US Supreme Court Decision Essay Example for Free

US Supreme Court Decision Essay An assessment of the United States Supreme Court case Romer v. Evans, which was settled on May 20, 1996, is to be advanced in this paper. The case was contended on October 10, 1995. At issue was Amendment 2 to the State Constitution of Colorado â€Å"which blocks all administrative, official, or legal activity at any degree of state or nearby government intended to ensure the status of people dependent on their gay, lesbian or indiscriminate direction, lead, rehearses or relationships† (Romer v. Evans, 1995). The U. S. Incomparable court held it abuses the Equal Protection Clause. The assessment in favor was documented by Justice Kennedy, while the disagreeing sentiment was recorded by Justice Scalia. The choice, Article II sec 30b of the Colorado Constitution, read as follows: NO PROTECTED STATUS BASED ON HOMOSEXUAL, LESBIAN, OR BISEXUAL ORIENTATION. Neither the State of Colorado, through any of its branches or divisions, nor any of its offices, political developments, regions or school regions, will order, receive or implement any resolution, guideline, mandate or strategy whereby gay, lesbian or androgynous direction, lead, practices, or connections will comprise or in any case be the premise of, or entitle any individual or class of people to have or guarantee any minority status, share inclinations, ensured status or guarantee of segregation. This Section of the Constitution will be in all regards self-executing (Romer v. Evans, 1996). While many accepted the law would forestall non-government separation claims dependent on sexual direction just as forestall the entry or the implementing of existing laws precluding such segregation, Amendment 2’s reason for existing was â€Å"generally conflicting with standard American values† (Debbage Alexander, pg. 264). The State of Colorado contended the â€Å"measure does close to deny gay people exceptional rights† (Romer v. Evans, 1995). This is a decades old contention that conservative Christian gatherings have utilized â€Å"to offer to a more extensive, increasingly mainstream crowd by portraying the gay rights development as one planned for getting extraordinary rights and secured status for gays and lesbians joined into social equality law† (Debbage Alexander, pg. 273). Equity Kennedy writes in the sentiment in favor, â€Å"The States head contention that Amendment 2 places gays and lesbians in a similar situation as every single other individual by denying them exceptional rights is dismissed as implausible† (Romer v. Evans, 1995). Equity Kennedy further states how â€Å"Amendment 2 puzzles this ordinary procedure of legal survey. It is on the double excessively thin and excessively wide. It distinguishes people by a solitary attribute and afterward denies them insurance over the board† (Romer v. Evans, 1995). The last passage of Justice Kennedy’s feeling announces: â€Å"We must reason that Amendment 2 arranges gay people not to promote an appropriate authoritative end yet to make them inconsistent to every other person. This Colorado can't do. A State can't so regard a class of people an alien to its laws. Correction 2 damages the Equal Protection Clause, and the judgment of the Supreme Court of Colorado is affirmed† (Romer v. Evans, 1995). While Justice Scalia writes as he would like to think, Amendment 2 is a â€Å"modest endeavor by apparently open minded Coloradans to protect customary socially acceptable sexual behaviors against the endeavors of a politically ground-breaking minority to reconsider those mores using the laws† (Romer v. Evans, 1995). While Justice Scalia has the privilege to his very own convictions viewing homosexuality and its legitimacy as a secured class, numerous others don't share them. As Richard Mohr sees in Romer v. Evans: A Blow for Justice, â€Å"All or almost all legitimate weights on gays offer straightforwardly or by implication to prejudice†. His article proceeds to depict how in 1996 this decision should influence two significant gay issues: gays in the military and gay marriage. At the point when rivals can't give consistent purposes behind their restriction it assumes â€Å"strongly held convictions for which one can offer no reasons or clarifications are by definition biased ones† (Mohr, para. 5). With the choice of the U.S. Preeminent Court, Romer v. Evans â€Å"marked a monstrously significant day for the gay rights development and a significant misfortune for hostile to gay rights activists of all persuasions† as indicated by Sharon Debbage Alexander’s article in the Winter 2002 issue of Texas Forum on Civil Liberties Civil Rights. Besides, this case has gotten one of the most huge choices gave by the U.S. Incomparable Court with respect to gay rights. Most of the individuals who have dissected Romer v. Evans imply the â€Å"fact that the case was won utilizing a sane premise test adds to the quality of the choice for gay rights† (Debbage Alexander, pg. 297). Since the choice of Romer v. Evans, President Barack Obama has upset the â€Å"Don’t Ask, Don’t Tell† strategy inside our Armed Forces and gay marriage is right now getting looked at in two cases that have been heard at the U.S. Incomparable Court. In the wake of winning Boy Scouts of America v. Dale in 2000 securing the gatherings First Amendment expressive affiliation rights, as of late the administering body of the Boy Scouts of America casted a ballot to permit transparently gay scouts inside its enrollment, however not as Scout Leaders. The significant issue of gay rights in America has at long last arrived at the bleeding edge of open strategy and discussion. As in Romer v. Evans, I trust that the United States Supreme Court will control against the State of California’s Proposition 8 and DOMA, the Defense of Marriage Act, to discover the two laws unlawful. To the extent that to carry fairness for all to these United States of America.

English - Drama and Farce - The bear Essay Example | Topics and Well Written Essays - 250 words

English - Drama and Farce - The bear - Essay Example Popov in a clever manner, who gives off an impression of being grieving the demise of his significant other kicked the bucket somewhere in the range of seven months back. The play endless supply of the heroes Luka, who is the footman of Mrs. Popov, a senseless and dolt old individual that keeps up the propensity for offering vent to his thoughts without making any investigations of the comments he will convey. Since he has been serving Mrs. Popov, Luka likewise feels frustrated about the demise of her better half. Thus, he attempts to support his crying paramour in such a moronic way, that looks bothersome to her, and welcomes the giggling of the crowd in this manner. Mrs. Popov reviews the sweet recollections of the minutes she had gone through with her expired spouse, while Luka intrudes on her by expressing that since different individuals from the house, including hirelings and creatures, have defeated their pain, she ought to likewise mimic them and subsequently ought to take an interest in different exercises of regular day to day existence. In addition, rather than sharing the sadness stricken woman, Luka mourns on the loss of his uniform eaten by the mice. He censures the military for this demonstration of the mice, which couldn't control their wickedness by and large. Another character, Mr. Smirnov, is likewise managed by Luka in a similar way, which welcomes his annoyance as it were. Furthermore, the statements of adoration and warmth exhibited by the old Smirnov additionally upset Mrs. Popov, and she searches for the removal of the rich idiotic individual in one manner or the other. The play contains a few components of a joke in it, where simply like sham, the play under examination additionally makes humor out of both discourse and activities. Both Luka and Smirnov perform acts in a stupid and brainless manner, and bolster their foolishness with the assistance of ridiculous exchanges, intended to comfort Mrs. Popov, however these demonstrations and words rankle and disturb her all things considered. Another trait of sham saw by the Bear is this that the characters profess to be insightful and

Introducing the Class of 2013 Twins Chandler 13 and Taylor 13

Introducing the Class of 2013 Twins Chandler 13 and Taylor 13 Continuing our series Introducing the Class of 2013, today we have a pair of stories about a terrific pair of young women Chandler 13 and Taylor 13 Jonte 13 Sean 13 Terence 13 Christy 13 Twin co-valedictorians set for MIT Originally posted on: Friday, May 29, 2009 by Adam Freeman COLLIER COUNTY: A set of twin girls in Collier County have a lot more in common than just their looks. Theyre also graduating at the top of their class as co-valedictorians. Out of 75 students graduating from the Community School of Naples, what are the chances of two tying as valedictorians? If you knew anything about the Burfield twins, it would have been a sure bet from the beginning. Like many twins, Chandler and Taylor Burfield play the same sports and share the same friends. But unlike most twins, they each carry a 4.76 GPA. We both worked so hard throughout high school, so its just wonderful that were able to do this together and share this honor, said Chandler. The girls are also co-captains of the track team as well as members of the swim team and the National Honor Society. But they are far from heated rivals. We definitely dont let the other one win, but I think its a healthy competition, said Taylor. Their mom, Elise Burfield, is one person who has no person telling the two apart. She pointed out Taylor is one inch taller and one minute older. We dont even think theyre twins. They dont look alike to us. Their personalities are totally different, she said. Both girls plan to attend MIT in the fall. They say its not because they want to be together, but because MIT is such a great school. When we were deciding where to go to college, we werent deciding together. We each made our own decision, but it happened to be the same decision, Chandler said, When we asked the twins what they plan to major in this fall, the both said the same thing math and economics. Great minds think alike: Twins at Community School share valedictorian title Posted May 28, 2009 at 7:57 p.m. NAPLES Community School of Naples seniors Taylor and Chandler Burfield share many things. The same last name, the same birthday, the same grade point average and, tonight, the same stage. The twin sisters will share the valedictorian title at The Community Schools graduation Friday evening. Its nice to be able to share this with her, said Taylor, 18, who is one minute older than Chandler. As for competition between the two? It was friendly, they both said. I think we push each other and that is a positive thing, said Taylor. Chandler agreed. We are competing, but we are both happy for each others successes, she said. Case in point, Chandler cheered her sister on last week when Taylor was named Collier Countys Winged Foot winner. The Burfield sisters are the daughters of Elise and Mark Burfield. They have one younger sister, Tristan, 13. At the Community School of Naples, both were on the Mu Alpha Theta team, were co-captains of cross country and track and swam for the Seahawks, among other things. This fall, both sisters are headed to the Massachusetts Institute of Technology. Chandler is leaning toward majoring in mathematics or economics. Taylor is thinking about mathematics, engineering or economics. Both, however, are planning to continue their running careers at MIT. This is a great new opportunity. We will be exposed to so many new things, said Taylor. We are going to a school with the best academics and a really great, dedicated team to run with. But the more immediate concern is what to say in their graduation speeches. When asked about the advice they would give to their fellow classmates, Taylor immediately piped up. I would tell them to have confidence in themselves and to push themselves, she said. They have great potential. Chandler looked at her sister. I was going to say the same thing, she said. Taylor laughed. This is why we have to work to make sure our speeches are different, she said. Chandler, thinking for a moment, said she would tell her classmates not to be afraid to try new things. You should explore all of the things you want to do, she said. Friend and fellow graduate Mary Kate Murphy knows they will be fine graduation night. Everyone at this school is talented in a different way, she said. Some, like the Burfields, are good in everything. The Community School of Naples graduation will be held at 4:30 p.m. today in the Community School of Naples Field House, 13275 Livingston Road.

The Atomic Bomb Of Hiroshima And Nagasaki - 1827 Words

The Atomic Bomb After World War I, no one, not even the Head of Chemical Warfare, suspected such a weapon would be dropped on civilians in the near future. Prior to the development of the atomic bomb in World War II, gas bombing and incendiary bombing were prevalent (Rotter 5). The race to create nuclear weapons and the excitement of succeeding technologically is thought to have distorted the morality of those who decided to bomb Hiroshima and Nagasaki. These atomic bombings are plausibly the first and last of their kind, as increasing nuclear programs in countries worldwide promise mutually assured destruction to countries associated in such an ordeal. In the future, all countries involved in a war will need to tread carefully, as†¦show more content†¦Ironically, approximately twenty years later, the United States of America was blamed for doing just that. Arguably, the entire Atomic Bomb situation began on August 2, 1939, when President Franklin D. Roosevelt received a letter revealin g by purifying uranium 235 one had the potential to create a bomb. It also revealed the efforts in Nazi Germany to create a bomb (Bellis 1). In response to this letter, a secret government project called the â€Å"Manhattan Project†, began (Bellis 1). The Manhattan Project was top secret at the time, and served the purpose of creating and testing an atomic bomb(Bellis 1). Between 1939 and 1945 over two billion dollars were given to the Manhattan Project (Bellis 1). The scientists burdened with inventing such a bomb mostly originated from the University of Chicago (Bellis 1). To create an atomic bomb, a specific amount of enriched uranium must be used, to create a chain reaction (Bellis 1). The group of scientists, headed by Enrico Fermi and J. Robert Oppenheimer, created a pile of forty five metric tons of natural uranium embedded in solid graphite (Bellis 1). Although the reaction was slowed because the uranium 235 was not extracted, it was considered successful (Bellis 1). The next step was to extract the uranium 235, and create a real bomb (Bellis 1). The way to go about this creation was difficult. The ratio of uranium to uranium ore is five hundred to one. The â€Å"one† part in that ratio is ninety nine

Top Essay on Typing Skills Samples Tips!

Top Essay on Typing Skills Samples Tips! Essay on Typing Skills Samples - Is it a Scam? It can likewise be useful to supply a sample with content much like the topics you may be writing about. The book delivers an exceptional read for furthering knowledge about how to compose descriptive essays. You may choose to refer to some sample essay outlines found in this informative article. Essay writing examples in doc format like the ones given may help direct you in writing an excellent composition. Though the conclusion paragraph comes at the conclusion of your essay it shouldn't be considered an afterthought. The critique section of the essay is organized into three primary components, the debut of the field where the guide belongs and the wide troubles. It takes write name of book in essay and practice to come up with a feeling of when a new paragraph is necessary and when it's been finished. Key Pieces of Essay on Typing Skills Samples If you've got these general abilities, you are going to improve your marketability. If you are searching for help to type essay then you need to look at getting the aid of a specialist. If you're to really gain from model essays, you want to understand how to read the techniques of the writer'. This essay argues that, in the previous decade, the benefits of the world wide web far outweigh the disadvantages. To get essay online, you simply will need to fill in the application form and you'll get excellent work on the desired topic. Always maintain a note of your sources as you cooperate. The last piece that enables the students to better their essay typing speed is ensuring that there's a concentrate on the engagement accessible. Regardless of what's the aim of your essay, there's a preset number of points which you will be expected to tackle. A number of the keyboards particularly for small laptop computers are so closely placed they desire a degree of expertise to totally get used to typing on them. You may use the samples as a foundation for working out how to write in the proper style. Unlike a typing test, it is fine if you don't get it right the very first time. Welcome to professional small business typing services. Sooner or later, however, remember that excellent writing doesn't happen by accident. You need to always match the kind of writing in your sample to the sort o f writing required in your intended job. Scratch that, writing is among the hardest tasks around. Obviously, there isn't any definite response to the question I used as a title. Details of Essay on Typing Skills Samples Moreover, our English-speaking writers make sure every order has original content and a suitable structure. 1 way to consider the conclusion is, paradoxically, as a second introduction since it does actually contain several of the exact capabilities. Until then, you may use AI to fulfill the term count if you use up all your ideas. If life on other planets exists, it can be completely different from that which we are utilised to not just in form, but in fundamental principles too. Employers want to realize that you have what it requires to be successful at work. Employer requirements vary in regard to what is asked for and when applicants are requested to submit it. Students will need to challenge their proficiency in typing by enrolling in online classes which have a wide variety of tests that help with determining the degree of proficiency garnered. A person's skill set is comprised of an assortment of personal skills that they've acquired through education and employment. Based on the kind of sport you're engaging in, there's a particular set of skills required to master it. It's additionally a vital skill for journalists since they must gather information on a particular topic and to further assess the way the audience view their work. There are skills required for jobs that are not just desirable by employers but necessary so as to grow in your role or work nicely with other folks.

Adult Development Analysis Free Essays

string(92) " not violate any of her parents’ rules because her strict mother would surely punish her\." Lamis came from a family that originated from the country of Pakistan. She has a big family–her mother, father, fiver brothers, and two sisters–and they all give importance to the values, culture and behaviors inculcated into their minds by their parents. She expressed how blessed she was to be in a family that treasures love, respect, integrity, and life. We will write a custom essay sample on Adult Development Analysis or any similar topic only for you Order Now Lamis life was indeed very challenging because she grew up amidst various complexities in life. When she was a little child, she was always confused as to whose directions should she follow because she has parents who are entirely two different individuals. Her mother is someone who loves to be with people so much. She likes socializing with people and undertaking activities with them because such experience gives her certain pleasure and enjoyment that she does not find in any other places. Her father, on the other hand, is the exact opposite of her mother. He does not like the idea of being with people. He is more comfortable being alone in his own place, perhaps because her father is a very private person. He keeps a lot of things in his mind and usually do not share most of those things to her mother. Furthermore, her father is very pragmatic and he is open-minded that he understands the contemporary things they do in their lives even if those are sometimes against his beliefs. On the contrary, her mother does not want them to do things on their own. She is very strict in terms of the things they undertake. She wants them to always obey her because she believes that she knows what is best for her children. The contradictions demonstrated by Lamis’ parents made her initially a very confused individual. It affected the development of her morality. She told me she loves both of her parents so she was usually torn between whether to follow her father or her mother. She eventually learned to balance the characters of her parents and somehow managed to grasp the positivity of their differing individualities and created a whole set of values, behaviors, and beliefs that influenced her moral development. Lawrence Kohlberg, a theorist who proposed the concept of moral development, conceived that individuals continue through each stage of moral development consecutively without skipping or returning to a previous stage. According to him, the stages of processing ideas, implying qualitatively, various ways of reasoning, and of problem solving are incorporated in the three levels of pre-conventional, conventional and post conventional development (Hayes, 1994). The pre-conventional level of Kohlberg’s moral development theory communicated that behavior is motivated by anticipation of pleasure or pain (Hayes, 1994). The child is aware of cultural rules and labels of good or bad and right or wrong. The subject then interprets the labels in terms of the physical consequence, such as punishment or reward. This was true in Lamis’ family particularly with how her parents raised them. Her mother, in particular, would always want them to help each other and to do things in accordance with her will because she was so strict during those times. She would not allow them to play outside the house if any of them disobey her. Also, she wanted them to always study hard and incessantly reminded them the importance of education in their life. Hence, she would keep their toys and other sources of entertainment like television if they do not review their lessons at least two hours everyday. Her father, on the other hand, would reward them for every good things they do like cleaning the house, fixing their bedrooms, and studying their lessons. He would buy them special cookies or their favorite chocolates every good grade they get from school. Going back to Kohlberg’s moral development theory, the first level, pre-conventional, of moral thinking is generally found at the elementary school level, before the age of nine (Kay, 1982). This level is divided into the following two stages. The punishment and obedience orientation. This is observed in children ages one to five. The subject is in avoidance of physical punishment and deference to power. The child behaves according to the socially acceptable norms, due to the fear of punishment by an authority figure. The physical aftermaths of an action ascertain its goodness or badness. â€Å"What is right is to avoid breaking rules, to obey for obedience’s sake, and to avoid doing physical damage to people and property† (as cited in Wart, 1998, p. 36). Furthermore, an individual at this stage does not consider the thoughts or feelings of others, nor are they able to relate two points of view. As in Piaget’s framework, ego-centrism and the inability to consider the perspectives of others characterize the reasoning of stage one (Piaget, 2003). The individual instrumental purpose and exchange orientation. Subjects usually between the ages of 5 to 10 are observed maintaining the attributes of being â€Å"self-serving.† This stage is â€Å"characterized by a view that right behavior means acting in one’s own best interest and occasionally taking into consideration the needs of others† (Penn State Engineering, 2006). There is an early emergence of moral reciprocity. â€Å"You scratch my back, I’ll scratch yours.† The individual will do what is necessary to satisfy his own needs not concentrating on loyalty or gratitude. Justice becomes â€Å"Do unto others as they do unto you.† What is right is the immediate interest in the form of an equal exchange, deal or agreement. A subject at this stage of moral development has a basic understanding that norms and conventions are necessary to uphold society. The motto of this stage is â€Å"What’s in it for me?† Elements of sharing are present but are interpreted in a physical pragmatic way (Hayes, 1994). When Lamis was a little kid, she told me she really did not care so much about the feelings of other people like her siblings and playmates. What was important for her was to play and made sure that she did not violate any of her parents’ rules because her strict mother would surely punish her. You read "Adult Development Analysis" in category "Papers" Lamis was so young then that she actually did not understand everything her mother told her but she did acknowledge the fact that her mother would not be happy if she does something wrong. Until Lamis learned to care about other people and realize the importance of doing good things to others. Her father played an important part in making her understand the essentiality of recognizing the welfare of other individuals in order for those people to do the same good things to her. Lamis’ early learning experiences were fundamentally influenced by her family. She told me during the interview that she did not go to school early, unlike other children, because she had asthma. She only started to go to school when she was eight years old. Apart from the fact that she had asthma, her parents were scared to leave Lamis in school at a very early age. Such action, according to her, was perhaps due to the conservatism in their culture. Yet, her father never forgot to tell her good things about going to school and learning new things from a teacher. Lamis’ father would always narrate his positive experiences he acquired from school and things that education allowed him to do. Hence, Lamis became really interested in going to school and in fact, became one of the best students when she started her formal education. Furthermore, Lamis was very thankful to her mother being extrovert. Although she was not allowed to go to school at an early age, her mother would always bring her whenever her mother would socialize with her friends and this was perhaps where she learned most of her social skills, where, according to Kohlberg and Piaget, most moral development occurs along with aging process (Duska Whelan, 1975). When Lamis started her first formal education in Saudi Arabia, she admitted to me that she had complicated experiences the first time basically because she found it very challenging to assimilate to the culture of her school considering that her native culture was very different from the school culture in so many ways. On top of this, she did not know the English language that made it more difficult for her to interact with and understand her classmates. She shared to me one experience and this happened during the school opening. She came to school with short hair and most of her classmates were making fun of her. Since she did not understand the language, she did not get affected and instead maintained her good values and behaviors that her parents inculcated into her mind. Lamis further shared to me some of her strengths when she was a student. She told me she was that kind of student who leads and influences other students. She never got intimidated by the presence of her classmates. In fact, she was the class leader and she was the one assigned to do the morning news and introduction at school. She was capable of handling the entire class and her teacher actually entrusted to her the class whenever the teacher leaves. She took responsibilities very well. Such behaviors gave her good grades in school for 12 years. During this part of the interview, I was able to trace where these positive and strong attitudes and behaviors came from. I believe her being strong, socially interactive, intelligent, independent, and creative was due to the trainings provided by her parents when she was a little kid. As mentioned earlier, Lamis was introduced to the notion of reward and punishment system when she was young. Her strict mother would always ask her to study and do things accordingly; otherwise a corresponding punishment would be executed. The interview moreover reveals that Lamis’ life is heavily influenced by her many personal encounters with an array of people of equally diverging personality types. Which is why, Erik Erikson’s psychosocial theory appears to be a very good choice to help further elucidate Lamis’ unique learning tendencies and personality traits. Erikson’s model, if only to mention, puts higher premium than most on exploring the environmental influences of a person as one grows up. In other words, it â€Å"considers the impact of external factors, parents and society on personality development from childhood to adulthood† (Learning Theories, 2007). According to Erik Erikson, each person needs to undergo eight major life-defining stages over the period of their given life spans. And these stages, on a careful analysis, have two chief characteristics. First, these interrelated life stages – infancy, toddler-hood, school-age, adolescence, early and mid and late-adulthood – are differentiated not by the traditional approach involving the use of chronologically-based age ordering system. Put in other words, Erikson’s model does not rely on the age of the person in solely evaluating his or her psychological development. Instead, Erikson conceives of these life stages always view of the growth and development of a person achieves relative to his or her age. Critical to his notion of psychosocial theory of personality development is the areas of growth that come with each life stage. Second, every life stage consists in â€Å"a developmental task that confronts individuals with crisis† (Satrock, 2006, p. 71). Erikson’s model maintains that a person needs to find a resourceful way to successfully hurdle the respective crises each life stage brings him or her. If a person resolves a crisis, it serves his growth process well. If a person is unable figure a resolution for it, chances are, it stalls the development of his or her growth and well being. Crises, in needs to argued, are life-defining moments. And as such, it promises not only an ugly catastrophe for a person, but an â€Å"enhanced potential† of a healthy psychological life as well (p. 71). During infancy, Erikson believes that a person needs to resolve fundamental trusts issues. This is achieved when a child is adequately nurtured; i.e., if the immediate environment – the mother, father and siblings, among others – responds well to his or her needs. If a child did not establish a basic sense of security from the family, it can result to an unfortunate retardation of his capacity to trust the larger world later on. Stage two meanwhile pertains to the struggle of a toddler to establish his will. During this stage, a child is able to learn many new things and is beginning to learn what is right from wrong. Depending on the way a person is nurtured at this particular stage, a child can either end up having a strong sense of autonomy or shame. The next phase is the preschooler stage – a time, as it were, to indulge in childhood curiosity. When properly affirmed, a child can develop a good sense of initiative. When constantly rebuked, a child is expected to develop a gripping sense of guilt. According to Erikson, the immediate family of a child plays a very crucial role in the development or the retardation of children undergoing these three initial stages. In many ways, the importance Erikson places on the role of the family makes his theory wholly distinct from the more inclination-indulging theory of S. Freud (Erikson, 1964, p. 9) Stage four meanwhile concerns the school phase of a child. During these years, a child needs to be empowered to develop his or her competence and self-esteem. At this stage too, a child can either develop a sense of industry or inferiority depending on the manner by which he or she successfully handles the pressures of peer and studies. The next phase is the adolescence stage. At this point, the influence of the family, especially the parents, start to diminish. Everyone’s chief concern at this stage is to establish fidelity in one’s personal affiliation, belongingness, or even relationships. Moreover, a person can either end up establishing a strong sense of who he or she is, or wound up under-developing his or her identity in a crisis marked by severe confusion. Stages six to eight pertains to a person in his or her adulthood. In particular, stage six, or the early adulthood stage, underscores a person’s struggle for love. Since this is the stage proper to establishing relationships, a person can either nurture intimacy or fall apart because of isolation. Stages seven and eight are phases that involve a person’s quest for generativity and integrity. When undermined, a person can sorely wound up into a stage of extreme wallowing and despair (Learning Theories, 2007; Satrock, 2006, pp 71-72). Using Erik Erikson’s theory to evaluate Lamis, the following observations can be noted: First, it can be said that Lamis’ authoritative comportment and unmistakable confidence take root from a successful resolution of her life’s first stage. Lamis’s early life was marked by healthy interaction with her family members. And because each person takes on the â€Å"capital† of gaining something from one’s family of origin (Wartofsky, 1986, p. 113), it can be argued that Lamis’ was able to gain the all important aspect of familial love in her life. Lamis admits belonging to a family that places much regard on care, love and nurturance. Moreover, her being born into a large family turned out to be an advantage for her as well, since her basic need to be nurtured and taken care of as an infant was addressed. This is perhaps the most fundamental reason why Lamis was to develop a strong sense of security as an adult; as indeed, this factor too may help explain why she looks at the world brimming with confidence, optimism and pride. Next, one can also note that Lamis’ is herself quite clued-up with the fact that most of what she believes in and holds on in life stem from the unique manner by which she was nurtured. For instance, Lamis claims that early on in life, she already manifested a certain strain of stoicism towards feelings on account of a very strong sense of rules and punishment-reinforcements. For someone who was just beginning to explore the world, it seems pretty obvious that Lamis developed a sense of autonomy defined by how successful she was able to play by the rules. Her desire to avoid being punished and suffer the shame of being reprimanded by her otherwise rigorous mother was controlling motive for this. As such, this is a classic case of autonomy vs. shame struggle manifested by toddlers. In the process, what emerged from her struggle to obey was a person who has a specific leaning towards obedience and a knack on leadership that influences other people to obey as well. Lastly, it has to be mentioned as well that Lamis’ school age is also marked by a successful overcoming of inferiority and low self esteem crises. During the interview, Lamis revealed that her initial contact with the school environment turned out rather unpleasant; as indeed, she had to adjust into the school system rather quickly (since she did not have any schooling prior to her entrance at the age of eight), and put up with incessant teasing of her classmates. But because she was nurtured by a family that cared and supported her, she was able to overcome her school-age crises. In the process, she developed her sense of initiative and industry. This is perhaps seen most glaringly in the healthy and motivated way by which she views her efforts to succeed well in her studies even until the present. To briefly conclude, this paper ends with a thought that, indeed, Erik Erikson’s psychosocial theory is able to provide a window for us to look at Lamis’ belief system, behavioral uniqueness and personal worldviews within the larger context of her past experiences. Lamis is indeed a person shaped by the interactions she has had in her lifetime. It is imperative to note that in the years to come, she is to encounter more life defining crises; this time about issues pertinent to adulthood. But what stands out for the meantime is her triumphant emergence from the three identified crises she has thus far encountered. After using Erikson’s theory, we were able to affirm that Lamis’ being able to establish a healthy sense of confidence as an infant, autonomy as toddler, and initiative and industry as a school-age child, surely did serve her well. Bibliography Duska, R. Whelan, M. (1975). Moral development: A guide to Piaget and Kohlberg. New Jersey: Paulist Press. Erikson, E. (1964). Insight and Responsibility. Lectures on the Ethical Implications of   Ã‚   Psychoanalytic Insight. New York: Norton and Company. Hayes, R. L. (1994). The legacy of Lawrence Kohlberg: Implications for counseling and human development. Journal of Counseling Development, 72(3), pp. 261-267. Kay, S. R. (1982). Kohlberg’s theory of moral development: Critical analysis of validation studies with the defining issues test. International Journal of Psychology, 17(1), pp. 27-43. Learning Theories Knowledgebase (2008). â€Å"Erikson’s Stages of Development†. Retrieved 28   Ã‚  Ã‚  Ã‚   July 2008, from http://www.learning-theories.com/eriksons-stages-of-   development.html Penn State Engineering. (2006). Ethical decision making processes. Retrieved June 24, 2008, from http://www.vanderbilt.edu/CenterforEthics/Descriptions-More%20Info/Resource%20Pages%20for%20Ethics%20Workshop%20-%202006.pdf. Piaget, J. (2003). Part I: Cognitive development in children – Piaget development and learning. Journal of Research in Science Teaching, 40(1), pp. 8-18. Satrock, J. (2006). Educational Psychology. New York, McGraw Hill, Inc. Wart, M. V. (1998). Changing public sector values: Montgomery Van Wart. Taylor Francis. How to cite Adult Development Analysis, Papers

Struggling Towards Understanding And Awareness Essays -

Struggling Towards Understanding and Awareness As characters transpire through a course of struggles, the traditional author carries them to a point of understanding and awareness. In the novel, Great Expectations, by Charles Dickens, characters are forced to face this struggle and eventually go on to reach their epiphany. However, this realization doesn?t occur until after much devastation and damage has been caused. The eccentric Miss Havisham is one of these characters that is in constant battle with her emotional past. She uses her bitterness against mankind by adopting a young girl and training her to mechanically break the hearts of men. After many years of seclusion at Satis house, she employs Pip to amuse her and train her adopted daughter, Estella. She uses Estella as a form of torture for Pip since she knows very well that Estella?s attractiveness will lure him in and capture her in his heart. Although Estella is completely inaccessible, Pip is still invited over and leaves the Satis house fully tormented. Miss Havisham?s devious ways give her enjoyment when she watches Pip suffer and yearn for a girl he can?t have. Also, when Pip discovers that he is intended for ?great expectations,? she continues to lead him on making him think that she is the secret benefactor. Miss Havisham merely uses Pip as a pawn to play and exploit with in her game of retaliation. Her role as a complete manipula tor helps her seek revenge to all mankind on account of her misfortunes. Miss Havisham?s fortune quickly alters when things don?t go as she has planned. She watches intently as Estella throws herself at Drummle and realizes that she?s the reason that Estella migrates towards a man of low stature like Drummle. Seeing Pip desolate and extremely hurt makes her feel like she betrays someone so undeserving of this kind of torment. Miss Havisham realizes that it?s too late to take back the past and change her meticulous ways. She can only remorse as she does her best to amend the disheveled situation, as she sees that there?s not any course of action that would improve it. She is no longer cynical and hard headed. In a way, to make up for what she has caused, she helps fill Pip?s request to help Herbert Pocket in the Clarriker firm. She sees a new light and understands that her malicious game hurts the people who are closest to her and benefits no one, leaving her without anyone when she passes away. Pip is another character in the novel that learns from his false pride and arrogant ways that he hurts the people that treasure him the most. While attending several visits to Miss Havisham?s house, Pip develops a snobbish superiority over Joe and the rest of his family. The standards at his common house could never live up to the lifestyle that the Havishams endure. He begins to develop a dislike of the ?commonness? of his lower class home. After being informed of his benefactor, Pip quickly leaves Joe to go to London without hesitation and remorse. As the years go on, he often comes back to visit Estella and Miss Havisham, but purposely avoids going back home. After living such a high class lifestyle, he can?t go back and associate with the common people. Even when Joe comes to visit him in his own home, Pip is completely ashamed of having Joe?s company. He even says, ?If I could have kept him away by paying money, I certainly would have paid money.? He is worrisome about what Herb ert and the other towns people will think if they happen to see Pip and Joe together. Then, as he learns that the convict is the benefactor, he becomes embarrassed and highly ungrateful since it isn?t Miss Havisham as anticipated. Pip?s head becomes so clouded by this new high society that he refuses to accept the people in his past. Coinciding with Miss Havisham?s realization, Pip begins to reach maturity and encounters the damage that he implements. He awakens to find that he does have a responsibility to Magwitch for his continuous generosity. While Magwitch is in jail, Pip visits and stays with him every day as he becomes Magwitch?s only companion when he