Moral Growth & Development Essays - Ethics, Psychology, Philosophy

Moral Growth Development By Student Id# CPSY-2009-0884: Yinka L. Humes MGC5311: Moral Development Lecturer: Dr. Pan sy Brown 27 th July 2010 Moral deve lopment is the process through which children develop proper attitudes and behaviors toward other people in society, based on social and cultural norms, rules, and laws. Moral development is a concern for every parent. Teaching a child to distinguish right from wrong and to behave accordingly is a goal of parenting. Moral development is a complex issue thatsince the beginning of human civilization has been a topic of discussion among some of the world's most distinguished psychologists, theologians, and culture theorists. It was not studied scientifically until the late 1950s. Moral development fosters positive qualities of character, personality and behavior in children. According to Psychology Press, understanding the difference between right and wrong is the essence of moral development. The basic focus of moral development is the enhancement of a child's ability to relate naturally to other people. This will help a child function well in society, wit h respect for others. Jean Piaget was one of the first psychologists to explain that moral development in a child arises from her decision-making capabilities and quest to find fair and balanced solutions for the problems that face her. Elliot Turiel explained moral development from a comprehensive standpoint in his Domain Theory. He acknowledged that both morality and conventional elements make up moral development and that they mature in varying balances and degrees from person to person. Morality levels and standards vary greatly from one region to another, defined by the religion and culture of local people. However, universal morality extends respect and honor to others without infringing upon basi c rights a concept commonly instilled in children at a very young age. Lawrence Kohlberg conducted research on moral development, using surveys as his major source of assessment. He presented surveys with moral dilemmas and asked his subjects to evaluate the moral conflict. In developing his theory, he made an intensive study using the same survey techniques of the bases on which children and youths of various ages make moral decisions. He found that moral growth also begins early in life and proceeds in stages throughout adulthood and beyond which is until the day we die. Influenced by Piaget's concept of stages, Kohlberg's theory was created based on the idea that stages of moral development build on each other in order of importance and significance to the person. On the basis of his research, Kohlberg identified six stages of moral reasoning grouped into three major levels. Each level represented a fundamental shift in the social-moral perspective of the individual. At the first level, the preconventional level, concrete, individual perspective characterizes a person's moral judgments. Within this level, a Stage 1 heteronymous orientation focuses on avoiding breaking rules that are backed by punishment, obedience for its o wn sake and avoiding the physical consequences of an action to persons and property. As in Piaget's framework, ego-centrism and the inability to consider the perspectives of others characterize the reasoning of Stage 1. At Stage 2 there is the early emergence of moral reciprocity. The Stage 2 orientation focuses on the instrumental, pragmatic value of an action. Reciprocity is of the form, you scratch my back and I'll scratch yours. The Golden Rule becomes, If someone hits you, you hit them back. At Stage 2 one follows the rules only when it is to someone's immediate interests. What is right is what's fair in the sense of an equal exchange, a deal, an agreement. At Stage 2 there is an understanding that everybody has his (her) own interest to pursue and these conflict, so that right is relative in the concrete individualist sense. Individuals at the conventional level of reasoning, however, have a basic understanding of conventional morality, and reason with an understanding that no rms and conventions are necessary to uphold society. They tend to be self-identified with these rules, and uphold them consistently, viewing morality as acting in accordance with what society defines as right. Individuals at Stage 3 are aware of shared feelings, agreements, and expectations, which take primacy over individual interests. Persons at Stage 3 define what is right in

Causes of mental retardation essays

Causes of mental retardation essays In order to be considered mentally retarded, you must have an IQ below 75, have significant limitations in two or more adaptive skill areas, and the condition is present from childhood (defined as age 18 or younger). People can be mentally retarded as all different levels. About 78% of mentally retarded people will only be a little slower than the average person, while in others it is very apparent (Arc of New Jersey). There are many causes of mental retardation. One cause of mental retardation is of genetic conditions. That includes; abnormal gene mixes from parents, errors when genes combine, overexposure to x-rays, and many more reasons. More than 500 genetic diseases are associated with mental retardation. Down Syndrome is an example of a chromosomal disorder (Mental Retardation Issues). Chromosomal disorders occur every once in a while, and are caused by too many or too few chromosomes in the restructure of the chromosomes (The Arc of New Jersey). Another cause is problems during pregnancy. It could happen if the mother drinks or does drugs while pregnant with the baby. Other risks include malnutrition, certain environmental contaminants, and the mother could get ill during the pregnancy. Pregnant women who are infected with HIV may pass it on to their child. Also very stressful and physical pregnancies and births can cause damage to a childs brain (Introduction to Mental Retardation). Mental Retardation also occurs frequently after birth. Childhood diseases such as big coughs, chicken pox, measles, and hip disease, which may lead to meningitis and encephalitis, can damage the brain, as can accidents such as being hit in the head, near drowning situations, and most other accidents involving the head. Another that can be harmful to a child mentally is environmental fumes, lead, mercury, and other dangerous toxins (Introduction to An American ...

Two short answers Assignment Example | Topics and Well Written Essays - 250 words

Two short answers - Assignment Example in 2421 according to place values where digit ‘1’ is in ones place whereas the ‘2’ beside it falls in the tens place the next ‘4’ and ‘2’ toward the left are each in hundreds and thousands places, respectively. Then to come up with a scientific notation, the child must note first that the decimal point in that order lies at the right side of the digit bearing the ones place and he or she should move it as many times as until the point reaches the spot between the two leftmost digits which, in this case, are 2 and 4. Consequently, that should make 2.421 then the child must be instructed that the number of times the decimal point is moved would be power of ten that goes with 2.421. Since the point has been moved three times from right to left as indicated, therefore the scientific notation of 2421 ought to be 2.421 x 103 (Banfill). One point would be for the clients to keep track of the list of medications provided by the physician, noting that the more prescribed medicines or drugs taken, the more likely that food and drug interactions would occur. Besides this and the risk factors that include age, gender, medical history, and body composition, a client must understand how drugs alone are acquired by the human body. Second point is to bear in mind that, like food, drug is broken down into useful form through dissolution in the stomach and travels via the bloodstream upon absorption into sites where it needs to operate and perform its repairing action once it has obtained body response or signals. The most important point to consider is the knowledge of the stages in which food may potentially interfere with drug work such as during the process of substance absorption so that when this happens, drug tends to function less effectively. Equivalently, food may also affect the efficiency of drug when food nutrien ts and chemicals react to the drug first yielding new products that may work differently compared to the original components of the medical

Research paper in argumentative style. Dress codes in public schools- Essay

Research paper in argumentative style. Dress codes in public schools- do they promote a safer environment - Essay Example In recent years, many school and district officials have claimed that there is an increase in improper activities within the school environment, such as violence, gang activity, theft of clothing and conflicts against discipline (Madrid, et al). This led to the introduction of dress codes or uniforms by officials in school districts across the country. Dress codes lay down ‘what must not be worn,’ while uniform policies decree ‘what must be worn’ (Anderson). Private schools were the first to adopt dress codes or uniform policies. Public schools soon started emulating their example (Education Commission of the States). The education officials protested that a state of continuous confrontation had been created between school authorities trying to do their duty by producing an environment conducive to learning, and students rebelling against the restraints of acceptable, protected behavior (Pedzich). They propagated dress codes and uniforms as the way to achieve a safe, secure and orderly school environment. In this context, the school dress code or uniform policy is meant to be a deterrent to violence, gang activity, theft and misbehavior while promoting academic excellence and social development. Cherry Hill Elementary school (Baltimore, Maryland) has the distinction of being the first U.S. public school to implement a uniform policy in the year 1987. Long Beach California Unified School District (LBUSD) became the first school district to adopt a public school uniform policy in 1994. The biggest boost was received when President Bill Clinton catapulted the issue to national prominence in January 1996 when he officially permitted it during his State of the Union Address. Clinton emphasized his support for the matter by ordering the U.S. Department of Education to deliver a brochure called â€Å"A Manual of School Uniforms† to all the country’s 16,000 school

Statement of Purpose Personal Example | Topics and Well Written Essays - 750 words - 4

Of Purpose - Personal Statement Example I am an international student from the Kingdom of Saudi Arabia. Saudi Arabia is a large country and areas of science in the country are in the phase of rapid development. It is for this reason that the government has sponsored thousands of students like me to come to the United States and complete their studies in specific fields of science. I would like to utilize this opportunity to its fullest and complete my PhD for bringing about development in the field of Information Systems in Saudi Arabia. I am currently enrolled in the program of Master of Science in Computer and Information Science at the Gannon University, Erie, PA, USA and the expected date of my graduation is December 2014. This master’s program has motivated me to further continue my studies in the same field and gain expertise through the completion of my PhD. The PhD Program would grant me with an opportunity to polish my skills and gain an advanced understanding of my desired field. I have always had an interest in the field of Information Systems. In the year 2010, I completed my graduation in the field of Information Science from my home country at the Al-Baha University and achieved a GPA of 2.8-4. My graduation motivated me to further achieve higher studies in the field and to gain greater exposure and a better learning environment, I moved to the United States. I enrolled at the ELS Language Center at Cincinnati, OH, USA for one year to get a good grip over English Language so that that I would not face any difficulties during my years of education in the United States. Following this, I started my Master’s Degree in Information Systems at the Gannon University in January 2013. Currently, I have successfully completed 24 credits out of 33 and my GPA is 3.75-4 which is reflective of my hard work and focus for outshining in my field. With time, my interest in the field of Information

Vargas Teaching Theory Analysis

Vargas Teaching Theory Analysis Question one What are your ideas of teaching? How does that compare with or contrast to Vargas perspective? Answer My ideas of teaching is to have a positive impact on my students in terms of their cognitive domain, affective domain and psychomotor domain. As a professional teacher, I understand that students have different learning styles and that is why my ideas of teaching and method of delivering instructions focuses on student center basically the 4Cs (collaboration, communication, critical thinking and creativity). I want students to have freedom of expression which gives room to open discussion and creativity. This boost their level of confidence and ability to express themselves out there any time. And finally, my Ideas of teaching is to challenge my students, watch them grow to their full potential, develop together for the betterment of everyone. Comparing my ideas of teaching with Vargas perspective, Vargas (2013) believes teaching is not just presenting to an empty class and we both have similar ideas on how teaching should be basically by knowing the students better, work on their behavior in every area and finally she doesnt think knowing the subject matter is a major factor on how students feel or perceive change in their attitude (p. 5). Which I totally I agree with her on this. Question two Briefly summarize Skinners perspective as it relates to behavior Answer Skinner, B.F. believed that the environment is a major determinant of behavior. Skinners perspective people have consistent behavior pattern because they have kinds of response tendencies (Vargas, 2013). He made a discover that most behavior is not the reaction to a stimulus that it depends upon its effect on the immediate environment. Vargas also stated in her book that Skinner believed that it was the consequences of individual actions and not antecedent stimulus that determined what the animals did. He called the behavior operant (p. 8). Question three What is your interpretation of Behavior Analysis? Support your answer with detail from the text. Answer My interpretation of behavior analysis is that it is a natural science that seeks to understand the behavior of individuals. Vargas (2013) explained that behavior analysis is a discipline based on the science first discovered by B.F. Skinner and the practices of operant conditioning have spread to all areas of behavior including animal training, business, clinical work, health and teaching. It is the science of behavior of humans and non-humans (p. 9). Question four How can the discussion What is a Cause (page 21), help the classroom teacher? Answer The discussion what is a cause will help the classroom teacher to focus on conditions or events on which an event or behavior depend on (Vargas, 2013). It will help teachers to learn and adopt strategies to improve behavior. Also what is a cause discussion on p. 21 will help teachers to know more about dependent and independent variables. With this, teachers will know more about the number of problems, assignment completed by the students. It will help them to sense what could be responsible for a behavior to identify functional relations between the behavior. And finally, the way the next generation behave will determine a countrys future more than any other resources within its borders (Vargas, 2013, p. 3). She believes teachers are expected to teach more while they receive more difficult students (p. 4). It is important to understand behavior of these students, it is very important to find the variables responsible for these behaviors. Vargas stated that Finding the causes becomes a search for functional relations among all the contingencies that occur in a setting (p. 22). This is exactly what is a cause discussion explained in details on page 21 of the text which will help the teachers a lot. Question five What new information did you find in chapter 2? Please explain. Answer The new information found in chapter 2 of the text behavior analysis for effective teaching is the functional relation which is a systematic relationship between dependent and independent variables. Independent variable explained as circular explanation or explanatory fiction which is a statement that has the form of an explanation, but in which the cause essentially restates the behavior to be explained while a mentalistics explanation relies on activities of a hypothesized mind to explain behavior (Vargas, 2013, pp. 22-23). Chapter 2 tries to explain more about Independent variables which buttress more points on behavior which can be circular or mentalistics. Question six What did you already know about Pavlov and his theory? After reading about Pavlov in chapter 3, what did you learn about his theory? Answer What I knew about Pavlov and his theory was that he was the one who discovered respondent conditioning and he believed that respondent behavior is controlled by a stimulus. But after reading about him from the text, I learnt that Pavlovs discovery was titled conditional reflexes instead of respondent conditioning (Vargas, 2013). The principle involves respondent behavior which occurs in response to a specific stimulus as part of a reflex. He believes reflexes consist of specific physiological reactions to a specific stimulus (pp. 8-9). What I learnt about his theory as a professional teacher is to be a good observer and a good researcher because it was due to his ability to research and observe that made him noticed something surprising about his dogs salivating before the food was put into their mouths. This is where his investigation began. As a teacher, we must research and observe what different behaviors of students must do with their learning. Question seven Define the Criticism Trap? Have you ever played a role in the criticism trap? Explain. Answer Vargas (2013) defined Criticism trap as a situation where criticizing a behavior you dislike or you wish to decrease seems to work because it temporarily decreases or stop the behavior, but criticizing it strengthens the behavior so that it occurs more frequently in the future. Yes, I had played a role. This happened to me and my wife with our little son at age 2. Anywhere we are going out, hes always excited to follow us but one thing he does is wearing his shoes or slippers the wrongly. After this, we will criticize him always for wearing his shoes wrongly, then he corrects himself and does it again and again. One day we realized criticizing him to correct him didnt work for him, so we adopted a method to correct him. Any time he wears his shoes wrongly, we will calmly correct him and once he does that, we tell him good boy or thats my boy and since then, he wears his shoes correctly and never wears them wrongly. What we learnt from the situation above is that we should praise imperfection and reward approximation the behavior we are looking for. And its working till now. Question eight How can teachers use the information found in chapter 3? Answer As a teacher, lets start from the criticism trap, we shouldnt criticize ourselves too much because in the long run, you will find yourself criticizing your students. We should learn to use praise frequently and use criticism relatively infrequently especially in the classroom. With these, we wont have problems with students. Another information here is punishment. Teachers must know the consequence of punishing a child because punishment has a bad effect on the punisher as well as on the recipients of the treatments (Vargas, 2013, p. 51). References Vargas, J.S. (2013). Behavior analysis for effective teaching (2nd ed.). New York, NY: Routledge.

Physics of How Tires Throw Rocks :: physics tire rock

Many of us have gotten rock chips, but how many of us understand how those pesky rocks hit our windshield? A common misconception is that the car in front of us throws rocks "backward" and hits the following car's windshield. A rolling tire cannot throw a rock backwards. A tire is a rolling object, thus every point along the tire is moving forwards. There is no force going in a backwards direction. Only direction part of a rolling object can go is a combination of up or down, and forward. The velocity of the rock at any given point can be determined by adding it's translational velocity at the center of mass (the orange arrow) with it's rotational velocity. Vrock= Vcenter of mass + Wrock Where V is the translational velocity, and W is the angular velocity This can be simplified to Vrock=WDR Where D is the distance from the road at the point of contact in terms of R, the Radius. That is to say, that the velocity at the top of the tire would be Vrock=W(2R) =2Vcenter That is to say, that the rock at the top of the tire may be going twice as fast as car itself. Similarly, at the point of contact of with the road, the velocity of the rock is 0. So this leaves one to ask, how do those pesky rocks get thrown at a windshield? If it is hit by the following car, then it is because the rock was thrown somewhat vertically, slowed down by air resistance and the car behind it ran into the rock. It can also be hit by a car going in the opposite direction. The magnitude of this collision will be much greater because it involves objects going in opposing directions. This is why the worse rock chips are often from cars going in the opposite direction, and why it is possible to throw rocks at yourself, which often do not do any damage. Tires are thrown from tires because the centrifugal force expels snow, rocks, and other foreign objects.

Inventory Stratification Essay

Creating shareholder value is the ultimate goal of all businesses, so all processes should be directly tied to it.(1) The wholesale distributor’s core business process framework is a collection of process groups called 7S – source, stock, sell, ship, supply chain planning, and support services. Linking these process groups to shareholder value are the process metrics – percentage of slow moving inventory; and the financial framework. This framework consists of the financial elements – inventory; the financial key performance indicators – GMROII; and the financial drivers – profitability. Inventory stratification is a specific business process under the inventory management subgroup in the stock process of 7S. Like most processes there is a common, good, and best practice for inventory stratification. Inventory stratification which includes the GMROII (gross margin return on inventory investment) method of A, B, C, D, X and Y items is consider ed best practice. A, B, C, and D represent items in inventory ranked by percentage of profitability from higher profitability down to zero profitability respectively. X and Y represent items with zero inventories, X represents items with gross margin dollars and Y represents items without any gross margin dollars. GMROII focuses on the items profitability making it a financial driver and is considered best practice. However, for optimal inventory stratification solutions, the final rank should include a combination method of the GMROII method; sales volume method – representative of customer-centric data; and the hits method – representative of logistics based data. Once the weighted combination data is compiled, best practices can be implemented throughout all the 7S process  groups and in every section of the financial framework linking inventory stratification (process) directly to four financial drivers: asset efficiency, profitability, cash flow, and growth. These four financial drivers increase ROI (shareholder value). With inventory stratification complete sourcing has integral data to complete best practice process metrics for supplier management. Supplier stratification can help a firm modify their supplier base into one that is profitable and efficient for all channels within the supply chain. Supplier scorecards can be created which leads to numerous financial elements being increased. Inventory stratification is key for best practice levels in determining the right number of suppliers as inventory stratification status of the product in terms of movement and profitability. This indirectly defines the required customer service level as well. With supplier performance improvement, higher satisfaction rates evolve both with the distributor and further more with the customer.. If the distributor is tracking the supplier’s performance and is able to having periodic meetings with their supplier’s based on the results of the scorecards this will drive efficiency and supplier performance improvement. Also, higher supply chain reliability occurs since the supplier knows where the distributors need increased satisfaction levels to be able to continue servicing their customer at high standards. If the scorecard says the supplier is lacking in the area of competitive pricing the distributor then has the data to begin price negotiations. This knowledge allows sourcing through the subgroup supplier management to eliminate suppliers who only provide C and D items finding the right number of suppliers for the organization. Eliminating C and D items reduces inventory and increases GMROII. You now have the option of reinvesting the resulting capital into A and B items, paying back loans, or other business opportunities. In the debt reduction case, the impact can be readily seen on the balance sheet. The investment in A items leads to further sales opportunities. The reinvestments and its associated expected inventory turns will help in calculating additional revenue and resulting improvement in EBITDA. Reinvestments can also be for capital purchases to position the business for future growth. Inventory stratification also affects the ship and store segments of the 7S process group. With the knowledge that can be obtained from the data slow moving items can be  removed from branch inventory and a Regional Distribution Center (RDC) may be implemented. This allows the branches to carry more A or B items, or simply to reduce their inventory cost. RDC’s are usually able to operate with less inventory by sales volume. Labor expense is also reduced driving profitability to the shareholders. Inventory stratification is the primary driver for sales forecast and helps populate fill rates by rank. Forecasted demand combined with lead time and safety stock is the primary component to reorder point. Inventory stratification minimizes the normally time consuming forecast process both with information systems resources and with human resources. The best practice forecasting model is driven off the inventory stratification and is therefore driven by the sell segment, this numerically factual forecast will be void of the emotional forecasting of the sales force. Marketing can use the inventory stratification to process what customers’ needs are or what customers are interested in. Inventory stratification is integral in both customer stratification which once completed and redeployment of the sales force has occurred additional revenues are recognized and cost to serve are reduced again driving profit to shareholders. Customer service often drives large, inefficient inventories in an attempt to be all things to all people. Shareholder value seeks to carry only profitable products, at reasonable levels, producing maximum sales, while also increasing market share. Inventory stratification is an integral part of this process. (1) Optimizing Distributor Profitability: Best Practices to a Stronger Bottom Line, by Senthil Gunasekaran, Pradip Krishnadevarajan, F. Barry Lawrence, NAW Institute for Distribution Excellence 2009.

Jerry Garcia essays

Jerry Garcia essays Jerome John Garcia was born on August 1st 1942 in San Francisco. His father was a swing musician named Jose, and his mother was a nurse named Ruth. At four years old, Garcia lost the middle finger from his right hand when his older brother chopped it off with an axe while the boys were splitting wood. A year later, Jerry watched as his father drowned while they were out fishing. His grandparents then raised him while his mother worked. In 1957 he received his first guitar for his 15th birthday and began taking classes for painting at a nearby college. Garcia played a little country, jazz, folk, blues and whatever else appeased him. Garcia dropped out of high school in 1960 and enlisted in the Army. He didn't really last long because he was stationed in San Francisco so he often would sneak off base and go jam with his friends. Garcia was discharged from the Army after receiving 2 court marshals and 8 AWOLs. For a while, Garcia and a poet named Robert Hunter teamed up to cre ate some music. Later, Hunter would become the main lyricist for the Grateful Dead. Garcia spent all of his time in Dana Morgan's Music store in Palo Alto, San Francisco. This is also where Jerry met Pigpen (Ron McKernan). Jerry and Pigpen played together as early as 1961 and continued to play together for the next 11 years. At first, they had an acoustic jug band, but by1965, Pigpen was able to convince Jerry to put an electric band together called the Warlocks. They used that name throughout 1965, until they realized another band already had that name. That's when Jerry opened up the dictionary and found the words The Grateful Dead. Both of them pretty much lived life on the wild side and Palo Alto was definitely the place for them. Ken Kesey was there along with LSD experiments that were going on at both Stanford University and at Menlo Park. In 1964, Jerry took LSD for the first time when Robert Hunter told Jerry he had to try it. Si...

Free Essays on Making Friends Isnt Easy

The process of making a friend is a very unique one. It depends on that person’s age, gender, and personality. Every individual is different and how they make friends differs just as much. The way I make friends depends heavily on my personality. As a timid person, I tend to first meet potential friends through family and other people. After the initial meeting, I interact with them to see what type of person they are and whether or not I think our personalities are compatible and if I think they would make a good friend. Before I can take a look at the sometimes mysterious process of becoming friends with someone, I have to reveal some personal information. I am a great believer in personality typing. I am a very introverted person. This does not mean I am anti-social, it merely means that new and non-routine interaction with others is unlikely. Initiating the process of making a new friend is a very difficult process. This is where the concept of forced interaction comes into play. By forced interaction, I mean a situation in which another person and I are placed in an environment where we have no choice but to interact with each other such as at school in class and through family. It is impossible to be completely separate from other students in a class. I met all my friends in school, it was a place where I spent most of my time. It would be extremely rude to not interact with someone that your friend or family considers a friend. That is the way that I met a very close friend of mine and one who I will use as an example of my friend-making process throughout this essay. Her name is Sheree and I originally met her through another my god sister, Erica. We were all attending the same high school, so it was just like Erica to try to have us all become friends. But I was not friends with Sheree when I first met her. I had to figure out what type of person she was before we could become friends. Evaluation ha... Free Essays on Making Friends Isn't Easy Free Essays on Making Friends Isn't Easy The process of making a friend is a very unique one. It depends on that person’s age, gender, and personality. Every individual is different and how they make friends differs just as much. The way I make friends depends heavily on my personality. As a timid person, I tend to first meet potential friends through family and other people. After the initial meeting, I interact with them to see what type of person they are and whether or not I think our personalities are compatible and if I think they would make a good friend. Before I can take a look at the sometimes mysterious process of becoming friends with someone, I have to reveal some personal information. I am a great believer in personality typing. I am a very introverted person. This does not mean I am anti-social, it merely means that new and non-routine interaction with others is unlikely. Initiating the process of making a new friend is a very difficult process. This is where the concept of forced interaction comes into play. By forced interaction, I mean a situation in which another person and I are placed in an environment where we have no choice but to interact with each other such as at school in class and through family. It is impossible to be completely separate from other students in a class. I met all my friends in school, it was a place where I spent most of my time. It would be extremely rude to not interact with someone that your friend or family considers a friend. That is the way that I met a very close friend of mine and one who I will use as an example of my friend-making process throughout this essay. Her name is Sheree and I originally met her through another my god sister, Erica. We were all attending the same high school, so it was just like Erica to try to have us all become friends. But I was not friends with Sheree when I first met her. I had to figure out what type of person she was before we could become friends. Evaluation ha...

Essay Example | Topics and Well Written Essays - 500 words - 107

Essay Example That is until one day when his desire uncoiled when he was offered a summer building job to carry out â€Å"real work†. He was willing to perform it precisely, when he reaches at the construction site, with no fear at all. It is clear that Rodriguez was not seeking for a summer job, rather a chance to work with his back and hands. His desire is to feel his body in a unique or new way; he wanted to know the meaning of real work, even if it lasted for a short time so long as he worked like hard for once. Just like men whose desire is to fulfill their sexual fantasies by performing in the City of Night, Rodriguez wanted to fulfill his erotic dream by trying to side with the working class, a task for himself and for his audience (Dunbar-Odom 37). As a simple laborer, Rodriguez had a positive attitude towards his contract. The work seemed simpler than his friends did and he had thought. He enjoyed doing it, since he says that he had many physical pleasures during the labor. Each day counted for him, as he woke up every morning with a new working spirit. During the day, his desire to work conquered all the barriers that came his way. Sometimes he could even do too much that his colleagues were amazed, but all was for the sake of fulfilling his fantasy (Rodriguez 275). During his shoveling work, he realized that he was not doing what was right. He was fooling himself by expecting to be admitted in the world of the laborer. He says, â€Å"I could not learn in three months what my father had meant by â€Å"real work,† to mean that what he had been doing up to that level was not sufficient enough to measure to what his father could recognize as hard work. He could not be pleased by the achievement of his son so far. He needed more experience and efforts and that for him to accomplish â€Å"real work,† he had to take quality time. According to his mother and father, â€Å"real work† means struggling with self-confidence to achieve

Compare and contrast 2 stories Essay Example | Topics and Well Written Essays - 1000 words

Compare and contrast 2 stories - Essay Example Miss Brill and Good Country People expose their characters in a descriptive manner, for the former, the introduction was done by describing the setting, talking about the atmosphere while the latter described one of the main characters, Mrs. Freeman, then going to the other characters. The internal conflict in Miss Brill was shown more pronouncedly in the main character while external conflicts were exhibited by secondary characters. For instance, the thoughts of Miss Brill is revealed which exposes her feelings about another character in the story when she was listening to an old man and woman who have been talking about her glasses, showing how enraged she had been about the woman’s complaints probably reflecting herself, with the statement â€Å" Miss Brill had wanted to shake her†. The other story involved most of the characters in showing the internal and external conflicts, with the passionate characterizations and portrayal of their roles in the story. Mrs. Freem an struggled with her family and their problems laid before her, affecting both her mental, emotional as well as physical beings. Mrs. Hopewell on the other hand faced emotional struggles with her own daughter and Mrs. Freeman while Hulga had her own internal conflicts as the effects of her external conflict that is, her disability. Both stories show a narrator of which both are omniscient, knowing the feelings and thoughts of all the characters. However, Miss Brill is more of a limited omniscient narrator who sees through the mind of the main character in contrast to Good Country People which exposes not only the thoughts and feelings of the main character but of other characters as well. This manner of telling the story brings the reader to picture all the characters in a more detailed fashion which helps to understand the events of the story more clearly. Complications in Miss Brill are shown with the introduction of other characters as viewed in the eyes of the main character as she sits to observe or to the author’s words, ‘watch the play on the stage’. The other story on the contrary becomes complicated with the introduction of the antagonist, the Bible salesman who then takes interest in Hulga. Both stories have not exposed any foreshadowing or clue to how the story would end but plainly presented the events as they happened especially with the story of Miss Brill. Good Country People on the other hand ingeniously saved the conclusion of the story by leaving the exposition of the true character of the antagonist towards the end of the story. Both also have an open plot wherein the conflicts were not resolved at the end of the story but were left for the reader to finish or think of what might be the conclusion of the story. Such method is said to be clever, leaving the reader thinking about the story and not forgetting it in a moment. Miss Brill is about reflections, dreams and lust with the first one shown through the character of M iss Brill who usually spends her Sunday afternoons watching the people at Jardins Publiques, listening to the conversations of those who usually sit at her ‘special seat’ where she observes couples, usually lovers taking their seats there. The reason for her going there was not mentioned in the story but her ‘special seat’ represents her dreams of having a partner, and her sexual desires. Good Country Peop