Marriage and Madness Professor Ramos Blog

Marriage and Madness The Yellow Wallpaper Marriage is often presented, to girls at an impressionable young age, as finding a prince charming and living happily ever after. Settling down and having a family may not be as splendid as some women fantasize. Marriages can be toxic and oppressive environments. This is true now as it was for women in the late 1800s.   In â€Å"The Yellow Wallpaper,† by Charlotte Perkins Gilman, the protagonist is dealing with postpartum depression, but her oppressive environment prevents her from recuperating. Women with mental illness often suffer in oppressive households. â€Å"The Yellow Wallpaper† tells the story of a young woman suffering from a mental illness. The narrator first mentions her illness when she reflects, â€Å"I’m sure I never used to be sensitive, I think it is due to this nervous condition† (Gilman 487). She has no control of her emotions most likely due to her anxiety. Her illness is also troubling to as she laments, â€Å"[her] nervous are dreadfully depressing† (487). Her troubles stem from her separation of her child and her treatment which limits her physically and mentally. She mentions, â€Å"Such a dear baby! And yet I cannot be with him, it makes me so nervous† (488). It can be alluded that she suffers from postpartum depression and is not being adequately treated. As she is forced to remain isolated indoors, she becomes obsessed with the wallpaper in the nursery. The wallpaper as she describes began to, â€Å"look to [her] as if it knew what a vicious influence† (488). The wallpaper affects her, and her imagination runs wild as she sees a woman imprisoned within the yellow wallpaper. protagonist reaches her breaking point when she realizes that she is the woman trapped in the depths of the wallpaper. She describes how she pulled off most of the wallpaper by morning to free the young woman within the wallpaper (495). Unfortunately for the protagonist, having children left her in a state of depression and made her begin to resent her husband. The protagonist of â€Å"The Yellow Wallpaper† entered a marriage and treatment became an oppressive environment. Her husband became her oppressor, as tried to suppress her thoughts, and imagination. The narrator reveals that â€Å"perhaps that [he] is the one reason [she] does not get well faster† (486). She is coming to the realization that her husband is not helping her get better. When she discloses her discontentment with the yellow wallpaper, he lets her know, â€Å"[there is] nothing worse for a nervous patient than to give way to their fancies† (488). He invalidates her opinions and suppresses her feelings. Gilman reveals the protagonist’s husband, â€Å"hates to have her write a word† (487). He stifles her from her expressing her thoughts orally as well as her thoughts that are written. She does not have a choice but to obey, because during this period women were not allowed to express their opinions in their marriages. Men held all the power and they determined whether or the role their wives played in their household. The protagonist’s husband threatens that if she does not get better, he would be send her to the physician Weir Mitchell who is much worse of a physician (488). Her husband can conclude that she is mentally unfit and send her away without her consent. He has already taken her away from her actual home in the hopes that she will get better. Gilman reveals the protagonist has been separated from her child, when she confesses, â€Å"there’s one comfort- the baby is well and happy and does not have to occupy this nursery with the horrid wallpaper† (489). The narrator is suffering from postpartum depression and she cannot recover from it, because her husband’s way of dealing with her illness it to avoid it altogether. Marriage is most often presented to women as a goal and they are expected to have a family to be happy. Unfortunately for the protagonist, having children left her in a state of depression and made her begin to resent her husband. Marriage for the Gilman’s protagonist did not end happily ever after. In the 19th century, women with mental illnesses suffered in their oppressive environments. The fate of a women depended on her husband, because historically Victorian Women were â€Å"increasingly ill-prepared for the trials of childbirth and childbearing† (Smith 658). Women would often bare children without contemplating the risks and suffered the consequences. As shown in â€Å"The Yellow Wallpaper† women would suffer from postpartum depression and it would be dismissed as hysterics. Throughout history, hysteria has been seen as characteristically female† (Smith 653). While at this time science and medicine were advancing, the treatment women were receiving did not help them, and it often made their symptoms worsen. Women diagnosed with a mental illness were prescribed a rest-cure in which, â€Å"the patient was not permitted to leave bed or even move within without the doctor’s approval†¦Ã¢â‚¬  (Sigurà °ardà ³ttir 3). This confinement was not a reasonable treatment, and this cruel punishment was not uncommon in this century. Doctors â€Å"attempted to reinforce childlike dependency in women, defined women as inherently weak, and discouraged excessive mental or physical exertion† (Morantz). Men as well, would punish women for not being a dutiful wife in their eyes. Just like in Gilman’s story often â€Å"rest-cure could be used to discipline women whose illness became a means of avoiding household duties† (Sigurà °ardà ³ttir 4). Men believed women would fake their illnesses rather than believe they were suffering from depression, or anxiety. Unfortunately, women who had mental illnesses suffered greater than they should have. Gender roles play a part in oppressive environments. Men were often seen as the superior sex especially in the late 1800s. Men held power and authority over their wives. That left many women helpless to the wills of their husbands. Though those power dynamics have shift, gender roles are still present and leave women in helpless situations. While mental illness is still a taboo subject for some, more women are being informed about the possible side effects and outcomes of childbirth. Most women cannot be put away anymore because their husbands wish it. â€Å"The Yellow Wallpaper† is a cautionary tale of how gender roles can lead to harmful relationships. Gilman, Charlotte Perkins. â€Å"The Yellow Wallpaper.† The Norton Anthology of American Literature, edited by Nina Baym and Robert S. Levine, 8th ed., vol. 2, W.W. Norton Company, 2013, pp. 485-497. Morantz, Regina Markell, and Sue Zschoche. Professionalism, feminism, and gender roles: a comparative study of nineteenth-century medical therapeutics. The Journal of American History 67.3 (1980): 568-588. Sigurà °ardà ³ttir, Elà ­sabet Rakel. Women and Madness in the 19th Century. The effects of oppression on womens mental health. Diss. 2013. Smith-Rosenburg, Carroll. â€Å"The Hysterical Woman: Sex Roles and Role Conflict in 19th Century America.† Social Research, vol. 39, no. 4, 1972, pp. 652–678. JSTOR, JSTOR, jstor.org/stable/40970115.

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing Does academic dishonesty in writing differ among various student demographic categories at Emory? The purpose of this study was to examine potential significant associations between certain student characteristics (college year, gender, GPA, credit hours, hours spent on academics and pressure felt to succeed) and their involvement in academically dishonest activities on writing assignments. The data for this analysis were obtained from a voluntary questionnaire attempted by 228 students in QTM100 during the Fall 2014 semester. However, after applying exclusion criteria, only 195 out of the 228 were included in the analysis. Any student that did not have a fully completed survey was excluded; also, any observation with improbable or impossible responses was also not considered. For example, any student listing a GPA above 4.0, enrolling in credit hours above 22 or below 12, and/or spending over 70 hours per week on academics outside of class was excluded. In the questionnaire, cheating in writing was assessed through six parts, including citing fake page numbers and sources, having someone else write the paper, purchasing the paper online, paraphrasing without acknowledging sources, directly copying words without giving credit, and borrowing ideas without crediting the original source. If a student provided an affirmative response to any of these six parts, he/she was considered a â€Å"yes† for having taken part in academic dishonesty in writing; otherwise, he/she was identified as â€Å"no† for not having participated in such activities. Two-sample t-tests were conducted for the quantitative independent variables, namely GPA, credit hours and time spent on academics. The ?2 test was used for the categorical variables (pressure, gender, grade level). The sample of 195 students studied was majority freshman (51.3%), large majority of female students (73.3%), averaged a GPA around 3.41, was enrolled between 16-17 credit hours and spent an average of almost 17 hours every week on academics outside of class. The overall sample appeared to mostly feel a fairly high amount of pressure to succeed. A statistically significant association (a = 0.05) was only found for gender, where there is strong evidence to suggest that cheating in writing differs between males and females. For the other variables, we failed to find any significant association; rather, there is no apparent difference between those that have committed academic dishonesty in writing and those that have not. By comparing the â€Å"Yes† and â€Å"No† columns for each respective independent variable except gender, it can be observed that means for GPA, credit hours, hours spent on academics, and proportions for pressure felt to succeed between the two groups are largely the same. There are several limitations to what we can infer from this analysis. First, we cannot conclude any causal relationships due to the study’s observational nature. Also, this is not a random sample, so it may not be a good representation of all Emory students. The self-reported nature of the study also means that the accuracy of the data cannot be ascertained. However, in a greater sense of the Emory student population, it can be realized that academic dishonesty in writing is not specific to certain student demographics; many people, regardless of their GPA, the amount of pressure they feel or how busy they are with academics, have been academically dishonest in writing assignments at one point or another; oddly enough, though, it appears females are far more likely to cheat in writing than males. Appendix 1: Data cleaning and recoding. There was an extensive process to remove implausible values from the data set, including the following exclusion criteria. For GPA, initially, the minimum was 1.9 and maximum was 4.2. As it is impossible to obtain a GPA above 4.0, all GPA values above 4.0 were removed. For hours spent on academics, values ranged from 3 to 109; however, since the higher end of this range is fairly unlikely, the limit for hours spent on academics outside of class was decreased to 70, which seems to be a reasonable weekly maximum, after factoring in class time and necessary living tasks. Credit hours were adjusted to only contain values between 12 and 22, since this is the acceptable range for number of credit hours enrolled to qualify as an Emory College student. The original question â€Å"On a scale of 1-10, indicate how much pressure you feel to succeed† naturally yielded quantitative results under the â€Å"pressure† variable, but these numerical values were recoded into 3 categoric al intervals of pressure levels: minimal/moderate (0-5), high (6-8) and very high (9-10). Because QTM 100 is considered an introductory college course, it was unreasonable to expect an even distribution of students between the four college years; more than half of the eligible sample consisted of freshmen (100 of 195). As a result, the categorical variable representing year in college was re-coded into a dichotomous categorical variable, with possible categories of freshman and 2nd year and above. Any observation that failed to meet the above limit criteria, or originally did not have the entire questionnaire complete, were coded as missing and excluded from the analysis. Appendix 2: Statistical analysis. *All mentions of â€Å"cheating† and â€Å"academic dishonesty† refer only to academic dishonesty in writing. â€Å"Yes† and â€Å"No† groups refer to those that have been academically dishonest in writing and those that have not, respectively. Association between college year (freshman, 2nd year and above) and academic dishonesty ?2 test of independence H0: college year and academic dishonesty are independent HA: college year is associated with academic dishonesty. ?2 = 1.45; p-value = 0.2279 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of college year, and there is no statistically significant evidence to suggest there is an association. This result is quite practically meaningful, as it appears that cheating is independent of college grade level. Association between gender (male, female) and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of gender HA: gender is associated with academic dishonesty ?2 = 10.64; p-value = 0.0011. At the a = 0.05 significance level, we reject H0 and conclude that academic dishonesty is associated with gender. Specifically, there is statistically significant evidence to suggest that academic dishonesty is far more prevalent among female than male students. It is hard to say if there is any practical significance in this result, given the largely disproportionate amount of females in the sample, but the very low p-value suggests that in practice, perhaps females are far more susceptible than males to participate in academic dishonesty. Association between GPA and academic dishonesty â€Å"Yes† group: mean GPA, 3.41; standard deviation, 0.36 â€Å"No† group: mean GPA, 3.42; standard deviation, 0.40 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean GPA t = 0.34; p-value = 0.7352 There appears to be no apparent difference in GPA between the two groups. Unsurprisingly, at the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of student GPA, and there is no statistically significant evidence to suggest an association. This result is quite practically meaningful, as it is surprising to observe that students with lower GPAs are not more susceptible to cheating. Association between number of credit hours taken and academic dishonesty â€Å"Yes† group: mean credit hours, 16.37; standard deviation, 2.17 â€Å"No† group: mean credit hours, 16.44; standard deviation, 2.12 2-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean number of credit hours taken t = 0.24, p-value = 0.8119 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of credit hours taken, and there is no statistically significant evidence to suggest an association. This result is quite surprising as well, as it would be expected that students with a greater course load would have less time on average to allot to individual assignments, leading to a higher amount of cheating; however, this does not appear to be the case. Association between hours spent on academics outside of class and academic dishonesty â€Å"Yes† group: mean hours spent on academics, 16.29; standard deviation, 7.18 â€Å"No† group: mean hours spent on academics, 17.19, standard deviation, 8.71 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean hours spent on academics outside of class t = 0.78, p-value = 0.4336. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of hours spent on academics outside of class, and there is no statistically significant evidence to suggest an association. This is also surprising, as in practice, it would be expected that those that spend less time on academics tend to be more lazy and find shorter ways to get their writing assignments done. Association between pressure felt to succeed and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of pressure felt HA: pressure felt is associated with academic dishonesty ?2 = 0.50, p-value = 0.7791. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of pressure felt to succeed, and there is no statistically significant evidence to suggest an association. This is quite practically meaningful, as it would be expected that those that felt a lot of pressure to succeed would be more likely to succumb to cheating, but in fact, it is those that feel little/moderate pressure that have the highest proportion of cheaters.

FAR Compliance Issues And Contributing Factors Assignment

FAR Compliance Issues And Contributing Factors - Assignment Example The national museum has selected Sunshine Wood Dealer Company to provide a proposal for supply of raw wood and furniture products for the construction of a natural wood products asylum. This request for proposal holds information and directives to enable the interested bidder to prepare and submit a detailed proposal and explains the terms and conditions that qualified bibbers will be expected to agree on in order to undertake the project. The project is in its initial stages and all documentation for commencement are ready. We intend to commence construction process once all the design documents are duly signed by the most preferred proposer. The construction director will be liable for the whole construction task and synchronization of commissioning, inspection, and certification. This project covers the construction of a one-story building haven for natural wood products with partitions for offices and various furniture products. The project documents provided (specifications and design) outline the span of the work. Close to one thousand pieces of raw wood are required for the construction of an ultramodern store that will house the natural wood products. Additionally, two thousand wood carvings of different shapes and styles are required for storage once construction is completed. Consequently, unique furniture products such as tables and chairs are required to color the sanctuary. Due to the scale of the entire project, the qualified company must ensure that its products are of high quality and will serve for a long period before replacement. It is essential to identify that fake product will not be accepted and if a company offers such products, it will face the full force of federal laws. Besides, in case of any loss suffered as a result of the counterfeit product, the source company will meet all the resulting expenses including the legal fees.

Geochemistry of natural waters Term Paper Example | Topics and Well Written Essays - 4500 words

Geochemistry of natural waters - Term Paper Example However there a lot of evidence of human influence that either positively or negatively affect the whole cycle. Therefore in studying geochemistry of natural waters we will try to explain how the water cycle, the soil organic matters its importance, the behavior of some soil components and their interactions (Benites, 2005). The geological process involves a series of actions where hot molten material coming to the earth’s surface from the interior forms igneous rocks which are then broken down by weathering to create soil and the sedimentary rocks. The geologic cycle is a collective term used to describe complex interactions between component sub-cycles of the tectonic, hydrologic and biological cycling of elements. These sub-cycles will influence each other and in the end result to natural hazards and other processes which may be important to the environmental geology e. g ground water flow. Soil Chemistry and soil fertility Soil Chemistry Soil being the top layer of the ear th’s crust supports the growth of some organic matter and is made up of components such as pH, nutrient level plus the organic content which in the end determines the type of the soil (Regina, 2006). However the factors listed above will either vary depending on the type of crop which grows in that soil type and within a given geographic location. These factors will result to different soil quality types and the soil quality can be best determined by conducting soil test. Soil can be modified to suit other purposes such as farming. This can be done in several ways such as liming. This is the use of lime powder that will be spread on the soil to alter the pH of the soil. This is made possible because of the presence of Calcitic limestone (CaCo3) (Tan, 2011). This is usually a good source of Calcium and neutralizes the soil acidity. For plants survival there are nutrients to facilitate the growth the three most important being Carbon, Hydrogen and Oxygen which can be obtained i n large quantities from the atmosphere and water surrounding the plant that is ground water. Therefore the ground water plays a big role in the whole cycle. Soil chemistry began with early observations by experimenters. The first study was by J. Thomas. With time came to prove that, it is indeed true that soils can retain cations in exchange for equal amount of Calcium (Ca2+) ions (Tan, 2011). Soil Fertility With the term soil fertility we refer to that situation where a given type of soil is very rich in nutrients such as potassium nitrogen and phosphorous which are requirements for plant nutrition. With it also would be sufficient minerals and soil organic matter (Cuevas, 1994). The mineral traces are majorly for plant nutrition while the organic matter helps to improve the soil structure and enable the soil retain more moisture. Fertile soils have a good soil structure, facilitating proper drainage. However some soils are known to be wetter and retain more water content than othe rs. Soil formation in itself is a very long process and can take up to 100-10000 years for a single inch to be formed. This can be attributed to several factors such as climate, topography living organisms and most important is the parent material. The parent material result from the breakdown of rocks or from the deposits by

Holdens Lonliness Catcher In the Rye :: essays research papers

Many young people often find themselves struggling to find their own identity and place in society. This search for self worth often leaves these young people feeling lonely and isolated because they are unsure of themselves. Holden Caulfield, J.D. Salinger's main character in the book The Catcher In the Rye, is young man on the verge of having a nervous breakdown. One contributor to this breakdown, is the loneliness that Holden experiences. His loneliness is apparent through many ways including: his lack of friends, his longing for his dead brother, and the way he attempts to gain acceptance from others. To Holden, everyone is either corny of phony. He uses these terms to describe what a person is if they do not act naturally and follow other people?s manners and grace. Holden dislikes phonies and thinks of them as people who try to be something they are not. He loathes people who showed off because it seems unnatural every time they do not act like themselves. Holden does not allow himself to have friendship because of his dull attitude. In the beginning of the book, the reader knows that Holden is lonely when he separates himself from the rest of the Pencey students by watching the football game from Thomsen Hill and not the grand stands. Holden is not a very sociable person partly because he finds himself better than many others. He dislikes his roommate because of his generic leather luggage. His next door roommate Ackley does not seem to want a friendship with him either. Holden finds Ackely?s zit crusted face ridiculous and doesn?t want him in his room at first. This shows the reader that Holden is a lonely person because he chooses to be lonely and does not want anything to do with people who do not fit into his perception of normal. Holden?s loneliness is apparent in more than just his lack of friends. His loneliness is made apparent by the way he misses his deceased brother, Allie. Holden makes several references to Allie and how the two used to get along and acted more like friends than brothers. Holden deeply misses his brother and even talks to him out loud to comfort himself because he still feels a void inside of him. Holden misses his brother more than others because Holden never had the final closure to his brother?s death, Holden never went to Allie?s funeral, and because Holden didn?

Color and Gatsby Essay

Convey The Jazz Age: overwhelming parties, dresses and a variety of colours to symbolise the vibrant and colourful (maybe garish? ) lives/culture of people during The Jazz Age. Yellow and Gold: Money, Money, Money. Oh, and Death. First off, we’ve got yellows and golds, which we’re thinking has something to do with†¦gold (in the cash money sense). Why gold and not green? Because we’re talking about the real stuff, the authentic, traditional, â€Å"old money† – not these new-fangled dollar bills. So you have Gatsby’s party, where the turkeys are â€Å"bewitched to dark gold,† and Jordan’s â€Å"slender golden arm[s]† (3. 19), and Daisy the â€Å"golden girl† (7. 99), and Gatsby wearing a gold tie to see Daisy at Nick’s house. But yellow is different. Yellow is fake gold; it’s veneer and show rather than substance. We see that with the â€Å"yellow cocktail music† at Gatsby’s party (1) and the â€Å"two girls in twin yellow dresses† who aren’t as alluring as the golden Jordan (3. 15). Also yellow? Gatsby’s car, symbol of his desire—and failure—to enter New York’s high society. And if that weren’t enough, T. J. Eckleburg’s glasses, looking over the wasteland of America, are yellow. White: Innocence and Femininity. Maybe. While we’re looking at cars, notice that Daisy’s car (back before she was married) was white. So are her clothes, the rooms of her house, and about half the adjectives used to describe her (her â€Å"white neck,† â€Å"white girlhood,† the king’s daughter â€Å"high in a white palace†). Everyone likes to say that white in The Great Gatsby means innocence, probably because (1) that’s easy to say and (2) everyone else is saying it. But come on – Daisy is hardly the picture of girlish innocence. At the end of the novel, she’s described as selfish, careless, and destructive. Does this make the point that even the purest characters in Gatsby have been corrupted? Did Daisy start off all innocent and fall along the way, or was there no such purity to begin with? Or, in some way, does Daisy’s decision to remain with Tom allow her to keep her innocence? We’ll keep thinking about that one. Blue: This One’s Up For Grabs Then there’s the color blue, which we think represents Gatsby’s illusions — his deeply romantic dreams of unreality. We did notice that the color blue is present around Gatsby more than any other character. His gardens are blue, his chauffeur wears blue, the water separating him from Daisy is his â€Å"blue lawn† (9. 150), mingled with the â€Å"blue smoke of brittle leaves† in his yard. His transformation into Jay Gatsby is sparked by Cody, who buys him, among other things, a â€Å"blue coat†Ã¢â‚¬â€and he sends a woman who comes to his house a â€Å"gas blue† dress (3. 25). Before you tie this up under one simple label, keep in mind that the eyes of T. J. Eckleburg are also blue, and so is Tom’s car. If blue represents illusions and alternatives to reality, maybe that makes the eyes of God into a non-existent dream. As for Tom’s car†¦well, you can field that one. Grey and a General Lack of Color: Lifelessness (no surprise there) If the ash heaps are associated with lifelessness and barrenness, and grey is associated with the ash heaps, anyone described as grey is going to be connected to barren lifelessness. Our main contender is Wilson: â€Å"When anyone spoke to him he invariably laughed in an agreeable colorless way† (2. 17). Wilson’s face is â€Å"ashen,† and a â€Å"white ashen dust† covers his suit (2. 17), and his eyes are described as â€Å"pale† and â€Å"glazed. † We’re not too surprised when she shows up with a gun at the end of the novel. Green: Life, Vitality, The Future, Exploration Last one. We’re thinking green = plants and trees and stuff, so it must represent life and springtime and other happy events. Right? Well, the most noticeable image is that green light we seem to see over and over. You know, the green light of the â€Å"orgastic future† that we stretch our hands towards, etc.   (9. 149). Right before these famous last lines, Nick also describes the â€Å"fresh, green breast of the new world,† the new world being this land as Nick imagines it existed hundreds of years before. Green also shows up—we think significantly—as the â€Å"long green tickets† that the rich kids of Chicago use as entry to their fabulous parties, the kind of parties where Daisy and Tom meet, and where Gatsby falls in love. So green does represent a kind of hope, but not always a good one. When Nick imagines Gatsby’s future without Daisy, he sees â€Å"a new world, material without being real, where poor ghosts, breathing dreams like air, drifted fortuitously about†¦ like that ashen fantastic figure gliding toward him through the amorphous trees. † Nick struggles to define what the future really means, especially as he faces the new decade before him (the dreaded thirties). Is he driving on toward grey, ashen death through the twilight, or reaching out for a bright, fresh green future across the water?

Mask Of Civility In Lord Of The Flies - 1226 Words

â€Å"Is there worse evil than that which goes in the mask of good?† (Alexander) Evil and cruelty often conceal themselves behind the mask of polite civilization. When the mask is removed, the true savagery is revealed. In William Golding s dark novel, Lord of the Flies, humanity’s true savage nature is covered by a mask of civility. The group of boys crash onto a deserted island. And in order to survive, the boys attempt to recreate civilization and designate the conch as a symbol of authority. However, when the natural instinct to survive seizes the boys, resulting in the removal of their civilized masks, the savagery inside the boys emerges. Throughout the boys’ adventure on the island, Jack loses his mask of innocence and civility,†¦show more content†¦Their masks hide the evil dwelling within their innocent souls, waiting to be set free. It emits human personalities and behaviors, allowing it to be impenetrable by visual perception. With these masks as a cover, Jack and his tribe members interact nicely; chaos rips through their society when they allowed their masks to fall off throughout many sequences of events. When they first arrive at the island, Jack and the rest of the boys wears the same mask of innocence as every other human being, but it soon begins to slip. Throughout a massacre of pigs, Jack and the other boys releases their animal nature. Initially, the boys try to set up an island society that mimics the English society, with discipline and authority. The behavior of the boys is the same as they showed at school back home, but the need to be the survival of the fittest pushes the boys’ past their humanized nature. The children want to have familiar rules. Piggy says, â€Å"We’ll have rules!† he cried excitedly. â€Å"Lots of rules! Then when anyone breaks ‘em--† (Golding 25). Everyone follows the rules in the beginning, hoping that it will lead their rescue. But when their hopes dwindle, they soon fall out of order, becoming two independent and opposed groups. To become superior to the others, Jack kills pigs and humans and earns the place of a t ribe leader. His actions show that humans act toShow MoreRelatedDefects Of Human Nature In William Goldings Lord Of The Flies1551 Words   |  7 PagesAn individual’s behaviour can have a substantial impact on a societys outcome. There is a common notion that humans are nurtured to be peaceful and civil. However, this belief is contradicted by the action of the boys, in William Golding’s, â€Å"Lord of the Flies†. A group of schoolboys are abruptly thrown out of their controlled and civil circumstances into an inhabited tropical island in the middle of the Pacific. The novel is Golding’s attempt to trace the defects of society back to the defects ofRead MoreLord Of The Flies Human Nature Analysis1537 Words   |  7 PagesOne’s behaviour can have a substantial impact on a societys outcome. 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Ralph, the protagonist, is delegated power by the other boysRead MoreLord of the Flies2048 Words   |  9 PagesIn William Golding’s Lord of the Flies, symbols are illustrated through people, objects, and colors. In this novel, a group of children are faced with the difficulty of living isolated from society after their plane crashes on a deserted island. With no formal civilization, parents, or rules, the kids have the freedom to do as they choose. Throughout the novel, the boys find and use objects on the island that symbolize something of different importance. In Lord of the Flies, Wil liam Golding usesRead MoreThe Hunger Games And Lord Of The Flies Literary Analysis1419 Words   |  6 Pages(Underwood 1). Studies conducted at Harvard Medical School show that isolation stunts the communication of neurons throughout the body, leading to severe emotional instability (Underwood 2). At face value, The Hunger Games by Suzanne Collins and Lord of the Flies by William Golding are skillful depictions of what occurs when youths are isolated from the rest of society. Occurring in dystopian realities, groups of youths are left stranded in a designated, isolated area with dangerous and impenetrable boundariesRead MoreEvil Arrived Disguised as Mankind883 Words   |  4 PagesThe Lord of the Flies, a group of boys are stranded on an island and struggle to form a balanced society and end up removing it completely by destroying all hope for civilization. As the story progresses, the boys use their masks to disguise their identity, to bring out their inner beast, and to intimida te others. The main power of a mask is to change someone’s identity and to transform them into a new person. When Ralph sees Bill, he says that â€Å"this is not Bill (183).† The boy behind the mask isRead MorePower In Lord Of The Flies1899 Words   |  8 Pagesones lead mostly by respect, there would be competitiveness between the two. In Lord of the Flies, by William Golding, there is often competition for power. There will always be leaders in the world, and a role of the citizens is to recognize the good and bad ones to keep civility in place. Without dutiful and strong leadership, society can crumble and become chaos. William Golding, author of the novel Lord of the Flies, demonstrates a pessimistic view on human nature by showing the instinct of savageryRead MoreLord Of The Flies Literary Analysis1534 Words   |  7 Pagesthe most scrutinous detail to his plethoric of symbolism seen throughout the novel, it is clear that he is an experienced writer. From his other books li ke The Inheritors and The Scorpion God it can still be seen that one of his earlier books, Lord of the Flies, is truly one of his greatest masterpieces. That book would also be the topic of this essay, and from the very beginning was obviously a piece of literature that has aged well despite its year of publish. From the stranding on the island to theRead MoreLord of the Flies by William Golding2631 Words   |  10 PagesThe English novelist William Golding often reflects on the common theme of man’s savagery and inability to avoid one’s evil and primitive nature. Man often tries to avoid this return to a basic state just like the boys in Lord of the Flies: â€Å"Weve got to have rules and obey them. After all, were not savages. Were English, and the English are best at everything† (40). One cannot escape the inevitable however as seen in Golding’s next novel, The Inheritors: â€Å"They killed Nil and threw her into theRead More Comparing Nature of Man in Island of Dr. Moreau and Lord of the Flies4645 Words   |  19 PagesNature of Man Exposed in Island of Dr. Moreau and Lord of the Flies  Ã‚        Ã‚   Throughout the natural history of mankind, the human race has always held a notion of its predominance over all other creations of nature. Man has long believed that he is somehow morally superior to all other creatures, motivated by a higher source than basic instincts. Yet, the history of man is marked by an interminable string of events that would seem to contradict that theory: war, genocide, segregation, suppression