Personal Narrative: Teaching Others How I Write Essay -- Narrative Ess

For whatever length of time that I can recollect that, I have consistently appreciated composition. Composing is an open door for me to communicate my musings and emotions while helping me develop to comprehend who I am as an individual, an understudy and besides, a future educator. However, if somebody somehow managed to ask me how I do it, I am apprehensive I was unable to offer the person in question a reasonable and exact response. Attempting to find that answer nearly appears to be more diligently for me than the genuine creative cycle itself. Be that as it may, subsequent to having done my understudy showing last semester, I have discovered that displaying my own composition for the understudies not just encourages them to see all the more unmistakably how I compose, yet causes me see how I compose also. My first understudy instructing experience occurred in a seventh-grade English study hall during the second 50% of the school year. The primary couple of weeks allowed me a chance to watch both the educator and the understudies taking an interest in different composing exercises. One task specifically requested that the understudies pick a subject of intrigue and record on paper all the data that they definitely thought about this subject. A basic task, isn't that so? Sitting out of the way of the homeroom, I chose to endeavor the task. On the highest point of my paper I composed sports. Under it, I expounded on why I picked the theme, what it intended to me and how it has assumed a critical job in my life. Before I knew it, I had secured one and a half pages with data. At the point when the time was up to quit composing, I checked out the study hall and saw a portion of the understudies seemed somewhat confounded. The task was not a troublesome one, not for me at any rate. At the point when the educator started requesting that understudies share what they had composed with the class, it was intriguing to locate that solitary a... ...n my life. On that day, I discovered that the parts of realizing how to accomplish something and realizing how to instruct it are distinctive to be sure, yet when they are entwined, beneficial things can occur. As an instructor of composing, I understand from my experience as of now that I have to make a stride back and permit my understudies some space to move around, some space to think, conceivably a model composition and a chance to get their pencils with no feelings of trepidation or disarray and essentially compose. They have to put stock in their own emotions, their encounters and their own insight into their general surroundings and figure out how to take advantage of them. Without this investigation, understudies will stay stuck sitting with that equivalent clear bit of paper before them. As a future educator of composing, I will investigate my composition by working nearby my understudies. I am basically astounded by what I have gained from this procedure as of now.

Grading System or Salary Scales for an organization Assignment

Reviewing System or Salary Scales for an association - Assignment Example r the greater part of the differed neighborhood taxpayer supported organizations laborers and thus all these are completely chosen by the National Joint Council for the nearby taxpayer driven organizations. In this way it is of prime significance to comprehend that the businesses utilize the past pay course of action whichever they have utilized effectively during the previous years to make installments and furthermore to structure the pay structures for the present and the future years. Henceforth however it is up to the sole carefulness and up to the businesses to decide the compensation of the representatives they need to consistently hold up under as a top priority that the pay structure will consistently hugy affect the psyches of the workers and furthermore their profitability which can most likely influence the exhibition of the organization and furthermore the benefits procured by the organization and furthermore the individual execution of the representatives concerning thei r pledge to the association. This will doubtlessly go far and a basic flaw on these lines in deciding the pay structure of the individual workers will most likely influence the general association later on. For this very explanation the businesses must be clear and furthermore fair and furthermore ought to be extremely liberal and furthermore utilize all their optional forces while deciding the pay structure of the representatives. Henceforth it is of prime significance that the supervisors who are endowed with the assurance of the3 pay structure need to avoid potential risk and furthermore structure the compensation scales dependent on different components and not founded on their individual impulses and likes. It is for this very explanation that the association and its administrators who are going to structure the compensation scales need to go to gatherings and furthermore ought to be all around prepared pack of authorities who can figure out what kind of pay ought to be fixed f or the representatives and furthermore on what premise. In this way before the assurance of the pay structures they ought to have significant level gatherings and furthermore direct an appropriate presentation examination for the

MIT Experience FAQs

MIT Experience FAQs Last week, high school counselors from across the country came to a conference at MIT. One of the events was a student panel, and I got to participate. We heard some great questions from the audience, worth sharing on the blogs. Note that the answers reflect my personal experiences, and do not represent the views of other students. For diverse personal takes on MIT life, read other bloggers’ posts here. _________________ Name, Year, Major, Place of Birth, Dorm Hi! I’m Yuliya, a senior majoring in Course 17 Political Science Course 24-1 Philosophy, with a minor in Course 9 Brain and Cognitive Sciences. I was born in Donetsk, Ukraine, and moved to Central Ohio during my freshman year of high school. I currently live on the First East floor of East Campus. What are you currently excited about? After this, Im heading to  9.46 Neuroscience of Morality. It’s a very “MIT” class, counting for both my Philosophy and Neuroscience requirements. And it’s been pretty amazing so far. This week, we are talking about empathy and compassion, and how they are expressed differently in the brain. Although the science on this is very new (the papers we read are from the past 1-7 years), some experiments have shown that empathizing with others’ pain actually activates our own brains’ pain regions! I’m also excited about the earrings I’m wearing. Last week, I went to the MIT Museum specifically to buy nerdy earrings (I recently pierced more holes in my ears just to create nerdy ear scenes”). I’m currently wearing a “pi,” a “square root,” and a chemical structure for the scent of jasmine in my left ear. The jasmine structure earrings are also scented like jasmine! Lastly, I’m excited about a bunch of things outside of class. My senior year slogan is “do all the things you might regret not doing later.” And that has been a lot of fun. What is on your shirt?   My shirt is from MIT’s annual production of The Vagina Monologues, which has happened for the past 15 years. The group that puts on VagMo is The F-Word, and I’m the president this year. We’re trying to expand the group to highlight more diverse underrepresented students’ voices, since VagMo is a bit outdated. This year, we want to talk and learn about topics like consent, gender, sexuality, communication, religion etc. 2017 Not Just For Vaginas Anymore! (though, to be fair, The F-Word never was) How did you choose your living community? East Campus is where I felt most comfortable, and the same goes for my floor, First East. Every year for Freshman Residence Exploration (REX), EC builds a fully-operational wooden roller coaster and fort, and freshmen get to help out. Its a pretty cool way to attract new residents. EC has an overarching dorm culture, but each floor has a sub-culture as well. Our hall has cats. And we do lots of cool things together. One IAP (January Independent Activities Period), we got together and built an LED disco dance floor. Later, we had a “Mitochondria Powerhouse of the Cell”-themed party which featured animated mitochondria sliding across the DDF. Our hall also goes out for food and watches TV together (e.g. Netflix shows, Rick and Morty, John Oliver, and GoT). The 1e GRT (Graduate Resident Tutor) makes us waffles with fun toppings every Monday. How do you make friends? What is your community at MIT? My hall is where most of my connections are. Regardless of what time it is, I can probably find someone to talk to. Outside of hall, student groups are a really great way to meet people with similar interests. That’s the case for other students as well. Because of MIT’s wonderful choose-your-own-residence plan, people find their local families and support systems. Plus ~60% of MIT men and ~40% of MIT women are affiliated with fraternities/sororities, and many others are in independent living groups. What surprised you the most about MIT?   How quickly it felt like home! And I’m definitely not unique in that perception. If you look at freshman Admissions bloggers’ first posts, they always contain some variation of the “MIT is home” statement. What kinds of students would not enjoy MIT?   People who are not passionate about STEM. Although you don’t have to be a STEM major (I’m not), MIT still requires a lot of challenging technical courses, such as GIRs (General Institute Requirements) and REST  (Restricted Electives in Science at Technology) classes. And HASS (Humanities, Arts, and Social Sciences) classes often get a technical spin as well, so you’re going to be really sad if you don’t like STEM. Also, you probably shouldn’t choose to come to MIT solely because you want to make a lot of money. What are MIT Humanities, Arts, and Social Sciences programs like?   HASS classes at MIT are challenging and amazing. We have some of the best programs in the U.S. (Economics is #1, Political Science is #9), and many faculty members are top experts in their field (Junot Díaz in 21W Writing won a Pulitzer, for example). I usually explain that MIT Political Science is “basically statistics” and MIT Philosophy is “basically logic.” Last spring in my Political Science Laboratory, we learned statistical methods, programming in a new language, and social science research specifics. My Womens and Gender Studies  course that semester was on epidemiology and medical research. I wanted to be a math major originally, and I haven’t moved too far from that. I just applied mathematics to answer fascinating questions about the world. And still got to explore many other fields. As a HASS major, you won’t miss out on job or other opportunities (even though it might feel like that during Career Fair). What is the biggest change/growth you experienced at MIT?   Starting with the tangible changes: my hair. It has been bleached, rainbow, red, purple and red colors, and is currently blue-black (with a partial side shave). These changes seem superficial, but they really represent my personal growth. At MIT, through my dorm community, VagMo, and other extracurriculars and UROPs, I got to explore and shape my identity, both in major and minor ways. Now I know what I really want to do with my life. And, by the way, a hairdo like this does not preclude you from getting a job at places like Veterans Affairs or Harvard Med School! What kinds of support services does MIT provide?   MIT offers  a lot of resources. The number of support options has been increasing since my freshman year, to the point that it gets confusing to decide where to go. This is why it’s great to live in dorms with upperclassmen, who can tell you which service, or even provider from the service, is best. We have live-in GRTs (Graduate Resident Tutors) in dorms, as well as Heads of House and Assistant Heads of House. Popular non-residential offices are S^3  (Student Support Services), good for academic arrangements and support, and MIT Mental Health, which is free  and confidential. Do students themselves reach out to support peers? Yes! The number of support services led by students has also been increasing. People here want to support peers. I’ve reached out to freshmen on hall informally, but also through  Peer Ears  sophomore year, which is a student group loosely affiliated with MIT Mental Health. Peer Ears are available to talk or refer to MIT services during a difficult period. I’m now in PLEASURE @ MIT, which stands for Peers Leading Education about Sexuality and Speaking Up for Relationship Empowerment, and is a student-led effort to promote healthy relationships and reduce sexual violence at MIT (note that the acronym is kind of misleading, because our focus is on relationships and identity).  MedLinks are another great residential peer resource. They can provide medical assistance, and, if you’re mildly sick, give you drugs. Lean On Me, started by a group of 2018s, provides anonymous peer support via text. All of these opportunities are unpaid, but students are excited to participate and willing to go through multiple days of training during the semester. There’s actually some competition for the positions, though MIT has lower barriers to entry than in other schools. What is your relationship with the alumni community like? Alumni are usually very happy to talk to current students! As an undergrad, you get access to the Infinite Connection portal, where you can browse through the alumni list and contact former students about potential jobs or just to chat. Over IAP (Independent Activities Period), theres an  Externship Program  for students to work in alumni’s workplaces. This year, there are 260 externship opportunities to choose from. Informally, dorms and halls host their own events for alums. For example, East Campus has organized Old East Campus Day. What would you change about MIT? More HASS majors! ~40% of MIT undergrads are in Course 6 Electrical Engineering and Computer Science, and another large portion is in Course 2 Mechanical Engineering. I was the only sophomore in Political Science, and we now only have six seniors. Philosophy is also super tiny (six people in all four years, last time I checked). This is great on one hand, as I get access to unique  opportunities, but it also gets lonely. What kinds of career services exist?   In my experience, upperclassmen are the best resource for career advice and inspiration, as well insider tips. Even by just observing them, you can learn a lot about the process. MIT also has an office of Global Education Career Development (GECD), which can help you edit your resumes and cover letters. The biggest career events are the Fall and Spring Career Fairs. 400+ companies participate (unfortunately, the majority of them are Course 6-related). What do you do outside of class? I mentioned The F-Word and PLEASURE @ MIT, which are two wonderful communities for personal growth and learning (and facilitation and public speaking skills are a must in the workplace!). I’m also continuing my UROP in Veterans Affairs and blogging. Since it’s my senior year, I’m applying to jobs, which is a major extracurricular on its own. The jobs process involves attending a lot of events and networking, preparing for specialized interviews, and writing cover letters and emails. Fortunately, I found fellow “job-seekers” to share information and a calendar. I’m also applying for graduate school. An essential activity: hanging out with close friends and people on hall in general! As always, we have a fantastic group of resident freshmen, and I’ve been getting to know them. Post Tagged #Career Fair #Course 17 - Political Science #Course 24-1 - Philosophy #East Campus #FAQs #Lean on Me #MedLinks #MIT Mental Health #Peer Ears #[emailprotected] #REST subjects #REX #S^3 #Vagina Monologues

MIT Experience FAQs

MIT Experience FAQs Last week, high school counselors from across the country came to a conference at MIT. One of the events was a student panel, and I got to participate. We heard some great questions from the audience, worth sharing on the blogs. Note that the answers reflect my personal experiences, and do not represent the views of other students. For diverse personal takes on MIT life, read other bloggers’ posts here. _________________ Name, Year, Major, Place of Birth, Dorm Hi! I’m Yuliya, a senior majoring in Course 17 Political Science Course 24-1 Philosophy, with a minor in Course 9 Brain and Cognitive Sciences. I was born in Donetsk, Ukraine, and moved to Central Ohio during my freshman year of high school. I currently live on the First East floor of East Campus. What are you currently excited about? After this, Im heading to  9.46 Neuroscience of Morality. It’s a very “MIT” class, counting for both my Philosophy and Neuroscience requirements. And it’s been pretty amazing so far. This week, we are talking about empathy and compassion, and how they are expressed differently in the brain. Although the science on this is very new (the papers we read are from the past 1-7 years), some experiments have shown that empathizing with others’ pain actually activates our own brains’ pain regions! I’m also excited about the earrings I’m wearing. Last week, I went to the MIT Museum specifically to buy nerdy earrings (I recently pierced more holes in my ears just to create nerdy ear scenes”). I’m currently wearing a “pi,” a “square root,” and a chemical structure for the scent of jasmine in my left ear. The jasmine structure earrings are also scented like jasmine! Lastly, I’m excited about a bunch of things outside of class. My senior year slogan is “do all the things you might regret not doing later.” And that has been a lot of fun. What is on your shirt?   My shirt is from MIT’s annual production of The Vagina Monologues, which has happened for the past 15 years. The group that puts on VagMo is The F-Word, and I’m the president this year. We’re trying to expand the group to highlight more diverse underrepresented students’ voices, since VagMo is a bit outdated. This year, we want to talk and learn about topics like consent, gender, sexuality, communication, religion etc. 2017 Not Just For Vaginas Anymore! (though, to be fair, The F-Word never was) How did you choose your living community? East Campus is where I felt most comfortable, and the same goes for my floor, First East. Every year for Freshman Residence Exploration (REX), EC builds a fully-operational wooden roller coaster and fort, and freshmen get to help out. Its a pretty cool way to attract new residents. EC has an overarching dorm culture, but each floor has a sub-culture as well. Our hall has cats. And we do lots of cool things together. One IAP (January Independent Activities Period), we got together and built an LED disco dance floor. Later, we had a “Mitochondria Powerhouse of the Cell”-themed party which featured animated mitochondria sliding across the DDF. Our hall also goes out for food and watches TV together (e.g. Netflix shows, Rick and Morty, John Oliver, and GoT). The 1e GRT (Graduate Resident Tutor) makes us waffles with fun toppings every Monday. How do you make friends? What is your community at MIT? My hall is where most of my connections are. Regardless of what time it is, I can probably find someone to talk to. Outside of hall, student groups are a really great way to meet people with similar interests. That’s the case for other students as well. Because of MIT’s wonderful choose-your-own-residence plan, people find their local families and support systems. Plus ~60% of MIT men and ~40% of MIT women are affiliated with fraternities/sororities, and many others are in independent living groups. What surprised you the most about MIT?   How quickly it felt like home! And I’m definitely not unique in that perception. If you look at freshman Admissions bloggers’ first posts, they always contain some variation of the “MIT is home” statement. What kinds of students would not enjoy MIT?   People who are not passionate about STEM. Although you don’t have to be a STEM major (I’m not), MIT still requires a lot of challenging technical courses, such as GIRs (General Institute Requirements) and REST  (Restricted Electives in Science at Technology) classes. And HASS (Humanities, Arts, and Social Sciences) classes often get a technical spin as well, so you’re going to be really sad if you don’t like STEM. Also, you probably shouldn’t choose to come to MIT solely because you want to make a lot of money. What are MIT Humanities, Arts, and Social Sciences programs like?   HASS classes at MIT are challenging and amazing. We have some of the best programs in the U.S. (Economics is #1, Political Science is #9), and many faculty members are top experts in their field (Junot Díaz in 21W Writing won a Pulitzer, for example). I usually explain that MIT Political Science is “basically statistics” and MIT Philosophy is “basically logic.” Last spring in my Political Science Laboratory, we learned statistical methods, programming in a new language, and social science research specifics. My Womens and Gender Studies  course that semester was on epidemiology and medical research. I wanted to be a math major originally, and I haven’t moved too far from that. I just applied mathematics to answer fascinating questions about the world. And still got to explore many other fields. As a HASS major, you won’t miss out on job or other opportunities (even though it might feel like that during Career Fair). What is the biggest change/growth you experienced at MIT?   Starting with the tangible changes: my hair. It has been bleached, rainbow, red, purple and red colors, and is currently blue-black (with a partial side shave). These changes seem superficial, but they really represent my personal growth. At MIT, through my dorm community, VagMo, and other extracurriculars and UROPs, I got to explore and shape my identity, both in major and minor ways. Now I know what I really want to do with my life. And, by the way, a hairdo like this does not preclude you from getting a job at places like Veterans Affairs or Harvard Med School! What kinds of support services does MIT provide?   MIT offers  a lot of resources. The number of support options has been increasing since my freshman year, to the point that it gets confusing to decide where to go. This is why it’s great to live in dorms with upperclassmen, who can tell you which service, or even provider from the service, is best. We have live-in GRTs (Graduate Resident Tutors) in dorms, as well as Heads of House and Assistant Heads of House. Popular non-residential offices are S^3  (Student Support Services), good for academic arrangements and support, and MIT Mental Health, which is free  and confidential. Do students themselves reach out to support peers? Yes! The number of support services led by students has also been increasing. People here want to support peers. I’ve reached out to freshmen on hall informally, but also through  Peer Ears  sophomore year, which is a student group loosely affiliated with MIT Mental Health. Peer Ears are available to talk or refer to MIT services during a difficult period. I’m now in PLEASURE @ MIT, which stands for Peers Leading Education about Sexuality and Speaking Up for Relationship Empowerment, and is a student-led effort to promote healthy relationships and reduce sexual violence at MIT (note that the acronym is kind of misleading, because our focus is on relationships and identity).  MedLinks are another great residential peer resource. They can provide medical assistance, and, if you’re mildly sick, give you drugs. Lean On Me, started by a group of 2018s, provides anonymous peer support via text. All of these opportunities are unpaid, but students are excited to participate and willing to go through multiple days of training during the semester. There’s actually some competition for the positions, though MIT has lower barriers to entry than in other schools. What is your relationship with the alumni community like? Alumni are usually very happy to talk to current students! As an undergrad, you get access to the Infinite Connection portal, where you can browse through the alumni list and contact former students about potential jobs or just to chat. Over IAP (Independent Activities Period), theres an  Externship Program  for students to work in alumni’s workplaces. This year, there are 260 externship opportunities to choose from. Informally, dorms and halls host their own events for alums. For example, East Campus has organized Old East Campus Day. What would you change about MIT? More HASS majors! ~40% of MIT undergrads are in Course 6 Electrical Engineering and Computer Science, and another large portion is in Course 2 Mechanical Engineering. I was the only sophomore in Political Science, and we now only have six seniors. Philosophy is also super tiny (six people in all four years, last time I checked). This is great on one hand, as I get access to unique  opportunities, but it also gets lonely. What kinds of career services exist?   In my experience, upperclassmen are the best resource for career advice and inspiration, as well insider tips. Even by just observing them, you can learn a lot about the process. MIT also has an office of Global Education Career Development (GECD), which can help you edit your resumes and cover letters. The biggest career events are the Fall and Spring Career Fairs. 400+ companies participate (unfortunately, the majority of them are Course 6-related). What do you do outside of class? I mentioned The F-Word and PLEASURE @ MIT, which are two wonderful communities for personal growth and learning (and facilitation and public speaking skills are a must in the workplace!). I’m also continuing my UROP in Veterans Affairs and blogging. Since it’s my senior year, I’m applying to jobs, which is a major extracurricular on its own. The jobs process involves attending a lot of events and networking, preparing for specialized interviews, and writing cover letters and emails. Fortunately, I found fellow “job-seekers” to share information and a calendar. I’m also applying for graduate school. An essential activity: hanging out with close friends and people on hall in general! As always, we have a fantastic group of resident freshmen, and I’ve been getting to know them. Post Tagged #Career Fair #Course 17 - Political Science #Course 24-1 - Philosophy #East Campus #FAQs #Lean on Me #MedLinks #MIT Mental Health #Peer Ears #[emailprotected] #REST subjects #REX #S^3 #Vagina Monologues

Eyewitness Memory For A Simulated Misdemeanor Crime

A review of Eyewitness Memory for a Simulated Misdemeanor Crime: The Role of Age and Temperament in Suggestibility The reviewed article is about a study in which children of two different age groups, and a group of adults were asked general-to-specific questions and misleading questions in an interview to see if the timing of the misleading questions and temperament affected the quality of the witness’s testimony. The researchers hypothesized that the use of misleading questions by interviewer’s causes the witness to unwittingly incorporate false information into their testimony. Method Participants There were 90 middle-class participants, mostly Caucasian, in three different age groups that participated in this study. The early elementary school group consisted of 16 boys and 14 girls age’s six to seven. The late elementary school group consisted of 16 boys and 14 girls age’s nine to 10. The adult group consisted of six men and 24 women ranging from 17 to 29 years old, all of which were currently attending a public Midwestern university. Three early elementary school children, six late elementary school children, and six adults were disregarded from this study because they did not complete the second interview. The children who participated were recruited from university staff and from local preschools and elementary schools with parental consent. The adults that were recruited were drawn from two undergraduate psychology classes and were given either class or researchShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesabout which explanat ion of the defendants actions is best. Jones: OK, lets consider what we know. We know there was a crime, since we can believe the grocery owners testimony that all the nights receipts are missing. The grocery clerk confirmed that testimony. She is the lone eyewitness to the crime; there were no others in the store at 2 a.m., when she said the crime was committed. We also know the grocerys videotaping system had been broken all week. The prosecutor has also proved that

The Sandwitch Factory - 1167 Words

The Sandwich Factory A) The short story The Sandwich Factory is written by Jason Kennedy and deals with a man’s experiences doing a low-paid job at a sandwich factory. It tells the story of how the man needs to be able to deal with a lot of things about himself and other people, to do the work and concentrate about it. We get a very good insight into his situation, but it is very much marked by his personal thoughts about it, and therefore it becomes more or less useless for us to relate to. It is very obvious that this man doesn’t like his job, and we even get the feeling that he doesn’t like his life either. To begin with the story takes place in the sandwich factory, where he works. He introduces us to some of the people he works†¦show more content†¦The manager, however, seems to think that he knows how everybody thinks, as he believes that the employees don’t like to be shunted around. It is obvious that he hasn’t tried it himself. The text gives an insight into how the managers think, and it can therefore be connected with the narrator’s thoughts in the short story. Picture 2, a still from Modern Times by Charlie Chaplin is a very interesting picture in this situation, as it represents society’s thoughts about the huge mass productions that suddenly overwhelmed the world. The film makes fun of the massive factory production that not only made a lot of people unemployed, but also made the world go mad. It can relate to the short story because of the way it uses irony to deal with a huge problem. B) The statement: a figure of speech is an expression or comparison that relies not on its literal meaning, but on its connotations and suggestions. is a very good way of describing figures of speeches. Dickens seems to be using it a lot, and the text is actually very much marked by figures of speeches. As an example there is a comparison between the color of the town and the face of a savage: [†¦] it was a town of unnatural red and black like the painted face of a savage. (ll. 2-3) and as another example we have the comparison between the steam-engine and an elephant: [†¦] the piston of the steam-engine worked monotonously up and down, like the head of an

Reward and Punishment Free Essays

In America we all live by laws, codes, and rules that have been put in place before we were even born. With each law and rule there is also a causal effect if we do not properly follow them. For instance, we know that if you kill someone, there will be negative consequences. We will write a custom essay sample on Reward and Punishment or any similar topic only for you Order Now Also, if we excel in our career, we will be rewarded appropriately. Justice and fairness are issues that we all strive to achieve. The concept of good and bad in regards to justice and fairness ties into our reward and punishment systems. Let’s take a look at how each of these is used in America.First we have reward. â€Å"Reward is one method of distributing on a fair and just basis the good we are concerned with† (Thiroux, and Krasemann 122). Reward is very desirable in many people eyes. We have the need to be rewarded for our efforts, whether it is at work or at home. There are two major theories that deal with how reward should be distributed which are retributivist and utilitarian. Retributivist, or deserts theory rewards based on what people deserve for what they have done in the past, not for what the consequences for what they have done will be.Rewarding based on one’s efforts is the main focus. According to the retributivist theory, if two people are enrolled in the same Ethics class and put in the same effort, they should end up with the same grade. This would seem to be unfair to many people. The example alone is one of the major issues regarding retributivist theory. There is no incentive for a person to produce a higher quality of work or seek a dangerous occupation. Utilitarian theory is based upon good consequences for everyone affected by acts or rules (Thiroux, and Krasemann 129).The emphasis is on the future and the rewards should be given only when someone is seeking to bring good consequences to everyone. The idea is to give someone an incentive to do better or work harder (Thiroux, and Krasemann 129). This theory also believes in rewarding people for working in dangerous or unpleasant occupations because it ultimately brings about the greater good for everyone involved. One problem of this theory is that the rewards are based on production and not hard work. In America I believe that we tend to use a combination of both retributive and utilitarian.Each theory has aspects to them that sound similar to the way some people are evaluated for rewards. While there are no hard fast rules as to how we should distribute rewards, everyone can agree that it should be done in the fairest method possible. The four basic ways that goods or rewards can be distributed are equally among all without merit, a person’s abilities, merit, and needs. The combination of criteria is specific to the situation for which we are basing the reward upon. For example, we distribute goods out based on needs. Think of a homeless person and what their needs might be; shelter, food, water, just to name a few.There are many local homeless shelters and soup kitchens that help meet these needs. Someone that is not homeless might argue that it isn’t fair that they would not be allowed to sleep in the shelter or eat at the soup kitchen, but if we think about the criteria for distributing goods, this person does not have the same need as a homeless person does. If the person disregards the need of others over his based on selfishness, the result could be in the form of punishment. Punishment is defined as â€Å"the infliction of some kind of pain or loss upon a person for a misdeed (i. e. , the transgression of a law or command). Punishment may take forms ranging from capital punishment, forced labor, imprisonment and fines (Encyclopedia Britannica). There are three different theories regarding how punishment should be distributed. The retributive theory states that punishment should be given only when it is deserved and the severity should match the extent of the crime. It is only concerned with the past and is given to deter future offensive behavior. Punishment is given to restore order within a society. A view of retributivism can be found in a saying in the Old Testament, â€Å"an eye for an eye and a tooth for a tooth† (Thiroux, and Krasemann 135).Retributive justice attempts to ensure that the punishment fits the crime so if you have committed a murder, you are put into prison for longer than if you have stolen a car. Another view is that of the utilitarian theory and it is focused on the future rather than the past. Punishment is not given because a crime, but given so that something good could result. An example would be instilling shame in a person if they did something that we feel is wrong. Lastly, we have the restitution theory. Restitution is provided to victims by those that committed the crimes.This could be accomplished easily when dealing with a crime like theft. According to restitution, if we give back the item that was stolen, justice would be achieved. When thinking about how America approaches punishment, I believe that we again use a combination of theories. The United States, we have been focused on retribution mainly because of the idea of â€Å"an eye for an eye, a tooth for a tooth†¦Ã¢â‚¬  which has been influential for thousands of years and used in ancient law (Encyclopedia Britannica). This focus on retribution has made the United States demand retaliation against criminals.This can clearly be demonstrated with the terrorist attacks of 9-11. The use of shame is also used a lot and I usually see it in younger children as a tactic to teach the child right from wrong. Restitution is also commonly used when the punishment can be easily resolved with this method. There will always be controversy over the effectiveness of how we reward and punish people in our society. The best we can hope for is that everyone tries to conduct themselves in the highest morals possible and in the event that punishment must be given it is done so in the fairest way possible.Punishment is necessary because it can also give a sense of closure and helps victims move on with their lives.Bibliography â€Å"Punishment. † Encyclopedia Britannica. Encyclopedia Britannica Online. Encyclopedia Britannica, 2010. Web. 15 Oct. 2010 http://original. search. eb. com. bloomington. libproxy. ivytech. edu. allstate. libproxy. ivytech. edu/eb/article-272347. Thiroux, Jacques, and Keith Krasemann. Ethics Theory and Practice. 10th. Upper Saddle River, NJ: Prentice Hall, 2009. 122. Print. How to cite Reward and Punishment, Papers