Freud vs. Jung Essay Example for Free

Freud vs. Jung Essay Sigmund Freud and Carl Jung: similarities and differences in dream analysis Sigmund Freud and Carl Jung are two renowned psychoanalysts who contributed great work to the interpretation of dreams. Carl Jung began as a student of Sigmund Freud, but upon their first interactions he had doubts about the basis of Freud’s work stemming from a purely sexual nature and leading to his sexual (McGowan, 1994). Jung was greatly influenced by Freud’s dream work involving the resistance of interpretation of dreams, and used this basis of knowledge to help create his own theory regarding dream interpretation. Freud and Jung’s dream interpretations took different approaches as to the underlying cause of dream or the intended purpose of the dream: finality and the collective unconscious versus causality and they also used any acquired information in the interpretation differently. Freud’s dream analysis and interpretation focused gravely on wish-fulfillment and Jung’s interpretation focused on searching for solutions from within the dream. Although their dream interpretations vary, they did share two major similarities in their work: the value and benefits of dream interpretation in therapy and the importance of the patient-therapist relationship. ?Freud placed sexuality at the core of human beings and made use of the human eros to shape the format of conversation where we would reach out beyond and attempt to change even the most fixed structures of our psyche, because even though we have our own ways of changing in response to certain conversations, we tend to view the world in a relatively constant sense. He called this conversation psychoanalytic (Lear, 2005). Freud believed that dreams point beyond their superficial meaning to reveal sources of desire deep within the dreamer. He attempted to formulate a systematic method of uncovering hidden meanings of dreams which not only enables us to understand them but to do something about them (Lear, 2005). In order to completely understand the meaning of a dream it is essential to understand the manifest and latent content of the dream and how that content is related in regards to the dreamer. The manifest content is what the dreamer remembers upon waking up and is the surface meaning of the dream. Freud also regards the manifest content as an answer on internal stimuli. The latent content of the dream is the hidden meaning of the dream (Lear, 2005). Dream-work is the process by which the dream is put together and if the understanding of a dream is going to potentially be therapeutic then it cannot be just a theoretical understanding of how the dream was constructed. It must be a practical understanding of the dream as it extends itself into the waking life (Lear, 2005). Freud also introduced the concept of dream censorship which refers to a process of disguise and distortion of things within the dream that are viewed as painful or otherwise seen unacceptable to the dreamer. Resistance arises due to the dreamer’s censorship which preserves the deformed dreams even once the dreamer wakes up. Resistance also occurs when a dreamer has parts missing or they cannot or will not remember certain parts of their dream. This resistance is a sign that a conflict is present and wants to be expressed. Freud also believed that dreams are a way to obtain wish fulfillment, usually that of suppressed sexual wishes. These wishes are internal stimuli that become a visual hallucinatory fulfillment within the dream. The dream activity is not just an expression of a wish, but it is also gratification (Lear, 2005). Freud used three principles when interpreting dreams. The first principle states that the dream interpretation must take the context of the dreamer’s life into account which includes consideration of the content of the dream, characteristic and circumstances of the dreamer and how the content fits into the overall life of the dreamer (Lear, 2005). The second principle states that the dream interpretation must be holistic which means that analyses of individual parts of the dream must be interpreted as they relate to the dream as a whole. For example, dreaming of something as specific as falling, going bald, etc. will not always mean the same thing because they are not fixed symbols and individual meaning will greatly depend on the dreamer (Lear, 2005). Finally, the third principle states that the ultimate authority of the meaning of a dream is the dreamer. The meaning of the dream should be given by the dreamer and the process of discovering the meaning should only be facilitated so the dreamer is able to determine the meaning of the dream for their self (Lear, 2005). These three principles display the notion that Freud was not only concerned with the interpretation of dreams, but the self-interpretation by the dreamer. The dreamer must say what their dream meant and do so by explaining how the dream fits into their lives as a whole and why it matters (Lear, 2005). Jung called the relationship between the unconscious and conscious the collective unconscious. He believed that the role of the unconscious is to act compensatorily to the conscious contents of the moment. The conscious acts rationally and it’s compensated by an irrational unconscious, but the rational attitude is not natural for the mind. If the mind is forced for too long to act rationally, it eventually gives way and the unconscious contents are able to get back into the conscious. There are two types of contents in the unconscious: personal unconscious contents which include painful thoughts, unpleasant memories and undesirable personality traits of which a person prefers not to remember. Jung viewed these problems of the personal unconscious as a distraction from the true conflict. The second type of unconscious is the collective unconscious which contains all of the legends and myths of human kind as well as the inherited and ominous. Dreams and fantasies are filled with â€Å"primary propensities of forms of thought and feeling and everything about which men are universally agreed or which is universally understood, said, or done (McGowan, 1994). Dreams present messages of symbols and warnings from the collective unconscious attempting to reach consciousness. Jung believed that dreams reflect the dreamer’s life situation until the dreamer decides to become concerned with it. According to Jung, the initial dream which occurs the night before therapy is thought to have significance because the act of attending therapy can produce a strong impulse for the appearance of the dreamer’s conflict and can even provide solutions for the conflict, possible obstacles, and even a final result. He placed special importance on the repetition of certain dreams, especially those in which the dreamer deals with the same conflict but from different perspectives. The sequence of events in the dream is also important in understanding the meaning of the dream. Jung developed a theory on the structure of dreams and most importantly is the end of the dream because the dreamer is unable to consciously influence the outcome or change the end of the dream and thus reflect real situations. Jung believed in two kinds of dreams which were classified based on the information presented initially by the dreamer: favorable which offered the best solutions to solving conflicts and unfavorable which were viewed as a warning sign (McGowan, 1994). Both Freud and Jung believed that there was value in discussing and determining the role of dreams in therapy. Jung believed that dreams illustrated a specific problem of the dreamer and also solutions to resolve the problem. They both agreed that dreams are a way of expressing a conflict for the dreamer. Freud believed that the manifest content of the dream was a way to answer the desire of the internal stimulus and Jung believed that dreams warn dreamers about internal processes that may be neglected during conscious thought. The analyst’s purpose is to help the dreamer find the internal conflict that led to the manifestation of the dream, as well as to help the dreamer aware of the conflict and recognize any significance to their life. Freud and Jung agreed that there is significance in the patient-therapist relationship and therefore the impact on the interpretation of dreams. They agreed that in order for a dream interpretation to take place the dreamer but provide their full cooperation, actively participate, and hold nothing back (Lear, 2005). Although Jung was a student of Freud, he influenced Freud’s dream analysis based on his associations experiment. Jung proved that a dreamer’s associations which are any ideas that the dreamer thinks of when describing certain parts of the dream are essential to understanding the underlying content of the dream. In order to correctly interpret a dream Jung believed the analyst must know the dreamer’s current situation in life and Freud believed it was necessary to evaluate the dreamer’s psychological background. Although, they may have used different words to describe essentially the same thing, they agreed that once the analyst has determined a potential meaning for the dream they must also determine its relativity and connectedness to the dreamer’s life. Ultimately, Freud and Jung believed that there was significance to the interpretation of dreams in therapy due to the belief that dreams are a representation of conflicts and also the importance of evaluating a dreamer’s associations to determine the underlying meaning of the dream (Lear, 2005). While Freud and Jung had similarities in their dream analysis, they too had many differences. Freud’s interpretation of dreams focused on what the underlying cause of the dream was and that dreams are a representative way of acting on internal stimuli which represented unsatisfied wishes (Lear, 2005). Jung was not concerned with the causality of dreams but the purpose of dreams and their intended effects on the dreamer. He interpreted dreams based on his belief in the second type of unconscious content: the collective unconscious which stated that all dreams essentially have fundamental meanings or certain characteristics for common reactions to situations. For example, someone who lost someone close to them who displays their grief openly has a fundamental meaning that causes others to express pity for them. Jung also believed that dreams presented a parallel to the conscious in that it is nearly impossible to think of anything else when dealing with a conflict and searching for a solution and that dreams allow this process to continue automatically (McGowan, 1994). Another major difference between Freud and Jung was how they used information gathered during the interpretation of dreams. Freud viewed dreams in the sense that they represented a conflict, or suppressed unsatisfied wish that needed to be answered whereas Jung’s focus was on searching for solutions to conflicts that were already expressed within the dream. Despite their differences in theory and interpretation of certain aspects of dreams, both Freud and Jung were able to make great strides in their works with dream analysts and leave behind invaluable information for other psychoanalysts to grow and develop from. Their continual placement of high importance on the patient-therapist relationship and the value of dreams in therapy have continued to be of importance to those who have studied their methods. Their differences in approach to determining the cause and or purpose of the dream and the acquisition of information interpretation layed the foundation for other psychoanalysts to explore, expand, and dispute their theories, thus furthering the APA’s body of knowledge regarding dream analyst. References Lear, J. (2005). Freud. (pp. 18-19, 90-115). New York City, NY: Routledge Publishers. McGowan, D. (1994). What is wrong with Jung. Buffalo, New York: Prometheus Books.

Elevating Class and Language Between Two Plays Essay Example for Free

Elevating Class and Language Between Two Plays Essay A person’s language is often connected to his or her social status. A person from a higher status will have a different dialect of the same language than someone from lower status. People brought up in poor surroundings or poverty are keen to swearing and have little concern to speaking properly as their language was intended. People from high society are the opposite. They are very much concerned with using their verbal skills and their rhetoric, and they are able use it as a form of power over others. These ideas of language between classes can be seen in the plays â€Å"The Tempest,† by William Shakespeare, and â€Å"Pygmalion† by Bernard Shaw. Though Shaw’s play is much more focused on the language based transformation of â€Å"Eliza Doolittle,† and the interaction between her and Professor Higgins, Shakespeare’s creates a similar relationship between the lowly Caliban, and his master Prospero. Both plays show that a superficial change in education, or language, cannot realistically change a person or their social class, rather the real changes to these characters are made internally. Both Eliza and Caliban come from poor backgrounds. Eliza is a very poor flower girl with terrible English. She swears often, by saying â€Å"bloody† constantly between sentences. As Shaw describes her initially as â€Å"the flower girl† she is unsympathetically described as ugly and disgusting, â€Å"Her hair needs washing rather badly: its mousy color can hardly be natural. She wears a shoddy black coat that reaches nearly to her knees and is shaped to her waist† (Shaw, 13). Even her accent makes her feel like a second class citizen. Beneath all of this, Eliza is still a proud girl, â€Å"I’m a good girl, I am† (2). Because â€Å"The Tempest† contains magic, Caliban is born the son of the deceased witch Cycorax. Like Eliza, Caliban also maintains his pride as he believes he is the rightful owner of the island which Prospero later took control over. Also like Eliza, much of his speech is riddled with slurs and cursing. His demonic blood allows Prospero to treat him like a lower class, subhuman monster, similar to how Professor Higgins treats Eliza like a lower class citizen due to her looks, her demeanor, and consequently her social status as a flower girl. In response, Caliban responds with hostility whenever Prospero calls for him, â€Å"As wicked dew as eer my mother brushd/ With ravens feather from unwholesome fen/ Drop on you both! a south-west blow on ye/ And blister you all oer!† (20), and Prospero responds in kind by sending spirits to harass him and pinch him. The extent of the transformation that learning language had over both characters is limited to being just a tool for them to use while unfortunately (to their masters) keeping the same personality. What changes to Eliza is most definitely a surface level change and not a deep identity level change, at least through the length of the experiment. Though Higgins manages to transform Eliza’s appearance from that of a low-status flower girl to that of a refined young lady, she remains a cockney flower girl underneath her facade of a proper accent speaking proper English. Her real personality remains persistently unchanged until the end of the play. This is the same with Caliban who, through learning language from Prospero, remains bitter, hateful, and envious throughout â€Å"The Tempest.† Caliban remains â€Å"ungrateful† for being taught language by Prospero, â€Å"You taught me language, and my profit on’t/ Is I know how to curse. The red plague rid you /For learning me your language!† In this popular quote, Caliban uses the language taught to him against Prospero to display his disgust towards Prospero’s efforts to change him. It also draws a sharp similarity between the treatment between higher and lower classes in both plays. Eliza’s relationship with Higgins’ language is similar to Caliban’s relationship with Prospero in that both Eliza and Caliban understand language as a reminder of their low social status compared to their â€Å"masters.† Both characters also remain â€Å"ungrateful† in the narratives of their â€Å"masters,† when they are mostly more concerned to keep their own personal dignity. The difference in narratives between the characters learning language, and those teaching it in both plays is very similar. Both Higgins and Prospero, in their understanding of what they are doing by teaching Eliza and Caliban language, are teaching them a way to elevate their status. Because both â€Å"masters† are concerned with social status, they believe their students should strongly value their gifts of language education. Both Higgins and Prospero also consider their subjects highly ungrateful. When Higgins mother objects to his experiment, Higgens retorts, â€Å"You have no idea how frightfully interesting it is to take a human being and to change her into a quite different human being by creating a new speech for her. It’s filling up the deepest gulf that separates class from class and soul from soul.’ (Shaw, 78),† while believing that changing Eliza’s speech will not only change her class, but her soul. At the climax of the play between Higgins and Eliza, after Eliza asks to return the belongings Higgins gave and lent to her, Higgins becomes upset, â€Å"If these belonged to me instead of to the jeweler, Id ram them down your ungrateful throat.† He feel so strongly the importance of language in self-improvement, that he failed to see that it did not have an honest impact on Eliza. This is similar to how Prospero views Caliban as ungrateful towards his teaching of language, â€Å"Abhorred slave,/ Which any print of goodness wilt not take,/ Being capable of all ill! I pitied thee,/ Took pains to make thee speak, taught thee each hour† As can be seen here, it is evident that Prospero painstakingly underlines and exaggerates the value of the language he taught Caliban. â€Å"One thing or other: when thou didst not, savage, /Know thine own meaning, but wouldst gabble like/ A thing most brutish, I endowd thy purposes/ With words that made them known. But thy vile race,/ Though thou didst learn, had that int which/ good natures/ Could not abide to be with; therefore wast thou/ Deservedly confined into this rock,/ Who hadst deserved more than a prison.† Here Prospero acknowledges that class and language, though related, are not necessarily tied together. He makes a point that Caliban cannot overcome his class through learning language. Swearing in Pygmalion has an interesting dual use. It is primarily expressed in the word â€Å"bloody† by both Eliza and Higgins. Their use of it, however, shows the difference in class between the two. Eliza, who has been poor all her life, thinks nothing of using the word since she has been around it all the time. It is a merely an adjective or a harmless form of expression to her. Shaw deliberately makes Eliza’s speech terrible in order to highlight that one’s speech is dominated by their environment. Higgins, on the other hand, knows the use of this word and uses it to express his anger and frustration. Eventually Eliza does make use of her learned dialect, and it helps her greatly. It allows her to marry a man of the upper class and start her own business, as Higgins foreshadowed. This change was only able to come about after the internal self respect she gained by defending her self-respect from Higgins after the slipper incident. Caliban, a slave who ironically speaks in the same noble verse and Prospero, also benefits from the learned language in the way he is perceived by the other characters in the play such as Trinculo. Though at moments they were both ungrateful, both Eliza and Caliban became empowered and were able to gain a sense of freedom from their own social class by learning language.

Virtue ethics

Virtue ethics Introduction The purpose of this essay is to talk about virtue ethics, Deontology and I m going to talk about its meaning and how a person that practices, or have this kind of ethics system will act    if he or she would be in a dilemma; it is important to remember that I am going to show this on the different ethics systems that I am going to talk about, and that Ill explain it with some examples that weve learned in class. Another thing that I am going to express in this essay is my opinion about each ethic system that I will talk about. Body Virtue ethics Virtue ethics is a system of ethics that emphasizes on the virtues or the moral character of the people. This means that it is based on what the person had done if he has done bad things then he has a bad moral character. Supposing that someone needs help then, someone that practices the virtue ethics will eventually help him if he is a good person, he would help him because in that case the person that is helping is doing charity or benevolence. Now Ill explain it with an example that Ive seen in the class of Mr. Stevens: Suppose that there is a train that is going to crash five people and if you turn the roads of the train u kill one person; suppose that person is good and the other five are bad persons with bad moral character so someone that practices virtue ethics will let the train to kill the five people. Virtue ethics is based on some features that are: Its guiding question: What should I do? Emphasis on character, not on individual actions. The goodness comes from the people that perform the act not vice versa, this means that the good people here is the one that performs the act. It is based on the character of the person that you are helping if he is someone that has patience or benevolence he has virtues, and if he is someone that has cowardice or laziness, etc he has vices and he is not a virtuous person. To have a virtue is to respond to some certain sorts of situations or circumstances in the appropriate way, for example: having courage in a difficult or dangerous situation. Good people are virtuous and they dont have vices. It is important to remember that the virtue ethics were created by the Greek philosophers Aristotle and Plato. It was originated in the Greek Philosophy on that time. Deontology Deontology, also called deontological ethics, is a system of ethic that judges the morality (if its a good action or it is a bad action) of an action if the action is based on some rules or duties. So deontologists do their actions according to a rule or a duty that we can find in two main schools of deontology that are: Kant: As I have said before Deontology obeys rules and Inter Kant, that was a deontologist proposed three laws: Act only according to that maxim by which you can at the same time will that it should become a universal law. Act as though the maxim of your action were by your will to become a universal law of nature. Act so that you treat humanity, whether in your own person or in that of another, always as an end and never as a means only. This one was old, he was born on 1724 and died on 1804.There is other school of deontology and it is more modern that is the W.D.Ross (1877-1971) He says that the actions on deontology were judged according to some duties that he stated, that are: Duties stemming from ones own previous actions: 1. fidelity: duty to fulfill (explicit and implicit) promises/agreements into which one has entered 2. Reparation: duty to make up for wrongful acts previously done to others Duties stemming from the previous actions of others: 3. gratitude: duty to repay others for past favors done for oneself Duties stemming from the (possibility of) a mismatch between persons pleasure or happiness and their merit: 4. justice: duty to prevent or correct such a mismatch Duties stemming from the possibility of improving the conditions of others with respect to virtue, intelligence, or pleasure: 5. beneficence: duty to improve the conditions of others in these respects Duties stemming from the possibility of improving ones own condition with respect to virtue or intelligence: 6. self-improvement : duty to improve ones own condition in these respects Special duty to be distinguished from the duty of beneficence: 7. Non-maleficence: duty not to injure others So then according to the train example I have explained after in this essay a deontologist will let the 5 guys to die, even if they were bad persons. Ill explain it with a law that is the rule number 1 of Kant school. So a deontologist will let the 5 people to die because he follows rules, and in that case what will happen if all people would be doing an action to kill one people, the person that is doing the action is not killing him, but he is doing an action, there. My opinion about this ethic system, is that this ethics system is a good system because, it respects the life of everyone and the duties and laws are very good proposed because they let you make a good decision in which you would not feel guilty at the end. Bibliography Wikipedia, Deontological ethics. May 26, 2010.http://en.wikipedia.org/wiki/Deontological_ethics W.D.Ross Moral Theoryhttp://www.hu.mtu.edu/~tlockha/hu329ov8.htm Wikipedia, Immanuel Kant .May 26, 2010. http://es.wikipedia.org/wiki/Immanuel_Kant Virtue Ethics, Stanford Encyclopedia of philosophy. 2003. http://plato.stanford.edu/entries/ethics-virtue/

Climbing Rocks and Dreams :: Personal Narrative, Autobiographical Essay

I am the bravest guy I know. I don't mean to brag, but that's just the way it is. Granted, I'm not great pals with any prisoners of war or any cowboys, but I am a climber, and climbers are hardcore. By sheer will, climbers scale overhanging rock faces, risk life and limb in the pursuit of the summit, and just generally go all out all the time. Aside from being able to handle the risk, climbers latch onto the sharpest and most painful handholds for the simplest reward of having climbed a particular rock wall. No, climbers don't seek attention from the crowds or big bucks for competing; they climb with the pure, unadulterated motivation of being brave enough to achieve their dreams. What places me in the upper most tier of bravery among climbers, aren't the bold routes I've conquered, but rather my willingness to commit to my dreams with irrefutable impetuousness. Throughout my 17 years of life, I've always had an affinity for adventure. The same irrational craving I had as a child for extended power outages fueled my desire to be a climber-in particular my desire to climb at America's most famous bouldering area, Hueco Tanks, Texas. While I had done a significant amount of climbing beforehand, including a weeklong Southern climbing tour with the Adventure Guild, I had only gotten my foot in the door of the climbing scene. I had to have more. My participation in this trip to Hueco not only placed me on the road to becoming a prominent climber, but also enlightened me to my outstanding bravery. There wasn't a single thing that scared me there. Even from the very beginning, I started out on the courageous path. I had been sick the week leading up to the trip, but no, I didn't let the fear of being stranded sick in a tent in the middle of the dessert hold me back. It was a beautiful early afternoon after the last half-day of school before spring break, and I was getting in my car totally distraught over my parent's decision that I would not go on the trip. (After all, they had only let me come to school that day because I had to take a math test.) After tossing my books in the back seat of my car, I casually cruised over to the microbus where Stuart, the trip leader, and the rest of the climbers were busily making final preparations for their departure.

Employee morale Essay -- essays research papers

NON-TRADITIONAL WORKING HOURS IMPROVE EMPLOYEE MORALE & INCREASE PRODUCTIVITY Prepared for Mr. Robert Pigg, President Lakedale Manufacturing 1 Desert Storm Drive Niceville, FL 33870 Prepared by Human Resource Department Lakedale Manufacturing 320 Ardennes Street Arabia, NC 28357 Lakedale Manufacturing Human Resource Department 320 Ardennes Street Arabia, NC 28357 Mr. Robert Pigg, President Lakedale Manufacturing 1 Desert Storm Drive Niceville, FL 33870 Dear Mr. Pigg: Here is the report on the productivity and morale study concerning working hours you asked us to conduct. As you will see we have made recommendations to support the benefits of flexibility in working hours which will increase productivity and morale in the work place. This office is confident you will see the benefits in flexible working hours at the Lakedale Manufacturing Plant in North Carolina. We really appreciate the opportunity you have given this office to conduct a study of this magnitude. If you need additional information concerning this report or in implementing our recommendations, please call us. Sincerely yours, Gary Gobble Chief, Human Resources Department Laws and Regulations Policies and Procedures When it comes to laws and regulations, we must keep in mind that the relationship between an employee and the organization is a contractual one. The employee and the organization must agree on the terms and conditions that will govern their relationship. This agreement is made at the time the employee is hired for a certain position. Any change or modification to the original agreement must be agreed upon by both the employee and the organization. The laws and regulations that govern the contractual relationship come from several different sources and place constraints on the relationship. They may be statutory federal laws or state and local laws that supplement those found at the federal level. The constraints placed on the relationship are necessary. They seek to ensure a balance of power in the relationship as well as provide specific protections to both the employee and the organization. Up to this point Lakedale Manufacturing is in compliance with all federal, state and local laws. At this time the only legislation to mandate rights to alternative working time options is the Federal Part-Time Career Employment Act of 1978. This act made reduced-time options available... ...w skills and work at different tasks? Is there any specific schedule you need? Would you be available for over-time if needed? TIME REPORTING After we make selections of the teams we need to be define how we will record hours worked by these teams. How can we simplify the documentation process without having a mountain of paperwork? Since we already use Excel, we can design a flextime spreadsheet template for keeping track of hours worked by each employee. We can also buy the software from IT Resource Services. IT Resource Services offers this software in both the Mac or PC format. This spreadsheet automates all the time-consuming calculations necessary to track actual daily time worked and the balance of time accumulated under the flextime system. The spreadsheet can be printed at the end of each flextime reporting period to be submitted as the official report to Personnel Services. RECOMMENDATION To promote these family friendly programs, I recommend that we facilitate the team work project. I also recommend we begin the survey of our employees. To save time and man hours I believe we should contact IT Resource Services for procurement of the time keeping spreadsheet template.

Kurt Cobain Essay -- essays research papers

Kurt Cobain Kurt Donald Cobain was born on February 20,1967 in the town of Aberdeen, Washington. Aberdeen is on the west coast and is about 108 miles southwest of Seattle. Aberdeen is a dreary place with about seven feet of rain a year. Kurt was born to Mrs. Wendy Cobain and to Mr. Donald Cobain. Wendy was a homemaker. She had a very tight bond with Kurt. He was her first born. She had another child three years after she had Kurt. Her name was Kim. Donald was a mechanic. He was very into sports. He often tried to push Kurt into sports but Kurt just didn't like them. Even though the Cobain's didn't have much they seemed to do all right. Wendy dressed her children in the best clothes she could afford. They always looked like the best dressed kids in Aberdeen. Kurt was an extremely happy child. He would wake up everyday so happy. He was always filled with joy and always had a smile on his face. Kurt once said his upbringing could be decribed as "white trash posing as middle class". His mother told him to stay away from the poor kids. She said they were dirty. So Kurt did and he also would beat the up. Then in 4th grade he realized he liked them better. Around that time people started to notice that Kurt was very good in art. Most of Kurt's friends didn't really like things like art and music. He loved these things so much he stopped making friends because he was different. Kurt was not such a health kid. His whole life he suffered chronic bronchitis. At age of seven he was diagnosed hyperactive. He was put on Ritalin. This seemed to make him stay up until four in the morning. They soon put him on sedatives. This did not work either. They made him fall asleep in school. Doctors told Wendy to try subtracting sugar and Red Dye #2 from his food. This was the right prescription for Kurt. Sometime during the 8th grade Kurt was diagnosed with scloiosis. In his later years the weight of his guitar made it worse. Suicide also ran in his family. In 1979 a great uncle committed suicide and in 1984 an uncle also committed suicide. Kurt was in love with music since the age of two. He was brought up in a musical family. One of Wendy's uncle had some records out in the 40's and 50's. Her brother was in a Rock and Roll Band. Her sister was in a country band and played the guitar. Almost everyone had some sort of musical talent. Kurt had always wanted to be a ... ... Kurt wakes twenty hours later and denies it was an attempt. At this time Nirvana decides to cancel the rest of the tour and take a rest. Through all of the tours their are rumors that tensions are high between the group members. The press says there is constant fighting. There is even a rumor that the group is going to break up. To add to the cancellation of their tour they also cancel all their involvement in Lollapalooza. Then on March 18,1994 a startling thing happens. Kurt locks himself in a room of his house. He will not come out and he has a 38 caliber revolver with him. He threaten to kill himself. Courtney Love once again calls the police. The police come and take control of the situation. They take the gun away. Some time around March 30,1994 Courtney calls for an intervention to get Kurt off of drugs. She realizes he really does need help. On March 31,1994 Kurt checks in to the Exodus Recovery Center. It seems as though Kurt wants help. This doesn't last long. The day after he checks in he jumps a wall and it is the last anyone sees of him. He is missing On April 8th an electrician finds Kurt dead in home, from an apparent self- -inflicted gun shot wound to the head.

Of Mice and Men Intro and Conc

Introduction and conclusion to ‘of mice and men’ essay Introduction My topic of this essay is ‘How John Steinbeck develops the character of Lennie throughout the novel’ My first point is that Steinbeck develops Lennie’s character very frequently throughout the novel however there are times where Lennie doesn’t develop at all such as when he says ‘im gonna tend the rabbits’ over and over again this shows how Lennie hasn’t developed and keeps going on about the same thing and shows no change at all.Also the fact that Lennie is portrayed as a child links to this as children always rant for something over and over again another quote to show this would be ‘an im gonna live off the fatta the land’ which shows that Lennie has hopes and dreams like a child does. This fact links to the point that John Steinbeck likes children a lot and says that children have a sense of specialty so this is maybe why Steinbeck has decid ed to portray the character of Lennie in this manner. ConclusionOverall I think that John Steinbeck has developed the character of Lennie many times throughout the novel and mainly this links to the ‘Lacan mirror theory’ which shows that children only really express their real identities when they see themselves for the first time in a mirror and this fact links to Lennie as he doesn’t know his own strength until he crushes Curley’s hand this shows that Lennie doesn’t know himself very well and therefore shows development in his character as he is becoming more independent and bold but there are also times where he reforms into a child again.Lastly I would like to say that there have been various developments in Lennie’s character and John Steinbeck has carried them out in a very structured way.