Obedience and Religion

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Obedience and Religion

In September 15 in Waco, Texas cult leader, David Koresh refused to submit to a government warrant. The members of the Branch Davidian, a sect that split away from the Seventh-Day Adventist church, had been excited into an anticipation of the end of the world. Following mostly the book of Revelations in the Bible, they focused on Armageddon and believed they would be a large part of it. They believed that the Branch Davidians would be the only ones to descend to heaven when God came. The obedience of this doomsday cult to the beliefs of Koresh, despite the warning signs, led to destruction and death of many members and their children. (Robinson, B. A., 15)

Obedience is the act of carrying out orders or conforming to certain beliefs. Being obedient is a very important part of religion. There are many different faiths and denominations that belong to religion. Followers of each religion possess different beliefs. There is a certain amount of unconditional obedience that comes with believing in a higher power, but individuals should approach this obedience with caution and critical thinking. There is a limit to how and when people should be obedient. People should allow their conscience to dictate. People have the capability to develop their own opinions and make their own decisions based upon their beliefs. Groups and peer pressure have a way of causing individuals to conform, therefore, it is important to make decisions as an individual. At the same time individuals should question what obedience means to them. When questioning obedience, individuals should use good moral judgment their conscience, and religious guidance

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before submitting themselves to an unconditional obedience. The conscience should be the deciding factor in a person's decision to obey.

"What is dangerous is not belonging to a group, or groups, but not understanding the social laws that govern groups and govern us" (Lessing, 18, p. 07). We live in a world where most everyone belongs to some type of group or groups. The largest groups that people belong to are religious. As with most groups, religions have a form of guidance or an outline. The Bible is the Christian guidebook. The Qur'an is the Muslim or Islamic guide. By following a guide, we submit to our beliefs, as we perceive them. "When we're in a group, we tend to think as that group does we may even have joined the group to find "like-minded" people. But we also find our thinking changing because we belong to a group" (Lessing, 18, p. 07). Often, people stray from what they truly believe and conform to the way of the majority for fear of standing alone. It is hard to rebel against peer pressure and power of authority but it is important that people learn to keep their individuality. The fear of independence makes a person submissive to an opinion or belief that is not their own, and by submitting to the ways of others they are not true to themselves or their religion.

Most people want the freedom to follow and practice their religion or beliefs, and to feel secure in doing so. But obedience must be questioned and evaluated before carrying out an act. When evaluating moral judgment, conscience, and religious guidance should be used as tools. There are questions that should be asked. For example, are the rights of others being infringed upon? Is the act in question what is clearly expected of me? Who will be affected by my actions and how? There is a presence of danger when a person is completely submissive without question. "When in the Turkish army, guys would be praying every night for war the next day

because we would go to heaven if we died, I told them, 'You guys go, I am not ready." (Lanlonde, R. 00, Marco Island Eagle) Someone might say that by being obedient to their religion they are protected. "My obedience makes me part of the power I worship, and hence I

feel strong." (Fromm, 181, p. 6) Believing in something does not make it a fact, as individual's people must distinguish between reality and their personal beliefs. The conscience is a very important factor to making decisions in any aspect. There can be a problem however, with using the conscience as a guide. There may be people who believe that certain things are right when in fact they are wrong. Distinguishing between right and wrong can be a hard thing to do considering that there are many different beliefs that go along with each religion as well as different moral views. "The dilemma inherent in submission to authority is ancient, as old as the story of Abraham, and the question of whether one should obey when commands conflict with conscience has been argued by Plato, dramatized in Antigone, and treated to philosophic analysis in almost every historical epoch. Conservative philosophers argue that the very fabric of society is threatened by disobedience, while humanists stress the primacy of the individual conscience." (Milgram, 174, p. 17).

The Branch Davidians believed that they would be rewarded for the acts they carried out and beliefs that they followed. They submitted to the beliefs of David Koresh who used the Bible along with his own doctrine and information found in novels to brainwash his followers. The cult basically committed suicide and allowed their children to die at the same time, for what they believed was the right thing to do. In reality, there was no reward that resulted, only an atrocity.

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Perceptions of Authority

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Perceptions of Authority

In 166 Hofling conducted an experiment whereby a fake drug was planted in the medicine cabinet of a hospital. The maximum dosage of the drug was clearly marked on the bottle. A confederate, acting as a doctor, gave a telephone instruction to a nurse to administer an exceeded dose of the drug to a patient. The nurse, without further discussion did this. When later questioned the nurse admitted her reservations but also her reluctance to question the request, as this was not acceptable by doctors.

Another experiment conducted was by Zimbardo in 17 whereby a group

of volunteers were selected to take part in a psychological study of prison life. The subjects were given either roles as prisoners or prison guards. Although weeks study was intended for the experiment, it was stopped within days due to the extreme behavior changes in both groups. It seemed that the roles of each became too realistic in that the guards began abusing their power and authority towards the prisoners and the prisoners themselves became very distressed and withdrawn.

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The findings in these experiments imply that we have been conditioned by society to accept orders from figures in roles of authority, and that we act, towards these figures,in a way that is expected of us with little regard to our own opinions, even if the consequences may be damaging. We perceive someone in a 'higher' role as someone who has more knowledge and responsibility therefore do not feel it acceptable to question their requests. This feeling may be reinforced by the adverse reaction of a 'questioned' authority figure.

Although a level of respect needs to be maintained and roles are important for a well functioning society, it seems that the status held by such authorities can inflict a disregard for the views and opinions for a 'lesser' status person.

The studies also show that acting in a way that is expected of you may strengthen the higher roles authority.

With regard to my views on the studies, I think that the Zimbargo experiment shows the extent to which a persons behavior can change when given a different role in society, even if this is a behavior they did not realise was present in themselves. With this in mind I feel that this experiment may be bordering on unethical. Although in this instance the subject was given a detailed explanation of the study, they would not be able to fully appreciate the psychological stress that may result from it, whereas the experimenter may have a fair idea of what could happen. So although the subject is not being deceived, I feel it would be unfair to expect them to have a real understanding. I feel a great deal of thought and respect needs to be given to the subjects own life after the experiment, and to any consequences that may occur from it. I understand that this may be unavoidable if the experimenter himself is unaware of any extreme psychological reactions.

With regard to the Hofling experiment, I do believe this to be unethical as the subject was unaware that an experiment was taking place and therefore gave no consent. Although no

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Student Assessment and Grading

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Student Assessment and Grading

Evaluation is the process through which teachers judge the quality of work, both their own and their students. There are two types of evaluative strategies Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing and summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. These days' teachers are receiving many mixed messages about assessment. For example, teachers are encouraged to use a number of types of alternative assessments to guide instruction and monitor student thinking. Alternative assessments can take many forms, such as collaborative assignments, portfolios, and reflections. It can become very difficult for teachers to transfer all this information into a single letter grade. Today, schools are moving from a testing culture where teachers are the sole authority, students work alone, and learning is done for the test, to an assessment culture where teachers and learners collaborate about learning. Teachers are expected to challenge students to do complex tasks and to communicate effectively.

The most popular form of assessment in today's schools is the traditional method of multiple-choice and true-false test taking. This form of assessment is used for several reasons, one because it is easy for the teacher to make and easy for the teacher to grade and two because standardized tests are mandated for many states as a requirement for learners passing from one grade to the next. Unfortunately, "standardized tests do not match the emerging content standards, and over-reliance on this type of assessment often leads to instruction that stresses basic knowledge and skills (Corbett & Wilson, 11; Shepard & Smith, 188; Smith & Cohen, 11)." Although basic skills are important goals of education, learning through rote memorization or in preparation for standardized tests, does not prepare the student to engage in critical thinking or on how to be analytical thinkers. In order to be effective, standardized assessments should match the instructional goals of the classroom.

In Texas, the TAAS test is an example of traditional, standardized testing that only measures a small portion of learner's abilities and knowledge. In public schools, teachers are required to spend a large portion of their class time "teaching to the test." According to officials who are proponents of standardized testing, this is called curriculum alignment, and they see nothing wrong with it. However, many learners do not test well and their poor results on these tests can mean the difference in their success or failure in school. After interviewing many learners about the TAAS test, the majority opinion was that learners found the test irrelevant and ineffective. Instead of working collaboratively or on projects that had interest for them, most of their time was spent on memorization and recall needed to pass the TAAS. According to the learners we interviewed, most stated that school held little interest for them and that the material being learned was irrelevant to their lives.

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"As society shifts from an industrial age, in which a person could get by with basic reading and arithmetic skills, to an information age, which requires the ability to access, interpret, analyze, and use information for making decisions, the skills and competencies needed to succeed in today's workplace are changing as well (Bond, 1; National Center on Education and the Economy, 18; and U.S. Department of Labor, 11)." Many people believe that what gets assessed is what gets taught; therefore many teachers and educators are changing their ideas of assessment to encompass more important skills and active knowledge. As increasing researched has proved, learners have multiple intelligences and many different learning styles. In order to accurately assess what has been learned, it only makes sense to employ a variety of assessments as well. Alternative assessments are becoming increasingly popular in the classroom. Alternative assessments are those that measure a student's performance through real-life tasks. The most common forms of alternative assessments are performance assessments and portfolios.

Using a variety of methods to assess students understanding gives them ample opportunity to demonstrate their knowledge. Performance assessment requires students to actively demonstrate what they know. When using a performance-based assessment, students are required to understand the material rather than memorize it. A major goal of education today is to promote critical thinking skills. Performance-based assessment allows students the opportunity to apply their knowledge in a lifelike situation, which fosters critical thinking skills. Also, students who are weak in an area can demonstrate what they know in a way that is more comfortable to them than taking a traditional test or quiz. Another alternative assessment is the portfolio, which is a collection of students work apprised against a preset rubric. Portfolios are multifaceted and begin to reflect the complex nature of reading and writing. Because they are collected over time, they can serve as a record of growth and progress. What distinguishes some newer assessments from some traditional forms is that assessment, curriculum and instruction are entwined.

Tests can be classified in two different ways norm-referenced and criterion-based. Norm-referenced tests compare a persons score against the scores of a group of people who have already taken the same exam. Most norm-referenced tests are multiple-choice tests. Criterion-based tests are used to see whether students have mastered a body of knowledge. This information can be used to determine the level of mastery of the student and how well the teacher is conveying the information. All of our schools use criterion-based tests to measure the students learning. However, in the Physical Education setting, performance assessment is used often. Students in Physical Education are graded not only by periodic exams, but also by "dressing-out" and participation. In the Spring Branch School District all learners in Health Fitness are required to have a health portfolio. This portfolio teaches the learners about many health-related issues and also allows them to track their progress during the year on their various health fitness goals. In an ideal classroom, all of us would use alternative forms of assessment to ensure encompassing the learning styles of all of our learners. Unfortunately, we are worried that teaching to the TAAS may be our reality.

As a group, we believe that in order to have effective alternative assessment, that is not time consuming and vague, a grading rubric should be developed for each task. Using rubrics is one way that teachers can evaluate or assess student performance or proficiency in any given task. Rubrics use specific criteria as a basis for evaluating the student. Rubrics are separated into levels with each level describing the degree of proficiency required to attain a score. As an assessment tool, rubrics allow for complex critiques of student's work, they also give the student a clearly defined understanding of what is required. "Rubrics make assessing student work quick and efficient, and they help teachers justify to parents and others the grades that they assign to students. At their very best, rubrics are also teaching tools that support student learning and the development of sophisticated thinking skills. When used correctly, they serve the purposes of learning as well as of evaluation and accountability." Our entire group agrees that using alternative forms of assessment is more time consuming than traditional assessment methods, but we also agree that the extra effort is well worth it.

As schools are increasingly faced with a high student drop out rate and lower standardized test scores, it becomes apparent that new means of assessment and grading are needed. Standardized testing can affect education, particularly when the test measures lower-level thinking skills, by narrowing the curriculum and limiting learning opportunities available to students. However, when standards of learning are high, and assessments are geared to higher standards, student achievement may improve. Research has indicated that students learn more when they are involved in the learning process. In order to make student's life-long learners and critical thinkers, educators need to adapt the curriculum to the student's interests and abilities. Instead of "teaching to the test", teachers should work collaboratively with their peers to develop a curriculum and assessment structure that meets the needs of all learners and learning styles. What is most crucial about assessment is understanding how good assessment principles can be integrated into the learning process. When the assessment system is applied to the learning process, it will enhance student learning and teacher effectiveness.

Bibliography

1. Bond. Critical Issue Rethinking Assessment and Its Role in Supporting Educational Reform. (1). http//www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm.

Carter, Candace; Eggen, Paul; Kauchak, Donald. Introduction to Teaching- Becoming a Professional. Columbus, Ohio Merrill Prentice Hall, 00.

. Corbett & Wilson, 11; Shepard & Smith, 188; Smith & Cohen, 11 Critical Issue Rethinking Assessment and Its Role in Supporting Educational Reform. http//www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm.

4. Using Rubrics to Promote Thinking and Learning. (000). Educational Leadership.Vol.57.

http//www.ascd.org/readingroom/edlead/000/andrade.html.

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If you want something you've never had do something you've never done

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Last year I got a poster from a teacher of mine. I had wanted it all year long and finally on report card day at the end of the year, he gave it to me.The poster said, If you want something youve never had, do something youve never done. At the time I wasnt sure what it meant but I knew it meant something true.

I figure that this phrase means, that if there is something out there that you really want, then you may have to do something out-of-the-oridnary to get it. Like something, your scared to death to do.And if you want it bad enough you will.For example,if you want to be a movie star you cant hide in the backof the stage! You have to get out there in front of people, even if you hvae stage fright, and its your worst fear.

I think that this phrase isnt just about getting what you want, I think that its about following your dreams. Doing the things that you never thought you would doin order to be the things you only dreamed youd be.

In the last year since I recieved that poster, Ive gone through many things that I could relate back to it. Things that have made me wiser, stronger, and more ambitious about my future dreams. This phrase has a stong meaning behind it, especially once you begin to focus on what life has to offer and you realize this is all too true. And you wonder how many times you will have to do things youve never done in order to have things youve never had. Many times.

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Tax cut ----- A solution for a sluggish economy

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The Bush Administrations Tax cut plan is a hot debated issue in todays America. In my essay, I will first briefly list the content of this plan and then I will discuss its positive and negetive effects to the both in short-term and long-term economy situation.

The Bush Administrations Tax cut plan can be divided mainly in two sections according to its attempeted effects One is aimed at enhancing the average family or persons earning, thus increasing the consumer demand in the whole economy. The following tax cut proceeds are taken to acheieve this goal Replacing the current tax rates of 15, 8, 1, 6, and .6 percent with a simplified rate structure of 10, 15, 5, and percent; Doubling the child tax credit to $1,000 per child and applying the credit to the Alternative Minimum Tax (AMT);Reducing the marriage penalty by reinstating the 10 percent deduction for two-earner couples. Another part of the tax cut is aimed at increasing the investment in the recessing economy by following proceeds Eliminating the death tax;Expanding the charitable deduction to non-itemizers;and Making the Research and Experimentation (R&D) tax credit permanent.

Occording to the Principles of the Macroecomics, a societys standard of living is determined by the the productivity of the labors. Among all the several factors affect the productivity, we can change the amount of capital we have by saving more and investing more. The composition of a nations saving comes from two parts Public saving and private saving. Pubilc saving equals to the government income from taxes minus the government expenditure. When government expend less than its income, it is called a surplus and the remaining government saving contributes to the total nations saving and investment. On the other hand, if government expend more than its income, a deficit occurs and government needs to issue bonds in the open market to financing its budget. In such cirmestance, governments borrowing has a negetive effect on the amount of nations total saving and investment. It is called a crowding out effect the government is competing with the private investors for the limited money in the loanable funds. We know that the government has already been in a budget defict under the Bushs Administration. It is estimated that the inplement of such a big tax cut costs the government more than $400 billions and it means that the government will be in a more large budget deficit. This will reduce the domestic investment and highten the interest rate. Higher interest rate discourage firms to borrow and invest more money in new factories, new products and researchs. At the same time, families borrow less to buy new houses and goods. All of these will eventually harm the well-being of the whole economy and reduce the economys growing rate. And we can go further by considering the effect of runing a budget deficit in an open economy. The raised interest rate will keep the domestic investors from investing aboard and attract the foreign investors to buy more Amercian assets, thus reduces the countrys net foreign investment. This in turn reduces the supply of dollars to be exchanged to foreign currency and causes the dollar to appreciate, further pushing the trade balance toward deficit.

But it is too simple for us to arrive at a decision from above that the Bush Administrations Tax cut will inevitablly damage the long-term economy of the States. The real economy world is far more complex than that. In order to fully understand the effects of the tax cut policy, we need to take in account of the tax cuts positive effect on the other sides of the economy. In the first place, tax cut aimed at enhancing the average family and personnel income will instantly raises the consume and the savings. The increased demand in goods and services will energize the recessing economy. And the saving increase will also result in a raise in the investment. In the second place, tax cut benifit to the enterprise will promote more investment. All these will increase the aggregate demand in the economy. In the mordern economy, it is more and more relized that the prospect of the economy plays a determinal role in the short-term performance, and thus changes the furture economy performance greatly. Considering the current economy situation in the States, the job market have been failing constantly for several years. Peoples earning remaining stable or even declining. More bankrupty are reported in these years and the stock market is going downward. Although the Fed have reduced the interest rate for several times in order to prosper the investment. There is little positive sign for the economy situtation to have been seen. I think that Bush adimistrations tax cut action can have a considerale effect in boosting the sluggish economy, although it will result a large budget deficit. Once the economy goes back on the right path, the increasing GDP will sufficently provide the income for the budget deficit and the government will also easily borrow the money needed to cover the expense in the international money market without reducing the amount of money needed for the investment since foreign investor will invest more in a more prosperous economy.

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Analysis of Robert Frost's the road not take and mending wall

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Analysis of "The Road Not Taken"

"The Road Not Taken" represents a familiar moment everybodys lives where they must make a decision. Frost however provokes his audience to step back and weigh up their decisions, as he does when he "looked down one as far as I could" which emphasizes the importance he places in not only looking at the immediate consequences but also the long term consequences his decision could have. Frost uses an extended metaphor of diverging roads representing decisions in one's life. This is a common experience which we are confronted with every day; which choice to make and where that will eventually lead us. He uses first person which enhances the authenticity of the poet's voice, adding a sense of personal experience of his appreciation of nature. He makes free use of sentences, telling a story in a more colloquial manner which engages the audiences as they relate to Frost's position where he says "And sorry I could not travel both" which represents people's struggle to make a make a decision or choice as they can not take both alternatives. Frost's aim is also to encourage people to take risks by straying outside the norm and endeavouring to achieve something different which is illustrated when he says "I took the one less travelled by." However he emphasises to his audience to believe in their choices once made because "that has made all the difference."

Mending Wall

"Mending Wall" provokes the audience to question traditions that have become, over time, the unchallenged and the norm. Frost uses and extended metaphor of a wall dividing two neighbours, which through the forces of nature is broken and torn down each year. This wall is symbolic of boundaries which people set to achieve a sense of security. This sense of security is illustrated by the line "We keep the wall between us as we go" which supports the idea of keeping boundaries for one's own comfort. The line doesnt use a tone which supports why these boundaries are maintained instead, the tone reflects the idea again that the neighbours do not even recognize why they maintain their boundaries apart from tradition. Similarly Frost says "Good fences make good neighbours," again illustrating that men are trapped within a tradition they have never thought of questioning. He provokes the audience to question the necessity to have boundaries in the line "He is all pine and I am apple orchard," where despite differences be that of race, religion, language or age there is no need to block out people who are different. Yet this practice of separating has become so much a part of our culture and society that we conform to it without question. Frost uses an irregular rhythm which imitates the convosation in a slightly more colloquial tone which encourage the reader for their own personal response as well as using a lyrical format to express his regret.

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To tell the truth?

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Classical Essay

Imagine that your best friend in the whole wide world has cancer and they've been very sick for a couple of months already. As any other true friend would do, you'd be at the hospital day and night to give moral support and to care for your companion. But everyday you'd see that their condition keeps on getting worse and worse. One day, though, your friends' doctor informs you that he believes that your friend has only a few more months to live. Devastated by the news you walk into your friends' room to cherish the time you have left with them. At that moment you walk in, ironically your friend asks you if they are going to make it through their horrible sickness. Given that information that you just received a while ago from the doctor, how could you tell your best friend that she is on her deathbed? Do you tell them the truth or do you lie to them? Thinking it through you knew that you couldn't tell them the truth. So you decided to tell them a little white lie to give your best friend some hope and encouragement. You also try to assure her that the both of you will fight this disease together and you believe they will beat it. Therefore, the question is, can telling the truth really be the right thing to do at crucial times?

Is it actually always necessary to tell the truth at all times? Is it always the right thing to do? Our society has been brought up to tell the no matter in what situation because the truth is supposed to set you free. Or is it really? If you tell the truth you are considered to be a good and honest person. But on the other hand, people who lie are considered to be bad people who are untrustworthy and nobody likes a liar. So, the question is, if you're caught in a hard situation and the only way to make that situation all right is to lie, do you go against what society tells you or do you tell the truth and maybe make matters harder? Using the example mentioned in the introductory paragraph, I believe that it's ok to tell a little white lie, even though you've been taught to do the opposite. If it's a crucial situation, and your friend is dying how could how could a good and caring person tell their best friend that they will die in a couple of months? By telling a white lie doesn't mean you're a bad person. Ironically, even though you're in fact lying to "your friend" you are actually being a good person for wanting to give them hope and something to live for. If you had told your friend the truth you might have made matters even worse by getting them to lose all hope and maybe even making them give up on their life because "they will die anyways." At times like this or similar to this situation, you'd have to go against society and listen to your heart.

In our day-to-day lives we are faced with many critical problems and situations that we must deal with. But when do you really know when the right time is to tell a lie or the truth? It is in fact quite obvious that telling a white lie is certainly right when faced with sparing someone's feelings, as in the case with my sick friend. But what about another type of situation, for instance, when one has the option to lie in order to benefit themselves? Should they tell the truth even though by doing so they will not receive those benefits? An example of this is in the play King Lear, by William Shakespeare. When King Lear asks his three daughters which one of them loves him the most? His two evil daughters lie to him and tell him exactly what he wants to hear. They do this so they can benefit from their lies to him and receive his kingdom and his riches. On the other hand though, Lear's favorite daughter, Cordelia, tells the truth by saying "nothing" and because of that she did not benefit from her truthfulness. Her father wasn't satisfied with her response to his question so he disowned her from the family. Given that, should you tell the truth and maybe get disowned from "your family" or from your "best friend," in the case of my friend with cancer? Or should you lie just to benefit yourself and save yourself from any problems that would arise if you did tell the truth? It all comes down to one thing again, using your heart and your head. You must use your heart and your head to help you make the right decision in these crucial situations, even if it means to go against society or "your family."

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All in all, I firmly believe that honesty is the best policy, unless it's in order to spare one's feelings, never to benefit yourself. As we saw with Cordelia in the end of the play King Lear, we saw that she had gotten back her father's love for her all because she had told the truth. Unlike her sisters, they had lived a miserable life after they actually got Lear's kingdom and riches, all because they had lied in the first place just to benefit themselves. Whatever goes around comes around because the evil sisters ended up dying in pain unlike Cordelia who died in happiness for she was loved by her father again. This also applies to the situation with my best friend. By sparing By sparing their feelings and giving them hope to live, it made me feel good to know that it made them feel good that they had hope for a better life in the future. But do all people feel that way? Would all people do the right thing in these kinds of situations? This is a question that you must ask yourself, would you do the right thing? Do you think that it's the right thing to do, to tell the truth in such crucial situations? This is something that you must have to take into consideration and live your

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