In Junein Puritan Boston, Massachusetts, a crowd gathers to witness the punishment of Hester Prynne, a young woman who has given birth to a baby of unknown parentage. She is required to wear a scarlet "A" on her dress when she is in front of the townspeople to shame her. The letter "A" stands for adulteress, although this is never said explicitly in the novel. Her sentence required her to stand on the scaffold for three hours, exposed to public humiliation, and to wear the scarlet "A" for the rest of her life.
Reiner 4 Neuroethics 65 Neuroscience has substantially advanced the understanding of how changes in brain biochemistry contribute to mechanisms of tolerance and physical dependence via exposure to addictive drugs.
Promoting a brain disease concept is grounded in beneficent and utilitarian thinking: However such claims may yield unintended consequences by fostering discrimination commonly associated with pathology.
Specifically, the language of neuroscience used to describe addiction may reduce attitudes such as blame and responsibility while inadvertently identifying addicted persons as neurobiological others. This paper examines the merits and limitations of adopting the language of neuroscience to describe addiction.
It argues that the reframing of addiction in the language of neuroscience provides benefits such as the creation of empowered biosocial communities, but also creates a new set of risks, as descriptive neuroscience concepts are inseparable from historical attitudes and intuitions towards addiction and addicted persons.
In particular, placing emphasis on the diseased brain may foster unintended harm by paradoxically increasing social distance towards the vulnerable group the term is intended to benefit. Burgess Hillary Burgess 29 Quinnipiac L.
Lawyers need to be able to identify when their clients have legal problems outside of their narrow area of specialty and they need to devise legal solutions that do not violate other areas of law. However, law students tend to forget a significant amount of the doctrine and policy before they graduate.
Researchers have found ways to improve learning, especially for the complex learning that takes place in law school.
Applying these techniques in law school would allow professors to cover more doctrine at more sophisticated levels while knowing that their students will retain much of their lessons throughout their career.
This article begins by mapping common law school learning tasks onto a leading taxonomy of learning objectives. This article argues that the legal curriculum engages all six levels of learning by traditionally teaching the lowest four levels of learning.
However, law schools traditionally test on the highest four levels of learning because this level of thinking is required to practice law competently.
To help professors teach all six levels of learning optimally, this article provides a neuroscience and cognitive psychology perspective on how students learn.
This section serves as a reference for any professor interested in how students learn. The article reviews research that indicates that students learn more, at deeper levels, while retaining information longer when they engage in multimodal learning, especially learning involving visual aids and visual exercises.
This article serves three purposes.
First, it provides professors with a review of the theoretical and scientific literature on learning theory as it applies to law school. This information will provide professors a reference when they reform the overall legal curriculum, modify teaching strategies, and create innovative teaching methods.
Secondly, this article provides professors with information about teaching methods that increase student learning and retention in law school, on the bar, and for a lifetime career in law.
Third, this article provides concrete guidelines for law faculty interested in incorporating visual aids effectively in their teaching. The article also provides many concrete examples of specific teaching techniques that professors could adopt in their own class immediately.
Burton Angela O.This lesson examines the significance of the scaffold in Nathaniel Hawthorne's masterpiece 'The Scarlet Letter.' More than simply a symbol of punishment, the scaffold becomes a scene of. Port Manteaux churns out silly new words when you feed it an idea or two.
Enter a word (or two) above and you'll get back a bunch of portmanteaux created by jamming together words that are conceptually related to your inputs.. For example, enter "giraffe" and you'll get back words like "gazellephant" and "gorilldebeest".
Romantic Love Is a Poor Basis for Marriage - Romantic love is a poor basis for marriage because love is simply a result of a stimulated limbic system, a stable relationship cannot rely solely upon affection, financial stability is more important than an emotion that can fade, a couple must have similar goals in life, and finally because a couple must share .
The three scaffold scenes in The Scarlet Letter are integral to the structure and unity of the narrative. They are the most dramatic scenes at the beginning, in the middle and at the end of the novel. Artistically and dramatically, these scenes are at the very core of Hawthorne’s tale of rime and punishment.
Law and Neuroscience Bibliography Browse and search the bibliography online (see search box below) Click here to learn more about the Law and Neuroscience Bibliography.. Sign up here for email notifications on new additions to this bibliography.. Graph of the Cumulative Total of Law and Neuroscience Publications: - From the scaffold representing unity to the scarlet letter frightening away townspeople, there are numerous allegories in Nathaniel Hawthorne’s The Scarlet Letter.
An allegory, by definition, is a symbolic representation, which has been seen to correspond with the plot of the story.