Practice Structures from Motor Learning

Practice Structures from Motor Learning Skill acquisition is partially dependent on the amount of practice and the structure of practice for the learner. Choose an activity and using the principles of practice and practice structures from Motor Learning answer the following questions. A. Identify and describe the skill with detail along with the characteristics of the learner (age, athletic ability, etc.). The learner is a high school freshman baseball player still in growth development and attempting to improve his fielding mechanics. Although the learner has played baseball in the past, the players fielding skills are average. The player also has average athleticism, is right hand dominant, but requires specific attention to details to improve fielding ground balls that are hit directly towards the learner. The learner is also attempting to play shortstop for the high school team. Fielding a ground ball that is hit in a straight line in front of the player using a glove is the skill that will be taught. When fielding a ground ball, the learner should approach the ball with the palm of the glove facing the baseball as the arm is straight and descending like an airplane and not like a helicopter. As the learner is approaching the ball with the glove and arm positioned as previously mentioned, the learner should take a banana like curve towards the ball to read the location of the ball skipping off the ground. After the banana curve and descending the glove like an airplane, the learner should then field the ball way beyond his toes as his back is bent forward in a squat-like position. The learner should come to the connecting point between the glove and the ball with a right to left step pattern as the learner gets into a squat position. As the learner is getting into the squat position to field the ball, the right hand should extend with the palm facing down while the palm of the right hand is on the bottom of the glove resembling an alligators open mouth. Once the learner is in a squat position with both the glove hand and right hand covering the baseball, the learner is then instructed to close the ball in the glove while controlling the ball with the throwing hand. During this period of controlling the ball, the learner should funnel the ball to the stomach while maintaining eye contact all the way until the ball is in the learners throwing hand entirely. As the ball is in the throwing hand, the fielder should cross the left foot over the right leg, continue to follow the left leg through to assume a throwing position, and finally use the learners throwing abilities to throw at a target once he the ground ball has been fielded. B. Describe the different types of practice appropriate for an advanced performer and one who is just learning the activity. Blocked practice is a repetitive sequence which allows the individual to practice the same skill (Schmidt Wrisberg, 2008, p. 257). This type of practice is for both advanced and unskilled learners to utilize. Random practice is when an individual performs numerous skills in a random order to limit consecutive repetitions (Schmidt Wrisberg, 2008, p. 257). Practice that is randomized is useful for advanced learners. Constant practice is when an individual practices while performing only one variation of a set of skills (Schmidt Wrisberg, 2008, p. 271). A developing learner could field the same type of ground balls and throw to first while an advanced learner could field the same type of ground ball and throw to first, then field the same type of ground ball and throw to second base. Both types of constant practice are beneficial for both learners. Varied practice involves different versions of a skill to be rehearsed (Schmidt Wrisberg, 2008, p. 271). For the purposed skill being pr acticed, an example of varied practice would be having the learner field a variety of ground balls from different distances and throwing to different positions on the baseball field. Varied practice is more beneficial for advanced learners due to the degree of difficulty that would be carried out. For example, fielding a ground ball from multiple angles and switching between throwing to first and second after fielding. C. Discuss why the practice structure you select is appropriate using motor learning principles of practice schedules. Since the learner is a freshman baseball player who is trying to develop a consistent movement pattern to field a ground ball, the best practice structure to use is blocked practice. Blocked practice allows the individual to practice the characteristics of the skill using repetition. Through blocked practice, the developing individual can improve in fielding during the motor stage of learning. While progressing through the motor stage of learning, the coach can provide some precise feedback, but the individual can modify self-movement patterns to accomplish goals of fielding ground balls correctly. Since the freshman baseball player already has a general idea of how to field a ground ball hit towards the fielders direction, blocked practice would allow the learner to reach a high skill potential of fielding a ground ball towards the learner due to repetitive movement patterns. Learners advance through various stages of learning, when developing a skill. Whether a beginner or an expert. Use the stages of learning principles to answer the following questions. A. Name the different stages of learning as well as explain the characteristics of the different stages of learning. In the beginning of learning a skill, the goal of the learner is to get a general idea of what the body needs to do to produce the movement (Schmidt Wrisberg, 2008, p. 200). This is the verbal-cognitive stage. Learners going through this stage when developing a skill often do a lot of thinking while they talk to them self about how they will accomplish the task (Schmidt Wrisberg, 2008, p. 200). There is much improvement throughout the verbal-cognitive stage even though the movements tend to be unathletic and not the best quality (Schmidt Wrisberg, 2008, p. 201). During this stage of learning, it is important for the instructor to demonstrate with visual cues as the learner attempts to mimic the movements demonstrated (Schmidt Wrisberg, 2008, p. 201). After a certain time of repetitive, decent, quality movements, the learner will then progress into the motor stage where the movement is much more effective (Schmidt Wrisberg, 2008, p. 201). While the motor stage does not involve th e most skill potential, it is the stage of motor learning when the learner discovers the most effective and consistent ways to refine the movement (Schmidt Wrisberg, 2008, p. 202). Progression through the motor stage is often the longest stage a learner completes (Schmidt Wrisberg, 2008, p. 202). Once the learner has corrected the movement pattern after receiving feedback and improving the skill, the autonomous stage is when the learner needs to give limited attention to how they produce the movements to the skill and focus on how the movement can be modified to be more effective (Schmidt Wrisberg, 2008, p. 202). Self-confidence improves in the autonomous stage because errors are less likely to occur as the learner is close to the highest potential of the skill. Even though the autonomous stage is the final stage of learning, it is a never-ending phase as it takes years of practice for the learner to produce the skill flawless (Schmidt Wrisberg, 2008, p. 203). B. Use a scenario where an individual would go through the different stages and items that would take place during each of those stages. Explain the scenario fully. (sport or skill all information must be accounted for in explaining what is going on.) When learning how to throw a baseball, the learner begins by being instructed by the baseball coach. The learner is a six-year old tee-ball player who is right handed while having no prior experience with throwing a baseball. The individual is an average height and weight for a six-year old male. Throwing a baseball was taught from the very beginning stages and the process begins as the verbal-cognitive stage begins for the learner. The learners coach explains that the grip of the fingers should be placed over the laces as he shows with a visual demonstration. The youth baseball player then attempts to copy the exact same grip learned from his coach by telling himself, place the fingers over these red marks on the ball. After a decent grip of the ball has been performed, the coach then instructs the youth baseball player to face the hand (as the grip of the ball remains the same way) away from the face. The coach informs the learner to pretend the hand is a cobra snake. Using this cu e, the learner understands that the cobra snake needs to be facing away from the face so the snake doesnt bite the face. As the learner is gripping the baseball, the start of the throwing motion begins when the learner takes the ball out of the glove. The learner is then instructed to grip the ball as previously learned, face the ball towards the ground, then keep the ball facing the ground and away from the face while bringing the ball up directly behind the head with the arm in an angled position. This motion is demonstrated repeatedly to the learner so the learner can mimic the exact movement several times. The learner is constantly talking out loud about the directions to throw a baseball. The learner says, grip the laces, face the cobra away from the head during the wind up, and release the ball in front of the head towards the target. As the learner is attempting the initial phase of throwing a baseball, the learner forgets to face the cobra away from the face and starts to de velop bad habits. The coach quickly corrects the bad movement pattern providing extrinsic feedback by explaining, dont forget to face the cobra away from the face while bringing the baseball down and up. Once the ball is gripped correctly, the ball is behind the head after the wind up, and the ball is facing away from the face so the cobra doesnt bite, the learner is then instructed to throw over-head to a target. The throwing motion was demonstrated so the learner again has a visual demonstration of what the skill should look like. The ball isnt close to the target because the ball was released at an inappropriate time. The coach tells the learner to release the ball in front of the head and have the ball roll off the fingers so the ball has backspin. This is also demonstrated visually. Over a period throughout the practice day, the learner eventually gathers the general movement of throwing a baseball. Although the learner understands the general movement, the throw is not accurat e and still requires much improvement and attention. At this point of motor learning, verbal-cognitive stage is still occurring. However, once the learner has developed a general throwing movement from demonstrations, verbal cues, and thinking, the learner begins to make effective adjustments. The learner then begins the motor stage with more confidence. In this stage, the learner is adjusting the entire body. The learner understands that foot placement improves throwing accuracy, the release of the ball is more consistent, and trunk rotation control is more consistent. Since throwing a baseball is a closed skill, the learner focuses more on repeating high quality throwing motions and making the throw consistently smoother and controlled (Schmidt Wrisberg, 2008, p. 202). After the motor stage produces a more efficient throwing skill, the autonomous stage occurs where the player starts throwing to different targets (i.e. throwing to the first baseman, throwing to the second baseman, throwing to the catcher, or throwing long distances). Performing in the final stage, the learner has developed a crow-hop giving the player more power with throws. The learner also developed quicker and more specific ways to throw the ball to different targets such as developing skills during a relay throw to the catcher from the outfielder. Throughout improvements in throwing a baseball while the learner was completing the autonomous stage, the learner also developed throwing skills to throw different types of pitches such as the curveball and knuckleball. C. Explain what happens to the learner in each the stages of learning for the scenario. As previously mentioned, the learner started throwing at six-years old. In the verbal-cognitive stage, the learner utilizes demonstrations, visual cues, and verbal cues to provide self-talk and thinking when producing the movement. In the scenario discussed above, the learner thinks of directions such as, grip the laces, face the cobra away during the wind up, and release the ball in front of the head towards the target. Self-talk and thinking while attempting the skill is common during the verbal-cognitive stage. The goal of the learner while progressing through the verbal-cognitive stage is to understand the general movement. The motor stage is different than the verbal-cognitive stage when explaining what happens during each stage of the throwing movement. Recently stated, the motor stage begins when the learner already has a general pattern to move. Therefore, the learner seldom uses self-talk or thinking to produce movements in the motor stage. Instead, the improvements are made quickly and the throwing motion performance is more effective. Like what was stated recently, the learner realizes how to use the entire body to produce a better throw which eventually becomes consistent. For example, the learner learned in this stage that correcting foot placement would allow more throwing accuracy. When the learner progresses through the motor stage, the learner is developing as a human being. The individual has much more control over the body and is much older. The learner has become so aware of the environment that the learner understands the closed skill of throwing a baseball and can adjust without much feedback. In the final stage of learning, the learner shows great potential in throwing a baseball. The learner is fully developed as a human-being which means he does not have to adjust based on how his body grew. At this point, the learner is mastering a craft and knows where to place the body and arm to provide the most efficient throw. This is the autonomo us stage of learning where the individual may have to use a crow-hop throughout the throwing motion to hit the target successfully as mentioned above. Either way, the learner has the confidence to produce an effective motion that is near the maximum skill potential. You are teaching someone how to perform a motor skill, such as catching a ball, performing a squat or dribbling a ball (hand or foot). Using various motor learning principles answer the questions below. A. Identify and describe the skill with detail along with the characteristics of the learner. The learner is a ten-year-old little league baseball player who is left handed and not fully developed. The learner is unathletic, average height compared to teammates, and in healthy condition. The motor skill being taught is catching a baseball thrown directly at the body using a glove. B. Using effective instructional techniques (instructions, demonstrations, learning cues) outline the process in which each would be used to teach someone the skill that has been selected. To begin instructing the skill, a description of the skill is necessary. Step one is getting into an appropriate position to catch the ball. Before the ball is released from the hand of the individual throwing the ball to the learner, the right hand wearing the glove should be up with the same arm extended on an angle directly in front of the chest while assuming the ready position. Meanwhile, the left hand is next to the glove prepared to cover the glove after catching the ball using the palm and webbing area of the glove. The learning cue for the arm positioning to catch the baseball is to teach the ready position. Step two is keeping the eyes on the ball. As the ball approaches the glove, the learner is to maintain eye contact with the ball as it hits the spot of the glove and squeezes the thumb and fingers together to keep the ball in the glove which then turns into step three in the instructional process. The learning cue for this direction is squeeze. Meanwhile, the left hand i s covering the glove so the ball does not drop out of the glove. After the description of the skill, a demonstration of catching a ball was the final step before observing the learner attempt the skill of catching a baseball. C. Using the memory process, explain how the learning takes the information presented to them and puts it into memory. The memory process is made up of three distinct memory systems (Schmidt Wrisberg, 2008, p. 54). Memory plays an important role in movement patterns. With the appropriate amount of practice, any skill or movement pattern can be memorized (Schmidt Wrisberg, 2008, p. 54). Short-term sensory storage (STSS) is the initial phase of memory. In this phase, information is constantly being segmented in the brain and is only maintained as a stimulus for only a few hundred milliseconds (Schmidt Wrisberg, 2008, p. 54). The STSS phase processes these short bouts of information in such a simultaneous manner that learners use very little focus on the processing (Schmidt Wrisberg, 2008, p. 54). Once the information is processed in STSS, short-term memory (STM) assesses the processed information as it pertains to the skill being learned. In the STM phase, the pertinent information of the skill remains in the memory shortly while the irrelevant information does not get processed (Schmidt Wrisberg, 2008, p. 54). When practicing a skill such as catching a ball, every time the skill is experienced, information learned throughout each experience is only maintained if focus is on that information (Schmidt Wrisberg, 2008, p. 54). Since STM has a limited capacity, it is up to the learners to utilize this phase of memory as effectively and efficiently as possible while being instructed. In the third and final phase of the memory process, information is mostly stored much longer than the first two stages. Long-term memory (LTM) stores an endless amount of information from experiences for an excessive duration (Schmidt Wrisberg, 2008, p. 55). LTM has more control and effort to process information so that actions can be retrieved, modified, and performed continuously so those actions can be utilized for other skills no matter the difficulty (Schmidt Wrisberg, 2008, p. 56). D. While the learner is performing the skill, feedback is used for various things. Provide example feedback statements as well as what those statement address. Intrinsic feedback is the information that is sensed from produced movements either outside the body or within (Schmidt Wrisberg, 2008, p. 285). While learning the skill of catching a ball, examples of intrinsic feedback would be how hard the ball is, what the ball sounds like when hitting the glove, how much more does the glove need to open to catch the ball in the web space, or where does the arm need to move to catch an overthrown ball. Another form of feedback is extrinsic. Extrinsic feedback is information sensed by an outside source such as a coach, teacher, or another teammate (Schmidt Wrisberg, 2008, p. 286). Examples of extrinsic feedback would be comments from a coach such as, Great job keeping your eye on the ball, or Next time, move your entire body where the ball is going. Knowledge of performance is considered a type of extrinsic feedback (Schmidt Wrisberg, 2008, p. 289). This type of extrinsic feedback addresses the action. Something like you did not keep your eye o n the ball, is an example of knowledge of performance. Knowledge of results, on the other hand, is also extrinsic feedback but addresses the success of the skill rather than the action (Schmidt Wrisberg, 2008, p. 286). You didnt catch that ball using two hands, is an example of knowledge of results. References Schmidt, R. A., Wrisberg, C. A. (2008). Motor learning and performance: A situation-basedlearning approach. Champaign, IL: Human Kinetics.

Why We Don’t Listen Better

Practical Book Review One: James C. Petersen, D. Min. _________________ Presented to Rev. Mario Garcia, Jr. , Ph. D. , J. D. Liberty Baptist Theological Seminary Lynchburg, VA __________________ In Partial fulfillment Of the requirements for the course PACO 500 Introduction to Pastoral Counseling ________________________ By Odell Joiner November, 2011 Hey Petersen, James C. 2007. Why don’t we listen better? Communicating and connecting in relationships. Tigard, OR: Petersen Publications. â€Å"I observed that while other avoided grumpy people, all I had to do to reduce their grump-factor was to ask questions and let them tell me their stories. .. I also found that after I paid enough attention to their personal and political tirades, they became receptive to me too. † (5) The above excerpt from Dr. Peterson's book, Why don’t we listen better? could be consider as the premise or purpose for his writing. Learning how to listen, digest what the other person is artic ulating, â€Å"putting yourself in their shoes† (understanding), and providing valuable input is his primary objective. At the very onset of Dr. Peterson's book, he use an illustration that gains the attention of the perspective reader. He recall an early experience, perhaps one of his first encounters as a young pastor counseling a couple. As he explained, he had little to know experience in this arena but he did have success. Dr. Peterson attributes his success to being able to listen, understand, and offer valuable insight. The perspective reader can identify his contentment toward this book by his claims of occasionally revisiting his book as source of knowledge, and that he wants the perspective reader to utilize the book as a guide (handbook) instead of a regular book on subject matter relating to communication. Dr. Peterson sets the foundations (according to his beliefs) for effective communication and interaction with others at the beginning of the book and uses these foundations as a sort of skeletal framework for the remaining of his work: Part One : The Introduction of Dr. Peterson's â€Å"Flat-Brain Theory† (8) Part Two: The use of the Talker-Listener Card (8) Part Three: Basic Listening Techniques (8) Part Four and Five: Extended Examples using the Talker-Listening Process (8) Flat-Brain Theory: The Flat- Brain Theory (according to Dr. Peterson) takes into consideration the human body as contributing factors in the communication process: the stomach, the heart and the head. The stomach is attributed as the location of feelings. â€Å"Healthy heart functions give and receive concerns†¦ † (12) The heart â€Å"put† everything together and the â€Å"options and possibilities†. (12) And finally, the head functions as the source for rationalization of information. Talker-Listening Process: The Talker-Listening Process establishes the roles in the communication process. The â€Å"talker† is attributed as the â€Å"owner of the problem† and the â€Å"listener† role is understand and allow the â€Å"talker† to share their feelings and thoughts. Additionally, Dr. Peterson provides â€Å"Talker-Listener Cards† (TLC) which outlines and reminds each other (talker and listener) of their responsibilities within the communication process. After the foundations of â€Å"Flat-Brain Theory† and the Talker- Listener Process is established and thoroughly explained, Dr. Peterson â€Å"shifts gears† into a more practical communication methods. Dr. Peterson provides insightful guides and suggestions for the reader to employ in their effective communication practices. The perspective reader evaluate and use the methods outline in his book to develop their own effective communication strategies and concepts regarding counseling others. You After reading Dr. Peterson's work, I was amazed and drawn to his work. I was able to enjoy his work not just as an assignment for this course, but a useful tool for future study and a teaching premise. Reading his work brought an understanding that in communication and interaction that if discovered early (in my opinion) could benefit many marriages, and other relationships. As I reflect on my personal experience, I think about the earlier years of my marriage. I could identify with Dr. Peterson's example in Chapter 3 regarding â€Å"Jack and Jill†. The only difference was that I thought if my wife would just listen to me first then I would undoubtedly solve any problem should would ever face. â€Å"After all I'm smart; I'm a good judge of character; I know how to interact and handle people; and if need be I can be very assertive. A few â€Å"short† years ago, my wife and I were visiting some of her relatives. Before we arrived, I made her agree that we would â€Å"head† back from her relative a certain time. However, I really did not consider her feelings regarding my â€Å"strict† timeline. During the visit, I would rehearse to my wife about â€Å"ou r† agreed itinerary. It did not dawn on me that I had â€Å"bullied† her into this agreement. After a week after the visit, my wife explained her feelings concerning â€Å"our† agreement and how I did not take into account her feelings. She claimed that I was using â€Å"double-standards†. At the time, I thought that my wife was just complaining and not being realistic. But reflecting upon this book, and reflecting on previous episodes regarding my communication with my wife, I could have use this book. I failed to put myself in my wife position and could have seriously damage our relationship. Look The work of Dr. Peterson highlights the importance of effective communication. Early in my life I thought that â€Å"getting† point across was the most important principle concerning communication. In using the concepts outlined in this book, I would evaluate myself as fallen prey to the â€Å"Flat-Brain Theory†. The relevance of Dr. Peterson work is that it correlates Kollar's and Hawkins' work. Each illuminates the importance of the perspective counselor first understanding themselves such as knowing their strengths, weaknesses, and tendencies. Before a perspective counselor can assist others, he/she must address their own personal egocentricities. A valid question that could accompany Dr. Peterson's work would be: Based upon your understanding of the â€Å"Flat-Brain Theory†, do you find yourself in this particular category? If so, what are some practical approaches you could take to remedy the â€Å"Flat-Brain Theory†? Understanding each component of the â€Å"Flat-Brain Theory assist in my understanding of in identifying potential prohibiting factors of communication. If I can identify the condition of my stomach (feels/emotions), my heart (processing of information) and my head (logical) , I can readily identify the condition of others that I may assist. The most impressi ve aspect of Dr. Peterson's work is that he claims that he often times refers to it. Based upon this, one is lead to believe that counseling is not an exhausted field. The pastoral counselor must take it upon himself to constantly be in a state of learning. If the counselor allows complacency set in then he loses his effectiveness. Do After reading Dr. Peterson's book, I feel encouraged and inspired to examine my own feelings and logic. I quickly realize that I must treat every potential counseling occasion as fresh and unique. I cannot enter in to any counseling session with preconceived ideas or emotions. Each person is unique so their circumstance must be unique. In my own relationship, I learned from Dr. Peterson's work is that I should not think for others. Allowing others to communicate and I listen without trying to talk for them will assist in strengthening my personal relationships. Only by being a â€Å"good† listener can I become more understanding. The 7Gift/DISC profiler identified several characteristics that I believe to be true about my personality. Such characteristics as determined and detail oriented. Although this can be good in certain aspects but it can leave those that I interact with a sense that I can be very demanding or intimidating. Understanding how I portray myself to others is critical to being a counselor. As I reflect upon my † Relational Style Action Plan†, Dr. Peterson's â€Å"Talker-Lister Process† applies. The TLC provide simple but valuable guidelines to facilitate the communication process. One of my struggles in the communication process has been that I would look for indicators in the process. I would sometime assume incorrectly what they were trying to portray. The TLC will assist in articulating correctly the point that the â€Å"talker† is communicating. One significant point that Dr. Peterson communicates in his work is that from time to time he refers to the book. If had a fellow counselor, that was experiencing challenges in communication, I would reference first Dr. Peterson acknowledgement that he is life-long learner, encourage them to try new techniques and methods, and possibly do some self assessment tools to assess himself. With that in mind, my outlook is that the counselor must be available to learn and perfect their craft. Openness is necessary not only for the counselee but also for the counselor.

Get the Scoop on Cause an Effecf Essay Samples Before Youre Too Late

Get the Scoop on Cause an Effecf Essay Samples Before You're Too Late The Truth About Cause an Effecf Essay Samples In a brief essay, it may be tough to tackle the reason and all the many effects of a huge event like the Great Depression. A good deal of food consumed is processed food, especially with respect to ready-made meals that are a fast and straightforward choice for parents that are working hard. The main reason for this issue is poor diet. Though a bright, sunny day can set you in a superb mood equally as easily as a rainy day can place you in a poor mood, consider that Seasonal Affective Disorder (SAD) is a true disorder that can impact an individual's mood and, in some instances, can cause severe depression. The Birth of Cause an Effecf Essay Samples Conclusion Your conclusion is supposed to provide closure to your whole essay. Furthermore, it's super important to found your essay around your most important bodies rather than your thesis statement. There's one p rimary issue with the five paragraph essay. Before you commence writing, it's important to make an outline with the research that you might have done about this issue. Your essay topic is a core component of any kind of essay. Deciding on the proper topic has to be accomplished with care because it's the fundamental foundation of essay writing. Selecting the essay topic has to be accomplished carefully. A Startling Fact about Cause an Effecf Essay Samples Uncovered Contact us now to learn how you are able to find an excellent essay for a sensible price. Try to remember your time is limited and you don't need to waste any of that attempting to develop an incorrect topic. Mostly students consider purchasing a cause and effect essay online, but it is strongly recommended to provide a try to compose an outline by you. There are many forms of essays there in the world you can merely lose your head. Cause and effect is an excellent selection for those who want to better their skills not just in writing but logical thinking too. Writing about the reason and effect essay topics connected to the school's popularity or surviving the initial year in college might be fine to grab the interest of your peers. There are three cause of stress that could obviously be observed in our society life today that is family difficulties, students' lives and working atmosphere. What You Don't Know About Cause an Effecf Essay Samples Therefore, in case you have to compose a brilliant research paperyou should understand its primary ideas. Luckily there are lots of essay writing services, which provide assistance and assistance. If you want more help on writing, consider learning plain writing. When you haven't found a response to your questions utilizing the search, don't hesitate to use the guides listed below for your academic needs. Cause an Effecf Essay Samples - the Story Therefore, brainstorming is vital. Causes are introduced as argumentative topics which introduce the main topics of contemporary society in a succinct presentation where creativity is central. Locate the best topics to have in your essay by brainstorming causes and effects. The Hidden Treasure of Cause an Effecf Essay Samples In the event you need your customized cause and effect essay accomplished by a non-native English speaker, you will earn that option and we are going to provide you with a writer best suits your writing needs. For every one of your requirements in any sort of academic paper writing, bear in mind you can always contact the skilled and certified academic writers of ProfEssays.com. You are looking for an overall statement proving what mainly causes the effects you're writing about. The sort of content that you provide depicts what sort of thesis statement you ought to have. The middle portion of the essay is its entire body. The point is to lay down outline in a frame that's simple and very simple to comprehend. For your topic, the very first thing you must do is to develop an outline. So, the most crucial point to consider is to limit the key points, based on the duration of your paper. The Fight Against Cause an Effecf Essay Samples A cause is the thing that makes something happen, and a result is what the results are due to the cause. It's also essential to note that the cause is usually written before the result is, but there are rare cases once the effect is going to be written first. The result is the consequence. It is very important to be aware that sometime, many causes result in a single effect or many effects might actually be from 1 cause. It can be very beneficial to encourage considering cause and effect relationships. Additionally, there are immediate results and causes, which are the ones which produce the effect or the cause directly and in addition, there are remote results and causes, which aren't as obvious. In addition, there are less important ones that are known as the contributory results and causes. You can have several effects or several causes based on your essay's structure.

Capital Punishment A Deterrent Effect - 971 Words

Recent research studies argues that the death penalty has significant deterrent effects, supporting the use of capital punishment. In particular, American constitutional legal scholars Cass R Sunstein and Adrien Vermeule presented their 2005 study, â€Å"Is Capital Punishment Morally Required? The Relevance of Life-Life Tradeoffs,† which supports the notion of capital punishment as a deterrent. Sunstein and Vermeule’s study specifically presents the argument of the morality behind the death penalty’s significant deterrent effect, in light of recent research studies that they found to support capital punishment as a deterrent. In support of capital punishment being a deterrent, Sunstein and Vermeule cite Hashem Dezhbaksh 2003 study, â€Å"Does Capital Punishment Have a Deterrent Effect? â€Å", which used data from 3,054 U.S. counties between 1977 and 1996, finding that the murder rate decreased significantly due to death sentences and executions (Sunstein an d Vermeule 9). This can be justified as deterring crimes because she found the correlation between the murder rate decreasing and death sentences and executions increasing. However, she does not acknowledge that other factors can influence this type of correlation. Despite this, in that same study, it was found that on average, for each execution performed there were 18 fewer murders (Sunstein and Vermeule 9). This evidence is compelling because it notes that each execution brought on less capital offenses. It would seem as if theShow MoreRelatedCapital Punishment : A Deterrent Effect On Crime Essay2996 Words   |  12 Pages Does the Death Penalty Have Any Deterrent Effect on Crime Name Institution Abstract The question of the death penalty has been subject to heated debate on if it serves in deterring criminal activities. Through exploration into findings of several studies, it would be possible to validate whether capital punishment has a deterrent effect on crimes. Various studies are explored with the objective of understanding which side of the debate is stronger. The findings of this studyRead MoreCapital Punishment : A Deterrent Effect On Crime Essay2970 Words   |  12 PagesWhether the Death Penalty Has Any Real Deterrent Effect on Crime Name Institution Abstract The question of capital punishment has been stirring heated debate in regards to whether it indeed does or doesn’t deter criminal activities. By exploring findings from various studies, this paper aims at validating whether death penalty has a deterrent effect on crimes. Various studies are explored with the objective of understanding which side of the debate is stronger. The findings of thisRead MoreArguing Against Capital Punishment1591 Words   |  7 Pagesdebate over capital punishment, the opponents argue that capital punishment should not be practiced because it has a civilizing effect and practicing capital punishment has do deterrent effect. On the other side of the debate, the supporters argue that capital punishment should not be abolished because it is just retribution and has a deterrent effect. In this paper, I will argue that capital punishment should not be practiced. In the article titled, â€Å"The Folly of Capital Punishment,† Jeffrey ReimanRead MoreCapital Punishment And Its Effect On Society1425 Words   |  6 PagesCapital Punishment has been a topic of debate since it was reinstated in 1976. Some say that in a free society, capital punishment is an unnecessary form of cruel and unusual punishment in violation of our constitution. Others claim that capital punishment serves the primary purpose of deterring crime and punishing society’s most homicidal offenders. The biggest question when it comes to capital punishment is, is it worth it? Does Capital punishment have a deterrent effect on society? Or does itRead MoreThe Ethics of Capital Punishment Essay examples1501 Words   |  7 Pagesthe United States only 38 states have capital punishment statutes. As of year ended in 1999, in Texas, the state had executed 496 prisoners since 1930. The laws in the United States have change drastically in regards to capital punishment. An example of this would be the years from 1968 to 1977 due to the nearly 10 year moratorium. During those years, the Supreme Court ruled that capital punishment violated the Eight Amendment’s ban on cruel and unusual punishment. However, this ended in 1976, whenRead MoreEssay on Ethical and Historical Analysis of Capital Punishment1545 Words   |  7 PagesCapital Punishment â€Å"[dates] as far back as the Eighteenth Century B.C. in the Code of King Hammaurabi of Babylon, which codified [Capital Punishment] for 25 different crimes,† so it is no surprise that it is still used today (â€Å"Early Death†¦Ã¢â‚¬  1). In the U.S, Capital Punishment has been legalized in 32 states since 1996. Capital Punishment is not as inhumane as it sounds; it is limited under the 8th amendment in the U.S. Contrary to most beliefs, Capital Punishment is not used on every case of rapistsRead MoreCapital Punishment Of The Criminal Justice System1407 Words   |  6 PagesIn the United States, capital punishment has always been the spotlight of many debates concerning the consequences of severe crimes. Although capital punishment is deemed to be acceptable for violent crimes such as murder, there are numerous individuals who oppose the usage of capital punishment against violent offenders. Both proponents and opponents have given countless opinions concerning the deterrence effect of capital punishment. Research studies have also added fuel to the debate in regardsRead MoreCapital Punishment Results in a Better Society Essay795 Words   |  4 PagesCapital Punishment Results in a Better Society When it comes to capital punishment most people think of the death penalty. I dont think people realize how many papers, books, and controversies there is over this topic. One of the many questions that arise when people think about capital punishment is how it affects crime, and more importantly, if we use the death penalty more effectively, it not only becomes a deterrent to crime, but also brings about a better society. When we use theRead More Capital Punishment Essay: Its Fair and Effective964 Words   |  4 PagesCapital Punishment - Its Fair and Effective   Ã‚  Ã‚   Confronting head-on two of the most prominent objections to the death penalty is the object of this paper: Is the death penalty a miscarriage of justice? And Does it Deter Crime?    Its a miscarraige of justice. In a survey Professors Hugo Adam Bedau and Michael Radelet found that 7000 persons were executed in the United States between 1900 and 1985 and that 35 were innocent of capital crimes (1). Among the innocents they list Sacco andRead MoreThe Death Penalty Essay examples859 Words   |  4 PagesPenalty in America†, capital punishment is the lawful infliction of the death penalty. The death penalty has been used since ancient times for a variety of offenses. The Bible says that death should be done to anyone who commits murder, larceny, rapes, and burglary. It appears that public debate on the death penalty has changed over the years and is still changing, but there are still some out there who are for the death penalty and will continue to believe that it’s a good punishment. I always hear a