Freuds Theories of Life and Death Instincts

Freud's Theories of Life and Death Instincts History and Biographies Print Freuds Theories of Life and Death Instincts By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on June 27, 2019 More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming Sigmund Freud’s theory of drives evolved throughout the course of his life and work. He initially described a class of drives known as the life instincts and believed that these drives were responsible for much of our behavior. Eventually, he came to believe that life instincts alone could not explain all human behavior. With the publication of his book  Beyond the Pleasure Principal in 1920, Freud concluded that all instincts fall into one of two major classes: life instincts or death instincts. Illustration by JR Bee, Verywell Life Instincts (Eros) Sometimes referred to as sexual instincts, the life instincts are those which deal with basic survival, pleasure, and reproduction. These instincts are essential for sustaining the life of the individual as well as the continuation of the species.?? While we tend to think of life instincts in term of sexual procreation, these drives also include such things as thirst, hunger, and pain avoidance. The energy created by the life instincts is known as libido. In his early psychoanalytic theory, Freud proposed that Eros was opposed by  forces of the ego (the  organized, realistic part of a persons psyche which mediates between desires). In this later views, he maintained that life instincts were opposed by the self-destructive death instincts, known as Thanatos. Behaviors commonly associated with life instincts include love, cooperation, and other ?prosocial actions.? The life instincts are focused on the preservation of life, both of the individual and of the species. This drive compels people to engage in actions that sustain their own lives, such as looking after their health and safety. It also exerts itself through sexual drives, motivating people to create and nurture new life.   Positive emotions such as love, affection, prosocial actions, and social cooperation are also associated with the life instincts. These behaviors support both individual well-being and the harmonious existence of a cooperative and healthy society. Death Instincts (Thanatos) The concept of the death instincts was initially described in Beyond the Pleasure Principle, in which Freud proposed that “the goal of all life is death.”  Freud believed that people typically channel their death instincts outwards.?? Aggression, for example, arises from the death instincts. Sometimes these instincts towards destruction can be directed inwards, however, which can result in self-harm or suicide. In support of his theory, Freud noted that people who experience a traumatic event would often reenact that experience. From this, he concluded that people hold an unconscious desire to die but that the life instincts largely temper this wish. Freud based his theory on a number of key experiences: In working with soldiers after World War I, Freud observed that his  subjects often re-enacted their battle experiences and noted that dreams occurring in traumatic have the characteristic of repeatedly bringing the patient back into the situation of his accident.Freud noted similar behavior in his 18-month-old grandson, Ernest, who played a game called Fort/Da whenever his mother was away. To deal with his anxiety, the toddler would toss out a spool tied to a string in his cot and say fort (meaning away) whenever the spool disappeared  and say da (or here) whenever he reeled it in. Freud wondered  how repetition of this distressing experience as a game fit in with the pleasure principle?Finally, in his own patients, Freud noted that many who had repressed traumatic experiences had the tendency to repeat  the repressed material as a contemporary experience rather than remembering it as something belonging to the past. In Freud’s view, the compulsion to repeat was something that would seem more primitive, more elementary, more instinctual than the pleasure principle which it overrides. He further proposed that the death instincts were an extension of that compulsion wherein all living organisms have an instinctive pressure toward death which stands in stark contrast to the instinct to survive, procreate, and satisfy desires. Moreover, when this energy is directed outward toward others, Freud maintained, it is expressed as aggression and violence. A Word From Verywell While Freuds theories are not as prominent as they once were, understanding how your own self-preservation and destructive tendencies influence your behavior can be helpful for your well-being. The life instincts might compel you to seek healthy relationships and social support, which are essential for emotional health. Destructive tendencies, on the other hand, might lead you to engage in actions that are less healthy, such as behaving aggressively or engaging in risky actions. Once you are able to recognize some of these tendencies in yourself, you might be better able to temper these drives and replace negative behaviors with more positive choices.

How to Make Bubble Print Pictures

Bubble prints are like fingerprints, except made with bubbles. You can make bubble prints and learn about how bubbles are shaped and how pigments combine to make different colors. Bubble Print Materials Bubble prints are made by coloring bubble solution, blowing bubbles, and pressing paper onto the bubbles. You need brightly-colored bubbles in order to get a good picture. Tempera paint powder works really well, but you can substitute other water-soluble paints if you like. bubble solution (buy it or make your own)tempera paint powderpaperstrawssmall plates Make Colored Bubble Solution Pour a little bubble solution onto the bottom of a plate.Stir in paint powder until you have a thick paint. You want the thickest paint you can get, yet still be able to make bubbles using it. If you get the three primary colors of tempera paint then you can mix them in order to make other colors. You can add black or white paint, too. Primary Colors BlueRedYellow Secondary Colors - Made by mixing two primary colors together. Green Blue YellowOrange Yellow RedPurple Red Blue Make Bubble Prints Put the straw into the paint and blow bubbles. It may help to tilt the dish slightly. You can experiment with a few large bubbles versus many small bubbles.Touch the bubbles with a sheet of paper. Dont press the paper down into the paint - just catch the impressions of the bubbles.You can switch between colors. For multicolored bubbles, add two colors together but dont mix them. Blow bubbles into the un-mixed paints. Learn About Bubbles Bubbles consist of a thin film of soapy water filled with air. When you blow a bubble, the film expands outward. The forces acting between the molecules of the bubble cause it to form the shape that encloses the most volume with the least surface area -- a sphere. Look at the bubble prints that you have made. When bubbles stack, do they remain spheres? No, when two bubbles meet, they will merge walls to minimize their surface area. If bubbles that are the same size meet, then the wall that separates them will be flat. If bubbles that are different sizes meet, then the smaller bubble will bulge into the large bubble. Bubbles meet to form walls at an angle of 120Â °. If enough bubbles meet, the cells will form hexagons. You can see this structure in the images you make in this project.

What Is Life Without Death - 1647 Words

). The approach he takes is extremely important for anyone going into the medical field. It is important to look past the medical perspective, and realize these are people who are leaving the comfort of their home to seek assistance and comfort. I love his perspective of death when he says, â€Å"Now I live every day in awareness of death, and my life is better for it† (Lynch Schuster) What is life without death? How does one know when they have lived â€Å"enough?† To live you must be able to let go of the stress and anxiety that holds you back from the experiences that help you live. â€Å"To reduce the odds of dying badly, we should avoid living badly, and to do that we have to examine our motivations† (Lynch Schuster). It is at times astonishing to me that I could go from being close to my next overdose to being scared to even take Tylenol. I recently sought the help of a counselor as my future goal is to completely stop taking my anti-depressants and be able to better manage my anxiety. (I can’t think of many who want to share their medication with their nurse because she is about to fall apart as well). While trying to cram as much as I could into my quick 30-minute visit she made a very good point. She pointed out that I have always had something bad happening in my life whether it be struggling with finances, the deaths of friends and family, losing jobs, and trying to raise two children as a single parent. Her feelings were that my anxiety actually did not stem from stress butShow MoreRelatedIs life in prison without parole better than the death penalty?812 Words   |  4 Pages Amrat Tahir Is life in prison without parole better than the death penalty? This is it, this is the last time you will ever see daylight again. The dim light of the outside world seems to be overtaken by shadows. 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Seeing Things from Someone Else’s Perspective Free Essays

In your everyday life, you are placed in situations that allow you to encounter the value of carefully considering someone else’s perspective. The reason why it is so eulogized to see someone else’s view is because it could alter how things would eventually turn out to be for you and that person(s). Peace, equality, and justice are some of the values you come across when you approach with empathy. We will write a custom essay sample on Seeing Things from Someone Else’s Perspective or any similar topic only for you Order Now Comprehending where someone is coming from and feelings they convey correlates with the outcome of peace. In 1993, the ongoing conflict between Israel and Palestine had temporarily halted with a solution called the Oslo peace process, which main point consisted that Israel gradually give up possession of Palestinian territories to the Palestinians with the exchange of peace. This represents the value of perspective, because the Palestinians had finally reached the conclusion that coming at the Israelis with violence and weaponry would not allow the Palestinians to ever gain what they really want, and it caused the Palestinians to comprehend what the Israelis were feeling; harassed. They had learned that if peace were used as a substitution to attack, then the people of Israel would be sure to ably, which they transitorily did. Another value would be justice. When an attorney is defending their client, they tend to use the skill of switching to the defendant’s perspective when trying to prove to the jury that they are not guilty. For example, if someone was falsely accused of murder, the attorney could use empowering words and point things out like â€Å"Just think if you were in his/her place† or â€Å"How do you think you would’ve felt if you were him/her? to give the jury that connection that â€Å"Would you want to be proven guilty if you were to fall under a situation similar to this one? † Using this technique shows how perspective comes in handy as well as how justice is served. Equality is a reiterating value that is discovered when considering someone else’s perspective. In Remember the Titans, a film about how an Afr ican American named Herman Boone who is newly appointed head high school football coach in the position of a successful white coach, Bill Yoast, during the time of segregation, there is a scene where Coach Yoasts’ daughter, Sheryl s over at the Boones’ house when an anonymous student from the school drives by and yells â€Å"Hey, Coach Boone! † in a tormenting manner and throws something at their window near to where Sheryl had been sitting, shattering it to pieces. Later that night Yoast tells Coach Boone that he is not in any position to put his daughter’s safety on the line just because people don’t like him coaching the team, to which Boone replies â€Å"Well what about my girls’ safety? You just got a taste of what I deal with everyday, Yoast† leaving Coach Yoast thoughtful and silent. This also shows perspective because Coach Yoast had understood that the worry and the vexation, that had aroused from the danger of his daughter is a mental weight and distress that Boone has to deal with for his family all the time, all because of the color of his skin. By stepping into Boone’s shoes, Yoast had now truly known the importance of equity and fairness to Boone, and the rest of the African American society. These are just a few ethics you can obtain from point-of-view. Agreement between even two nations can come about when using perspective. Authority can be placed with shifting someone’s point-of-view through sympathy. And adequation will make its way through when you are physically put forth into the same situation that someone who isn’t treated fairly is. All of these are real and pure values that form when your mindset is reversed, and truly leave you thinking. How to cite Seeing Things from Someone Else’s Perspective, Papers

The European Renaissance Essays - Medieval Philosophy, Renaissance

The European Renaissance The Renaissance was a period of European history, considered by modern scholars as that between 1300 and 1600. Many dramatic changes happend during the Renaissance. The Renaissance was a period of new inventions and beliefs. The Renaissance was drastically different from the Middle Ages. During the Middle Ages the church held most of the power and it's economy was agriculturaly based. Exploration and learning was almost put to a stop. During the Renaissance society was transformed into a society increasingly dominated by central political institutions with an urban commercial attitude. Also, people's curiosity overcame thier fear and many people started to venture out and explore. New schools and colleges became more and more common. The Renaissance was started by many rich Italian cities, such as Florence, Ferrara, Milan ,and Venice. Because these cities were very wealthy, many merchants started to spend money on different things, such as painting, learning, new banking techniques, and new systems of government. These things gave rise to a new type of scholar, the humanist. Humanism was subjects concerned with humankind and culture. They stutied various things such as Latin, Greek language, literature and philosophy. Music and mathmatics were also studied as well. The Renaissance gave way to new forms of painting , art and sculpture. During the Renaissance, artist were no longer regarded as mere artisans, as they had been to the medieval past, but for the first time emerged as independent personalities, compared to poets and writers. Many artisans merged mathmatics with art , in order to become more precise in their measurements and to make sure an object was supported both rationally and porportionally. As a result painters tried and often suceeded into making their painting a window into the world. Artists also studied the way light hits objects and the way our eyes percieve light. A new kind of paint called oil paint was used. This allowed the artist to create texture , mix colors, and allow more time for corrections before it dried. The printing press was probaly the most important advance in technology. Europeans first used movable metal type to print a book. On small pieces of metal they engraved single letters of the alphabet. These could then be arranged and rearranged to form words and sentences. Johan Gutenberg is usually given credit for the first book printed, a copy of the Bible. By the 1500's printing presses where fairly well spread. The printing press had many effects on the world. First of all, it made books much easier to come by, wich made them cheaper. That ment common people could afford them. As a result literacy became more widespread, in contrast to the Middle Ages where usually monks and church officials were the only able to read. Second, since many more people were able to read, they wanted to read subjects other than religious or scientific work. So books on other subjects were published as well. Also many books were published in languages other than Latin, such as English, Portugeese, Spanish, French, and Italian. A third effect was that scholars had better access to one anothers work. They could also read the great works of the ancient and medieval periods. The Renaissance also had an effect on the general society. Many people became interested in politics. Also, people became interested in the world outside of thier towns. Many became explorers, merchants, and mapmakers. Religion especially changed during the Renaissance. In the Middle ages people were primarily concerned with serving the church and getting to heaven. But the increase in arts and education gave people something to look forward to, and a life worth living. So inturn, people based thier lives around various other things instead of the church. Because of the increase in literacy people learned that the Catholic Church only told the populus what they wanted them to hear. This caused many people to break away from the churh and form Proteezt religions. The Renaissance produced many great minds. Leonardo da Vinci was one of these. Although he was not regarded as a genious in his time. He had numerous works of art such as the Mona Lisa and The Last Supper. He also is now

Find a Reactions Final Temperature With Specific Heat

Find a Reaction's Final Temperature With Specific Heat This example problem demonstrates how to calculate the final temperature of a substance when given the amount of energy used, the mass and initial temperature. Problem 300 grams of ethanol at 10  °C is heated with 14640 Joules of energy. What is the final temperature of the ethanol? Useful Information: The specific heat of ethanol is 2.44 J/g ·Ã‚ °C. Solution Use the formula q mcΔT Where q Heat Energym Massc Specific HeatΔT Change in temperature. 14640 J (300 g)(2.44 J/g ·Ã‚ °C)ΔT Solve for ΔT: ΔT 14640 J/(300 g)(2.44 J/g ·Ã‚ °C)ΔT 20  °CΔT Tfinal - TinitialTfinal Tinital ΔTTfinal 10  °C 20  °CTfinal 30  °C Answer:  The final temperature of the ethanol is 30  °C. Final Temperature After Mixing When you mix together two substances with different initial temperatures, the same principles apply. If the materials dont chemically react, all you need to do to find the final temperature is to assume that both substances will eventually reach the same temperature. Problem Find the final temperature when 10.0 grams of aluminum at 130.0  °C mixes with 200.0 grams of water at 25  °C. Assume no water is lost as water vapor. Solution Again, you use q mcΔT, except you assume qaluminum qwater and solve for T, which is the final temperature. You need to look up the specific heat values (c) for aluminum and water. This solution uses 0.901 for aluminum and 4.18 for water: (10)(130 - T)(0.901) (200.0)(T - 25)(4.18)T 26.12  °C

What Is Oxford Referencing

What Is Oxford Referencing What Is Oxford Referencing? Many schools recommend Oxford referencing for citing sources in academic writing. But what exactly is this system? And how does it work? In today’s blog post, we look at the basics of Oxford referencing. Q1: What Is Oxford Referencing? Oxford referencing is a footnote and bibliography system. This means   you should give citations in footnotes, indicated with superscript numbers: Usually at the end of a sentence, like this.1 The first footnote for each source should include full publication information, as well as a pinpoint reference (i.e., the specific page or section cited). And although you provide the source information here, you will also need to list it in the bibliography at the end of your document. Q2: Where Can I Find the Rules for Oxford Referencing? Technically, â€Å"Oxford referencing† is not a system so much as a group of related citation styles (otherwise known as the footnote–bibliography style). Consequently, there aren’t any â€Å"official† rules for Oxford referencing. Your best bet is to check your school’s style guide, which should specify the rules to use. There are plenty of online sources, too, but these might differ from the version preferred by your institution. Ultimately, if your referencing is clear and consistent, slight variations shouldn’t matter too much. But it never hurts to check whether your school has a style guide available. Q3: What Goes in Footnotes? As above, this depends slightly on the version of the system you’re using. It also depends on the source type (e.g., book, website, video). But in general, the key details to include are: Author’s name Title of the book, article, or web page Title of the journal, website, or edited book Place of publication Date of publication Page or section numbers For online sources, you should also give a URL and a date of access. Repeat citations of the same source, meanwhile, will typically use either Latin abbreviations (e.g., ibid., op. cit., loc. cit.) or a shortened citation format. For example, we could use the following shortened citation style: 1. C. Alexander, Mrs Chippy’s Last Expedition: The Remarkable Journey of Shackleton’s Polar-Bound Cat, London, Bloomsbury, 1991, p. 24. 2. A. Moretti, Cats of the Internet [website], 2014, www.felinesonline.com/gallery, accessed June 6, 2017. 3. Alexander, p. 30. Here, for example, we’ve shortened the third citation to just the author’s surname and a page number. And as long as we only cite one source by â€Å"Alexander† in the document, this will be enough for the reader to know which source we’re citing each time. Q4: How About the Bibliography? Bibliography entries in Oxford referencing are usually similar to the first footnote citation for the same source. The main differences are that: You do not need to give a pinpoint reference. Give the first named author’s names surname first (e.g., â€Å"Smith, S.† instead of â€Å"S. Smith†) so that you can list sources by author surname. For example, we would list the entry for the book in the example above as: Alexander, C., Mrs Chippy’s Last Expedition: The Remarkable Journey of Shackleton’s Polar-Bound Cat, London, Bloomsbury, 1997. Q5: What Does Any of This Have to Do with Oxford? Very little. It is sometimes associated with the University of Oxford, but it’s not the only referencing system used there. However, most versions of Oxford referencing are variations of the footnote and bibliography system set out in the OUP’s New Oxford Style Manual.