The Fall of the House of Usher; More then Meets the Eye Essay Example for Free

The Fall of the House of Usher; More then Meets the Eye Essay The Fall of the House of Usher written by Edgar Allen Poe was written in 1839, as the age of enlightenment and reason were on the rise. It is a horror gothic story, with an atmosphere of evil, as well as a sublime that overwhelmed the reader with fear. The Fall of the House of Usher is not only a dark romantic, written with a great deal attention to imagery, enhancing the parallelism and symbolism that arises as a correlation between the house the Ushers live and the family itself. When first beginning the story, the dark and gloomy imagery is interring, leaving the reader with a desire to continue reading. However, it soon becomes apparent that special attention is casted on the condition the house is in: â€Å"Minute fungi overspread the whole exterior, hanging in a fine tangled web work for the eaves†¦ there appeared to be a wild inconsistency between its still perfect adaptation of pars, and the crumbling condition of individual stones†¦the fabric gave little token of instability†¦ eye of a scrutinizing observer might have discovered a barley perceptible fissure, which, extending from the roof of the building in front, made its way down the wall in a zigzag direction, until it became lost in the sullen waters of the tarn.† (Poe, 25) The house its self could be drafted as a character, as a great deal of attention description was put into it. However the house its self is not the only dynamic that Poe focused on when writing, The Usher Family was drafted to be complex as well. Madeline Usher was defined by her illness: â€Å"the disease of the lady Madeline had long baffled the skill of her physicians. A settled apathy, a gradual wasting away of the person, and frequent although transient affections of partially cataleptically character, were the unusual diagnosis. (Poe, 28) It was Roderick Usher however that was the most dynamic. Once a healthy man, is now a â€Å"mere exaggeration of the prevailing character of these features, and of the expression they were wont to convey, lay so much change that I doubted to whom I spoke.†(Poe, 26) His deterioration resembles that of the house, having once been a flourishing mansion, with upkeep. It is now simply falling to the ground day by day- much like Roderick him self. Upon reading The Fall of the House of Usher it becomes clear that the â€Å"House of Usher† does not only signify the house the family resides in but also the family line, as their will be no one to carry on the family name, when they pass, thusly the â€Å"house† will disappear all together. Both the internal state of the family and the external state of the house are paralleled in The Fall of the House of Usher. Poe made a significant correlation between â€Å"the crumbling condition of individual stones† (Poe, 25) and Madeline’s deteriorating condition. Instability within the household is also defiantly visible, as it is clear that both Roderick and Madeline experience insanity in different ways, this instability is once again paralleled by the fabric mentioned in the description of the house. Roderick’s insanity was mentioned as: the manner of my friend I was struck with an incoherence an inconsistencyhabitual trepidancy, and excessive nervous agitationHis action was alternately vivacious and sullen. His voice varied rapidly from a tremulous indecisionto thatof the lost drunkard, or the irreclaimable eater of opium (Poe, 26) Nevertheless, it was the barley visible fissure that Poe mentions that seems to be a symbol for the family the most, it was not until the final pages that it becomes clear that the House of Usher is more then just the house itself and the fissure becomes a symbol for the family falling apart. Upon being buried, Madeline rises from the cellar and her presence upon weeks of being in the cellar, results in the death of her brother. However the narrator notes that while looking back that the house â€Å"fissure rapidly widened†¦ my brain reeled as I saw the mighty walls rushing asunder†¦ the deep and dank tarn as my feet closed sullenly and silently over the fragments of the â€Å"House of Usher.† (Poe, 36) The symbolism between the house collapsing as well as the deterioration of the family dynamic is crucial to the understanding that the house and the family are one. Adding to the short story a great deal of depth, making it much more then just another short story with a great sublime and gothic feel. This technique may slip through many readers attention, however if an analysis and a further in-depth reading is done, the story gains dynamic and meaning. Leaving the reader with more then met the eye. Work Cited Page Stott, Jon C. and Raymond E.Jone. The Harbrace Anthology of Short Fiction. Tronto, Ontario: Nelson Education Ltd. 2012. Print. Text used: Edgar Allen Poe. The Fall of the House of Usher. Pages 23-26.

The movie A Beautiful Mind Essay Example for Free

The movie A Beautiful Mind Essay The movie is titled â€Å"A Beautiful Mind† and the psychological disorder that is depicted in it is schizophrenia. In the movie, the main character is Josh Nash is depicted as being schizophrenic in the following ways. In one instance, he is revealed as being able to hear voices that other people could not hear. This voices are seen as controlling agents of the actions he does. The voices in the movie control his thoughts and to some extend seem like they want to harm him. His behavior is quiet terrifying to the people around Nash. The depiction of psychological disorder of schizophrenia is a true picture of the condition as it occurs in real life. Another symptom of the disorder that was evident in the movie is the fact the sitting for several hours without any movement or speech. Nash had bout where he could not move or speak for a lot of hours. This is the typical behavior of schizophrenic people. He seemed fine most of the time but as soon as he made a revelation of what was on his mind people were shocked on what was going on in his mind. The portrayal of an individual with schizophrenic disorder in the movie â€Å"A Beautiful Mind† was indeed a realistic portrayal of the disorder CITATION Bus03 l 1033 ( Buss Buss, 2003). My reaction after viewing the movie is that schizophrenia is a psychological disorder that affects families and societies in general. The people who are diagnosed with this condition find it quiet difficult to live a normal life as they rely so much on other people to help them in their daily activities. The only solution to it is by coping with the symptoms of the disease. References BIBLIOGRAPHY Buss, E. H., Buss, A. H. (2003). Schizophrenia: Seven Approaches. Transaction Publishers. Source document

Patterns Within Systems Of Linear Equations

Patterns Within Systems Of Linear Equations The purpose of this report is to investigate systems of linear equations where the systems constants have mathematical patterns. The first system to be considered is a 2 x 2 system of linear of equations: In the first equation, the constants are 1, 2, and 3 in that order. It is observed that each constant is increased by 1 from the previous constant. Thus, the constants make up an arithmetic sequence whereby the first term ( U1 ) = 1, and the difference between each term ( d ) = 1. Hence, the general formula is Un = U1 + (n-1)(1) where n represents the nth term. U2 = U1 + (n-1)(d) U3 = U1 + (n-1)(d) 2 = 1 + (2-1)(1) 3 = 1 + (3-1)(1) 2 = 2 3 = 3 In the second equation, the constants are 2, -1, and -4 in that order. It is observed that each constant is increased by -3 from the previous constant. Thus, the constants from this equation also make up an arithmetic sequence whereby U1 = 2 and d = -3. Hence the general formula is Un = U1 + (n-1)(-3). U2 = U1 + (n-1)(d) U3 = U1 + (n-1)(d) -1 = 2 + (2-1)(-3) -4 = 2 + (3-1)(-3) -1 = -1 -4 = -4 To further investigate the significance of these arithmetic sequences, the equations will be solved by substitution and displayed graphically. x + 2y = 3 2x y = -4 x = 3- 2y y = 2x + 4 x = 3 2(2) y = 2(3 2y) +4 x = -1 5y = 6 + 4 y = 2 On the graph, both lines meet at a common point (-1,2) where x = -1 and y = 2. The two linear equations have a solution of x = -1 and y = 2, proven analytically and graphically. However, this pattern may be only specific to this 2 x 2 system of linear equations. Therefore, other 2 x 2 system of linear equations following the same pattern of having constants forming arithmetic sequences will be examined as well. Another 2 x 2 system of linear equations to be considered is: The constants of these equations are 3, 6, and 9, and 4, 2, and 0 with a difference of 1 and -2 respectively. The equations were then re-written as: And plotted on a graph. The common point of both equations is (-1,2), with x being -1 and y being 2. Therefore the common point has been proven both analytically and graphically to be (-1,2). Another example is: The constants of these equations are -3, 1, and 5, and -2, -6, and -10 with a difference of 4 and -4 respectively. The equations were then re-written as: And plotted on a graph. The common point is (-1,2). Thus it is both proven analytically and graphically that the common point is (-1,2). Another example is: The constants of these equations are 3, 2, and 1, and 2, 7, and 12 with a difference of -1 and 5 respectively. The equations were then re-written as: And plotted on a graph. The common point is (-1,2). Thus it is both proven analytically and graphically that the common point is (-1,2). Another example is: The constants of these equations are 5, 12, and 19, and 1, -5, and -11 with a difference of 7 and -6 respectively. The equations were then re-written as: And plotted on a graph. The common point is (-1,2). Thus it is both proven analytically and graphically that the common point is (-1,2). From the examples of 22 systems of linear equations, a conjecture that could be derived is: The solution for any 22 system of linear equations with constants that form an arithmetic sequence is always x=-1 and y=2. The general formula of such equations could be written as: Whereby represents the first term for the first equation and represents the first term for the second equation with a common difference of and respectively. The equations are then solved simultaneously: Therefore, it is proved that the solution for a 22 system of linear equations with constants that form an arithmetic sequence is always x = -1 and y = 2. However, the possibility of a 33 system exhibiting the same patterns as the previous 22 systems examined has not been discussed. Hence, this investigation will extend to 33 systems as well. Here is an 33 system: The for the first equation is 3 and the is (5-3)= 2. The for the first equation is 1 and the is (-4-1)=-5. The for the first equation is 4 and the is (7-4)=3. Gaussian Elimination method will be used. Change R3 into 4R2-R3 Change R2 into 3R2-R1 Change R3 into 23R2-17R3 The third row/R3 has all 0 which means that there is no one unique solution but infinite solutions. Therefore, in R2 We will let where k is a parameter To find other solutions, will be substituted in the other equation The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. Here is another 33 system: The for the first equation is 2 and the is (3-2)= 1. The for the first equation is 5 and the is (5-3)=-2. The for the first equation is -3 and the is (4-(-3))=7. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. Another: The for the first equation is 4 and the is (-2-4)= -6. The for the first equation is 1 and the is (5-1)=-4. The for the first equation is 2 and the is (7-2)=5. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. Here is another 33 system: The for the first equation is 4 and the is (-4-4)= -8. The for the first equation is 2 and the is (-1-2)=-3. The for the first equation is 6 and the is (14-6)=8. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. The for the first equation is 7 and the is (20-7)= 13. The for the first equation is 20 and the is (3-20)=-17. The for the first equation is 6 and the is (-5-6)= -11. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. From these examples, a conjecture can be made. A 33 system of equations that have constants that form an arithmetic sequence will have infinite solutions that will be in the form of , , and where is a parameter. This is proven by the general formula: Being solved by using Gaussian elimination rule: Change R3 into R3-R2 Change R2 into R2-R1 Change R3 into Change R2 into Change R3 into R3-R2 R3 has only zeroes/0. This means that there is no unique solution but infinite solutions instead. Assume whereby is a parameter, Through substitution, The solutions for this 33 system are , , and , proving the conjecture true. Other than systems of linear equations that contain arithmetic sequences, other types will be investigated. Lets consider this 2 x 2 system: In the first equation, the constants 1, 2, and 4 make up a geometric sequence whereby the first term (U1) is 1 and each consecutive term is multiplied by a common ratio (r) which in this case is 2. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 In the second equation, the constants 5, -1, and make up a geometric sequence whereby U1 = 5 and r = . à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 = à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 The equations can be rewritten in the form of as: For the first equation, and . For the second equation, and.. The relationship between and appears to be that one is the negative reciprocal of the other. In any case, more examples of similar linear equations will be needed to thoroughly investigate the patterns. The equations will be solved by substitution: Another example: In the first equation, the constants 3, 12, and 48 make up a geometric sequence whereby the first term (U1) is 3 and each consecutive term is multiplied by r which in this case is 4. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 In the second equation, the constants 3, -1, and make up a geometric sequence whereby U1 = 3 and r = . à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 = à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 The equations can be rewritten in the form of as: For the first equation, and . For the second equation, and.. The equations will be solved using substitution: Another example: In the first equation, the constants 7, 42, and 252 make up a geometric sequence whereby the first term (U1) is 7 and each consecutive term is multiplied by r which in this case is 6. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 In the second equation, the constants 2, -1, and make up a geometric sequence whereby U1 = 2 and r = . à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 = à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 The equations can be rewritten in the form of as: For the first equation, and . For the second equation, and.. The equations will be solved by using substitution: From observing all three systems, it is found that the relationship between and appears to be that one is the negative reciprocal of the other. But it can also be said that . The general formula of such equations could be written as: Whereby represents the first term for the first equation and represents the first term for the second equation with a common ratio of and respectively. The equations are then solved simultaneously: So is the result of one ratio subtracted from the other. is the product of the common ratios from both linear equations.

Isaac Asimov :: essays research papers fc

Isaac Asimov: Robotics Essay Uploaded by Klownsam (20) on Jul 4, 2004 -------------------------------------------------------------------------------- Isaac Asimov Isaac Asimov was born on January 2, 1920 in Petrouchi, Russia. His parents were Judah and Anna Asimov. Isaac also has a sister Veronica and a brother Stanley. In 1923 his family immigrated to the United States. He and his family grew up in Brooklyn, New York. In Brooklyn his family ran a small candy and magazine store. This is one of the places where Asimov began to learn about printing. Also it was here that Asimov learned good business and self-discipline skills (Bloom, 251). Asimov attended school and was a very bright student. He went to college at Columbia University. He graduated from there with his master's degree in Chemistry in 1941. His career was cut short though because in 1942 he moved to Philadelphia Naval Yard to work for the war. In 1945 he entered the army. In July of 1946 he was discharged from the army and he moved around for a few years till settling in West Newton, Massachusetts with Gertrude. It is there that he raised his family (Seiler,8). Asimov married Gertrude Blugerman on July 26th, 1942. They met on a blind date on Valentine's Day. In 1955 their first son was born they named him David. Four years later their daughter Robyn Joan was born. Asimov met another woman Janet Jepson at a mystery writers banquet. The two of them were immediately attracted to one another. In 1970 when Gertrude and Asimov separated he moved in with Janet. His divorce to Gertrude was officialized on November 16th, 1973. On November 30th, 1973 an official of the Ethical Culture Society married Asimov and Janet in her home. They did not have any children (7). Asimov worked for many years of his life before become just a writer. His first job was in 1929. When Asimov's mother became ill and could no longer work at the family business. This is where Asimov first learned his skills he would carry for the rest of his life. He was a hardworking diligent man. After the war and everything Asimov became an instructor at the Boston University of medicine. He was promoted to assistant professor in December of 1951. On July 1st, 1958 he gave up his teaching job and became a writer. Finally in 1979 he was promoted to professor (9). Being a very diligent writer Asimov wrote more than eight hours a day, seven days a week.

A&P Queenie perspective Essay -- essays research papers

A&P-Queenie   Ã‚  Ã‚  Ã‚  Ã‚  Every summer my family and I go to our house in the cape just north of Boston. One hot summer morning, I was leaving the house to meet my family at the beach, suddenly I remembered my mother asked me to pick up a jar of â€Å"Kingfish Herring† for her and her friend to snack on at the beach.   Ã‚  Ã‚  Ã‚  Ã‚  I started to walk across the street to my friend Lacey’s house. Lacey lives just outside Detroit, but like my family, her family comes to the cape for the summer. Our families’ have been friends for about 10 years, but we normally don’t see or talk to each other during the year, only summertime seems to bring us together. Traditionally Lacey and I leave for the beach together, even at age 7 we walked with our mothers, so I knew I had to tell her about this errand before I left for town.   Ã‚  Ã‚  Ã‚  Ã‚  Arriving at Lacey’s house I walk to the backdoor letting myself into the house. Lacey was putting on tanning lotion in the kitchen, â€Å"Lacey,† I called to her, â€Å"my mom wants me to pick up snacks for the beach, do you want to go into town with me?†, â€Å"Sure,† she replied, â€Å"do you mind if my cousin comes with us?†, â€Å"Of course I don’t mind,â€Å" I answered, â€Å"but we have to get moving, my dad only left me the car to use ‘til noon.†   Ã‚  Ã‚  Ã‚  Ã‚  While driving, Lacey and I laughed while reminiscing, over old stories of love and trouble that we seemed to get into over the past decade at the cape, Lacey’s cousin Mary was quite, she seemed shy.   Ã‚  Ã‚  Ã‚  Ã‚  We arrived at the A&P and I realized that the store was almost devoid of any human life, but it was mid Tuesday morning most towns people were either working, or at the beach.   Ã‚  Ã‚  Ã‚  Ã‚  Two men were working the front end, the cashier at register 3 was helping an older looking woman with a sun hat, Capri pants ,and far too much make up on, the other cashier was leaning on the bag rack behind him, enjoying a break in a slow day . Both of the clerks looked as if they were in their early twenties, definently townies, the townies hated summer vacationers. Townies never said a word to vacationers, and you could tell in their attitude; they all longed for Labor Day to roll around so everyone would go home, bringing peace to their little town again. My observations of the store and town politics were... ...u decently dressed when you come in here.† this man was entirely strict and conservative, as much was to be expected of a man around these part, he was most likely an avid church goer, Sunday school teacher, Boy Scout troop leader name your clichà ©. I started again â€Å"We are decent,† and before I could continue Lengel interrupted me, â€Å"Girls, I don’t want to argue with you. After this come in here with your shoulders covered. It’s our policy.† and then he walked toward the clerk with a disappointed look and asks â€Å"Sammy, have you rung up this purchase?† with an astonished expression caused by the event that just occurred before his eyes, Sammy simply replies â€Å"No† and rings me up with a great deal of haste, as to get my friends and I out of this self-righteous store before we disgrace it any further. He hands me the change then we hurry out of the store rushing to the car.   Ã‚  Ã‚  Ã‚  Ã‚  Driving out of the parking lot the car was silent, until Lacey started doing a bad imitation of the manager, â€Å"After this come in here with your shoulders covered. Its our policy.† laughing and returning to her normal voice â€Å"Even at 17 you still get us into trouble, will you ever change?†

Marilyn Hackers Mother-Daughter Relationship Exposed in Selected Poems

Marilyn Hacker's Mother-Daughter Relationship Exposed in Selected Poems 1965-1990 If Selected Poems 1965-1990 can be taken as an evenly representative sample of Marilyn Hacker's work, motherhood does not seem to be the single central focus of her life or her work. Hacker has quite a few poems about or for her daughter Iva, and Iva is mentioned in many other poems, yet much of Hacker's work focuses on other aspects of her life and interests. The fact that Hacker does not focus exclusively on her motherhood seems important in and of itself. Though I don't think that we get the opportunity, through these poems, to judge whether or not Hacker is a "good mother," I would say that her apparent ability to be simultaneously a mother and an artist and a lover and a daughter makes her a healthy, balanced individual and thus a good role model for her daughter. As illustration of my idea of Hacker's space for mothering, in "La Fontaine de Vaucluse" appear the following lines (p. 116) referring to Iva: Sometimes she still swims at my center; sometimes she is a four-year-old an ocean...

Maslow’s Hierarchy of Needs within Lord of the Flies Essay

Abraham Maslow formulated a theory of a hierarchy of needs, stating that he believed that human beings are motivated by unsatisfied or incomplete needs. In his theory there are five levels of certain needs in which lower needs need to be satisfied before higher needs can be achieved. The five needs are physiological, safety, love, esteem, and self-actualization. Maslow’s Hierarchy of Needs applies to many of the characters in Lord of the Flies, such as Piggy, Ralph, and Jack, and shows how they are affected when their needs are unsatisfied. The lowest and basic need of Maslow’s Hierarchy of Needs is physiological needs, which are the necessity of air, water, food, sleep, and shelter. Throughout the novel, the majority of the boys acquired all of their physiological needs. There were three shelters built of tree branches, logs, and leaves. The boys slept in the shelters at night for warmth and a sense of home. Many of the younger boys munched on the fruits they picked in the jungle and everyone ate roasted pig which Jack and his hunters slaughtered periodically. The boys also filled up coconut shells with water and placed them under trees and in the shade of the jungle to be chilled and drank when necessary. Since the boys alleviated their physiological needs, they were able to think about other needs, such as safety. The second need of Maslow’s Hierarchy of Needs is the necessity for safety, which is protection and maintaining wellbeing while creating stability in a chaotic world. One of Ralph’s first instincts was to maintain safety by searching and exploring the island with Jack and Simon for anything or anyone who could possibly pose a threat to their wellbeing while inhabiting the island. Also, Piggy and Ralph find a conch in the water on the island. The conch was blown as a signal to let the other lost boys know where they were, which refers to Maslow’s need of safety because this would not have been done if the kids did not feel safe. If Ralph and Piggy felt that they were safe and protected, they would have kept quiet and to themselves and they would not have been found. Another way the boys gained the need of safety is by building the huts on the beach as a form of protection which acted like a  house, and definitely made the younger and more immature boys feel much more secure. Even though many jobs were completed to secure the boys safety, many of the little boys still felt unsafe, this resulted in a huge dilemma. One night during an assembly one of the boys told the story about how he saw a beast in the forest. Many of the younger boys are having nightmares about this story, and are watching their backs while in the forests. On page 36, Ralph says, â€Å"But there isn’t a beastie,† repeatedly but his attempts to remove the trepidation and fear within the littluns proved to be futile. Since almost all of the young boys were always afraid of a beast or a monster, their need of safety was never achieved, they were unable to reach other needs higher on Maslow’s Hierarchy of Needs, so their lives on the island were incomplete, and they all lived in fear and anxiety. The third necessity of Maslow’s theory is the need of love and belongingness, or the acceptance of others and the need to be needed. Due to Piggy’s past of being ridiculed and mocked in his old school, his first impulse was to try and make friends and be accepted early on in the novel. As soon as Piggy ran into Ralph he asked him his name and tried to become friends with him. Ralph says to Piggy, â€Å"Get my clothes,† on page 14, which shows that Piggy is willing to be a servant to make a friend or acquaintance. It seems that Piggy had already fulfilled the first two needs, and now he wants to fit in with Ralph. Another example is when Ralph blew the conch all of the other kids came and they had a meeting. â€Å"Signs of life were now visible on the beach. The sand, trembling beneath the heat haze, concealed many figures in its miles of length; boys were making their way toward the platform through the hot, dumb sand.† (18) All of the boys came to the meeting and participated in the meeting, which showed that they all wanted to belong. If they did not want to belong, they would have stayed off by themselves or not have joined in on the meeting. All of the main characters achieved this need, although Jack was unhappy with his role in the group and was trying to find ways of gaining more respect throughout the novel. The fourth need of Maslow’s Hierarchy of Needs is esteem, which is the mastery of a task and also receiving attention and recognition from others, or the need for power. A prime example of this need being fulfilled is when  Jack forms his own tribe and made him self the leader not only because he was power hungry, but because he could not stand the fact the Ralph was chosen chief and was getting all the attention. Jack also found something that he was skilled at. His skill was hunting. Jack used his skill and found it valuable to win over the other kids on the island to assemble a new group and make him the leader of it. After some time and much conflict Jack had every person on the island under his command or killed them. The only exception to this was Ralph who scarcely evaded a similar fate. Piggy never achieves the goal of esteem because he is not appreciated for his intellect and wisdom which he offers the boys in times of need. Since Piggy never exceeded this need, his personality suffered and he has a very weak personality, and was easily bullied and pushed around. Simon, another main character, never achieved the need of esteem. Many of the boys thought Simon was unusual and secretive, and he is constantly ridiculed quietly, usually behind his back. For example, on page 74, â€Å"Ralph stirred uneasily. Simon sitting between the two twins and Piggy, wiped his mouth and shoved his piece of meat over the rocks to Piggy, who grabbed it. The twins giggled and Simon lowered his head in shame.† This passage shows that even when Simon was doing good deeds he was not congratulated and did not receive recognition for many of his unselfish actions. Neither Simon nor Piggy ever achieved the need for esteem, and coincidentally, they were also outcasts and were the only t wo boys murdered on the island. The fifth and final need is the need for self-actualization, which is, â€Å"the desire to become more and more what one is, to become everything that is capable of becoming.† Self-actualization did not directly occur within the boys on the island, but Ralph seemed to become very close. â€Å"Ralph looked at him dumbly. For a moment he had a fleeting picture of the strange glamour that had once invested the beaches. But the island was scorched up like dead wood-Simon was dead-and Jack had†¦. The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage if the island; and infected by that emotion, the other little boys began to shake and sob too. And in the middle of them, with filthy body, matted hair, unwiped nose,  Ralph wept fir the end of innocence, the darkness of a man’s heart, and the fall through the air of the true, wise friend called piggy.† (202) This significant passage shows Ralph breaking down and showing his true emotions and what he feels inside. Ralph realizes he had the power to make the boys stay on the island a much less violent and much more enjoyable, but he did not use his power correctly and he was overturned, which lead to the death of two innocent children. This is a type of self-actualization because Ralph realized what he could have been, said, and done. Ralph realized that he did not fulfill his unique potential and could have been all he could be on the island but did not take advantage of this opportunity. Maslow’s Hierarchy of Needs best demonstrates what occurred on the island in Lord of the Flies. It also proves why many of the acted the way they did. In Lord of the Flies, chaos and violence was extremely relevant within the group of boys not only because of differing values and conflicting views, but also because many of the boys needs were being neglected during there stay on the island.