The Sample Ged Essay Topics 2014 Diaries

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The Crucible By Arthur Miller - 2373 Words

In Arthur Miller’s The Crucible how do the actions of the characters show the motives of the Puritan people during the time of the Salem Witch trials? Laurie Jacques Essex County Newark Tech Abstract This paper discusses the human traits that Puritans portray in the Salem witch trials which are manipulation, desires, and motives. It analyzes six resources on research conducted on motives, manipulation and on The Crucible. The articles all have the same views on motivations and manipulation. Character Motivations in The Crucible (n.d) talk about three main characters and their background as well as the role that they played in the events leading to the witch trials. They explain how Abigail Williams desires to gain social status, gain power, and to be with John Proctor motivated her to manipulate others to achieve her desires. In Human Motivation in the Crucible (n.d) it talks about Abigail Williams as well but it also continues to discuss the role that Thomas Putnam played in the events leading to the Salem witch trials and it gives a bit of information on Giles Corey. In this paper it describes how desires lead to the motivation of manipulation during the time of the Salem wi tch trials. In Arthur Miller’s â€Å"The Crucible† how do the actions of the characters show the motives of the Puritan people during the time of the Salem Witch trials? In the year of 1692 in a small village in Massachusetts called Salem, a group of girls grew ill. TheyShow MoreRelatedThe Crucible By Arthur Miller1269 Words   |  6 PagesAt first glance, the playwright Arthur Miller in The Crucible highlights the historical significance of the Salem Witch Trials of 1692, but in fact it is an allegorical expression of his perception of McCarthyism. If the reader has some background information on Arthur Miller’s victimization as a communist, it is evident that the play is a didactic vessel illustrating the flaws of the court system in the 1950’s. The communist allegations were launched at government employees, entertainers and writersRead MoreThe Crucible By Arthur Miller1333 Words   |  6 PagesAs the various characters in The Crucible by Arthur Miller interact, the dominant theme of the consequences of women’s nonconformity begins to slide out from behind the curtains of the play. Such a theme reveals the gripping fear tha t inundated the Puritans during the seventeenth century. This fear led to the famous witch-hunts that primarily terrorized women who deviated from the Puritan vision of absolute obedience and orthodoxy. Arthur Miller presents his interpretation of the suffering by subtlyRead MoreThe Crucible By Arthur Miller1681 Words   |  7 Pagesof their way to the last dying breath to make sure they leave with a good or bad reputation. In one of the recent literature study in class â€Å"The Crucible† by Arthur Miller, Miller uses characterization to illustrate reputation throughout the play. â€Å"The Crucible† takes place in Salem, Massachusetts. It is based upon the Salem witch trails. In â€Å"The Crucible†, we journey through the life of three characters who reputations plays a major role in the play. The three characters are John Proctor, AbigailRead MoreThe Crucible By Arthur Miller998 Words   |  4 Pagesmotivated by jealousy and spite. The Crucible is a four-act dramatic play production that was first performed on January 22, 1953. Arthur Miller used dialogue within the characters to cover the multiple themes; conflicts and resolutions, plus the few directions for the different actions of the play. The Salem Witch Trials were intended to be performed as the play however, when read, it can be more carefully examined and broken down to analyze the techniques. Miller, the playwright, uses literaryRead MoreThe Crucible By Arthur Miller1145 Words   |  5 PagesUnbalance Through The Centuries In Arthur Miller’s play, The Crucible, the author reflects the persecution of communists in America in the 1950’s through a recount of the Salem witch trials. It is often presumed that Miller based his drama directly off of events that were particularly prevalent in the years surrounding the publication of The Crucible- which was released in the year 1953, towards the conclusion of the Korean War. Although there was not a literal witch hunt occurring during this timeRead MoreThe Crucible By Arthur Miller1063 Words   |  5 PagesIn the English dictionary, there are three definitions of the word crucible. One is a metal container in which metals are mixed and melted. Another is a severe test. But the third definition, and the one that I think fits the best for this book, is a place or situation in which different elements interact to create something new. In my mind, this fits because all of the characters had their little grudges and dirty secrets. But when all th ose seemingly little things interact, they formed somethingRead MoreThe Crucible By Arthur Miller1285 Words   |  6 Pages Rationale, Morality, Stereotypes, Pressure, Self-Censorship, Unanimity, and Mindguards. Groupthink has also taken place in our history a a country. The play, The Crucible by Arthur Miller is about a the real-life Salem Witch Trials that happened in 1692 - 1693, in Salem, Massachusetts. Some symptoms of Groupthink found in the Crucible are Rationale, Pressure, and Self-Censorship. The Groupthink symptom, Rationale, is described as when victims of Groupthink ignore warnings: they also collectivelyRead MoreThe Crucible By Arthur Miller811 Words   |  4 Pages While The Crucible, by Arthur Miller, is only a four act play, it still resembles the format of a five act play. The five-act structure evolved from a three-act structure, which was made famous by Roman Aelius Donatus. Donatus came up with three types of plays: Protasis, Epitasis, and Catastrophe. The five-act structure helped to expand the three act structure, mainly made famous by Shakespeare through his many tragedies. Even though The Crucible contains only four acts, it still has the commonRead MoreThe Crucible By Arthur Miller1052 Words   |  5 PagesBuddy Al-Aydi Ms.Healy English 9 CP 14th October 2014 The Crucible Essay The Crucible was a novel written by Arthur Miller in the 1950’s. It was written in a format of the play, portraying an allegory of the Salem Witch-Hunts led by Senator Joseph McCarthy. The book is known to have a inexplicable plot. This plot is advanced by multiple characters in the book in order to ensure that the reader maintains interest with the material that is being read. The farmer, John Proctor, would be theRead MoreThe Crucible by Arthur Miller1085 Words   |  5 Pagesopposes the will of the majority is a recurring feature of drama.† Identify such a conflict in a non-Shakespearean play you have studied and show how the dramatist deals with the implications for both the character and the society. Arthur Miller in ‘The Crucible,’ deals with the internal/external conflicts of protagonist John Proctor, during the witch trials of Salem; showing the effects of â€Å"an individual opposed to the will of the majority.† Through the mass hysteria caused by Abigail, corruption

Reflection Essay Classroom Ethical Dilemma-Myassignmenthelp.Com

Question: Discuss About The Reflection Essay On A Classroom Ethical Dilemma? Answer: Introducation The ethical dilemma is one that happened in college in mid-September last year. The situation represented a dilemma where I had to make choices over a decision to make. It was about a classroom competitive work project of designing an innovative product. The competitive work project product would be a basis of final course grading, and the winner could participate in a regional competition thereafter. The tutor instructions were to work independently, not to consult any expert or seek advice, and everyone to be a watchdog and report any unfair competition practices. The consequences of any person found to have committed the malpractice was cancellation and zero grading to the course. It happened a classmate who is my close friend ignored the instructions and sought an advice of an expert in order to win the competition. I found her red handed and she admitted to have done so. I noticed that if I report the case she will be disqualified, obtain a zero grading, and eventually lose the friendship. But if I keep quite I will an ally of a malpractice and make her win unjust fully. What my friend had done was against values of honesty, truthfulness, justice and responsibility. Everyone in class was expected to work independently, truthful, responsible and with honesty. I took the decision to face my friend and told her that what she had done was unfair and nor right and I will report the case. She pleaded with me consistently and bringing out her fears of failing the course. I admit that I felt for her and I did not report the case, and hoped that she was not discovered or win the competition. My conscience told me that I had done something that was extremely bad having witnessed dishonesty and kept mum. I felt bad, guilty and fearful over the happening. But later my feelings were justified as she did not win competition and I knew natural justice had prevailed. I do rate my decision on the happening at a scale of 7 (slightly happy) because I did not lose my friend and she did not win through an unjust means. Analysis of ethical dilemma There are several theoretical ideals that can be used to seek appropriate decisions and actions to an ethical dilemma (Balakrishnan 2017, p.198). The normative theories can be used to provide techniques, norms, rules and examples to follow (Nucci. Krettenauer. Narvez 2014). Ethical scholars argue that there is no universal right and wrong it can only be determined rationally. The rational decision depends on the individual and culture surrounding the locality (Ford Richardson 2013, p.30). The analysis of the ethical dilemma addressed will be based on three theories egoism, utilitarianism, and virtue ethics theory. The egoism and utilitarian are classified as consequentialism a situation where moral decisions are made with consideration of the likely outcome. Virtue ethics theory is classified as non- consequentialism moral decisions done with no consideration of likely outcomes (Parsons 2016). One category of consequentialism theory is that of ethical psychological egoism contributed by Adam Smith. The theory states that an individual decision making is based on the actions that he/she presumes to be right or wrong and which best promotes own interests and desires (Parsons 2016). The psychological egoism brings a conflict of interest of what is good to an individual and what is good for the society. Decisions made on ethical dilemma were on egoism of maintaining friendship with my classmate despite the malpractice committed to a larger society. The malpractice should have been reported to correct the unethical action. The actions of the ethical dilemma was based on Financial egoism because it focused on short term interest of maintaining friendship ignoring the long term benefit of correcting unethical wrong to a larger competitors (Christensen, Calabrese, Calabrese, Gomila Gut 2014, p.5). Another ethical theory under consequentialism is known as utilitarianism which was contributed by John Stuart Mill and Jeremy Bentham. The theory of utilitarianism states that the value of any moral act depends on the opinion of the majority (Morris McDonald 2013). The theory expects impartiality of individuals when making actions not to offend the majority. The theory outlines a straight forward, simple and democratic process by solving ethical problems in society. The utilitarian theory was applicable in the ethical dilemma scenario. The opinion of the majority based on the theory is to solve the problem amicably where nobody feels aggrieved (Hoffman, Frederick Schwartz 2014, p.20). I was able to contact my classmate and outline to her how it was wrong to commit the malpractice. This was important in discussing the origin of the problem before reporting the immoral act. Although it is useful theory to solve an ethical problem it can damage others who are involved (Ferrell Fraedr ich 2015). The decision of keeping silence after discussion with classmate could have affected justice of all competitors in the competition. The last consideration of the ethical dilemma is that we considered unhappiness of the majority and happiness of retaining friendship through our actions. The theory under non-consequentialism known as virtue ethics theory can also be used to explain the actions of the ethical dilemma. Virtue ethics theory outlines that privileges can be given to the character or the actor rather than using the principles of duty or consequences (Hoffman, Frederick Schwartz 2014, p.34). In case of ethical dilemma the classmate (actor) was given the privilege to decide if her actions were justified or not. The remorse by the actor on malpractice committed was an indication that she had justified her actions to be wrong. If the principles of consequences could have prevailed then reporting could have been done immediately. The argument of using the utilitarian approach for analysis for the ethical dilemma is that at the end of it all the person would have acquired human virtues in the long run (Musto, Rodney Vanderheide 2015, p100). Reflection on ethical dilemma In reflection process the respondents need to apply moral reasoning with the aid of theories in order to critically think the possible implications of their actions over the moral values surrounding them (Weaver, Reynolds Brown 2014, p.34). In using psychological egoism theory in reference to ethical dilemma made me feel happy. Because was able to maintain my egoism interest of maintaining friendship at the end. It also made me not to be selfish to report what had happened. The unselfish behavior of not reporting eventually brought pleasure of ensuring social relationship with my friend is maintained. The argument of using the theory is that we will all be happy if each individual would look after their own interests (Shapiro Stefkovich 2016 p. 48). The use of psychological egoism did not make me happy because it did not expose the moral wrong it remained unnoticed it focused on safeguarding individuals interests rather than the larger competitors interests. The moral universal principle could have prevailed in making the decision. I was happy in using the virtue ethics theory to solve the ethical dilemma because it enabled both of us learn through our own senses and virtues. In the long run it was better for each individual to understand the nature and context of what is wrong or right and marketing valuable decisions. In context of the ethical dilemma the actor was given the decision alone to decide what was right or wrong and make a decision. I didnt participate in deciding the final decision and that made me happy. The basis of the theory is that individuals should be given privileges to decide what can be wrong or right (Sendjaya, Pekerti, Hrtel, Hirst Butarbutar 2016). I was not happy in using the virtue ethics theory because one is not able to establish in the long run if the actor has learn any moral virtue by moral virtue by her own. In using the utilitarianism theory it made me happy because I was able to create happiness of maintaining friendship over unhappiness of losing a friend. Majority of individuals prefer maintaining social relationship to have healthy and happy living instead of breaking relationship. The use of utilitarian theory did not make me happy because it advocates much on immoral actions and does not give chance for consequences originating from it (Weaver, Reynolds Brown 2014, p.105). In the end there was no fairness to all individuals who participated in the competition. Conclusion In conclusion if the ethical dilemma situation happens again I would not make the same decision again. Because the wrong remained unpunished, the scenario could have disadvantaged others by creating unfair competition, and it is difficult to identify if the actor (classmate) had learnt any virtue in the long run. An ethical wrong can be corrected by identifying and taking appropriate action over it. The moral reasoning decision could have been based on the consequences of the action to the larger society. Reference lists Balakrishnan, V 2017, Teaching and Learning for Real-Life: The Application of Real-Life Moral Dilemma Discussion for Classroom Interaction, InTeacher Empowerment towards Professional Development and Practices(pp. 195-210), Springer Singapore. Christensen, G., Flexas, C., Calabrese, M., Gmtila, A 2014, Moral reloaded judgment: moral validation study,psychology in frontiers, p.5-12. Ferell, P. and Fraedrich, J 2015, Ethics in business: Decisional making moral cases, Nelson Education. Ford, R. and Richards, W 2013, Decision making in ethics: empirical literature review, journal of business ethics classics (pp.19-44), springer Netherlands. Hoffman, W, Freddrick, R and Schwartz, L 2014, introduction to ethics in business: cases and readings in corporate morality, John Wiley and sons. Lotto, G., Manfrinati, G., and Sarlo, M 2014, dilemma in moral standards: Moral norms in decision times, emotional salience,Journal of Behavioral Decision Making,27(1), pp.57-65. Morris, T., and MC Donald, R 2013, moral intensity and judgments: empirical investigations, Classics citations of Journal of Business Ethics(pp. 463-479), Springer Netherlands. Musto, L., Rodney, P and Van-Derheide, R 2015, strategies and interventions on moral distress, structure and agency in navigating,Nursing ethics,22(1), pp.91-102. Nucci, L., Krettenauer, T and Narvaez, D 2014, Moral character education handbook, Routledge. Parsons, P.J 2016,Ethics in public relations: A guide to best practice, Kogan Page Publishers. Sendjaya, S.T, Pekerti, A.N, Hrtel, C., Hirst, G. and Butarbutar, I 2016, Authentic leaders and morality: role of Machiavellianism in the relationship between authentic leadership and morality, Journal of Business Ethics,133(1), pp.125-139 Shapiro, J and Stefkovich, J 2016,Ethical leadership in decision making in education: Applying theoretical perspectives to complex dilemmas, Routledge. Weaver, G., Reynolds, S., and Brown, M 2014, Moral intuition: Connecting current knowledge to future organizational research and practice,Journal of Management,40(1), pp.100-129.

Types of conflict Essays - Dispute Resolution, Negotiation

Conflict Management In Negotiations Conflict Management In The Negotiation Process Conflict Management in the Negotiation Process Conflict is an expressed struggle between two or more interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals (Wilmot, 1998, pg.34). It would seem strange to have a conflict within a conflict, wouldn't it? The whole negotiation process is in existence because of some sort of disagreement or conflict, and aside from the actual act of the negotiation, I want to discuss some of the behind the scenes conflict that can exist. Since people do the negotiating, it us understood that the people can act or behave in ways that can either make the process function or render it dysfunctional. There are three different types of outside conflict during the negotiation process I will discuss: task/person conflict, content/relationship conflict, and conflict as a constructive/positive force. Task/Person Conflict If a team is negotiating against another team, there may be conflict within the team. We experienced this in our class simulation when the spokesperson for management kept making things up, this upset his team because they didn't know where he would end up with his comments. Also, what he said didn't always coincide with what his group had decided to do during meetings and caucuses. Task conflict in team decision-making refers to the disagreements about work to be done. This includ...