The Two Faces of Man Exposed in The Lord of the Flies Essay -- Lord of

The Two Faces of Man Exposed in The Lord of the Flies  Ã‚  Ã‚  Ã‚         William Golding was inspired by his experiences in the Royal Navy during World War II when he wrote Lord of the Flies (Beetz 2514). Golding has said this about his book: The theme is an attempt to trace the defeats of society back to the defects of human nature. The moral is that the shape of society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable. The whole book is symbolic in nature except the rescue in the end where adult life appears, dignified and capable, but in reality enmeshed in the same evil as the symbolic life of the children on the island. (Epstein 204)    In the novel he displays the two different personalities that mankind possesses, one civilized, the other primitive. Golding uses the setting, characters, and symbolism in Lord of the Flies to give the reader a detailed description of these two faces of man.    The story's setting is essential for the evolution of both sides of man. When an airplane carrying a bunch of school boys crashes on an island, only the children survive. The island the children find themselves on is roughly boat-shaped (Golding 29; ch. 1). It is ironic that the children are stuck on an island shaped like the thing that could save them (a boat). Despite this irony, they are trapped. They are surrounded by ocean and no one knows where they are. The boys, isolated from society, must now create their own.    The children soon realize that there are, "No grownups!" (Golding 8; ch. 1) This means that the boys must fend for themselves until they are rescued. There are no parents or adults to give the boys rules or punish them i... ...etz, Kirk H., ed. Beacham's Encyclopedia of Popular Fiction. Vol. 5. Osprey: n.p., 1996. 5 vols. Epstein, E. L. Afterword. Lord of the Flies. By William Golding. New York: Berkley, 1954. Gunton, Sharon R., ed. Contemporary Literary Criticism. Vol. 17. Detroit: Gale, 1981. 68 vols. Magill, Frank N., ed. Masterplots. Vol. 2. Englewood Cliffs: n.p., 1949. 3 vols. Matuz, Roger., ed. Contemporary Literary Criticism. Vol. 58. Detroit: Gale, 1990. 68 vols. Michel-Michot, Paulette. "The Myth of Innocence,". Matuz 175-7. Rosenfield, Claire. "Å’Men of a Smaller Growth': A Psychological Analysis of William Golding's Lord of the Flies." Matuz 172-5. Spitz, David. "Power and Authority: An Interpretation of Golding's Lord of the Flies,". Gunton 172-3. Taylor, Harry H. "The Case against William Golding's Simon-Piggy." Gunton 170-1.      

Legend that College Roommates Death Boosts GPA Essay -- Urban Legends

Dead Man's Curve--College Roommate's Death Boosts GPA Introduction and Background The legend I collected was one that I had heard before, although this version differed a little from the way I remember it. The storyteller was a 19 year-old male first year student at the University. He’s from Columbia, and his dad works in business while his mother is a homemaker. The telling of this story took place at the diner after we had finished eating: Well, my brother told me one his first summer back from attending University. He had heard the story one late night just before finals were supposed to begin. He was with a small group of friends and he had told him that he was worried about his grades. That was when a friend joked, â€Å"Well, if you’re desperate, you could kill your roommate.† The friend then elaborated that if his roommate died he magically would receive straight A’s for that semester. Context I had first heard of this legend when I saw movie on television called â€Å"Dead Man on Campus.† The film originally came out in the fall of 1998, but I had not seen it until 2003. I asked my subject if he had seen or heard of the movie. He told me that he had not. Although this legend may at first appear to be fairly straightforward, my research has shown that this legend exists in several forms. In the film version that I known, after hearing about a campus policy that gives a 4.0 to anyone if their roommate commits suicide, two freshman try to find a third roommate who is suicidal and push him over the edge. There are differences between the story I am familiar with and the story that was told to me by my subject. In my version, the death had to be a suicide while in my subject’s version any... .... The Vanishing Hitchhiker: American Urban Legends & Their Meanings. New York: W.W. Norton, 1981. Butcher, James N. "Assessment in Clinical Psychology: A Perspective on the Past, Present Challenges, and Future Prospects." Clinical Psychology: Science and Practice 13(3)(2006): 205-209. IMDb. 2007. The Internet Movie Database. 1 April 2007. http://www.imdb.com/. Mikkelson , Barbara. "Urban Legends Reference Pages: Grade Expectations." Urban Legends Reference Pages. 03 Mar 2007. Retrieved on 1 April 2007. http://www.snopes.com/college/admin/suicide.asp. Mortenson, Tom . "Suicide Among 15 to 24 Year Olds by Gender 1940 to 1998." Postsecondary Education OPPORTUNITY Number 132Jun 2003 01 April 2007. http://www.postsecondary.org/archives/previous/117302SUICIDE.pdf. Reisberg, Leo. "Hollywood Discovers an Apocryphal Legend." Chronicle of Higher Education (1998).

The Inmate - Original Writing :: Papers

The Inmate - Original Writing The sounds of the keys echoed across the hallway. Past each set of bars the keys rang a wanted freedom. As the keys and the guard strolled past, almost motionless bodies turned, all drawing closer to the keys. Closer, closer à ¢Ã¢â€š ¬Ã‚ ¦ stop. The cold bars formed the wall that could not be broken. The freedom. All hands were on this wall except one. One set of hands lay quiet, still and with no movement. These hands belonged to a tall, dark-haired person, a man, and a ghost? ===================================================================== As the guard reached the end of the hallway this sly-looking being whispered, "It's mineà ¢Ã¢â€š ¬Ã‚ ¦" Laughter spread across the cages as usual. " You on the high again, Mark?" sniggered Jon. " Wait and see, wait and see." The evil laugh that sounded after seemed to be from the movies. The voice trembled. Everyone just lay quiet. The next morning appeared as quickly as the routine it was accustomed to. The inmates were gathered for breakfast, given time outside for some exercise and then brought back to their cages. Same routine, same times, same people-but today something was different. Something was just not right. " What is it 'bout today?" questioned Henry, " It's just so strange. I can't put my finger on it". The other men nodded in agreement " Yeah, it feels like some one jus' died," replied Mark The hall filled with an uneasy silence. Mark got up and looked outside the small window, in the back of is cell he stood there gazing. He said to himself, "I've spent too long in here, 20 years of my life, 20 years for something I didn't even do." A strange voice then called, " Mark! Mark! I will set u free" he turned but nothing again the voice " Mark, Mark" still nothing. Mark turned to his fellow inmates and shouted, " Who is that? " they all looked at him blankly. He ran to the cold

Attachment Theory Essay

In this essay I have selected 3 different theories, which will focus on human growth development theories, I will demonstrate my understanding of each theory and explain the psychological disturbances which are linked to each one and demonstrate how these theory can be off use to the counsellor in therapy. John Bowbly (1969) and Mary Ainsworths (1974) known, as the mother and father of attachment theory both became key figures in contributing to child development, with their ideas of personality development, together they changed the views of childcare practice and how mothers, reared their children, his views greatly influenced society, by identifying that a child first relationship was very important as this would effect them for the rest of their lives. Bowlby (1969) and Ainsworth (19740 described â€Å"Attachment as a deep, and enduring bond that connects one person to another across time and space.† (Ainsworth, 1976: Bowbly, 1969), The development of attachment over the last 50 years has also benefited practitioners , nurses parents as it has given them a useful insight into interpersonal relationships and the understanding that pass negative experiences with care givers is damaging to a childens emotional and psychological we’ll being. Attachment theory has been proven to be very effective method used in psychotherapy because it is a very useful tool for counsellors, as it helps the counsellor to focus on relevant information and tells them what to look for descriptions of characteristics and can predict certain behaviour in certain settings, This theory can also help to identify problems and it can help to assist clients in effective modification of their behaviour , thoughts, how you react emotionally to things and events and interpersonal relations as it serves as a foundation for understanding the development of ineffective coping strategies and the underlying dynamics of the person emotional difficulties, Bowbly,(1907) was the first psychologist to draw on ethology concepts from animals and applied the same principle to humans ,The main focus of his work  was based on the focus of attachment, and the effects of separation and loss, he proposed that all babies were born with a inborn instinct to connect with their parents and maintain close proximity to enhance survival to ensure reproduction. based on extensive research Bowblys (1969) suggested that if human failed to attached to their care give between the ages of 6-2 years they would not develop emotionally or psychology healthy whilst they continued to grow which would effect them later on in life, Bowbly (1969),also stated to make human development possible the infant and the young child should experienced a warm intimate and continues with their parental figure , he posed that a mother should be able to be in tune with their childs needs and respond apprioaraly as failure to do, could have devasting effect later for the child† (bowlby 1951 p.13( david wallen) Bowbly(1969) attachment theoy implies that it is the way in which the child was handled by their primary care giver that helps to form the child personality, he proposed that this is how the child develops their internal working model, which can be positive or negative which helps then to relate to other in the world as they grow older. Bowlby 1969) described these attachment behaviours, as a secure attachment, insecure attachment and disorganised attachment , he stated that children generally displayed protest, despair or detachment when separated from their parents, Mary Ainsworth (1997), a psychologist, that was a student of Bowlbys (1969), later expanded and tested his idea, whereby she took part in her own empirical study called the strange situation, whereby she proved Bowlbys(1974) attachment theory correct alongside some new concepts of her own, after carrying out her study in America and Uganda on babies from 12-18mths that were separated from their mothers for 3 minutes, based on her findings, she proposed that there was four different types of attachment behaviour that the infant displayed their fore classified four different categories, (expand) secure attachment , anxious -avoidant and anxious ambivalent, and disorganised attachment. Ainsworth (1974) findings revealed that children that fell into the secure attachment category were raised by sensitive mothers that responded promptly to their child needs, † â€Å"the mothers day in day out responseness had given them faith in her as a protector† (ainsworth1974) p.g 55 concepts and application). mothers that fell into the avoidant category were reported to be inhibited in expressing or showing any comfort or emotions to their children, their fore is seen as not ready and available for the child, mothers that fall in the ambulant category were described as unpredictable and occasionally available, and the child as either passive or angry.as a result of parenting. and finally a mother from the disorganised attachment, main prosed that infant disorganisation is the outcome not only of interaction with parents whose anger and abuse is self evidently frightened (main&hesse 1912) This theory can help the counsellor to become aware of all the different types of anxieties and disorders that their clients may be facing theory it serves as a map, which offers insights into different types of relationships , effective coping strategies and the underlying dynamics of the persons emotional difficulties , it also helps the counsellor to understand the strategies that many individuals use to get their unmet needs met which sometimes result in them becoming more distressed than before  conclusion  Symond Freud, John Bowbly and erik Erikson all belonged to the same school of thoughts and studied human growth and development pschology for many years and have all contributed different ideas in regards to child development.

Gender Socialization in American Social Institutions Essay

Socialization refers to how people learn different cultures and learn to live with the various aspects of the cultures. For an individual, socialization provides an opportunity to gain various habits and skills that are necessary for participating and acting at various levels within the society. For the wider society, socialization enables different people to exchange moral norms, values, attitudes, social roles, languages, motives and so forth, thereby attaining a form of social and cultural stability (Sapiro, 1990). Socialization is affected by many factors, which have contributed to factors such as social stratification with particular with reference to gender among various societies. Many social theories have suggested that gender is a core cause of social stratification in the American Society (Stone, 2001; Andersen & Taylor, 2005; Levinson, Cookson & Sadovnik, 2002; Giddens & Griffiths, 2006). Social stratification with respect to gender has been noted in many areas such as place of worship, schools, workplaces, and many other areas that involve social interactions. According to Andersen and Taylor (2005), the various methods used in interaction in different institutions lead to stratification since males usually tend to dominate the social scene, thus creating a situation whereby females have to play a second role in socialization. This paper will evaluate the methods of socialization used by people in different American educational institutions with particular reference to the role of gender in the social scene. The format of the paper will involve a brief discussion of the various aspects of socialization in the American context followed by a discussion of the methods of gender socialization in American social educational institutions. Gender socialization among Americans According to Stone (2001), the American society places a lot of importance in the role of the family as the basic social unit of the society. In fact, the evidence for this is shown by the abundance in most libraries of published materials regarding marriage and family life in the United States. The interest in family life is instigated by the fact that there are various instances of gender interaction such as those involving children; between children and their parents; between parents; and between parents and their in-laws (Stone, 2001). An obvious gender interaction that is usually less mentioned is that between any parent and mother-in–law or father-in-law of the opposite sex. The aspect of mother in law in particular has been a problem to many couples in the American society. In this context, Stone (2001) quotes Eppie Lederer who commented on the persistent problem associated with mothers-in-law by asking the question â€Å"Must we outlaw the mother in law? † The products of family life, that is children, also socialise differently depending on where they are. Andersen and Taylor (2005) note that gender socialization among children is impacted upon by peers, parents, the media, schools, religious institutions and forth. It is at the child level that various paths of gender socialization are charted. For instance, in schools girls usually get involved in communal games and like getting into groups whereas boys tend to put interest in games that are individualistic (Andersen & Taylor, 2005). The same authors also note that girls play more freely when they are involved in same sex groups. On the other hand, boys tend to wield power over girls when they play with them and have a tendency to create laws of play over girls. This is perhaps what leads to men’s dominance in scenes in later life (Andersen & Taylor, 2005; Stone, 2001). Methods of gender socialization in American educational and religious institutions As is the case in all societies, socialization occurs at all stages of life, not just in childhood stages. The attributes displayed by children in their early days such as gender-typed forms of games are indicator of behavior that appear later during adult life. The aspects of competitive play displayed by boys prepare them for the kind socialization environment they encounter as adults. Giddens and Griffiths (2006) note that boys engage in more aggressive socialization activities because in future they get active in activities such as sports; and the large groups they socialize with also teach them to cooperate and compete when working together later in life. Among girls, there is a slightly different approach to socialization. Andersen and Taylor (2005) note that learn in the same way as girls but they don’t tend to value the attributes such as highly as boys or men even though these attributes are no less important to them. Thus, gender socialization in various American educational institutions is based on these attributes as discussed in the following sections. Gender socialization in schools Schools in have a distinct influence on gender socialization because of the considerable amount to time children spend them (Cookson, 1990). Teachers of either sex have different expectations for boys and girls. According to research findings, boys in American schools call out answers about eight times more than girls (Andersen & Taylor, 2005). This makes boys get more attention from their teachers than girls. This point is emphasized by the fact that when teachers of either sex respond to the boys they increase the boys’ level of perceived importance. Another level of socialization in schools is the kind of books used in class. The kind of messages depicted in the books usually determine the kind of socialization that children have later in life or among themselves (Levinson, Cookson & Sadovnik, 2002). If a person of a certain gender is used as a central figure and is portrayed to be powerful or a genius, a mentality is developed among children that people of that gender are powerful in all dimensions. Most of the characters depicted as such are men. Gender socialization and religion Religion is one of the aspects of gender socialization that is often overlooked in the American society. Different religious groups lay emphasis on different aspects of their culture such as gender differences. For instance, most Judeo-Christian religions found in the United States put much emphasis on gender, with a common perspective that men are superior to women. In religions that embrace Orthodox Judaism, men offer prayer to God thanking him for not having made a slave of woman for them. In addition, many other religions in the United States exclude women from leadership in religious functions to signify that women hold a lower position in the society (Levinson, Cookson & Sadovnik, 2002). Aside from the religions that belittle gender, socialization in Christian and Muslim faiths encourages some form of gender equity (Cookson, 1990). Thus in both churches and mosques, women constantly use what they learn based on their faiths to question racist practices and other forms of unfair treatment by men. Along this line, protestant and evangelical churches in the United States campaign for shared household roles and equal job opportunities as part of socialization between men and women (Stone, 2001). Gender socialization and the media Different forms of media such as magazines, film, television, music and many others have a lot of influence on the kind of socialization in the United States. Communication through the various forms of media is facilitated through features such as cartoons, narrations, messages in music and so forth. Men and women play different roles in the media industry and this determines show they socialize at various levels. But a common tendency is that men are usually portrayed as more powerful figure in various media by their dominance in films, sports, and many other activities. This has changed how people view various forms of media and stratified the society (particularly learning institutions) in terms of popularity of some programs. Television in the United States has been criticized for portraying unrealistic images of women and men with respect to their appearance and age (Stone, 2001). There is a common opinion that women are usually portrayed provocatively on television in dresses such as underwear, nightwear, swimsuits and so forth. Media images in social scenes such as social halls, school halls, colleges and other institutions in the United States and so on are criticized for depicting white men as exercising higher authority than white women as well as black men and black women. Many advertisements in social settings also have the same tendency of depicting the male gender as being superior to the female gender (Stone, 2001). Gender socialization and employment in educational institutions Workplaces as schools are characterized by people of either gender playing different roles. The American system of job classification us characterized by hierarchical organizations which put men and women in different job capacities. For instance, most principals in schools and superintendents of colleges are men (Andersen & Taylor, 2005). This therefore creates an ill-advised notion that leaders in social institutions are always men. Conclusion It is evident that various from of gender socialization in educational institutions such as schools, colleges, churches, social halls and so forth in the United States is greatly influenced by the kind of socialization that takes place in elementary levels of education such as junior schools. In addition, the kind of behavior that boys and girls are exposed to is carried into adult life. This is shown in many organizations that disseminate knowledge such as colleges, most of which portray men as being superior to women. References Andersen, M. L. and Taylor H. F. (2005). Sociology: understanding a diverse society. New York: Cengage Learning. Cookson, L. Gender equity, social institutions and the future of fertility. Journal of Population Research, 17(1):1-14 Giddens, A & Griffiths, S. (2006). Sociology. New York: Polity Levinson, D. ; Cookson, P. W. & Sadovnik , A. R. (2002). Education and sociology: an encyclopedia. New York: Taylor & Francis. Sapiro, V. (1990) Women in American society: an introduction to women’s studies. New York: Mayfield Pub. Co. Stone, L. (2001). New directions in anthropological kinship. New York: Rowman & Littlefield.

The Play of Daniel Keyes’ Flowers for Algernon Essay

         The story, â€Å"Flowers for Algernon†, is one that has been written using the first person narration and makes use of progress reports hence making the reader to be part of the story an understand the story as it happens through each of the reports used (Rogers, and Daniel, 5-15). The first person technique is important in that it allows all the changes that are seen to take place in Charlie, who is the main character of the story, to be clearly visible both at an external and internal level. It is to be noted that Charlie Gordon is the center of the whole story whereby he is the main character that is subjected to a scientific experiment that is aimed at increasing his intelligence level. In addition to that, Charlie is also the author to the narratives provided through the progress reports.          The reader of this story is able to get a view of life throu8gh the eyes of Charlie who is the main narrator and character in the story ((Rogers, and Daniel, 5-15). The reader is able to understand and follow the progress and development of Charlie through the spellings and the evolution of Charlie’s syntax. The operation that Charlie undergoes fails to work and proves to be detrimental because Charlie gets to find out that his â€Å"friends† are not actually true friends. Furthermore, Charlie becomes arrogant and cannot relate to people after the experiment and his is not able to impress his family which is his true motivation.            Charlie undergoes an intelligence operation which transforms him to become more intelligent than he was before. He ends up getting a job at the bakery with the help of his uncle, Uncle Herman (Coules, Daniel, and Robert, 87). Charlie meets Gimpy, Frank Reilly and Joe Carp, people that he considers to be his friends at the bakery and ones he could rely on. However, as it turns out, these are not his true friends. Gimpy, Frank Reilly and Joe Carp result to making fun of Charlie and resent him for being more intelligent after the operation when he goes back to work with them. The three make fun of Charlie and eventually gets him fired because they never liked him despite the fact that the boss, Mr. Donner, believed in Charlie.            At this point, Charlie gets to know that the people that he considered to be his â€Å"friends† were actually not his true friends based on their actions towards him. However the attitude of the three changes towards Charlie as the story comes to an end and Charlie’s intellectual ability starts to recede drastically. One thing that the reader gets to learn from the actions of Charlie’s â€Å"friends† is that not everyone in your life is your true friend. There are others who may not have good intentions yet they claim to be your friends hence the need to be cautious with people that say they are your friends.            Another issue that is portrayed in the story is that Charlie becomes an arrogant person and is not able to relate with people hence showing that the experiment was detrimental. The lack of proper relationship with other people and Charlie shows that the experiment turned out to be quite detrimental to the life of Charlie (Coules, Daniel, and Robert, 87). It can be observed that after the experiment, Charlie starts to lose his intelligence and he starts to spend less time with his girlfriend Fay. However, it reaches a point whereby Charlie wants to get back with Fay but she cannot accept due to Charlie’s condition which makes her afraid of him. This results in the collapse of their relationship.             Furthermore, the experiment affected how Charlie relates with his family which is seen when he chases his sister out of his room and does not want to talk to her. The issue that one gets to learn from this is that not all experiments have positive impacts in the lives of human beings and it is important that people should accept who they are instead of trying to change themselves.          From the on-set of this story, Charlie is seen as less intelligent and retarded by his family members. The inspiration and motivation to volunteer for the procedure which was aimed at enhancing his intelligence comes from need to impress his family (Coules, Daniel, and Robert, 87). Charlie agrees to undergo the procedure so that he could be what his mother and father wants him to be, an intelligent child. Charlie is rejected by the family that motivated him to get the procedure done. After becoming intelligent, he is also rejected by the foster family for being too intelligent.            Charlie undergoes through a rough time especially when his acquired intelligence starts to recede causing him to become alienated from people and instead spends time alone. From the experiences that Charlie goes through in this story tells the reader that life is full of challenges and that there are appreciating what one has is of great importance than to seek for something that will only result in to misery. References Coules, Bert, Daniel Keyes, and Robert Chambers. The Play of Daniel Keyes’ Flowers for Algernon. Oxford: Heinemann Educational, 1993. Print. P.47 Rogers, David, and Daniel Keyes. Flowers for Algernon: A Full-Length Play. Chicago: Dramatic Pub. Co, 1969. Print. P.5-93 Source document

Als: Doctor and Auntie Pele

Why chose AL S: Have you ever heard of a disease that can't be figure out? When the doctors don't know how people would get it? Do we really know how to cure it? So many questions we have about things, but we can't figure it out†¦ It was a sad day for my whole family last year and it's because someone REALLY REALLY important to our family has passed away. It all start about when my auntie Peel was 30 and she owned her own business in American Samoa, Then one day she felt a weird tingle feeling in her hands, so she went to the doctor to check it out†¦Later that day the doctor told her it was nothing. So the next day she was working like usual and she noticed that she couldn't move her right arm, so she Went to the doctor to check it Out, and like the doctor said before, â€Å"it was nothing' then told her not to worry about the whole thing. The following weeks, her arm didn't improve and she became more worried. She visited the hospital again, she told them her arm had not improved.They ran a bunch of test, through some blood, and even did a cat scan on her brain. They told her later that they still couldn't find anything wrong. So she BEGGED them to transfer her to a hospital in Hawaii that could help her, in a ewe months, she traveled to Kaiser Hospital in Hawaii. Where she underwent more test. It lasted a few weeks, and the news they gave her wasn't good at all. They told her that the test they ran found out that she had ALAS or Lou Geris disease and it's also known as.This name was given to the disease after a famous baseball player of the same name. They only gave her only 7 years to live. These doctors didn't know my Auntie Peel – she was strong willed, stubborn, and full of life. My auntie actually lived for 28 MORE YEARS, and for 10 years she was bed redden.