Gibbs Nursing Model on Reflection The WritePass Journal

Gibbs Nursing Model on Reflection Introduction Gibbs Nursing Model on Reflection ). The Gibbs (1988) model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful. This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection. The process can be broken down into six key steps: Description: this step explores the context of the event and covers fine details such as who was present at the event, where it happened and what happened. Feelings: this step encourages the reflector to explore their thoughts and feelings at the time of the event. Evaluation: this step encourages the nurse to make their own judgement about the event and to consider what went well and what went less well about the event. Analysis: this step delves even deeper into reflection on the event and encourages the nurse to break the event down into smaller episodes in order to facilitate analysis. Conclusions: this step explores the potential alternatives that may be used to deal with the situation that is being reflected upon. Action Plan: this is the final step in the reflection process. The action plan is put into place in order to deal more effectively with the situation if or when it may arise again. The Royal College of Nursing (2012) believes the Gibbs (1988) model of reflection to be particularly superior because emphasises the role of emotions and acknowledges their importance in the reflection process. Nursing can often be an emotionally charged career, especially for nurses working in areas such as psychiatric health and palliative care. Therefore, reflection on these emotions and exploration of how to manage them and improve management of them in the future is of particular importance in the nursing profession. Case Study Step One (Description) A young male patient aged 16 years came into the clinic around three days ago. He complained of low self-esteem and is feeling fed up and depressed because of pimples and spots on his face. The patient was worried that   Ã‚  girls would not be attracted to him because of the spots. The consultation took place with just myself present, no other nurses were in the room at the time of the appointment. The consultation lasted around half an hour, during which time myself and the patient discussed the history of his problems with his skin and the emotional distress that the spots were causing him. The patient disclosed that he had begun to get spots at around age 14 when he had started puberty and that it had begun to make him feel extremely self-conscious. The patient described the negative effect that the acne was having. For example, he has been bullied at school and is feeling apprehensive about starting sixth form in September because he believes that he will be the only sixth form er with spots. Based on the reasonably lengthy history of the acne, the presence of acne on the face and the negative emotional effect that the acne was having, a three month dosage of oxytetracycline was prescribed for the patient. Step Two (Feelings) During the consultation I had a number of feelings. Primarily I felt sympathy for the client because his situation reminded me of my own time as a teenager. I suffered from bad skin from the ages of 14 to about 20 and it severely affected my own self-esteem. In a review of the literature, Dunn, O’Neill and Feldman (2011) have found that patients suffering from acne are more at risk of depression and other psychological disorders. However, the review also found that acne treatment may lead to improvement of the psychological disorder that are so often co-morbid. This made me feel re-assured that prescribing oxytetracycline had been the right thing to do. My own experiences of acne also meant that I was able to relate well to the patient. I also felt some anger during the consultation. This anger was directed at the patient’s peers who had been cruel enough to taunt and tease the patient because of his acne. I also felt regret and guilt. I regretted not referring the pati ent onwards for emotional support and for not exploring the psychological impact of the acne in more detail. I also felt a sense of pride that this young man had the courage to come to the clinic by himself to seek help for his acne. I remembered how upsetting acne was as a teenager and I remembered that I would have been too embarrassed to have ever gone to a clinic or to have sought help from an adult. In turn, I also felt happiness. I felt happy that this young man had come to the clinic and I felt happy that I was able to help him. Step Three (Evaluation) On evaluation, the event was good in a number of ways. Firstly it added to my experience of dealing with young people and in dealing with the problems that are unique to this population of patients. I have not had many young patients during my nursing career and I welcome the opportunity to gain experience with this group. Furthermore, it re-affirmed my career choice as a nurse. During your career you always have doubts as to whether you have chosen the correct path. However, there are points in your career when you feel sure that you have made the right choice. However, there were also some negative elements. Firstly, the appointment was quite short and I am worried that this may have made the patient feel rushed and uncomfortable. After the consultation I did some research into the effects of acne in young people. Purvis et al. (2006) have found that young people with acne are at an increased risk of suicide and that attention must be paid to their mental health. In particular, the authors found that directly asking about suicidal thoughts should be encouraged during consultations with young people. This information only served to make me feel more anxious and I wished that I had bought this up with the patient. Step Four (Analysis) On reflection, being able to relate to the patient increased my ability to deal more effectively with the situation. I feel that the patient was able to open up more to me because he sensed my sympathy for him and his situation. Randall and Hill (2012) interviewed children aged between 11 and 14 years about what makes a ‘good’ nurse. It was found that the ability to connect to them was extremely important and so I think this is why the patient felt comfortable opening up to me. On reflection, I am also now convinced that the patient coming to see me was a very positive event. The patient could have chosen to go on suffering and could have chosen not to open up and talk about the problems his acne was causing. In a review of the literature, Gulliver, Griffiths and Christensen (2010) found that young people perceived embarrassment and stigma as barriers to accessing healthcare. Therefore, it could have been very easy for the patient to have avoided coming and seeking help. I felt a range of both positive and negative emotions during the consultation, and I think this re-affirmed for me that I enjoy nursing and enjoy helping others. It is important to genuinely care about patients and to provide them with the best care possible. This would be hard to do if you did not feel empathy for patients. The experience also helped me realise that I need to actively search out training and learning opportunities regarding working with young people with mental health issues. Step Five (Conclusion) If the same situation was to arise again I think that I would approach it in a slightly different way. In particular, I would have offered to refer the patient to further support services. During the consultation the patient mentioned that he felt that the spots on his face made him unattractive to the opposite sex. In addition to providing medication to get to the biological and physiological roots of the problem, on reflection I think it would have been beneficial to the patient to have provided information about charities that offer self-esteem and confidence building. Such charities that offer these services include Young Minds (youngminds.org.uk/) and Mind (mind.org.uk/). In retrospect, I also believe that I should have given the patient a longer consultation time in order for us to have explored the psychological impact of his acne in more detail. Coyne (2008) has found that young people are rarely involved in the decision-making process when it comes to their consultations. Th erefore, giving the patient more time to discuss his problems may have improved his sense of wellbeing as he felt more involved in his care process. Step Six (Action Plan) There are a number of elements to my action plan. Firstly, I will make sure that in the future the consultation room has leaflets and information pertaining to mental health problems in young people. This way, young people can access the information if they perhaps feel too embarrassed to talk about it. Hayter (2005) has found that young people accessing health clinics put a high value on a non-judgemental approach by health staff. Therefore, in future I would be sure to be aware of my attitude and make sure that either subconsciously or consciously; I am not making any judgements about the patient. Hayter (2005) also found that young people had serious concerns regarding confidentiality, especially during busy times at the clinic. Therefore, in the future I would be certain to reassure young people that their details and consultations are kept completely confidential. To re-assure young patients, I may ask them to sign a confidentiality form, which I will also sign in front of them. Furthermore, my action plan will include improving my knowledge and awareness of working with young people as a nursing professional. This will allow me to increase the tools and skills I have for dealing with young people with complex needs. During the consultation I felt anger toward the patient’s peers who had teased him. In the future, I will focus on being more objective when dealing with a patient who has been the victim of bullying. References Coyne, I. (2008) Children’s participation in consultations and decision-making at health service level: A review of the literature. International Journal of Nursing Studies, 45(11), pp. 1682-1689. Dunn, L.K., O’Neill, J.L. and Feldman, S.R. (2011) Acne in adolescents: Quality of life, self-esteem, mood and psychological disorders. Dermatology Online Journal, 17(1). Available at: http://escholarship.org/uc/item/4hp8n68p [Accessed 20 October 2013]. Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit. Gulliver, A., Griffiths, K.M. and Christensen, H. (2010) Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 10(1), pp. 113. Hayter, M. (2005) Reaching marginalised young people through sexual health nursing outreach clinics: Evaluating service use and the views of service users. Public Health Nursing, 22(4), pp. 339-346. Paget, T. (2001) Reflective practice and clinical outcomes: practitioner’s views on how reflective practice has influenced their clinical practice. Journal of Clinical Nursing, 10(2), pp. 204-214. Purvis, D., Robinson, E., Merry, S. and Watson, P. (2006) Acne, anxiety, depression and suicide in teenagers: A cross-sectional survey of New Zealand secondary school. Journal of Paediatrics and Child Health, 42(12), pp. 793-796. Randall, D. and Hill, A. (2012) Consulting children and young people on what makes a good nurse. Nursing Children and Young People, 24(3), pp. 14. Royal College of Nursing (2012) An exploration of the challenges of maintaining basic human rights in practice. London: Royal College of Nursing.

Most Important Quotes From The Crucible, Analyzed

Most Important Quotes From The Crucible, Analyzed SAT / ACT Prep Online Guides and Tips The Crucible is four acts and 134 pages of tight dialogue and economical action. It can be hard to pick out particular moments or quotes as being key since everything moves along so quickly. Never fear! I haveyour back with this complete guide toThe Crucible quotes. I’ll go over the most important quotes from The Crucible, explainingboth their literal meaning and why they’re important. For clarity, the quotes are grouped into four themes: irony, fear and hysteria, pride and reputation, and power and authority. Each section also includes additional quotes that fall under the same general theme for you to practiceanalyzing on your own. Irony Quotes Many of the Crucible quotes fall into the category of â€Å"dramatic irony†, which is the irony that’s created when there’s a mismatch between what a character thinks or says and what the audience knows to be true. It’s hardly surprising there is so much irony in The Crucible – after all, one of the central causes of conflict in the play is hypocrisy. With that in mind, here are some key quotes from The Crucible that demonstrate irony of some kind. â€Å"We cannot look to superstition in this. The Devil is precise; the marks of his presence are definite as stone, and I must tell you all that I shall not proceed unless you are prepared to believe me if I should find no bruise of Hell upon her.† (Hale, Act 1, p. 35) The irony, of course, is that the â€Å"marks† of the Devil are nowhere near â€Å"definite as stone† – the only evidence to support accusations of witchcraft are the subjective experiences of the "afflicted." Even in cases when the girls display symptoms (going cold and clammy or having needles stuck in them), there’s never any physical evidence directly linking the accused witches to their supposed crimes. â€Å"ABIGAIL: Don’t lie! To Hale: She comes to me while I sleep; she’s always making me dream corruptions!† (Act 1, p. 41) Abigail yelling â€Å"don’t lie† at another person is highly ironic, not only because Miller introduced her as a liar (she has â€Å"an endless capacity for dissembling†), but because Abigail had just told Proctor Betty’s illness was nothing to do with witchcraft not 20 page previously. "I cannot speak but I am doubted, every moment judged for lies, as though I come into a court when I come into this house!" (Proctor, Act 2 p. 52) "PROCTOR: Because it speaks deceit, and I am honest! But I’ll plead no more! I see now your spirit twists around the single error of my life, and I will never tear it free!" (Act 2, p. 59) This pair of quotes both demonstrate the ironic concept: as far as the audience understands it, the only person who seems to be judging Proctor is not Elizabeth, but Proctor himself. There's also a bit of foreshadowing with â€Å"as though I come into a court†, since in Act 3 Proctor will do that very thing. "No man may longer doubt the powers of the dark are gathered in monstrous attack up on this village. There is too much evidence now to deny it† (Hale, Act 2, p. 61). The village is certainly under attack, but not necessarily in the way Hale thinks it is. The real â€Å"powers of dark† affecting Salem are suspicion and fear, not anything demonic. â€Å"I am a minister of the Lord, and I dare not take a life without there be a proof so immaculate no slightest qualm of conscience may doubt it† (Hale, Act 3, p. 92). Again, the â€Å"proof so immaculate† that Hale speaks of is the word of one person against the word of another. As we’ll see in a quote by Danforth later on in this article, the proof only remains beyond reproach if you believe in witchcraft more than you believe that people are fallible. There's also foreshadowing in this quote because by the end of this act, Hale is full of qualms, and by the end of the play, Hale feels he has â€Å"blood on [his] head† (p. 121). â€Å"But God made my face; you cannot want to tear my face. Envy is a deadly sin, Mary† (Abigail, Act 3, p. 106) Abigail's words here are ironic because in The Crucible, it is Abigail who is envious of the position Elizabeth Proctor has as John Proctor’s wife. â€Å"DANFORTH, conciliatory: You misunderstand, sir; I cannot pardon these when twelve are already hanged for the same crime. It is not just.† (Act 4, p. 119). The irony in Danforth's statement is that it wasn’t "just" to hang any of the accused witches in the first place, and so continuing to hang people just because it's already been done before is a terrible idea. Salem Massachusetts - Burying Point Cemetery/Used under CC BY 2.0/Resized from original. Now that you’ve seen a few ironic quotes analyzed and explained, it’s your turn! Below you'll find several quotes that demonstrate irony (dramatic or otherwise). Try your hand at explaining why each one is ironic and analyzing the difference between what the character mean when she said the quote and the hidden meaning. "ABIGAIL: I never sold myself! I’m a good girl! I’m a proper girl!" (Act 1, p. 40) "MARY WARREN, with greater impatience with him: I told you the proof. It’s hard proof, hard as rock, the judges said." (Act 2, p. 54) â€Å"Proctor, I cannot think God be provoked so grandly by such a petty cause†¦think on your village and what may have drawn from heaven such thundering wrath upon you all † (Hale, Act 2, p. 75) "PROCTOR: 'Do that which is good, and no harm shall come to you.'" (Act 3, p. 88) â€Å"Oh, Mary, this is a black art to change your shape. No, I cannot, I cannot stop my mouth; it’s God’s work I do.† (Abigail, Act 3, p.107) Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Fear and Hysteria Quotes The second major theme in The Crucible (and one that teachers often ask about) is fear and hysteria. The fear caused by the thought of supernatural evil in Salem causes the characters in the play to turn a blind eye to logic and instead believe in claims not backed by actual â€Å"hard as rock† proof. Below are some of theCruciblequotes that relate to this theme. â€Å"There is a misty plot afoot so subtle we should be criminal to cling to old respects and ancient friendships. I have seen too many frightful proofs in court - the Devil is alive in Salem, and we dare not quail to follow wherever the accusing finger points!† (Hale, Act 2, p. 68) Hale demonstrates perfectly the mindset of the characters affected by the hysteria and fear. In his case, it’s more hysteria than fear – he doesn’t particularly fear that he may be accused as a witch, but he has been persuaded by the â€Å"frightful proofs† he’s seen and this has blinded him to any other possible reasons that the witchcraft accusations might be being made. â€Å"Why do you never wonder if Parris be innocent, or Abigail? Is the accuser always holy now? Were they born this morning as clean as God’s fingers? I’ll tell you what’s walking Salem - vengeance is walking Salem. We are what we always were in Salem, but now the little crazy children are jangling the keys of the kingdom, and common vengeance writes the law!† (Proctor, Act 2, p. 73) Proctor is the voice of common sense here, as a counterpoint to Hale’s â€Å"don’t question the process† stance. Unlike Hale, Proctor realizes that you can only trust in accusations as much as you can trust the accuser, and Proctor has cause to suspect that at least one of the accusations is being driven by a thirst for vengeance. This quote also fits a little bit under the â€Å"Power/Authority† theme – the witchcraft trials have turned the world upside down, so that those who used to be powerless (â€Å"the little crazy children†) are the ones in power (â€Å"are jangling the keys of the kingdom†). "I never had no wife that be so taken with books, and I thought to find the cause of it, d’y’see, but it were no witch I blamed her for. He is openly weeping. I have broke charity with the woman, I have broke charity with her. He covers his face, ashamed. (Giles, Act 3, p. 79) This quote shows how even Giles Corey, one of the more level-headed characters in The Crucible, got caught up in the hysteria of the witch trials and got his wife accused of being a witch. One could make the argument that Giles didn’t intentionally accuse his wife of witchcraft and that he just wanted to ask the witchcraft expert about his wife’s strange behavior, that’s all. If that was the case, though, this quote shows how even those not taken in by the hysterical claims or fear can still be affected by it. "In an ordinary crime, how does one defend the accused? One calls up witnesses to prove his innocence. But witchcraft is ipso facto, on its face and by its nature, an invisible crime, is it not? Therefore, who may possibly be witness to it? The witch and the victim. None other. Now we cannot hope the witch will accuse herself; granted? Therefore, we must rely upon her victims- and they do testify, the children certainly do testify. As for the witches, none will deny that we are most eager for all their confessions. Therefore, what is left for a lawyer to bring out? I think I have made my point. Have I not?" (Danforth, Act 3, p. 93) In this quote, Danforth shows the terrible effect of the logical extension of belief in witchcraft. Of course, the part he leaves out in his discussion is whether or not the victims are trustworthy – just because â€Å"they do testify† doesn’t mean that they’re testifying truthfully – but this is a blind spot for Danforth. It's possible that Danforth cannot fathom that women or children would lie to him (a judge!) because of societal preconceptions; but his stance is also influenced, at least to some extent, by the fear of witchcraft that pervades Puritan society. 217013/Used under CC BY 2.0/Cropped from original I think I have made my point. Have I not? Here are a couple of other quotes that demonstrate fear/hysteria. Try your hand at explaining how each of them does so. "PROCTOR: I falter nothing, but I may wonder if my story will be credited in such a court. I do wonder on it, when such a steady-minded minister as you will suspicion such a woman that never lied, and cannot, and the world knows she cannot! I may falter somewhat, Mister; I am no fool." (Act 2, p. 65) â€Å"It were only sport in the beginning, sir, but then the whole world cried spirits, spirits† (Mary Warren, Act 3, p. 100) Reputation and Pride Quotes Concern for reputation and pride is a thread that is woven throughout The Crucible, driving the action and motivations of various characters as well as the central conflict surrounding John Proctor (will he confess to adultery to save his wife? Will he confess to witchcraft to save his life?). â€Å"ABIGAIL, in a temper: My name is good in the village! I will not have it said my name is soiled! Goody Proctor is a gossiping liar!† (Act 1, p. 12) Abigail is concerned about her reputation and her â€Å"name;† this is no doubt what motivates her, at least initially, to put the blame for the dancing in the woods on Tituba. If her name is â€Å"soiled,† Abigail could face harsh consequences in the Salem theocracy where women are already low on the totem pole – if it’s discovered that she, an unmarried orphan woman, slept with a married man, she would face huge consequences (although what these consequences would be aren’t specified in the play). "Now Hell and Heaven grapple on our backs, and all our old pretense is ripped away- make your peace!†¦Peace. It is a providence, and no great change; we are only what we always were, but naked now. He walks as though toward a great horror, facing the open sky. Aye, naked! And the wind, God’s icy wind, will blow!" (Proctor, Act 2, p. 76). Here, Proctor is anticipating the loss of his reputation once it comes to light that he has had an affair with Abigail. It’ll mean the loss of his good name, but on the other hand, it’ll be a way for him to atone for his sins – maybe he’ll at last feel â€Å"God’s icy wind† and be able to put this behind him. "I came into this village like a bridegroom to his beloved, bearing gifts of high religion; the very crowns of holy law I brought, and what I touched with my bright confidence, it died; and where I turned the eye of my great faith, blood flowed up. Beware, Goody Proctor- cleave to no faith when faith brings blood. It is mistaken law that leads you to sacrifice. Life, woman, life is God’s most precious gift; no principle, however glorious, may justify the taking of it. I beg you, woman, prevail upon your husband to confess. Let him give his lie. Quail not before God’s judgment in this, for it may well be God damns a liar less than he that throws his life away for pride." (Hale, Act 4, p. 122) Hale is describing how he came in full of pride in himself and abilities, only to have that pride result in the deaths of others. He warns Elizabeth that nothing, not even one’s pride or reputation, is worth throwing one’s life away on. "PROCTOR, with a cry of his whole soul: Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name!" (Proctor, Act 4, p. 133). Proctor’s self-worth is entirely tied up in â€Å"his name† and how others perceive him. He manages to make himself confess and signs the confession, but when the court officials try to take the confession away to show to the whole town, that is the sticking point. Proctor cannot bear to have his reputation be smeared with this confession of witchcraft, because if his reputation is damaged then he no longer can think well of himself. On Balance/Used under CC BY 2.0/Cropped from original. Here are few more quotes that show the concern of Salem residents with reputation and the pride they have in their names. As an exercise to deepen your understanding of the book, try to explain how each one demonstrates concern about name, reputation, or pride. â€Å"There be no blush about my name.† (Abigail, Act 1 p. 11) â€Å"A man will not cast away his good name. You surely know that† (Proctor, Act 3, p. 102) "Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now. While I speak God’s law, I will not crack its voice with whimpering. If retaliation is your fear, know this- I should hang ten thousand that dared to rise against the law, and an ocean of salt tears could not melt the resolution of the statute." (Danforth, Act 4, p. 119-120) "He have his goodness now. God forbid I take it from him! (Elizabeth, Act 4, p. 134) Power and Authority Quotes The final major theme is that of the power of society and authority in Puritan Salem. Some of the most importantCrucible quotes relate to these ideas. â€Å"And mark this. Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it; I saw Indians smash my dear parents’ heads on the pillow next to mine, and I have seen some reddish work done at night, and I can make you wish you had never seen the sun go down!† (Abigail Williams, Act 1, p. 19) At the beginning of the play, the power that Abigail holds is relatively minimal. She is able to use threats of physical violence to cow other girls into doing her bidding, but that’s about as far as her influence extends. She would never be able to say what she says in this quote to, for instance, her uncle Parris, and get away with it. â€Å"You are God’s instrument put in our hands to discover the Devil’s agents among us. You are selected, Tituba, you are chosen to help us cleanse our village.† (Hale, Act 1, p. 44) Tituba, the lowest of the low (slave and a woman) has her status temporarily elevated because of the witch trials. Normally, she is the one told what to do and told to obey; now, however, she has the power of life and death over others. "I only hope you’ll not be so sarcastical no more. Four judges and the King’s deputy sat to dinner with us but an hour ago. I - I would have you speak civilly to me, from this out." (Mary Warren, Act 2, p. 57) By the second act, the repercussions of the trials are starting to reverberate out of the courtroom. Mary Warren feels entitled to, asks for, and (to some extent) receives respect because she is now in a greater position of power. And Mary is not the only one to benefit from the added respect accorded to the afflicted girls, as the next quote demonstrates. â€Å"ABIGAIL, in an open threat: Let you beware, Mr. Danforth. Think you to be so mighty that the power of Hell may not turn your wits? Beware of it!† (Act 3, p. 100) By this point in the play, Abigail has gotten powerful enough that she can threaten the Deputy Governor of the entire province without negative consequences. Here’s another quote that shows the flip-flop of power and authority that happens during the witch trials: â€Å"ABIGAIL, stepping up to Danforth: What look do you give me? Danforth cannot speak. I’ll not have such looks! She turns and starts for the door.† (Act 3, p. 103) See if you can answer these questions for yourself about this quote: What are the implications of this quote? How has the power dynamic in the town shifted from the beginning of the play to this point? Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Non-Thematic Quotes This final section is devoted to TheCrucible quotes that don't relate to one of the themes listed above, but still mark an important moment in the play. â€Å"There are wheels within wheels in the village, and fires within fires!† (Mrs. Putnam, Act 1, p. 26) Mrs. Putnam intends her exclamation to refer to the fact that there are witchy plots afoot, but it holds true even outside of that context – things are not what they seem in Salem, and there are complex cause-and-effect chains. A good example of just how multi-layered events inThe Crucible are can be found by breaking down why John Proctor is hanged for witchcraft. Proctor slept with Abigail, which led to her being fired by his wife, which led to her accusing his wife of witchcraft, which led to Proctor being accused of witchcraft and ultimately hanged for it. â€Å"We burn a hot fire here; it melts down all concealment.† (Danforth, Act 3, p. 83) This line is a reference to the name of the play, The Crucible. A crucible is used to melt down metals and separate out the base metals - or in the case of those questioned about witchcraft, it separates out lies and hypocrisy. There's more true to this statement than Danforth knows, however; not only do the trials melt down the fronts people have put up, but they also expose people's core selves. One example of this is when Mary Warren accuses John Proctor of being the Devil's man: when push comes to shove, she is not strong enough to tell the truth (Act 3, p. 110). With John Proctor, on the other hand, we find that his true inner self is strong enough stand up for truth. First, his upstanding reputation is melted away (when he confesses to adultery) and Procto is revealed as a hypocrite; at the end ofThe Crucible, though, a second, stronger core is exposed when Proctor chooses to be hanged as a witch rather than falsely (and publicly) confess to witchcraft. "No, old man, you have not hurt these people if they are of good conscience. But you must understand, sir, that a person is either with this court or he must be counted against it, there be no road between. This is a sharp time, now, a precise time- we live no longer in the dusky afternoon when evil mixed itself with good and befuddled the world. Now, by God’s grace, the shining sun is up, and them that fear not light will surely praise it. I hope you will be one of those." (Danforth, Act 3, p. 87) Danforth’s belief in black-and-white morality exacerbates the situation in Salem. After all, if you can’t be proven to NOT be a witch, then the only other option is that you must be one PROCTOR, laughs insanely, then: A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is my face, and yours, Danforth! For them that quail to bring men out of ignorance, as I have quailed, and as you quail now when you know in all your black hearts that this be fraud- God damns our kind especially, and we will burn, we will burn together! (Proctor, Act 3, p. 111) Proctor explicitly states the subtext of the play – the real devil ofThe Crucible is not Satan, but instead is people who don’t step up to tell the truth (like Proctor) or who refuse to see the truth (like Danforth). Lie/Used under CC BY 2.0/Cropped from original. What’s Next? Interested in getting even deeper into the themes of The Crucible? Our blog has complete analyses and discussion of all The Crucible themes as well as of McCarthyism in The Crucible . Need some context to make these quotations make sense? Try our summaries of all four acts of The Crucible, as well as our comprehensive plot summary. Want to find out more about the characters who say these things? Read our overview of the characters in The Crucible here. Curious about more recent (20th-century) occult activity in the U.S.? We profile Aleister Crowley and analyze some of his key quotes in this article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Role of Homemakers Essay Example | Topics and Well Written Essays - 500 words

Role of Homemakers - Essay Example This is a predominantly principled debate that proposes that every homemaker should earn an equal salary from the government fund that is funded through taxpayer dollars. This can only be performed through tax rebates and tax exemptions that can be doled out through institutionalized processes set up for tax returns and auditing. A good example is America’s Internal Revenue Service or the Canada Revenue Agency based in Canada.The life of a homemaker entails a boundless amount of to-dos and demands. Provisional to the size of family and home, the position can extend beyond the typical 9 to 5. Way back in the 1950s, homemakers were anticipated to stay at home, while those who desired to work faced frequent stigmatization. Currently, it is the opposite of what used to happen: whereby women pity one another along the fault lines of economic class, conviction, ethnicity, and need. In the majority of developed nations, homemakers who stay at home are considered old-fashioned as well as an economic burden to the society. Observations from Lui, 2013, reveal that the daily chores of cleaning, raising their children, and cooking by these homemakers have continuously been ignored by national accounts. The majority believe that G.D.P. will go down if a man marries a homemaker and stops paying her for her work. In addition, G.D.P. will rise if a homemaker stops nursing and buys formula for her little baby. The United Nations, 2001, has noted that homemakers have been valued less than ever in a debated that equates women to men in raising productivity and economic growth through the labor market and labor market. Homemakers do face punishment in nations where mothers still struggle to balance career with family and thus quit work less out of conviction than necessity.

Climate Change Mitigation Research Paper Example | Topics and Well Written Essays - 2000 words

Climate Change Mitigation - Research Paper Example Its effects, importance and control procedures, are also evaluated to ensure that sufficient information is provided to various stakeholders to facilitate the development of effective mitigation approaches. Work schedule The following work schedule provides my work itinerary for successful completion of this project No Activity Completion Date 1 First research proposal 24TH Feb 2012 2 Approval by Supervisor 14th March 2012 3 Interview 16th March 2012 4 Library and electronic search 23rd March 2012 5 Final copy preparation 5th April 2012 6 Approval by the supervisor and presentation 28th April 2012 Literature Review Clear understanding of the effects of climatic changes is an imperative element towards building a vibrant future that embraces quality social and economic standards of life. Environmental dilapidation, which is caused by carbon and other toxic emissions to the atmosphere currently, poses a great challenge to the development of businesses due to increased cost of productio n with limited resources in the production chain (Locker & Kaczmarek, 2010). Adverse climatic changes cause immense dilapidation of natural resources, which is vital in developing a strong economy with cute social benefits. Governments and various organizations must sufficiently understand the need for preventing environmental degradation. This significantly occurs through reduction of green house emissions to the environment by major producing industries to ensure a safe environment, which supports social and financial ventures. As indicated by Locker & Kaczmarek (2010), mitigation of climatic changes is the process of providing necessary interventions towards reducing sources of green house gases. These causes require effective mitigation through clear-cut policies and development of stringent measures with an aim of preventing ethical environmental practices. According to Crawford, Davoudi & Mehmood (2009), understanding of the need to mitigate and prevent climatic adverse condit ions is increasingly becoming a major impediment to most organizations. In business organizations, quality of goods produced relates to capacities and strengths provided by the operating environment, which is a basic factor, vital for organizational success. No corporation can effectively administer its trade successfully without proper management of its environment (Crawford et al, 2009). Hence, environmental factors have become an increasingly critical concern for most institutions where regardless of organizational size, environmental issues impacts profitability and general performance. The concept of ecological dilapidation directly affecting atmospheric changes has existed for quite a while. However, it is recently that its awareness has lead to the establishment of measures towards curbing climate issues. Authorities intending to conduct mitigation have made environmental apprehension critical for climate change mitigation (OECD, 2008). Forestation and deforestation are the m ost common activities associated with tackling these environmental challenges. This processes influence the intensity of concentration for green house gases (GHG) within the atmosphere. Therefore, climate change requires immediate solutions than can minimize the long-term shifts that may result to environmental degradation. Its impact in one area directly affects the whole planet, as climate is not confined. Climate mitigation

Quality Assessment Essay Example for Free

Quality Assessment Essay â€Å"Assessment practises have a powerful impact on learning and teaching† (Curriculum Council of Western Australia, 2004, p. 37). For teachers the focus is on the use of assessment results; how they use those results to inform instructional decision making and whether they provide results that verify students have indeed met the learning targets originally set. Thus, judgements are made about the quality of assessments after the students’ performance. ‘High-quality’ assessments encompass a number of criteria’s and involve a great deal more than simply measuring knowledge (McMillan, 2011) and are outlined below in seven key areas. 1. Clear Purpose – The first decision is clarify the purpose for the assessment. Why is the assessment taking place? What is to be gained from it? Will the teacher be using formative techniques to monitor student progress or will the teacher use summative techniques to establish grades (Chappuis, Chappuis, Stiggins, 2009)? â€Å"Knowing the reason for the assessment is crucial because this will determine what the assessment should look like, how it is administered and scored, and how the results will be used (McMillan, 2011, p.10)†. 2. Defined Learning Targets –Are they reasonable and do they ‘align’ with the state standards, student characteristics and overall goals (McMillan, 2011)? Learning targets need to be clear and understandable to everyone (Chappuis, Chappuis, Stiggins, 2009). Learning targets are important as they define expectations. 3. Assessment Methods – The assessment methods, using either selected or constructed responses, need to align with the chosen learning targets (McMillan, 2011). â€Å"Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results† (Chappuis, Chappuis, Stiggins, 2009). These also need to practical and efficient so as not to be too time consuming on lessons. 4. Fairness – Fair assessments are unbiased without the influence of discrimination or subjective factors (McMillan, 2011). â€Å"All students should have an equal opportunity to demonstrate their achievement† (Curriculum Council of Western Australia, 2004, p. 38). 5.Validity Reliability – Judgements should be based on all information and multiple measures that authenticate the conclusion (Curriculum Council of Western Australia, 2004). The assessment is useless unless the inference is appropriate, useful, reasonable and consistent (McMillan, 2011). 6. Criteria – Outlining criteria contributes to students’ learning by making clear the outcomes or goals they are striving for (Curriculum Council of Western Australia, 2004). â€Å"The issue of how student responses will be evaluated lies at the heart of any type of assessment† (McMillan, 2011, p.35). 7. Feedback – Feedback should be clear and constructive. Feedback by both by the teacher and self-assessment allows students to take responsibility for their learning and helps students â€Å"identify how they can improve their learning† (Killen, 2005, p. 98) and ensure motivation is high through positive consequences. By ensuring the lessons have a clear purpose, are well planned and allow all students’ to demonstrate their achievements through a fair, valid and reliable process, learning and teaching is improved and achievement is enhanced. â€Å"High quality assessments have consequences that will be positive for both students and yourself† (McMillan, 2011, p. 86). References Chappuis, S. , Chappuis, J. , Stiggins, R. (2009). The Quest for Quality. Multiple Measures , 67 (3), 14-19. Curriculum Council of Western Australia. (2004). Curriculum Framework. Osborne Park: W. A. Killen, R. (2005). Programming and assessment for quality teaching and learning. South Thompson: Cengage. McMillan, J. H. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction (Fifth ed. ). Boston: Pearson.

Lewis is portrayed as a nice character but maybe a bit nervous as he :: Free Essay Writer

Lewis is portrayed as a nice character but maybe a bit nervous as he did wish Morse a Happy Christmas even though Morse has been quite horrible. Morse's Greatest Mystery The first impression the reader gets of Morse is that he can appear rather moody. â€Å"Morse banged down the receiver and sat silent† This suggest Morse is fed up with the bank because they are not telling him things .He slams down the receiver which shows he I taking his anger out on other things and he sits in silence maybe to reflect over his thoughts. Clearly, he is very angry and that is why Lewis acts nervously around him because he does not want the blame taken out on him. Morse can be portrayed as aggressive. â€Å" . . . . . . These bloody bank charges † This shows Morse using aggressive language to cope with bad news. People use bad language as another form of an expression of anger or frustration. Morse appears quite angry about his bank accounts so maybe he has been in debt before and something bad has happened. As readers, we get the impression that he is violent and angry which makes him quite a vicious character. Morse appears a bit of a loner. â€Å". . . . . . Morse’s North Oxford flat† This suggests Morse lives on his own in his own flat and through out the passage it never mentions a wife or partner. It seems Morse does not have much of a social life, which is unusual, as this time of the year is usually spent celebrating. Clearly, he is too wrapped up in his work to have a social life. We understand from this story the person he spends most of his time with is Lewis .So that explains why towards the end of the passage they wish each other Happy Christmas even though Morse is not very inclined to show his feelings as he just whispers it back. A different aspect of Morse that we pick up from this story is he can be kind â€Å". . . . Its about the  £400 you withdrew† So this extract shows Morse actually took the  £400 that had been stolen out of his own bank account to give to the hospital. But put it in an anonymous envelope and sent it to Lewis. Morse can be a nicer person and will go to his own expense to help other people. Maybe he did it because he wanted the children at Littlemore to have a good Christmas and a good life because he does not enjoy his.

Why did the population of the UK rise dramatically between 1760 and 1870

In this essay I am going to discuss how the population of the UK rose and fell and why. Basically there are only four factors in which the population of the UK had changed these are; the birth rate, the death rate, emigration and immigration. I am going to explain how each of these factors had a part in the change of population. Firstly I will discuss birth rate, and how it caused the surge of population changes. Firstly, Age and Sex of the Population was one factor which caused a change in the population. In 1851 roughly 50% of the population of England and Wales were under 23. The industrial towns generally had a greater proportion of younger people than rural areas. In those parts of the rural areas the number of old people was above average. Since there were few women of child-bearing age the birth rate tended to be lower. Due to the higher amount of jobs available many people migrated from the countryside to towns. Having a job meant that they could settle down earlier and get married. In addition the towns offered far greater opportunities of finding a partner than the countryside. Secondly, family size was another factor to the problem of population surge. In the eighteenth and nineteenth century there was little control of the amount of children people wanted. Women continued to have children during their child-bearing years one of the reasons for this was because they thought that their children would die by the age of five. Many families had as many as ten children this was considered normal. Despite the movement to towns large families with a healthy rural environment made it possible for the population of the agricultural counties to grow. Marriage and Employment played a huge part also in the growth of the population. It was thought that the earlier a person married the earlier they could settle down, however in the eighteenth century many young men had to undertake long terms of apprenticeship as a result they couldn't get married and start a family early. During the industrial revolution apprenticeship began to decline, nevertheless a fall in the craftsmen and rise in the factory worker. Due to the people migrating to towns there were a larger proportion of younger people which could marry and settle down earlier. Many historians believe that this was one of the main reasons that the birth rate of the population in the eighteenth and nineteenth century had risen. This would have only had a slight effect because of the change over from the agricultural industry to the domestic industry in the period after 1790. The Speenhamland system was thought to have helped farm workers because it gave the farmers with a large family a greater income than that of a single person. Moreover, this was also considered as a main reason to the growth in population because of the sharp rise in the population between 1795 and 1834. Infant Mortality was a main factor in the populations change. High birth rates itself didn't necessary mean that the population would survive it also depended on the death rate and whether or not the child would survive the perils of infancy. The percentage of children who dies in London before the age of five between 1730 – 1749 was 74.5% this means that out of 100 children on a quarter would survive but by 1810 – 1830 the percentage had decreased by 42.5 percent thus only 32 children dying out of 100. In 1880 23.8% of infants in England and Wales die before the age of five. The infant mortality rate for the death of children less than one year in 1841 – 1870 for England and Wales stayed the same at 15.4% I will now discuss the death rate and how this made a great impact on the population. Firstly, in the seventeenth and eighteenth century epidemic diseases were very common. Epidemic diseases caused a lot of death between the seventeenth and eighteenth century. Smallpox was an uncontrollable disease that caused many deaths in the seventeenth century. In early eighteenth century the disease was tackled by the inoculation which helped the disease from spreading although it was not until the introduction of vaccination by Edward Jenner in 1796 that it was proven an effective way of controlling the disease. In London, 1750, just under a tenth (800) of every 10,000 were killed by the smallpox disease, by 1860 the rate had dropped dramatically to only 100 deaths out of every 10,000. Another epidemic disease was the great plague. This was a disease carried by the fleas of the black rat nevertheless by the eighteenth century the plague ceased to be a problem because for some unknown reason the black rat was overtaken by the brown rat. The worst disease of the nineteenth century was of cholera. The first outbreak of cholera was from Sunderland in 1831. As a result it caused the death of over 50,000 people. Furthermore, in 1849 there was yet another outbreak with 55.000 deaths. Secondly, alcoholism also caused a stir in the population change between 1720 and 1751. Alcoholism caused the death of large numbers of people, from the result of ‘cheap gin'. This was available at a very low price. The poor saw gin as a cheap way to forget their problems. Literally a child could walk in and buy some gin that was how serious it was. Moreover, medical advances saw the reduction of death rates in the eighteenth century. Better cleaner hospitals for example the extermination of the wooden beds for the iron beds; higher standards of nursing, advances in surgery, new medicines and drugs and higher births in hospitals were the main things that lowered the death rate. Some historians said that the medical care did ‘more harm than good' There were good as well as bad hospitals around in the eighteenth century. Many of the medical advances had been made by the 1870's. Higher survival rates were made possible by the use of anaesthetics and better infant care; however the overall death rate still may not have been affected much. Hygiene, sanitation and public health was another cause for the population change. Modern towns of Georgian Britain lacked things we take for granted these things include; running water, mains drainage and effective heating. The rapid growth of towns began to cause serious problems these include overcrowding, lack of pure water, filthy damp rooms, conditions in which vermin thrived (rats, mice and lice), lack of adequate means of getting rid of rubbish and filth and inadequate drains and lack of main sewers. The fall in death rate after 1870 suggests that the appalling urban living conditions of the early nineteenth century kept the death rate high. Furthermore, during the Industrial Revolution many advances were made in personal hygiene. No longer did people have to wear wool which couldn't be washed and usually had lice in them. Wool was replaced by a cheaper and better cloth, cotton. Cotton was cheap because it was being mass produced. This meant that poor people could wear clothes. Moreover, soap was also made cheap and was no longer a luxury for rich people; therefore there was no excuse for dirty clothes or dirty bodies. Cheaper coal was also being distributed; this meant that people could boil water and kill the germs and bacteria inside the water, cleaner clothes and drier homes. Lastly, diet was another main factor that changed the population. The death rates fell because of the substantial improvements in the production of food in Britain by the Agricultural revolution. Successful harvests in 1730's brought down the price of bread making it cheaper. Cheaper food meant that ore people could survive. Also the use of roots and green fodder crops meant that meat didn't need to be killed or salted to get through the winter. Not only did Britain had healthier, cheaper food they also consumed vitamins and proteins to give the body resistance to diseases. Improvement in transport mainly railways after 1840 helped to make it easier for farmers to deliver food to the market nonetheless people were no longer reliant on the success of the local harvest and local farmers who supplied meat, vegetables and milk. Although the food prices were dropping and the supply of food was rising there were still many poor people who lived at starvation level. There were often complaints about the quality of the food for example shops users would use rat droppings as chocolate flakes. This lead to a lot of food poisoning and death. More death had occurred during the 1840's when the potato crop failed in Ireland and Western Britain this not only caused the death of up to a million but also caused the great number of Irish people emigrating. Another cause for the population decrease was because of emigration however the population didn't decrease. Emigration is when someone leaves one country and lives in a different country for example you leave the UK to go and live in the USA. Over 6 million people emigrated from Ireland, Scotland, England and Wales to overseas between 1840's, 1850's and 1860's. The most number of people that emigrated was that of Ireland at a total of 3,927,000 which was an estimate of 2/3 of the total. This was because of the potato crop that failed in Ireland. Despite the emigration of over 6million people the UK's population still continued to rise. Some of the Scots and Irish migrated to England where they worked, the Scottish done engineering work whereas the Irish done labour work. Lastly immigration, Immigration is when some enters a country for example a person from abroad comes to live in England. The Irish were being ‘pulled' out of the UK by other countries such as Australia because they were offering free land and a better life and so the gold rush in California which made the Irish believe that they could get rich quick. The Irish were also being pushed out because of the failed potato crop, they had to make a choice stay in Ireland and starve to death or go abroad where you can get free land and food. So in conclusion the rise in population was because of the high birth rate and low death rate, age of the population, family size, marriage and employment and some medical advances. The high death rate was because of the epidemic diseases, hygiene and alcoholism. In my opinion I believe that the cause for the rise in population was because of the high birth rate and low death rate.

Short term

Idea objectives For short term (3 to 6 months): 1. Raise an awareness of suppliers and demander: Achieve the number of visitors up to 50,000 views which include both potential suppliers and demander. Lots of student don't know about the concept of ‘mall department', they often hire a small house/ floor and stay with other people to share the cost.In 6 months, we target on 60% student of some of university and college near Nagy ©n trip street (Hanoi university, institute of traditional medicine, so on) will know our website then achieve the number of visitors up to 50,000 views . When website become more popular, it will attract student and other worker not only in Than Guan district, but also other places in Ha Noel. On the other hand , we also try to get 10,000 view of potential suppliers who will post or use our website to Introduce â€Å"mall department† to customers. . Increase the amount of information (about 15 posts/months) from suppliers. When the number of pag e view Increase dramatically , people feel trust in our website , they will contact with us to find a Department . Especially when student attend to heir university or collages , the demand Is really high _ A large number of student live in rural areas , they find too difficult to hire a department with the reasonable price but clean and safety .When they visit our web , if they see that all mini department can deal with these problem , they will want to hire it . When we have a large demand , we need more and more potential suppliers . In 6 months, we try to get 1 post per months from supplier For long-term (more than 5 years): 1. Capture the profit and balance the cost: Our strategy is design to achieve revenue growth of 15% per year for the next five years. It is essential at the time of attracting additional capital for undertaking expansion and modernization measures for our website. 2.Gain customer's loyalty: Increasing customer loyalty yields big profits over the long haul an d creates raving fans that promote our website for free and it is cheaper than finding new customers. Based on that, we design strategies to increase the amount of customers revisit to our website up to 60% (based on counting IP address). 3. Create an online library for people to search apartment for rent In Ha Not by gain to find suitable person who want to live in one department to decrease the cost. E-marketing strategy for idea: We are in the estate industry.Specifically, we focus on mini department for rent and our business model is broker. Therefore, to compete with other competitor such as controls. Com, Rangoon. Van and so on, we have specific target market is students in Hanoi capital. Our competitive advantage support for what we have said above are : + First-mover for providing information about mini apartment for students in website. + Our website is for only college student in Hanoi while our competitors do not focus on this segment or student in HCI.

Essay Sample on Animal Testing Solutions and Resolutions

Essay Sample on Animal Testing Solutions and Resolutions Introduction Today as I trot through the forests of my homelands, I feel free knowing that my life is free from torture. For me, there will be no new products tested on my body or any body of any organism. My life is safe now from all manufacturers and scientists. My life is no longer open for testing. Although this may be true for my generation and me in the year 2050, it unfortunately was not for my ancestors. Long ago, I was walking through the forests of my homelands. It was a cold morning; so I wasn’t really worried about many predators, just something to eat. As I foraged, I began to sense something. My left ear turned 40 degrees to try and catch a sound to help me find out where and what it was I was hearing. Was it a predator or just a rabbit foraging like myself? I wasn’t sure, so I forgot about food for a little while and started to fear for my life. Little did I know that my life wasn’t going to end with a quick bullet through the heart like other rabbits. I began to walk away from my foraging site; slowly, then faster and faster. Still not sure of what had made me so paranoid, I began to run. But as I jolted off, a net fell on me, preventing my escape. I began to frantically flop on the ground like a fish on the bank of a pond on a hot summer day. I finally gave up as I heard a human chuckle at me and mock my futile attempts at escape. My muscles ached and started to cramp because of the strain put on them from my useless attempts to shimmy away from the net I was so entangled in now. As the end of the net was grabbed, I was dragged off; I did not fight because I knew it was useless now. The bed of the truck felt cold on my skin where my fur had been folded because of the tightness of the net against me. Still in shock because of the capture, I just laid there in a daze, staring blankly into the gray sky. When the truck stopped, the human came around and grabbed the net with me in it and went into a building. The man took me in another room. There were bright lights in the room which seemed focused on a long metallic table. I was tossed onto it, and the metallic surface reminded of me of the lonely ride in the back on the truck. A man with a long, light colored coat came over to me, observed me and said, â€Å"Thanks Charlie, this rabbit will do just fine for the tests.† Part of my fur was shaved off, then a man rubbed some kind of liquid like substance on me. It burned badly, but I could do nothing to tell him. I could not squirm, I was tied down and all I could do was lie there with the unbearable pain hoping it would end soon. It did, I fell asleep and did not wake up for what seemed a very long time, along with the other animals in that laboratory. These tests are still being performed today, keeping the issue of new product testing alive. The history and background, the players and their positions, and possible resolutions and solutions, must all be explored in fully researching this issue. History and Background Throughout the history of biological testing, no subject has caused more debate than product testing. The issue of testing products on living things dates back near the 17th century (All 1). Around then, a philosopher named Rene Descartes stated that, â€Å"Animals are not able to reason and therefore do not feel pain and suffering,† (All 1). During the same time period another famous philosopher by the name of Jeremy Bentham strongly disagreed with Descartes statements on animals. Bentham’s belief on the issue of animal testing was that living creatures are able to suffer and enjoy and their ability or inability to reason is immaterial to the issue of the treatment of animals. Bentham’s philosophy was, â€Å"The question is not, can they reason, nor can they talk, but can they suffer?†(All 1) The animal testing of cosmetics began in the early 1930’s in response to a lady using Lash Lure mascara on her eyelashes (All 1). First, the woman experienced a burning sensation in her eyes. Soon after this, she suffered blindness and in due course died (All 1). The moral dispute for using living things in experiments and testing pivots on the idea that animals are inferior to humans because they are not as intellectual as human beings and are incapable of reasoning (Animal Experimentation 1). Some people believe that this conclusion has a defect in that if we were to follow it, testing could begin on the mentally disabled or on children (Animal Experimentation 1). As human beings, we do not base value or give rights to people based on their intellectuality (Animal Experimentation 1). We give rights to people based upon empathetic knowledge that not doing so could cause undue pain, harm and suffering. Morally, we have a responsibility as humans to acknowledge the potential harm we cause to living creatures and should attempt to end their suffering. The scientific side of this issue is a result of a century’s work in using living creatures for medical studies in the search for cures and treatments of illnesses. Over the years the number of scientists who are finding animal testing to be obsolete and inaccurate has been rising steadily (Animal Experimentation 1). Scientists question the ability to accurately test and apply knowledge gained by animal testing to humans. Humans do have some of the same qualities and characteristics as those creatures used in laboratories, but the dissimilarities are very considerable (Animal Experimentation 2). For example chimpanzees, although known for being closely related to humans because they have 99 percent of the same genetics, are not vulnerable to some diseases including AIDS. In addition, they do not react similarly to humans when taking a drug or experiencing a medical procedure (Animal Experimentation 2). Because of this, some humans have suffered greatly, died, or even suffered from a disease that has gone undiscovered (Animal Experimentation 2). One example of this is with cigarettes. When experimented on using a variety of living creatures, scientists were led to believe that cigarettes did not cause cancer; therefore cigarette boxes went unlabeled with no cancer-causing label for many years (Animal Experimentation 2). In testing new products on animals to conclude the safety of the product, there are two primary methods; the LD50 (lethal dose) test and the Draize skin and eye irritancy tests (Protest 1). For more than 600 years these test methods have set the standard for safety with new products. The LD50 test procedures were invented in 1927 by J.W. Trevan. These tests were used to verify the potency of digitalis extracts, diphtheria antitoxin, and insulin and were used to determine proper dosages of certain drugs to obtain specified results for certain illnesses (Protest 1-2). The LD50 test method is composed of a group of animals that are given the same substance, the number of times administered is not specified, and are observed until 50 percent of the animals in the test group have died. Observing the test animals till death occurred was to determine lethal doses of the substances. The substance is administered in a number of ways. The test group is either force-fed or placed in a gas chamber to test products for inhalation safety, or the substance is applied to the epidermis (Protest 1). The testing can potentially cause paralysis, severe distress together with convulsions, shock, and blood loss through the nostrils, mouth or anus. Within 5 years of the invention of th e LD50 tests, the tests received major criticism on ethical and scientific grounds (Protest 2). Despite the major criticism, tests continued because of the straightforwardness of the tests and the solid numbers that were quickly observed. The straightforwardness of the tests comes from the idea if the test animal(s) is dead, don’t use the product, and if the test animal(s) is alive it is safe to use. The other primary animal test method to determine safety is the Draize test, named after Food and Drug Administration (FDA) scientist John Draize (Protest 3). During the early 1940’s, the FDA assigned Draize and other scientists to develop a testing method to determine skin and eye irritancy; a rabbit or species of rodent was usually used (Protest 2). During the eye irritancy test, a substance was placed into the eye of the test animal and observation was done for up to seven days (Protest 2-3). Observers looked for signs of opacity, ulceration, redness, swelling, hemorrhage, and discharge in differing intervals (Protest 2). Just as the LD50 test received major criticism, so did the Draize test. Just like the LD50 test, the Draize test continued because of the straightforwardness of its procedures and its ability to produce raw numbers quickly (Protest 3). A major company that used both tests was Revlon, which stopped in 1990 because of animal rights campaigns (Protest 3). Tod ay, the Draize and LD 50 tests are diminishing due to the use of the in vitro test method known as Eytex. Eytex measures eye and skin irritancy using a vegetable protein from jack beans (Animal Testing 1). Although some companies may still use the Draize and LD 50 tests, they are now becoming the minority. Players and Positions The issue of new product testing seems to be only two-sided. People either support product testing on living things or oppose it. Either way, each player has a solid reason for his/her position. Scientists and physicians are where most people look for solid numbers, for example if the test group lived or died, and factual information. Most researchers and scientists publicly speak out against tests or experiments done on animals stating their position by saying they are â€Å"outdated studies† (Drug 1). The tests are considered outdated because they have been used since the 17th century (All 1). In addition scientists speak out against these tests because of the inaccuracy of the results when compared to humans. People for the Ethical Treatment of Animals (PETA) believe that, â€Å"Human reactions to drugs cannot be predicted by tests on animals because different species (and even individuals within the same species) react differently to drugs. Britain’s health department estimates that only one in four toxic side affects that occur in animals can actually occur in humans,† (Drug 1). Even though the species used for the experiments are very similar to hu mans, the results can still vary greatly (Animal 2). For example, penicillin would not be available today if it had been tested on guinea pigs, a common test animal, because penicillin kills guinea pigs (Drug 1). Another example is morphine. Morphine would not be available if it had been tested on cats, goats, or horses because although it is a depressant to humans, to such animals it is a stimulant (Drug 1). Difficulties occur when trying to relate data gained from animal tests to human beings, and these difficulties have caused multiple problems over the years (Animal 2). Animal rights activists and groups, such as PETA, support most scientists and physicians and share their position, but activists add a new dimension to the issue. Activists believe that product testing on animals should stop, not just due to inaccuracy of results but also because of the raw cruelty. With such test methods as the Lethal Dose 50 (LD 50) and Draize irritancy test that involve substances forcefully placed on. A professional organization called American for Medical Progress Educational Foundation (AMPEF) has documented evidence supporting the testing of new medicinal products and procedures on animals and how beneficial and vital it has been to the human race. An example benefit would be polio. If it had not been for the tests done on animals with the polio vaccine, polio would still kill or cripple thousands of unvaccinated humans this year and years to come (Without 1). In addition, millions of American’s diabetics who need insulin would not have insulin, and would be dead without the tests performed on animals to come up with insulin for diabetics (Without 1). Similarly without the testing of chemotherapy on animals, 70 percent of the children that suffer from lymphocytic leukemia would die (Without 1). Over a million people who live in this nation would go blind in at least one eye because successful cataract surgery would not exist (Animal 1). Rehabilitation techniques would not be available for thousands who suffer disability from strokes or head and spinal cord injuries. Bone marrow and corneal transplants would not have been developed if not for the tests done on animals. Progresses in cardiology such as, coronary blood flow, coronary bypass methods and high blood pressure medication are another result of animal tests. The use of AZT to prevent HIV transmission from mother to newborn is another example of a medical advancement from animal testing. Such vaccines for smallpox, tetanus, diphtheria, polio, measles, lyme disease, hepatitis B and chicken pox have been available because of tests preformed on animals (Without 1). Over 80 medicines originally developed for humans after being tested ended up being used to treat animals instead of humans, medicines including anesthetics, painkillers, and animal tranquilizers, which means animal testing can benefit both animals and humans (Animal Research 1). Other medications, procedures, or medical breakthroughs that resulted on tests done on animals and ended up being regularly used for treatment are skin grafts for wounds, organ or tissue transplantation methods, treatment for parasites, orthopedic surgeries, and for all pet-lovers the prevention of heartworms (Without 1). Millions of farm animals and pets are now safe from anthrax, distemper, canine parvorvirus, feline leukemia, and rabies thanks to researching on animals. With benefits for both for the animals and the humans, AMPEF makes a strong statement for the testing of products on animals. Another activist that would like animal testing to continue is the National Association for Biomedical Research (NABR) (NABR 1). They believe, â€Å"Virtually every major medical adcance of the last century has depended upon research with animal,† (NABR 1). An impressive figure, in favor of their argument, is that 70% of American’s supports the necessary use of animals is research (NABR 1). Another figure put out by the United Sates Department of Agriculture (USDA), stated that 1,267,828 animals are used in biomedical research in 1997 (NABR 2). These animals include cats, dogs, non-human primates, guinea pigs, hamsters, rabbits, and other animals (NABR 2). One of the major concerns animal rights activist groups have with testing on animals is the pain that is endured during testing. However, research done by the USDA proves that 92 percent of the tests done was not painful to the animals involved (NABR 2). Also, in over 50 percent of the cases involving animal testing, the animals were not subjected to any painful procedures (NABR 2). Solutions and Resolutions The scientists, researchers, and activists see only one way to solve the problem that they have with product testing on living things; it is to end product testing as soon as possible. But professional organizations like Americans for Medical Progress Educational Program (AMPEF) do not see why these tests must be stopped because of the benefits humans and some animals receive. American Society for the Prevention of Cruelty to Animals (ASPCA) and the John Hopkins Center for Alternatives to Animal Testing (CAAT) have developed many solutions to the issue of product testing and have developed a program for students called CAATalyst (CAATalyst 1). CAATalyst was developed to teach students and their teachers about concepts to alternatives of animal testing. CAAT has worked with scientists for over two decades to find new test methods to replace the use of animals for laboratory experiments, to reduce the quantity of animals tested, and to refine indispensable tests to stop pain and distress on both humans and animals (Untitled 1). CAAT supports companies or scientists trying to change their ways by supplying grants for scientists developing methods that do not include animals, workshops that talk about alternative test methods, and books, newsletters, and other publications (Untitled 1). CAAT defines alternative tests by, â€Å"The three R’s – reduction, refinement, and replacement,† (CAATalyst 1). A reduction alternative is a test that uses fewer animals (CAATalyst 1). A refinement alternative is a test that improves the well-being of animals being used for testing (CAATalyst 1). A replacement alternative is a test that uses an in-vitro or computer method instead of a whole animal (CAATalyst 2).† By law, companies must test some of their products on animals to insure the safety of consumers. A group of companies, in response to the concerns of people, donated one million dollars to fund a center dedicated to in- vitro, or literally meaning â€Å"in glass†, and other alternative test methods rather than testing on animals to insure safety of thousands of animals (CAATalyst 2). A 2000 animal rights activist newsletter called â€Å"All for Animals† listed some alternatives to animal tests. Much of the tests involve the in-vitro test method which actually means â€Å"in glass† (Animal Testing 1). The in-vitro test contradicts the in-vivo test methods, which actually means â€Å"whole animal† (Animal Testing 1). In-vitro tests have prospered because of the progress in tissue culture techniques and many other analytical methods (Animal Testing 1). Such tests are the Eytex, Skintex, EpiPack, neutral red bioassay, testskin, TOPKAT, Ames test, and the Agarose diffusion method (Animal Testing 1). The Eytex test is a test that measures eye irritancy by means of a protein alteration system; it has replaced the Draize eye irritancy test in some laboratories (Animal Testing 1). The Skintex test is a test that uses pumpkin rind to imitate the reaction of the human skin to a foreign substance (Animal Testing 1). The Skintex and Eytex tests methods can accurately test and measure up to 5,000 substances (Animal Testing 1). The EpiPack test method uses cloned human skin tissue to measure the potential harmfulness of a substance. Cloning is a relatively new procedure, which makes cloned human tissue difficult to find. The TOPKAT test uses computer software which measures toxicity, mutagenicity, carcinogenicity, and teratonogenicity (Animal Testing 1). The effectiveness of such alternatives is not yet known, but such big companies as Avon an d Estee Lauder use these alternative test methods (Animal Testing 1). Those that are in favor of animal testing have only one solution; that is to continue with current practices without interference from activist groups or protestors. Such groups as AMPEF and NABR continue to lay bare the advances made possible by animal testing. Conclusion The history of new product testing has deep roots on both sides of the issue. Philosophers began arguing over the moral issue of testing on animals in the 17th century, and the actually animal testing dates as far back as anyone can remember (All 1). But with tests as gruesome as the LD 50 and Draize irritancy the opposition’s argument is understandable (All 1). Although the LD 50 and Draize tests were after the times of the arguing philosophers such as Bentham and Descartes, I’m sure test methods were not less gruesome even further back in time for the philosophers’ generations. Although the tests improved as far as the welfare for the animals is concerned, the amount of criticizism did not lessen. Instead more and more animal rights activist groups grew rapidly around the world, making product testing the issue it is today. Such groups as PETA, ASPCA, All For Animals, and several Anti-Vivisection Societies around the world speak against companies that have tested on animals for many years. Those groups oppose testing on animals because of the raw cruelty of it; and I concur; there is nothing classy about watching a rabbit’s eyes hemorrhage (Eye 1). However, major progress in the field of medicine, including diagnoses, medications, and treatments for diseases such as polio, measles, and smallpox have been developed as a result of animal testing. These diseases are among many known to have killed millions of people. Today we have vaccines that have nearly wiped out these diseases and other dreadful diseases because of animal testing (Without 1). The alternatives to product testing on animals seem to be more update usage in-vitro methods and computer software rather than just dropping some substance into or onto a living, breathing creature (Animal Testing 1). As the researcher of this project,I find myself supporting the testing of new products on animals, simply because of the medical advances that have resulted from these tests (Without 1). Testing using computer software may give results on a new product more efficiently than testing on animals, but by saving a few animals we may have killed millions of humans. In testing on a computer that cannot react like a living creature, we may miss the opportunity to develop a cure for cancer, HIV, or AIDS. Although my point may be exaggerated with the cure for cancer, HIV, and AIDS, such major medical breakthroughs have occurred because of the tests done on animals (Without 1). I do not enjoy hearing or researching about killing and torturing animals, but I will not stand in the way of medical advancements for the human race. We have cloned a sheep, although this is not the only option to make up for the ones killed in order to save millions upon millions of human lives. Currently, there is no definite solution to the issue of new product testing. Companies continue to test on animals. Due to the major advances, without animal testing these would not be possible (NABR 1). However, animal rights activist groups such as PETA and newsletters such as â€Å"All for Animals† will not stop with their protests until animal testing is completely obliterated. 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SAT Score Comparison for SUNY Campuses

SAT Score Comparison for SUNY Campuses When applying to colleges within the State Universities of New York (SUNY) system, good SAT or ACT scores  are crucial. However, it may not be clear what scores count as good, especially when it comes to applying to state schools like those in the SUNY system as opposed to colleges in  the Ivy League  or  top liberal arts colleges. Fast Facts: SUNY SAT Scores Binghamton University has the highest average SAT scores in the SUNY system; Buffalo State University has the lowest.Fashion Institute of Technology, Purchase College, and SUNY Potsdam have test-optional admissions.The majority of SUNY students earned SAT scores that are above the national average. Comparison of SAT Scores for SUNY Students If youre wondering if you have the SAT scores youll need to get into one of the four-year SUNY colleges and universities, heres a side-by-side comparison of scores for the middle 50% of enrolled students. If your scores fall within or above these ranges, youre on target for admission to one of these public universities in New York State. SUNY SAT Score Comparison (mid 50%) School ERW 25% ERW 75% Math 25% Math 75% Albany 550 630 550 630 Alfred State 470 580 480 590 Binghamton 650 710 660 730 Brockport 510 590 510 590 Buffalo 570 650 590 680 Buffalo State 400 510 460 530 Cobleskill 430 550 430 540 Cortland 530 600 530 600 Env. Science/Forestry 560 660 560 650 Farmingdale 500 580 510 580 Fashion Institute - - - - Fredonia 490 590 480 580 Geneseo 560 650 560 650 Maritime College 535 620 540 640 Morrisville 430 520 420 520 New Paltz 550 640 540 630 Old Westbury 480 553 470 500 Oneonta 460 590 450 590 Oswego 540 620 530 620 Plattsburgh 540 620 510 610 Polytechnic 490 660 510 690 Potsdam - - - - Purchase 550 650 510 620 Stony Brook 600 680 630 740 ERW=Evidence-Based Reading and Writing As an example of what these numbers mean, the middle 50% of students who entered SUNY Albany had an SAT evidence-based reading score between 550 and 630. This tells us that 25% scored a 550 or lower, and the top 25% scored a 630 or higher. Similarly, the middle 50% of students scored between a 550 and 630 on the math section. This means that 25% scored a 550 or lower, and at the upper end, 25% scored a 630 or higher. SUNY and Holistic Admissions Although SAT and ACT are important, they are not the only factors the admissions folks will use when determining whether or not a student will be accepted to a SUNY campus. In fact, some of the SUNY schools like Potsdam do not even require applicants to submit their scores at all. These test-optional universities recognize the limits and biases linked to standardized tests, and they instead evaluate students based their academic records and holistic measures. For nearly all SUNY programs, a strong academic record will be the most important part of your application. The admissions folks will want to see that you have earned high grades in challenging college preparatory classes. IB, Advanced Placement, and dual enrollment classes can all play an important role on this front, for success in challenging courses is the best predictor of an applicants potential for college success. Numerical data, however, is just one part of the SUNY application. The admissions officers will also want to see a winning essay, meaningful extracurricular activities and good letters of recommendation. Fine art and performing art applicants are likely going to need to submit a portfolio or audition, and other specialized programs may have additional application requirements. In general the SUNY schools do not require SAT Subject Tests or the optional writing sections of the SAT or ACT, but be sure to check the specific requirements for the school and program to which you are applying. Also, requirements can be different for international and home-schooled students. Data Source: National Center for Education Statistics

Essay on relationship between 'race' and gender in the unit text

On relationship between 'race' and gender in the unit text - Essay Example al studies by scholars examined the various kinds of discrimination based on race, religion or gender in the literary works of both past and present as well as in the attitudes of the writers themselves. In some cases racism is the prominent theme while in other work s critics have revealed racist attitude that is seen as underlying assumptions, but may not be immediately evident to the reader. It is best to analyze the works, â€Å"A passage to India â€Å"by E M Foster, â€Å"Heart of Darkness â€Å"by Joseph Conrad and â€Å"Kim† by Rudyard Kipling, applying the historical and cultural conditions of the society in which they were produced. The works succeeded in depicting the relation between groups and classes of people that imperialism sets up and these works explore the contradiction within capitalism in a way that a similar piece of fiction set within one culture and dealing with characters from that culture alone cannot. Heart of Darkness is a fiction taken from the life of the conquest by the European whites, of a certain portion of Africa, an impression in particular of the civilizing methods of a great European trading company face to face with the negro. According to Robert F. Haugh, in Joseph Conrad, â€Å"The story was taken by some as an attack upon Belgian colonial methods in the Congo; as a moral tract; and as a study of race relationships.†1 Haugh goes on to say that, â€Å"Most contemporary reviewers read it as a criticism of Belgian colonialism, an issue that remained alive until Conrad’s death and got attention in his obituary notices.† Other reviewers interpreted the story in terms of Christian religious iconography. As Haugh explains, â€Å"Paul Wiley, in his Conrad’s Measure of Man ...finds the myth of the fall from innocence throughout Conrad, and ... makes of Kurtz the man driven from the Garden of Eden.†2 The book is more criticized on the basis of racism. In a lecture first given in 1975, entitled â€Å"An Image of Africa,† African novelist