Moral Development free essay sample

The biological perspective on moral development assumes that morality is grounded in the genetic heritage of our species, perhaps through prewired emotional reactions. Humans share many morally relevant behaviours with other species, and the ventromedial area of the frontal region of the cerebral cortex is vital for emotional responsiveness to others’ suffering. Nevertheless, human morality cannot be fully explained in this way, since morally relevant emotions require strong caregiving supports and cognitive attainments for their mature expression. Morality as the Adoption of Societal NormsDescribe and evaluate the psychoanalytic perspective on moral development. * Both psychoanalytic and social learning theories regard moral development as a matter of internalization: the adoption of societal standards for right action as one’s own. Internalization is not just a straightforward process of taking over externally imposedprescriptions. Instead, it is the combined result of factors within the child and the rearing environment. * According to Freud, morality emerges with the resolution of the Oedipus and Electra conflicts during the preschool years. Fear of punishment and loss of parental love lead children to form a superego through identification with the same-sex parent and to redirect hostile impulses toward the self in the form of guilt. Although guilt is an important motivator of moral action, Freud’s interpretation of it is no longer widely accepted. In contrast to Freudian predictions, power assertion and love withdrawal do not foster conscience development. Instead, induction is far more effective and seems to cultivate children’s active commitment to moral norms. Recent psychoanalytic ideas place greater emphasis on a positive parent-child relationship and earlier beginnings of morality. However, they retain continuity with Freud’s theory in regarding emotion as the basis for moral development. Describe and evaluate the social learning perspective on moral development, including the importance of modelling, the effects of punishment, and alternatives to harsh discipline. * Social learning theory views moral behaviour as acquired in the same way as other responses: through modelling and reinforcement. Effective models are warm and powerful and display consistency between what they say and what they do. By middle childhood, children have internalized many prosocial and other rules for good conduct. Harsh punishment does not promote moral internalization and socially desirable behaviour. Instead, it provides children with aggressive models, leads them to avoid the punishing adult, and can spiral into serious abuse. Alternatives, such as time out and withdrawal of privileges, can reduce these undesirable side effects, as long as parents apply them consistently, maintain a warm relationship with the child, and offer explanations that fit the transgression. * The most effective forms of discipline encourage good conduct. Parents who build a positive relationship with the child have children who want to adopt parental standards because they feel a sense of commitment to the relationship. Morality as Social UnderstandingDescribe Piaget’s theory of moral development, and evaluate its accuracy. * Piaget’s cognitive-developmental perspective assumes that morality develops through construction-actively thinking about multiple aspects of situations in which social conflicts arise and deriving new moral understandings. * Piaget’s work was the original inspiration for the cognitive-developmental perspective. He identified two stages of moral understanding: heteronomous morality, in which children view moral rules in terms of realism and as fixed dictates of authority figures; and autonomous morality, in which children base fairness on ideal reciprocity and regard rules as flexible, socially agreed-on principles. * Although Piaget’s theory describes the general direction of moral development, it underestimates the moral capacities of young children. Preschool and early school-age children take intentions into account in making moral judgments, although they interpret intentions in a rigid fashion. Furthermore, they have differentiated notions about the legitimacy of authority figures. With respect to nonmoral issues, they base authority on knowledge, not social position. When a directive is morally valid, they view it as important, regardless of whether an authority figure endorses it. Describe Kohlberg’s extension of Piaget’s theory, methods for assessing moral reasoning, and evidence on the accuracy of his stages. * According to Kohlberg, moral development is a gradual process that extends beyond childhood into adolescence and adulthood. Using moral judgment interviews, Kohlberg found that moral reasoning advances through three levels, each of which contains two stages: (1) the preconventional level, in which morality is viewed as controlled by rewards, punishments, and the power of authority figures; (2) the conventional level, in which conformity to laws and rules is regarded as necessary to preserve positive human relationships and societal order; and (3) the postconventional level, in which individuals define morality in terms of abstract, universal principles of justice. Besides Kohlberg’s clinical interview, efficient questionnaires for assessing moral understanding exist. The most recently devised is the Sociomoral Reflection Measure-Short Form (SRM-SF). * Kohlberg’s stages are strongly related to age and form an invariant sequence. In focusing on hypothetical moral dilemmas, however, Kohlberg’s theory assesses only the rational weighing of alternatives and overlooks other strategies that affect moral judgment. * Because situational factors affect moral reasoning, Kohlberg’s stages are best viewed in terms of a loose rather than strict concept of stage. Piaget’s cognitive and Selman’s perspective-taking stages are necessary but not sufficient conditions for each advance in moral reasoning. * Contrary to Gilligan’s claim, Kohlberg’s theory does not underestimate the moral maturity of females. Instead, justice and caring moralities coexist but vary in prominence between males and females, from one situation to the next, and across cultures. Describe influences on moral reasoning, its relationship to moral behaviour, and continuing challenges to Kohlberg’s theory, * A flexible, open-minded approach to new information and experiences is linked to gains in moral reasoning. Among experiences that contribute are peer interactions that resolve conflict through negotiation and compromise; warm, rational child-rearing practices; and years of schooling. * Cross-cultural research indicates that a certain level of societal complexity is required for Kohlberg’s higher stages. Although his theory does not encompass the full range of moral reasoning, a common justice morality is evident in individuals from vastly different cultures. * Maturity of moral reasoning is moderately related to a wide variety of moral behaviours. Many other factors also influence moral behaviour, including emotions, temperament, personality, history of morally relevant experiences and moral self-relevance-the degree to which morality is central to self-concept. * Moral judgment maturity appears to be achieved at Stages 3 and 4, as young people grasp ideal reciprocity. Because Kohlberg’s dilemmas are remote from the experiences of children and not clearly understood by them, his theory overlooks moral-reasoning capacities that develop in early and middle childhood. Moral Reasoning of Young ChildrenExplain how children separate moral imperatives from social conventions and matters of personal choice, and trace changes in their understanding from childhood into adolescence. * Even preschoolers have a beginning grasp of justice in that they distinguish moral imperatives from social conventions and matters of personal choice. From actively making sense of people’s everyday social experiences and emotional reactions, children in diverse cultures come to view moral transgressions as wrong in any context, regardless of whether rules or authorities prohibit them. Gradually, children clarify and link moral imperatives and social conventions, taking into account more variables, including the purpose of the rule; people’s intentions, knowledge, and beliefs; and the context of their behaviour. * The personal domain emerges with self-awareness in the early preschool years and strengthens from middle childhood into adolescence. It supports young people’s moral concepts of rights and freedom. Describe the development of distributive justice reasoning, noting factors that foster mature understanding. Children’s concepts of distributive justice change over middle childhood, from equality to merit to benevolence. Peer disagreements, along with efforts to resolve them, make children more sensitive to others’ perspectives, which fosters their developing ideas of fairness. Development of Self-ControlTrace the development of self-control from early childhood into adolescence, noting the implications of individual differences for cognitive and social competencies. * The emergence of self-control is supported by self-awareness and by the representational and memory capacities of the second year. The first glimmerings of self-control appear in the form of compliance. The ability to delay gratification increases steadily over the third year. Language development and sensitive, supportive parenting foster self-control. * During the preschool years, children profit from adult-provided self-control strategies. Over middle childhood, they produce an increasing variety of strategies themselves and become consciously aware of which ones work well and why, leading to a flexible capacity for moral self-regulation. Individual differences in delay of gratification predict diverse cognitive and social competencies. Development of self-control appears to be governed by two processing systems: an emotional, reactive hot system that eventually is dominated by a cognitive, reflective cool system. The Other Side of Self-Control: Development of AggressionDiscuss the development of aggression from infancy into adolescence, noting individual, family, community, and cultural influences, and describe successful interventions. * Aggression first appears in late infancy. Physical forms are soon replaced by verbal forms. Whereas instrumental aggression declines, hostile aggression increases over early and middle childhood. Two types of hostile aggression are evident: overt aggression, more common among boys, and relational aggression, more common among girls. * Although teacher- and peer-reported aggression decline in adolescence, delinquent acts increase, especially for boys. However, only a few youths sustain a high level of aggression from childhood to adolescence, becoming involved in violent crime. Impulsive, overactive children are at risk for high aggression, but whether or not they become so depends on child-rearing conditions. Strife-ridden family environments and power-assertive, inconsistent discipline promote self-perpetuating cycles of aggressive behaviour. Children who are products of these family processes develop social-cognitive deficits and distortions that add to the long-term maintenance of aggression. Widespread poverty, harsh living conditions, and schools that fail to meet students’ developmental needs increase antisocial acts among children and adolescents. Among interventions designed to reduce aggression, training parents in child discipline and teaching children alternative ways of resolving conflict are helpful. Social-cognitive interventions that focus on improving social information processing and perspective taking have yielded benefits as well. However, the most effective treatments are comprehensive, addressing multiple factors that sustain antisocial behaviour. | Learning Objectives| After completing Chapter 12, you should be able to: * Describe and evaluate the biological perspective on morality. * Describe and evaluate he psychoanalytic perspective on moral development. Describe and evaluate the social learning perspective on moral development, including the importance of modelling, the effects of punishment, and alternatives to harsh discipline. * Describe Piaget’s theory of moral development, and evaluate its accuracy. * Describe Kohlberg’s extension of Piaget’s theory, methods for assessing moral reasoning, and evidence on the accuracy of his stages. * Describe influences on moral reasoning, its relationship to moral behaviour, and continuing challenges to Kohlberg’s theory. Explain how children separate moral imperatives from social conventions and matters of personal choice, and trace changes in their understanding from childhood into adolescence. Describe the development of distributive justice reasoning, noting factors that foster mature understanding. * Trace the development of self-control from early childhood into adolescence, noting the implications of individual differences for cognitive and social competencies. * Discuss the development of aggression from infancy into adolescence, noting individual, family, community, and cultural influences, and describe successful interventions. |

The Number One Question You Must Ask for College Opinion Essay Topics

The Number One Question You Must Ask for College Opinion Essay Topics You may also ask another person to read through your essay that will provide you with and hones feedback and opinion. No good paper can be finished without a fantastic draft. To be fair, however, you are going to find that one of the very first things you have to do is become a specialist on the matter. If you select a challenging essay topic for a specific reason, or when you have zero choice and thegiven topic doesn't interest you much, do take the support of Professional Advisers. Readers should understand what the matter is and what's at stake. Examining either side of the issue can aid your readers form their own opinions. After stating your thesis, you will want to explore the matter in depth in order for your reader will comprehend the issue fully. College is an intellectual place so attempt to convince the board that you're the ideal person in their opinion. Talk shows fall into precisely the same category since they are often opinionated or untrue. Choosing our service, you will realize that studying can be simple if you gain from the help of competent experts. A seasoned professional will make an error-free assignment very quickly and can help you boost your grades. Writing argumentative essay is an intricate undertaking, as it requires the presence of many skills at the exact same moment. Curriculum proposal topics is a means to try. Essays have a high status in the academic world. Plenty of essays are doctored or written by other folks, she explained. Today, they are often used by several well-known campuses to evaluate prospective students as a basis for assessing whether students are able to qualify to be educated with certain standards. The college essay is among the main elements of your college application. The One Thing to Do for College Opinion Essay Topics Our essay writing service will provide you with different kinds of assistance. You will need to determine important info, compare and contrast distinctive figures or maybe describe a practice. You might also see report a brief report. Whether you've conducted research to compose a guide or maybe to study about rural development, it's vital that you compile an appropriate research report that you can then submit to the higher formats. Using College Opinion Essay Topics Essay writing service can help you to fix all of your academic writing issues. You may define a notion in your short essay. Okay, now you have the fundamentals about how to opt for a n informative essay topic, let's dig into some amazing ideas! Developing a criterion for the evaluation essay topic in addition to the effective judgment from the face of the author is the fundamental requirement of an evaluation essay. Whatever college essay topic you select or are assigned, the trick is to compose a decent stand-out essay. Each of these forms of paper is owned by the category of informative essay. Before writing argumentative essay, a suitable comprehension of the subject needs to be developed, and relevant and authentic material ought to be used. College Opinion Essay Topics for Dummies Application essays about challenges reveal how you respond to difficulty to folks who are quite interested in how you'll take care of the subsequent four years all on your own. You may also think about focusing on several different approaches to take care of either disorder. America should act now to guard the standard of drinking water. You should have your reasons, and our primary concern is that you find yourself getting an excellent grade. Your essay might incorporate the factors for teen pregnancy and talk about the recent rates of teen pregnancy and potential solutions. Lastly, guarantee the topic you select can be supported by some factual evidence. A topic sentence ought to be accurate as it acts as a guide to the remaining portion of the paragraphs. An intriguing topic sentence has to be interesting, accurate and limited. How to Choose College Opinion Essay Topics An individual will request that you compose your opinion on a wide topic, including whether it is much better to reside in the nation or the city. There might be things you'll be looking at without knowing they will make great essay topics. You may write an essay about a specific advice you have keep in your mind and heart. It's possible to write a very simple essay on the proper age to vote or appropriate age to be in a position to purchase alcohol.

APA Project Assessment Paper Topic Headings - How to Use Subheadings to Create Effective Project Logs

APA Project Assessment Paper Topic Headings - How to Use Subheadings to Create Effective Project LogsAs a consultant, I often need to create assessment paper topics for my client's APA implementation. By far the easiest way to make sure I come up with great topics is to use the concept of reflection paper. In fact, this is probably one of the simplest ways you can go about it. So let's take a look at that.Many times an APA implementation will start with a series of research questions and they may involve many different chapters or subtopics within the specific topic area. These chapter or subtopics may be used to test the different areas of expertise and depth of knowledge. What this means is that you want to make sure you have an area of focus in which you can test yourself and that is reflected in your APA application. The best way to do this is to create a research topic that will reflect your overall expertise and depth of knowledge.To do this you need to create a research topic in which you are able to lay out the different areas of expertise in relation to your understanding of the issue at hand. You need to identify the strengths and weaknesses you have within these areas of expertise. For example, if you are someone who understands a large number of different types of data or resources, then you might consider writing about how you identify these types of information or you may consider outlining your understanding of the benefits of these types of information. For those who have only been working in a single type of technology, consider the areas of specialization that you have that relate to that particular technology. It will help you to have some sort of focus within your writing if you want to be successful in this exercise.There are several APA reflection paper topic heading formats to consider when creating this outline. One of the most basic is to simply list your expertise or specialization. If you are an expert in accounting or some other rela ted field, you can simply write 'Accountant' or 'CPA' as your topic heading. Similarly, if you are an expert in marketing or an area like business management, you can list this as your topic heading. If you don't have any specialty area listed, you can list the term 'non-specialization' as your topic heading.The next step is to add information on the areas of specialization that you have. If you are an accountant you can list your training and education and CPA designation. Likewise, if you have studied marketing and you would like to write a paper about it, you can list this in your heading.Another option is to use the part of the paper where you address the audience of the paper. This is very effective because it gives them a glimpse into your focus and allows them to get a feel for your research topics. This can be a good introduction to your topic heading.Subheadings can also be helpful. Usually subheadings will start with the subtopic title and include details of the direction of the paper. If you are writing about accounting, your subheading will include the term 'Auditing' as well as subheadings such as 'Accounting Audit'Financial Accounting Audit.'Be careful to use these subheadings to provide detailed information and to not just repeat yourself. Make sure your readers get a feel for your topic heading by including subheadings that show the general topic.

Learn What the Common Application Essay Topics Are And How You Can Fill Them Out

Learn What the Common Application Essay Topics Are And How You Can Fill Them OutIf you are attending a college or university to gain your degree, and you want to apply for the Common Application in Fall 2020, then there are some things that you need to know before applying. It is important that you make sure that you have all of the information you need to make your application as efficient as possible. This article will help you to determine if you can fill out the application in the way that it needs to be filled out.The first thing that you need to do before filling out the Common Application Essay Topics is to get yourself familiar with what is in it. Most colleges and universities ask applicants to submit applications by mail. It is also important that you pay attention to the deadline for sending in your application. Each college and university has different deadlines and the same applies to the Common Application Essay topics.You should make sure that you submit your applicati on well in advance of the deadline. This will ensure that you receive a full and comprehensive review of your application. The college or university will then have a better idea of what you need to do to prepare for the final review of your application. In addition, you will be more prepared to give an accurate and thorough reply to the Common Application Essay Topics.It is essential that you explain in detail your academic career background. This is something that most college admission offices like to see. They also want to see your GPA as this plays a very large role in their decision.The essay topics will also contain questions such as the following. These questions will be asked of you, so you should make sure that you include answers to them in your application.The Common Application Essay Topics include questions such as these. If you want to be successful in filling out the application in the way that you want to, then you should learn as much as you can about the Common App lication Essay Topics. One of the things that you should do is to find out exactly what each topic is. You will need to contact the college or university to see what they expect in order to be considered for admission.Finally, it is important that you keep in mind that if you want to submit the Common Application Essay Topics in Fall 2020, then you need to prepare the application as if you are applying for a regular undergraduate college or university. You will need to do so by properly completing the application as a whole. In order to do this, you will need to have a wide understanding of the application and its requirements.

Ela Regents Essay Samples

Ela Regents Essay SamplesIf you are having difficulty writing a paper or essay, you should consider using the Ela Regents essay samples. The sample essays are intended to help students take their written assignments in the correct direction.Some of the online essays are very different from other sample essays that you will find elsewhere. The reason for this is that the writers use a template that has been created with these sample essays. The templates have been adapted from the teachers at Ela Regents Academy and are known as the ELA Regents Essay Sample.These templates are typically five to six pages long and are designed to be used by one person. They are designed to make it easy for a student to write his or her essay. The template has been designed so that a student can easily follow the guidelines provided to him or her.The first template is meant to help the student to write a one page essay. This one-page essay should include a title, a two paragraph introduction, an outline and one to two paragraphs of body copy. This template should also include some tips that will help the student to get the information in the body of the essay in the right order.The second template is designed to help a student to write a three page essay. It provides additional guidelines to follow that will help the student to properly and efficiently put the information in the essay. This template will also provide an outline and the rules and guidelines for the essay topic and will include several prompts and questions.The third template is designed to help a student to write a four page essay. This template will offer additional directions for what should be included in the essay. The guidelines will also include a vocabulary list and will be designed to help a student to put together his or her own essays. Each of the Ela Regents essay samples will help a student to develop a more effective essay. The templates are easy to use and will have the student easily on track to writ ing an effective essay. The templates are designed with help from the instructors and will include the student's name.

Taming Of the Shrew Essay Example For Students

Taming Of the Shrew Essay The method Petruchio uses to tame his shrew, Katherina, to put it simply, is reverse psychology, along with starving her and not allowing her to sleep until she acts like a proper lady. His strategy is basic, but his plan takes time to bring about results.  During act two scene one, Petruchio outlines his plan to Baptista. He states that he will say the opposite of what Kate does. Say that she rail, why then Ill tell her plain she sings as sweetly as a nightingale. This is called reverse psychology. At the beginning of act three scene two, it is Katherinas appointed wedding day and her father, Baptista, is seen worrying that Petruchio, the groom to be, will not turn up. It is threatening to become very embarrassing for both Katherina and her whole family. Katherine fears she will become a laughing stock. Now must the world point at poor Katherine. Much later, after Katherina has already left, Petruchio arrives. We will write a custom essay on Taming Of the Shrew specifically for you for only $16.38 $13.9/page Order now He is dressed in tattered and torn clothes, riding upon a sick horse. He looks more like a poor beggar than a man about to be married. This too is part of Petruchios many step plan to tame the shrew. By turning up late, it threatens to embarrass Katherina on her wedding day in front of all that know her. So, Petruchio changes Katherina from a reluctant bride to one who only wishes for her groom to show up. This is a brilliant move. Petruchio refuses to change his clothes. He uses the excuse that there is no time and that he has been away from his bride too long. But where is Kate? I stay too long from her. In the middle of Act three scene two, Tranio starts to work out Petruchios plan. He hath some meaning in his mad attire.  Petruchio makes a mockery of the wedding ceremony, knocking the bible out of the priests hand when smacking him in the face. He throws wine at one of the clergy and loudly kisses Katherina on the mouth. As soon as the ceremony, if it could be called that, is over he states that although the guests assumed that he would stay for the party, he has to leave. This too is part of his plan to tame Katherine. She is shocked and upset by the news of him leaving before the party and asks if she can entreat him to stay. Let me entreat you. This is very polite and is not the language that a shrew would use. So, the taming process has obviously started to take effect. When her efforts to entreat Petruchio to stay fail, she relies on his love for her to keep him at the party. When this too fails, she returns to her shrewish ways and affirms that she will not leave until she pleases herself. Nay then, do what thou canst, I will not go today, no, nor tomorrow, not till I please myself. Kate goes onto say that the guest shall go forward to the bridal dinner. By this she means that she will join them, but Petruchio takes this very literally and acts as if he is only doing what Katherine wishes. They shall go forward, Kate, at thy command. He assumes that she will be joining him and not their guests. He takes Kate away as if he is protecting her from the guests that may force her to attend her party, even though it is at the party that Kate wishes to be and not with Petruchio. Kate is dumbfounded and cannot say anything, because Petruchio, it seems, is doing this all for her. This too is part of Petruchios plan to tame Katherina. He is reacting and acting in the opposite way to which Katherina would expect him to act. .u5a5144fe0916fe19b1fde40b415e4c6d , .u5a5144fe0916fe19b1fde40b415e4c6d .postImageUrl , .u5a5144fe0916fe19b1fde40b415e4c6d .centered-text-area { min-height: 80px; position: relative; } .u5a5144fe0916fe19b1fde40b415e4c6d , .u5a5144fe0916fe19b1fde40b415e4c6d:hover , .u5a5144fe0916fe19b1fde40b415e4c6d:visited , .u5a5144fe0916fe19b1fde40b415e4c6d:active { border:0!important; } .u5a5144fe0916fe19b1fde40b415e4c6d .clearfix:after { content: ""; display: table; clear: both; } .u5a5144fe0916fe19b1fde40b415e4c6d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5a5144fe0916fe19b1fde40b415e4c6d:active , .u5a5144fe0916fe19b1fde40b415e4c6d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5a5144fe0916fe19b1fde40b415e4c6d .centered-text-area { width: 100%; position: relative ; } .u5a5144fe0916fe19b1fde40b415e4c6d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5a5144fe0916fe19b1fde40b415e4c6d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5a5144fe0916fe19b1fde40b415e4c6d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5a5144fe0916fe19b1fde40b415e4c6d:hover .ctaButton { background-color: #34495E!important; } .u5a5144fe0916fe19b1fde40b415e4c6d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5a5144fe0916fe19b1fde40b415e4c6d .u5a5144fe0916fe19b1fde40b415e4c6d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5a5144fe0916fe19b1fde40b415e4c6d:after { content: ""; display: block; clear: both; } READ: What makes Emily Dickinson EssayWhen speaking to the guests, Petruchio refers to Kate as his possession. She is my goods, my chattels, she is my house, my household stuff my any thing. This gives the idea that Katherina is not a person and cannot think for herself. She is just one of Petruchios possessions.  In the beginning of Act four scene one, Grumio tells Curtis of how Kates horse fell and she fell underneath the horse and was covered in mud. Petruchio, who was there at the time, did nothing to help poor Katherina, but instead beat up Grumio because the horse had stumbled. Katherine went to pull her husband off Grumio. Petruchio swore and Katherine prayed. Perhaps t his might also be part of Petruchios plan. Curtis states that according to what Grumio just told him, Petruchio is more of a shrew than Katherina. By this reckoning he is more shrew than she. Of the pair, one has to be responsible and sensible and since Petruchio is acting so shrewish, Katherina feels that she has to be the responsible and sensible one. This is part of Petruchios taming process.  At the beginning of Act four scene three, Katherina is complaining to Grumio about the way Petruchio is treating her. The more my wrong, the more his spite appears. What, did he marry me to famish me? I am starved for meat, giddy for lack of sleep. To this, Grumio replies with an offer of meat and when she accepts he decides she should not have it because it is too choleric. Grumio obviously knows Petruchios plan. Katherina becomes fed up with Grumio and his nonsense and sends him away, just as Petruchio and Hortensio enter. Petruchio brings meat for Katherina and she quickly eats it with Hortensio. When they have finished, Petruchio tells Katherine that they should leave to her fathers house and dress in fine clothes. When the tailor comes, he brings with him a cap for Katherina, which she likes but Petruchio does not. Fie, fie, tis lewd and filthy. He asks for a bigger cap but Katherina refuses to have it any bigger saying that it is fashionable. This doth fit the time, and gentlewomen wear such caps as these. She is using proper language and referring to herself as a gentlewoman. Therefore Petruchios plan is working. Yet Petruchio does not believe she is gentle yet. When you are gentle, you shall have one too, and not till then. This is too much for Katherine and she finally speaks her mind, telling Petruchio that she is not a child and that she is angry and if she doesnt anything her heart will break. It goes on and Petruchio pretends he has selective hearing to what Katherine says. She is obviously angry with him yet he pretends to think that she is angry with the tailor and when the tailor corrects him, he scolds at him and calls him names. Thou liest, thou thread, thou thimble, thou flea, thou nit, thou winter-cricket thou!  Petruchio tells Kate that they should go to her fathers house first by horse and when they arrive at a certain point, they shall go on by foot and arrive at the destination by dinner time. Katherina does not want to do as Petruchio asks and Petruchio becomes mad and orders that she do what he says. During Act four scene five, Katherine and Petruchio bicker about whether it is the moon or the sun that shines brightly. I say it is the moon that shines so bright. Hortensio advises Katherina to agree with Petruchio or else they will never leave. So Katherina agrees with Petruchio that it is the moon that shines brightly and Petruchio changes his mind and says that it is the sun that shines brightly, so Katherine agrees to this as well. She does not put up a fight and argue any further with Petruchio and she does not become angry or frustrated with him when he changes his opinion, so perhaps she is tamed, or at least she is showing all the signs of being tamed. .u1ed511400e60da819d0373a72b3bdfd5 , .u1ed511400e60da819d0373a72b3bdfd5 .postImageUrl , .u1ed511400e60da819d0373a72b3bdfd5 .centered-text-area { min-height: 80px; position: relative; } .u1ed511400e60da819d0373a72b3bdfd5 , .u1ed511400e60da819d0373a72b3bdfd5:hover , .u1ed511400e60da819d0373a72b3bdfd5:visited , .u1ed511400e60da819d0373a72b3bdfd5:active { border:0!important; } .u1ed511400e60da819d0373a72b3bdfd5 .clearfix:after { content: ""; display: table; clear: both; } .u1ed511400e60da819d0373a72b3bdfd5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ed511400e60da819d0373a72b3bdfd5:active , .u1ed511400e60da819d0373a72b3bdfd5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ed511400e60da819d0373a72b3bdfd5 .centered-text-area { width: 100%; position: relative ; } .u1ed511400e60da819d0373a72b3bdfd5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ed511400e60da819d0373a72b3bdfd5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ed511400e60da819d0373a72b3bdfd5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ed511400e60da819d0373a72b3bdfd5:hover .ctaButton { background-color: #34495E!important; } .u1ed511400e60da819d0373a72b3bdfd5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ed511400e60da819d0373a72b3bdfd5 .u1ed511400e60da819d0373a72b3bdfd5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ed511400e60da819d0373a72b3bdfd5:after { content: ""; display: block; clear: both; } READ: Analysis of Richard Cory EssayDuring Act Five Scene One, Katherina asks her husbands permission to follow the others and he allows her to on the condition that she kisses him. When she refuses, he asks if she is ashamed of him. What, in the midst of the street? What, art thou ashamed of me? Katherine of course answers no and states that Got forbids it and that she is only ashamed to kiss. So, Petruchio proclaims that they shall return home, so Katherina gives in and agrees to kiss Petruchio. He replies with a combination of two proverbs, Better late than never and It is never too late to mend. Better once than never, for never too late.  At some point near the end of Ac t Five Scene Two, Katherina gives her final speech which is addressed to the audience as well as the husbands, but is mainly directed towards the wives of the husbands.

The Juvinile Detention Program Essays

The Juvinile Detention Program Essays The Juvinile Detention Program Paper The Juvinile Detention Program Paper Detention of Juveniles in general is the temporary care of children in physically restricting facilities (Ward 7-5). The primary basis of detention is usually the seriousness of the offense (Ward 7-5). Whether the juvenile is held for a period of time in detention depends on the outcome of a detention hearing, where the appropriateness of the detention is determined (Champion 500). Juveniles are guaranteed a detention hearing within 24-48 hours, this hearing is before a judge (Ward 7-5). The judge then decides whether to release the juvenile or to continue the detainment. The judge often looks to the probation department to help make the decision of continuing detainment, because the probation department has more background on the juvenile to help with the decision (Ward 7-5). If a the judge decides to detain the juvenile for a period of time after their hearing there are two types of detention centers that they can be sent to. There are non-secure facilities and sec! Non-secure custodial facilities according to Champion â€Å"are those that permit youths freedom of movement within the community. Youths are generally free to leave the premises of their facilities, although they are compelled to observe obvious rules, such as curfew, avoidance of alcoholic beverages and drugs and participation in specific programs that are tailored to their particular needs† (Champion 485). Examples of these non-secure facilities are foster homes, group homes, camps and ranches, and wilderness programs, family group homes and rural programs (Ward 7-13). The first example of non-secure detention is the Hope Center Wilderness Camp. This is an apparently successful camp located in Houston, Texas. â€Å"This camp has an organized network of four interdependent living groups of 12 teenagers each. The camp’s goals are to provide quality care and treatment in a nonpunitive environment, with specific emphasis on health, safety, education, and therapy. Emotionally disturbed youths whose offenses range from truancy to murder are selected for program participation† (Champion 493). â€Å"Participants are involved in various special events and learn to cook meals outdoors, camp, and other survival skills. Follow-ups by camp officials show that camp participants exhibit recidivism rates of only about 15 percent† (Champion 493). The next non-secure facility is The Department of J! uvenile Justice’s Non-Secure Detention (NSD) program. This program offers an alternative to secure detention for some of the young people remanded to the Department’s custody (DJJ 1). Through a network of group homes, NSD provides structured residential care for alleged juvenile delinquents who are believed to require a less restrictive setting while awaiting disposition of their cases in Family Court (DJJ 1). In accordance with statutory requirements, NSD facilities are characterized by the absence of physically restrictive hardware, construction and procedures. They offer juveniles a supportive family like environment and close supervision during their time in detention (DJJ 1). Juveniles are ordered into the custody of Department of Juvenile Justice by a Family Court judge may be assigned to NSD in one of two ways: The judge may order the juvenile specifically into NSD or, the judge may order the child into custody and allow DJJ to decide whether secure or non-secure ! detention is appropriate (DJJ 2). In the latter case, Department of Juvenile Justice staff makes the determination based on an initial assessment (DJJ 2). NSD accepts both boys and girls into the program. They range in age from 7 to 16 years; the average age being 15 years. The average length of stay in 1999 was 23 days in the NSD facility (DJJ 2). The Department of Juvenile Justice oversees a network of 13 group homes in New York City (DJJ 2). The juveniles that are in NSD attend school and participate in recreation, group counseling and tutoring (DJJ 2). Secure custodial facilities according to Champion â€Å"are the juvenile counterpart to adult prisons or penitentiaries† (Champion 486). Secure juvenile detention is the temporary placement of kids in locked facilities pending disposition of delinquency charges. They should serve two purposes, to assure that children appear in court at the proper time and protect the community by minimizing delinquent acts while their cases are being processed. An example of a secure detention facility set up by the Department of Juvenile Justice is the Horizon Juvenile Center and Bridges Juvenile Center. However, many youths that enter secure detention leave very quickly, 37 percent are released within three days, 58 percent within ten days (2DJJ 4). All youth spend their first week-and-a-half on Intake Orientation living units at Bridges Juvenile Center (2DJJ 4). Medical, educational and social service assessments are conducted during this period. Residents participate in a formal orientat! ion program where they receive information about services in secure detention and general health issues (2DJJ 4). After approximately 10 days in Intake, the youth is transferred to a residential unit at Horizon (or Crosroads) Juvenile Center. Case conferences, involving medical, educational, recreational and social service staff as well as a family member, are held periodically for each resident (2DJJ 4). Follow-up medical and dental care and a full daily schedule of school, recreation and counseling provide the youth with comprehensive services and activities that correspond to his or her needs, interests and abilities (2DJJ 4). This program is designed to teach residents that they are responsible for their own behavior, to encourage them to respect the rights and feelings of others and to adhere to institutional rules, DJJ’s behavior management system is an important part of each residents day (2DJJ 4). This incentive system promotes good behavior with rewards such as e! xtra phone calls, a radio, later bedtimes and access to the Department of Juvenile Justice’s commissary and resident lounge (2DJJ 4). The program discourages negative behavior with penalties that restrict privileges and choice of recreational and leisure time activities (2DJJ 4). All of the following figures are according to the Department of Juvenile Justice which provides secure and non-secure detention for juveniles in New York City pending adjudication of their court cases or transfer to New York State Office of Children and Family Services Institutions after disposition or sentence. In Fiscal year 1999, the Department of Juvenile Justice had 6,844 admissions to detention: out of this 5,301 were sent to secure detention while 1,543 were sent to non-secure detention (3DJJ 1). Of the youths admitted to secure detention during the 1999 school year, 90 percent read below the seventh grade level, and although their average age is fifteen; 83 percent had math skills below that level, 25 percent read below the fourth grade level, and approximately 60 percent of the students received special educational services (3DJJ 1). There are many different types of detention facilities that juveniles can be sent to. The facility that a juvenile is sentenced to must meet their specific needs and circumstances surrounding their offense.