Killing the Innocence in War, Justified or Murder

Abstract The debate surrounding the justification of deaths of innocent people caused by warring soldiers during war is a complicated issue to deal with. For fear of being attacked by disguised enemies, soldiers have ended up killing innocent civilians including older men, women, and children. While some people have argued that this may be acceptable, others think otherwise.Advertising We will write a custom essay sample on Killing the Innocence in War, Justified or Murder? specifically for you for only $16.05 $11/page Learn More To a large extent, this is linked to the belief that human beings are mostly reasonable. Generally, killing of civilians during war time is regarded as a serious offence that should be dealt with carefully if the innocent have to receive protection. On the other hand, however, it is possible for warring soldiers to find themselves in difficult situations requiring them to act fast to protect themselves from attackers unknown to them. This is especially true whenever a soldier is fighting on the enemy’s soil. While it is ordinarily believed that most civilians especially women and children are the innocent ones, there are instances where they have been used by soldiers to ferry dangerous weapons to be used against the opponents. This has led to situations where a soldier ignores the fact a civilian may be innocent and goes ahead to kill in self defense. This is based on the fact that it may be difficult to determine the innocence of the civilian. To be on the safe side, soldiers generally regard every person as a potential threat. Introduction The appeal to what would cause outrage in the general sentiments of humanity is a common way to think about the elements of normal moral perception of which each person is thought to be capable. Certain things are thought to be so heinous that any person would be outraged when perceiving them. The killing of civilians during war time is one of the commonly cite d examples of this kind of monstrous act (May, 2005). But consider, for a moment, the conditions of war fare when one is acting in enemy territory. In some war time situations, every person, soldier or civilian, is a potential threat. If the civilians seem to be unarmed, and the soldiers are armed, then the idea of the civilians as potential threats is only partially blunted, because the soldiers often do not know which civilians are members of the enemy forces.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments for and Against Killing the Innocent in War It is clearly an outrage against the sentiments of humanity for soldiers to kill civilian men, women, and children? Initially, it seems that the answer would be clearly yes, as was held by the American military tribunal that convicted Lieutenant Calley. The shooting of seemingly unarmed civilians, especially children, at point blank range, appea red to be morally outrageous. Virtually, all societies have had strong moral prohibitions against the taking of innocent life (McMahan, 2009). The standard morally acceptable bases for justified killings, whether in self defense or in defense of others, can not be seen to justify killing those who do not have the capacity to harm or kill a well armed, typically male, adult soldier. Ordinarily, soldiers are trained to kill. When soldiers follow their training, and kill, it is not as much of an outrage as it would be for a non soldier to engage in such killing. But when a soldier or non soldier kills an innocent person, especially a child, this is considered to be enough of an outrage to our civilized instincts to think that it should be heavily sanctioned so as to prevent future acts of this sort at almost any cost (Buhk, 2012). In My Lai massacre, it is uncontested that Lieutenant Calley and his men killed more than 100 unarmed civilian men, women, and children. However, as one read s through the various court opinions in the case, there is quite a lot of disagreement of how best to characterize these killings. As pointed out earlier, the military tribunal found Calley guilty of war crimes, and the Court of Military Review upheld the conviction. But the first civilian court to consider the case took a very different position. Here is how the U.S. District Court characterized some of the facts: The petitioner was 25 years of age and had been an enlisted man for approximately 14 years. The petitioner’s first assignment in Vietnam was at Doc Pho. This was the first indoctrination about the character of the potential enemy. He was told that women were as dangerous as men, and that children were even more dangerous because they were unsuspected. He was also informed that women were frequently better shots than the men and that the children were used to plant mines and booby traps. During Calley’s earlier limited missions, the unit was continually subje ct to fire from unknown and unseen individuals.Advertising We will write a custom essay sample on Killing the Innocence in War, Justified or Murder? specifically for you for only $16.05 $11/page Learn More A number of men in the company had been killed or wounded and prior to the operation at My Lai, they had never seen the persons responsible for the death or injuries of their buddies. Consequently, the formed the opinion that civilians were in part responsible. When Calley was supposedly to go to My Lai and kill everyone there, his background assumption seems to have been that all the people in the village, including men, women, and children, were enemies and potential threats. The U.S. District Court, therefore, granted Calley’s petition for habeas corpus relief in part because of how it understood the facts. On the other hand, the U.S. Court of Appeals for the Fifth Circuit reversed the U.S. District, also at least in part because of its very different construal of the factual record. In reversing the U.S. District Court, the Circuit Court of Appeals seemed to see the My Lai incident as nothing other than a slaughter of unarmed, unresisting old men, women, and children. What complicated the picture in My Lai was that the distinction between civilian and combatant had become blurred, with even fairly small children being used to transport weapons. So while there may be strong sentiments against the killing of civilians, especially children, there was a possible defense in the case of My Lai that might have been an exception to the moral judgment about what was normally acceptable or appropriate behavior. For there was reason, according to the US District Court, to believe that some civilians, and even some children, could be trying to inflict injury or death on the American soldiers in this Vietnamese hamlet.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More At Calley’s military trial, and also in the US Circuit Court of Appeals, such reasons were indeed considered and rejected, after much discussion and debate. However, the US District Court seemed to believe that some of the civilians who were killed might have been thought to be threats to the soldiers in Lieutenant Calley’s unit. In retrospect, it seems that the District Court opinion was seriously flawed. For even if Calley had feared that the civilians in the My Lai hamlet might be enemy soldiers in disguise, they gave no indication that they were armed or that they were posing an immediate threat to Calley and his men. According to McMahan (2009), the moralized notion of a combatant as anyone who poses a threat in war is different from the legal notion. In law, combatant status is accorded to persons who satisfy certain criteria, such as disguising themselves visibly at a distance by some conventional sign, carrying their arms openly, subordinating themselves to a h ierarchy of authority and command, and obeying the laws of war. Failure to satisfy such criteria can result in the forfeiture of combatant status under the law. While combatants in this legal sense are all presumed to pose a threat, not all of those who pose a threat in war are combatants in this sense. While all those who pose a threat in war are combatants in the moral sense, a major problem in war theory is that there are many people who pose a threat in war who would not be considered combatants by anyone (McMahan, 2009). In partial defense of the District Court, I would point out that we do not always require soldiers to prove that enemy soldiers pose an immediate threat before it is considered justifiable to kill them. It may be too late by the time it discovered that suspected enemy soldiers are concealing not only their identities but also their weapons. The point here is not to argue that Calley should have been relieved of responsibility, but only to indicate that even in this seemingly clear case, two courts came to different conclusions about how to regard the My Lai massacre based on how they reconstructed the threat faced by Calley and his men in Vietnam. This discussion does not call into question the normal sentiment that innocent life should be preserved. Rather, what is uncertain is the very judgment that a certain adult or even a child is to be seen as an innocent person. And yet it is this judgment, really a matter of moral perception, which is crucial to the determination of whether it was indeed an outrage for Lieutenant Calley’s unit to kill civilians in the hamlet of My Lai in Vietnam. Defenses against Killing In the US tort law, one way to make sense of whether one is liable for a given harm that he or she did not intend to cause is to ask whether one violated a duty of care owed to the person armed (May, 2005). To ascertain if one had such a duty, one looks, among other things, at what the burden would have been to the agent if he or she had conformed to the duty. If the crucial issue before us concerns the possible culpable ignorance or moral negligence of soldiers, then the tort analysis of duty and negligence becomes relevant. What makes many battlefield situations so tragic is that the cost of acting with due care toward civilians is often that the soldiers risk death to themselves. In non battlefield situations, one is hardly ever faced with imminent death if he or she exercises due care towards others in his or her life. It is for this reason that the superior orders defense shows up most commonly in the battlefield situations, and not very often off the battlefield. It may be helpful to think of conspiracy as a model of most types of shared or collective responsibility. If Susan, Smith, and Alex recruit Peter to drive a gateway car in a bank robbery scheme cooked up by Susan, then it makes sense to think of all four as collectively responsible for the resulting bank robbery. This is especially appa rent if Peter is paid well for his contribution and understands perfectly, how her contribution to this joint venture will aid in its successful completion. The driver, Peter, is a cog in a machine like enterprise that will make the robbery possible in ways that would not be true if any of the four people involved were acting on their own or in only a loosely connected manner. For this reason, they are collectively responsible for the results of their joint undertaking. Their individual responsibility will depend on the role that each plays in the joint venture. Suppose that while Peter is driving away from the scene of the crime pedestrian steps off a curb in the path of the gang’s fleeing car. Peter, generally a compassionate person begins to apply the brake, but Susan, the insensitive ring leader puts a gun to Peter’s head and urges him to drive on to avoid being court. Should Peter be held responsible for the injuries of the pedestrian as well as for the robbery? O n the assumption that one held a gun to Peter’s head to get him to join the conspiracy in the first place, Peter seems to be in a different moral position with respect to the pedestrian’s injuries than with respect to the robbery itself. Certainly, Peter appeared to have a choice of whether to join the robbery conspiracy, but not much of a choice about whether to run down the pedestrian. Was it a moral choice of Peter to ignore the order given by Susan? There are many parallel cases in international law, such as when a soldier or subordinate feels that his or her life is threatened if he or she does not follow orders. The same consideration should be operative, making us reluctant to say that in such situations, there is a moral choice available to the soldier (Kurtz Turpin, 1999). In cases of collective guilt, subtleties of context are still relevant in determining how to apportion blame to the members of the group, especially concerning legal blame and guilt (Buhk, 2012). It is, however, important to place the reasonable person standard into the specific context that the actual person was faced with. In order to do this, it is often necessary to bring in some of the beliefs of the actual person in considering what a reasonable person would have done. On the other hand, battlefield situations are so abnormal that it will often be hard to merely drop a reasonable person into a situation without taking into account how the actual person in question reacted to the situation. On several occasions, war crime tribunals have had to decide what price is too high to pay in order to expect people to reasonably exercise due care not to injure one another. In the case of Lieutenant Calley, it may be true that he and his soldiers feared for their own lives if they did not do what they thought they had been legitimately ordered to do. In Calley’s case, he never claimed that someone literally had a gun to his head, forcing him to shoot the civilians. I n the same way, his concern that the seemingly innocent civilians might be enemies in disguise was not sufficient to establish the proposition that he had no other moral choice but to follow orders, for it is important to consider what sort of threat those civilians posed. If the killings of the civilians had been clearly and unambiguously wrong, then Calley would have needed a very strong showing that he had no moral choice but to do what was clearly and unambiguously wrong. An important question that to be asked is whether a reasonable person in Calley’s situation would believe that these civilians posed a threat to his safety, and that of his troops. If so, then perhaps even moral choice was restricted in this situation. Conclusion Much philosophical discussion about political violence is taken up with argument about whether and to what extent acts of violence can be justified as a means to good ends. According to Kurtz and Turpin (1999), there are limit on what may justif iably be done in pursuit of good or worthy ends. Even though many actions can be justified by their beneficial consequences, some actions are simply wrong in themselves. Some people typically take the view that, other than in circumstances of war, the only acceptable justification for violence is that of self defense or defense of others from wrongful attack. Persons have moral rights not to be wrongfully injured or killed, and consequently, they have rights to defend themselves against wrongful physical attacks. It is also sometimes argued that to violently attack someone who is not engaged in or threatening violence is a kin to punishing an innocent person. Conversely, one who engages in wrongful violence against another may be said to have relinquished his or her normal rights to be attacked. We can only be justified in using as much violence against an attacker, however, as is required to defend ourselves. From the arguments presented in this paper, it is apparent that one of th e tests of whether an act of the defendant violates the requirement by law is if the act shocks the conscience of humanity. In most cases, there is an overlap of the law and morality indicating the relevance of moral matters to questions of whether a crime was committed wrongfully or not. It is, therefore, important for the court to exercise considerable restraint in prosecuting, convicting, and sentencing soldiers for deaths occurring during war. References Buhk, T. T. (2012). True Crime in the Civil War: Cases of Murder, Treason, Counterfeiting, Massacre, Plunder, Abuse. Mechanicsburg, PA: Stackpole Books. Kurtz, L.R. Turpin, J. E. (1999). Encyclopedia of Violence, Peace, and Conflict. Massachusetts: Academic Press. May, L. (2005). Crimes against Humanity: A Normative Account. New York: Cambridge University Press. McMahan, J. (2009). Killing in War. New York: Cambridge University Press. This essay on Killing the Innocence in War, Justified or Murder? was written and submitted by user Jasiah David to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Analyze a Sample Essay?

How to Analyze a Sample Essay?Now that you have chosen your sample essay on racial bias in the criminal justice system, the next step is to read it and analyze the text. In this article, you will find out some points about how to understand the sample essay. It is also important to identify the type of sample essay to which you have chosen. By identifying the sample essay type, you will be able to make the most of it and will thus be able to come up with your own version of it.A sample essay is a document containing information about a selected topic such as a lesson plan or a personal reflection. For this essay, you need to choose an essay topic that may interest you. You must also write your own essay content, which includes the main points of the essay. If you do not have your own topic for writing your essay, then you can choose any topic that you feel is interesting to you.It is important to analyze the samples in order to understand how to analyze a sample essay. When reading t he essay, you will find that some of the topics that are included in the sample essay will be mentioned. You must identify the main point of the sample essay. Your main point should be linked to the topic you have chosen.In analyzing the sample essay, it is also important to remember that the content of the sample should be inclusive of what you want to say in your own essay. You can include your personal experience and thoughts as well. For instance, you can include your comments about the problems that you have encountered in some cases. Alternatively, you can also include the problem that you have encountered in some other cases. By writing what you want to say, you will be able to give them more importance.In order to help you analyze the sample essay, you can find the following points: Is the sample essay complete? Are the sentences in the sample properly balanced? Do you get the desired impact from the sample? Is the contents of the sample not too long?Most of the sample that are available are not complete. Therefore, you will need to make a judgment about the style and language used in the sample. In addition, you can also look at the parts of the sample that you think are not relevant to your topic. In doing so, you will be able to make a better analysis of the sample. In some instances, the sample will be a well-written essay that you may find to be quite interesting.In analyzing the sample, it is also important to analyze the format of the sample. Some samples are categorized as book reviews, questionnaires, or research papers. To analyze the format, you must compare the length of the sample with the length of your own essay. The sample that is not complete or that is not balanced may be challenging to analyze. However, once you get a clearer picture of how to analyze a sample, you will be able to create a good one that you can use in your own essay.

Miohippus - Facts and Figures

Miohippus - Facts and Figures Name: Miohippus (Greek for Miocene horse); pronounced MY-oh-HIP-us Habitat: Plains of North America Historical Epoch: Late Eocene-Early Oligocene (35-25 million years ago) Size and Weight: About four feet long and 50-75 pounds Diet: Plants Distinguishing Characteristics: Small size; relatively long skull; three-toed feet    About Miohippus Miohippus was one of the most successful prehistoric horses of the Tertiary period; this three-toed genus (which was closely related to the similarly named Mesohippus) was represented by about a dozen different species, all of them indigenous to North America from about 35 to 25 million years ago. Miohippus was a bit larger than Mesohippus (about 100 pounds for a full-grown adult, compared to 50 or 75 pounds); however, despite its name, it lived not in the Miocene but the earlier Eocene and Oligocene epochs, a mistake for which you can thank the famous American paleontologist Othniel C. Marsh. Like its similarly named relatives, Miohippus lay on the direct evolutionary line that led to the modern horse, genus Equus. Somewhat confusingly, although Miohippus is known by over a dozen named species, ranging from M. acutidens to M. quartus, the genus itself consisted of two basic types, one adapted for life on prairies and the other best suited to forests and woodlands. It was the prairie variety that led to Equus; the woodland version, with its elongated second and fourth toes, spawned small descendants that went extinct in Eurasia at the cusp of the Pliocene epoch, about five million years ago.

You can decide the topic whatever you want by those requirements I Essay - 8

You can decide the topic whatever you want by those requirements I posted - Essay Example Christo and Jeanne-Claude paintings are an excellent example of works of art that successfully exhibited this concept of time and motion. While most painting requires careful handling of the brush, Jackson Pollock approach was unique because he did not use a brush directly on canvas. It is interesting to look at how Pollock was able to bring out time and motion in his unique approach to painting. Diversion from the conventional way of painting helped Jackson Pollock tap into a new world of art. He fixed the canvas on the floor or wall, accessing it from four sides, he poured and dripped paint from a can manipulating it with sticks and knives (Serafini 63). As Pollock put it, having the canvas on the floor made it easy for him as he felt nearer and a part of the painting (Serafini 20). He was able to express his unconscious moods. It resulted in abstract expression through action painting often related to the surrealist theories (Serafini 63). Jackson Pollock ingeniously incorporated the property of time and motion in his works. Through pouring, dripping, flicking and spilling, Pollock was able to put the effects he intended on his paintings (Serafini 28). Considering his painting of 1952 named the Blue Poles, the element of motion and time is very pronounced. One sees how Pollock used his paintbrush to drop and flick paint on the canvas (Serafini 28). The movement of the brush and the flicking action is quite evident in the way the paint is splattered on the canvas. The concept of time and motion is capture in this movement seen on Pollock’s work. The Blue Poles is, therefore, a two-dimensional painting that has the aspect of motion and time presented. In visual arts, texture is a valuable element required for a successful work of art. Texture is the surface quality that is apparent on a piece of art work (Serafini 42). Identifiable through visual and physical qualities,

Comprehensive classroom management plan Essay Example | Topics and Well Written Essays - 1250 words

Comprehensive classroom management plan - Essay Example Philosophical Statement I believe that an effective classroom management puts into consideration the unique individual capability in need of a safe, supportive, and a motivating environment in which to improve socially, emotionally, and intellectually towards building a successful career. It is my wish as a professional educator to assist my students to reach their full potentials by providing the conducive and supportive environment, which encourage the sharing of various classroom and coursework ideas. I expect the students in my classroom to have diversified levels of learning desires in their preferred areas. I feel that a learning community is in a way that the students, teachers and parents, uncover an environment that encourages a positive student-teacher relationship and effective parent-teacher relations. It is my responsibility to ensure that there is no student isolated from accessing equal education in my classroom. Equally significant to students’ self-esteem and self-empowerment is have an opportunity to contribute towards relevant issues in classroom meetings. Scheduling regular classroom meetings helps identify individual student needs fostering confidence and support among students. Inviting students’ dialogue about what affects them and their contributions on the learning process contributes to learning directed towards the students’ needs and interests. I believe group work is a key to a supportive learning process in a classroom. My profession is engrossed to ensuring that individual students potential are nurtured efficiently and provide an environment that encourages talent growth for students academically, socially, and psychologically. I see my role as an educator as ensuring that course content knowledge is transferred to students. Moreover, I am committed cultivating the students’ critical thoughts capabilities by providing the relevant information and will strive towards instilling curiosity among students, which will create a challenging learning environment. Classroom Arrangement General classroom arrangement is as shown in the classroom map below, designed to ensure minimal distractions and a spacious student seating arrangement for ease of movement. On entering the classroom, the first thing the students see the bulletin placed direct situated directly to the entrance. This sets students mind on what to expect for the day such as lecture topic, assignments, and classroom meetings. On the entrance, a tray containing common commodities such as pencil sharpeners whereby students can pick one in case they left their sharpeners home. The carpet on the floor brings a sense of comfort to the students setting a comfortable learning environment (Fraser, 2012). The bags and other student belongings are packed at the back of the classroom to minimize distractions and ease movement. The desks are spacious and easily accessible to all students including those with physical disabilities (Hallah an et al, 2012). Several resources are strategically arranged in the classroom to facilitate studies and research carried by the students. The computers are placed on close to the walls to

Personal Development Essay Example for Free

Personal Development Essay I have been employed as care worker with my Company, for the last 4 years. Upon joining the Company, I received an induction, which covered guidance and training, in areas applicable for my role. I also received a job description, which informed me of what I was expected to do within my role. When I first started working here, I had no previous experience as a carer, so I found the induction very informative, to support my role, and responsibilities. It informed me of the organisational policies and procedures, which I had to sign, to say I had read and understood their contents. My induction training also made me aware of the legislation that relates to my role, and the GSCC code of practice, that all social care workers must work to. The General Social Care Council,(GSCC) is the social care workforce regulator in England and their job is to regulate the conduct and training of the care workforce. As a care employee, I am required to abide by the code of practice as defined by the GSCC. see more:explain what reflective practice is This code states that I should: * Protect the rights and promote the interests of service users and carers * Strive to establish and maintain the trust and confidence of service users and carers * Promote the independence of service users while protecting them as far as possible form danger and harm * Respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people * Uphold public trust and confidence in social care services * Be accountable for their practice and take responsibility for maintaining and improving their knowledge and skills. During my induction period with the company, I received regular supervision with my line- manager, who assessed my progress, and competence to perform my role. When my induction period ended, my supervision then took/takes place every 3 months. My supervision covers:- * All aspects of my practice * My career development needs * My reflections on training I have attended recently, progress with my NVQ or other qualifications * Information about the policy and procedures in my organisation. * Constructive feedback on my service delivery. My supervision is always held in a confidential setting, between myself and my Manager. My Manager records details of what has been discussed, targets identified, and achievement target dates to be met by me and my Manager. This is my personal development plan, and helps me to record training received, training identified, and knowledge gained. My supervision is my opportunity to discuss issues I am concerned about. Sometimes prior to my supervision, I write down notes on issues I want to raise, so that I do not forget whilst in my supervision. I also receive appraisal (performance review), meetings with my manager, these are usually once a year. This is a review of my performance, summarising what I think I have achieved, and what my manager thinks I have achieved over the last 12 months. I discuss my training record and identify what my Personal Development Plan will be for the next 12 months. I also agree some personal objectives or targets for me to achieve before my next appraisal. Other colleagues I work with may have been asked for their opinions on my work as well. As a care worker I must be accountable for the quality of my work and take responsibility for maintaining and improving my knowledge and skills. This means I identify mandatory training I may need, and refresher courses, to keep my knowledge up to date, and so meet the current care standards. I also receive training from observing more experienced colleagues, who can teach me ‘on the job’ techniques. This is ‘informal’ training, but is most beneficial, along with ‘formal’ training courses I attend. All training helps to improve my service delivery, and enables me to use recommended safe practice in my working role. I can develop my knowledge, skills, and understanding by: * Identifying the knowledge, skills and standards required for my job role. * Reflecting on my practice, and making improvements on previous practice. * Receiving constructive feedback from my manager, and colleagues. * Undertake learning activities that inform my working practice. * Put new skills that I have learned into practice. I attend regular staff meetings, where staff members can discuss service users in a confidential setting. This is good practice as it provides a platform for staff to share their experiences, and gain moral support and advice from colleagues. My employer also provides a counselling service for staff members, due to the ‘pressures’, of the role. I can ask my Manager for this service if I feel work pressures are too much, and my Manager and organisation will support me. If I have a work related problem, I can approach my supervisor, and line manager for support. I feel comfortable in doing this, as I am confident that they will address my issues, and help me to resolve them. I have the opportunity to develop in my role, as my employer arranges regular ‘in-house’, training opportunities. My employer has also encouraged me to undertake my NVQ qualification, and has allowed me ‘paid’ time for study. My employer advertises job vacancies internally, and I have been encouraged to apply for more ‘senior’ positions, for my career progression.

Essay --

Potty training is one milestone, eagerly awaited on by parents. Potty training is a process. The process of potty training takes between three and six months, depending on the child. Potty training takes time, dedication, and patience. There are many steps to training a child, some steps are more difficult and the steps may be difficult for the child to grasp. The process of potty training will be difficult and have setbacks along the way. Before starting the process you need to know if your child is ready. You need to be watching for signs of potty training readiness. The signs include increased interest in using the potty, child feels uncomfortable in diapers, child talks about the potty, child goes to the bathroom on a schedule, child follows instructions, and the child stays dry for longer periods of time. When it comes to age, there is no right age to start potty training because every child is different. Most parents think about training their kids between the ages of eighteen months and three years old. Be sure to not rush the child into potty training too soon from pressure of others. Also before starting the process, you need tools. You may need many different tools to complete this process. The tools include a potty chair, training pants, footsteps, and books or films on potty training. These tools will help the child feel excited about the process, be comfortable, and help them feel independent. Now, the fun part. The process of potty training a child. There are many steps to the process. First, introduce the potty. Introduce the potty to your child around their first birthday. To be successful at this, keep books and films on potty training in the bathroom and talk to he child about potty training on occasions... .... To do this you may use a sticker chart, give the child some candy, or buy the child something they want. Be sure not to go nuts. Doing this will make the child react to praise the same way they act to punishment. Praise and the reward the child, but don't over exaggerate and scare the child. The process of potty training takes time, patience, and dedication. To be successful at this process, stay consistent with the process. Talk to the child about the potty, encourage the child to use the potty, make the process fun, make it comfortable, and reward the child. Learning the process and knowing what you need to do, will help the child be successful at completing this process. Potty training may seem like a difficult task, but doesn't need to be. So, NEVER give up on your child or the process of potty training them. No matter what, you child will be potty trained.