Essay about The Impact Of Religious Settlers In Religious...

nbsp;nbsp;nbsp;nbsp;nbsp;The places where we live today have not always been here. The way we live has not always been the same. In fact, very few places that existed back in the colonial times exist today. If they still exist, it is because of the success gained over the years gone by after the settlers came to the New World. Settlers came to the New World in search of many things. They came in search of gold, they came for new lives, and they came for religious freedom. In England, during this time period, people were being judged, separated and persecuted on the basis of their religious beliefs. There were two groups of people that were unhappy with the Church. These groups came to be known as the Puritans and the Separatists.†¦show more content†¦The Puritans are known for founding the Massachusetts Bay Colony. These people of the journey also set out for their self-government to be a commonwealth, which is a community founded on law and united by an agreement that the law would serve the common good of the people. Among these people who were busy trying to remake a remarkable Christian life, there were people who didn’t necessarily agree with the common viewpoint. These people became known as dissenters. Dissenters were often persecuted for their beliefs, and just a few up and went and actually made a difference. They are still recognized today. nbsp;nbsp;nbsp;nbsp;nbsp; In the colony of Rhode Island, there was one main dissenter who was very well known. He was the assistant pastor in Salem in the Massachusetts Bay Colony. He had two main thoughts that got him into trouble with his community. One was the fact that he questioned the legality of the colony’s charter, since the Indians had not been paid for the taking of their land. Another point was the fact that he believed that the civil government of the colony had no right to punish religious dissenters. He felt that people’s personal views of the religion should not be punished because everyone is entitled to their own opinion. Soon after he stated his thoughts, Roger Williams was banished from the colony. He went off and founded Providence, which was the first village in what isShow MoreRelatedChristopher Gist : The First Christmas Of Coshocton1420 Words   |  6 Pages In December of 1750, Christopher Gist was forming the first Christmas in Coshocton. This Christmas was unlike all others because of both the time period and the groups of people there. According to History of Coshocton County, Ohio: its past and present, 1740-1881 by N. N. Hill and A. A. Graham, Gist was in what is known as today as Coshocton County because the Ohio Company asked him to explore the Ohio River. Gist is known to be a well accomplished British explorer, surveyor and frontiersman whoRead MoreHappenings in Colonial America1021 Words   |  5 Pages British America was mired with economic and religious conflicts starting from the Age of Exploration up to the colonial times. The corruption of the Anglican Church created a rift between the Protestants of England, Puritans and the extreme Separatists. The Protestant Reformation and Henry VIII’s divorce with the Catholic Church gave rise to even more chaos. As a result, religious sects such as the Quakers and the Puritans were granted charters to escape the restrictions in England. CompetitionRead MoreReligion: The Kerosene that Enlarges the Fire943 Words   |  4 Pagesa glimpse at how religion has had a remarkable impact on American history. We learn of how interpretation of religions, specifically Christianity, gave certain people the aptitude to see all equal and others the will to find reason to enslave. 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Operations Management Question - 1146 Words

FALL 2011 2011 Deadline: October 26, Middle East Technical University – Northern Cyprus Campus BUS 361 Operations Management Homework 1 - Solutions 1. Fruit Computer Company manufactures memory chips in lots of ten chips. From past experience, Fruit knows that 80% of all lots contain 10% (1 out of 10) defective chips, 20% of all lots contain 50% (5 out of 10) defective chips. If a good batch (that is, 10% defective) of chips is sent on to the next stage of production, processing costs of $1000 are incurred, and if a bad batch (that is, 50% defective) is sent on to the next stage of production, processing costs of $4000 are incurred. Fruit also has the alternative of reworking a batch at a cost of $1000. A reworked batch is†¦show more content†¦Ã¢Ë†â€˜ b. Balance Delay (D) = b1= 3, b2= 1, b3= 0, b4= 3, b5= 5, b6= 8 Ì… = 20/6 = 3.33, Workload Imbalance (B) = √ c. Lower bound on number of workstations = [ ] [∑ ] =[ ] LB[D] = 0, LB[B] =0. 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Beowulf Alternate Ending free essay sample

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Moral development in children Essay Example

Moral development in children Essay The purpose of this essay is to create a body of knowledge for follow-on research in the field of the impact of different factors on moral development of children. For this purpose information was gathered through the study and analysis of materials presented in books, research journals, and professional publications so as to determine: Who holds the responsibility for moral development of children? On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be wide of the mark, especially when it came to making judgments concerning the notions of morals and morality. Really, what is a morality? What does it mean to be a moral person? Our values, both moral and non-moral, were acquired along with our basic language and socialized behaviours when we were young children and come from some very strong traditions that are part of our societies and our cultures.Law, religion, our family and peer group all tell us what we ought to do, but following these more traditional oughts does not necessary constitute a moral life. A great number of people, however, do live long and useful lives without ever consciously defining or systematically considering the values or moral rules that guide their social, personal, and work lives. During most of our lives we simply decided what was right and did it. Websters Dictionary, Tenth Edition, defines morality as conformity to the ideals of right human conduct; virtue. The Oxford English Dictionary defines morality as the doctrine of right and wrong in human conduct; conformity to conventional rules by religion or other spiritual influences. However, the terms right or wrong and right human conduct are totally subjective: they have different meanings to different people. Who decides what is right or wrong? Is our moral decision just as simple as the proverbial coin toss? Who sets the standards and norms? Probably, there is no easy answer to any of these questions, neither is there a single universal definition of the notions.One of the most wide-ranging descriptions of morality, where words right and wrong are avoided, belongs to Russian psychologist Rubenstein, who believes that morality is conformity and devotion to a set of standards initiated and/or accepted by an individual; an individuals active adherence to his accepted standards for the duration of his existence. (Rubenstein, 1982, p. 129-130) As in many areas of educational research, the field of moral education is full of controversy, which is directly connected with the debate about the definition of morality.These debates are not lim ited to psychological accounts of the nature of morals, but also include the questions of childrens moral development, extending to their general development and to the very definition of educational aims in this area. Moral development should be related to all the fields that use the word development. In ways that are not easily measurable, moral development has some connection to physical, social, political, religious, and other kinds of development.And, of course, economics being so central to development, one must ask about the correlation of moral development and economic development. To ask about this relation may seem to be a silly question, but perhaps it is just an embarrassing one. (G. Moran) Children develop morality slowly, and in stages. Each stage, beginning from the preschool years and continuing even in the adult years, has its own theory and idea of what is good and right and different reasons why people should be good. Each stage brings a person closer to mature m oral development.These issues have been approached by many psychologists, but the most prominent input into this research was done by Jean Piaget and Lawrence Kohlberg. The purpose of Piagets studies was to investigate the growth of moral judgement in children. However, he did not merely seek to examine their moral behaviour, but tried to establish the degree to which children at any given age and stage can reason morally, so that we may know the framework within which we must operate when we seek to help them to develop the moral standards acceptable in our society. (Brearley, 1968, p. 120).Piaget discovered that young children have a much more primitive understanding of right and wrong behaviour than older children: they judge bad behaviour by the amount of damage caused by a persons behaviour. Kohlberg carried Piagets work into adolescence and adulthood. According to Kohlberg (1984, p. 67) there are three levels of moral development with two stages in each. During the first leve l (Pre-conventional) children are concerned with avoiding punishment (Stage 1: Punishment-Obedience) and getting ones own needs met (Stage 2: Individualism).This level and its stages fit into the framework of young children up to the age of ten years. During the second level (Conventional) children are more concerned with living up to the expectations of others (Stage 3: Interpersonal Conformity) and want to do the right thing because it is good for the group, family, or institution (Stage 4: Social System and Conscience). This level and its stages fit children over the age of ten years and on to adulthood. The third level is called Post-conventional. During this level individuals govern their behaviour by the relative values and opinions of the groups they live and interact with.Right behaviour is based on a social contract (Stage 5: Social Contract and Individual Rights) with others and in the validity of universal moral principles (Stage 6: Universal/Ethical Principles), which ma y or may not agree with societies laws. Laws that agree with universal moral principles are obeyed but when those laws violate these principles, the individual follows the principles instead. There are many other theories and approaches to this issue, but our question is about another aspect of the matter: who is responsible for moral development of children?To answer this question, first of all we need to determine the circle of possible relationships that can influence childs moral development. Of course, in the widest sense, all relationships may be regarded as part of social development, but the earlier, more personal relationships have a great impact on the process of moral development. Morality is not something that is practised in isolation. Morality is, among other things, an aspect of out relationship with other people. And anything which diminishes our ability to make such relationships successful diminishes also our capacity for moral actions. (Williams, 1970, p. 109) The moral development of a very young child brings out the interrelation of all ages. One cannot describe the moral development of infants without referring to the moral development of parents and grandparents. Parenting a child is one of lifes great moral adventures, and so is the childing of ones parents. (Rubenstein, 1982, p. 89) Moral life is shaped by our responses to a pattern of relations. The responses in the relation of adult and child are not equal, but the process can still have a degree of mutuality.We often underestimate the infants power of receptivity to moral influence. Robert Coles (1997, p. 45) states that character or moral development is an interaction between nature and nurture, which takes place in a very early age. It develops as a result of parental interaction, balanced discipline styles, and a childs own choices. Children learn about right from wrong from their earliest experiences. When they need nurturing or feeding and parents fulfil that need without exce ssive indulgence, then children develop characters that accept rules and tolerate frustrations later in life.The infant needs to know that he is merely a self among other selves, that he is not omnipotent, that other people have need and feelings too. (Williams, 1970, p. 37) There are two sides of discipline and the parents aim is to try balancing them. Too much love and a child becomes spoiled, expecting their every want and need to be met regardless of other peoples wants and needs. According to Huxley (1985, p. 17), this causes children to be stuck in the early stages of moral development based on selfish individualism.Thats fine for a two-year-old, tolerable in a six-year-old, and obnoxious in a twelve-year-old or older. Too many limits and the child develop a low sense of worth and a lack of self-control. This usually results in an overly rebellious child or an unhealthy submissive one. (ibid. ) Achieving this balance is difficult. But it is easier to do if discipline is viewe d not just as punishing wrong behaviour, but as a process of shaping character. Parents are not simply setting limits. They are teaching how to distinguish right from wrong.It is easier to say no when we know that we are guiding the childs moral development and eventually, his or her social success. As the later stages of moral development reveal, children can make a choice not to follow societys rules or laws. Parents must accept that reality. Thats part of parents on-going moral development. Understanding moral development allows parents to assess their children and have a better target for their individual development. Hopefully, the end result is that our child will be the one who will stop and wait for someone in need, regardless of what the crowd says he or she should do.The ideal is that the child will develop, as Kant put it as a law-making member of a kingdom of ends. He must not only come to know what is in general right or wrong; he must also go beyond this level, so that he sees why such rules are right or wrong and can revise rules and make new ones in the light of new knowledge and new circumstances. (Peters, 1981, p. 33) The described importance of parents influence leads us to the conclusion that a childs moral education is the primary responsibility of the family.Other aspects and factors, other religious and social organizations and institutions can each make their contributions to the process, yet none of them can replace the family. While the school cannot accept the primary responsibility for moral teaching, it still has a significant role to play in the reinforcement of a childs moral understanding and behaviour. The school is a community and should be characterized by courtesy and civility in all its activities, with instruction in specific subject matter informed by moral understanding.Today leading educators no longer see their job primarily to be the teaching only the curriculum subjects. The philosophy of education has undergone a f undamental change. Teachers now perceive their jobs to be the involvement in reshaping of the childs values, beliefs and morals. Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the childs personality and values. (G. Moran) We will write a custom essay sample on Moral development in children specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Moral development in children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Moral development in children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer