Self Determination Theory | Analyis

Self Determination Theory | Analyis Quality effective coaching is about interdisciplinary knowledge. As well as the ability to recognise implicit and explicit decision making. Coaching is essentially about problem solving, a good coach uses a procedural and declarative knowledge compilation to help towards problem solving. A good example of this would be the Kolbs Experimental Cycle (1984). It shows a continuous flow of development, including; reflective observation, abstract conceptualisation, active experimentation and concrete experience. This implies that learning is a process where knowledge is created through the transformation of experience. Within this essay I will be discussing an understanding of two different coaching science theories and how they can be applied to real coaching experiences. I will be critiquing both theories, showing how I can improve in aspects of the theory in my coaching and how they both incorporate reflective practice. Self determination theory (SDT) represents a broad framework for the study of human motivation and personality. The theory is based on the premise that individuals pursue self determined goals to satisfy their basic psychological needs to independently solve problems, interact socially, and overcome tasks. According to SDT, a concept that could explain the relationship between participants motivation and their experiences in exercise is due to the level to which their behaviours are autonomous. Autonomous is when a task is; fully volitional, freely pursued, and wholly endorsed by the person. When participants exercise experiences are controlled, i.e. pursued and directed by external or internal forces, it leaves participants feeling like they have very little or no choice. Research clearly supports the idea that individuals have different types of motivation, ranging from high (autonomous) to low (controlled) levels of self determination. Participants can be intrinsically motivated, when they engage in learning activities for their own benefit, and extrinsically motivated when they engage in activities for influential reasons. Intrinsic motivation represents the model of self determination, because a person is motivated to act for the fun or challenge entailed in the behaviour rather than because of external factors, such as pressures or rewards. In contrast extrinsic motivation embraces a variety of behavioural factors that vary in their level of self determination. Intrinsic and indentified regulations are self determined, whereas external and introjected regulations are non self determined forms of motivation (Tessier et al, 2010). Motivational characteristics are influential in shaping participants desire to persist in sport or to discontinue their sport participation. Self determination theory suggests adolescents are more likely to follow peer leaders who afford them autonomy to choose, an avenue for relatedness with the leader and other members of their group, and a sense of competence for the task they are doing (Ward et al, 2010). Although psychological and physical benefits can be obtained from participation in competitive sport (Mandigo and Holt, 2000), it can also lead to damaged self esteem and mood disturbances, particularly when youths experience performance pressure from close adults (Reeve and Deci, 1996). For these reasons, the influence of coaches and parents on youth participants sporting experiences is an issue of high importance in sport psychology. There is considerable research on the interaction of parents and coaches with sport participants. For example, parental pressure predicted decreased enjoyment in basketball (Brustad, 1988), and parental and coach positive emotional involvement predicted the enjoyment in football (Ommun dsen and Vaglum, 1991). Also, having an autocratic coach who provided little feedback decreased involvement and intrinsic motivation. Self determination theory proposes that humans have three fundamental needs that must be satisfied in the social context. The first need is to feel autonomous in performing an activity. Autonomy involves being volitional and acting in such a way as to represent your integrated sense of self (Deci and Ryan, 2000). Autonomy support can be enhanced by allowing participants within an environment to choose the things that they enjoy and really want to do. The second need is to perceive relatedness with others in the community of involvement. By working hard as or within a group, participants can achieve a sense of team bonding, which can in turn lead to strong friendships. A third fundamental need is to perceive competence in relation to the activity. Competence is widely regarded as fundamental to the expression of motivation in the sport context (Reinboth and Duda, 2006). Youth sport literature suggests that experiencing competence in sports is strongly related to being accepted by a pe er group and having positive peer relationships within a group (Weiss and Duncan, 1992). Results from Vazou, et al (2005) even suggested that youths perception of their own competence was related to the level of support and acceptance by peers in the group. This developmental process is about gaining a sense of accomplishment and believing in yourself to complete a task to the best of your ability. This can lead to motivational outcomes in self determination theory. However, this does not account for learning acquisition of new skills, like contextual interference theory. One challenge that many coaches encounter is how to best structure practice schedules that will facilitate the development of skilful movements (Porter, Landin, Hebert, Baum, 2007). Contextual interference (CI) is a functional interference in a practice environment which affects the structure of the session to improve learning effectiveness. The stage of learner development will directly affect the structure of the practice session. It is well established that interference during practice has substantial influence on skill learning (Guadagnoli and Lee, 2004). The contextual interference effect acknowledges that learning is enhanced when interference during practice is high, such as when participants practice multiple tasks in a random order. Results from studies investigating the effects of practice order on motor learning typically show that a random practice order enhances motor learning more when compared with that of a blocked practice order (Wright, Magnuson and Black, 2005). One way to control interference during practice of multiple tasks is to change the order in which the tasks are practiced. For example, a random practice order in which tasks are practiced in a quasi random order (i.e., 3-1-2, 1-2-3, 2-3-1), where each number represents a skill, is thought to introduce more interference than a blocked practice order in which each skill is practiced repeatedly prior to switching to the next skill (i.e., 1-1-1, 2-2-2, 3-3-3). Football, basketball, and volleyball are activities which require general strategies to be formed to cope with the unlimited variations of situations which arise within the game. These open skilled games require variety in training for cognitive generalization to occur, so that the participants can adapt to various unique competitive task demands. It is still important for athletes to experience a significant number of successful practices, whether for variable or specific skills, to achieve an eventual state of over learning (Chr istina, 1996). In a study by Porter and Saemi (2010), they showed that practicing with systematic increases in contextual interference for multiple days would perform better than equally skilled participants who practiced with traditional blocked and random scheduling. The participants practiced three different basketball related passes using either a blocked, random, or increasing contextual interference practice schedule. All participants practiced trials every day for five consecutive days. Participants completed an immediate retention test, and a 48 hr delayed retention test. The results of the immediate and delayed retention test showed that practicing with gradual increases in contextual interference resulted in superior performance compared to traditional blocked and random scheduling. These results were important because the 48 hr delay more accurately reflected a real world athletic environment. It is common for athletes to practice for multiple days in training, and then receive a one to two day break before a game. Therefore it is important to measure the learning of sport skills after one or two days without practice. The findings presented in this experiment suggest that coaches working with moderately skilled athletes can create effective learning environments by progressing from a blocked to a more random schedule during practice. The results further suggest that the benefits of an increasing contextual interference practice schedule can be observed when practice sessions are spaced over multiple days. One reason why a practice schedule that offers gradual increases in contextual interference may be beneficial is because it challenges learners at the appropriate level by creating an environment that becomes progressively more difficult as the athletes skill level improves (Porter and Saemi, 2010). The evidence for contextual interference is strong, when the skills practiced are dissimilar. However, when contextual interference is used, the performer actually spends less time working on any specific skill than if they were to use blocked practice (McMorris and Hale, 2006). The coach must determine how long to spend on any individual skill, this is completely reliant on the level and ability of the performer. Blocked practice may be more beneficial to an athlete wishing to fine tune a specific technique, which will require a lot more time spent practicing that skill technique, for example, a golf swing. On the other hand, for a beginner, the range of skill practices acquired during a contextual interference session may be more beneficial to them. This will allow them to practice a large variety of skills over a short space of time, possibly giving a better rate of retention long term. Both of these theories can be applied in a coaching setting to help participants learning and motivational needs. For a coach, the use of pedagogy and theory based practices are essential in developing a coaching session that is sufficient for the requirements of the participants. Each theory gives the coach a set of structure to the session, and allows the participants to get the most out of it. From personal experience of using both theories in real life practice, I can see that both have their advantages, although dependant on participants ability level and understanding of a specific sport. With regards to self determination theory, the coach can integrate forms of structure, autonomy support and involvement into a session using a variety of methods. Structure can be enhanced by using clear organisation and clearly stated procedures of participant expectation. Sessions should be challenging with maximum participation, allowing coaches to provide informative and timely feedback. F or example, positive and constructive feedback given throughout session to group and individuals encouraging work towards clear session goals, as long the feedback is given in an autonomy supportive manner. Autonomy support is given to the participants through explanation and provided rationale for the practice session, as well as encouragement of expression, choice and creativity for athletes. An example of this could be, avoiding controlling behaviours while coaching and acknowledging the participants feelings and perspectives on the session. The athletes should be allowed opportunities for independent work where they can use their initiative. Autonomy support can be enhanced by the use of student led activities, for example, student signalled starts; this encourages the participants to control how and when the session will progress. Involvement is provided by the relationship between coach and participants throughout the session, showing emotional support and a level of interest. Involvement can be improved within a session by expressing affection towards participants, learning their names and remaining within a close proximity to the athletes during the session. For example, this could be during refereeing by the coach or when giving positive feedback during the session. Self determination theory is a key aspect when trying to improve athletes motivation levels during practice. It does not however, affect the learning process and retention of skill acquisition like contextual interference theory does. When using contextual interference theory in real coaching practice, the coach must know the needs of the participants; this can be done through a needs analysis. According to the athletes sporting level, ability and environment, the session can then be constructed to include varied or random practice of skills. The level of contextual interference used is also determined by the coachs procedural and declarative knowledge on the subject. Although practicing under conditions of contextual interference does not always lead to immediate good performance, research suggests that it leads to better long term skill learning. It is also suggested that learning skills through contextual interference can work better if the skills are not too closely related biomechanically, or in a similar generalised motor program. By using a different array of skills, different motor pathways are being processed, facilitating better learning with a high level of contextual interference. It is usually traditional for coaches to begin the instruction process with blocked, constant practice of a single skill before progressing through drill practices towards random, variable practice conditions. A potential criticism of this approach is that coaches move too slowly through the development stage. According to traditional cognitive models of motor skill learning, such as Schmidts (1975) schema theory, variability in movement and context characteristics are essential to develop a more expansive and generalized motor program to cope with a variety of similar but different situations. The assumption is that when variability is introduced into the practice environment, the learner has to adapt the motor program differently from one trial to the next resulting in a more flexible and interchangeable movement schema (Schmidt and Lee, 1999). A low contextual interference practice schedule may involve practising one skill per session, or perhaps two separate skills, for example, shooting and passing in blocks of 20 30 minutes each (blocked practice). Higher levels of contextual interference would arise if a variety of skills, for example; shooting, passing and dribbling, were practised in a random manner throughout the session (random practice). In the most random practice schedule, a player never practises the same skill in consecutive tasks. The clear message is that to promote learning coaches should try to avoid repetitive, blocked practice by presenting a variety of skills within the same session. Both theories relate to the process of reflection, for coach and athlete. Reflection is a key aspect within learning development; it allows us to reflect on positive experiences to encourage constructive behaviour, as shown in the Gibbs reflective cycle (1988). Gibbs model is clear and precise allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice. It also allows us to reflect on our negative experiences so that in future experiences we can control how to give ourselves the best opportunity for a positive outcome. Reflective thinking needs to be structured so that you can describe what happened to you in a given situation, come to some conclusions about the experiences and possibly decide how to act in dealing with future similar experiences.We learn from experience is a well known statement, but according to Dewey (1933) we dont learn from experience, instead we learn from reflec ting on experience. In order to increase my understanding of both of these theories, I intend to further use and improve in aspects of the theories during my coaching practice. From some of the research that I have done to complete this essay, I can already see areas of my coaching that can be improved upon. Some of these include, my ability to give positive, informative and timely feedback to participants, this will help autonomy support with the participants. I could also improve by knowing all of my athletes on a first name bases, this will help improve my relationship with the participants and increase my involvement with them, an area I feel I could improve on greatly. By increasing my declarative and procedural knowledge of each sport I feel as if I will be able to offer more in terms of opportunities for creativity and initiative within my sessions. All of these will help greatly improve motivational levels of my athletes which then in turn I hope will improve their performances. I have taken qui te a lot from STD theory, but I have also learned just as much from the contextual interference theory in relation to my coaching. This is especially true when I consider how I will be constructing all of my future practice sessions. By taking into account the sporting level and ability of my participants, as well as what skills I am considering introducing, my session will be structured appropriately with the correct level of contextual interference. I will be using a lot more varied and random practice within my sessions, especially for beginners and younger athletes, to help increases their long term retention of new skills. As a coach and a constant problem solver, I am continuously looking for ways in which I can improve my ability to coach at a high level. These scientific theories have helped improve my declarative knowledge of coaching in general, but I will be looking for further ways I can improve my overall performance as a coach.

Evaluation of a computerised system Essay

Meeting the requirements specification In the evaluation of this project, the first things that must be considered are the first objectives that were set for the system to meet. This is the requirements specification. I will break down each objective listed in the requirements specification and discuss whether the objectives have been met.   To complete the new system by the deadline agreed This requirement was met. The date that was arranged was the 21st March 2008 and the date that was used on the calendar of dates was also this date.   The database will need to be able to store enough records. The hardware that was acquired for the new system to be stored on in the end was a 120 GB hard disk, and then was well enough to store the whole database of records on.   The system will need to alert the user when stock is low or has run out The query ‘Out of stock’ along with its report counterpart is enough of an alert to let the user know that staff has run out. However, there is no way of checking when stock is low, and the ideal alert for items that have gone out of stock would be automatic rather than the user having to run the report or query. Data must be backed up to minimise loss of data and to reduce the amount of work if data does get lost A sufficient back-up plan has been constructed which included at least two ways of backing up records at regular intervals.   To find information about an item quickly The ‘Find product’ query is a good way of finding information about an item quickly. It allows the user to search for an item using its name or in a separate query a product ID can be used. Alternatively, items can be browsed through using the Products form.   Generate a unique ID for each customer entered into the database. A unique ID for each customer that is entered into the database is generated.   Generate a record for customer details entered into the database The Customers form is used to enter customer details into the database, and its ‘Add new record’ button is a way of generating a new record for the data that has been input.   Produce an error if the customer already exists in the database This objective has not been met directly, however there are measures that can be taken to see if a customer already exists in the database. An error is not produced automatically, but a query has been created to check the database for the customer. Show the new customer table when a new customer has been added When a new customer is added the new customer table is not shown, however this is not necessary as the user isn’t able to view the tables, but the data is immediately accessible by the user via the Customers form.   Show the new customer table when a customer has been deleted The same applies for deleting a customer as applies to adding a new customer. The data is not shown as a table but is immediately accessible via the Customers form.   Generate a unique ID for each product added into the database. A unique ID for each product that is entered into the database is automatically generated.   Generate a record for product details entered into the database When details of an item are entered into a Products form and the ‘Add new record’ button is clicked, then a new record is generated for that data that has been input.   Show the new product table when a product has been added The same applies to this as applies to customers.   Show the new product table when a product has been deleted The same applies as above.   Generate a unique ID for each staff member added to the database. A unique ID is generated for each staff member that is entered into the database is automatically generated. Generate a record for each staff member added into the database When the details of a new member of staff are entered into a Staff form and the ‘Add new record’ button is clicked, then a new record is generated for that data that has been input. Show the new staff table when a new staff member is added into the database The same applies to this as applies to customers.   Show the new staff table when a staff member is deleted from the database. The same applies as above. Generate a unique ID for each sale that takes place A unique ID is generated for each sale that takes place is automatically generated. Generate a record for each sale that takes place When the details of a sale are entered into the Sales form and the ‘Add new record’ button is clicked, then a new record is generated for that data that has been input. Show the new sales table when a sale has been added into the database The same applies to this as applies to customers.   Update the stock levels for the item purchased after a sale. The same applies as above.   Produce an error message if the customer doesn’t exist When a sale is conducted, if a customer ID doesn’t exist in the Customers table but is entered into the Sales table then an error message is produced.   Produce an error message if the item isn’t in stock An error message is not directly produced if an item is in stock, but when a staff member uses a query to locate an item to reduce the stock by 1, they should notice that the stock level for that item is already 0. Correctly archive data from the sales table. Data can be archived from the sales table using two queries that have been created: an append query and a delete query. Data older than 28 days in the Sales table is appended to the Archived Sales table using the first query, then data older than 28 days in the Sales table is deleted using the second. Summary table of requirements specification Here is a table to summarise whether or not the original requirements specification has been met or not: Objective no. Target met Target partly met Target not met Reason for not meeting target Page reference 1 X 2 X 3 X Report created to tell user all items out of stock. 4 X 5 X 6 X 7 X 8 X Query created to check existance of customer 9 X Tables not accessible by end-user, but data viewable in form 10 X Tables not accessible by end-user, but data viewable in form 11 X 12 X 13 X Tables not accessible by end-user, but data viewable in form 14 X Tables not accessible by end-user, but data viewable in form 15 X 16 X 17 X Tables not accessible by end-user, but data viewable in form 18 X Tables not accessible by end-user, but data viewable in form 19 X 20 X 21 X Tables not accessible by end-user, but data viewable in form 22 X 23 X 24 X. Report created to show all items out of stock, and when updating stock levels staff should know it is out of stock. 25 X Signed: _____________________________________ User response In the Implementation section of this project I issued the staff at the shop with a copy of the new system and a questionnaire to fill in about using it. Here are the results of the questionnaire that I obtained. The main menu is easy to follow. True / False 10 0 Comments towards this statement indicated that the main menu was very easy to follow and needs no improvement. It is easy to navigate around the whole system. True / False 10 0 Comments on this question also indicated that it needed no improvement. There was indication that each area of the whole system is accessible via the main menu. The layout is consistent. True / False 10 0 There were no comments about this statement. The text throughout the system is easy to read. True / False 10 0 Comments stated that font was large enough to read, and that the contrast in colour with the background was significant. The colour scheme is appropriate. True / False 10 0 Comments say that the colour scheme is consistent, simple and attractive to the eye. The system is secure enough. True / False 2 8 Comments towards this statement indicated that when the system is run, the whole system is accessible and therefore a password should be required in order to gain access to the system. Your user-guide is easy to follow and read. True / False 10 0 Comments mainly say that the user guide is straightforward and easy to follow. It explains how to use the system sufficiently. Command buttons are all in a suitable place. True / False 10 0 Comments explain that command buttons are in a logical order and are well laid out. All of the drop-down lists work. True / False 10 0 There were no comments about this statement. All of the correct information is stored. True / False 10 0 Comments mainly say that data is entered into forms and is successfully stored in tables. Reports are sufficient and have a good layout. True / False 10 0 Comments say that the layout of the reports is consistent and the reports show sufficient information. All dates stored within the system work correctly. True / False 10 0 Comments mention that the date is automatically entered into the sales table, and all other dates within the system correctly work. The validation rules work. True / False 10 0 Comments say that validation minimises errors when typing and makes the user aware that they have made a spelling mistake. The validation rules are helpful. True / False 10 0 Comments say that spelling mistakes and typing errors are minimised due to the validation rules that are in place. Almost all of the questions received fully satisfied answers. The only exception was that the database was secure enough. This received a slightly negative response along with suggestions that the database should have a password. This was originally included in the design of the project but was left our during the system development stage. The problem was, however, rectified and the system was accepted. Good points, bad points and possible extensions From my evaluation so far and the user’s questionnaire, I am able to create a list of good points and bad points of the system: Good points   The switchboard allows easy access around the whole of the system   A professional-looking colour scheme has been created to give the system a sense of consistency. On-screen text is clear and easy to read due to a simple font and high contrast to the colour of the background   No faults were detected in the user guide and everyone seems to be able to use the new system   Error messages are clear so that they can be corrected when they occur Validation on fields improves reliability of data that is entered into the database and validation rules are found to be useful   Some areas of the database have automatic data entry, such as ID fields and some date fields, reducing the amount of work for the end-user   It is quick and easy to enter data due to the forms that have been created. Drop-down lists are available on some fields to make it easier for the end-user to enter data Bad points Backing up can be quite slow and time consuming due to data transfer on to the particular USB drive that was purchased having a slow transfer speed. Burning data on to discs, and also removing data from discs, is slow   Having to run two queries to archive data is tedious, as it would be much easier to only have to run one command in order to do it   Archiving data is easy to forget and it would be useful to have a reminder every 28 days Limitations. The system still has some limitations, despite the fact that it has been improved greatly, with improved efficiency and much less chance of errors being made. Here is a list of limitations that the system has, and also some of the system requirements that were not completely fulfilled. There is no automatic alert to tell the user that stock levels are low and that more need to be ordered in   Paper has not been completely eliminated from the system. Reports are used to create lists of data to store in an archive, or to give information to the stock control manager when ordering new stock without having to load up the system The system is not able to produce reminders every time data needs archiving   There is no error message generated when a user is entered into the database again Possible extensions There are still extensions that could possibly be made to the system, and time and funds permitting, these are still possible to implement at some stage. Here are some of the extensions that could be made:   When carrying out a sale, it would be a good idea if the stock levels could automatically be updated to reduce the stock levels by one. An alternative to this would be to allow the user to reduce the level of stock via the sales form, rather than having to locate the correct record using the products form   It would be a good idea for the database to produce a reminder every 28 days to remind the user to archive old sales. This would reduce clutter in the database and decrease the amount of time it would take to look at data in the sales table   To allow the stock control manager to create a list of stock that needs to be ordered in automatically so that he could send this to the manufacturer. This would greatly reduce his workload.

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Rice was initially suspended or three games as a result of his actions. It was not until the situation became public that the NFG decided to take further aggressive action against Rice. This situation could have been handled much differently had the NFG thought out the potential impact Rice's actions would have on the NFG its fans, and domestic violence camps. It's important to think critically in these types of situations because it shows that action is being taken not only because complaints are made, but because it is truly unacceptable and will not be tolerated.Otherwise, you will find yourself justifying the actions of the fender as well as your organization. Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts. What role does each play in critically assessing situations? Free will can be defined as the â€Å"capacity to respond in ways that oppose even the strongest influences† (Ruggeri, 2009). Free will determines what someone really wants without consequence rather then what they are forced to do.Truth is anything that can be proven, it is â€Å"the reality of the matter, as distinguished from what people wish so, believe to be so, or assert to be so† (Ruggeri, 2009). Truth is not opinion but ether facts that are waiting to be discovered. Facts may change, but the truth will always be just that, the truth. Knowledge is taught and is always evolving. Knowledge is what we are familiar with; â€Å"we can obtain authentic knowledge in any one of three ways: personal experience, observation, and report from others† (Ruggeri,2009) .Unknowing helps with understanding the topic in question and drawing educated conclusions when all the facts are not present. Opinions are subjective and â€Å"are intensely personal† (Ruggeri 2009). Opinions can be of taste or judgment but either way does not require explanation or defending. Identify three hindrances to the critical thinking process. Determine metho ds for overcoming these hindrances. Identify a time in which you experienced a hindrance in critical thinking. Describe a method you could use to overcome the hindrances.Three hindrances in the critical thinking process are the mine-is-better habit, stereotyping, and resistance to change. â€Å"The mine-is-better habit hinders our thinking. It destroys objectivity and prompts us to prefer self-flattering errors to unpleasant realities. If you wish to be a good thinker, you must learn to intro this habit and keep your ego from interfering with your search for truth† (Ruggeri 2009). Having an open-minded during the thinking process can help with the mind-is-better habit.Being open-minded removes any false notions that your way is better and allows for an accurate assessment of the current situation. â€Å"Resistance to change is the tendency to reject new ideas and new ways of seeing or doing without examining them fairly† (Ruggeri 2009). In order to overcome this hindra nce we must be willing to let go of the pass and give change a fair change before writing it off. Stereotyping is another hindrance to the critical thinking process. It is a generalization of any group or class of people. â€Å"The most common stereotypes are racial, religious, and ethnic.There is the stereotype of the black, the fundamentalist Christian, the Italian. But there are many other types as well, no less firm for being less common-?for example, stereotypes of homosexuals, the clergy, college dropouts, feminists, male chauvinists, New York City, singles' bars, motherhood-?even God† (Ruggeri 2009). The best way to over-come a stereotype is to conduct research and base your thinking from what is learned through first-hand research. I experienced a hindrance in my thinking process when trying to decide whether I should enroll back into school. As too focused on the change that going back to school would have on my daily routine. Once I stop focusing on the change and p ay more attention to the pros, I successfully moved forward with my though process. Identify a message in advertising. Describe how you perceive the message of the advertisement. Try to determine the reality of the advertisement. Distinguish between your perception and the reality of the message. Samsung recently released a commercial advertising their new Galaxy Note 4 as the next big hint.

Mob Mentality in the Adventures of Huckleberry Finn Essay

Mob Mentality in The Adventures of Huckleberry Finn The critic Kenny Williams states that the Colonel Sherburn scene inThe Adventures of Huckleberry Finn by Mark twain, â€Å"allow[s] a brief platform for Twain to express his own contempt for mobs in an era known for such activities and lawlessness.† This draws the attention to other scenes Twain uses to show his contempt for activities in society. In his novel Mark Twain uses characters and scenes to show his disdain for zealot faith, corrupt human nature, and blind adherence to law. In the beginning of the novel, Mark Twain shows his disdain for the blind faith of religion through Huck’s confusion. For example, when Huck states; â€Å"I says to myself, if a body can get anything they pray for,†¦show more content†¦The people in this church are easily able to give money to pirates, who are known for being crooks and liars, inviting them to stay in their homes as an honor. Thus, Twain shows his disdain for re ligious beliefs by satirizing their blind faith and gullibility. Throughout the novel, Twain shows his contempt for corrupt human nature. Although these instances are often satirized and exaggerated, the message is still the same. For instance, when the King and the Duke first start to lie about being the dead Peter Wilks’ brothers to obtain his money, Huck says, â€Å"It was enough to make a body ashamed of the human race,† (191). In this instance Twain is utilizing Huck to show his aversion to the way people lie and cheat, and how a couple of people can make a bad name for all of us. Another example is when Jim sells the King and Duke out to the townspeople and they are carried on a pole, tarred and feathered. Although Huck, has tried to escape the King and Dukes several occasions and has witnessed the cruelties put on others and lies they tell, he does not think that they deserve similar treatment. In fact, he says, â€Å"Human beings can be awful cruel to one ano ther,† (269). Through Huck, Twain is voicing his opposition to how people treat one another, whether they deserve it or not. Thus Twain is using his novel to voice his enmity for the cruelty in human nature. Twain also shows his aversion toShow MoreRelatedRacism : Discrimination Or Antagonism Directed Against Someone Of A Different Race1636 Words   |  7 PagesRacism: discrimination or antagonism directed against someone of a different race. Even though The Adventures of Huckleberry Finn is a novel about a young boy the story has an underlying message of the truth of racism. The Adventures of Huckleberry Finn is a novel set in the late eighteen hundreds hundreds and is considered by many the quintessential American novel. The Adventures of Huckleberry Finn is a highly controversial book with many supporters and many hecklers. 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The author skillfully depicts a variety of human failings and foibles, personified in the characters of everyday people and groups. Twain appears to be satirizing and criticizing the old South, but underneath his humorous portrait of Southern social issuesRead MoreHuck Finn - Hypocrisy of Society Essay693 Words   |  3 Pagesauthors view on any given subject. Although many people start to read The Adventures of Huckleberry Finn thinking that it is a simple novel on a boys childhood, they soon come to realize that the author, Mark Twain, expresses his opinions on multiple important, political issues. Twain touches on subjects such as slavery, money and greed, society and civilization, and freedom. From the time of its publication, Huckleberry Finn has been distinguished as a novel with prodigious political positions andRead MoreLiterary Analysis Of Mark Twain s Huckleberry Finn1082 Words   |  5 PagesBen Choi Mr. Biber April 3, 2015 English III H A Literary Analysis on the Themes of Mark Twain’s Huckleberry Finn David Hume, a Scottish philosopher of the 1700s, once said, Mankind are so much the same, in all times and places, that history informs us of nothing new or strange in this particular. Its chief use is only to discover the constant and universal principles of human nature. These â€Å"principles of human nature†, however, can be examined not only in history itself, but also in stories writtenRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1678 Words   |  7 Pages â€Å"Mark Twain’s story about a young boy and his journey down the Mississippi was the first great novel to speak in a truly American voice.† Quoted from the back of The Adventures of Huckleberry Finn, this sentence suggests the novel to be an American classic, even to go so far as to say The American Classic, as it later goes on to say that it: â€Å"influenc[ed] subsequent generations of writers.† Based on this summary paragraph, one receives a general idea of this book’s importance to American literatureRead MoreCrowd Individuality Essay1666 Words   |  7 Pagesprovoking state of mind of society (Orwell). The naive stay happy, tradition brings normality, and a lack of self-expression leaves the mind at ease, for there is no one to reject it. Crowd mentality has driven society since the Stone Age, and throughout the course of history writers have recorded such mentalities and behaviors loving and/or criticizing it. George Orwell is not the only autho r to critique society’s forced state of being; many others have an apparent disapproval and criticism for societyRead MoreEssay on Mark Twains The Adventures of Huckleberry Finn 1742 Words   |  7 PagesMark Twains The Adventures of Huckleberry Finn Mark Twains classic novel, The Adventures of Huckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the MississippiRead MoreThe Adventures Of Huckleberry Finn By Mark Twain874 Words   |  4 Pagesthe methods of their moral progressions as central themes. Such as with The Adventures of Huckleberry Finn, the moral progression of Huck himself is notably displayed. In the novel, Mark Twain posits that morals come from one’s experience primarily and mocks morals that come from the church, all despite claims that the most prominent and auspicious source is the community. Consistently throughout the novel, Huckleberry Finn experiences a multitude of moral dilemmas. Twain primarily uses these periodsRead MoreHuck Is a Non-Conformist1467 Words   |  6 PagesSelf-Reliance vs. Huckleberry Finn In Ralph Waldo Emersons essay Self-Reliance, he defends the personality traits that every creative human being possesses and a persons intellectual independence, which enables him to surpass the achievements of previous generations. Emerson explains how most of society is made up of conformists, people that simply conform to a past technique created by earlier innovators. Against being a conformist, Emerson chooses to support being a creator, or a person