The Fourteen Points of Woodrow Wilson

The Raid of the Cult Compound in Waco, Texas

The Raid of the Cult Compound in Waco, Texas On April 19, 1993, following a 51-day attack, the ATF and the FBI endeavored to drive David Koresh and the other residual Branch Davidians out of their Waco, Texas compound. In any case, when the religion individuals would not leave the structures subsequent to being tear gassed, the structures went up in a burst and everything except nine kicked the bucket in the fire. Planning to Enter the Compound There were various reports that 33-year-old, Branch Davidian clique pioneer David Koresh had been manhandling youngsters. He supposedly would rebuff kids by hitting them with a wooden spoon until they drained or be denying them of nourishment for a whole day. Additionally, Koresh had numerous spouses, some of whom were as youthful as 12. The Bureau of Alcohol, Tobacco, and Firearms (ATF) additionally found that Koresh was accumulating a reserve of weapons and explosives. The ATF accumulated assets and intended to assault the Branch Davidian compound, known as the Mount Carmel Center, found only outside of Waco, Texas. With a warrant to look for illicit guns close by, the ATF endeavored to enter the compound on February 28, 1993. The Shootout and Stand-Off A gunfight followed (banter proceeds over which side discharged the main shot). The shooting endured almost two hours, leaving four ATF specialists and five Branch Davidians dead. For 51 days, the ATF and the FBI held up outside the compound, utilizing arbitrators to attempt to end the deadlock calmly. (There has been a lot of analysis concerning how the legislature dealt with the dealings.) Albeit various kids and a couple of grown-ups were discharged during this period, 84 men, ladies, and youngsters remained in the compound. Raging the Waco Compound On April 19, 1993, the ATF and FBI endeavored to end the attack by utilizing a type of poisonous gas called CS gas (chlorobenzylidenemalononitrile), a choice endorsed by US Attorney General Janet Reno. Promptly toward the beginning of the day, particular tank-like vehicles (Combat Engineering Vehicles) punctured openings in the mixes dividers and embedded CS gas. The legislature was trusting that the gas would securely push the Branch Davidians out of the compound. Because of the gas, the Branch Davidians shot back. Soon after early afternoon, the wooden compound burst into flames. While nine individuals got away from the burst, 76 died either by discharge, fire or fallen rubble inside the compound. Twenty-three of the dead were kids. Koresh was likewise discovered dead, from a gunfire twisted to the head. Who Started the Fire? About promptly, questions were raised with regards to how the fire was begun and who was mindful. For a considerable length of time, numerous individuals accused the FBI and ATF for the disaster, accepting that the administration authorities had purposely utilized combustible nerve gas or shot into the compound to shield survivors from leaving the red hot compound. Further examinations have indicated that the fire was intentionally set by the Davidians themselves.â Of the nine overcomers of the fire, every one of the nine were charged and condemned to some prison time. Eight were seen as liable of either intentional homicide or unlawful guns or both. The ninth survivor, Kathy Schroeder, was indicted for opposing capture. Albeit a portion of the survivors were condemned to as long as 40 years in jail, requests wound up shortening their jail terms. Starting at 2007, every one of the nine were out of jail.

The Devil and Tom Walker Essay Sample

The Devil and Tom Walker Essay Sample It is a short narration that tells us a horrible story of Tom Walker and his nameless wife. The tale starts with a dreadful legend about the treasure hidden by Captain Kidd, the notorious pirate. To protect his fortune, he struck a deal with the Devil. However, Captain Kidd was never lucky to return as he had been captured and hanged. Then the author of “The Devil and Tom Walker,” Washington Irving, brings us to the marsh not far from Boston where the pirate buried his hoard. There is a greedy and misery couple lives next to that place. Tom Walker and his scornful wife have no peace of mind; their souls lost in perishing cold. They are always cheating, scolding and fighting each other. Neighbors avoid greeting them. The Devil and Tom Walker SparkNotes will help you to avoid dull reading and save your time. Deep in the Swamp: Tough Deal with the Satan One day Tom walks through the marsh and discovers the debris of an abandoned Indian fort. Suddenly, he finds a skull with a hatchet buried in it. Immediately the strange voice comes from nowhere and forbids Tom to touch his findings. Tom sees a black man sitting on a stump. He recognizes him soon. It is the Devil himself, Old Scratch with an ugly black face and a sharp ax. He makes aware Tom that this wetland is his property. The Devil recounts the old legend about buried hoard and makes an attractive proposal to Tom who is eager for treasures; though the price is his soul. Returning home, Tom tells his scornful wife the whole story. She encourages him to take the offer. However, to contradict her, Tom states he will decline the proposition. Soon after that, the Scrooge-like woman rushes to the wetland to arrange her own bargain with Old Scratch. The wife takes all the valuables to pursue the Satan to strike a deal with her. But the miserable woman has never returned from that journey. Her husband, at last, finds her liver and heart into the apron tied to a tree. Tom is rather upset with valuables disappearance than his wife demise. He is rejoicing at the tragic news as he gets rid of his unbearable wife. Eventually, Tom closes a deal with Old Scratch and attains the pirate’s hoard on the terrible condition. The Devil and Tom Walker: Summary After moving to Boston, he became a prosperous loan shark with repute of man who shows no mercy and compassion to his victims. He is a wealthy person in possession of a great fortune who is charging high-interest rates and securing debts mercilessly. Tom builds an ostentatiously large house, but he neither finishes the building nor furnishes the premises. However, the time has passed, and Tom feels a sense of remorse over his acts and regrets about the bargain with the Satan. He becomes the most devout and faithful man who starts zealously attends church. Tom is keeping Bible on his desk, and a small one always carries in his pocket. In that way, he expects to cheat the Old Scratch. But trying to escape his fate, Tom becomes insane. For example, he has a horse buried upside-down to avoid the Devil’s clutches at Judgment Day. In spite of his turning to God, Tom remains a business shark. One hot day, he talks to a ruined investor who beseeches the moneylender to delay the payment a nd to give him several months more. During the uncomfortable conversation, Tom imprudently mentions his bargain with the Satan. At once Old Scratch arrives at the porch of Tom’s grand house. The Devil knocks at his door. Tom makes an attempt to escape the fate, but he fails. The Devil takes him away on the horse. Both of them disappear in a bolt of lightning. No one has ever seen Tom Walker and the Devil again. After he has gone, the citizens discover that all his ill-gotten wealth has disappeared: treasures turned to wood, horses become skeletons and house burned to ash. However, the rumor about Tom’s riding on the cursed horse is spread. Maybe, even you can meet him there, in the middle of the abandoned Indian fort. The Devil and Tom Walker: Analysis The author compiles a matter-of-fact narration with a supernatural subject. The tragedy and the irony are mixed in Irving’s story. He characterizes Tom and his wife as pure and one-dimensional personalities. They both are covetous and selfish persons who disgust us enormously and worthy only reader’s contempt. There are some crucial features of the story: Unnamed wife. It is remarkable that Tom’s wife remains unnamed in the story. It is the typical nag of antifeminism literature. Figurative language. Through the particular choice of the words, the author develops a sad mood and gently immerses the readers in the story. For example, describing the house of Tom and his unnamed wife, he makes the readers understand that they are lonely couple threatened by starvation. Also, using figurative language and literally elements, the author underlines his message: don’t rush with a choice that may ruin you forever. Antagonism. Irvings attitude towards the characters is evident. He describes Tom as an antagonist. For example, when Tom turns to be a rich man, he spends part of his ill-earned fortune in a ridiculous way building a huge house which he has left unfurnished. There is no balance between Tom’s spiritual life and his earthy deals. Irony. In general, Irving is quite ironic about the human nature and behavior. For example, he underlines Tom’s religion obsession. Tom consistently attends the church, carries Bible in his pocket and keeps the other one on his desk. Nevertheless, he is a callous man even to those who unable to pay. Conclusion As is seen, with the Devil’s help or without him, Tom’s heart and soul have lost forever. His vanity and meanness is the object of author’s irony. In such way, Irving exposes those who obsessed with material assets and cares only for their well-being.

What Happened in Britain During the Great Depression

What Happened in Britain During the Great Depression? It is easy to hear â€Å"Great Depression† and immediately think only the United States. The reason for this is that the Great Depression began in United States, but the effects were far from being isolated to the United States. Though Britain was effected in many ways by the Great depression, I believe that the greatest overall effect of the Great Depression on Britain was a high and unrelenting unemployment rate. The recurring unemployment of at times, more than a million British citizens had several huge impacts on British life. But before I get to those, let us look at some background history of the Great Depression. In Britain, the first effects of the Great Depression were†¦show more content†¦The demolition of the shipyard devastated Jarrow. Nearly all the workers of Jarrow were unemployed and most could not afford to pick up and move to a different job. This series of events set in motion one of the most visible protests against unemployment in Brittan during the Great Depression. The Jarrow March, Also called the Jarrow Crusade. The Jarrow March began in October 1936. Over 200 men set out for London carrying a petition. (The London Evening Chronicle) This Petition was a plea for Parliment to provide places for the townspeople of Jarrow to work. Some may look at this march and see 200 angry men yelling for money and employment, but in truth the Jarrow March was nothing of the kind. The march was a desperate cry for help from an entire town which had been stripped of its livelihood. On their way to London, the Jarrow marchers were hit hard when the Ministry of Labor cancelled all unemployment assistance for the wives and dependents of the marchers. The reason behind the cancellation was that the marchers were no longer in residence with their wives and dependents, therefore, the dependents were no longer qualified for unemployment assistance (Western Daily press). The reaction of the Jarrow marchers showed their determination. They did not turn back immediately to regain the unemployment assistance for their families, instead they cast aside their personal desires and pressed on for the greater good of Jarrow.Show MoreRelatedThe Effect of the Great Depression Worldwide765 Words   |  3 PagesWhat was the world’s greatest economic disaster and left millions of citizens unemployed for years? The Great Depression was a major economic disaster which left the people of the world shocked. Many countries were already left in a bad position due to the effect of World War I. Countries that bought and sold on the international market were affected. 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On the other hand you have international cooperation and what has been termed â€Å"war economies†. The failure of one seems to have cultivated the other as a response. Ultra nationalism, racial imperialism and antisocialism brought about great atrocities and failures both politically and morally. In response we have, not once, but twice, seen the rise of international cooperation to counter NationalisticRead MoreHow Responsible Was Hitler for the Outbreak of Ww21219 Words   |  5 Pageswhich included the rearmament of Germany, his Lebensraum policy where he wanted to take over neighboring lands and gain more territory for Germany and his disrespect to the treaties he made. While Hitler was a great cause for World War 2, he was not the sole reason. The Great Depression, the weak leaders of the League of Nations and their appeasement policies, the harshness of the Treaty of Versailles and Stalin s decision not to do anything. 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Working at an engineering firm in San Francisco California, Hoover made partners in a different company and andRead MoreThe Economics Of The Great Depression1638 Words   |  7 PagesEconomics of the Great Depression Tyler Brooks 4/19/2015 The great Depression was the worst and longest economic decline experienced by the industrialized western world. Economic cycles are continuous loops of periods of business expansion followed by business contraction. This is the way economics has always been in the industrialized world and extended periods of contraction was something people had seen before. However, the Great Depression was something peopleRead MoreThe Consequences of the Industrial Revolution in Great Britain (the Standard of Living Debate) and the Free Trade Era in Europe.1542 Words   |  7 PagesLecture 11: The Consequences of the Industrial Revolution in Great Britain (The Standard of Living Debate) and the Free Trade Era in Europe. I. 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Walt Disney Set the Stage for Great Film Making Essay...

â€Å"All our dreams can come true, if we have the courage to pursue them†, said by Walt Disney himself (â€Å"Walt Disney Quotes†). Disney had a big imagination followed with big goals. As always in the entertainment business, there are going to be people competing to tear each other down, but Walt Disney kept his focus and determination to take on great things. All it took was one person with a strong passion for entertainment to set the stage for filmmaking long after he was gone. Walt Disney came from an Anglo-Irish family that immigrated to Canada just before the potato famine (â€Å"Walt Disney Interviewed by Fletcher Markle†). On December 5, 1901, Elias and Flora Disney welcomed their fourth son into their home in Chicago, Illinois. When Walter†¦show more content†¦After his time in Europe, he started working at the Pressman-Rubin Studio in Kansas City as an artist (Schwartz). While Disney was working in Kansas City he was co-workers with Ubbe Iwerks. A year after working at the studio, the two got laid off and moved onto bigger and better things. They created their own business called Iwerks-Disney Commercial Artists. The company was not so successful and only last one month. The two friends stayed together as they passed through jobs. They worked at the Kansas City Film Ad Company drawing cartoons for movie theaters. Disney took a camera from the company to use for his â€Å"stop-action animation† with his original drawings. His continuous practice on his Laugh-O-Grams made them far more advanced than his studio work (Schwartz). Walt Disney made puppets of his characters for his films instead of drawing them so he could save time and make the process easier on himself and Iwerks (â€Å"Walt Disney Interviewed by Fletcher Markle†). After his boss at the Kansas City Film Ad Company turned down his idea of cartoons, Disney reached out to Margaret J. Winkler, a cartoon distributor in New York, about his Laugh-O-Grams. 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Participative Leadership Free Essays

string(198) " or make effective decisions themselves and the systems and procedures do not exist within the organisational environment as in the case of the Allied Machinery Company \(Muczyk and Reimann 1987\)\." Question Participative leadership style is always more effective than autocratic/directive leadership styles. Discuss. Executive Summary To say there has been an immense amount of research undertaken on the topic of leadership would be an understatement. We will write a custom essay sample on Participative Leadership or any similar topic only for you Order Now The theoretical and empirical research on leadership in the workplace covers a diverse range of theory and there has been much critique and discussion of the theories to date. This paper review will discuss the path-goal leadership theory and it’s application in an organisational setting. The first part of the report will look at the evolution of this theory and the underpinning elements of each leadership style. The second part will compare participative and directive leadership styles using examples to illustrate the relevant use of each style and necessity for leaders to be able to use both or a combination of the two. Table of Contents Introduction p. 4 Path-Goal Leadership Theoryp. 4 Participative vs. Directive Leadershipp. 6 Practical Implicationsp. 8 Conclusion p. 9 Reference Listp. 10 Introduction For decades the study of leadership has been a focus in management, psychology and organisational behaviour with â€Å"over 35,000 research papers, articles and books written† on the topic in an attempt to define leadership and understand which style best drives effective leadership (Killian 2007). In 1974 Stogdill said, â€Å"there are almost as many definitions of leadership as there are persons who have tried to define the concept† (Yukl 1989, p. 251). A statement that is relatively true even 37 years on with many approaches to leadership still emerging and continued debate and discussion around the existing theories. A modern and fairly recent definition of leadership explains it as â€Å"influencing, motivating and enabling others to contribute toward the effectiveness and success of the organisations of which they are members† – a definition agreed upon by fifty four leadership experts from thirty eight countries (McShane, Olekalns Travaglione 2010). With so much research dedicated to the subject of leadership there are a vast array of theories and associated leadership styles including but not limited to: * Trait Theories * Contingency Theories * Situational Theories Behavioural Theories * Transformational Theories Each has their own unique approach and perspectives on what constitutes an effective leader however for the purpose of this report the focus will be on the path-goal theory and the leadership styles it encompasses. Path-Goal Leadership Theory The path-goal approach to leadership is one of several contingency theories. The contingency perspective is built upon the noti on that leaders choose their style to suit the situation and this contemporary model has had much noteworthy critique and testing over the years. Defined as an â€Å"expectancy theory of motivation that relates several leadership styles to specific employee and situational contingencies† ((McShane, Olekalns Travaglione 2010, p461), the theory suggests that a leader can have an influence on the performance, satisfaction and motivation of their subordinates which can be applied through all levels of an organisation. Evans and House first initiated support for the path-goal theory of leadership in the early 1970s following inconsistencies in the results of earlier research. A study by Evans (1970) of two organisations demonstrated a link between the behavior of leaders and the impact on the behavior and goal attainment of subordinates. In 1971 House presented a path-goal theory of leadership effectiveness derived from a path-goal theory of motivation, which posed a theory on the effects of leader behavior on subordinate satisfaction, motivation and performance. The study reconciled conflicting research that had previously been conducted on the topic and support of the hypothesis tested lead to further research and development of this theory. As illustrated below ((McShane, Olekalns Travaglione 2010, p463) the performance and satisfaction outcome of subordinates is a result of three components – leader behavior, environmental factors and subordinate contingencies. According to the theory are there four clearly defined styles of leader behaviour (House Mitchell 1974, House 1996): 1. Directive – the leader gives instructions about what, how when tasks need to be completed and how performance will be measured. Ideal for ambiguous or non-routine tasks. 2. Supportive – leaders provide psychological and social support and go out of their way to make work pleasant for employees. Used in stressful situations that may be unsatisfying or frustrating. 3. Participative – the leader shares decision making with the team and encourages and takes their opinions and suggestions into account when making a decision. When team members are autonomous, need control and clarity and are heavily involved in their work this style can be used. 4. Achievement Oriented – behavior that is directed towards encouraging employees to achieve their peak performance through challenging goals. Ideal in situations where employees are highly motivated and driven to succeed. The path-goal model is based on the assumption that each leadership style will be effective in different situations depending on the two variables outlined above – employee contingencies and environmental contingencies. A leader needs to be able to adapt to different situations by selecting the style that suits employee needs or using a combination. Not all leaders will naturally exhibit all four leadership styles above or be comfortable using them but under this model a leader would need to have the ability to demonstrate all posing a potential development needs in some situations. Participative vs. Directive Leadership The question posed of whether participative leadership is always more effective than participative leadership cannot be completely justified under the path-goal leadership model as the premise of this approach is that the leadership style applied is dependent upon the environmental and employee variables. While there is a widely shared belief amongst a lot of the literature that participative leadership has greater advantages over a directive approach, there are arguments for both and each has its potential strengths and weaknesses. In this next section the role and outcomes of a participative leader will be compared to that of a directive (or autocratic) leader using organisational examples to illustrate their uses. Participative leadership will not work if subordinates do not have the necessary skills and experience to enable them to contribute to decision-making or make effective decisions themselves and the systems and procedures do not exist within the organisational environment as in the case of the Allied Machinery Company (Muczyk and Reimann 1987). You read "Participative Leadership" in category "Papers" In this example the General Manager’s approach of using a participative or democratic leadership style, which had worked for him, previously was not appropriate in his new role as the subordinates were not used to operating this way and expected guidance and follow-up from their leader. If more of a directive approach had of been taken and subordinates given specific guidelines, had expectations setout and rules or procedures explained then one would expect the outcome to have been significantly different. The key points illustrated here are how important it is for a leader to assess the situational variables (employee and environmental) before choosing their leadership style and secondly the necessity for a leader to be able to flex between styles rather than relying only on their natural or preferred style. A potential challenge to this could be how comfortable managers are with using an alternate style. For example, one study reported that Australian managers dislike using a directive style and some would go to considerable lengths to avoid doing so (Avery Ryan 2002). The path-goal theory suggests that at times a leader may need to use a combination of leadership styles. In an interesting study on directive versus participative leadership in schools (Somech 2005) explores the effect of each style on school staff and makes several conclusions. A directive style can assist staff to challenge themselves and achieve high performance while a participative approach challenges through the sharing of knowledge however used together by leaders rather than as mutually exclusive styles they achieved a complementary result in terms of school effectiveness. Greiner (1973) also illustrates this point with an example of executives incorporating a few directive actions into their participative style to keep high performance goals in front of their teams. These are both great examples of using a combined approach of participative and directive leadership to maximise the result. Another area worthy of consideration in discussion of these two styles is the influence that demographics such as age, status, length of employment, gender and culture can have on choosing the most appropriate style. Sauer (2011) notes that for a new leader this is no correct style of leadership. In terms of leader status, the study suggests that when low status leaders use directive leadership or high status leaders use participative? leadership, the leaders are perceived as more self-confident and more effective. When comparing leadership across cultures it is also noted that participative leadership works better in some cultures rather then others (Den Hartog et al. , 2000). These examples highlights some other situational factors, potentially outside of the norm, that come into play when assessing the most effective style of leadership to pursue. Practical Implications The continued research into path-goal leadership theory and its application in the workplace highlights some reasonable considerations for leaders in engaging and motivating their subordinates. The literature suggests that participative and directive are the dominant styles and a great deal of the research highlights the benefits of a participative approach. What a lot of the research fails to look at is the negative outcomes if a participative approach is used in a situation that requires a directive approach as in the case of Allied Machinery used above. For practical application of the path-goal theory more focus needs to be placed on comparing the variance in outcomes of participative vs. directive leadership in a range of situations with varying employee and environmental. More importantly a combined approach should also be examined in this research. Conclusion There are many definitions of leadership in existence and varying opinions on the most effective theory and subsequent leadership style. The path-goal leadership theory has evolved over time since it was first proposed in the early 1970s and there has been ongoing critique and analysis of its validity, which in comparison to other contingency theories has held relatively strong. The path-goal theory highlights the key components that will impact the outcome – employee contingencies, environmental contingencies and leadership style. A leader needs to adapt their style to the situation and be able to flex between the four styles rather than relying on just one. The question as to whether participative leadership is always more effective than democratic leadership is not validated as this model illustrates the need for both either in isolation or as a combined approach. A participative or democratic approach relies on the team being engaged and motivated and is only effective if followers are willing and able to participate actively in the decision-making process, which is not always the case. There are so many variables that comes into play that neither of these styles can simply be labeled as the right choice for all situations. Reference List Dicksona, M. , Hartog, D. Mitchelsona, J. 2003, Research on leadership in a cross-cultural context: Making progress, and raising new questions, The Leadership Quarterly, Vol. 14, pp. 729-768. Evans, M. G. 1970, The effects of supervisory behavior on the path-goal relationship, Organisational Behavior and Human Performance Vol. 5, pp. 277-298. Gayle C. Avery, J. 2002, Applying situational leadership in Australia, Journal of Management Development, Vol. 21 pp. 242–262. Greiner, L. 1973, What managers think of participative leadership, Harvard Business Review, Vol. pp. 111-117. House, R. J. 971, A path-goal theory of leader effectiveness. Administrative Science Quarterly, Vol. 16, pp. 321-338. House, R. J. Mitchell, T. R. 1974, Path-goal theory of leadership, Journal of Contemporary Business, Vol. 3, pp. 81-97. House, R. J. 1996, Path-goal theory of leadership: Lessons, legacy, and a reformulated theory, The Leadership Quarterly, Vol. 7, pp. 323-352. Huang, X. , Iun, J. , Liu, A. Gong, Y. 2010, Does participative leadership enhance work performance by inducing empowerment or trust? The differential effects on managerial and non-managerial subordinates, Journal of Organizational Behavior, Vol. 1, pp. 122-143. Killian, S. 2007, The ABC of Effective Leadership A Practical Overview of Evidence Based Leadership Theory, Australian Leadership Development Centre, viewed 7 September 2011 http://www. leadershipdevelopment. edu. au/SiteMedia/w3svc674/Uploads/Documents/Effective%20Leadership%20An%20Overview%20of%20Leadership%20Theory. pdf Lewin, K. Liippit, R. and White, R. K. 1939, Patterns of aggressive behavior in experimentally created social climates, Journal of Social Psychology, Vol. 10, pp. 271-301. Muczyk, J. Reimann, B. 987, The Case for Directive Leadership, The Academy of Management Executive. Vol. 1, pp. 301-311. Sauer, S. J. 2011, Taking the Reins: The Effects of New Leader Status and Leadership Style on? Team Performance, Journal of Applied Psycholo gy, Vol. 96, pp. 574-87. Smech, A. 2005, Directive Versus Participative Leadership: Two Complementary Approaches to Managing School Effectiveness. Educational Administration Quarterly 2005, Vol. 41, pp. 777-800. Yukl, G. 1989, Managerial Leadership: A Review of Theory and Research, Journal of Management, Vol. 15, pp. 251-289. How to cite Participative Leadership, Papers

What is the Heinz Dilemma free essay sample

Lawrence Kohlberg’s Theory of Moral Development changed the way psychologists and parents thought about the development of their children. Kohlberg expanded on Piaget’s theory of only 2 stages, to three levels and six stages total. He worked with groups of young children by interviewing and researching their answers to questions. These questions arose from fictional scenarios of everyday problems to decipher a child’s moral reasoning (Kim, 2013). One of the most well-known moral dilemmas is â€Å"Heinz Steals the Drug†. In summary, children had to decide whether a man should break the law to save his wife or not. Kohlberg did not so much care about the answers to the questions, but rather the reasoning behind them. After completing a self-interview and interview of two other individuals, I was able to see for myself the different levels of moral reasoning within a person based on Kohlberg’s Theory. When I first read the scenario to myself it seemed like a simple solution to a simple problem. We will write a custom essay sample on What is the Heinz Dilemma or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Heinz should save his wife. I did not realize the complexity of the situation until after having to state the reasoning behind my answer. I was astonished at the level of thought needed to answer efficiently. I decided that the reason Heinz should save his wife is because he loves her. Although it is against the law to steal, in this situation Heinz has an obligation to save the person he loves or else he will be devastated by it for the rest of his life. In a different situation were the person is a stranger, Heinz has no duty to save the person, making it more responsible to obey the law. I believed that this was the best explanation to the situation, until my first interview. I then realized I was not as morally developed as I had thought. The first person I interviewed was a female of age 38. She currently works as a research chemist for a small private company. I have known this woman for a while and was curious of her moral status. I was pleased with my choice in an interviewee because her answers surprised me. Within the first question asked I could tell our answers were going to be very different from one another. She responded quickly and confidently, proving that she is self–assured in her morality. This was much different reaction compared to my self-interview. I was stumped by some questions and it took me awhile to decide the best answer. She believed Heinz should steal the medicine for his wife, like myself, but she had a very different explanation as to why. She stated â€Å"Heinz should save his wife because she is dying and he has the resources to save her. † When it came to the other questions about different scenarios of the story, she answered the same exact way, â€Å"Even if he does not love her or she is a stranger or animal, he should save her because he has the resources to do so. † She also believed that people do not have to obey the law if it is not within their morals. This contradicted my thoughts on law. I believe there is specific situations in which laws may be broken, but they should be followed as much as possible. After asking her all of the questions, I could tell that she was in the sixth stage of moral development. This is the highest stage and known as Universal Principles. This means that her morals are based upon universal ethical principles and abstract reasoning. Even if they conflict with laws and rules, she follows her internalized principles of justice (Cherry, 2013). This is very different than my own stage as well as the next person I interviewed. Over the years of her life, her morals have grown and developed to a level where she does not take into account any other reasons for her decisions, other than her self-morals. I believe her age as well as life experiences have caused her to raise to this highest level. The second interview I chose to do was with a gentleman of the same age as myself. He is 19 years old and also a student. I chose this particular person due to the fact that we share the same age and occupation. I was curious to see whether gender made a difference in moral competency. Within the first three questions I knew he was on the same track as me and, in this case, gender did not make a difference. Almost all of his answers were parallel to mine as well as his reasoning. In summary, he believed that if you love someone you should do everything to save them. If not, then it is not your duty. After interviewing a stage six of moral development, it was easy to see that he nor I were fully morally developed. Every answer was driven by selfish reasoning. Also, this man stated that the law should try to be followed as closely as possible. There are only certain situations when the law should be broken. This proves that we are both in stage 5 of moral development. This stage is called Social Contract and Individual Rights. People of this stage take into account of differing values, opinions and beliefs. They believe law and order is necessary, but members of the society must agree on these standards. People of this stage also believe laws can be broken for necessary reasons and it does not make the action morally wrong (Cherry, 2013). At the stage of young adulthood, we both have not had enough life experiences to become fully morally developed. Using morals in real life situations helps to build experience and change the way one looks at situations. I thoroughly enjoyed interviewing for this assignment. It was fascinating seeing real life levels of moral development and examining why different people think different ways. I felt confident in the answers and explanations I gave in the self-interview, but could tell I am not fully evolved in the moral aspect. The questions became somewhat difficult to answer and made me think out of the box. When interviewing the other two examinees, I felt comfortable asking the questions, and became really curious to what their answers would be. Kohlberg’s approach to the Stages of Moral Development by using real life situation is an efficient way to categorize individuals. It is an important part to studying human development and how children gain moral reasoning.