Adulthood essays

Adulthood essays The passage from teenager to adulthood is one of the most complicated and confusing processes an adolescent can experience. It is especially confusing since the teenager is not totally sure what it means to be an adult, and how he/she is supposed to achieve this level of maturity. If one doesnt know what it means to be an adult, its much harder to attain this maturity since it is unknown to him/her how to reach this point. However, there are many speculations and opinions about what it means to be an adult and what one must accomplish in order to reach this point. So how is a measly little teenager supposed to know when adulthood is reached? There are certain things a teenager must understand before the age of adulthood is reached. This understanding is what brings a child into adulthood, not age or size. Many associate adulthood and maturity with the age or even the size of a person. This however is inaccurate. Age only matters to a point. Once the child is out of the age of innocence, and knows the difference between right and wrong, he/she gets a chance to be responsible, and make a decision that is either right or wrong. Ill use fourteen-year-olds as an example. The majority of fourteen- year-olds will not make the right decision all of the time. From this we know that if the teenager does not make the right decision in a time that an adult would, than this teenager is not yet mature enough to be considered an adult. But if even one fourteen-year-old is mature enough to be an adult, that than it is evident age does not matter. It is simply what the kid has been taught. Most fourteen-year- olds have not been taught how to act like an adult or what to do in adult situations, the same way that we associate maturity to be evident in larger people because adults tend to be larger than kids. Therefor we automatically th ...

Have to and Must - ESL Grammar Lesson Plans

Have to and Must - ESL Grammar Lesson Plans Many students often confuse the usage of the modals must and have to. While meaning is generally maintained in incorrect usage in the positive forms, a mix-up in the negative forms can cause confusion. This lesson uses daily routines and an interviewing game to help students master these important modal forms. Aim: Learn the modal forms have to and must Activity: Grammar introduction/review, talking about daily routines and interview game Level: Lower levels Outline: Ask students to talk about their daily routines. Have them make a list of five things that they have to do every day.Introduce the grammar by having the students take a look at the grammar sheet below.Discuss the differences between have to and must in the positive form. Make sure to point out that have to is used for daily routines while must is used for strong personal obligation.Discuss the differences between dont have to and mustnt. Make sure to stress the idea that dont have to expresses the idea that the person isnt required to do something but may do so if he/she would like while mustnt expresses the idea of prohibition.In order to encourage students to favor the use of have to, spend the rest of the lesson focusing on daily responsibilities in the following exercises.Ask students to take out the list they created earlier and re-write the list using have to.Ask students to choose a job from the list provided (you might want to first check that students are familiar with the j obs listed) and think about what a person working in that profession has to do. Once you have given students a chance to think a while, play a variation on the 20 questions game. You can begin by choosing a profession and having students ask you 10 or 15 questions about what you have to do in this job. Questions can only be answered by yes, no or sometimes.The student who guesses the name of your profession should be the next to be asked the 15 questions. Another variation on this game is for students to play the game in pairs. Have to - Must Study the Use of Have to and Must in the Chart Below Must/Have To - Mustnt/Not Have To Listed below are examples and uses of must/have to/mustnt/not have to Example Chart Examples Usage We have to get up early.She had to work hard yesterday.They will have to arrive early.Does he have to go? Use have to in the past, present, and future to express responsibility or necessity. NOTE: have to is conjugated as a regular verb and therefore requires an auxiliary verb in the question form or negative. I must finish this work before I leave.Must you work so hard? Use must to express something that you or a person feels is necessary. This form is used only in the present and future. You dont have to arrive before 8.They didnt have to work so hard. The negative form of have to expresses the idea that something is not required. It is, however, possible if so desired. She mustnt use such horrible language.Tom. You mustnt play with fire. The negative form of must expresses the idea that something is prohibited - this form is very different in meaning than the negative of have to! Did the have to leave so early?He had to stay overnight in Dallas. IMPORTANT: The past form of have to and must is had to. Must does not exist in the past. Choose a profession from the list below and think about what a person doing that job has to do every day. Professions and Jobs - What do they have to do? accountant actor air steward architect assistant author baker builder businessman / businesswoman / executive butcher chef civil servant clerk computer operator / programmer cook dentist doctor driver bus / taxi / train driver garbageman (refuse collector) electrician engineer farmer hairdresser journalist judge lawyer manager musician nurse photographer pilot plumber police officer politician receptionist sailor salesman / saleswoman /salesperson scientist secretary soldier teacher telephone operator Back to lessons resource page

MLK Letter from Birmingham Jail and President Obamas A More Perfect Essay

MLK Letter from Birmingham Jail and President Obamas A More Perfect Union Compare and Contrast - Essay Example Racism has been a problem for the people of America, which has had the Nation’s leaders up in arms trying to advocate for equality across the land. In the past, leaders like Martin Luther King thought fighting for equal rights would bring unity among the people. That was decades ago, and fast forward to today, the United States has its first African American president. The two are both icons of their times (Leeman, 2012). This paper will examine the similarity they share in some of the famous works that saw their fight across international boundaries. Both Martin Luther King and Obama have something in common. It is their fight to eradicate racism against a nation that is considered a super power. The United States has been one of the countries where racism has had a negative impact on the lives of the American people. Stereotyping has made prisons become full of people of minority groups, and this number is on the rise. Martin Luther King’s ‘Letter from Birmingha m Jail’ talks of the many issues that Americans face, and the long road not travelled. Obama faces the same opposition from the same people who were once accustomed to labelling minority groups as barbaric and incompetent (Brinkley, 2010). In Martin Luther King’s letter, he talks of the racism that affected African-Americans in the country. Often, MLK did point fingers at some of the groups involved in the segregation of the people considered the minority. Obama, on the other hand, did not talk to, or about any group of segregated individuals. He decided to go down the diplomatic route with his speech. They both use emotional appeal to attract their audience to their message. This similarity is common in the political arena as political heads are out to talk to a wider audience than just one group of individuals (Brinkley, 2010). The persuasive manner in which they talk to their audience is evident in both leaders. The manner in which Obama appeals to the wider audienc e, however, makes his speech less concise and specific. MLK’s letter, on the other hand, addresses a specific group. The reason this happens is the difference in time. King’s letter came at a time when the nation was battling seriously with the segregation issue, and there were cases where people of minority groups were being killed. In 1963, segregation laws were in effect and proved difficult for any minority group to be heard. Obama was addressing a much more diverse group of people. This is through the evolution of laws and abolition of segregation laws (Leeman, 2012). The other thing that may differ in the two scenarios is the cultural and political ties the two leaders had while delivering their messages. Obama might have had political ambitions. That made his speech much more focused on the diverse America population. King did not have any political ambition; rather, he hoped for the day that the country would allow an African-American leader to lead the nation. It was through such works from Martin Luther King that leaders like Obama have a chance to give speeches. The American public wanted to evolve from the time of segregation through people such as Martin Luther and Jesse Jackson. The two addressed the issue of special interests among people (Brinkley, 2010). Obama, however, labelled the groups involved as corporate leaders who wanted to enjoy the short period of greed. King addressed white supremacist groups, and their quest to eradicate the minority group, specifically African-Americans. Both

Defining theme of The Crying of Lot 49 by Thomas Pynchon Essay

Defining theme of The Crying of Lot 49 by Thomas Pynchon - Essay Example Thomas Pynchon gives the message that nature constantly moves life from order to disorder. It is worth noting, at this level, that Pynchon publishes the book following his full knowledge of history, pop culture, and paranoia whose identity cannot be easily recognized or combined. Entropy creates a patterned system that is tight and whose progression is unavoidable. The pattern also appears chaotic in nature. Pynchon’s theme of entropy focuses on America’s movement of culture to modernism. This movement seems unstoppable because culture is not static and is representative of trends in societies other than America. Analysis Pynchon centers on entropy from the start of the novel. His introduction to the learner contains this information. Pynchon shows his dissatisfaction in the introduction by explaining that his works seem to be out of various abuses on paper. The abuse to him is overwriting. Analysis of this assertion leads to the conclusion that Thomas Pynchon deliberat ely the dislike as a stylistic device. He claims in his personal critique that writers, in most cases, develop themes for characters. In his effort to introduce entropy, Pynchon avers that characters should generate themes in the novels through their personalities. He arranges his work to flow in a way that gives rise to entropy as the main idea put across. ... Oedipa does this continuously while refining them. This is a comparison to Pynchon’s assertion that characters in novels should generate themes and the other way round (Pynchon, 1965, 51). Just as Oedipa attempts to refine the stories after testing them, the author changes literary renditions in the best way. Furthermore, Oedipa creates a mystery to the reader by finding substantial leeways through coincidence but under very odd circumstances. The mystery involves either comprehending whether life is very amorphous that actions only occur through coincidence and affect people’s live greatly or if it is so void that characters such as Oedipa begin to imagine what they can do because of availability of unlimited information. Oedipa’s quest brings out the theme of entropy. The author combines ideas from other disciplines of studies such as physics and sociology to invoke the concepts of entropy. In addition to the two disciplines, he uses philosophical phenomena to underscore the main concept. The author creates a closed world that is an equivalent of physics’ closed system where particles move in a disorderly way. People and information in Pynchon’s world move in the same way towards entropy. In the continuation of his metaphor, Oedipa moves to correct the disorder from the ugly situations in the closed system. Considering the fact that she develops a closed world, it is difficult to understand whether Oedipa will succeed in her efforts or it is a process in futility. If she succeeds, then she will put truths in a world full of controversies. However, if she fails, she will have faced the normal actions of the world where it

Role of a Coach in Athlete Development

Role of a Coach in Athlete Development Jarod Pender The famous basketball coach of UCLA that set the record for most championships, John Wooden once said I think the teaching profession contributes more to the future of our society than any other single profession. Coaches play an important role in the development of young athletes that carries on with them as the becoming adults. The most important factor in an athletes development is how they are treated by the coach. As we will see coaching is an important building point in the lives of young athletes and this is a main factor in how they develop into adults. From being a parent like mentor to these athletes and showing them important skills it is important that coaches take good care of their athletes. An important point made by John Wooden is that Young people need models, not critics. John wooden was a pioneer in coaching and clearly his methods worked because he had an astounding record and many titles to his name from his success at the UCLA. He broke the record of winning 7 c hampionships in a row and won ten in twelve years. His coaching standards have been changed from modern times but he set a winning standard in coaching, and many of these ideals in the following were his ideals. From many of the points that will be brought up in this paper you will be able to distinguish the difference from acceptable coaching to poor coaching. Firstly, Coaches have an important part in the development of the physical growth of young athletes. Coaches have a strong say in how much athletes exercise and stay in shape. Many coaches have their athletes highly active in lifting weights or conditioning. Some coaches have their athletes work too hard and they put their bodies at risk for injury that they have to continue in fear of losing playing time. Many athletes do not realize that they can speak up about the pain and that they think they have no say in the matter, but they do its their body. If an athlete is too scared to speak up about an injury then the coach is putting too much pressure on the athlete and is putting them at high risk for injury. An athlete has a right to keep his own body safe and healthy, but if the coach only wants to win then they might feel pushed to keep playing through the pain. As we look throughout this paper we will see this is only one of many bad characteristics of a bad coach and this alone ca n not only risk the athletes health, but it can ruin the ability for the athlete to trust people close to them. It is common in basketball for coaches to run their athletes until they puke or just about. When coaches do this they put their athletes in danger of exhaustion, heat stroke, and possible sicknesses. Coaches need to understand where to draw a line between improvement and damage. It is the same way for lifting weights if an athlete is doing too much they can put themselves at risk. Also coaches of all sports need to realize that they need safe, but aggressive drills to keep their athletes safe and allow them to last the whole season without excessive injuries. Secondly, Coaches have an important part in the development of the mental growth of young athletes. Coaches can play many roles for athletes in life such as: father or mother figures, mentors, a boss, or friend. Based on this we can see how the coach will develop the athletes mental growth. If the athlete thinks of the coach as a father or mother figure the athlete probably is a positive, but strong influence on the athlete pushing them to succeed allowing them just enough pressure to grow, but not letting them break. If the coach is viewed as a boss the athlete probably does not expect much from the coach besides coaching and improving as an athlete, they will not look for support or encourage from this coach. If the coach is viewed as a friend, then the athlete just wants encourage from the coach and will not likely want this coach putting lots of pressure on them. As athletes get older they can handle more information, stress, and other things that come with being an athlete, but certain coaches control when they grow into this. Many athletes experience a coach when they are young that is considered a bad coach, one who puts winning above his players, this grows into the player over the years. What many players do not realize is maybe that middle school coach or even younger set them up for how they handle pressure in the future from a development in their young years. With this mental growth can come the ability to play mind games with the athletes which indeed can cause damage to the athlete in their ability to trust people long term without worries of alternative motives? Thirdly, Coaches have an important part in the development of the spiritual growth of young athletes. Many athletes in Christian demographics look to their coach for guidance as they can relate to being a Christian athlete, but this can get tricky. Depending on the coach whether or not they are Christian can affect the role they play on the athlete. Obviously if he or she does not give good spiritual advice because he or she is not a faith oriented coach it is going to cloud the judgment of the athlete. Another issue is if the coach is a Christian and he or she pushes Christian ideals, but he or she does not follow them when he or she coaches his or her athletes. Many people would agree with the statement do not talk the talk, if you can not walk the walk because if you tell your students you need to be encouraging as a person to be a Christian, but are a jerk coach then you set a horrible example. Like many things even if it is not spiritual, if you can not follow your own rules you set for your players then you should not force your athletes to follow them. In a world where hypocrisy is flourishing it makes it hard to set a standard and follow it, but if you can not absolutely follow the rules you set for your athletes maybe you need to seek help so you can fix this problem you have. At these youth and teen ages many kids are looking for a spiritual mentor and if someone ruins this for them at a young age then it might ruin how they grow up in the faith, which could force them from it all together. We all need someone to guide our way if we do not then we can fall prey to the random evils around us everywhere. Most kids if they do not have good role models in cities where crime can be a problem they can get involved with the wrong kids or crowd and lead a poor lifestyle. When these kids follow these poor lifestyle choices it can lead to drugs, abuse, gang activity, jail time, or just a poor life because they did not take things seriously and they let it go to waste. Fourthly, Coaches have an important part in the development of young athletes self-esteem. Many studies show that if a child is supported as a child that he or her will have a better chance of being confident growing up. It is the same for children who are constantly put down they will have confidence issues when they grow up. While yes some kids can be supported still growing up not confident in themselves or the complete opposite make an adult of themselves after being left alone. While these studies are evident I think there is one thing that can link many of these cases together, many people in their lives attempt to play at least one sport. While many people play on sport in their life it is often they quit after one sport because they are discouraged and thus do not feel like they want to be bad at something. Many of these people lacked one thing in their experiences: a good coach to encourage them to keep trying, motivating parents, or the drive to succeed. While you do not al l three to be a good athlete have a coach that encourages can make up for the lack of the other too. While not everyone can have supportive parents it is important that coaches can play a little bit of that parenting role by being there for the athlete and supporting them. While there may be a lack of studies proving that coaches play such a high role in the development of athletes I really believe in the next ten years it will be clear and evident how coaching effects these athletes long term. When we see these effects we will be able to identify who had good, moralistic coaches and those who had the bad coaches through their development. While yes there will be variations and deviations from the pattern like the successful business man or woman, or whatever genders will exist in ten years, who pushed through the abuse and degradation of his skills, attitude, or himself from his high school coach to use it as a motivation to succeed and be better. Fifthly, Coaches have an important part in the development of how young athletes handle pressure. If young athletes are giving large amounts of pressure this can over load how they handle things, while it may prepare them for the future you should never put too much pressure on a youth athlete. If you put too much pressure on a young athlete he or she might quit the sport, become discourage, or just easily become frustrated. Pressure management is an important role in coaching youth as they are the future of our sports and world. Growing up playing sports I can agree when a coach puts too much pressure on an athlete a couple of things may happen: one the athlete overcomes the pressure pleasing the coach, the athlete does an average job not over impressing the coach, or the kid completely crumbles under the pressure. If the athlete completely crumbles under the pressure it could leave a lasting impression on the athlete mentally and emotionally, which could stay with them way until th ey are a grown adult making big decisions. If an athlete can consistently succeed under pressure the coach will obviously put more focus and effort into coaching this athlete over others because he or she will help the team more. Most athletes fall into the middle category they complete the task, but it is not as impressive and does not leave wow factor. These athletes are going to either grow into people who can take pressure more than before, will stay as mediocre, or some will fall into the problem of crumbling under pressure. It is important while these young athletes are growing to realize that how much pressure we put on them can affect them for the rest of their lives, but if we take it for granted we can let our goals come before the development of these young athletes we are trying to grow. While pressure can come from good or bad coaching it is how these coaches handle the pressure they give and how they react to the outcome of the athletes response to pressure. Some coach es may put pressure on the athletes to try out a starting spot for multiple athletes, which develops competition which helps develop aggressiveness for fighting for the spot. On the opposite spectrum a coach could put too much pressure on an athlete and then freak out on the athlete when he or she is not good enough for the coachs expectations. Many criminals and addicts have something in common, they were missing a role model in life. Many of these people realize that your parents can not always be your role model, that it where coaches come into play. Many sources believe that the longer that athletes stay in sports the more likely they are to stay out of trouble, which is due to the fact in sports kids have to have decent grades, stay drug free and stay out of trouble in school to stay eligible for their sport. Even to the fact that people admit if they would have stayed in sports they would not have gotten hooked on drugs, joined a gang, or even just kept on a better path. In my life I have personally seen friends who have stopped playing sports and their lives really took a turn for the worst. Luckily I have not had any friends fall into drug addiction, but while I have not experienced this there can be 15 people in Adrian alone who have seen or been in this exact situation. Sixthly, the development of young athletes can be drastically changed by the effects of bad coaching. While many coaches work hard to improve the lives of the many young athletes that come through their programs, it does not matter how many good coaches there are because there will always be bad coaches. What is considered a bad coach you may ask? Well if you do more than one of the following you may be a bad coach: yell at players constantly, do not encourage them, pressure them into playing through injuries, lack patience, are hypocritical in your coaching, play favorites, play mind games, force them to keep what happens in practice a secret, coach with a negative attitude, say your team is the worst you have coached, degrade players. If you take part in one or more of these activities in practices, games, workouts, or any other setting where you are the coach then you may be a bad coach. While many coaches who are completely awful coaches may not know they are a bad coach, there a re a few who do realize what they do. If you realize you bully your athletes you need to either change or quit, because you are only helping yourself with the salary if all you do is breakdown your athletes every day in and out. These tendencies can easily be passed down if you ingrain it into the minds of your athletes. One of the main problems is that many coaches who partake in these problems have good teams or programs so while they are awful coaches, they still get wins which makes them look unlikely to get fired. It can seem impossible for some coaches who bully their athletes who coach in a good program to get fired but as soon as they have a bad season they have good chances of getting fired. With these chances sometimes being slim it can be difficult for parents to deal with these hard to work with, devil like beings, the best thing you can do is try and encourage your athlete and try and make sure to keep the coach in check as much as possible. While you may be tempted to talk to the athletic director sometimes the athletic director is very bias towards protecting who he or she has hired and will not do anything against the coach even if he or she is truly wrong which happens commonly at schools all crossed the country. Seventhly, the development of young athletes can be drastically improved by the effects of good coaching. While it might be easier said than done if you just say be the opposite of the last paragraph, it is not that simple. To be a good coach you have to have a love for three things: God, your athletes, and the programs development. Having a strong spiritual structure can help make your coaching easier because following the bibles teaching helps your be more encouraging. Also none of the things that make a bad coach are good in the bible so it is easy to stay on track. The other step of having a love for your athletes. To be a good coach you need to truly love your athletes, not the jerry Sandusky type of love, but the type of love that you view the athletes as sons or daughters. If you view the athletes in your programs like sons and daughters it makes it much easier to make the right decisions for these young athletes, which in the long run will make you a better coach then before. If you love someone like a daughter or son you will treat them with respect, tough love, and will want the best for them. Lastly you need to have a love for the program. A good coach just does not care about his current team, but he or she cares about the future of the program. Good coaches constantly have camps for the future of the program so they can develop their future teams better. If the coach only cares about the current team and not the future of their program they may lose young athletes to other programs or schools simply because they payed more attention to the young athletes. This has become a growing trend in many programs in the past years as they need the future to succeed in weaker years. Many good coaches use this technique to build solid programs for many years because if a varsity coach works with elementary kids they will be more likely to stay and possibly bring friends to the school as well. Also if a younger athlete has better skills to improve to future tea ms the more likely the coach will keep his job if he or she has multiple years off success. The problem with this is in year of skill and ability drought he or she may decide to play under classmen more than upper classmen to look for the future of his program, because he or she can make up for a bad year this year if he or she has a great season the following year. In conclusion, from all the papers and information I have read over the past couple of weeks it is clear and obviously how to define a good, moralistic person who is a coach. A coach is not defined by the wins he or she gets on the court, field, or arena; but by the athletes he or she develops while they are in his or her program. From the many parts of coaching we hit in this paper many of them seem to boil down to who the coach is morally, if he or she are morally a bad person they will not most likely be a good coach. From building these athletes in to the person they will develop in to as a man or woman, these coaches lay the building blocks for these boys and girls. If they lay the foundation poorly either it will affect the structure immediately and someone will have to fix it or it will build up until it all collapses later in life. It is very important that when they men and women are given the opportunity to lay the foundation of the lives of our boys and girls that they mak e the right, moralistic decisions that will make them grow in amazing men and women. It is important if you are going to build a house to put in a correct, secure foundation; because if you do not then the possibility of the house being damaged later on is more of a higher possibility. That is why when you go to build a house or a building you make sure you have good, competent builder to secure a foundation that will last for generations. In this metaphor the coach being the builder and the boys and girls being the foundation of a house really works well as it shows the possibilities of where the coaching will take the athletes in their futures. When we look for someone to coach our young boys and girls we should take more care to look into the person to verify they will the type of person to make our boys and girls in to the best kids they can be and if they become good athletes too then that is the bonus. We live in the era of people looking for a coach who is going to get wins, but this is a faulty ideal because if the coach mistreats the athletes or does not grow them then you can be doing more harm than good. We need to be more focused on a coach that develops hard work through encouragement, not through punishment. I do think sometimes punishment is needed, but some coaches use punishment as a fear tactic to push athletes in the wrong way. This idea of coaching definitely will cause some athletes to perform, but others definitely will not respond well to this coaching style. As we continue through this new generation of athletes I think more data will come out after seeing the effects of coaching on the last few generations of athletes, at this point we will find out just what the poor coaches caused and what the good coaches created out of these boys and girls.

Day In Your Life When You Felt Really Happy Essay

â€Å"Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.† ~Norman Cousins â€Å"What is happiness?† What a completely dense and loaded question this is. If I were to write a paper about happiness, I would then need to operationally define happiness in terms that allowed everyone to understand what I was referring to. The problem with this, however, is that we then merely repeat the best definition we come by, thinking we understand the meaning while never truly questioning our own thoughts on the matter; therefore never truly experiencing it. I believe this happens in the majority of circumstances, and know that I did this for many years. It is much simpler to just go along with life rather than ask yourself those true and deep questions that will rattle your world. I believe happiness is the complete mindful attention and bliss found in the present moment; the present moment is beautiful and fundamentally perfect. Therefore, one must choose to be happy right now in the present, because this is all that exists. Many years ago, I read a quote by the Dalai Lama, which I think is very applicable to this. He reported that when something is wrong, you can either fix it, and therefore it will work out and there is no need to worry, or there is nothing you can do, and therefore worrying about it is moot. When one truly and with every fiber of their being accepts death and the mystery of the future, there is nothing left but to appreciate the present moment. I believe this is where happiness stems from because it really puts things into perspective. I have been experimenting with this, and as a person who frequently worries, thinks too much, and feels often overwhelmed by life, I have found immense peace and tranquility from this acceptance. For me, it completely shifted my perspective on everything. I have been able to stay calm and resilient in situations that would normally bring on a panic attack or devastate me. This, of course, doesn’t mean that my life is now all roses and butterflies, but that this new perspective aids me in gauging situations and reacting to them as I think I should rationally, not instinctively. Ultimately, there is no way to know how your life will play out in ten minutes, and hour, or a week. Happiness is the value of every moment and the full attention paid to it.

Decision Making in an Addicted Brain Essay

Decision making is a mental process of selecting a course of action. We exercise this right to free will on a very regular basis. We often think this right comes easily to us, however in individuals with neurological addictions decision making can be a difficult process. With individuals who are addicted to a substance or habit decision making is abnormal (Fecteau, 2010). When an addict partakes in the substance they are addicted to there is often a rush or feeling of relief. If an addict is attempting to quit using a substance, they often attempt to obtain a similar feeling of satisfaction. Typically recovering addicts turn to risky decision making due to the fact that when one makes a risky choice the two experiences share similar behavioral sensations (Fecteau, 2010). Understanding how addicts make decisions based on their addiction is crucial in planning treatment options in order to suppress drug cravings in substance abusing patients. Through certain testing, scientists have discovered that specific, noninvasive brain stimulation can aid in the suppressing of drug cravings in addicts. The inference was made that if we can stimulate a portion of the brain that controls decision making in the average human, we can aid in the suppression of cravings. This portion of the brain is called the dorsolateral prefrontal cortex (Fecteau, 2010). It is located in the frontal cortex of the brain which controls other things such as mannerisms, social and sexual behavior, as well as decision making. With this technique of addiction suppression, there are many things to take into consideration. These things could be possible implications with the therapy, moral values as to whether testing this method on humans is humane, as well as whether or not there could be possible health risks in the future. This method of addiction suppression is an interesting one that could potentially make shaking an addiction much less difficult if the risks turn out to be minimal. References Fecteau, S., Fregni, F., Boggio, P. S., Camprodon, J. A., & Pascual-Leone, A. (2010). Neuromodulation of Decision-Making in the Addictive Brain. Substance Use & Misuse, 45(11), 1766-1786.