Lord of the Flies A Psychologica Approach - Free Essay Example

Sample details Pages: 2 Words: 547 Downloads: 4 Date added: 2019/04/15 Category Literature Essay Level High school Tags: Lord of The Flies Essay Did you like this example? This assignment aims to make the psychological criticism about the ?Lord of the Flies? which written by William Golding. There are so many different psychological aspects in this book. I will use some important theories to explain the film. Don’t waste time! Our writers will create an original "Lord of the Flies A Psychologica Approach" essay for you Create order Firstly, Sigmund Freud developed theories that our desires and unconscious conflicts lead to the development of defenses, like repression, fear of death, denial and selective memory. He supported that our unconscious gave rise to three areas of the mind that struggle for dominance as we grow; the id, the ego, and the super ego. Also, we should mention about Maslows Hierarchy of Needs. According to his theory people cannot think about their other needs until the lower needs are done. He said that if people could not meet the basic physiological needs-such as food, water, sleep- and safety needs such as security of: body, resources morality that they would not achieve the need of love and belonging. So, we can say that Jack represents the id because he was concerned about their primal needs. Ralph represents the ego because he was trying to keep the id under control while adhering to social norms. On the other hand, Piggy represents the superego because he was concerned about moral judgment. Additionally, according to the Piagets theory these boys were in concrete operational and formal operations stage of cognitive development. So, we can say that because they were in different stages, it can be the reason why they were in a conflict with each others. The movie is started like that the plan which is carried a group of British children out of the nuclear war, falls on a desert island. First they were in shock and didnt know what to do. They were hungry, thirsty and scared. But, one of them seems more relaxed and he comforted the others. Their assembly and conch were representing the last symbol of civilization had on the boys on the island. In the beginning, it rounds them all up and they elect a leader democratically. In the beginning they worked together and there were some rules, so it means that they had group cohesiveness. But, after a while they started to not perform their duties. It means that they started to make social loafing. In that point we should say that according to some researchers social loafing is more likely among men. Because, women are focus on and care about personal relationships with other individuals. In some point deindividuation started to become. Some children began to show more primitive behavior. R.Watson found that warriors who hid their identities before going into battle- for example, by using face and body paint- were significantly more likely to kill or torture. In the movie we saw some child painted their faces with pig blood. So, the blood may be the reason why they can act like this way. Also, the movies show the power of social conformity. We can see in how the boys choose to their group and show similar behavior. For instance, as a group they acted like a cannibal. To sum up, In the Civilization people can hide their underlying urges like aggression. But, in their circumstances the true nature of human is release and they become like a primitive society.

Intuition Vs. Rational Intuition - 1344 Words

Intuition - the ability to understand what is happening instantly and outside conscious control, without the need for conscious reasoning and argument. Mystical intuition understood as the knowledge gained from the higher powers, rational intuition based on experience and is opposed to reasoning deployed discursive thought. Making a decision, more men are turning to the head, and intuitive solution for them where everything is clear at once, without much consideration. Women are more likely to live feelings and body, and intuitive solution for them is that they themselves feel comfortable, after the adoption of which they become internally calm and comfortable. When your intuition refers to the wise, experienced man - listen to him. Intuition How to Fold, unconscious reasoning, intuition as an indicator of experience and professionalism - a matter of respect. At the very beginning of the new situation thinking occurs in the expanded and conscious, in the form of reasoning. Mastering the situation, repeating over and over again, the arguments are more concise and less conscious. If this internal argument quite succinctly, already unconscious and runs without tension, easy, amid the usual relaxation, says people often do not hesitate to sometimes cause a loss for intermediates reasoning and referring simply on intuition. That is - to have unconsciously internalized experience. An experienced eye always sees more than the eye newcomer. Anyone who is engaged in somethingShow MoreRelatedDecision Making : Design Tools For Your Aunties Essay2368 Words   |  10 Pagestime, rational decision making was the main approach in the business world. But now people are looking into intuition and how they can use it to make decisions on management level. By examining the use of intuition in the business world, this paper uncovers it’s the benefits and the pitfalls. It describes how people can train their intuition and how to apply it. Afterwards, there’s a discussion on how people can use this information in their personal life. In the end, we conclude that intuition isRead MoreClassical Vs. Constitutional Typology1223 Words   |  5 Pagesare: Jungian type, which Carl Jung worked with Freud, although they later disagreed with each other and Jung conception of personality is that people are either extravert or introvert. Then, there are sensing or intuition, concerns realistic representations of the world, while intuition is an unconscious process focused on the basic essence of reality. Next, there is thinking or feeling, the thinking function tends to be more intellectual and bases perceptions on objective facts and logic, whileRead MoreRecruitment Selection: Myers Briggs1568 Words   |  7 Pageswill behave in al l situations (Myers-Briggs, 2013). The four dimensions are: Extroversion (E) vs Introversion (I). This dimension reflects the perceptual orientation of the individual. 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Descartes, the skeptic,Read MoreDescartes vs. Pascal1177 Words   |  5 PagesDescartes vs. Pascal For centuries, human beings have been debating over the validity of the use of reason. This is a very, very difficult subject to discuss, as one is forced to study something which is at that moment being used in their study. Two classic thinkers who contrasted on their view of reason were Descartes and Pascal. Though both saw reason as the primary source of knowledge, they disagreed over the competence of human reason. Descartes, the skeptic, said that we could use reasonRead MoreHume vs Kant Causality1784 Words   |  8 PagesHume vs. Kant: Causality Humes ultimate goal in his philosophic endeavors was to undermine abstruse Philosophy. By focusing on the aspect of reason, Hume shows there are limitations to philosophy. Since he did not know the limits, he proposed to use reason to the best of his ability, but when he came to a boundary, that was the limit. He conjectured that we must study reason to find out what is beyond the capability of reason. Hume began his first examination if the mind byRead MoreMyers Briggs Type Indicator Is A Personality Inventory1352 Words   |  6 Pages She wanted to find an instrument that could make it easier to select appropriate people for their respected jobs. Katherine Briggs’ daughter, Isabel Briggs-Myers, eventually joined her mother in her research (Goby Lewis, 2000). Extraversion vs. Introversion The first preference in the inventory is called ‘Favorite World,’ this means where a person focuses their attention (â€Å"MBTI Basics† n.d.). The two options are E or I, Extraversion or Introversion. Focusing attention on people and thingsRead MoreHamlet And Sanity Essay1806 Words   |  8 Pageshis intuition and intellect, maintaining his vengeance, as well as the comparison to Ophelia who is truly mad. 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An example of this principle would be if you were shopping in the mall and you need to check out your purchases, you simply would go up to the retail clerk and she checksRead MoreAnalysis of Stephen Schneiders Argument on the Subjective Prior1859 Words   |  7 Pagesevident or true. By intimating that proof can be obtained from subjective experience, i.e., what you can see ¦is true just lying on your couch (Muljadi, ed. 66), Schneider reaches back to an older form of argumentation, one which depends upon intuition and common sense. He does not reject modern sciences insistence upon empirical data, but he does allows that such data is still being accumulated and that, in the meantime, it is reasonable to state that the information gathered so far shows that

Cognitive and Affective Characteristics of Gifted Children free essay sample

There are many cognitive and affective characteristics of intellectually gifted adolescents which differ from those of their non-gifted peers. These characteristics have the potential to assist academic and social development, or conversely may present social and academic difficulties for the adolescents. Two cognitive characteristics and two affective characteristics typically associated with gifted adolescents will be examined to explore the relationship between these characteristics and their effect on social and academic development. The two cognitive characteristics that will be examined is self-regulation, and their dislike of slow paced work. And the two affective characteristics is the possible exhibition of perfectionist tendencies, and their emotional intensity. The first cognitive characteristic is self-regulation. Self-regulation is a characteristic in which all students will generally have. It is comprised of metacognition, thinking about thinking, and motivation. It is the process of self-regulation employed by intellectually gifted adolescents which differ from those of their non-gifted peers. The metacognition component requires students to plan and self-check their academic performance. These students tended to plan strategies and checked their solution processes and answers while solving problems. The motivation aspect of self-regualtion involves self-efficacy and effort. Highly intrinsically motivated students expended greater effort for completing relevant tasks, and also tended to be self-efficacious. Hong Aqui, 2004) It has been asserted that gifted student’s use of cognitive and metacognitive strategies enhance perception of self-efficacy, which as a consequence provide the motivation for self-regulation. Confidence in their own abilities causes their efforts in the face of failure to increase exponentially until success us achieved. (Hong Aqui, 2004) Gifted students have the ability to apply more conscious control over their use of metacognitive processes, such as controlling the solution process. This characteristic translates to a positive influence onto gifted student’s academic development, since gifted students are more self-efficacious. This means that they are more aware of what their level of ability is, and can strive to the best of their ability. With this increase in self-efficacy, since the students know what they can do, expend greater amounts of effort in achieving the desired results. Such effort, although generally positive, may lead to negative perfectionist tendencies, which will be discussed later. Another aspect of self-regulation which can be seen to directly benefit academic development is planning and self-check. Planning may involve activities such as time management for successful balance between studying and leisure, planning the processes required to reach the desired solution when completing a task, or even planning how to disrupt a classroom in their bid to mask their giftedness. Gifted students will generally be more proficient with the planning processes than non-gifted peers, thus allowing them greater opportunities for academic success. (Hong Aqui, 2004) Research conducted by Hong Aqui appear to indicate that male gifted students have higher self-efficacy than their female counterparts, whereas the female gifted students have higher motivation for success. An explanation proposed is that â€Å"female adolescents [to] examine their work meticulously even when they attain high levels of achievement in school [†¦], male high achievers might believe that they can do well in school [†¦] without exerting much effort. † (Hong Aqui, 2004) The next cognitive characteristics to be discussed is gifted adolescent’s dislike of slow paced work. Intellectually gifted students have larger, more efficient memories, they have larger and more elaborately organised schemata, and as mentioned before, exert greater conscious control over metacognitive processes. All of this indicates that gifted students require less time to learn new material, master it, and to be able to effectively reproduce the material in original ways. (Robinson Clinkenbeard, 1998) In a typical classroom without a curriculum devised for gifted and talented students, the progress of the class will be perceived as being slow paced. The gifted students will have already mastered the current material, and in all likelihood, have already predicted correctly the next process, and may be planning on studying by themselves to escape the slow pace. There are various positive and negative aspects of this characteristic towards academic development. The major disadvantage of a slow paced classroom is that the gifted students may feel excessive levels of frustration at constantly being held back by the class. Unless this frustration is addressed, this can lead to underachievement, or constant disruption of the classroom environment. Teachers can address this frustration by providing more challenging work for the gifted students once they finished their assigned work, or possibly include challenging material for the whole class to complete, as research has indicated that even non-gifted students may find some aspects of the current curriculum to be mere revision. (Robinson Clinkenbeard, 1998) Another consequence of gifted students’ dislike of slow paced work is boredom. In a classroom where the students are not provided with challenging and engaging work, the gifted students may slowly develop underachievement tendencies, such as disengagement from the curriculum, or completing tasks at an adequate level, but well below their capability. Once again, material for students must be engaging and challenging to meet gifted students’ needs. The boredom in the classroom can lead to different types of disruptive behaviour, such as constantly being provocative, being a ‘class clown’, or even non-attendance. (Robinson Clinkenbeard, 1998) Despite the many negative consequences of the dislike of slow paced work, there are positive aspects, though not particularly for the gifted student’s benefit. When the gifted students have completed their set tasks, they may then proceed to provide assistance to their non-gifted peers. The gifted want the pace to increase, so by ‘tutoring’ their peers, can provide the assistance for more students to finish the work quicker, thus increasing overall pace. This generally helps the other students, but by teaching other students, their own understanding and mastery of the material also have the potential to increase. This practice however, can be perceived as discriminatory and unfair, in that the student is doing the teacher’s job. (Robinson Clinkenbeard, 1998) Another possible positive aspect is that in a slow paced classroom, gifted students have the opportunity to seek out knowledge from their own interests, and become autonomous learners. Once the gifted student has completed the required tasks, they can then maybe proceed with extra credit work, or do research and learn material not in the curriculum, but peaks their interests. For example, learning about bath houses and the ‘unseen’ history, when studying a unit on Ancient Rome. Becoming an autonomous learner is a desired outcome for academic development. (Robinson Clinkenbeard, 1998) Two affective characteristics of gifted adolescents is exhibition of perfectionist tendencies, and emotional intensity. Being a perfectionist means that a person wants everything they do to be the best physically possible. For gifted students, this may mean the drive or motivation to achieve standards the student knows they are capable of (self-efficacy), or negatively, may develop into a fear of failure, resulting in submission of work which is correct, but below the level of their true capacity. Lovecky, 1994) Gifted adolescents appear to have â€Å"logical imperatives related to their complex though patters [†¦]. The necessity for the world to be logical results in a need to argue extensively, correct errors, and strive for precision of thought. † (Lovecky, 1994) The result of this is that gifted students may find simple tasks to be complex, and complex tasks to be simple. An example to illustrate this point is asking a gifted student a simple question like ‘What can a computer do? ’. A non-gifted student may answer with ‘I can play games. , but for a gifted student, they may know so many possible answers to the question that they can’t settle for a simple answer. To combat such a situation, the student may either choose to answer in as many ways possible to be ‘perfect’, or ‘dumb down’ and give a simple correct answer in fear of failure to ‘correctly’ answer the question. (Lovecky, 1994) When a gifted student exhibit perfectionist tendencies, it can lead to social rejection. During adolescence when social acceptance and conformity is most important in their eyes, social rejection is the worst possible outcome. When a gifted student exhibit perfectionist tendencies, their peers may give them labels such as ‘geek’ or ‘nerd’. Such labels can act as barriers against social acceptance. The gifted student may, as a result, stop exhibiting such tendencies, and ‘dumb down’ to act average for social integration. The aim is to encourage the positive aspects of perfectionism. This can be achieved by setting long term tasks for the class to complete, with checks at regular intervals to monitor progress. This gives students the opportunity to strive for their best over an extended period of time, and encourages all students to expend greater effort in completing the task. (Lovecky, 1994) The last characteristic examined is the affective characteristic, emotional intensity. Gifted adolescents tend to experience emotional reactions at a deeper level than non-gifted peers, and have a heightened capacity to respond to intellectual or emotional stimulus, which sometimes causes them to appear immature. Theis translates over to a high capacity for empathy, and for them to experience the emotions of others. Emotional intensity suggests that gifted students are easily over-excited by regular stimuli, for example with humour. Gifted adolescents also have an unusually well developed sense of humour, so they may find something which others do not, overly funny. Also during events causing much grief, such as the death of a relative, they may feel sadness at a much deeper level, and may display such emotions with little conscious control. (Lovecky, 1994) Empathy is ordinarily referring to the projection of â€Å"oneself into another’s persona and determine what the other is feeling†. It can also mean the ability to transform their emotions into a physical entity, such as with writers or artists creating books and sculptures. (Lovecky, 1994) There are various effects this capacity for empathy can have on the social development of gifted students. Being highly emotionally sensitive during a time when they are still understanding and establishing their identity, this can cause some confusion. They may be experiencing sadness when world disasters occur, but not understand why it should affect them so, for example. The emotions of those close to them may also ‘bleed’ over and ‘infect’ them. For example, a parent may be under the effects of depression. Being emotionally sensitive may cause the gifted student to pick up on the symptoms, and begin exhibiting such symptoms themselves. (Lovecky, 1994) This can be positive in that gifted students can judge what others are feeling, and adjust certain behaviours to suit the situation. For example, a friend may be frustrated or sad over something. The gifted student may realise this, and try to remedy the situation. Another positive effect for their high capacity for empathy is that they have the ability to imagine themselves as part of their own creative products. They may also be able to project themselves into the process of problem solving. For example, with musical compositions, the best compositions will cause the listener to fully experience the motions intended by the composer, such as with Beethoven’s Moonlight Sonata. (Lovecky, 1994) As it can be seen, the cognitive and affective characteristics of gifted adolescents are interwoven with each other, and can’t really be considered on their own, as each characteristic have an effect on each other. Each characteristic can also be seen to have an effect both positively, and negatively on the academic and social development of gifted adolescents, as can be expected from the multidimensional characteristics of giftedness.

The Effects of Water Shortages in the Last Decade free essay sample

The effects of water shortages in the last decade. New water purification technologies This oral presentation will be divided into few parts. The first one will deal with how the water supplies available to the people, have gradually decreased in the last decade; statistical data will be presented, together with some pictures and graphs. Also, it will make a projection of what could be the impact of the water shortages in the near future and will examine how devastating the need for drinking water could become if certain measures for retaining it are taken very soon. The next part will be about some of the innovations in the water purifications technologies. The last part will be a discussion, where your questions you will be welcomed and I will also ask a couple of questions. It is quite popular to refer to our planet Earth as the Blue Planet and probably all of us are aware why this nickname is given. We will write a custom essay sample on The Effects of Water Shortages in the Last Decade or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That’s because of earth’s surface is 70% covered by water. Unfortunately, only around 2% of this is drinking water and the question are we using this small quantity responsively is getting more and more discussed recently. The shortest answer to this question is â€Å"No†; humanity needs too much fresh water and shortages have become highly noticeable. It’s needless to say that water is crucial for all life on earth. It plays an essential role for our health, economy, food production, and environment. Also, drinking fresh water is a compulsory element of the development of the public health, since 21 of the 37 primary diseases are related to water and sanitation. With the growing world population (over 7 billion so far), water consumption rate doubles every 20 years, a pace that is double the rate of population growth. If population and consumption trends persist, it is estimated that the demand for water will surpass its availability by 56%, and 1. 8 billion people will be living in regions of water scarcity by 2025. This situation is exacerbated by the fact that developing countries, already experiencing water-stress, often have the highest population growth rates—bringing more people into a region that already cannot support them. Here it’s important to explain the terms â€Å"water-stressed countries† and â€Å"water-scarce regions†, given the fact that in the near future they will become part of the geographical description of further more parts of the world. Water-stressed countries are regions with fewer than 1,700 m3 of water per capita per year. People living in water-stressed regions must make painful decisions about using water for personal consumption, agriculture, or industry. Regions with fewer than 1,000 m3 per person per year are defined as water-scarce. Water-scarcity hinders economic development, strains the environment, and drastically limits food availability. The 2009 World Water Development report revealed that nearly half of the global population will be living in regions of high water stress by 2030.