An Analysis of Lord of the Flies by William Golding Essay Example for Free

An Analysis of Lord of the Flies by William Golding Essay Savage vs. Civilized The main concern of Lord of the flies is the conflict between the two competing drives that all humans have; to live by the rules and act right or to defy the rules and act on ones desires. Meaning Savage vs. Civilized. William Golding associates the instinct of civilization with good and the instinct of savage with evil. In the story the character Ralph is the protagonist who represents civilized, leadership, and order. On the other hand Jack is the antagonist and represents savagery and the desire for power. William implies that people are much more prone to the instinct of savagery than the instinct of civilization, especially without authority. In the beginning of the story, the meetings that the group has are very civilized and everybody abides by the rules. They form a society that has a leader (Ralph) and have a symbol of authority, which is a conch shell. They all listen to Ralph and use the conch shell to talk during the meetings; making the meetings very civilized. In the beginning they all do their part whether it be watching the fire, building things, going hunting for food, or getting water, they all did their part. As the story goes on most of the kids start slacking and the jobs are not being done well; they are becoming more savage. For instance the fire goes out when a ship passes, there is not much water in the coconuts, and only 2 people build the last shelter. The kids can’t even have a civilized meeting, and the conch shell is not being put to use as it should be. During the meeting piggy says† What are we? Humans? Or animals? Or savages? What’s grownups going to think? Going off- hunting pigs- letting out fires- and now! † By piggy saying this, it shows that the kids really are acting like wild animals and little savages. They are no longer thinking before they are doing things and have no sense of control or authority. They are beginning to go wild and the instinct of savage is kicking in.

Mental Imagery on Athletic Performance Essay -- Athletics Sports Neuro

Mental Imagery on Athletic Performance What is Mental Imagery? Mental imagery, also called visualization and mental rehearsal, is defined as experience that resembles perceptual experience, but which occurs in the absence of the appropriate stimuli for the relevant perception (plato.stanford.edu/entries/mental-imagery/). Whenever we imagine ourselves performing an action in the absence of physical practice, we are said to be using imagery. While most discussions of imagery focus on the visual mode, there exists other modes of experience such as auditory and kinesthetic that are just as important. However, for the purposes of this paper, only visual imagery will be discussed for it is the most relevant mode concerning athletic performance. Claims Although sports psychology is becoming more prevalent in today’s society, there is a surprising lack of web sites that endorse and offer visual imagery skills for sports. The few advertisements that I found endorse tapes which claim to rapidly improve your athletic skill, concentration, and endurance. Visual imagery advocates purport that this technique increases energy and avoids injuries as well. Not only will visualization improve athletic performance but the ads also claim that it will enhance motivation and overall enjoyment of the sport (www.health-o-rama.org/superlearning/spec-s.htm). Peak Performance Sports looks to sell tapes that has the "latest methods in sports psychology", one of them being mental imagery, which will elevate your game to a new level. The tapes will increase confidence, focus and self-composure which will in turn, improve your athletic performance. These tapes can work for any type of athlete, whether they are profes... ...xercise Psychology, 17(1), 54-69. Murphy, S. (1990). Models of Imagery in Sport Psychology: A Review. Journal of Mental Imagery, 14 (3&4), 153-172. Orlick, T., Zitzelsberger, L., LI-Wei, Z., & Qi-wei, M. (1992). The Effect of Mental-Imagery Training on Performance Enhancement With 7-10-Year-Old Children. The Sports Psychologist, 6, 230-241. Pavio, A. (1985). Cognitive and Motivational Functions of Imagery in Human Performance. Journal of Applied Sports Science, 10, 22-28. Porter, K., Foster, J. Visual Athletics. Dubuque, Iowa: Wm. C. Publishers, 1990. Roure, R., et al. (1998). Autonomic Nervous System Responses Correlate with Mental Rehearsal in Volleyball Training. Journal of Applied Physiology, 78(2), 99-108. Suinn, R. Psychological Techniques for Individual Performance. New York, New York: Macmillan, 1990. p 492-506.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Can Domestic Violence Abusers Be Rehabilitated - 3076 Words

Brushing your teeth Tying your shoes Folding a shirt Solving a math problem mentally The tasks listed above take ten seconds or less and they have something in common with domestic violence. According to Domestic Violence Statistics, every nine seconds in the US there is a woman being assaulted or beaten. While a person is folding a shirt there is a woman being assaulted or beaten but that is not the main point in this paper. The main point of this paper is to ask if domestic violence abusers can be rehabilitated or is a question that has an automatic answer to it. Can a person be rehabilitated off of something that it takes them nine seconds to do? When some people are asked this question they automatically say the answer is not†¦show more content†¦Dr. Kathleen Young also talks about how domestic violence tends to follow this predictable cycle and one part of the cycle is called the honeymoon period. The honeymoon period is described as this period where the abusive partner tries to seduce or woo their victim into continui ng the relationship and Dr. Kathleen also explains that abuser can even act as if abuse did not place. Dr. Kathleen Young states that with her 20 plus years of experience that she believes that people can change but when it comes to deeply engrained patterns like domestic violence, time is required and it requires professional help. The Stop Relationship Abuse Organization states that batters will not change until they recognize that they have a problem and change is something that will never happen as long as they continue to blame the victim. The victim of domestic violence is not the blame for their abuser putting their hands on them or abusing them. The Stop Relationship Abuse Organization also states participation in a batter’s program does not guarantee that a batter will not be violent again. Domestic violence is a learned behavior and can be unlearned if abusers take responsibility and accountability for the violence committed. People who abuse have learned this beh avior and itShow MoreRelatedDomestic Violence And Its Effects On Society1491 Words   |  6 PagesDomestic violence is a very important discussion subject, because it touches all levels of society, and it is widely spreading across a multitude of social groups. This social issue at present appears in different levels of society, and cannot be ignored by social institutions and people. The issue of domestic violence cannot be avoided because of the unfortunately high rate of abusive behavior, and more and more people being affected by abuse every day. People and social institutions cannot closeRead MoreEssay on The Effects of Animal Abuse939 Words   |  4 Pagesbackseat to human abuse but it can often be the first signs of an abusive personality and of possible physical and emotional abuse of a person. Abusing animals is can be the first sign of a potential serial killer. Organizations both big, such as PETA and the Humane Society, and small, such as The Pegasus Project, work to r escue, rehabilitate, and ideally rehome abused and neglected animals. Many domestic violence reports state that the abuse started with the abuser harming the victim’s pet beforeRead MoreLessening the Occurrence of Domestic Violence2040 Words   |  8 PagesFor centuries there has been the desire to cease domestic violence and all the horror it brings, but for centuries, no one has been capable of conceiving the perfect solution to end this madness, or have they? Did you know that women are more likely to be battered, molested, or even killed by a current or past male partner than by anyone else? A lot of people have come to realize this and in an attempt to fight intimate partner violence in the past two decades, many states have started and stillRead MorePrison for Minors 1372 Words   |  6 PagesJune 2012 that mandatory life sentences without parole for juveniles is unconstitutional. To sentence a minor to life in prison is unjust because people under the age of eighteen do not fully comprehend the consequences of their actions, exposure to violence as a child influences their actions, and they are not legal adults and should not be held liable for adult consequences. The teenage brain is like a car with a good accelerator but a weak brake. With powerful impulses under poor control, the likelyRead MoreSex Crimes: Can Sex Offenders Be Rehabilitated?3878 Words   |  16 Pages Sex Crimes - Can Sex Offenders be rehabilitated? Table of Contents Introduction to Sex Crimes 3 Literature Review 5 Origin of the Behavior of Sex Offenders 6 Can Sex Offenders be rehabilitated? 8 Controversial Arguments 11 Conclusion 14 References 16 Introduction to Sex Crimes Since the world has penetrated into the epoch of twenty first century, it has experienced gargantuan changes in almost every sphere of life whether it is social, economic, political, technological, environmentalRead MoreThe Death Penalty and Juveniles2945 Words   |  12 Pagessentenced to death. Proposal The intent of this report is to collect the available data and information on the death penalty for juvenile offenders. This is not to argue about the pros and cons of the death penalty and juveniles, but to give data it can inform the controversial argument to focus on the Death Penalty and Juveniles. This is important to the general area under study because it will give a clearer view on the opinions of each person on the death penalty and juveniles. The intent is toRead MoreThe Long Term Effects on Children Who Are Exposed to Domestic Violence7097 Words   |  28 Pagesï » ¿The Long Term Effects on Children Who Are Exposed To Domestic Violence Introduction: The formative experiences that define a childs home life will have a lasting impact on the individual as he or she enters the later stages of childhood, adolescence and adulthood. The degree to which ones family life is loving, nurturing, supportive and attentive is a substantial determinant in emotional, social and intellectual development. Accordingly, a home which is abusive, violent, negative and neglectfulRead MoreFamily Violence Essay6096 Words   |  25 PagesFamily violence is not a new phenomenon, as it has essentially existed since the beginning of time. Only in modern times, however have societies begun to recognize violence and family members as a social problem (Barnett, Miller-Perrin Perrin, 2005). For many years, the social problem of family violence had not only been heavily ignored, but for a number of years, had not been fully understood. For example, family violence takes many forms and has a number of different names. Family violence, alsoRead MoreEssay on Helte r Skelter Book Report3965 Words   |  16 Pagescertainly, but as a monster he offers us a unique look into the human mind. This semester we have learned about the many different types of people who may engage in individual forms of interpersonal violence. Charles Manson however, provides us the case study of a man whose life revolved around interpersonal violence in all its manifestations. There was nothing this man wouldn’t do to reach his goals – he would rape, murder, manipulate, and lie - all in the name of his personal ambitions. In Vincent Bugliosi’sRead MoreJuvenile Justice in Nepal4049 Words   |  17 Pagesits responsibilities towards the protection of the rights of the child. Nepal has almost ratified most of the major international human rights instruments including convention on the rights of the child (CRC) 1989. Enactment of children’s act, 1992 can be conceived as an initiative of the government towards framing legal standards for children as a separate mechanism. Similarly, court rules also deals with some issues relating to children. Recently enacted juvenile justice (procedure) rules, 2007