From Pencils to Pixels Essay Example | Topics and Well Written Essays - 1250 words

From Pencils to Pixels - Essay Example My parents are both hard-working people who had little spare time when I was young. My father in particular was away from home a great deal of the time, and I saw very little of him when I was very young, because I was generally in bed before he came home from work. My earliest and best memories are of the evenings when he would creep into my room and tell me a bedtime story. I remember the smell of cigarettes and chemicals on his clothes, and I know he enjoyed telling me stories because he used to make silly voices for all the characters. This is probably why I learned to love books, and perhaps why I enjoy poetry and drama also. We used to have a boxed set of fairy tales based on the Walt Disney cartoons, and these were my favorites. I thought there was something magical in storybooks and I used to have vivid dreams about the fantastic places in these stories. Writing was connected with pictures for me at first. I used to make pasta paintings, finger paintings, and sponge paintings and my mother encouraged me to make shapes like the letters of the alphabet. In my bedroom there was a poster with the letters of the alphabet in the shape of different animals. To this day I connect the letter d with a donkey and p with a parrot! I could write my name before I went to school, and I remember that I did not like writing with wax crayons. They are difficult to use because they do not have a well defined point, and I hated the way that the colors rubbed off on each other. In my pre-school years, then, reading and writing were connected in my mind with happy times in the family and I had a generally positive attitude towards literacy. I was happy to experiment with any new writing tools, although I do remember being in disgrace for a few days after a little experiment with some indelible markers and the wallpaper in the hallway. When I went to school I was surprised at the number of children in the class who did not seem to know what to do with a book or a pencil and p aper. I was not the best student when it came to writing, and in fact spelling is still not my strongest point, but at least I was willing to learn and I liked writing much better than math or science. Sometimes I used to buy notebooks and letter writing sets with my pocket money and my favorite toy was a post office set with tiny stamps and envelopes. The method of teaching reading in my first school involved a series of graded reading books which my parents were supposed to read with me. I hated these books because nothing exciting ever happened in them. They were usually domestic tales about children and dogs, or famous extracts from history. I remember there was one interminable story about pioneers but I don’t remember what happened in it. In my mind at that time, there was reading and writing for school, which was by definition not pleasurable, and then there was reading and writing for fun, which I did at home or in the local library and this very definitely did give m e pleasure. Looking back now with the benefit of hindsight, I think this was an unhelpful distinction, but at the time this was how I saw it. I came rather late to computers, compared to some other children in my class at school. I preferred music when I was a young teenager, and I used to listen to music until late into the night. In general I think that my awareness of language comes mainly through listening, and this may explain why I prefer television or YouTube when I am looking for facts or explanations. It was not until the last

What is Osteoporosis Essay Example | Topics and Well Written Essays - 1750 words

What is Osteoporosis - Essay Example After the maximal bone mass is attained at the age 30, the rate of bone loss for both gender is approximately 0.5% per year, and it increase to approximately 1% per year or more in menopausal women. This is so because, estrogen acts indirectly to suppress bone re-sorption, an action reduced/absent during menopause. Poor nutrition or an age-related decrease in intestinal absorption of calcium because of deficient activation of vitamin D is a culprit of the prevalence of Osteoporosis among elderly. "In the United States, 10 million people already have osteoporosis. Millions more have low bone mass, or osteopenia, placing them at increased risk for more serious bone loss and subsequent fractures"."Hip fractures are common and are often devastating in the geriatric population". Other risk factors found to be associated with this disease include, smoking, alcohol ingestion and genetic predisposition. As with the case at hand patient Hunt manifested almost all of the indicated risk factors , having had hysterectomy at the age 45 inducing early menopause, smoking and alcohol consumption and most of all, a history of calcium and Vitamin D deficiency as evidenced by Rickets disease in her childhood. Weight-bearing exercises like jogging, walking, rowing and weight lifting are important in maintaining bone mass. "Studies have indicated that pre-menopausal women need more than 1000mg and post-menopausal women needs 1500mg of calcium daily" (Andrews. 1998). This means that adults should drink 3 to 4 glasses of milk daily or substitute other foods that are high in calcium (Bukata & Rosier. 2000). Calcium supplements and a daily intake of 400-800 IU of Vitamin D is recommended because the latter optimizes calcium absorption and inhibits parathyroid secretion, stimulating calcium re-sorption from the bone (Weinstein & Ullery. 2000). Estrogen Therapy is the single most powerful intervention to reduce the incidence and progression of osteoporosis. If commenced immediately after menopause prevents early-stage bone loss and provides beneficial effects if administered throughout the eight decade of women's years (Gambert Et. Al. 1995). Women with breast cancer, active liver disease, a hist ory of blood clots, or unexplained vaginal bleeding should, under no circumstance, go on HRT (Cooper). Additionally women who have migraine headaches, high triglycerides, gallbladder or chronic liver disease, a history of cancer of the uterus or ovaries, fibroids, history of endometriosis, or a history of exposure to the estrogen DES should go under careful evaluation before even considering HRT (Hueseman, 2002). Active treatment of osteoporosis uses four types of agents; gonadal hormones (estrogen), calcitonin, fluorides and biphosphonates. Calcitonin can be used to decrease osteoclastic activity. Although the risk of endometrial cancer is increased with hormone therapy, risk is reduced with subsequent administration of progestin (Riggs & Melton. 1992). In the cases where fracture is involved, management includes immobilization, pain medication, early ambulation and wound care. Surgical intervention is done for stable fracture fixation that allows early restoration of mobility and functions; this means early weight bearing. Walking and

Is Credit Card Necessary in Our Life Essay Example for Free

Is Credit Card Necessary in Our Life Essay A credit card is a card issued by a financial company to the holder in order for an individual to borrow funds often at a point of sale. It is important to note that credit cards charge interest and are basically use for short-term financing. Moreover, the interests charged on credits cards are enacted usually one month after purchasing is made and borrowing limits are pre-set. This is with regard to the individual`s card rating. Significantly, credit cards contain a higher interest rate that is about 19% per year than majority of the consumer lines or loans of credit. Consequently, many consumer stores allow payment through credit cards, an aspect that has seen the vast growth of these cards. Suze denotes says â€Å"For Americans who don’t pay their entire credit card bill each month, the average balance is close to $4,000. † In addition, they are a mode of payment in the current world by most companies and even the civil servants. However, the various limitations like dent limit make credit cards insignificant in our life. Credit cards are not necessary in our life because they impose various limitations to the card holders. First, charging items, goods, and services on plastic can be convenient but encourage poor spending habits. Credit cards are readily within one`s reach. Moreover, people walk with these cards in their wallets and handbags. This is not only, a limiting factor, but also encourages the issues of money expenditure. For instance, online stores have become a considerable element in the current American society. Buying of goods and services can be done within seconds, especially with the home delivery services at hand. Suze in her argument emphasizes, â€Å"But also realize that some of you are broke by circumstances. I believe you are Broke by Choice. † This is to indicate the practices that we engage with the accessibility to the cards. Credit cards expose high rate expenditure among people with even little goods they would purchase locally. Credit card debt is a considerable problem that each ground people every year. Rise in the interest rates is a limit factor towards the use of credit cards. It is evident that financial companies vary their rates within days and even a month. For instance, the interest rate may change frequently if the economy of the nation keeps alternating. This puts the credit card holders in a chilly spot. The fluctuation of interest rates has resulted to individuals going for loans since they cannot support their bills. Suze denotes, â€Å"The average interest rate charged on credit is 15 percent, with plenty of folks paying 18 percent † Moreover, the financial companies are after profits, and to ensure they have established this, they enact interest rates that are merely undistinguishable by the credit card holders. This exposes the card holders to vulnerability of inevitable charges by the organizations. Moreover, at times payments through the credit cards get missed. This is usual among the card holders. Various companies have emphasized on credit card payment mode. However, it is imperative to note that during the transfer of money from the corporative, some instances of money loss have been identified. Efficiency is a factor that cannot be relied on from payment and service coherence. Furthermore, online vandalism in the form of account hacking is a current problem facing credit card issuing financial corporations. For instance, payoneer company accounts that are issued online to individuals from various regions of the world have faced vandalism with clients and card holders losing millions of cash. Hacking online credit card accounts has become a common practice in the present society. This has forced people to limit the utilization of the credit cards. Credit cards are likely to accumulate debts if the monthly charges are not paid in time. â€Å"†¦if you are late on any other card, your zero deal can be in jeopardy. † In addition, credit card scores are trashed by the financial companies rendering to discrimination of the individual card holders. On the other hand, credit cards can be regarded to be very significant in the modern world. This is because they solve the issue of distance payment. For instance, an individual living in Great Britain can receive his/her salary even if working for a company established in the United States. This is because the credit cards allows funds to be deposited on the card holder`s card. Furthermore, the card holder can withdraw money from any card supporting Automatic Teller Machine (ATM). This is not only an advantage to the credit card holders but a limitation to knowing their bank ledger rates and various banking processes within the account. Majority of the credit card holders neglect the various conditions and terms they are subjected to during account application. Considerably, for the people who do not pay their credit card bill every month, it is significant to note that their average balance is estimated to $4,000. Considerably, the higher earning individual with an annual income that ranges $75000 and $100000, the average balance is approximately $8,000. â€Å"To see if you have been late on any card, not just their car. † This is a remarkably high cost in incorporating credit card in aspects of payment and other financial areas. It does not make meaning if an individual is paying, for example, 18 percent interest on a $7,000 balance and he/she makes just 1. percent minimum payment each month. This is because the individual will end up paying $20,000 in the averagely 50 years he/she will take to decline the balance to zero. It is important to note that those people who like buying goods on credit are at a big risk of ending up in great debts. The various transactions or credits that are made on the credit cards are crucial since they gain more interest to the related financial company. It is important to limit the rate at which one uses the credit card. Suze denote â€Å"Push yourself hard to make that extra payment as large as possible. Otherwise, an individual will end up accumulating a good amount of dents. Paying for groceries and friends drinks at the restaurant at your expense is a practice will finally get one to the unpaid credit balance. The card sets an individual for many snares and traps though the card companies in order for you to spend more creating more debts. The strategy for getting out of rid of the credit card debt is only by maneuvering the credit card companies with strategies that will ensure individuals pay the least amount possible interest rate. Considerably, the average interest charged on a credit card is about 15 percent. However, Suze says that, â€Å"majority of the people pay at around 18 percent and any balance carried by a credit calls for the rate lowered as possible. † In conclusion, it is important to note that credit cards are not necessary to our life. This is with consideration on the various credit debts they can amount to an individual. Further, they enhance high expenditure through online stores including groceries. Therefore, progressive use of credit cards even with minor goods and services that can be obtained readily endangers you to debts that are critical within credit card use. The most appropriate strategy in dealing with high-rate debt in the use of credit cards is ensuring that all your cards are equally used. â€Å"If you have a FICO score of at least 720, and you make at least the minimum payment due each month, on time, you should be able to negotiate with your current credit card issuer to lower your rate. If other cards are frequently used unlike others an individual would be paying the monthly charges and other interests for free. Therefore, credit cards are a critical aspect in the financial ground of an individual.

Big five personality inventory with academic success

Big five personality inventory with academic success Many validation studies have been performed to test the validity of the Big 5 personality inventory with academic success and performance as well as which personality is predictor of good grades. In particular studies have found that contentiousness and openness especially correlated with academic performance. This essay will examine and evaluate the usefulness of the big 5 personality inventory and will be discussing its validity and implications. Conscientiousness personality traits lead students to be organised, disciplined and motivated to succeed. This in turn has a positive effect on their ability to study and on their effort and commitment they put into their work (Maltby et al 2007 p.387) a trait referring to individuals level of dutifulness, achievement striving and organization. Bratko, Chamorro-Premuzic Saks (2006) also have documented and argued that the Importance of Conscientiousness in educational settings is self-explanatory: Being organized, disciplined and motivate d to succeed has no doubt beneficial effects on students study habits, affecting their level of effort and commitment with the course (Bratko, Chamorro-Premuzic Saks 2006). Research indicates that the Big Five Traits (Neuroticism, Extraversion, Openness, Conscientiousness and Agreeableness) reflect core aspects of humans personality and have strong influences on behaviour (Costa McCrae 1992 in Komarraju Karau 2005). Conscientiousness has consistently and positively predicted examination performance as well as grade point average and academic success. Openness is positively related to final grades with high scorers using learning strategies that emphasize critical thinking. Neuroticism is related to reduced- academic performance. Agreeableness is positively associated with grades. Entwistle and Entwistle (1970 in ibid) found that stable introverts using good study methods achieved higher performance than extroverts or emotionally unstable students, whereas Furnham and Medhurst (19 95 in ibid) showed a significant positive correlation between sociability and performance in a seminar class (Komarraju Karau 2005). Paunonen Nicol (2001 in Durham 2004) found the Big Five traits among the significant predictors of grade point average (GPA) in a population of college students. Similarly, Lounsbury, Loveland, Sundstorm Gibson (2003 in Durham 2004) found that Big Five traits significantly predicted cumulative GPA among adolescents in high school and middle school. Lounsbury et al (2003 in Durham 2004) found that the Big Five constructs of conscientiousness, openness and agreeableness were positively related to course grades and grade point average. Durham (2004) therefore argues that these results suggest that students who are more open to new learning, discovery and exploration, higher on self control. More orderly, higher of achievement striving and lower on anxiety, impulsivity, hostility, and vulnerability will have higher GPA. Durham (2004) furthers his argume nt by saying that students who sit in the front of the class (conscientiousness) prepare their assignments (conscientiousness), follow the directions given (agreeableness) and ask questions (openness) and usually better students; high levels of openness, conscientiousness and agreeableness and low levels of neuroticism are an ideal combination (Durham, 2004) Hypothesis The hypothesis of this literature review is that Big 5 personality traits of Openness, contentiousness, extraversion, agreeableness and neuroticism are significantly related to academic performance and predicting grades. There have been many studies documented which have investigated the relationship of the five personality traits namely, openness, contentiousness, extraversion, agreeableness and neuroticism with academic achievement. For example, in studying the relationship between the big five personality traits and academic performance, Komarraju Karau (2005) developed the following specific hypotheses. First, as Neuroticism is characterized by emotional distress and poor impulse control (Komarraju Karau 2005), Komarraju Karau (2005) expected students high in Neuroticism to have difficulty in coping with academic challenges and dealing with setbacks. There, Komarraju Karau (2005) predicted that Neuroticism would be positively related with the academic motivation factors of debilitating anxiety, withdrawing, disliking school, and discouraged about school. Extraverted individuals are warm, socially-oriented, and assertive (Komarraju Karau 2005). Agreeable individuals tend to be trusting and co operative, and may be receptive to collaborative learning (Komarraju Karau 2005). Therefore, Komarraju Karau (2005) predicted that Extraversion and Agreeableness would both be positively related with approval and affiliating motives. Komarraju Karau (2005) argue that because assertiveness is an element of Extraversion they predicted that Extraversion would be related with influencing motives. Individuals high in Openness seek novel experiences, are intellectually curious, and may be more receptive to novel educational experiences Komarraju Karau (2005). The researchers therefore predicted that Openness would be positively related with thinking and desire for self improvement. Finally, conscientious individuals are generally organized, disciplined, and hard working, and have been found to achieve greater academic success (Komarraju Karau 2005). Therefore, the researchers predicted that Conscientiousness would be positively related with persisting, achieving, and desire for self- improvement. Komarraju Karau (2005) found that avoidance was positively related with both Neuroticism and Extraversion, and was negatively related with both Conscientiousness and Openness, with Neuroticism explaining the most variance. Komarraju Karau (2005) argue that these results may suggest that neurotic students tend to avoid many aspects of academic life and view education as a means to an end rather than an intrinsically fulfilling enterprise. Similarly, Komarraju Karau (2005) argue that extraverts may be more concerned with social aspects of college life. In contrast, conscientious and open students are less likely to be avoidant in their motivation. Komarraju Karau (2005) found that students with higher levels of Openness and Extraversion were more engaged in learning, with Openness explaining the most variance. Komarraju Karau (2005) further their argument by saying this suggests that students who are sociable and enjoy exposure to new ideas are likely to be engaged i n the educational experience and may benefit from discussion and interactive learning. Finally, Komarraju Karau (2005) found that students who were more conscientious, neurotic, and open to experience scored higher on achievement with Conscientiousness explaining the most variance. Komarraju Karau (2005) argue that these results suggest that students who are responsible and intellectually curious may be more achievement oriented, hard-working, and competitive. Komarraju Karau (2005) noted that neuroticism was related with achievement, and this relation between Neuroticism and achievement may be because of compulsive preparation Komarraju Karau (2005). Correlation of subjective responses and objective assessment and confirmation of the validity of conscientiousness trait with relation to academic achievement Discussion section There may be narrower personality traits that could add to the incremental validity of the Big 5 inventory with relation to academic success and predicting grades for example. Lounsbury, Sundstorm, Loveland Gibson (2003) investigated and examined the narrow traits in addition to the Big Five in predicting academic success among adolescents. Lounsbury et al (2003) investigated individual grade point average (GPA) and scores from the Adolescent Personal Style Inventory among 220 seventh-graders and 290 tenth-graders, including agreeableness, conscientiousness, emotional stability, extraversion, and openness, plus four narrow traits, aggression, optimism, tough-mindedness, and work drive. Lounsbury et al (2003) found that all traits correlated significantly (P The validity and reliability of the NEO PIR in terms applicability: discussing the issue for the professional development of the teacher in schools and also for the positive feedback and educational development of the child, analysing the practicality of the learning style Personality tests that are to predict academic achievement and success are not only for the professional development of the teacher, lecturer but also for the personal and educational development of the student or pupil at school or university. These personality tests therefore they need to be such that the teacher and student can interact with them for the teacher to perhaps to alter his or her teaching style and approach and more so for the student to be aware of his or her subjective and predominate learning style and how these are contributing to many cognitive aspects such as information processing, retention of information, memory or indeed knowledge acquisition. Research has testified that from the NEO PIR the trait that is predominately applicable is conscientiousness as we have seen, although the other four have also contributory effects for academic achievement, however the practicality of using it may still be questionable because if the trait of conscientiousness is the p redictor of academic success then will it be easy for the student to develop these traits within him. How easy will it be for the teachers to aid and support the students in developing a conscientiousness personality is questionable. An easier way for both the student to understand for his or her own academic development and also for the teacher to support the student may be through the education of personal learning styles. Learning styles in particular is a model which pinpoints and highlights the cognitive abilities necessary for learning, which is a cognitive process. The tools of learning style can enable the student to completely understand which styles may aid him or her and according to that style of learning, the teacher will be able to help and support the student developing a interactional system between the teacher and the student in an academic environment and discussing cognitive variables in relation to learning styles rather than broad personality traits which maybe far difficult to generalize towards the students learning process. Therefore learning style approach and assessment may not only be a cognitive and academic achievement predictor most importantly on the basis of individual differences but this will enable both the teacher and student to interact with them for the professional development of the teacher and for the academic and cognitive development of learner. A well known and documented approach to learning is presented by Kolb (1984 in Maltby 2007) in which he discusses the learning processes such as concrete experience, reflective observation, abstract conceptualization and active experimentation. Other than the Big Five traits of conscientiousness, openness, agreeableness, extraversion and neuroticism, there are other traits or, motivation related traits as argued by Lounsbury (2003 in Durham 2004) which can add incremental and predictive validity to the NEO personality inventory in the domains of education success. For example, Lounsbury (2003) found that traits such as aggression, optimism tough mindedness and work drive can not only significantly correlate with grade point average but moreover add incremental validity to the existing NEO Five. (Durham, 2004) In line with Lounsbury (2003) Durham (2004) is also for the inclusion of the factors of aggression, optimism and tough mindedness. Durham (2004) argues that these traits of optimism, aggression and tough mindedness could be better predictors of academic performance and grade point average. Optimism, Durham (2004) argues is a tendency to maintain positive expectations about the future and Prola and Stern (1984 in Durham 2004) found positive correlations between optimism and grade point average. Optimism is an important assessment because it influences task-orientated behaviours (Durham 2004). With regards to conscientiousness there will a consensus that it is correlated with academic achievement and performance through Meta analysis and self and other assessed approaches, however with regards to openness, although it has been acknowledged that it refers to academic intelligence, agreeableness, neuroticism, extraversion there is far lesser consensus how it refers and relates to academic achievement. For example Bratko, Chamorro-Premuzic Saks (2006) have found that some argue that high neuroticism is detrimental for academic performance on school examinations but others suggests that higher levels of worry and perfectionism that characterize neurotic individuals may lead to better and higher performance. The trait of extraversion is also debated with academic achievement as some have argued of negative correlation and other have argued of positive correlation (Bratko et al 2006). Bratko et al (2006) also argue that alternative explanations indicate in the direction of deve lopmental changes in the ability-extraversion correlation, such that brighter individuals become more introverted over time. Some traits of the BIG 5 such as extraversion, conscientiousness and openness which all relate to motivation, striving and academic self fulfilment have been correlated with certain measures but have not been correlated with other measures such as the IQ tests. Psychologists have argues that the NEO Big 5 personality inventory predominately reflects a persons motivation and in particular motivation to self actualise in academic domains but does not take into consideration specific academic cognitive abilities which is predominately related and correlated with academic success and achievement. For example, Ones Schmidt Viswesvaran 1993 (in Gagner Pere 2001) have established no correlation between motivational factors and IQ ability for academic progress. The psychologists argue that the tests such as the NEO PIR which may measure or take into consideration the motivation factor of conscientiousness and disregard cognitive abilities may not be highly valid in predicting achievement in comparison to higher validity and reliability of cognitive and IQ measures of predicting achievement, and the results obtained from an IQ test maybe useful for the professional development of the teacher with relation developing cognitive constructs of the child such as numeracy but also important for the development of the learner to know which areas in academia need to be concentrated upon. Gagner Pere (2001) assessed the unique contribution of motivation to academic achievement. Over 200 high school students completed two IQ tests and three motivation and conscientiousness related measures twice during a semester. The results revealed that IQ and motivation were not correlated; cognitive abilities were by far the best predictor of school achievement. The psychologists argue that these results question the belief of most educators about the crucial role of motivation as a determinant of scholastic achievement these findings may in invite the educators to not only consider moti vation and conscientiousness as an important factor of achievement but to also concentrate on the cognitive abilities of the learner and ways to enhance them perhaps by working with the learning style of the learner considering the VAK (the visual, auditory or kinaesthetic individual differences) and modifying educational resources to support all types of learners and by working within the unique learning style of the individual with the belief that by working within the cognitive framework of the individual this will improve the cognitive performance and abilities of the learner such as problem solving, information processing, logical and rational thinking which will enhance the IQ and therefore academic achievement. Komarraju Karau (2005) also acknowledge that students who are taught in a way that matches their learning style and ability are likely to achieve at higher levels. In light of the findings that there are less or no correlations of motivational factors such as conscien tiousness with academic progress Bratko et al (2006) argue that empirically, evidence is mixed with some studies indicating personality has incremental validity over ability in the prediction of academic progress but others showing it doesnt (Bratko et al 2006). Bratko et al (2006) also argue that personality inventories such as the NEO PIR use self ratings of traits. Whilst Bratko et al (2006) acknowledge and argue that most investigators have used self report personality inventories and academic progress as they are convenient and because they believe that people have a unique perspective of their own experiences and history of behaviour, however Bratko et al (2006) also maintain that self ratings can be inaccurate because people may present themselves in an unrealistically positive light or their position of an actor can bias their perception of their own consistent personality attributes other-rating data can be less susceptible to distortions caused by defensiveness and self-pr esentational strategies (Bratko et al 2006). As studies have shown that peer-ratings consistently show a substantial correlation with self rating data and their validity widely demonstrated (Bratko et al 2006), Bratko et al (2006) suggest that adding to peer-rating to self-rating can enhance the incremental validity of personality tests such as the NEO PIR further. Although some studies did not find a link between motivation and academic achievement some other studies did. For example Komarraju Karau (2005) investigated the relationship between personality characteristics and academic motivation. Their research examined the link between the Big Five personality traits and individual differences in college students academic motivation. Students were asked to complete the NEO Five Factor Inventory and the Academic Motivations inventory and the facets of both the academic motivations inventory and NEO big Five were correlated together which supports their academic motivation hypothesi s and its importance with success (Komarraju Karau 2005). This study not only indicated the importance of administering tests to examine academic motivations with relation to individual differences but also confirms the validity and reliability of the NEO Big Five. Personality or intelligence tests: independence of personality tests from intelligence: understanding the correlations of ability intelligence tests and personality tests Although studies have testified to the theory that measure of intelligence is valid and reliable for prediction of academic achievement some other studies have discovered the importance of personality tests independently from intelligence which adds to the validity and reliability of personality testing in relation to academic performance and achievement. For example Bratko et al (2006) analysed the relationship of self and other-assessed personality with school grades in 255 pupils. Conscientiousness was the strongest personality correlate of school grades for both self and peer-ratings. That is, the scores of self-rating and peer-rating for conscientiousness significantly correlated. It was interesting to discover that grades were negatively correlated with self assessed extraversion and emotional stability (neuroticism) and positively correlated with peer-ratings of autonomy. When cognitive ability was partialled out correlations between personality and school grades showed little change indicating that the effects of personality on academic performance was independent of intelligence. The investigators not only argue of the independence of personality to academic performance and therefore stressing its validity in domains of education but also argue that self ratings had only marginal incremental validity (3%) over peer-ratings in predicting school grades while incremental validity of peer-over self -rating was larger (9%). Therefore this study supports the notion that testing personality in domains of education and academic performance is indeed valid. In this study the self-rated assessment or rating compared to the peer-rated (observer) assessment and rating is thought provoking because there was a difference in both ratings and their correlations significances. In the study of Bratko et al (2006) noted that the relationship between. In the study Bratko et al (2006) found that the predictive power of conscientiousness increased substantially when assesse d by peer ratings as opposed to self-rating and there Bratko et (2006) argue that this suggests that socially desirable responding may undermine that validity of self rated conscientiousness. Their results also indicated that combining measures of conscientiousness with intelligence are likely to be advantageous when it comes to predicting academic progress (Bratko et al 2006). Bratko et al also argue that students may also want to look conscientious and autonomous in the eyes of personality tests and therefore Bratko et al (2006) recommend that investigators include social desirability alongside both peer and self-ratings of personality to explore determinants of success and failure (Bratko et al 2006). Another way to avoid distortion and therefore validity in applied educational settings is for participants to respond anonymously possibly by mail as argued by Schinka (1997). Schinka (1997) suggests that these techniques of anonymity will minimize conscious motivation to distort pe rsonality profiles. Psychologists studied how the Big Five personality traits may relate to individual differences in academic motivation. Alongside the achievement and academic success, motivation is very important to reach academic success and this area also needs to be considered for students. Komarraju Karau (2005) also reflect upon an interesting meta-analysis in support of the personality tests such as the NEO PIR for academic performance and success as well as for convergent and predictive validity. For example, Komarraju Karau (2005) argue that Ackerman and Heggestad (1997 in Komarraju Karau 2005) found some modest relationships between personality and intellectual ability measures. In their study Openness was positively related to intellectual ability, whereas Neuroticism was negatively related to intellectual ability. Komarraju Karau (2005) argue that these investigators concluded that intellectual abilities, interests and personality are interrelated and that intellectual ability level an d personality traits determine success. The validity of personality tests and their application in academic prediction of ethnic and culturally different students Durham (2004) acknowledges that studies have established differences in the scores between African American Students and White students on personality measures, as well as in the educational domains including. Ethnic students bring their values and in particular ethnic values to the learning environment. Therefore, when assessing personality and correlating with grade point average it is important to consider and acknowledge different cultural and racial differences which may affect an individuals learning style and development (Durham 2004). Therefore, generalising the significances of the results on populations this issue also needs to be considered thoroughly. Durham (2004) argues if there are differences in the personality traits scores of black and white students the applicability of these assessments to ethnic populations in doubt. Using the MMPI may be appropriate for use with ethnic and racial students The validity and reliability of the NEO-PIR or Big Five inventory and its applicability across races and cultures Worrell Cross (2004) investigated the reliability and validity of Big Five Inventory scores in a sample of African American college students as performed on the Big Five Inventory. The investigators discovered that reliable measures could be developed from the Adjective Q -sort and that there are no perceived predictive validity differences between White and Black students using the NEO PIR (Worrell Cross 2004) The use of other measures especially the inclusion and applicability of the Assessment of Academic Self concept and motivation (AASM) Assessment of Academic Self concept and motivation was developed according to the motivational systems theory. The uniqueness of this assessment is that it postulates that motivation is the patterns of gaols, emotions and personal agency beliefs (self -concept) which is consistent with the socio-cognitive theory of personality development proposed by Albert Bandura. Durham (2004) argues that this model and assessment four aspects of self concept- ability, environmental responsiveness, control and value or importance it also assess four dimensions of the education environment: cognitive, social extracurricular and personal (Durham, 2004) validation studies have been performed by Rouse Cashin (2000 in Durham 2004) and have found support for this assessment as well. Durham (2004) argues of the advantages of this measure with ethnic clients because it measures internal locus of control and the motivation aspect can measure academic success. With regards to values and race and cultural d ifferences, John (1989 in Goldberg 1998) examined judges classifications of the 300 terms in the Adjective Check list into the Big Five Categories to examine its validity and argues that traditional values and individuation/ autonomy adjectives closely related to the persons self -concept and cultural determinants may lie outside the Big Five. Goldberg (1998) argues that other personality factors that are not included inside the Big Five are religiousness, sexuality, introspectiveness, maturity, gender roles thrift and suppression and repression (Goldberg 1998). As there lays other aspects beyond the Big Five it would be interesting to see these influences for academic achievement as well. Paunonen Jackson (2000) had also investigated into the NEO PIR and the Big Five traits and after a thorough investigation and analysis they found that a) Religious, devout, reverent b) sly, deceptive manipulative c) honest, ethical moral d) conservative, traditional, down-to-earth e) egotistical, conceited, snobbish and f) thrill seeking behaviours were independent from the Big Five Factors as they did not correlate. This finding is important to establish the internal consistency validity and what differences it would make if these traits are also examined along with cultural values as discussed to evaluate the impact it has on education success and achievement because these traits such as masculinity-femininity, religiosity, are also determinants of human behaviour and also academic motivation. These recommendations will improve the internal consistency of the NEO PIR personality assessment as argued by Paunonen Jackson (2000)

Complusive Gambling Essay -- Problem Gamblers Addiction Essays Papers

Complusive Gambling Compulsive gambling is a very addictive disease that can cost you more than its worth. So why do people become compulsive gamblers? In America 2-3% of adults are afflicted by this addiction. Four out of Five compulsive gamblers are men. Over 90% of compulsive gamblers have gambled since their mid-teens. There are many reasons why people become compulsive gamblers. Throughout my paper I will go over many types of research that have been done on this disorder and show you a variety of reasons why people subject themselves to this behavior. Problem gamblers do not ingest, inject, or inhale substances as chemically addicted people do. Just what is it to which they become addicted? The answer to this question is action. Action is an aroused, euphoric state involving excitement, tension, and anticipation of the outcome of a gambling event. It is the thrill of living on the edge. Problem gamblers describe gambling as â€Å"high† similar to that experienced from many drugs. Some experience these sensations when just thinking about gambling, as well as when they are actually gambling. Action also has been described as a â€Å"rush† that may include rapid heartbeat, sweaty palms, and even nausea. It is not uncommon for problem gamblers to describe being in action as â€Å"better than drugs and better than sex.† When they are in action, they lose track of time and sleep; food, water, and using the bathroom become lower priorities than staying in action. Some doctors believe that gambling is considered an impulse control disorder. Which means that the individual is incapable or resisting his impulses to gamble. Others believe that it is an obsessive-compulsive disorder or a non-pharmacological addiction. This... ... it can turn into a serious problem. National television shows have addressed these problems more frequently, this is important because many people limit their education to that of the TV. Further understanding of pathological gambling and addiction is guided by the development of better theory. Improved theory can guide research more effectively. Bibliography: Goleman, D. (1989, October 3) USA: Biology of brain may hold key for gamblers. New York Times, p11. Pavalko. (1999). Problem gambling. National Forum p28 (5p.). Available: Academic Search Elite http://ehostvgw18.epnet.com[2002, April 10]. Lorez V, Yaffee R. (1986). Pathological gambling: psychosomatic, emotional and marital difficulties as reported by the gamblers. Journal of Gambling Behavior, p40. Marks I.M. (1987). Fears, phobias and Rituals. Oxford University Press, London, p337.

Hedda Gabler Essay -- Literary Analysis, Henrik Ibsen

The mind and mental processes can affect and shape human behavior. Some of the subtlest actions are outcomes of a person’s emotion, treatment, and provide underlying messages unknowingly exhibited and communicated. This occurs internally and is exposed through accidental or unintentional conduct. Hedda Gabler is an affluent European woman living a life of nobility and service. Pampered and easily neglected by her companions, she is unfulfilled by the amount of praise she receives in her household. Her strange and awkward behavior reveals the lack of foundation in her marriage. In Hedda Gabler, Henrik Ibsen uses stage directions to portray Hedda as a furtively vexatious, manipulative, and discontented woman trapped in marriage and in doing so, he presents the restrictive lifestyle of wealthy Victorian women. Wearing a facade, Hedda is unaware of her appearance as one disturbed and clandestine. Overhearing her husband compare himself with Là ¶vborg, Hedda turns â€Å"to BRACK, laughing, with a touch of scorn† (Ibsen 31). Chuckling artificially, she intends to disguise her misery, to uphold her pride and to avoid pity. By her sarcastic and disconcerted tone, she intends to communicate with Brack of her annoyance towards Tesman. Amid their discussion, Thea tells of having influence over Là ¶vborg, and Hedda â€Å"[Conceals] an involuntary sneer† (Ibsen 26). The words â€Å"conceals† (Ibsen 26) and â€Å"involuntary† (Ibsen 26) attempt to highlight her stealth and jealousy towards Thea’s aptitude in influencing her spouse. On these certain occasions, she is unable to constrain her irritation. Left alone, â€Å"Hedda, now quite serious †¦peeps through the curtain†¦takes Là ¶vborg’s package †¦turns and listens†¦Ã¢â‚¬  (Ibsen 8 0). Through actions such as â€Å"peeps† (Ibsen 80) ... ...ht away. During 1980s, readers, particularly women probably felt confronted and alienated. In efforts to relate Hedda Gabler to the audience, it instead may have been rejected in the era because of the contrast between the norms and the rebellious and strong artistic expression. Ibsen intends to portray the underlying literature and symbolism involved; wealth cannot replace true joy and love. Individuals want liberty, a free will, an opinion, a voice, a mind, and prefer to have a choice of their own. Furthermore, people may not have control over certain situations but must learn to make the most out of life because emotions can be shaped and managed. After Hedda had chosen to marry Tesman, she regretfully spends her life chained to being his emotional security, and continually tries compensating for her life’s mistake as apparent in the play’s stage directions. Hedda Gabler Essay -- Literary Analysis, Henrik Ibsen The mind and mental processes can affect and shape human behavior. Some of the subtlest actions are outcomes of a person’s emotion, treatment, and provide underlying messages unknowingly exhibited and communicated. This occurs internally and is exposed through accidental or unintentional conduct. Hedda Gabler is an affluent European woman living a life of nobility and service. Pampered and easily neglected by her companions, she is unfulfilled by the amount of praise she receives in her household. Her strange and awkward behavior reveals the lack of foundation in her marriage. In Hedda Gabler, Henrik Ibsen uses stage directions to portray Hedda as a furtively vexatious, manipulative, and discontented woman trapped in marriage and in doing so, he presents the restrictive lifestyle of wealthy Victorian women. Wearing a facade, Hedda is unaware of her appearance as one disturbed and clandestine. Overhearing her husband compare himself with Là ¶vborg, Hedda turns â€Å"to BRACK, laughing, with a touch of scorn† (Ibsen 31). Chuckling artificially, she intends to disguise her misery, to uphold her pride and to avoid pity. By her sarcastic and disconcerted tone, she intends to communicate with Brack of her annoyance towards Tesman. Amid their discussion, Thea tells of having influence over Là ¶vborg, and Hedda â€Å"[Conceals] an involuntary sneer† (Ibsen 26). The words â€Å"conceals† (Ibsen 26) and â€Å"involuntary† (Ibsen 26) attempt to highlight her stealth and jealousy towards Thea’s aptitude in influencing her spouse. On these certain occasions, she is unable to constrain her irritation. Left alone, â€Å"Hedda, now quite serious †¦peeps through the curtain†¦takes Là ¶vborg’s package †¦turns and listens†¦Ã¢â‚¬  (Ibsen 8 0). Through actions such as â€Å"peeps† (Ibsen 80) ... ...ht away. During 1980s, readers, particularly women probably felt confronted and alienated. In efforts to relate Hedda Gabler to the audience, it instead may have been rejected in the era because of the contrast between the norms and the rebellious and strong artistic expression. Ibsen intends to portray the underlying literature and symbolism involved; wealth cannot replace true joy and love. Individuals want liberty, a free will, an opinion, a voice, a mind, and prefer to have a choice of their own. Furthermore, people may not have control over certain situations but must learn to make the most out of life because emotions can be shaped and managed. After Hedda had chosen to marry Tesman, she regretfully spends her life chained to being his emotional security, and continually tries compensating for her life’s mistake as apparent in the play’s stage directions.

Ethics and “A Few Good Men” Essay

The movie is about two marines indicted for the murder of a fellow marine in their platoon. Private First Class (PFC) William Santiago died because of lactic acidosis triggered by the assault inflicted by Lance Corporal Harold Dawson and Private Lowden Downey. This assault was the result of a direct order by the platoon commander Lieutenant Kendrick. The order was to train Santiago to respect the Code of the Marines and the chain of command. Private Santiago had broken this chain and written directly to the NIS asking for a transfer, in exchange for offering information about an illegal fence-line shooting. When Colonel Nathan Jessep, commander of the marines stationed in Guantanamo Bay, Cuba, learned of this letter, he ordered the â€Å"training† of Private Santiago. In Guantanamo Bay, this â€Å"training† was referred to as â€Å"Code Red†, which was defined as the discipline of marines within the unit, by the unit, without involving the proper authorities – navy Jag Corp. When the navy learned of Private Santiago?s death, Dawson and Downey were placed under arrest, and moved to Washington DC to be court-martialed. After a thorough litigation by defense attorney, Lt. Danial Kaffee, the court found Colonel Jessep and Lt. Kendrik guilty of the murder of PFC Santiago because they ordered the ?Code Red?. Dawson and Downey were cleared of charges of murder and conspiracy to commit murder, but were found guilty of conduct unbecoming a marine, and were discharged from the Marine Corp. 6. Normative Ethical Question: Did Dawson and Downey do the right thing by following the order? Dawson and Downey’s actions were in strict accordance with the orders given to them by their platoon commander, and were thus justified. The Marines believe, â€Å"You follow orders or people die.† This was primarily applicable during wartime when questioning an order can cause the lives of the marine and his fellow soldiers. Although reserved for wartime, the marines in their day-to-day military life practice this belief. So when time comes for the marines to go to war, the thought of questioning an order never crosses their mind regardless of the severity of the order. Following  orders given by a superior officer is a part of the marine discipline, and breaking this discipline is not tolerated in armed forces. The order given to Dawson and Downey was to â€Å"train† PFC Santiago. Santiago’s aggravated heart condition was the primary reason of his death, and Dawson and Downey having followed their order were unfortunate to find Santiago dead in the ‘training’ process. Had Santiago been physically fit, he would have in all likelihood, survived the ‘training.’ However on the charge of becoming a united states marine they were found guilty as charged. The reasoning for this is as follows: Dawson and Downey should have ignored the â€Å"Code Red† ordered by Colonel Jessup, and should have reported him to the proper authorities at the navy Jag Corp. The â€Å"training† also known as the â€Å"Code Red† was known to have harmful consequences. There were two examples of the severity of the â€Å"Code Red† shown in the movie: The first example was that of Private Bell, a soldier, getting nothing but water for a period of one week to keep him alive. The second example involved a soldier been given a â€Å"Code Red† for dropping a gun during a training exercise. His punishment was to put glue on his hands, and have his arm punched for about twenty minutes. Evidently, a â€Å"Code Red† in military parlance meant punishment in its higher degree. PFC Santiago was known to be a weak person. Dawson and Downey ignoring the fact that PFC Santiago’s condition was deteriorating still followed Col. Jessup’s order for â€Å"Code Red† on Santiago. They should have been aware of the fact that â€Å"Code Red† would cause irreparable damage to PFC Santiago’s health; on humanitarian grounds, Dawson and Downey should have contacted the proper authorities at the navy Jag Corp for a fair assessment of the order. Looking at it from a different perspective, Dawson and Downey would have been morally right to have neglected the order given to them by their superior. However, they were bound to their duty; overriding their commanding officer’s orders would have placed their career at stake. This case involves an ethical dilemma for the following reasons: 1. A murder has been committed. It is not acceptable to take a human life merely because this individual doesn’t get along with the rest of the company. 2. The investigation of the murder is hindered. It is not acceptable to lie about the cause of death in an effort to preserve public relations or personal esteem. 3. Cadets and officers lie under oath in court. It is unacceptable to lie in court. The military has determined that it is essential this case be investigated and prosecuted to the full extent of the law. A sub-group in the military can’t make its own rules of military morality. PFC Santiago is treated as a means rather than being treated as an end. The murder was immoral in every sense and those causing the murder should be punished to the fullest extent of the law. We further stipulate that it is unacceptable for a coverup of the murder. Colonel Nathan Jessup defends the practice of lying under an area of lying covered by Plato. Plato gave support for some lies when he said: â€Å"It is the business of the rulers of the city, if it is anybody’s, to tell lies, deceiving both its enemies and its own citizens for the benefit of the city; and no one else must touch this privilege.†(1) If using the Plato type justification for the coverup, Jessup and those around him have a deluded sense of their place in national security. Their actions are not for the preservation of military. Their actions and lies are for preservation of their own positions†¦ The responsibility of the commander to make sure his marines are prepared for any sort of danger from the enemy. Colonel Nathan Jessup claims that code  red as a method of training for soldiers was the American way. He defends the practice as that which is indispensable to defend the country. This reminds me of Plato?s conception of warriors where there is no place for the weak or sick people. The only difference between these two cases is that Plato would have not hesitated to propose euthanasia for such unproductive warriors. Colonel Jessup on the other hand proposed to train them by using force if necessary. . However, he uses intense form of punishment for the tiniest mistakes and flaws. So he cannot be justify such a punishment in the name of national security. But in today?s world such practices are detested and are against humanitarian grounds and any form of justification for their practice is barbaric. Nathan Jessup (Jack Nicholson) is a military officer who has covered up a murder. When he is in court on the witness stand, Nicholson, yells, â€Å"You want to know the truth? You want to know the truth? Well, you can’t handle the truth.† Nicholson’s testimony is that some military crimes must be covert for national security purposes. He implies that it is acceptable to murder one cadet who isn’t going along with the rest of the company. He states it is acceptable for him to lie about the incident under oath to protect the company involved as well as the military overall. Kant declares: â€Å"A lie is a lie†¦whether it be told with good or bad intent†¦But if a lie does no harm to anyone and no one’s interests are affected by it, is it a lie? Certainly.†(2) Kant believes truthfulness is a duty, an â€Å"unconditional duty which holds in all circumstances.†(3) According to the categorical imperative, if there is even one case in which it is acceptable to lie and honesty can be overridden, then the perfect† status of the duty not to lie is compromised. Kant is most strident in not allowing for even a seemingly innocent lie, which could save a life instead of causing harm. He merely asserts that if something terrible happens it is not your fault. The terrible act is something wholly unjustified in the first place.(4) Duty is often represented by Kant and his deontological views on lying. Kant tells us that it is never acceptable to lie, and places this on the level of  a moral law, or a â€Å"categorical imperative.† He contends that lies always harm others–the individual or society. â€Å"To be truthful (honest) in all declarations, therefore, is a sacred and absolutely commanding decree of reason, limited by no expediency.†(5) Utilitarian Jeremy Bentham also would not allow for the Jessup defense of the coverup. Bentham delivered a frothy lecture to England’s judges who were using their power and lying to the people. Bentham sees nothing more abhorrent than using lies and power to further one’s position†¦.(6) The justification for the behaviors is weak, with hundreds of years of morality, ethics, and laws written in opposition to Jessup’s rationale. In the particular case of PFC Santiago, Colonel jessup seems to be aggravated by his appeal to the NIS and his breach of confidentiality of his unit. This brings us to the another moral debate. Was Santiago right in his decision to give false information of an illegal fence line shooting? We can make two speculations here. Either Santiago lied about the fence line shooting in a desperate attempt to get noticed by the authorities which could get him transferred for the information or he was mistaken about the shooting. This is to say that he did not realized that the mirror had engaged to fire first and Dawsen just retaliated in defence. Santiago can easily be forgiven for the latter. However, in the former case, normatively he should not have done what he did. But that was the only practical thing he could do. Even though we can easily blame Santiago for lying, we should praise his attempt to break away from the blind acceptance of the principles which ruled the lives of other marines. Even though Santtiago was physically weaker than the rest of the Platoon he had the mental capacity to fight against the odds of the absurd life in which he was trying to survive. This reminds me of the mahabharatta where Lord Krishna taught the Pandavas that it is good to lie got the fight for the Good. (I know that Kant would not agree with me) In A Few Good Men the debate is one of to whom is the ultimate duty owed and  where does ‘the law’ fit into the equation? The soldiers facing court martial display their ultimate affiliation firmly?first and foremost their duty is to their marine corps; god and country are secondary to the bond between their comrades and this is the fulcrum of the film: are orders to be obeyed at all costs and where does the buck stop? Professor Alfonso Gomez-Lobo quotes â€Å"Neither can military ethics properly exist without the concept of ordering. By ordering, I do not mean telling subordinates what to do. I refer, instead, to moral structuring and ethical priorities.† In the movie â€Å"A Few Good Men†, a Marine lance corporal tells his lawyers that the â€Å"code† is based upon â€Å"unit, corps, God, country.† He has it, of course, all wrong. In fact, many illegal activities or stupid mistakes in the military services are the result of leaders’ failures to order wisely and well. The duty of a marine to follow the orders of a superior officer. The word duty here needs to be explained. It is the duty of the marine to fallow the orders of his superior officer if they are justified or legal. In Cuba however, disobeying an order implies to commit a crime. But since Code red is a practice discouraged by law, it is the duty of the marine to disobey such an order. An officer is always human and to equate him to be the ultimate legal authority is to make him invincible. It is this act of deception and blind faith that lets the powerful exploit. When an institution demands complete faith in its principles, the individuals within the institution are dependent on it, strive to maintain it and become incapable of independent thinking. At times like these the ethical question crops us: which is more important? guiding principles of life or humans, code of honour or PFC Santiago. As for the Platoons annoyance on Santiago’s betrayal for the unit and selfishness, I don’t think it is valid. It would have been a different case had there been some compassion for Santiago within his Unit. His friends beat him up as a part of following orders, to keep up their jobs. From this perspective, they too are selfish. The only difference is that Santiago is  towards the receiving end of brutalities, and it is convenient for the rest of the Platoon who were comparably stronger to talk about the loyalty within the unit. Interestingly, Lieutenant Kendrick too believe in the ‘proper authority of God or his commanding officer Colonel Nathan R Jessup’ Here we see that blind faith is associated with both God and the Colonel Moreover, the Colonel starts associating himself with God who protects and punishes others and expects the respect of all. He thinks that he is the personification of certain unquestionable principles. That the colonel lives by the rules and notions of the Marine Corps and doesn’t fully comprehend the world outside. Both Dawson and Kaffee are good at what they do. That?s all they have in common. The contrast between the disciplined Dawson and the flippant Kaffee can be traced to their system of beliefs and their environment. Dawson mentions that he joined the navy so that he could live by a code. He believes that he did his duty and did it well and was even ready to face its consequences, but not plead guilty. Here we see the romanticized version of the code of honor. He failed to realize that the real strength of character lies in his discretion to protect the weak and not train him to protect himself. He lives in the misconceptions where certain principles appear Dawson is like a person who wants to be religious and associates himself with religious practices {no matter what they are} which gives him a sense of satisfaction. Kaffee on the other hand has no delusions about the law. His only criterion is to solve his case as soon as possible with the best interest of his client at heart. He believes that a case is not won by the law but the lawyer. He seems to have lost his faith in all legal ethics due to the way  law is practiced around him and he seems to be a part of the system too. Or in the least he has least to live with it. Daniel Kaffee is a smart, flippant, good-looking young Navy lawyer. in his late 20’s, 15 months out of Harvard Law School, and a brilliant legal mind waiting for a courageous spirit to drive it. He is, at this point in his life, passionate about nothing †¦ except maybe softball. His father was a renowned jurist, and Dan feels the burden of his father’s reputation. Indeed, his casual, tongue-in-cheek attitude to the law is his way of avoiding comparison with his father. You can’t fail if you don’t even try. However, he lived in the shadows of his father having no misconceptions regarding different facets of law. He does not believe in a romanticized version of his profession. He did not believe his case to be a winner and first attempts to find an easy way out. Even though he sympathized with the state of his clients who were forced to carry out their orders, were blinded by the belief in false practices like ?Code Red?, he understood the politics associated with the case. His frustration is revealed when he emphasizes that ‘I think you will lose’ and ‘ it does not matter what I believe, it only matters what I can prove..’ Despite these flaws he proves to be an excellent lawyer. This is because unlike the marines. He has learnt to question authority. He has not been conditioned by blind principles. the lawyer defending the two marines in A Few Good Men has to consider whether he should go beyond the legal and ethical codes under which he is bound and accuse a witness on the stand of committing a crime for which the two marines are accused. He of course does and justice is done. In conclusion, it is evident that Dawson and Downey performed their duty as was expected of them. On ethical grounds, they would have been better off notifying the appropriate authorities of the nature of the order and the circumstances in which the order was to be executed. However, as fellow  marines under a commanding officer, they were compelled to follow orders without looking into the ethical or moral aspects of their actions. A marine?s discipline is taken very seriously by his commanding officers; however, this does not imply that discipline takes priority over the mental and physical health of a marine. Santiago?s heart condition was no secret. Despite this fact, he was given the ‘Code Red’ knowing fully well that he may not be able to take the pressure ? definitely, an unethical decision on the part of the authorities concerned.