ½ve children almost reduced me to tears a second time. A sympathetic look from the young blonde teacher did nothing to console me, but I stayed strong – for Reece, and for the children. Taking a deep breath, putting on the nicest, sweetest voice I could muster, I addressed the children. ‘Hello, boys and girls.' ‘Hello Miss Webster,' they reply, chirpy as always. A lump welled in my throat, I began to sway again, so I grabbed the desk for support and took another deep breath. ‘Now, today boys and girls, we'll be drawing pictures of our favourite things for outside. Does everyone have something they like best?' Every head nodded. ‘Good. Peter, please give everyone a pencil. Glenys, can you give everyone a piece of paper please. Thank you.' As the two young kids set of to perform their duties, swollen with pride at being chose by the teacher to do a job. I sat on the edge on my old chair at the front of the classroom. The room was silent, save for the scribbling of pencils on paper and occasional unintelligible murmur from a child, hard at work. My mind drifted, back to Reece. His face drifted to the forefront of my mind, his features already beginning to haze as I used only my memory to imagine him. Just as I got his face into full focus, the emptiness that had been lying in wait at the rear of my mind crept forward, looming behind the smiling face. I tried to push it back, but there was nothing to push. His face melted away, the blankness washed over him like the sea rushing over drawings in the sand. It hit me a second time: I was alone. I jolted out of my seat, startled back into reality. I saw the upset look on the face of the little boy, QQQQQ who had come to show me the picture he had drawn. A robin. Fitting, I thought. Robins didn't migrate to the warmth with the other birds when winter came: Robins faced the harsh, bleak, cold winter alone. I felt I must do the same. I knelt down, plucked the picture from his hand and pinned it on the wall. I looked over at the old clock hung high on the wall, and saw it was break time. I excused the children as pleasantly as I could muster, and followed them out to the school playground. I stood for twenty minutes under the cold spring sun, and called for the children to come back in. Watching over them as they re-entered the school, one of the other teachers, Mrs Jones, a busybody by all means, in her late fifties, scurried towards me. ‘How're you coping, dearie?' she enquired, her caring tone easy to see through. I could do no more than nod. ‘Well the funeral's today, at half-past midday. Men only, of course, but they should pass right by on old Luther way.' The funeral. It had completely passed me by, and I felt ashamed for it. Traditional Welsh funeral of course, no female attendees, but perhaps if I could find a reasonable excuse†¦ The snowdrops. Of course, I had promised the children that I would show them the beautiful spring flowers. If I timed it right, the procession would pass right by. ‘Thank you, Mrs Jones,' I replied with a nod, as I entered the classroom. It was quarter to twelve. Half an hour. I pulled out the big story book from the bookshelf, and called around all the children as I sat down with it. Normally, I would put my heart and soul into reading aloud to the children, but today they were completely preoccupied, so my voice was flat and monotonous. The children were disappointed, but I had too much on my mind to attempt to remedy their disillusionment. I glanced up at the clock every five minutes, as the big hand turned slowly around on the wall. My whole body was tense, my throat was dry, my voice rasping. At twelve fifteen, I slammed the book shut, stood up, and led the children briskly through the chill outside air, hand in hand, to the bottom of the school grounds, where the snowdrops grew. As I watched their amazed faces stare in astonishment at the little white specks of purity, I could not help but long to be a child again, youthful and kept away from the harsh realties of life. Then I heard the bittersweet funeral chant, deep, dark and hauntingly beautiful, and my hands clutched at the little white gate leading to the road. My eyes blurred over and I cried, cried for all the good times and the bad times, wept in longing and loneliness, knowing I was destined to live my life incomplete.

Thomas Hobbes And John Locke Essay - 2508 Words

Hobbes, Locke and the meaning of the English civil war Thomas Hobbes and john Locke are considered some of the most influential people in Political thought. Both men lived during and around the time of the English civil war. It can be assumed that this event had a profound effect on each man’s perspective and thinking. Locke and Hobbes do differ on their ideas and beliefs. Hobbes living through the civil war was a supporter of an absolute monarchy. Locke believed in what can be seen as a representative democracy. It’s clear from this examination of facts that both the ideas Hobbes and Locke were greatly influential. The ideas set forth by Locke certainly have had a profound influence on later political thinkers. Locke’s beliefs would profoundly shape the views of the American founding fathers. It can be argued that the United States is a Lockean nation. Both Hobbes and Locke were strong believers in property rights and believed that government must protect these rights. Using the English war as a starting point , the beliefs and ideas of Lock and Hobbes can be examined. Some questions to consider are challenging sovereign power, stability and justice and the effects of the English civil war. By understanding these ideas, we can better appreciate these perspectives and thoughts and a better understanding can be reached. The main event that these ideas draw their influence from is the English Civil war. The English civil war happened between 1642 and 1651. The twoShow MoreRelatedJohn Locke And Thomas Hobbes886 Words   |  4 Pagesdiscuss the differences in political theories expressed by both John Locke and Thomas Hobbes. In, Leviathan, by Thomas Hobbes, and in, The Second Treatise of Government, by John Locke different theories of political legitimacy and definitions of the state of nature are described. The following paragraphs analyze multiple different points that are imperative to understanding these political theories. In the reading, Leviathan, Thomas Hobbes discusses what human existence is in the state of nature andRead MoreThomas Hobbes And John Locke911 Words   |  4 Pagessocial contract theory, Thomas Hobbes and John Locke established many of the founding ideals that contemporary Liberalism is based on. While the shared many similar positions, there are some key distinctions to be made between the arguments Hobbes and Locke make in Leviathan and Second Treatise of Civil Government, respectively. In this paper I will argue the differences between how each of them viewed the right of the subjects to revolt from the sovereign. Thomas Hobbes published his most famousRead MoreThomas Hobbes And John Locke Essay1441 Words   |  6 PagesEifling-Question 4 Hobbes and Locke During and after the English Revolution, a few philosophers expressed different views on their philosophical outlook and life experiences. Some of the most outstanding thinkers include Thomas Hobbes and John Locke. 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Initially, Thomas Hobbes introduces a concept on the state of nature and its effects as well as how peace can be achieved. In Leviathan, Hobbes defines what living in a state of nature would be like and theRead MoreThomas Hobbes And John Locke888 Words   |  4 Pagesare very similar but diverge in the moments that solidify their stance on their opinion. Thomas Hobbes and John Locke is both political scientist who have made strides in the area of social contracts and share being natural law theorist also. Locke and all other natural law theorists assumed that man was by nature a social animal and there fore struck contracts with each other to secure safety among them. Hobbes assumed differently, thus his verdicts are very different from other natural law theoristsRead MoreThomas Hobbes And John Locke1494 Words   |  6 Pages1) Thomas Hobbes and John Locke share the basic assumption that a theory based off of abstract individualism, consent, sovereignty and reason will produce a peaceful and productive society. This theory is the liberal political theory, which is the philosophy of individual rights and a limited government. Both Hobbes and Locke both center the majority of their ideas off of how people’s lives should be based off of nature rights instead of natural law. This being said, people are also subject to theRead MoreThomas Hobbes And John Locke1426 Words   |  6 PagesBy the second half of the 17th Century, England would experience one of the bloodiest conflicts in its history, ultimately serving to influence some of the most phenomenal political philosophers in Europe --Thomas Hobbes, and John Locke. 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