What is intelligence within psychology Is it innate or culture - Free Essay Example

The concept of intelligence and understanding the mechanisms that create, sustain and develop it have both captivated and bemused scholars for millennia. For sure, as self-reflexive beings we are destined to comprehend or delineate the question of knowledge; the retention of information à ¢Ã¢â€š ¬Ã¢â‚¬Å" the immaterial that has a pivotal function in not only creating the psycho-social world but allowing it to evolve. The purpose of this essay is to examine the definitional nightmare that has plagued our conception of what intelligence is or how it should be described, before exploring the contributions made by psychology in capturing and measuring this phenomena. In turn, this essay will explore one of psychologys longstanding dichotomous dilemmas, the nature vs. nurture debate, to explore whether intelligence is an inherent virtue or something ascertained through interaction and culture.   This essay is one of exploration, a discovery and piecing-together of various strands within psychology, to provide an account of what intelligence is and its place of origin. It seems somewhat obvious that our academic ancestors would have been heavily persuaded by the supernatural and otherworldly, before the emergence of scientific discourse and so-called Enlightenment. For Plato (2014), the soul existed independently of the corporeal, imbued with beauty, elegance and knowledge par excellence, residing in the sacred realms of perfect forms and facts before marrying with the body; a metaphorical prison that hindered the souls quest for actualisation. Thus, intelligence was a process of realisation or recollection, the overcoming of a fickle, po lluted, and decaying body to a higher state of becoming; a master artisan of reflexivity or philosopher king (Plato 2014, 88). However, philosophers like Aristotle (2013) often regarded as the father of psychology -  Ãƒâ€šÃ‚   whilst sustaining the Cartesian Dualism somewhat, contended that there was a marriage (hylomorphic) between the mind and body; the former (passive intellect)   an infinite and immortal vessel that engages with the former (active intellect) and its five senses to assimilate and project into (inter)action. However intellect (nous) remains an abstruse and spiritualised entity. As Magee (2000) alludes, such philosophical interpretations have an artistic and somewhat godly quality pertaining to intelligence, its origin and ascertainment. The advent of pseudosciences like phrenology sought to locate intellect within the details of the human skull; dimples and dents where regarded as proof that human potential could be determined, thereby damming alrea dy marginalised groups and heightening the divide across race, class and the sexes (Uttal 2003). The succession of science, whilst discounting religion as an illogical and epistemologically restrictive domain, also had a disenchanting effect (Weber1946) on our understanding of intelligence; placing it within realms of quantification, a variant that could be detailed, standardised, examined and subsequently explained without the need for wonder and mystic. Accordingly, psychology became a prime protagonist in exhuming the mythical and establishing the measurable substance of intelligence, its elemental makeup and related descriptions. So, what is intelligence? Ironically, this topic remains hotly contested within psychology, though most accept that intellect is a necessary component for adaptation. It requires a host of mental operations (including a malleable brain), physical capabilities and ecological cues to converge à ¢Ã¢â€š ¬Ã¢â‚¬Å" to some extent à ¢Ã¢â€š ¬Ã¢â‚¬Å" in an o rchestrated manner, allowing one to synthesise successfully, advance and ultimately master the environment around them. As the American Psychological Association suggest, it is the global capacity to profit from experience (APA 2015). The work of Piaget (1972) has assisted immensely in our understanding of (child) development and the cognitive-intellectual building blocks or schemas that emerge from birth, his preoccupation with how knowledge grows led to several assertions. In principle, intelligence is the creation of these mental representations through a process of assimilation i.e. the generation and deployment of schemas to manage (new) situations and/or objects, and accommodation which can be likened to schematic adjustments or transformations as new (updated) information is confronted. For Piaget (2001), intelligence is a process of four unique stages of increasing complexity, beginning with the sensorimotor stage at birth where the infant relies heavily on its motor senses to engage with the world, and ending with formal operations stage where the child develops abstract thought, employs deductive reasoning and differentiates oneself from others à ¢Ã¢â€š ¬Ã¢â‚¬Å" progressing from primitive to infinitely complex structures, concepts and codings. Similarly, for Cattell (1963) intelligence may be dissected into two dialectical concepts: the broad function to think logically and problem-solve through unfamiliar processes called fluid intelligence (Gf) and the ability to reason and implement based on previously acquired knowledge or what he called crystallised intelligence (Gc). However these original conceptions have been subsequently expanded to include a whole host of mental abilities (Lubinski 2004), including memory, visual and auditory processing. Yet, interaction with the world demands what Salovey and Mayer (1990) call emotional intelligence whereby, as social creatures, humans can appropriately gauge and control their own emotive state wh ilst determining that of others what Weber (1946) calls verstehen to act with purposeful and productive intent both individually and collectively; this requires social learning and a mastery over ones emotive impulses à ¢Ã¢â€š ¬Ã¢â‚¬Å" where biological impulse and society meet, the latter defusing, moulding and directing the former (Lieberman 2013). Indeed, as an extreme example, we discover in psychopaths the inability to form emotional bonds or act empathically, tending to mimic emotive demonstrations (Raine and Glenn 2014), leading to dysfunctional and extremely harmful individuals. Ironically, typical traits of psychopaths include a high level of general intelligence which is understood as the capacity to assimilate, comprehend and apply facts, laws and principles. Indeed, in his psychometric investigations, Spearman (1927) introduced the term general factor (g) to denote that humans possessed à ¢Ã¢â€š ¬Ã¢â‚¬Å" to varying degrees à ¢Ã¢â€š ¬Ã¢â‚¬Å" a core construct of cognit ive capacity or mental energy. This was assessed by tapping into what he called specific factors (e.g. arithmetic, logic, and written) using a variety of mental tests; his findings showed that those participants demonstrating high performance on specific mental tasks tended to achieve in others.   In addition, arguing the case for multiple intelligences, Thorndike (1920) posits an additional social intelligence, which parallels with our capacity as sentient animals, that includes our aptitude for participating and profiting within the social milieu; to act wisely, assimilate norms and values and interact with others. These techniques and interactive strategies are learned through social conditioning and vary across societies (Goleman 2007). Thus, intelligence appears to be multifaceted in its conceptual makeup, often hierarchical and including subdivisions of specificity. For cognitive theorists, there has been a tendency for proponents of the psychometrics to focus purely on the realm of conceptual structure whereas they place impetus on uncovering the process through which intelligence is gained; a computer analogy is often deployed to describe how information is processed through various senses, mental nodes and serial formations. Importantly, as Jensen (1987) postulates, mental processing speed may play a pivotal role in intelligence, as well as how effectively we collate, compartmentalise and articulate mental representations of information. Theorists consider the basic components or models of cognition, such as creativity, attention, thinking and perception, and how these function. A variety of computer-like models have been generated as a kind of heuristic device or ideal-type (Huneman 2007) to detail mental procedures. For example, Atkinson and Shiffrin (cited in Ashcraft and Raduansky 2013) outline a multi-stage model of memory that shows various phases through which information is collated, stored and retrieved in a kind of processor-like i nput-storage-retrieval procedure; a variety of systems, including attention, sensory memory and the rehearsal loop, are involved in deciphering, coding, storing and retrieving memories. A variety of research conducted on brain-function has provided some concrete evidence for cognitive theories inasmuch as the brain might be divided into sectors of functionality; the temporal lobes are involved in speech, memory and behaviour whereas the frontal lobe has been considered responsible for behaviour, movement and intelligence (Smith and Kosslyn 2008). Indeed, whilst certain regions of the brain can be attributed with particular tasks, most researchers accept the interconnectedness nature involved in creating intelligence.   As Eysenck and Keane (2010) suggest, in order to measure cognitive phenomena and attempt to illuminate the genealogy of intelligence, researchers employ a host of mental tests, including the original Binet-Simon (later Stanford) intelligent quotient (IQ) or iginally devised to identify underperforming children à ¢Ã¢â€š ¬Ã¢â‚¬Å" which assesses general components of intellect, to more specific skill-related tests that account for memory, verbal, speed and emotional aptitude. In some cases, such tests have a high level of reliability, validity and standardisation providing a reasonable indicator (correlation) of aptitude and achievement potential. However, such tests have come under considerable criticism, particularly because of their class, race and cultural biases (Greenfield 1997); what should define intelligence and how this should be measured/assessed remains a problematic issue for all testing. Also, appreciating that the mind is a malleable organ and suited to adaptation based on environmental demands, it seems logical that humans will evolve differently across cultures; measures, values and descriptions of intellect will vary accordingly (Nisbett 2009). Similarly, aspects of intellect will be heightened according to environment, for example, in hunter-gatherer societies, spatial awareness and attention may be regarded as more useful tools (and may be accentuated in such cultures) than maths or verbal abilities (Smith and Kosslyn 2008). Sadly, despite the implementation of scientific measurement, the psychology of intelligence remains somewhat speculative, hypothetical and dependant on mental constructs. The biological approach to intelligence seeks to place intellect within the realm of hard facts as a means of explaining (rather than describing) behaviour. However, this reductionist view is considered complementary to cognitive models and computer analogies of intelligence (Claxton 2015). Indeed, many studies, using modern technologies like Magnetic Resonance Imaging (MRI) and Positron Emission Tomography (PET), have sought to pinpoint activity within the brain when performing specific tasks as a method of compartmentalising brain function and sources of intelligence. Similarly, there has been consider able research into brainwaves and the effect on task performance and blood-flow as an indicator of mental activity (Devlin and Fienberg 1997). The field of DNA has also revealed the contribution that genes make to intelligence (using various IQ test), especially in adulthood with the implication that we reinforce (or indeed resist) our genes as we develop. Also, investigation into twin studies à ¢Ã¢â€š ¬Ã¢â‚¬Å" particularly identical or dizygotic pairs à ¢Ã¢â€š ¬Ã¢â‚¬Å" has demonstrated a strong correlation (between 70-80% variance) between heritability and intelligence; identical pairs separated at birth show similar readings in intellect whilst adopted children show similarities to that of their birthparents (McCartney et al 1990). Moreover, our understanding of genetic disorders, such as dyslexia and neural diseases like Alzheimers and Downs Syndrome further illuminate the biological grounding of intelligence and its related brain functions (Slade 2009). Malyby and Day (2013 ) has also proposed how cultural influence interacts with the biological. For example, (mal)nutrition, stress and mental scars due to trauma can impede on intelligence; this pertains to various environmental factors, such as poverty, war and abuse. In fact, as a retort to the biological approach, is the consideration of culture in shaping intelligence. As Skinner (2011, 46) one expounded give me a child and Ill shape him into anything alluding to the notion that the mind is a tabula rasa awaiting social imbuement. Yet, as Berg (2012) recounts, the (social) world is an asymmetrical field, where resources or architectural means to reach ones potential are stockpiled in the hands of a few; denoting that social inequality remains an important factor in pedagogic (indeed human) potential, conditioning across race, class and gender boundaries generates specific malignant societal formations that hinder progress. In addition, as Fox et al (2011) demonstrates, those who come from dysfunctio nal families, where domestic violence is present, or placed in foster care show lower IQ scores than non-institutionalised cohorts of similar attribute or those who are subsequently removed from such environments; these tend to perform better in testing once removed. A classic example of the impact environment has on not only intellect but psychosocial development is that of feral children; these individuals lack a host of higher-intellectual faculties, including human language, empathy and social behaviours (Ashcraft and Radvansky 2003). This illuminates the importance of culture in, at the least, coaxing and facilitating human potentials. In this essay we have explored the various conceptions and descriptions offered by psychologists and their philosophical ancestors to measure and explain intelligence. In truth, this appears to a definitional nightmare, filled with conjecture or hypothetical formations, though strenuous efforts are made using scientific measures to access the still illusive question of what intelligence is, a phenomena that has a multitude of variants across a range of societal and cultural spectrums. Yet, psychology has certainly offered an account of what may constitute intelligence, unlike our philosophical ancestors, science has permitted academics to fish through the lens of objectivism to uncover the composition of intelligence and its origin. Indeed, on the issue of nature versus nurture, it is apparent that both are interdependent; biology and genetic factors are certainly prerequisites for development and adaptation but both shaped by and dependant on environmental and social influences. Similarly, on a cellular or neural level, researchers observe the interrelations between various regions of the brain and, whilst on a conceptual level we find that a range of cognitive processes are involved in our intellectual makeup. That said, to what extent remains a mystery; the psychology of intelligence continues to be a best guess, but arguably a respectable one that is under constant scientific revision. References American Psychological Association. 2015. Topic in intelligence found at:   https://www.apa.org/topics/intelligence/. 28th September 2015. Aristotle.2013.Reprint. The Works of Aristotle: The Famous Philosopher. CreateSpace Independent Publishing Platform Ashcraft, M. Radvansky, G. 2013. Cognition. Pearson Education. Berg, G. 2012. Low-Income Students and the Perpetuation of Inequality: Higher Education in America. Ashgate Press: UK. Carroll, J. 1993.Human cognitive abilities: A survey of factor-analytical studies. Cambridge University Press: NY. Cattell, R. 1963. Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, Vol 54(1), pp 1-22. Claxton, G. 2015. Intelligence in the Flesh: Why Your Mind Needs Your Body Much More Than it Thinks. Yale University Press. Devlin, B. Fienberg, S.1997. Intelligence, Genes, and Success: Scientists Respond to The Bell Curve. Copernicus Press. Eysenck, M. Keane, M. 2010. Cognitive Psychology: A Students Handbook. 6th Edition. Psychology Press: London. Fox, N.Almas, A.Degnan, K.Nelson, C. Zeanah, C. 2011. The Effects of Severe Psychosocial Deprivation and Foster Care Intervention on Cognitive Development at 8 Years of Age: Findings from the Bucharest Early Intervention Project. J Child Psychol Psychiatry. Vol 52(9), pp. 919à ¢Ã¢â€š ¬Ã¢â‚¬Å"928. Glenn, A. Raine, S. 2014. Psychopathy: An Introduction to Biological Findings and Their Implications. NYU Press. Goleman, D. 2007. Social Intelligence: The New Science of Human Relationships. Arrow Publishers. Greenfield, P. 1997. YOU CANT TAKE IT WITH YOU: Why Ability Assessments Dont Cross Cultures. American Psychologist. Vol. 52(10), pp. 1115-1124. Huneman, P. 2007. Understanding Purpose: Kant and the Philosophy of Biology. University of Rochester Press. Jensen, A. 1987. Process differences and individual differences in some cognitive tasks. Intelligence. Vol 11(2), pp107-136. Lieberm an, M. 2013. Social: Why our brains are wired to connect. Oxford University Press. Lubinski, D. 2004. Introduction to the Special Section on Cognitive Abilities: 100 Years After Spearmans (1904) General Intelligence, Objectively Determined and Measured. Journal of Personality and Social Psychology, Vol 86(1), pp. 96-111. Magee, B. 2000. 2nd edition. The Great Philosophers: An Introduction to Western Philosophy. Oxford University Press, U.S.A. Maltby, J. Day, L. 2013. Personality, Individual Differences and Intelligence. 3rd Edition. Pearson Press. McCartney, K. Harris, M. Bernieri, F. 1990. Growing up and growing apart: A developmental meta-analysis of twin studies. Psychological Bulletin, Vol 107(2), pp. 226-237. Nisbett, R. 2009. Intelligence and How to Get it: Why Schools and Cultures Count. W. W. Norton Company. Piaget, J. 2001. The Psychology of Intelligence. Routledge Piaget, J. 1972. Psychology of the Child. Basic Books. Plato. 2014. The Republic. Rep rint. CreateSpace Independent Publishing Platform. Salovey, P. Mayer, J. 1990. Emotional Intelligence. Imagination, Cognition and Personality. Vol 9 (4), pp. 185-211. Skinner, B. 2011. About Behaviourism. Knopf Doubleday Publishing Group. Slade, M. 2009. Personal Recovery and Mental Illness: A Guide for Mental Health Professionals. Cambridge University Press. Smith, E. Kosslyn, S. 2008. Cognitive Psychology: Mind and Brain. 1ST Edition. Pearson Press. Spearman, C. 1927. The Abilities of Man. American Psychological Association. Vol 67(9), pp56-105. Thorndike, E. 1920. Intelligence Examinations for College Entrance. The Journal of Educational Research. Vol 1(5), pp329-337. Uttal, B. 2003. The New Phrenology: The Limits of Localizing Cognitive Processes in the Brain. MIT Press. Weber, M. 1946. From Max Weber: Essay in sociology (Ed Gerth, H. Mills, C). Oxford University Press: Oxford.

Gender Inequality Within The Workplace Essay - 1209 Words

Gender Inequality in the Workplace The generation now has made it easier to equalize men and women but there is still a substantial amount of places where gender inequality is still happening in the workplace and where females still face discrimination. Women are often discriminated in the workplace and are usually not promoted as quickly as men are and they also receive less pay. History shows that women have not always been defined as property and thought of as second class citizens. But in the 21st century many have seen a drastic change in the so called â€Å"traditional† family ways where women are suppose to stay home and take care of the household chores, food, and children and men are suppose to work to support their family and provide financial stability. Many assume that in the workplace women are more vulnerable and less competent than men because women s instincts are to put their family before work or anything else. Whereas men are the ones who will usually stay the late hours to work. People on bo th sides of the political spectrum and everywhere in between seem to be fearful of what is to come and more fearful of others than they are often willing to admit. In the midst of this conflicted cultural moment, our generation is often pointed to as part of the problem but it doesn t end there one of the biggest social problems in society that still remains from passed down generations is the act of discrimination against women. When it came to voting, women wereShow MoreRelatedGender Inequality Within The Workplace1379 Words   |  6 Pages  Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles as well as biologically through chromosomes, brain structure, and hormonal differences. There is a natural difference also in the relative physical strengths of the sexes. 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Essay on Introduction to Computing

Essay on Introduction to Computing Networking computers Introduction Computer networking is a term that is used to refer to the interconnection of computers so as to facilitate communication and share resources. Computer networks can be classified according to a variety of characteristics such as the medium which is used to transport data. Networks can also be classified depending on the method of connection used. We can have wired computer networks or wireless computer networks. A wired computer network uses cables to interconnect different computers in the setup while the wireless networks do not use any kind of physical connection. In wireless networks we can use Bluetooth, infrared rays and other forms of radio waves to send signals across the networks. Networks can also be classified according to the type of topology which is used for the connection. There are several types of topologies which can be used. They include: Types of topologies Network topology is the layout which is used for the interconnections of the computer nodes in a network. The most common types of layouts which are in use include: A bus network – in this setup, all nodes are connected to a common medium. The medium then interconnects all the other computers in the network. Star network – all the nodes are connected to a central node. The node serves as the core of the network whereby all communications to the rest of the network must pass through. Ring network – in this setup, each node is connected to its adjacent neighbor. The communications can be either leftwards or rightwards of each node. Mesh network – this is a situation whereby each node is connected to an arbitrary number of neighbors so that there is more than one channel of communication for every node in the network. There are two types of networking namely: Peer-to-peer networking A network can be referred to as peer-to-peer if most of the computers in the network are similar and run workstation operating systems. In a Peer-to-peer networking, each computer holds its files and resources. Other computers in the network can then be able to access these resources through a wired or a wireless channel. A computer containing some given set of information has to be turned on so that other computers can be able to access these resources. Client/Server Networking A computer network can be called a client/server if at least on of the computers in the network is being used to serve other computers in the network. The server must have higher specifications than the clients that it is to serve. In this setup, each computer will still hold its resources but there are some files that are centralized and they are usually found in the server. This type of setup has very many advantages over the peer-peer network since controlling and managing of resources is made very easy. In our case we are not going to use this type of networking since the computers that need to be connected are similar and we just want to make it possible to share resources on those four computers across the network. A workstation is a computer on which a person performs regular assignments. Any modern computer can be used as a work station. Before beginning to build a computer network you need to lay down proper plans on how the network is going to operate. When planning, you need to check the hardware parts of the computer and ensure that they meet the minimum specifications for them to operate in the network. Processor – the processor should have at least 300 MHZ. checking the processor speed of the computer you can perform the following. When the computer starts, press F2 or F8 depending on the computer model you are using so as to access the BIOS. The processor speed can be seen at the BIOS setup. When the computer is running on Windows 95 or a later version of Microsoft operating system, right click on the My Computer Icon and choose Properties. You will be able to see the processor speed there. You can also open the control panel and double-click on System RAM (Random Access Memory) – the RAM for every computer must be above 64 MB. Checking the computer’s RAM is similar to checking the computer’s processor speed. To check the computer memory perform either of the following: When the computer starts, press F2 or F8 depending on the computer model you are using so as to access the BIOS. The processor speed can be seen at the BIOS setup. When the computer is running on Windows 95 or a later version of Microsoft operating system, right click on the My Computer Icon and choose Properties. You will be able to see the processor speed there. You can also open the control panel and double-click on System Hard Drive – There should be enough space in the computer’s hard drive so that it can be possible for the installation of Windows XP. To check the remaining space open My computer and write click on the icon for computer hard drive. Choose properties and you will be able to see the remaining space on the hard drive. The hard drive space should be at least 10 GB so as to allow for the installation of the Windows XP and some basic software. In order to connect computers on the network, we can use either cable to connect or connect them using a wireless technique. Using cables is much easier and less expensive since it does not require the purchase of additional hardware. A well laid conduit for the passage of cables can be very organized that a person may not know that the connection is done using a wired method. The following items need to be purchased. RJ 45 Cat 5cable A crimping tool (though you can ask the crimping job be done for you at the store where you purchase the network cables and the RJ 45 clips) The connection can be done via serial ports. However, in case whereby you need to use more than two computers, serial connections may not be practical. Since in your case you need to interconnect four PCs, a central device like a switch, a router or a hub can be used for the connection of the computers. I would recommend the use of a switch since it’s is relatively cheaper than a router and also more intelligent than a hub. A router would be more ideal if you want to have some form of internet connection. After the installation of the operating system, you need to connect the computers so that you can be able to share resources. The cables should already have been crimped. Check the back of each computer for the NIC card. Plug the cables to the NIC card at the RJ 45 slot. The other end of the cable should be connected to a switch or a router. After connecting all the four computers, the setup should be similar to the representation shown below: Switch on all the computers and the switch. You need to change the work group name for the computers so that you have a common work group name. to change the work group name, perform the following: Right click on the MY Computers Icon on the desktop hoose properties Click on Computer Name Click on Change On the box labeled work group, rename the workgroup to a name of you choice Click okay and you will be required to restart the computer Restart the computer whenever prompted to do so Repeat this procedure for all the four computers Once all the computers have been restarted, you can start the configuration for the network Network configuration Right click on the MY Network Places Icon Choose Properties Right Click on the Icon of Local Area Connection and choose properties Click on the Internet Protocol (TCP/IP) and click properties Click on the radio button use the following IP address In the box for IP address, type the following address: 192.168.0.1 for the first computer 192.168.0.2 for the second computer 192.168.0.3 for the third computer 192.168.0.4 for the fourth computer Click OK and the configuration will be saved NB. The last two addresses can be changed to any value of your choice but ensure that the values do not exceed 255. Once you are through with the configuration, you can share resources. To share resources perform the following: Right click on the folder or on the item to be shared Choose sharing and security Click on the link : if you understand the risk Choose the radio button – just enable file sharing Click okay and the configurations will be saved. You are now ready to share resources and access all the shared resources across the network. For wireless connections, the configuration process is the same and you have to use the router address on the box for gateway address. A wireless setup is similar to the diagram shown below: References Shelly, Gary, et al. (2003) Discovering Computers Cisco Systems, Inc., (2003) CCNA: network media types. Wendell Odom,Rus Healy, Denise Donohue. (2010) CCIE Routing and Switching. Indianapolis, IN: Cisco Press Odom, Wendall, (2010) CCNA Certification Guide

Night by Ellie Wiesel The Experience of a Young Boy...

The book â€Å"Night† by Elie Wiesel is non-fiction, which is based on Elie’s experience throughout the Holocaust as a young boy. Evidently the protagonist of this book is Elie, and he explains in detail everything that happens as he was a young â€Å"normal† child, to when he escapes from the concentration camp years later. His life before the Holocaust was very different from his life during the Holocaust. This experience led him to grow quickly and have a different perspective of life and society. Everything he witnesses forced him to mature quickly at a young age and open his eyes to all the cruelty around him. Elie Wiesel was a young Jew in 1928, which lived a â€Å"normal† life, until the Nazi Holocaust changed his life for the worst. Elie grew†¦show more content†¦When he brings his father hot coffee he thinks, â€Å"I probably brought him more satisfaction than I had done during my whole childhood.† (Wiesel and Wiesel, 101) Elieâ₠¬â„¢s main goal in the concentration camp was not to be separated from his father. Anywhere his father had to go, he would have to go after. â€Å"I first wanted to see where they would send my father. Were he to have gone to the right, I would have run after him.† (Wiesel and Wiesel, 32) Each person in the camp had the choice to work or die. â€Å"The SS officers wandered through the room, looking for strong men† (Wiesel, 35) ...†Those who were selected that day were incorporated into the Sonder Kommando, the Kommando working in the crematoria† (Wiesel and Wiesel, 35) The officers would separate the weak from strong, to then have the strong work, and then ‘weak’ would be immediately killed. Elie is heavily impacted by the forces of society. Many of the crimes committed in the camps had a big effect on him, it made him become into a person who lacks emotions. The hanging of a child in Buna, made him question God’s existence. Everyone wa s forced to walk by the hanged child and look at him in the eyes, but Elie felt no emotions, instead a man asks â€Å"Where is God now?† as the young boy struggles with his death, and a voice within Elie responds â€Å"Where is He? Here He is-He is hanging here on this gallows....† (Wiesel and Wiesel, 62) Auschwitz had a positive andShow MoreRelatedNight Essay: Examples of Night998 Words   |  4 Pagesother name.† (42) Elie Wiesel’s Night is about a young Jewish boy and his experiences through the Holocaust in the 1940’s. Any human being should never experience the hell-like terror that Elie had to go through. He is separated from his mother and his sister and is deported to Auschwitz, one of Hitler’s most depressing concentration camps. Wiesel uses night not only as the title but also as a symbol of time, a world without God, and man’s inhumanity to man. Night is defined as a time of day when

Social Psychological Concepts in the Movie Mean Girls Essay

â€Å"Social Psychological Principals in Mean Girls† The movie Mean Girls shows examples of many social-psychological principals. Three of the major social-psychological principals depicted in Mean Girls are prejudice, discrimination, and conformity. According to Social Psychology and Human Nature textbook, written by Baumeister and Bushman, prejudice is a negative feeling toward an individual bases solely on his or her membership in a particular group. Discrimination is unequal treatment of different people based on the groups or categories to which they belong. Lastly, conformity is defined as getting along with the crowd. In the movie, the main character Cady, who has been homeschooled her whole life, has become forced to learn the†¦show more content†¦She feels popular and accepted by the plastics and completely conforms to their ways. As Cady gets to know the plastics they begin to introduce her to The Burn Book. This book is a perfect example of prejudice and discrimination. Prejudice is hostile or negative feelings about people based on their membership in a certain group. Discrimination is behavior directed against persons because of their membership in a particular group. The Burn Book was a book that singled out anyone in their school whether it was fellow students or even faculty members, and would basically list things that were wrong with that person. For example, they stated in the book that one of their newly divorced female teachers was selling drugs on the side and that certain girls were fat and ugly. Some examples would also stereotype because of a part of sports team or group those students were part of. For example, the students that were part of a more man like sports team such as lacrosse or field hockey was considered â€Å"lesbians† or â€Å"dykes†. Another scene from to movie that shows prejudice takes place while Regina is describing another girl Janis. Regina says, Janis, I cant invite you, because I think youre lesbian. I mean I couldnt have a lesbian at my party. There were going to be girls there in their *bathing suits*. I mean, right? She was a lesbian...all of her hair was cut off and she was totally weird, and now I guess shes on crack. Regina wouldShow MoreRelatedThe Psychology of Mean Girls 1339 Words   |  5 PagesThe Psychology of Mean Girls Mean Girls, ironically my favorite movie, in my opinion clearly and comically depicts the misconceptions and stereotypes that are perceived by society of early adolescents. Stanley Hall characterized adolescence as a time of â€Å"storm and stress† and this negative image has stuck with society. As we’ve learned and discussed in class, Sigmund Freud took the concept of storm and stress a step further and developed his stages of psychosocial development but saw adolescenceRead MoreFilm Application Paper1085 Words   |  5 PagesPatricia Warber October 11, 2011 Film Application Paper Mean Girls Speech and communication are a very large part of life. From face to face contact to the media, concepts and theories in human communication are incorporated into daily life. There are many concepts and theories in communication, and specifically introduced in the following paper are five major components of communication. The components of culture and co-culture, non-verbal behaviors, types of listening and barriersRead MoreMean Girls : Psychological Overview765 Words   |  4 PagesMean Girls: The Psychological Overview In the movie Mean Girls, many different social psychology traits were displayed. The traits displayed included different parenting styles, role identity, and much more. The movie Mean Girls was based on 16 year old girl named Cady who has been homeschooled her whole life, and is thrown into a public high school. She begins to get involved with the schools popular groups called â€Å"The Plastics†, from here things escalate causing Cady to move in the wrong directionRead MoreMean Girls Movie Review/ Personality Psychology Essay1576 Words   |  7 PagesMovie Review- Mean Girls Brooke Millett Sheridan College Personality and how we behave have been of much interest to psychologists for a long time now and because of this there have been many theories and theorists that have been developed. Personality is defined as consistent behavior patterns and intrapersonal processes originating within and individual (Fritzley, 2012, p. 10). There are six main approaches to personality psychology they include: biological approach, humanistic approach,Read MorePerfect Sisters, The Theory That Best Applies Is Strain Theory1452 Words   |  6 Pages In the movie Perfect Sisters, the theory that best applies is strain theory. According to Siegel and Welsh (2012) â€Å"strain theory suggests that while most people share similar values and goals, such as a good education, a nice home, a great car, and stylish clothes, the ability to achieve these personal goals is stratified by socioeconomic class. While the affluent may live out the ‘American Dream,’ the poor are shut out from achieving the ir goals. Because poor kids can’t always get what they wantRead MoreThe Value Of Self And Identity1331 Words   |  6 Pages Recognize Yourself? The Taijitu also known as the Ying Yang symbol imparts the concept of two different halves that together create complete wholeness and equilibrium. Both halves are interdependent of each other and in a given case when they are not together the state of equilibrium and completion gets destroyed. Moreover, alike the Ying Yang symbol, the self and identity are linked together since each play a vital role in shaping the individual. In this case the individual represents the wholeRead MoreAnalysis of the Movie Mean Girls1037 Words   |  5 Pages Cold, shiny, hard, PLASTIC, said by Janice referring to a group of girls in the movie Mean Girls. Mean Girls is about an innocent, home-schooled girl, Cady who moves from Africa to the United States. Cady thinks she knows all about survival of the fittest. But the law of the jungle takes on a whole new meaning when she enters public high school and encounters psychological warfare and unwritten social rules that teen girls deal with today. Cad y goes from a great friend of two outcasts, JaniceRead MoreEssay on Finding Meaning in For Color Girls1232 Words   |  5 Pagesâ€Å"†¦And this is for colored girls who have considered suicide but are moving to the end of their own rainbow†¦Ã¢â‚¬  (Perry: For Colored Girls, 2010). For colored girls was first written and performed as a play by Ntozake Shange in 1977. It was then called â€Å"for colored girls who have considered suicide when the rainbow was enuf†. Tyler Perry adapted and transformed it into a movie in 2010. For colored girls is centered on nine women as they encounter their fair share of neglect, abuse, pain and harassmentRead MoreFinding Nemo: Psychological Profiles of Its Characters Essay1665 Words   |  7 PagesWe all know the popular family movie â€Å"Finding Nemo† a kid’s movie that tells a journey of Marlin, a father clown fish, who crosses the vast ocean to find his son Nemo. During Marlin’s journey he comes across many new and scary things, but like any good children’s movie Marlin does eventually find his son Nemo and they go back home and live happily ever after. This all sounds good right? Wrong! Looking at this movie from a psychologist point of view, or in my case a psychology students’ point of viewRead MoreMean Girls And Developmental Psychology Essay1808 Words   |  8 Pages MEAN GIRLS AND DEVELOPEMTAL PSYCHOLOGY Chinonyerem Onuoha Texas Women’s University Mean Girls and Developmental Psychology Introduction The film that I chose to do was the movie Mean Girls. This movie is filled with many funny characters and an amusing plot, but even though this movie has earned the crown of being the official â€Å"chick flick† it has a lot of psychological concepts that people really do not realize. However, when you really think about it, the movie has a lot to

Compare And Contrast Of The Me Essay Example For Students

Compare And Contrast Of The Me Essay Compare and Contrast of The Metamorphosis by Franz Kafka and The Stranger by Albert CamusExistentialism is defined as a philosophical movement that human beings are completely free and responsible for their own actions. Existentialists will try not to cause waves and remain completely uninvolved with anyone because they do not want to hurt anybody. There is absolutely no such thing as an existentialist because he would have to be so uninvolved to the point where he would not be able to live at all. Although the two stories: The Metamorphosis by Franz Kafka and The Stranger by Albert Camus are very different in approach, their endings are similar in that they both support the basics of existentialism. The biggest difference between the two characters: Gregor and Mersault is their physical form. One has changed physically into a giant insect while the other remains a normal human being. Another difference is the situation between the characters and their mothers. Gregor wants to have a relationship with his mother but cannot because of his physical form. Mersaults mother is alive and well for part of the novel, but he does not want to take care of her or have anything to do with her. The two characters are similar in the way that they do not believe in God and will both die lonely and abandoned. Kafka creates a very lonely and abandoned world for Gregor Samsa in his short novel Metamorphosis. Gregor is an existentialist character who mutates into a giant bug without reason and no longer has any control over his life. He becomes completely uninvolved in the way that he does not talk or have any interaction with anyone inside or outside of the family. He is dehumanized. Gregors mother is disgusted by the looks of him and refuses to see or talk to him. Gregor is now lonely and abandoned by his family, does not eat and eventually dies. In the short novel The Stranger, Mersault is also an existentialistic character. He does not wish to become involved with anyone, including God and his own mother and does not have any emotion what so-ever when she dies. Although Mersault does not want to become involved with anyone, he also does not want to create waves, thus he cannot help but to say yes to a friend when he asks him for help. He becomes susceptible to the physical. Mersault takes responsibility for his actions by being executed after he commits murder.Both the stories endings support the basics of existentialism by demonstrating the following rules: responsibilities, loneliness, abandonment, no control, do not cause waves and the act of being uninvolved. Gregor and Mersault demonstrate all of these characteristics; however they do cause waves. As a result of Gregors metamorphosis his entire family must change their lives and Mersault creates waves by committing murder. Unfortunately, whether it be because of their existentialistic characteristics or not, they die.