Thought and Thinker Essay Example for Free

Thought and Thinker Essay †¢ What is critical thinking? †¢ What are the three most significant things that you learned about critical thinking during this class? †¢ How has your critical thinking changed since starting this course? †¢ Reevaluate your stage of development in critical thinking and why you placed yourself in that stage. If your rating has changed since Week One, explain why you think this change occurred. †¢ How do you plan to move yourself from your current stage of development in critical thinking to the stage of master thinker? Format your paper consistent with Associate Level Writing Style Handbook guidelines. According to Ruggiero (2012), thinking is any mental activity that helps  formulate or solve a problem, make a decision, or fulfill a desire to understand. Critical thinking enables us to recognize a wide range of subjective analysis of otherwise objective data, and to evaluate how well each analysis might meet our needs (Kurland, 2000). From the definitions, we see that there is a big difference between thinking and critically thinking. As human beings we think all day, every day. We think about what we are going to wear in the morning, what task we have to complete at work, what we have to do after work, and even what we have to do the next day. When you are critically thinking, you are analyzing and breaking things down. For instance, when someone presents an idea to you at work. When that idea is presenting to you, you immediately begin to dissect the idea; how it will benefit, what is the systematics, what will it take to get the idea approved, etc. The three most significant things that I have learned about critical thinking during this class are the kind of thinker I am, the steps to take to not let my habits hinder my thinking and telling the difference between an issue and a problem. The beginning of the class was an eye-opener to me. Since I had taken the CAP class at my previous education institution, I never thought about what kind of thinker I was. This class has made me see that I am still a beginner thinker; trying to improve without regular practice (Ruggiero, 2012). Chapter three taught me many things about myself also. There were things that I knew I did out of habit but did not know that sometimes my habits hinder my thinking capabilities. I never took the time to distinguish the difference between an issue and a problem. After going through week 5, I learned that they are both different although they go hand in hand. My critical thinking has changed since starting this class because now I am able to understand the importance of critical thinking and how to use it appropriately. The stage of development that I placed myself in at the beginning of this course has changed slightly. I went from a â€Å"beginner thinker† to a â€Å"practicing thinker†. This change has occurred because I went from trying to improve without regular practice to acknowledging the practices and including them in my daily critical thinking. I plan to more myself from being a â€Å"practicing thinker† to a â€Å"master thinker† by using all my skills acquired from the practices and involving them in my everyday thinking. I am thankful that I had the opportunity to participate in Humanities/111. With  the skills and practices that I have learned in this course, I am able to work more efficient in my upcoming courses. References Kurland, D. (2000). What is Critical Thinking?. On CriticalReading.com. Retrieved from http://www.criticalreading.com/critical_thinking.htm Ruggiero, V. (2012). In The Art of Thinking: A Guide to Critical and Creative Thought, Tenth Edition, Chapter 1 and 3.

A Critical Look at Histories of Hutchinson and the Antinomians Essay

A Critical Look at Histories of Hutchinson and the Antinomians In the seventeenth century, the Massachusetts Bay Colony was founded as a haven for Puritans, who sought religious freedom and harmony. In order to achieve this haven, the settlers in Massachusetts Bay devised a system of government that would serve as both a political and moral authority. Between 1636 and 1638 the relative harmony of the Massachusetts Bay Colony was shaken by an uprising that has become known as the Antinomian Controversy. At the center of this controversy was Anne Hutchinson, a Boston woman bold enough to challenge the teachings of local ministers and to criticize New England churches. Hutchinson was extraordinary for a variety of reasons. Her theology of â€Å"free grace† and her claim to have received immediate revelations from God were considered a dangerous deviation from Puritan theology. She was also a woman challenging the established male hierarchy of Puritan society. In addition, her theological ideas had important implications fo r political theory and attracted many followers in seventeenth-century New England. However, despite all that is known about Hutchinson’s life and the details of the Antinomian Controversy, there are no written records of her beliefs. Instead, contemporary historians, political scientists and feminists must interpret her actions, trial records and the accounts of her contemporaries to determine why she chose to challenge Puritan society in the way that she did. Because little is known about why Anne Hutchinson acted as she did, she has become a veritable chalice into which historians, political scientists and feminists can pour their own ideas. As a result, interpretations of Ann... ...6. Hall, David D. The Antinomian Controversy 1636-1638: A Documentary History. Connecticut: Wesleyan University Press, 1968. Koehler, Lyle. â€Å"The Case of the American Jezebels: Anne Hutchinson and Female Agitation during the Years of Antinomian Turmoil, 1636-1640.† The William and Mary Quarterly 31, pp. 55-78. Lang, Amy Schrager. Prophetic Woman: Anne Hutchinson and the Problem of Dissent in the Literature of New England. California: University of California Press, 1987. Wertenbaker, Thomas Jefferson. The Puritan Oligarchy: The Founding of American Civilization. New York: Scribner’s Press, 1947. Westerkamp, Marilyn J. Women and Religion in Early America, 1600-1850: The Puritan and Evangelical Traditions. London: Routledge, 1999. Williams, Selma. Divine Rebel: The Life of Anne Marbury Hutchinson. New York: Holt Rinehart and Winston, 1981.

Criminal Law Study Guide Essay

Murder carries a mandatory sentence of life imprisonment, which is 15 years. Sound memory—the person responsible must not be insane. Age of discretion — a child less than 10 years old is not criminally responsible for his/her actions. Since S. 34 of the Crime and Disorder Act of 1998 the presumption of doli incapax has been abolished and consequently any child over 10 years has potentially full legal capacity. Unlawfully kills — the act must be an unlawful killing. The law recognises that in certain circumstances the killing may be either justified or authorised eg. xecution or self defence. Living human being — a foetus is not deemed in law to be a living human being. However, a murder conviction may be possible if a foetus is injured and, after birth, dies as a result of injuries sustained whilst in the womb. Attorney-General’s Reference (No 3, 1994) 1996. A defendant cannot be convicted of the murder of someone who is already dead at the time of the attack. R v Maicherek and Steel 1981 The accused had seriously wounded the victim who was then artificially maintained on a respirator. When it was discovered that irreversible brain damage had occurred the respirator was turned off M was found guilty of murder and his appeal was dismissed when he claimed the doctor had caused death. It was his act which caused death. The court appeared to favour the approach that death occurs when the victim is brain-dead. Queen’s Peace — killing an enemy during wartime is not murder. Malice aforethought — since the case of R v Moloney the mens rea of murder is the intention to kill or cause grievous bodily harm. ACTUS REUS The actus reus of murder is that the killing is unlawful, causation must be stablished (A caused B’s death) and the victim must be a human being. (see causation notes from AS). MENS REA DIAGRAM MENS REA The mens rea of murder is malice aforethought which is the intention to kill or cause grievous bodily harm (GBH). There are two forms of intent: †¢ Direct intent — this is what D desires, eg. pointing a gun at someone and sh ooting them because you want to kill them. It was their aim or purpose to kill. †¢ Indirect or oblique intent — this is not necessarily what D desires but what he foresees will almost certainly happen, eg. D sets fire to a building and killed someone, did he foresee the risk that death might occur? Four important cases must be looked at. R v Moloney 1985 A soldier shot and killed his stepfather in response to a drunken challenge. He claimed that he had not aimed the gun at the victim and had, at the time, no idea that firing it would cause injury. The judge directed the jury that intention included both desire and foresight of probable consequences and the defendant was convicted of murder. Held (HL) Appeal allowed, manslaughter substituted. Lord Bridge did state that it was possible to intend a result which you do not actually want. He gave the example of a man who is trying to escape, who boards a plane to Manchester. Even though he may have no desire to go to Manchester — he may even hate the place — it is clearly where he intends to go. However, the appeal was allowed because foresight of consequences can only be evidence of intention — it is up to the jury to decide. R v Hancock and Shankland 1986 Two striking miners pushed concrete from a bridge onto a road, killing a taxi driver. They claimed only to intend to block the road or frighten the taxi passenger and not to kill or cause GBH. They were convicted of murder but successfully appealed, a manslaughter conviction was substituted by the Court of Appeal and confirmed by the House of Lords. The House of Lords looked at risk and probability. A slight risk of death is not enough to infer intention: Lord Scarman stated the greater the probability that death or GBH would occur; the more likely that intention can be inferred, eg. if A cut B’s little finger is would not be very probable that death would occur, therefore A is unlikely to have intention. However, if A stabbed B in the chest, it is much more likely that death would result, therefore it is more likely that A had intention. In both cases the defendants were convicted by the juries and appealed, first to the Court of Appeal and then to the House of Lords. In each case the House of Lords quashed the convictions for murder and substituted a verdict of manslaughter. The reason being the trial judges had misdirected the jury. The following case established the Virtual Certainty test which should always be used in indirect intention situations.. R v Nedrick 1986 The defendant set fire to a house, killing a child. He claimed that his intention was to frighten the child’s mother and not to kill or cause GBH. Convicted of murder. Held (CA) Appeal allowed, manslaughter substituted. Where direct intention is not present then the following test should be put to the jury. A jury should return a verdict of murder only where they find that the defendant foresaw death or serious injury as a virtual certain consequence of his or her voluntary actions. R v Woolin 1998 (HL) D shook his 3-month-old son when he choked on his food and then threw him across the room, the child died, D had lied to the ambulance men and the police before admitting what happened. He claimed that he did not want his son to die. He was originally convicted of murder but the House of Lords reduced his conviction to manslaughter. The trial judge had misdirected the jury on the test to infer intention. The case has now confirmed the Nedrick test. It must now always be used when dealing with indirect intent situations. R v Matthew and Alleyne 2003 (CA) The defendants appealed against their conviction for murder following the death of a young man (a non-swimmer) whom they had thrown from a bridge into a river. The Court of Appeal affirmed the conviction, which it did not consider unsafe in the light of the evidence, but expressed concern that the Nedrick/Woollin evidential rule should not be treated as if it were a rule of law. A defendant’s foresight of virtually certain death does not automatically require the jury to find that he intended that result: it is merely evidence from which the jury may draw that conclusion.

Essay Chinese vs American Culture - 821 Words

Sarah Gonzalez Chinese Culture VS American Culture It doesn’t matter what kind of ethnicity you are, or how you were brought up. Everyone is deeply rooted in their own culture. â€Å"Culture† has a different meaning to everyone. Comparing American culture to Chinese culture we will find many different meanings to the word â€Å"culture†. For example, we Americans are always looking for something bigger and better for our future, and the Chinese are content with a small reserved lifestyle with no intentions of changing it for something bigger. A culture is a way of life of a group of people-the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and are passed along by communication and imitation from†¦show more content†¦Believe it or not, but American and Chinese culture do have something’s in common. They see eye-to-eye on some aspects. Like providing for their children â€Å"Parents work together for the well-being of their children† [Example from Article]. It is true that parents do the best they can to work towards a better financial life for their kids. That’s why many Chinese parents come over to the states, so that they can provide a better life, and a better education. They would also go to great lengths for their children no matter what the cause â€Å"Parents will risk their life for their children† [Example from Article]. Any parent would risk their life for their children no matter what ethnicity, or cultural aspect! There is no bond like a parent and their child. Chinese and American culture has a lot more differences than similarities. To the Chinese reputation of the individual is very important. If an action will humiliate someone or ruin a reputation, it is avoided. When shame occurs, the person sacrifices their job or whatever it is that will heal the shame. In America, reputations come and go overnight and in the end usually does not matter. â€Å"Go to an American home in exurbia, and almost the first thing you do is drift towards the picture window† [Example from American space, Chinese Place]. It is true that we American’s always want something more than what we have in front of us. We are always looking forward to the big picture of ourShow MoreRelatedEssay on Chinese Culture vs. Western and American Culture3118 Words   |  13 Pages Chinese Culture vs. Western and American Culture There are many different aspects on Ancient Chinese culture that differ from Western and American culture. Many things such as education, marriage, and community type can be different from what we have in our Western civilization. Although Chinese culture has evolved through many, many years some ancient traditions still uphold. There are a wide variety of differences between the Chinese and Western cultures forms of art and literature. 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