Review of «Adapting Kohlberg to Enhance the Assessment of Managers Moral Reasoning» by James Weber

Review of  «Adapting Kohlberg to Enhance the Assessment of Managers Moral Reasoning » by James Weber Introduction This write-up intends to review an article written by James Weber titled Adapting Kohlberg to Enhance the Assessment of Managers’ Moral Reasoning. The main areas that this essay will tackle include: the basis of the article, the main points presented in the article and a critical evaluation of the article with reference to how well the article achieves its goals, shortcomings, possibilities suggested by the article and conclude with the most convincing points.Advertising We will write a custom essay sample on Review of  «Adapting Kohlberg to Enhance the Assessment of Managers’ Moral Reasoning » by James Weber specifically for you for only $16.05 $11/page Learn More In the article, Weber seeks to illustrate how to enhance Kohlberg’s Moral Judgment Interview and the Standard Issue Scoring Method by conducting an empirical study that uses four adaptations. The main purpose of the article was to illustrate that, there are ot her scientifically acceptable methods, which are, a modification of Kohlberg methods that can be utilized in the quest of enhancing the assessment of the level of moral reasoning for managers. Based on the evidence presented inform of discussions and sample interview questions, Weber was able to convince me on the applicability and generalization of his findings. Background information Conflict resolution in any organizational setting is an essential facet that ensures proper workplace relations, interactions and performance thus ensuring that organizational goals are met in due time. Weber in this article strives to provide better ways of assessing the manager’s level of reasoning with reference as to how they deal with emerging conflicts in the workplace. In order to critically evaluate the applicability, generalization and the internal validity of Weber’s empirical research, I will evaluate the nature and scope of his literature review, sample size, data collection tools, data presentation and analysis and discussions. Summary Weber has justified the relevance of assessing the level of moral reasoning for managers by indicating that managers are continuously faced with substantial conflicting issues in the work place thus, the need to assess their level of ethical and moral reasoning in dealing with such issues (293). Further, to justify for the need to come up with adaptation strategies that are relevant for assessing the moral reasoning for managers, Weber identifies the major shortcomings of Kohlberg instruments of moral assessment by indicating that, â€Å"Kohlberg’s objective was to assess the development of an individual’s moral reasoning from childhood to adult hood†, which is contrary to what Weber sort to assess (294).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Further, Weber has explained Kohlberg assertio n of the reasoning development stages as proconvetional, conventional and postconventional. Weber explains that, according to Kohlberg method of assessing the level of moral reasoning, this stages are relevant in the sense that they present an individual’s reasoning from childhood through to adult hood in relation to the environment that the inhabit (295-296). To test his hypothesis, Weber prescribes four adaptation strategies that build on Kohlberg’s methods. They include more moral dilemmas that are familiar to the client as opposed to familiar dilemmas, probe questions that expound on organizational values, written interviews, as opposed to oral interviews and a Standard Issue Scoring that is more particular on moral concepts (297-304). Weber’s findings indicate that when the managers’ moral reasoning were assessed based on familiar dilemmas, and unfamiliar dilemmas, the responses assessed indicated that familiar dilemmas scores were low and, that they were better placed to assess the level of moral reasoning. Results also indicate that more managers were willing to be interviewed through written interviews â€Å"97%† as opposed to the â€Å"50† response rate recorder for oral interviews (304). Further, the introduction of follow up questions that were related to organizational values was significant in evaluating the managers’ moral responses. Results also indicate that the inclusion of a Standard Issue Scoring tool that was centered on moral concept was insignificant (308). Critical evaluation The main agenda behind Weber’s article was to demonstrate that, there were other viable recognize scientific options other than the conventional Kohlberg moral reasoning assessment tools. Through a well though sample size for the two sets of interviews (oral and written), Weber was able to prove that more managers were inclined to written interviews as it took less time (304-305). Further, the inclusion of the used interview questions (Appendix A) and the use of correlation analysis were tremendously important in this study in order to indicate the differences between Weber’s adapted methods and the original Kohlberg methods. Therefore, the article was able to achieve its goals. The article suggests that, it is possible to come up with a Standard Issue Scoring method that is more competent than Kohlberg’s, by conducting more research on the tool.Advertising We will write a custom essay sample on Review of  «Adapting Kohlberg to Enhance the Assessment of Managers’ Moral Reasoning » by James Weber specifically for you for only $16.05 $11/page Learn More He also suggests that, there is a possibility that, a researcher who uses his third adaptation (use of probe questions that focus on organization value) might not get the exact level of moral reasoning because, that adaptation requires careful considerations with reference to the type of que stions asked (308). Generally, the article indicates that, it is possible to use the four adaptations and arrive at a much better conclusion. The general format and presentation of the article was excellent; however, there were some minor shortcomings which included an extremely short literature review and a shallow discussion that had minimal comparison to other research findings on the same topic. Conclusion In conclusion, Weber’s article was exceptionally informative as it derived various convincing points such as it is possible to conduct better moral reasoning assessments for managers by using interviews in written form as opposed to oral interviews and using more familiar dilemmas as opposed to unfamiliar dilemmas. The article also acknowledges that, organizational values have a lot of bearing on how managers resolve conflicts and that a more consistent Standard Issue Scoring tool needs to be developed. Weber, James. â€Å"Adapting Kohlberg to enhance the assessment o f managers’ moral reasoning.† Business Ethics Quarterly 1.3 (1990): 293-318. Print.

Great Ideas to Make Your 21st Birthday Memorable

Great Ideas to Make Your 21st Birthday Memorable Turning 21 is a rite of passage for Americans  since its the age when its finally legal to drink alcohol. Its the last milestone of official adulthood, with the right to vote set at 18, the right to marry varying by state, and the right to drive extended to kids as young as 16.   Getting stone-drunk on your birthday may sound like fun in theory, but it may make memories of the evening hazy later on. So here are some ideas to bring in your big 21 like a mature adult. Travel Someplace New Make your 21st year the year of globe-trotting. You dont need a big budget to travel. Ditch the lavish hotels, and go for small, inexpensive ones, or even check out hostels. You can also connect with friends abroad and stay with people you know. That way, you get to experience the local flavors and a great cultural experience.   Even if your budget doesnt allow for overseas travel, try to find a way to get out of your comfort zone for a while, to meet new people and experience new things.   Visit Your Childhood Home If you have relocated since your childhood, visit the place you were born. Meet old neighbors, family friends, and people you once knew. Perhaps they have pictures or stories to share with you. When you revisit your place of birth, you realize what a long way youve come.   Of course, if its not possible to make the visit, or if childhood memories of your birthplace arent happy ones, you can take some time to reconnect with old acquaintances and family you havent seen or spoken to in a while. Birthdays are a good time to look back on all youve achieved.   Donate to Charity How about giving away all the stuff that you have grown out of? Find a charity organization that will be happy to collect your old belongings. There is a certain joy in giving. You will cherish this memory forever. Drink Responsibly If you plan to go out partying with friends, make sure to have someone sober to drive you home safely or that you have a smartphone to contact a taxi or a ride-share service. No driving after youve been drinking alcohol. Reflect on Your Milestones and Plan Ahead As you grow older, you are also supposed to grow wiser. Your 21st birthday is the perfect occasion to plan your future. Look back at the milestones you achieved and ponder about your life ahead: What do you want to do over the next year? How do you plan to improve your life? What are the mistakes you never want to repeat? Quotes About Getting Older And finally, here are a few quotes that may give you inspiration for your 21st birthday: The man who views the world at fifty the same as he did at twenty has wasted thirty years of his life. – Muhammad Ali When a man is tired of life on his 21st birthday it indicates that he is rather tired of something in himself. –​ ​F. Scott Fitzgerald At twenty years of age, the will  reigns; at thirty, the wit; and at forty, the  judgment.   –  Benjamin Franklin Live as long as you may. The first twenty years are the longest half of your life. – Robert Southey Nature gives you the face you have at twenty, but its up to you to merit the face you have at fifty. – Coco Chanel How swift have flownTo me thy girlish times,A woman  grown  beneathMy heedless eyes!In vain I rackMy fancy to believeThe almanac,That speaks thee twenty-one.– Charles Lamb

Virtual Team Management & Success Essay Example | Topics and Well Written Essays - 3750 words

Virtual Team Management & Success - Essay Example Naturally, while this method of team management worked in the past, that was largely because there was no other way and people learned to adapt. With modern technology, making virtual meetings a reality, productivity can increase and much more can be gained through virtual teams in a focused amount of time (Benson, 2013). With this virtual method of teamwork now a distinct possibility for many organizations around the globe, there is a renewed interest in the concept of virtual team management. It is always important to maximize the resources of a team, and this becomes increasingly true when the majority of the team members are not physically present to bounce ideas off of one another and collaborate in a personal manner. As such, this paper is dedicated to the discussion of what it takes to build a high performance virtual team, and what goes into effectively managing them to result in a profitable and effective work environment. There are a plethora of communication tools available today that is enabling enterprises around the world to have the ability to create project teams that literally include valuable team members from around the globe. In order to build such a high performance virtual team, however, one must fully understand how to effectively integrate team members from various cultures and background to fit together in a virtual environment. There is little room for error, as the assigning of an important task to the wrong person or group can result in costly delays and project overruns. A virtual work team has been defined as the building of a group of people with complementary skills who are equally committed to a common purpose and objective. They are also committed to the development of a set of performance goals and are focused on a task-oriented approach to completing a project, by which team members are individually responsible for their own roles or tasks that are designed to contribute to the common core

SOCIAL CONTEXT OF HEALTH Outline Example | Topics and Well Written Essays - 250 words

SOCIAL CONTEXT OF HEALTH - Outline Example Once every individual takes care of his/her health in a community, it will lead to a healthy community. Most minor cases of illnesses are treated and can be managed at home. The traditional approach of health has become common in the day to day world (Helman, 1978). In the past, illnesses were believed to be a result of satanic possessions or witches. Good health was brought about by balance in people, which included a balanced diet, exercises and sleep. If you got sick, it meant there was some imbalance (Heaman and Hardy, 2002). The theory of Miasma, developed in mid-17th century, leads to the interest of improving hygiene and sanitation. It resulted from poisonous gases that came from decayed matters in the soil and stagnant water and unhealthy jobs (Hardy, 1999). It made people be careful of their environment and make it clean and clear stagnant water. Helman’s work was based on the concept of ‘feed a cold, starve a fever’. Changes in temperature for example a fever is seen as ones carelessness (Helman, 1978). If a person exposes him or herself to cold, rainy weather he is bound to get sick so if people keep warm when needed it can prevent infection and for those who already get a cold can manage the sickness at home by resting in bed and eating and drinking hot food and drinks(Hardy, 1999). Helmans work tried to explain treatment in a lay-man’s language instead of scientific ways that are complicated to understand especially for ordinary people (Helman, 1978). Although sickness at times is beyond our control, the best way of preventing sickness and promoting health is by people to take responsibility of their own health. Hardy, A. (1999). Edwin Chadwick Revisited Christopher Hamlin, Public health and social justice in the age of Chadwick: Britain, 1800–1854, Cambridge History of Medicine series, Cambridge University Press, 1998. Medical History, 43(2),

Posner & Petersen Essay Example for Free

Posner Petersen Essay With the advent of technology and the increasing complexity of the human machine interface, the demands on the attentional capacity of human operators in these evolving systems is very high. Broadbent (1958) was the first to propose a theory on attention; he argued that we have severe limitation on our ability to pay attention to more than one event. According to him the source of this limitation is an internal filter that accepts one message and rejects others. The view that our attention is limited comes from the presence of the cocktail party problem and air traffic controllers which are essentially attention-switching problems. Thus in our technologically advance world, where everything is a sensory experience, it is apparent that the stimulus overload in our sensory modalities may lead to diminished performance. The importance of attention to performance has been widely accepted, it is a necessary component in mental processing (Posner Petersen, 1990). In controlled laboratory experiments on dichotic listening (Cherry, 1953) which is more widely known as shadowing found that listeners could report much of what was presented to the attended ear but little if anything about the contents of the message in the unattended channel. We use our attention to choose and increase the processing of stimuli that are most significant at each moment. Directing attention to a stimulus leads to lower perceptual thresholds, faster reaction times and increased discrimination accuracy (Rorden Driver, 2001). However, the study of attention remains to be a challenge for most researchers due to its ambiguity and the difficulty in measuring it. Neurological and cognitive explanations of attention have abounded in recent years and have afforded us with a better way of understanding attention (Posner Petersen, 1990). Posner (1980) in his article devised a theory of understanding attention that gave us a deeper understanding of the human spatial attentional process in the perceptual domain. He proposed that understanding the mechanisms of orienting; detecting, locus of control and covert and overt orienting can be used in explaining how spatial attention functions. The most important of which is his differentiation of locus of control which are external and central controls, or for purposes of this study it is referred to as exogenous and endogenous processing. Exogenous processing refers to events controlling the orienting of attention outside the mechanisms or more specifically stimulus driven responses. For example when a stimulus draws the attention of the mechanism to a particular area in space the detection of other target events in that area become more likely. Meanwhile, endogenous processing is where the central mechanism alone directs the allocation of attention to a particular are in space through such means as instruction or probability of target events occurring in the appropriate area of space. Likewise, Posner also distinctly categorized orienting into overt and covert orienting. He said that being able to distinguish covert form overt orienting one must first be able to measure covert orienting without using overt head and eye movements. Previous studies on attention had focused on vision rather than other senses. The numerous studies on visual attention had based their assumptions on the localization of visual receptors and eye movement. Recently, the paradigms used to measure visual attention have also been applied to auditory attention. Researchers Spence and Driver (1994) had demonstrated in their experiments that the cuing paradigm can also be applied to auditory attention. They found that covert orienting does occur in human auditory system and that it influence localizations in the exogenous tasks and both localization and pitch discrimination in the endogenous tasks. Given the limited theories and scientific experiments on auditory attention it is of importance to replicate the said study to validate their findings and possibly explore new findings. However, in the present study, 3-dimensional audio is used to generate cues as opposed to the free-field cues used in the original experiments. Using 3-dimensional audio as opposed to free-field sound has been found to be more effective in controlling for front-back confusion, wherein the sound is identified as coming from an incorrect hemifield and given that high occurrence of this confusion can lead to localization errors thus the choice of using 3-dimensional audio (Parker, et. al. , 2004). However, early researches using 3-dimensional audio as compared to free-field sound have generated dubious results, like in a study where virtual and free-field sound was compared in terms of cues associated with movement of the head found that the front-back confusion rate for virtual sound have been double to that of the free-field (Wightman Kistler, 1989). Upon exclusion of front-back errors in the analysis, the localization errors were still greater for virtual sound. The conflicting results of auditory studies have led researcher Martin, McAnnaly and Senova (2001) to devise a system that would enable the use of virtual audio by ensuring that its quality is equivalent to that of free-field sound with respect to front-back confusion and localization errors. In contrast, it was found that non-individualized 3-dimensional audio is associated with an increase in front-back confusion, poor localization acuity and poor externalization (Begault Wenzekm 1993; Moller, et. al. , 1996, Wenzer, et. al. , 1993). Parker et al (2004) investigated the effectiveness of using virtual 3-D audio in a high workload flight simulation task. They supplemented the head-down displays with high-fidelity 3-D audio, and found that when the virtual 3-D audio was presented visual acquisition time was quicker. Furthermore they found with the virtual 3-D audio presented perceived workload was reduced and situational awareness was improved. Flanagan et al (1998) also used virtual 3-D audio in an experiment which compared an unaided search with visual and auditory search cues for targets outside the visual field. In the experiment they used both virtual audio (via headphones) and virtual visual cues (via helmet mounted display), and found that both the visual and auditory cues were effective in reducing search times for the targets. The present study would therefore make use of the system developed by Martin, McAnally and Senova (2004) to administer 3-dimensional sound using Spence and Driver (1994) experimental conditions. In order to gain a better understanding of the intricacies of the variables in this study and of how important the study of attention is, a review of the pertinent variables is presented. 1. 1 Attention System The attention system is difficult to explore, in cognition the various perceptual properties can be related to concrete perceptual systems like how perceptual illusions can be explained by the limitations of our optical system. While in the study of attention system one has to deal with it as a totally cognitive event without any physical substrate to refer to. In order to explore the properties of attention, the various components of the inner workings and cognitive processes need to be isolated; in the study of cognition, researchers can control the amount of input that the perceptual modalities process and even the physical and neurological structures of attention can be identified. Posner (1980) in his article devised a theory of understanding attention that gave us a deeper understanding of the human spatial attentional process in the perceptual domain. He proposed that understanding the mechanisms of orienting; detecting, locus of control and covert and overt orienting can be used in explaining how spatial attention functions. Orienting refers to the aligning of attention with a source of sensory input or an internal semantic structure stored in memory. Orienting can happen in an overt or covert manner. Detecting refers to the level with which the nervous system is made aware of a stimulus. It may be in a verbal or manual form. A very important distinction in the study of spatial attention is the locus of control. Posner (1980) define the process of control as either being external or central control of the orienting of attention. Other terms such as automatic vs. non-automatic and exogenous and endogenous have also been used to describe this process. Overt orienting refers to the observed head and eye movements when an organism attends to a stimulus, covert orienting refers to bodily processes that can be achieved only by the central mechanism and can be measured by experimental methods. Spatial attention has been related to overt movements of eyes, body, head and etc. but the relationship between movement and attention has been entirely unclear. A number of theories governing the degree of dependence of the attentional systems to eye movements have been postulated along the years. The common system says that attention movements are fixed to the movement of the eyes. However, the behavioral evidence suggests that attention can be shifted with the eyes fixed, this findings and together with results showing enhancement of evoked potentials (Eason, Harter White, 1969; Von Vorrhis Hillyard, 1977) and the firing rates of single cells (Bushnell, et. al. , 1978), have eliminated the idea that attention and eye movements are identical systems. The efference theory (Wurtz Mohler, 1976) proposed that attention shifts were programs for the movement of the eyes. Klein (1979) said â€Å"when attention to a particular location is desired , the observer prepares to make an eye movement to that location; the oculomotor readiness, via as yet unknown feedforward pathways , has the effect of enhancing processing in or from sensory pathways dealing with information from the target location†. In his experiments, Klein (1979) found that there are clearly conditions under which one gets no relationship between spatial attention shifts and eye movement latencies. Functional relation theory (Remington, 1978) found that under simpler testing conditions like those conducted by Klein (1979), a relationship between eye movement and spatial attention is present. He found that there is a strong tendency for attention to shift to the target position for an eye movement prior to the eye leaving the fixation point. He also found that just before and after the stimulus presentation that detection was high at both the peripheral targets. In general, the results suggest that the relationship between eye movements and attention is not as close as either a complete dependence or efference view. Klein’s findings that eye movements does not influence latencies of shifts of attention and Posner’s results showing that attention movements is in the opposite direction to eye movement programs, debunk the popular notion that attention can be measured through overt bodily movements. Nevertheless, the two orienting systems are not completely independent; it has been observed that attention can focus on the target prior to an eye movement even when detection signals are more probable for fixation. Posner (1980) concluded that eye movements have a functional relationship with the spatial attentional system. It seems that eye movements are programmed by an initial movement of attention to the new eye position well before the eyes actually begin to move. This presupposes the idea that even without moving, we are already using our attention system to process the target object. Further, Remington (1978) compared peripheral and central cues for eye movements in order to determine their relationship to shifts of attention. When he used a peripheral cue he found improved sensitivity in the vicinity of peripheral target after the cue and well before eye movement. When a central arrow was used to cue movement, there was no evidence of any change in sensitivity in the direction of the target until after the eye movement began. Thus, eye movement is not a reliable measure of attention shifts and in the same way overt attention cannot reliably demonstrate the mechanisms of attention, hence we turn our attention to covert attention. 1. 2 Covert Attention Posner (1980) emphasized that the study of spatial attention should focus on covert attention for it gives a better picture of how attentional systems work than overt attention which can be subjected to external influences. Overt attention is manifested through external movements and more often than not the person is aware of that behavior, hence results on overt attention may be due to various factors not related to attention. In studying covert spatial attention, Posner (1980) said that it is important to keep in mind the functions of orienting, detecting and the distinction between external and central control. Orienting is the ability of the individual to shift attention around the visual field; detecting is when the individual becomes conscious of the stimuli, external and central control identifies the process by which the individual is attending to the stimuli and overt and covert attention is the ways in which the individual process the stimuli. Thus, even before attention is directed to a target, the individual can orient his/her sensory receptors to focus on the stimuli, and when the attention has been oriented, the individual can now detect the stimulus and depending on the context with which the stimulus is presented may attend to the stimuli exogenously or endogenously. Based on Posner’s influential work, it can be deduced that the study of covert attention is more important and scientifically worthwhile than overt attention, hence the number of models used to explain and study covert attention. The three models used to study the covert spatial distribution of attention has been used in experiments on visual attention but since few researches focused on auditory tasks it is presented here as it can possibly used to explain other sensory modalities. The first model says that attention can only be directed to one visual field (Kinsbourne, 1993). This in essence means that we can only attend to one thing at a time; hence we can only see one movie at one time. However, the model is too simplistic to fully define visual attention. The human vision can accurately build a spatial model of the external environment and relevant objects will compete for selection with other objects. On the other hand, this model may be used in the study of auditory domains because its spatial distribution is lesser. Sound is composed of waves that travel in the air, it is quite dispersed and thus to attend to a sound cue is much faster than attending to a visual stimuli. Moreover, as we perceived it sound does not occupy a physical space much like objects, letters, and colors etc. that are used as visual stimuli. The second model states that attention can be divided in a graded manner with the maximum performance at the focus of attention, which gradually deteriorates, with the increasing displacement of the focus. This means that the quality of our attention to a target is at the most accurate if it is within our central focus and that our perception of the target deteriorates a sit moves further away. This model is much more suited in the study of auditory performance since it takes into account the graded allocation of attention with respect to sound and distance. It is interesting to explore at what point our attention to an auditory stimuli would decrease and to which it is strongest.

Differences between American and European Cultures in Daisy Miller Essa

Daisy Miller starts out in a hotel in Vevey, Switzerland when a gentleman named Winterbourne meets Daisy, a young, beautiful American girl traveling through Europe. Daisy, her younger brother Randolph and her mother, Mrs. Miller, are traveling all over Europe while her father is home in Schenectady, New York. While Daisy is in Europe, she does not accept European ideas to be her own. Winterbourne, to the contrary, has been living in Europe since he left America when he was younger. Winterbourne takes a strong liking to Daisy even though his aunt, Mrs. Costello, does not approve of him even speaking to Daisy. Winterbourne claims that Daisy is an innocent person, but his aunt believes she is too common and not refined enough for him. Winterbourne and Daisy spend much time together, and even had a date at a close by castle named Chillon. Winterbourne then returns to Geneva where he is studying, but agrees to visit Daisy again that winter in Rome. When winter comes around Winterbourne goes to Rome to visit Daisy. While Winterbourne was away Daisy met a suitor named Mr. Giovanelli. Later, when a mutual friend named Mrs. Walker throws a party, Daisy arrives with Giovanelli. Mrs. Walker does not approve of Daisy being seen in public with all of these men and makes the decision to stop speaking to Daisy. Daisy is not happy about Mrs. Walker snubbing her, but still continues to be with Giovanelli. Daisy continues to be with Giovanelli even while Winterbourne is visiting. Winterbour...

To Kill a Mockingbird: Notes and Quotes

Quotes in To Kill a Mockingbird by theme Pride| * ‘†¦I suppose he loved honour more than his head†¦Ã¢â‚¬â„¢ – talking about Jem when he ran up to the Radley House on a dare. A childish example of the much more complex idea of pride explored in this book * When asked why he is defending Tom Robinson, Atticus reponds that ‘†¦if I didn’t, I couldn’t hold up my head in town†¦Ã¢â‚¬â„¢ * ‘It was the first time I ever walked away from a fight†¦Ã¢â‚¬â„¢ – Scout refuses to fight Cecil Jacobs even though he insults Atticus, because Atticus had asked her not to fight.She gave up her pride for the respect of her father. * While Scout is proud that ‘Atticus is the ‘deadest shot in Maycomb County’, Jem takes more pride in the fact that Atticus is no proud of this talent and does not use it unless he has to, and that ‘Atticus is a gentleman, like me! ’ This is a great example of the way ideas chan ge with youth. * ‘She said she was going to leave this world beholden to nothing and nobody. Jem, when you’re sick as she was, it’s all right to take anything to make it easier, but it wasn’t all right for her.She said she meant to break herself of it before she dies, and that’s what she did’ – About Ms Dubose, who was too proud to die a morphine addict * A major aspect of pride in this novel if family pride. An example of this is when Jem and Scout withstand all of Ms Dubose’s insults and taunts, until she insults their father. When she exclaims that ‘‘your father’s no better than the niggers and trash he works for! ’ Jem loses it and destroys her garden. * ‘It was a sad thing that my father had neglected to tell me about the Finch Family, or to install any pride into his children’.As we have already seen, the Finch children are certainly proud of their father and themselves. However, Aunt Alexandra considers family pride upmost – they should not pride in Atticus for his bravery, but pride in him for upholding certain family traditions. To Alexandra, the best families were those who had lived on a certain plot of land longest. | Perspective/understanding other people| * ‘There’s some folks who don’t eat like us’ Another childish example which explores the much deeper idea of perspective * ‘If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks.You never really understand a person until you consider things from his point of view†¦ until you climb into his skin and walk around in it. ’ * ‘You children last night made Walter Cunningham stand in my shoes for a minute. That was enough’ (after the mob scene) * ‘They could never, never understand that I live like I do because that’s the way I want to live’ – Mr Raymond – the Ã¢â‚¬Ë œdrunkard’ – who claims he can tell them ‘because you’re children and you can understand it’ unlike the adults. Atticus stands by his beliefs and is even able to see Mr Ewell’s point of view; ‘Jem, see if you can stand in Bob Ewell’s shoes a minutes. I destroyed his last shred of credibility at that trial†¦Ã¢â‚¬â„¢| Femininity| * ‘Sometimes you act so much like a girl it’s mortifyin’’ * ‘†¦Jem told me I was being a girl, that girls always imagined things, that’s who other people hated them so†¦Ã¢â‚¬â„¢ * ‘I declare to the lord you’re getting more like a girl every day! * ‘I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress she said I wasn’t supposed to be doing things that required pants’ * Aunt Alexandra claims she moved in to provide Scout a ‘feminine influence’ * ‘I felt th e walls of a pink cotton penitentiary closing in on me†¦Ã¢â‚¬â„¢| Growing up/youth| * ‘†We shouldn’a done that tonight, Scout. † It was then, I suppose, that Jem and I first began to part company. ( after the shooting at the Radley house when they tried to peek in the windows) * ‘†¦I was far too old and big for such childish things, and the sooner I learned to hold it in, the better off everybody would be. ’ (About fighting) * ‘When a child asks you something, answer him for goodness’ sake’ – reveals Atticus’ unusual attitude about children; he treats them with much more respect than most adults in the novel. Another good quote for this idea is ‘this is their home sister†¦We’ve made it this way for them, they might as well learn to cope with it’ – after Alexandra questions whether it was advisable to take the children to the hearing * While Scout is proud that ‘Att icus is the ‘deadest shot in Maycomb County’, Jem takes more pride in the fact that Atticus is no proud of this talent and does not use it unless he has to, and that ‘Atticus is a gentleman, like me! ’ This is a great example of the way ideas change with youth. * ‘Jem said I had to grow up sometime’ (about facing Ms Dubose) * ‘It’s time you started being a girl and acting right! – While in the past Jem had used ‘girl’ as an insult, accusing Scout of becoming ‘more and more like a girl every day’, as he matures his perspective on this changes. * As Jem grows up, he develops a sense of ‘maddening superiority’, and considers himself part of the ‘grown folks’ of Maycomb. * Jem ‘†¦broke the remaining code of our childhood’ when he valued adult rules more than children’s unspoken code of friendship and informed Atticus that Dill had run away from home. â €˜They could never, never understand that I live like I do because that’s the way I want to live’ – Mr Raymond – the ‘drunkard’ – who claims he can tell them ‘because you’re children and you can understand it’ unlike the adults. * ‘So far nothing in your life has interfered with your reasoning process†¦ There’s something in our world that makes men lose their heads – they couldn’t be fair if they tried. ’ * When Scout tell Jem that she thinks there’s just one kind of people (she, like Atticus, believes in the inherent goodness of humanity) he responds; ‘That’s what I thought too†¦ when I was your age.If there’s just one kind of folks, why can’t they get along with each other? ’ * ‘If Aunty could be a lady at a time like this, so could I’. Far from the fist fighting youth with little control of her emotions, Scout has matured over the course of the book and learned how to hide her feelings * ‘†¦had our classmates been left to their own devices, Jem and I would have had several swift, satisfying fist fights apiece and ended the matter for good.As it was, we were compelled to hole our heads high and be, respectively, a gentleman and a lady’| Morality / good vs evil / the inherent goodness of humanity| * Atticus Finch is unique in this novel in the way that he has seen evil without losing his faith in the human capacity for goodness. This is a major theme throughout the novel, and he tries to teach this lesson to his children by encouraging them to step into the shoes of others. He takes Tom Robinson’s case because of this belief, he knows that he is very unlikely to win, but he believes that it is possible to change the minds of the jury.He, unlike the others in this novel, believe that the jury are possible of the kind of goodness and bravery required to acquit Tom. * Whe n Scout asks if they will win it, Atticus plainly says ‘no, honey’. He fights anyway. * ‘Simply because we were liked a hundred years before we started is no reason for us not to try to win’ * ‘I think maybe he put his gun down when he realised that God has given his an unfair advantage over most living things.I guess he decided he wouldn’t shoot till he had to, and he had to today. ’ * ‘Scout, I couldn’t go to church and worship God if I didn’t try to help that man’ * ‘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 abut you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.Mrs Dubose won’ * ‘I was drifting into sleep when the memory of Atticyl calmly folding his newspaper and pushing abck his hat became Atticus standing in the middle of an empty waiting steep, pushing up his glasses. ’ – Scout links these two events together for a reason * ‘Mr Cunningham’s’ basically a good man†¦ he just has his blind spots along with the rest of us’ – A nice insight into Atticus’ mind, a good quote to evidence his belief in the inherent goodness in humanity * ‘You children last night made Walter Cunningham stand in my shoes for a minute.That was enough’ (after the mob scene) * Scout compares the court day to ‘watching Atticus walk into the street, raise a rifle to his shoulder and pull the trigger, but watching all the time knowing that the gun was empty’ * ‘So far nothing in your life has interfered with your reasoning process†¦ There’s something in our world that makes men lose their heads – they couldn’t be fair if they tried. * Ms Merriweather believes that many of the people in Maycomb are †˜good, but misguided’ * The novel is concluded with a final moral debate – whether or not to persecute Bob Ewell’s killer. When Atticus thought that Jem had stabbed Ewell in self defence, he was adamant that Jem should go through the proper process in court rather than have rumours circulating about him his whole life. However, when Heck Tate finally convinced Atticus that it was in fact Arthur Radley that killed Ewell, Atticus finds himself in a moral dilemma.He finally concedes that ‘Mr Ewell fell on his knife’, and asks if Scout could possibly understand. She does, explaining perfectly that persecuting Arthur Radley would be ‘sort of like shootin’ a mockingbird, wouldn’t it? ’ Arthur Radley was already destroyed once by the evil in humanity, and Atticus and Scout agreed that it would be wrong to make someone as innocent and shy as him to defend himself in court, even if he did not do anything wrong. | Racism| * ‘ He’s ruining the family’ * He’s nothin’ but a nigger lover! * ‘Why reasonable people go stark raving mad when anything involving a Negro comes up, is something I don’t pretend to understand’ (Atticus) * ‘Your father’s no better than the niggers and trash he works for! ’ This blatant racism comes from Ms Dubose. * ‘They got their church, we go our’n’ – The racial divide in this novel goes both ways. This is further explored when Jem explains to Scout about ‘mixed’ children, and how ‘they don’t belong anywhere’ * ‘Mr Finch. If you was a nigger like me, you’d be scared too’ ‘The witnesses for this state†¦ have presented themselves to you gentlemen†¦ confident that you gentlemen would go along with them on the assumption – the evil assumption – that all Negroes lie, that all Negroes are basically immoral beings, that all Negro men are not to be trusted around our women’ * ‘In our courts, when it’s a white man’s word against a black mans, the while man always wins. They’re ugly, but those are the facts of life’| Innocence| * The children believe in goodness because they have not yet confronted evil. When they do, they respond differently.Dill cries (eg courthouse scene) and prompts the memorable quote ‘it seems only the children cry’. Dill makes the reader long for youthful innocence and belief in human goodness. Jem copes better with the shock initially, but after Tom’s death loses much of his faith in humanity and the justice system. He gets furious at once point, exclaiming ‘I don’t ever wanta hear about that courthouse again, ever, ever, you hear me? ’ Scout deals better with the shock, and despite the court’s decision, people like Atticus and Miss Maudie help her retain her faith in human goodness. * ‘Mockingbirds don’t do one thing but make music for us to enjoy.That’s why it’s a sin to kill a mockingbird’ – Ms Maudie. A wonderful metaphor for one of the book’s main themes – the loss of innocence. This situation is replicated in a real life situation in the last scene, where Atticus and Heck Tate decide it immoral to convict Arthur Radley of manslaughter when all he was trying to do was protect the Finch children. * ‘Tell him hey for me, won’t you? ’ – Scout’s moving talk with Mr Cunningham proves the power of innocence. It was Scout’s youthful innocence that made Mr Cunningham and the rest of the mob reconsider the position they were in.Her speech broke the mob mentality and brought Mr Cunningham back to morality * Jem compares the reveal of evil in society to ‘like bein’ a caterpillar in a cocoon, that’s what it is†¦ I always thought Maycomb folks were th e best folks in the world, least that’s what they seemed like. ’ * ‘He likened Tom’s death to the senseless slaughter of songbirds by hunters and children†¦Ã¢â‚¬â„¢ (Mr Underwood)| Society| * ‘She has committed no crime, she has merely broken a rigid and time-honoured code of our society†¦ she tempted a black man’ * ‘This is their home sister†¦We’ve made it this way for them, they might as well learn to cope with it’ – after Alexandra questions whether it was advisable to take the children to the hearing * While society shuns and hates the black people living near them, the Missionary Tea Parties give insight into how hypocritical society is when they pity the ‘Mrunas†¦living in that jungle†¦ the poverty†¦ the darkness’ * The hypocritical society is further explored in the brief reference to the Holocaust in the comments of Scout’s teacher (Miss Gates) that ‘ove r here we don’t believe in persecuting anybody. Persecution comes from people who are prejudiced. ’|

Guava Leaves

The purpose of this investigatory project is to prove that herbal plants can cure skin disorders like acne that is irritating and can low our confidence who are going to the stage of puberty like me that’s why I searched on the internet about herbal plants that can treat skin disorders, and I found one guava.Guava has many constituents and high contents which are characterized by their antioxidant functions these nutrients can treat acne that is irritating and boost our confidence down whose going to the stage of puberty like me and 30+ who is still having this type of skin disorder this investigatory project that we can use the extracts of guava to treat acne.Background of the study and introductionGuava plants in the myrtle family which contains about 100 species of tropical shrubs, nowadays people are focusing in herbal plants especially those who are common in the environment. One of the example is the guava plant (Psidium guajava Linn). Based on research this plant is goo d for healing and treating wounds and other skin infections. So in my research I wan't to make a bathing soap out of it, cause I know that it is effective.People, researchers, scientists were focusing to medicinal plants. They want to prove that there are plants that are more effective against diseases especially in skin. This study refers to a plant that can be made into a bathing soap and improves its quality while using this plant (guava leaves). I want people to handle easily in treating their skin disorders. Instead of boiling the leaves, now it’s easy to apply. Boiling takes much time.Statement of the ProblemI stated that Guava leaves extract is good for skin. Based on my research, it has many constituents that are good for skin. It answers the following questions:Is there any constituent of guave leaves that is good for skin? * What are those?It can really treat skin disorders/ Acne?HypothesisCan guava leaves can treat/cure acnes using its extract and making a soap tha t can be used on face for treating acne. Yes, the extract of the guava leaves can be used in making soap and can be used on treating acne my acne has lessen for I applied it on my face for a week.Significance of the StudyYou can make a bathing soap with guave leaves extract as treatment for acne. This plant is very common to our environment, and aside of its avaibility; it is easy to cultivate. It contains many components for healing skin disorders.Scope and LimitationThe study of guava leaves and getting their extract is often useful. It has the ability to treat, cure, disinfect skin disorders and capable of being a herbal plant for acnes.Definition of TermsAstringent- antiseptic propertiesDecoction- infusion of fresh leaves used for wound cleaning and skin to prevent infection and to facilitate healing. Good for skin disorders.Volatile- a substance that changes into a vapor at a relatively low temperature.Eugenol- oily liquid from doves. (C10H12O2)Cloves- aromatic spice from the d ried flower bud of a tropical tree.Tannin- a brownish or yellowish substance found in plants and used in astringents. Saponins- soap from plants; any group of chemical substances extracted from plants that form a soapy lather mixed with water and are used to make soap and detergent.Amydalin- resin used in paints and adhesives.Resin- yellow or brown color and organic substance from plants. Malic Acid- acid from fruit; a colorless crystalline solid found in fruits such as apples. (C4H6O5)Aldehydes- organic compound; a highly reactive organic compound produced by the oxidation of an alcohol and having a CHO group especially the acetaldehyde Ash- the powdery substance that is left when something has been burntGuava:Scientific Name: Psidium GuajavaMethodologyMaterials:Beaker.Molder.NaOH (sodium hydroxide) (60 grams) (150 ml) solution Gas stove.Guava Leaves.The procedurePrepare the stove to be used. Boil it for 10 minutes (Low Heat); Separate the skin from the extract. Put it in a clean c ontainer, let it cool and then set aside. Prepare the Sodium Hydroxide (NaOH) or Lye. Put in a container. (Note: Read first the directions in using Lye. For Example: Don’t put the NaOH on aluminum containers.You must use rubber gloves and Masks in dealing with lye and with other chemical substances. Don’t play with them and Keep out of reach of children.) Put some oil (3 tbsp.) and Water (3 tbsp.). Mix it thoroughly. Put the extract of the fruits to the mixture. (1/2 tbsp.). Stir the mixture continuously in a single direction. (Note: Make sure the mixture is viscous)Let it dry for about 2 days or more.Results, Discussion, Conclusion and RecommendationThe researchers found out that the 4 seasons fruits can help minimize pimples and pores. It can also help clear skin impurities because of the anti-oxidants that the soap contains. This research gave us a hard time because there are a lot of instances that the measurements of the ingredients would not compliment the desire d results. There can also be a downside in this experiment because the soap is not intended to be used in scars because it might irritate it and it stings.The researchers therefore conclude that the guava extract soap can reduce pimples and other skin impurities.This is shown by the experiment that we conducted by putting various kinds of ingredients in different amounts and sizes. The experiment was successful because the researchers came up with their desired result even after several tries.Conclusion and RecommendationThe researchers therefore conclude that the guava extract soap can reduce pimples and other skin impurities.This is shown by the experiment that we conducted by putting various kinds of ingredients in different amounts and sizes. The experiment was successful because the researchers came up with their desired result even after several tries.

Heat and Temperature Essay Example

Heat and Temperature Essay Example Heat and Temperature Essay Heat and Temperature Essay Heat and Temperature Heat is often described by the average individual as being the change in temperature from hot to cold. â€Å"Often the concepts of heat and temperature are thought to be the same, but they are not. † Heat and Temperature, para. 2) Perhaps the reasoning behind the incorrect reasoning is that humans associate the two together because when heat is applied to an object the temperature rises. The kinetic theory of matter better explains the underlying cause as to what takes place when heat is being examined. To examine the heat capacity of a substance various properties exist, along with different forms of heat. When thought about, everyone has been exposed to heat in some type of way but never even question what has to happen in order to encounter that sensation. The textbook states that â€Å"the term heat is used to describe the â€Å"something† that moves between objects when two objects of different temperatures are brought together. ’ ( Tillery , Bill W. , Enger, Eldon D. , Ross, Fredrick C. p. 82) Temperature on the other hand, can be defined as the degree of hotness or coldness of an object. The two are related due to the fact that heat is energy and temperature is basically a number used to determine the energy given by the molecules within a substance, which directly relates to the kinetic energy. The kinetic theory of matter and heat coincide with each other because the theory states that all materials are made up of either particles, molecules or atoms that are constantly moving. As to which when heat is displayed it is said that thermal energy is being transferred from a higher temperature to a lower one, meaning that particles have basically started to speed up. The idea of heat and temperature may seem very complex, but only because it happens so fast that most individuals do not even have a clue as to what is causing the reaction that they get when they raise the temperature in order to get heat. There are many differences between heat and temperature, though they are related to one another, the concept is totally different. Heat is the movement of energy within a molecule, where as temperature is the measure of the average movement within a molecule. The energy of heat depends upon the speed, type, and number of particles and temperature does not. For instance, you can have a large cup of hot chocolate and small cup of hot chocolate, the temperature of both may be the same but since one contains more than the other the one that contains the most will have more heat and thus more thermal energy. If heat is added then the temperature will rise, if the heat is taken away then the temperature will fall. Also if two objects have different temperatures and they are placed in contact with each other a transfer of energy takes place until they both end up with the same temperature. So the way that they differ is the mere fact that temperature is not energy but a measure of it. Energy is heat. † (Heat versus temperature, 2011, para. 5) Heat capacity is the measure of an objects ability to hold heat. The various properties of a substance that determine its heat capacity is temperature change, mass and substance. Temperature change relates to heat capacity because it deals with the amount of energy needed to raise the temperature. The other aspect that deals with heat capacity is the amount of mass in an object, which is the amount of matter that there is in an object. The bigger the mass of an object is the more heat it would need to lose or gather for the temperature to change. The substance also determines the heat capacity because it’s basically addressing what the object is made out of, and not all things need the same amount of loss or gain of heat to change temperatures. Although these are only properties, there are still various sources of heat. They include conduction, convection and radiation. Conduction is the transfer of solids from the collision of molecules. Convection deals with only liquids and gases moving them from one position to another. Radiation in turn, is the energy that moves through space. Radiant energy unlike conduction and convection does not rely on a heat object or source. To conclude, it is safe to say that heat involves a lot more than what appears to the human eye. Heat and temperature do have a relationship but they are two different aspects of the same matter. The kinetic theory is able to sum up a lot of the misconception that has been learned concerning the two but the things that are not covered can be determined by the roperties and the sources. Overall, heat and temperature are a very interesting topic and although used frequently in day to day life many never take the time to understand it. References http://zonalandeducation. com/mstm/physics/mechanics/energy/heatAndTemperature/heatAndTemperature. html Tillery, Bill W. , Enger, Eldon, D. , Ross, Frederick C. 2009. Integrated Science, Fourth Edition http://coo lcosmos. ipac. caltech. edu/cosmic_classroom/light_lessons/thermal/differ. html

$1.67 Billion Typo - Forgiven

$1.67 Billion Typo - Forgiven Image via Wikipedia Ive always thought that typos, so long as they are few and far between, are less egregious errors than misspellings and other errors that stem from lack of knowledge. Apparently a U.S. Seventh Circuit Court of Appeals judge agrees that people and multi-billion dollar companies who make typos should be given a second chance: Verizon $1.67 bln typo can be fixed: court I imagine my own typos and yours wont have such monumental consequences. Our readers are our judges, and we can only hope they have the same understanding as our nations highest courts. That said, if you are applying for jobs, your resume and cover letter are not the most ideal places to err. Make sure to read, re-read, and re-read again. There’s no need to risk judgment from a hiring manager that costs you a job. For editing help, contact The Essay Expert.

Weekly assignment 7 Essay Example | Topics and Well Written Essays - 750 words

Weekly assignment 7 - Essay Example In his time he participated in several non- violent protests for combating racial inequality. In this letter he tries to defend his perception about the ‘just’ and ‘unjust’ laws and his non-violent protests. In his letter he quotes different leaders and even Jesus Christ in order to make his views and argument strong and sound. Luther’s this quotation has a deep meaning to it. It says that any non- violent movement needs a systematic approach in order to cure the disease that one fights for. His first step ‘collection of the facts’ suggests his approach to deal things. In order to make one’s protest and non – violent fight sound and reasonable one has to collect the facts about the existence of injustice and the limits of it. This approach also defines the approach of a well learned man that is fighting for a cause, a cause that is carried out by non- violent intentions. After detecting that injustice does exist, the second step ‘negotiation’ suggests that one has to arrive at an agreement after having a clear understanding of things and opposed party. This step helps one to conclude that what is the basic need that one is striving for and what is the basic motif with which one wants to move forward. Thirdly ‘self – purification’seems to be the most vital step that suggests that one has to do internal personal sacrifices that are needed for the sake of growth and development. It says that self – purification is one way through which human can achieve the target need. Lastly ‘direct action’ is the last step that he suggests. In this step he does not mean ‘brutal acts’ or ‘bloodshed’ activities but ‘non – violent’ intentions and activities because according to him non – violent acts carry a deeper meaning and message for the target audience. Luther also defends his last step ‘direct action’ by saying: non- violent direct action seeks to create such a crisis and foster