To Kill a Mockingbird by Harper Lee Essay Example for Free

To Kill a Mockingbird by Harper Lee Essay In To Kill a Mockingbird,1 Harper Lee tells of the terrible wrong of racism in an Alabama town.   To avoid resort to an off-putting dogmatic or preaching style, she uses as her narrator Scout.   Turning six at the novel’s beginning, Jean Louise â€Å"Scout† Finch is a precocious tomboy (81), intelligent (17), decent, and brave, and yet innocent of the complex, sometimes dangerous adult world. (19-22)   She must try to understand why her father, a respected attorney, makes himself a â€Å"nigger-lover† by defending a black man accused of raping a white woman (74-75, 85-86, 87); why, a pacifist, he is called on to shoot a mad dog. (92-97)   Jem, older and more knowing, is a vehicle to help Scout grow up. (58)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Atticus is â€Å"civilized in his heart.† (98)   Scout gradually comes to understand the courage and decency that entails, and the costs sometimes involved.   Atticus acknowledges the racist code of his community; he cannot change it.   But he looks beyond labels to see people for what they are. (75)   Calpurnia is as much a mother to his children as she is his servant. (6, 24-25)   Above all, Atticus has principles:   the presumption of innocence; the right to counsel; the duty to one’s conscience. (75-76)   Holding to these, he tries to pass them on to his children.   (91-93)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Arthur â€Å"Boo† Radley, the ghost-like figure who is both a terror and a delight to the children (8-13, ch. 5-6), is a â€Å"mockingbird.†Ã‚   He harms no one, and wants only to be left alone.   Lee portrays beautifully the small ways in which the children reach out to him (58-63), how he responds to them (71-72), and in the end, the delicacy with which Scout protects his dignity allowing him to take her arm and appear the gentleman, even as she walks him home. (278)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although it is often overlooked, there is beauty in the episode of Mrs. Dubose.   Fighting addiction to morphine, irrational in her pain, struggling in silence, and ultimately prevailing against great difficulty, she earns high and deeply felt praise from Atticus: I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand.   It’s when you know you’re licked before you begin but you begin anyway and you see it through no matter what.   You rarely win, but sometimes you do.   Mrs. Dubose won, all ninety-eight pounds of her.   According to her views, she died beholden to nothing and nobody.   She was the bravest person I ever knew.   (112) SOURCE: Lee, Harper, To Kill A Mockingbird.   Philadelphia, Pennsylvania:   J. B. Lippincott Co., 1960.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1Because this is a review essay, in which To Kill a Mockingbird is the single source cited, in-text citations will give only the page numbers, rather than clutter the paper with unnecessary redundancies.

The Human Perception of Pain in Conjunction with the Mind-Body Problem

The Human Perception of Pain in Conjunction with the Mind-Body Problem There is more research surfacing supporting the notion that people can control their pain. What is left under-examined is the notion of whether the pain is mediated by the brain, mind, or both. We all know that pain is an instinctive "sense" if you will, necessary to the survival of all living beings. Without pain, it would go unrecognized and exacerbate to the point of death. Pain is a protective mechanism essential to survival. There are three important claims here: One is that pain is actually a perception. The second, is the brain mediates the suppression of pain through a "gate" in the spinal cord. Lastly, since pain is a perception, the mind may decide the degree to which the "gate" is open, which therefore influences to amount of pain reaching the brain. Recent research provides evidence that certain brain structures mediate the spinal cord gate. Still controversial is whether receptivity to pain is biological in origin and completely dependent on the brain, or whether the min d, the entity in an individual responsible for thought, and feelings, conscious or unconscious, controls the nervous system and in the end manipulates one's perception of pain. Pain is defined by the International Association for the Study of Pain as "an unpleasant sensory and emotional experience associated with actual or potential tissue damage" (1). When pain is described in these terms we can see that pain is a perception, sort of like seeing and hearing. When pain is processed there are a number of brain structures activated, commonly referred to as the "central pain matrix" (2). It may seem irrelevant to delve into pain signal activation in the brain since it is seemi... ...that one's entire perception of pain may be conscious in origin and simply correlate to the mechanisms of the brain, rather than stem from just the brain entirely. References 1)Pain Anatomy http://www.ahs.uwaterloo.ca/~ranney/painanat.html 2)The Human Perception of Pain http://dubinserver.colorado.edu/prj/nva/humanperception.html 3)Brain Pain Pathways http://psych.athabascau.ca/html/Psych289/Biotutorials/19/intro.shtml?sso=true 4)Modification of pain within the spinal cord http://www.manbit.com/obstetspain/obnlp3.htm 5)The Skeptics Dictionary http://skepdic.com/mind.html 6)Mind and Body Interactions http://www.mindbody.org/ 7)Mind-Body-Medicine http://www.mind-body-medicine.com/ 8)Mind and Body Wellness http://membrane.com/ncata/lynn/ 9) Carlson, Neil R., Physiology of Behavior. Needham Heights: A Pearson Education Company, 2001.

General Hideki Tojo: war criminal Essay

World War II is one of the events in the modern history of mankind which is looked upon with mixed reactions considering what was lost and was created because of this war. This was a showdown not just of superpowers, but also of the most influential leaders in different countries. One of these leaders is Hideki Tojo of Japan, who led the country and its soldiers in the Pacific theater of operations during World War II versus Allied forces led by the United States. This was a set of many different battles, which, on a whole, was deadly and costly for both camps. Many would say that General Hideki Tojo was just a man doing his job consistent with the political, economic and military directions of the country. Like any other soldier and leader, Tojo was expected to make decisions that will appear harsh and inconsiderate to human life, but is this really the truth? Many dare challenge this. They believe that just like any other individual, Tojo always had options and choices and he was never forced to just one course of action that he did not wanted or approved. The truth is that he has options. How he selected his own course of actions especially during World War II speaks a lot about how Tojo is the archetypal villain and evil, in consideration to this man’s values as reflected in his goals, ambitions, actions and perspective. Bringing a villain like General Hideki Tojo to trial for his evil during World War II is a case that will be strongly supported by many different important reasons and justifications why such accusations are real and suitable for some like Tojo. These reasons and justifications would be laid out, spread and explained to ascertain Tojo’s undeniable complicity and role in atrocities and undesirable actions during World War II. Hideki Tojo’s trial regarding his military and political actions during World War II will feature the discussion of several different proofs that will establish Tojo and his role in these atrocities and unacceptable acts even during war time. There are four important aspects that serve as proof to establish Hideki Tojo’s acts of atrocities and unacceptable war time behavior during World War II. It led many people to believe that he was indeed the villain that endangered and put to slaughter not just the lives of the enemy but lives of his own men as well. The first proof of Tojo’s evil is his influence and active, conscious and direct role in the hostile imperialism of Japan. Tojo is described as â€Å"one of the most aggressive of the Japanese imperialists (Keegan, Wheatcroft 291). † Of course, history will show that no effort at expansion and imperialism is not without violence. The fact that this is expected, it does not mean that Tojo and his imperialist expansion-related violence, crimes and hostility will be accepted. On the contrary, if Tojo was indeed in favor of humanity, he should have learned from the lessons of the past like the imperialist tendencies of Europeans in the past. He should have seen this could result to death and bloodshed. He should have never subjected his people and other people in such condition wherein death and destruction is the main result. However, the self-centered, greedy and power hungry Tojo moved forward with his dreams of expanding by controlling other countries and territories through the use of military force. This resulted to the death of many people, Japanese and non Japanese alike. It was a deadly and lethal combination. Tojo had access to power and was war hungry. He looked at war as a necessity for Japan at the time, which is disputable even today (Benford 119). â€Å"Tojo has assumed for himself the three posts of prime minister, war minister and chief of army staff and was totally responsible for the conduct of the war and was determined that only war could bring Japan what it rightfully deserved (Benford 119). † Wohlstetter expressed the importance of this development (Wohlstetter 324). â€Å"Tojo has thus concentrated enormous power in his own hands, far more than any Premier of modern times. He is jingoistic and anti-foreign, particularly anti-Russian. He has strong pro-Axis leanings (Wohlstetter 324). † History has dubbed the attack on Pearl Harbor as an ignominy which will go down in history books as a dastardly act that will be continuously frowned upon. Because of the style and approach, Japan, and particularly Tojo, who was Prime Minister at that time (Gudykunst 276), took in this particular incident. It resulted to the deaths of many individuals; many of those are non-combatants and innocent civilians. The attack on Pearl Harbor is considered as one of the most evil of all forms of attacks during war time history and in World War II. It is an unforgettable and unacceptable act on the part of the Japan. If this is the case, then what does this say about the people who conceived and planned and executed it, among the many high ranking top brass of Japan to approve it is Tojo? It is Evil, pure evil. â€Å"Tojo ordered Japan’s attack on Pearl Harbor, and then led his nation in war for three years (Weston 182). † It is one thing to cause death in the battlefield, but it is another to resort to killing even non combatants and civilians just to inflict damage to the enemy and to help one side come closer to victory (it is explained this way because even though Japan’s attack was a serious blow to United States, Japan, in the end, did not win). In this event, Tojo resorted to a Machiavellian thinking. He believed that the end justifies the means. However, in the end, it was completely unfortunate that despite the sacrifices used as a means, they still were not able to achieve the ends. In this perspective, how will the sacrifice of men be seen, considering the failure to achieve the objective? Tojo’s military leadership that resulted to the deaths of many soldiers did not automatically make him an evil leader. What made him an evil leader is the fact that he did not conducted himself accordingly. His actions are often irrational to the point that it is immoral and unethical even during the state of war among nations. Pearl Harbor is an excellent example of this condition. Tojo’s hands are stained with the blood of the innocent, people who should have not been directed and accorded with hostility. They are nonetheless victimized by a man whose evil has become legendary – and heavily criticized – even before World War II would end with Japan accepting defeat eventually. The evil of Tojo is not just limited to Pearl Harbor. As a powerful and influential man who directed military actions during World War II, Tojo is responsible for the lives of men. These were military and non-military people that were hurt or killed throughout World War II in places that Japanese soldiers and soldiers controlled and conscripted by Japan operated in. It is no secret that after World War II, investigations about many different war crimes resulted in the surfacing of information regarding the presence of these atrocities. Even though this are undertaken by Tojo’s underlings, it was Tojo who is responsible in grooming and managing men who should know how to handle themselves admirably during war. Tojo’s lack of that same sense reflected in how his followers acted. As they say, the actions of members reflect the characteristics of the leader. Tojo is evil because he was directly or indirectly responsible for the acts of atrocities committed during the duration of World War II in places Japan controlled or fought in. Soon, investigators were able to fully judge beyond reasonable doubt that responsibility for war crimes rests on the shoulders of Tojo, for which the punishment is death. In the end, Tojo was arrested, and proven as a war criminal (Benford 119). For the enemies of Japan during the World War II, it is easy for them to say that Japan and its leaders are bad because of their acts of hostility towards them (Japan’s enemy). The real extent of evil inside a man is not found in how he treats his enemies, since hostilities are expected between and among enemies. The true evil is found in how a man appreciates the lives of the man that follows him and how he uses the faith and trust that his followers give him. It is in this last aspect of the proof of Tojo’s evil that one can truly see that Tojo is not evil in the eyes of his enemies, but is evil in consideration to what he had his men undergo, do and suffer. The achievement of an imperial domination which was close to impossible and was something that Japan as a country wanted but what the selected few desired for themselves. These individuals include Tojo. In analysis, Japan and its position economically and politically at that time allowed them many other options. For one, the battle was in Europe among old and new enemies. The reason why it spread in Asia and the Pacific is because of Tojo’s megalomaniac tendencies that endangered the lives of many men, not to mention the deaths of thousands and even millions of others as well. It is not easy to look of Hideki Tojo without bias, and why not? His curriculum vitae, during World War II, is proof of his responsibility in the military actions that resulted to death, destruction and acts of atrocity, among others. History and related literature gave Tojo many different titles besides the one’s he officially owned at one time, titles which he earned because of his actions. For example, he was described as â€Å"supreme war lord (Butow 440)†, and not just military leader. Notice the impact that the writer was going for when using the term â€Å"war lord† in consideration to what was being implied and how the writer was trying to describe Tojo more accurately and vividly with the use of such term. Evans described Tojo as â€Å"an arch enemy (Evans 329)† and placed Tojo alongside other unpopular megalomaniac who was also responsible for death, destruction and atrocity including Hitler and Mussolinni. He was described as standing side by side and among the most hated men during that time. â€Å"During World War II, the three most hated men in the world were Hitler, Mussolini and General Tojo Hideki (Weston 182). † Hill believes that he was an aggressor similar to Hitler (Hill 86). â€Å"Hitler and Tojo were planning every imaginable step and they had jointly executed a policy of world aggression (Hill 86). † Works cited Benford, Timothy B. Pearl Harbor Amazing Facts! Utah: American Book Publishers, 2001. Butow, Robert Charles Joseph. Tojo and the Coming of the War. California: Stanford University Press, 1961. Evans, David. Ramblin’ on my mind: new perspectives on the blues. Illinois: University of Illinois Press, 2008. Gudykunst, William B. Communication Yearbook. California: Routledge, 2002. Hill, Richard F. Hitler attacks Pearl Harbor: why the United States declared war on Germany. Colorado: Lynne Rienner Publishers, 2003. Keegan, John and Andrew Wheatcroft. Who’s who in military history: from 1453 to the present day. London: Routledge, 1996. Weston, Mark. Giants of Japan: The Live of Japan’s Most Influential Men and Women. New York: Kodansha America, 2002. Wohlstetter, Roberta. Pearl Harbor: warning and decision. California: Stanford University Press, 1962.

John Stuart Mill And Emmanuel Kant - 916 Words

John Stuart Mill and Emmanuel Kant would have very easy explanations on their views on the following case: Amy is very hungry, and considers the following plan: walk into a restaurant, order and eat the food, and walk out without paying. The wrongness of the act is practically self-explanatory. It is wrong to get away with a service that needs to be paid for. Aside from the fact that such act is illegal, because after all, Amy would technically be stealing from the restaurant, it is also morally wrong. Following the consideration of whether the act is wrong, Mill has a better explanation of why it is than Kant. Kant’s approach to morality does not seem to be as supportive as Mill’s. He begins his morality theory by the concept of good will. Here he explains how good will can be â€Å"good without qualifications.† (Kant 393) He continues to explain that will is good in it, not only because of the effects it has, but also because of the quality. The quality of will is what determines if an action is a moral one or not. Following this, Kant indicates that commands and imperatives are the two important factors that help the will. The imperatives are set into two different types, which are categorical and hypothetical. Between these two, he personally thinks that only categorical imperatives can be part of the laws of morality. He explains that the reason why is because categorical imperatives are what start up the self-will, hypothetical imperatives don’t. They depend highly on theShow MoreRelatedEssay Kant vs. Mill: Human Rights and Utilitarianism1729 Words   |  7 Pages including philosophical theories in the past. This paper looks at the theories of two philosophers, Emmanuel Kant and John Stuart Mills, and how their teachings can be used to explain the sources of human rights. Kant’s moral philosophy is very direct in its justification of human rights, especially the ideals of moral autonomy and equality as applied to rational human beings. John Stuart Mills’ theory of utilitarianism also forms a solid basis for human rights, especially his belief that utilityRead MoreMoral Theories Of Human Rights1433 Words   |  6 Pagesimportant human rights represented in the philosophy of human rights. Key words Understand, Philosophy, Human rights, Reality, Moral theories Introduction The philosophy of human rights was coined by the philosophies of Emmanuel Kant, John Locke, Jean Jacques Rousseau, John Stuart Mill. These authors advocated for human rights in their philosophies. They brought in the aspect of political freedom, inequality and liberty within a society and also they dealt with the reality of moral theories by puttingRead MoreThe Mill Vs. Kant : An Evaluation Of Their Approaches Towards Ethics1730 Words   |  7 Pages Mill vs. Kant: An Evaluation of their Approaches Towards Ethics John Stuart Mill and Emmanuel Kant both have very distinct ideals and principles. Though they were both philosophers within the same century, but their ideals did not align with each other. Mill focused more on overall happiness, while Kant focused more on the reasons people have for committing certain actions. This is important because it makes the validity of actions and their moral worth put in question. The problem being addressedRead MoreAlexander : The Human Resource895 Words   |  4 Pagesback the money, and provide for her daughter if Alexander does not report her. MILL Philosopher John Stuart Mill values the idea of â€Å"Utilitarianism.† Utilitarianism is the belief that actions are right, if it is beneficial to the majority, or the â€Å"greater good.† Another exception to utilitarianism is, as long as there is an absence of pain that will result in maximising happiness, then the action is justified. Mill argues that the major source of unhappiness is caused by selfish intent. StealingRead More The Greatest Happiness Principle Essay1376 Words   |  6 Pagesassess the concept of the principle of utility as given by John Stuart Mill. In the essay â€Å"What Utilitarianism Is† #, Mill presents the theory of Utilitarianism, which he summarizes in his â€Å"utility† or â€Å"greatest happiness principle† # (Mill 89). Mill’s focus is based on an action’s resulting â€Å"happiness,† # pleasure and absences of pain, or â€Å"unhappiness,† # discomfort and the nonexistence of contentment, r ather than the intentions involved (Mill 89). After evaluating Mill’s principle, I will then endRead MoreContrasting the Ethical Theories of Immanuel Kant and John Stuart Mill1950 Words   |  8 PagesThe purpose of this essay is to contrast the ethical theories of Immanuel Kant and John Stuart Mill, I will look at some possible criticisms that both Kant and Mill could take on each other’s theory and how each one would respond to the criticisms. In the end I will make a personal assessment of the theories in line with the criticisms and responses from both Kant and Mill. The foundation of Kant’s ethical theory is what he calls the categorical imperative and this is one of the important aspectsRead More Nothing Can Be Good or Evil in Itself Essay903 Words   |  4 Pagesfavorable character, wholesome, and virtuous. (Merriam-Webster)   A good will is not good because of what it effects or accomplishes--because of its fitness for attaining some proposed end: it is good through its willing alone-that is, good in itself. (Kant)   In essence, the traditional sense of good is an act done only with the benefit of others in mind rather than for ones own personal interests.   However, for society to view this as good, an act must be intended to benefit society as a whole as wellRead MoreCompare Utilitarian and Deontological Theory1821 Words   |  8 Pagesphilosopher, Immanuel Kant (1724-1804). According to Kant, it is the only way of making moral decisions. Another definition for deontology is that it is an approach to the justification in which priority is given to the fundamental principles (Thompson et.al 2000;364) Utilitarianism is an act which is right when it promotes happiness and is wrong when it promotes unhappiness. Jeremy Bentham (1748-1832) was the founder of this theory and John Mill (1706-1873) became the advocate. John Bentham (1748-1832)Read MoreIntroduction to Immanuel Kant’s Theory of Deontology1382 Words   |  6 Pagesmeans to an end†. In the first set of questions listed at the end of chapter six I was encountered with a statement from Emmanuel Kant that revolved around the topic of â€Å"good will†. Kant read, â€Å"Actions are morally good only if they are done because of a good will† What Kant is saying is that consequences don’t make an action morally good, but on the other hand, good will does. Kant describes good will as a respect for the moral law expressed through ones intentions (Rosenstand, 283). The person mustRead MoreThe Legal Ethics Of The Unlicensed Engineer Essay1349 Words   |  6 Pagesinvolved. Initially, an analysis of the Lander actions and defense are primarily based upon the utilitarianism school of thought. John Stuart Mill (1806- 1873) stipulates that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. Happiness, in this case, denotes pleasure and hence the absence of pain (J.S. Mills, Utilitarianism, ed. Oskar Piest, Indianapolis, Ind.: Bobbs- Merrill, 1957 p.10). Therefore, his actions are geared towards

How to Write a Graduation Speech as Valedictorian

The valedictory speech is a staple of graduation ceremonies. It is usually delivered by the valedictorian (the student with the highest grades in the graduating class), although some colleges and high schools have abandoned the practice of naming a valedictorian. The terms valedictory and valedictorian come from the Latin valedicere, meaning a formal farewell, and this is core to what a valedictory speech should be. Understand the Goal The valedictorian speech should fulfill two goals: It should convey a sending off message  to the members of a graduating class, and it should inspire them to leave school ready to embark on an exciting new adventure. You likely have been chosen to deliver this speech because youve proven you are an excellent student who can live up to adult responsibilities. Now its time to make every student in your class feel special. As you prepare your speech, think about your shared experiences with the class and the people with whom you shared them. This should include popular and quiet students, class clowns and brains, teachers, principals, professors, deans, and other school employees. Its important to make everyone feel as if they played an important role in this shared experience. If you have limited experience in certain aspects of school life, ask for help in collecting important names and events you might not know about. Are there clubs or teams that won prizes? Students who volunteered in the community? Compile a List of Highlights Make a list of highlights of your time in school, putting more emphasis on the current year. Start with these brainstorming questions: Who received awards or scholarships?Were any sports records broken?Is a teacher retiring after this year?Did your class have a reputation with teachers, good or bad?How many students remain from freshman year?Was there a dramatic event in the world this year?Was there a dramatic event at your school?Was there a funny moment everyone enjoyed? You might need to conduct personal interviews to learn about these benchmarks. Write the Speech Valedictory speeches often combine humorous and serious elements. Start by greeting your audience with a hook that grabs their attention. For example, you could say, Senior year has been full of surprises, or Were leaving the faculty with lots of interesting memories, or This senior class has set records in some unusual ways. Organize your speech into topics describing these elements. You might want to start with an event thats on everyones mind, such as a championship basketball season, a student featured on a television show, or a tragic event in the community. Then focus on the other highlights, putting them into context and explaining their importance. For example: This year, Jane Smith won a National Merit Scholarship. This may not seem like a big deal, but Jane overcame a year of illness to achieve this goal. Her strength and perseverance are an inspiration to our whole class. Use Anecdotes and Quotes Come up with anecdotes to illustrate your shared experiences. These brief stories can be funny or poignant. You could say, When the student newspaper printed a story about the family who lost their home to a fire, our classmates rallied and organized a series of fundraisers. You can sprinkle in quotes from famous people as well. These quotes work best in the introduction or conclusion and should reflect the theme of your speech. For example: The pain of parting is nothing to the joy of meeting again. (Charles Dickens)You will find the key to success under the alarm clock. (Benjamin Franklin)There is only one success: to be able to spend your life in your own way. (Christopher Morley) Plan for Time Be mindful of the appropriate length of your speech. Most people speak about 175 words per minute, so a 10-minute speech should contain about 1,750 words. You can fit about 250 words onto a double-spaced page, so that translates to seven pages of double-spaced text for 10 minutes of speaking time. Tips for Preparing to Speak Its important to practice your valedictory speech before giving it. This will help you troubleshoot problem spots, cut boring parts, and add elements if youre running short. You should: Practice reading your speech aloud to see how it soundsTime yourself, but remember you may speak faster when youre nervousFocus on remaining calmPut aside comedy if it feels unnaturalBe tactful if broaching a tragic topic you feel needs to be included. Consult a teacher or adviser if you have any doubts. If possible, practice your speech using the microphone in the location where youll be graduating—your best chance might be just before the event. This will give you an opportunity to experience the sound of your magnified voice, figure out how to stand, and get past any butterflies in your stomach.

Essay on Athletes and the Effects of Pre-Game Jitters

Hours before a match, athletes in all corners of the world tend to freak out due to all the psychological factors that accompany performance in sports. Stop for a quick second and imagine becoming a Manchester United Striker or a Denver Broncos Wide-Receiver. For those who did not know already, these two positions are among the hardest in the sports world to play. Not only must the person assigned to these positions stay up until the early hours of the morning studying plays and formations so they might better assist their team come match day, but they also act as the main way the teams they play for get any points. If the expectation of being the team’s top scorers isn’t enough, they must also act as an inspiration to every other†¦show more content†¦It can be determined by the results presented that athletes in one way or another do in fact experience pre-game jitters. In turn, this can negatively impact an athlete’s performance. Secondly, when an athlete first steps on to the pitch they instantly form a bond with every single member of the crowd that came to watch them play. This bond however can not only be good, but it can be bad as well. According to A Psychoanalysis of Sports by Dustin Ervin, â€Å"The sport is the stage, athletes the characters, and crowd the audience† (Ervin 33). In simple terms, the crowd acts as audience that comes to see the athletes â€Å"characters† play. The athletes preform their sport on the field. Now if you ever have been to a play or have seen one in cinemas, you would note that the audience can show multiple attitudes towards the film based upon how it presents itself. This is the same for crowds watching athletes on the field. If the crowd approves of a particular athlete’s performance, or the team as a whole, they will erupt with cheers and applause. However, if they detest the performance that they are given, boos will be heard around the sta dium. The athlete’s performance is also based around this feedback. If the crowd is booing the athlete then he or she might simply perform poorly for the rest of the match. But, if the crowd is cheering the athlete on the urge to keep pleasing the crowd grows as does the performance of the athlete. Finally,Show MoreRelatedNfl and Yoga1502 Words   |  7 Pagesnormal; entire sports teams and all other types of athletes are realizing the benefits of, and therefore adapting yoga to their training programs. Yoga is no longer just a class for women who want to feel more grounded, but reformed into a vital tool for athlete training. The most notable effects can be seen in high-strung, often injured, National Football League players who may not be the first to say Here! on a yoga role call. The athletes, however, will experience benefits, such as quickerRead MoreEnergy Drinks Essay1231 Words   |  5 Pagesthem. These five major ingredients are taurine, vitamin b6, b12, b3, and especially caffeine. Caffeine, however, is the most common stimulant. â€Å"Caffeine is the most widely used drug on the planet and has been used for centuries for its stimulating effects† (energy fiend.com). Most energy drinks contain between seventy to two hundred milligrams of caffeine each. For exa mple, a full can of Rockstar contains one hundred sixty milligrams of caffeine. Caffeine stimulates the central nervous system, whichRead MoreCogave+Energy+Drink+Marketing+Plan7253 Words   |  30 Pagescan adjust to changes in our organizational unit and value chain more dynamically than a larger corporation with methodologies already set in place Weaknesses * Lack of brand awareness - Cogavem is a new brand and company so we will not have any pre-established recognition among consumers. To resolve this issue we will do heavy promoting prior to product launch and during its beginning phase of introduction. * Upward pressure of supply cost - Since our product uses natural ingredients, itRead MoreOverview of Hrm93778 Words   |  376 Pagesfactory, were altered to determine the effects of these changes on productivity. The researchers found no systematic relationship between the factory lighting and production levels. In some cases, productivity continued to increase even when the illumination was reduced to the level of moonlight. The researchers concluded that the workers performed and reacted differently because the researchers were observing them. This reaction is known as the Hawthorne Effect. This conclusion led the researchers

Moral development Free Essays

According to the Social Learning Theory, our moral behavior is shaped by the reinforcement and punishment stimuli through the process of learning. It means that if a child was punished in the past for a certain behavior and is faced with such a situation again, he/she will avoid this behavior. As a social being, a person lives within a group or a community and â€Å"tends to perform actions and behave in a manner conducive to community approval†. We will write a custom essay sample on Moral development or any similar topic only for you Order Now The greatest criticism of this theory is that â€Å"it does not provide a proper overall personality assessment†. â€Å"It focuses more on the factors perceived as negative by the learner – it does not account for what may be considered positive.† (Social Learning Theory) According to Kohlberg’s theory of moral development, â€Å"there are six identifiable stages of moral development† which could be classified into three levels. (Kohlberg’s stages of moral development) The pre-conventional level. In stage 1, â€Å"people behave according to socially acceptable norms because they are told to do so by some authority figure†. â€Å"This obedience is compelled by the threat or application of punishment.† Stage 2 â€Å"is characterized by a view that right behavior means acting in one’s own best interests†. (Barger, Robert N. A Summary Of Lawrence Kohlberg’s Stages Of Moral Development) The conventional level. In stage 3 individuals â€Å"seek approval from other people’. Stage 4 is â€Å"oriented to abiding by the law and responding to the obligations of duty†. (Barger, Robert N. A) The post-conventional level. Stage 5 is â€Å"an understanding of social mutuality and a genuine interest in the welfare of others.† Stage 6 is â€Å"based on respect for universal principles and the demands of individual conscience.† (Barger, Robert N. A) It appears that people rarely reach stage 6 of this model and Kohlberg â€Å"had difficulty finding participants who use it†. (Kohlberg’s stages of moral development) â€Å"One criticism of Kohlberg’s theory is that it emphasizes justice to the exclusion of other values† and â€Å"may not adequately address the arguments of people who value other moral aspects of actions.† Carol Gilligan has argued that the theory is â€Å"male-centric† and â€Å"did not adequately describe the concerns of women†. (Kohlberg’s stages of moral development) Kohlberg claimed his  six stages are cultural-universal. Simpson (1974) argues that â€Å"Kohlberg’s interview employs analytic and theoretical modes of thought and language such as â€Å"justice, equality and reciprocity at a high level of abstraction† which are not valued by many cultures†. According to Bergling (1981), Kohlberg’s stages 1 – 4 are â€Å"empirically supported in western industrialized countries but findings from the Bahamas and British Honduras fail to support even a stage 4†. (Ma, King Keung Problems In The Cro ss-Cultural Study Of Moral Judgment Development) BIBLIOGRAPHY: Barger, Robert N. A Summary Of Lawrence Kohlberg’s Stages Of Moral Development,(August, 23 2005) Kohlberg’s stages of moral development,  http://en.wikipedia.org/wiki/Kohlberg’s_stages_of_moral_development (August, 23 2005) Ma, King Keung Problems In The Cross-Cultural Study Of Moral Judgment Development, http://66.249.93.104/searchq=cache:LAHMEA0UqdAJ:sunzi1.lib.hku.hk/hkjo/view/33/3300251.pdf+weak+points+in+Kohlberg%60s+moral+development+theory+;hl=uk (August, 23 2005) Social Learning Theory, http://www.termpapergenie.com/SocialLearningTheory.html (August,24 2005) How to cite Moral development, Essay examples Moral Development Free Essays Moral development 0-19 There is no moral development between the ages 0 and 18 months. 18mths to 2years- Is sensitive to adult approval and disapproval and will actively seek to make adults happy despite their tantrums. 2 to 3years- appears independent and wants to be good, but is not yet mature enough to be able to carry out most promises they make. We will write a custom essay sample on Moral Development or any similar topic only for you Order Now 3 to 4years- Begins to know right from wrong. Finds other’s opinions of self to be important. Is more self-controlled and less aggressive. Uses extreme verbal threats such as, â€Å"I’ll kill you,† without understanding. 4 to 5years- Is becoming aware of right and wrong; usually has desire to do right; may blame others for own wrongdoing. 5 to 6years- Is interested in being good, but may tell lies or blame others for wrongdoings because of intense desire to please and do right. Wants to do what he/she believes is right and avoid what is wrong. 6 to 7years- Is very concerned with personal behavior, particularly as it affects family and friends; sometimes blames others for own wrongdoing. to 8years- May experience guilt and shame. 8 to 12years- Is very conscious of fairness and is becoming highly competitive. Argues over fairness; has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them. Is clearly acquiring a conscience; is aware of right and wrong; wants to do right, but sometimes overreacts or rebels against a strict conscience. H as strong sense of justice and a strict moral code. More concerned with what is wrong than what is right. Has strong need to fit in with peer-group morals. 12-16years- Knows right and wrong; tries to weigh alternatives and arrive at decisions alone. Is concerned about fair treatment of others; is usually reasonably thoughtful; is unlikely to lie. 16-19years- Is confused and upset about differences between stated values and actual behaviours of family and friends; experiences feelings of frustration, anger, sorrow, and isolation. May be interested in sex as response to physical-emotional urges and as a way to participate in the adult world. How to cite Moral Development, Papers Moral Development Free Essays The elementary years can be considered as a crucial point when it comes to the character formation of a person. This is where he faces new things; knowledge and information that could greatly affect his life in the future. This is the time in the child’s life where he or she develops a concept about what’s good or bad. We will write a custom essay sample on Moral Development or any similar topic only for you Order Now Because of this, adult intervention is necessary; parents as well as teachers should do their best in supervising every step of development their children undergoes. In Kohlberg’s theory, the time when children enter elementary school is his second in three broad levels of moral development (Boeree, 2003). This is the conventional morality level, wherein the definition of right and wrong would usually depend on â€Å"what the people would say† (Colman, 2001). This part is what requires most adult attention, since they are the ones the children look up to, being the basis of what they would follow in the future. This stage is further divided into two sub-stages. The first stage is the good boy/good girl stage, wherein children try to live up to what others expect them to be, as well as seek their approval in everything they do. It is important for adults to show them the â€Å"right things† because everything they do becomes a basis of the children’s actions. Another sub-stage is the law and order stage, where children now takes a perspective that involves the social system as well, taking into consideration the rules and laws of the society they are living in, as well as the authorities they have to follow. At these elementary years, we can address the teaching of moral development in schools by devising or structuring out what should be taught to these children (Nucci, 2002). At this stage, they should be already provided with the basic laws and regulations that they should follow as a â€Å"good citizen†. These could start by introducing the school laws and regulations and relating it to the laws of the society. Another concern also would be about their teacher. These children’s teacher should be a model they could look up to as a person, so that their concept of conventional morality would depend on what their teachers show them. References: Boeree, C. G. (2003). Moral Development.  Ã‚   Retrieved November 10, 2007, from http://webspace.ship.edu/cgboer/genpsymoraldev.html Colman, A. M. (2001). Conventional Morality. In A Dictionary of Psychology: Oxford University Press. Nucci, L. (2002). Moral Development and Moral Education: An Overview.  Ã‚   Retrieved November 10, 2007, from http://tigger.uic.edu/~lnucci/MoralEd/overview.html       How to cite Moral Development, Essay examples