Millers success Essay Example for Free

Millers success Essay Written by Arthur Miller in the early 1950s, The Crucible notes the story of the quiet town of Salem, Massachusetts in 1692. As the play progresses, a major witch hunt takes place after a group of young girls claim to have danced with the Devil. Although the play is fictional, Miller based it on real people and events documented in records made after the actual witch hunts took place, at around the time the play was set it. I have chosen to analyse the conversation in Act 1, between Abigail and John where she attempts to entice him back to her, however John is adamant he will not be drawn in by her charms and appears to not be tempted. I shall also analyse the section of Act 4 where John Proctor confesses to partaking in witchcraft, but then changes his mind after realising he values his morals more than his life. The first episode begins with Betty in bead and, after supposedly dancing with the Devil; she is in an apparent trance-like sleep. At the same time, John and Abigail are talking about their affair, something that took place before the play began. In this extract, Miller uses a variety of techniques to create tension on stage and in the audience. One such technique is the way in which variations are created in language; this creates a mix of emotions from the audience. Take, for example, Abigails line of Give me a word John, a soft word where she appears to be attempting to seduce John. In this part of the play we see how Abigail can manipulate how she speaks to, in a way, toy with Johns emotions, however it is likely that at this point in the play the audience will be aware of how young Abigail actually is, and will therefore realise she is embarrassing herself. Although this isnt creating high levels of immense tension, the embarrassment the audience is provoked to feel due to Abigails actions is likely to leave them feeling highly uncomfortable in the situation causing a tense atmosphere to be created. In contrast to Abigails approach, John talks more as a father, giving a very patronising response, which begins with him calling her child, thus furthering the embarrassment felt. Another technique used in this section of the play is the contrast between how Abigail appears towards John and how she appears towards her Uncle Parris slightly earlier on in the play. To Parris, Abigail seems to be the angelic niece who made the simple mistake of dancing in the woods. However, when she talks to John she says things such as I am waiting for you every night and I know you, John. I know you.. Both of these examples show how Abigail can change from being an innocent little girl to an apparently seductive young woman. After watching this episode, the audience are undoubtedly aware of how Abigail attempts to manipulate people, and shows how the character is likely to progress, using her skills in manipulation to full advantage. The feeling that something is waiting to happen may cause unrest in the audience, which would build up tension levels slightly. The pace of speaking varies a lot in this small section. We see Abigails seductive speech, alongside John showing remorse for the situation that has arisen saying I never give you hope to wait for me. This is calm, and clear John is not interested. He sees being open and honest, stating how he feels in the plainest English imaginable as the best way to prevent this conversation ever developing again. This would keep tension levels low, creating a feeling in the audience that they want Abigail to understand, and see nothing can happen. However, when this is obviously not the case, John begins to lose his composed presence and when Abigail begins crying, the volume of the conversation increases. This, in itself, will cause an increase in tension. Following this emotional outburst, Abigail pleads with John, running to him and crying pity me, pity me!. Such a change in a once strong and grown up character, along with the urgency with which the lines are delivered will create huge tension and, probably more embarrassment felt for Abigail. This is a particularly emotional part of the play, which relies far more upon vocal talents than any physical contact to create the tension we feel when watching it. There is, however, one point in this episode where John grabs Abigail and whilst shaking her shouts Do you look for a whippin?. By this point in the conversation the audience are likely to be in the belief that John Proctor has effectively lost it and needs to find a way to make Abigail understand, whatever that way may be. Following John grabbing Abigail, the audience see violence as one way of this conversation finishing which will obviously raise the tension levels considerably.

Community Development for Race and Diversity

Community Development for Race and Diversity Design or evaluate any practice within the field of Community Development aimed at managing race and diversity. Introduction: According to the International Federation of Social workers, the definition of social work is given as follows: â€Å"The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilizing theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work† (from IFSW General meeting, Canada, 2000 in ifsw.org). Social work can be theoretically represented as an interrelated system of values that uses a mix of theory and practice to address the communication and transaction of people with their society and environment. Social work and social policies aim to fulfill people’s goals and wishes by helping them to develop their full potential and to either overcome or prevent any kind of dysfunction. Ethics are important as social workers promote equality and work for the oppressed to facilitate their social inclusion (Mullender, 2003). Social work research and practice have provided knowledge and means of evaluation of social work practices, which are specific to situations. Individuals are affected by multiple bio-psycho-social factors in the society, family and environment (Donald et al, 1992). Theories of human development and behaviour help in the analysis of the influences of social and cultural changes on behavior highlighting the injustice and inequality in society. Social workers thus help in affecting changes in societies, families and in people’s lives. Social work and policy is based on the universal humanitarian and democratic ideals promoting Human rights and Social justice. Social workers also respond to crises and emergency situations and also provide counseling and advise to help people overcome their personal, social and long term problems. Thus a social worker is expected to be skilled and should focus on the holistic development of the individual or society. Social work and policies can affect individual psychological processes or can involve planning and development for society at large. Some of the common activities that social worker engage in are counseling, group social work, clinical work, family therapy and treatment, education and advise, and emergency relief work. Social workers are also involved in administration and policy making along with political involvement for economic and social development of the community. Although promo ting human rights, justice and equality are universal aims of all social policies, the way social workers engage in community development tend to vary from one place to another depending on cultural, historical and social factors (Arredondo, 1996). In this essay we will discuss community development considering the perspective of racial diversity and focus on the cooperation between mainstream groups and minority ethnic groups that should be necessary aspect of social work. We discuss inter-racial interaction and community participation as important in social development and promoting more interracial interaction seems to be a crucial practice in social work that can help change attitudes of people towards other ethnic groups. Race and Community Development White (2002) challenges the intentional ‘colour-blind’ attitude towards community development, which he says is impractical and masks and at the same time highlights the centrality of race in any community development agenda. White identifies three dimensions of development namely, the material outcomes, the techniques of transformation and the modes of knowing. He emphasizes on an analysis of racial diversity and fluidity between racial groups and citing Omi and Winant’s work suggests that development comprises of racial formation which is made up of a vast range of diverse and contradictory racial projects linking the meaning of ethnic, racial and national identities. Akdere (2005) suggests that the meaning of race, social class, culture and ethnicity have changed considerably in the last few years and continues to evolve considering the rapid changes in social structure. There has been tremendous growth of diverse populations in neighborhoods and administrative policy changes have forced community leaders to approach organizational engagement with great diversity. Akdere used appreciative inquiry method to achieve a satisfactory participation level among community people to encourage dialogue between participants and promote systematic thinking and practice. The paper supports the use of Appreciative Inquiry method as an appropriate method of systematic practice. Problems associated with the current empirical measurement of ethnic diversity within economic development have been examined by Okediji (2005). Ethnic diversity variables include race, religion, and the measures on these aspects are compared with other variables on ethnicity. The study cites related results to suggest that disparities and differences in ethnic diversity among countries are not as great as assumed generally. Okediji suggests that a comprehensive and accurate measure of ethnic diversity is not just related only to a linguistic measurement that defines ethnicity butt there are other factors as well. Diversity and race differences are closely related as a proper understanding of racial variations sometimes serve as the basis of both racial classifications and also ethnic diversity. Barbujani (2005) suggests that all humans belong to a few biological types or races and evolved in isolation although modern genetics have not been able to find any significant differences in the genetic structures of humans belonging to different racial types. Thus racial labels have not been associated with clear genetic structures. Most scientists however still insist that racial classifications have a genetic and scientific basis and this fact may be even indispensable in epidemiology. However all classifications of race based on the smallest genetic evidence have been useless or controversial and there is still no proper consensus on the number or definitions of different human races. The author highlights that there is a geographic structure in human genome diversity and it is also possible to in fer the continent of origin of a particular race from an individual’s genotype although any clear genetic boundaries necessary to recognize relatively isolated mating units or races have not yet been identified. Barbujani points out that allele frequencies and synthetic descriptors of genetic variation are distributed over different gradients across the planets suggesting a sort of gene flow rather than isolation of different mating groups. Interracial mixing seems to shape human genome diversity although the paper clearly states that a better understanding of the patterns of human diversity can be understood by examining the evolutionary processes that is absolutely important for the development of diagnostic and therapeutic tools of individual genotypes rather than race specific genotypes which is not yet clearly defined or identified. Shaw and Barrett-Power (2005) emphasize that diversity is a crucial factor in organizational life as all organizations, whether professional or social are becoming increasingly diversified in terms of gender, race, ethnicity, age, nationality, origin and personality patterns of members of the group. There have been very few studies giving the exact impact of diversity on group or organizational culture or on small group processes or performances. Some influences of diversity on organizational culture are definitely positive although effects may be negative while in certain situations, there may be no effects at all. The developments and influences of diversity in a group may be explained by using the group-development model that helps in examining the impact of diversity on group processes and performance. This model is based on concepts of Jackson et al (1995) and Milliken and Martin (1996) (in Shaw et al, 2005), and shows that diversity does have considerable influence on group dev elopment and performance. The aspects and concepts considered in the model are personal attributes of group members which are detectable and underlying as well as cognitive paradigm dissimilarities, costs and rewards, diversity management skills, cognitive performance resources and integration of group behaviour. The components of the model are discussed and the specific hypothesis is that social group performance may be positively or negatively affected by diversity. Several research studies have tried to understand the exact equation between racial characteristics, neighbourhood contexts and development. Marschall and Stolle (2004) argue that socioeconomic and racial characteristics of an individual’s environment not only influences group consciousness and solidarity but also views of the society towards minority and majority ethnic groups. The paper points out that context, social interaction and inter-racial experiences combine to shape general psychological orientations. The authors conduct a neighbourhood level analysis examining race, racial attitudes, social interactions and residential patterns to study the attitudes towards ethnicity and race issues. Marschall and Stolle emphasize that the neighbourhood context plays an important role in shaping civic orientations although diversity and interracial interaction and settings o promote such interaction seems to be crucial to develop a generalised inter-racial trust for the developmen t of the community. Increased sensitivity towards diversity and interracial interaction is important to promote social and community development. This is also true in college campuses and in a study by Chang et al (2004) national longitudinal data from a set of college students was used to examine the educational relevance of cross racial interaction and the way the campuses can best utilise such opportunities. The results of most similar studies suggest that cross racial interaction has positive effects on students intellectual, social psychological and civic development. Chang and colleagues suggested that a large proportion of students of colour should be enrolled in institutions and students should be offered more opportunities to live and work on campus. The paper suggests that white students definitely gain in psychological and social experiences when they interact with students from the ethnic minority although cross racial interaction may not be completely advantageous for students of colour. Ho wever, despite these differences, cross racial interaction remains an important component for development of attitudes of tolerance and this is an essential aspect of social development of the community in general. More on the relationship of adult learning, especially in universities with ethnic and cultural diversity has been studied by Osler and Starkey (2000). This study focused on distance learning students of French language and culture highlighting the political importance of language learning within the European context. All foreign language learning policies are meant to have an impact on the development of democratic participation and citizenship rights. Few students are asked to give opinions on questions of identity and treatment of racism or different races suggesting the links between racism and discourses on modernity and identity. Language learning has been considered as a reflexive process and through learning, students gain their own perspectives on their own culture as well as other foreign cultures. Students are encouraged to present their own views and actively participate in understanding foreign cultures to promote diversity in study situations. However the authors argue that ‘positive representations of multiculturalism within language learning courses are likely to prove inadequate in enabling students to identify the barriers to democratic participation’. The different themes that are considered here are immigration, integration and identity although the structural barriers of participation are also identified. The paper stressed on the need to encourage students to deepen their understanding of race, modernity and identities in their own society. In another relevant and similar study, Shields (2000) argue how curriculum development in school is closely related to the portrayal of the school as communities. Shields suggests that in the modern complex and heterogeneous public schools, where all types of students with different ethnic and racial backgrounds interact, the notion of schools as complete homogeneous communities with shared beliefs, norms and values seem inadequate. Ethnic and racial differences must be used as a resource, according to the author and ideas of feminism, multiculturalism and inclusive education have to be used to develop the concept of school communities. The advantages of multicultural and racial diversity are highlighted here and the major advantages are that increased interaction between racial groups whereas the disadvantage is that there are possibilities of increased fragmentation and polarisation as well. However on a positive note as pointed out in the paper the differences can be used as basis or foundation for community development so that marginalisation of others can lead to barriers. Shields points out that, ‘Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference’(Shields, 2000, p.275). Thus communities of difference can still be communities that can live and work together learning from and respecting each other and this co-existing culture should be promoted in climates of turbulent educational culture and new reforms based on tolerance and co-existence can help restructure schools to ensure that all students regardless of race have the same opportunities and quality of instruction. Some of the proposals of improving interaction in student community and improving the status of schools as communities involve modifying leadership in the community and government structures, as well as overcoming existing power bases, developing mechanisms of accountability, enhancing professionalism and coordinating for adequate distribution of community resources. Citing Barth 1990, Fuller 1993, Shields suggest that the focus on schools as organizations should change to recognize schools as communities by themselves, given the diversity of students enrolled. However as argued there is very little understanding of the concept of community and what it looks and how the concept of community can be implemented in a school setting and what has to be done about it. Theories of schools as communities have been drawn from Tonnies’ concept of gemeinschaft which however is based more on a romanticised view of the past than on improving education in modern dynamic, complex and heterog eneous schools which can be seen as communities (Shields cites Beck and Kratzer, 1994). Several other writers cited by Shields are Fine (1997) and Furman (1998) and they have also advanced notions of communities, of racial coexistence as well a cultures of differences of otherness among different ethnic groups. Many authors have suggested that rather than considering schools as communities because of its affiliation to established norms, values or traditions, schools should be considered as communities by virtue of its racial and ethnic diversity. A school community in which differences are highlighted can add to community development and mutual sharing of values and ideals only when there is a common core principle established to negotiate and iron out differences and disparities in beliefs and values as participants would learn to respect and listen to each other. Bonds and boundaries among school students of different racial backgrounds are constructed, not forcefully but via res pect and open communication. Shields, as other many researchers have worked with many schools to address the needs of diverse student bodies and have become increasingly aware of the limitations of the concept of community which is described with an emphasis on shared values, norms, beliefs and highlight a question by Barth (1990): ‘How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?’ (p. 514). Shields points out that gender, race and ability are the three elements of differences that can define or help understand an educational community. As the author points out , both theory and practice should be used to suggest how the implications of reflections on theory and practice can help to reconceptualise and improve social policy making, community development and social work practice. Shields paper aims to give an analysis of schools as communities of difference as well as communities of diversity. Differences and diversity are both dealt with from the perspective of changes in society although there may be many problems inherent in such inter-racial coexistence. The use of diversity as a means of thinking about or defining community makes differences an essential part of an interactive society and social workers seem to have an important role in promoting unity and interaction in diversity and difference. Evidence of Racial Diversity Racial diversity and cultural differences are issues not just in schools and smaller communities but also in many workplaces, hospitals and clinical settings. Racial diversity is part of women’s social issues, in technical work groups, in developing leadership qualities and management programs. Several practices to manage racial diversity within the community aims at improving intercultural relations, along with promoting improved communication and interaction among different ethnic groups (Rutherford, 1990). This in turn improves leadership and management skills of people and serves the greater goal of community development. Feminist theories and perspectives are in focus when we discuss workplace differences and many scholars realize that to increase potentialities and opportunities for women in the workplace gender awareness has to be replaced by multicultural awareness. Betters-Reed and Moore (1995) emphasize the need to explain the current management development paradigm that does not recognize diversity among women. They suggest a new all-inclusive paradigm for establishing a successful multicultural organization where opinions of all women as well as members of ethnic communities could be brought to light. The initial stages of individual and organizational awareness of understanding yet reconciling with differences is followed by the recognition that women also need to be treated equally in the field of management. There is a growing need to shift new approaches, attitudes and paradigms that recognizes women’s roles to replace older values in existing management development practices. Case Study: For our case study we conducted interviews on 150 social members, all British citizens from the northern part of Yorkshire in the UK. Among the 150 community members 50, were from the Muslim faith of Arabic origin, 50 from Christian community within Europe, and the remaining 50 from Asian Hindu faith. The attitudes of all community towards members of other communities were studied using a questionnaire and a five-point scale. The questionnaire consisted of 100 questions and the answers ranged from strongly agree to agree, to neutral to disagree and strongly disagree. The questions were targeted to find out about the attitudes, whether positive or negative towards other different racial, ethnic or religious groups. All the responses were taken on a five-point scale and scores were then put through statistical analysis to get the results. Questions ranged from ‘you feel comfortable in the presence of members of other religious groups’ to ‘you are complete ly against inter-racial or inter-religious marriage or relationships of any kind’. Following statistical analysis of the results we aim to promote inter-racial interaction by designing community programs that would necessitate or encourage participation of all ethnic, racial and religious groups. Our inter-cultural and inter-racial interaction program is thus aimed at promoting social harmony and friendship and positive relations among different ethnic and religious groups within the particular region of northern Yorkshire in Britain. As we have seen from all the research evidence discussed, greater and more central role of women, developing leadership and management perspectives as well as an open racial policy in schools and hospitals can actually help in leading a community towards improved community development and evolved inter-racial relations. Our social work practice community program was based on the following features: Promoting inter-racial group activities Promoting and encouraging inter-racial and inter-cultural programs Encouraging women to take initiative in community development Developing active leadership programs Inter-racial culture and interactive associations to be promoted ion community centers, clubs, hospitals, libraries, workplaces, schools and religious institutions. Considering these features and results from our initial study which suggested that there are huge cultural differences in how other communities are perceived by ethnic or racial groups, we suggest that promotion of a ‘dialogue culture’ and greater interaction among community members in all walks of life is essential for promotion of diversity and cultural unity. Conclusion In this essay we highlighted several studies that have emphasized on the need for promoting an interracial culture to encourage diversity in all aspects of life. A case study discussed here shows the differences in opinions of different cultural and racial groups in their perception of other ethnic groups. Following the initial study, we mentioned the importance of women’s role, leadership, management goals, and focus on group discussion and interracial participation in cultural and social programs as important in promoting diversity and racial sensitivity. We stressed on the need for ‘interaction’ and suggested that a practice of group discussions, organized community work, and regular meetings of different community members promoted by social workers can go a long way in changing a society of differences and diversity, into a society of unity, sharing and intercultural dialogue. Bibliography AKDERE, MESUT, February 2005,  Appreciative Inquiry: A Field Study of Community Development  Systemic Practice and Action Research  Volume 18, Number 1, pp. 21-34(14) Kluwer Academic Publishers ARREDONDO, P. (1996) Successful Diversity Management Initiatives London, Sage Publications BARBUJANI, GUIDO June 2005, Human Races: Classifying People vs Understanding Diversity Current Genomics Volume 6, Number 4, pp. 215-226(12) Bentham Science Publishers Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns Chang M.J.; Astin A.W.; Kim D. Research in Higher Education, Volume 45,Number 5, August 2004, pp. 529-553(25) Kluwer Academic Publishers DONALD, J. and RATTANSI, A. (eds) (1992) Race, Culture and Difference, London, Sage/Open University Press AUDREY MULLENDER (2003) Promoting Equality: Challenging Discrimination and Oppression, Palgrave Macmillan MELISSA J. MARSCHALL; DIETLIND STOLLE (June 2004) Race and the City: Neighborhood Context and the Development of Generalized Trust Political Behavior Volume 26, Number 2, pp. 125-153(29) Kluwer Academic Publishers KINGSLEY R., BROWNE (2002) Biology at Work: Rethinking Sexual Equality (Rutgers Series in Human Evolution) Rutgers University Press RAM M.; SMALLBONE D. December 2003 Supplier diversity initiatives and the diversification of ethnic minority businesses in the UK Policy Studies Volume 24, Number 4, pp. 187-204(18) Routledge, part of the Taylor Francis Group ONYEKWULUJE A.B. March 2000, Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations The Urban Review Volume 32, Number 1, pp. 67-85(19) Kluwer Academic Publishers RUTHERFORD, J. (1990) Identity, Community, Culture, Difference, London, Lawrence Wishart SHIELDS C.M. July 2000 Learning from Difference: Considerations for Schools as Communities Curriculum Inquiry Volume 30, Number 3, pp. 275-294(20) Blackwell Publishing Okediji, Tadeo. The Dynamics of Ethnic Fragmentation: A Proposal for an Expanded Measurement Index The American Journal of Economics and Sociology, Volume 64,Number 2, April 2005, pp. 637-662(26) Blackwell Publishing OSLER A.; STARKEY H. (June 2000) Intercultural Education and Foreign Language Learning: issues of racism, identity and modernity Race, Ethnicity and Education Volume 3, Number 2, 1 pp. 207-221(15) Routledge, part of the Taylor Francis Group SHAW J.B.; BARRETT-POWER E. October 1998 The Effects of Diversity on Small Work Group Processes and Performance Human Relations Volume 51, Number 10, 1, pp. 1307-1325(19) Kluwer Academic Publishers HARGREAVES J. March 1997 Womens sport, development, and cultural diversity: the south african experience Womens Studies International Forum Volume 20, Number 2, pp. 191-209(19) Elsevier Science CORDERO R.; DITOMASO N.; FARRIS G.F. September 1996 Gender and race/ethnic composition of technical work groups: relationship to creative productivity and morale Journal of Engineering and Technology Management Volume 13, Number 3, pp. 205-221(17) Elsevier Science BETTERS-REED B.L.; MOORE L.L. (February 1995) Shifting the management development paradigm for women The Journal of Management Development Volume 14, Number 2, pp. 24-38(15) Emerald Group Publishing Limited COARD S.I.; HOLDEN E.W. (September 1998) The Effect of Racial and Ethnic Diversity on the Delivery of Mental Health Services in Pediatric Primary Care Journal of Clinical Psychology in Medical Settings Volume 05, Number 3, pp. 275-294(20) Kluwer Academic Publishers SCANDURA T.A.; LANKAU M.J. (Summer 1996) Developing diverse leaders: A leader-member exchange approach The Leadership Quarterly Volume 7, Number 2, pp. 243-263(21) Elsevier Science CRAIG, GARY 2004 Race, Politics and Community Development Funding: The Discolor of Money, Michael Bonds, Binghamton, NY, Haworth Press, pp. 125 Review in British Journal of Social Work Volume 35, Number 3, April 2005, pp. 413-415(3) Oxford University Press ELIZABETH BRONDOLO; et al. February 2005 The Perceived Ethnic Discrimination Questionnaire: Development and Preliminary Validation of a Community Version Journal of Applied Social Psychology Volume 35, Number 2, pp. 335-365(31) Bellwether Publishing KELLY J.G.; AZELTON L.S.; LARDON C.; MOCK L.O.; TANDON S.D.; THOMAS M. June 2004 On Community Leadership: Stories About Collaboration in Action Research American Journal of Community Psychology Volume 33, Numbers 3-4, pp. 205-216(12) Kluwer Academic Publishers MURRY V.M.; KOTCHICK B.A.; WALLACE S.; KETCHEN B.; EDDINGS K.; HELLER L.; COLLIER I. March 2004 Race, Culture, and Ethnicity: Implications for a Community Intervention: The Parents Matter! Program Journal of Child and Family Studies Volume 13, Number 1, pp. 81-99(19) Kluwer Academic Publishers White S. (June 2002) Thinking race, thinking development Third World Quarterly Journal of Emerging Areas, Volume 23,Number 3, 1 pp. 407-419(13) Routledge, part of the Taylor Francis Group International Federation of Social Workers: www.ifsw.org

Teaching Philosophy as Education and Evaluation of Thinking Essay

ABSTRACT: Teaching philosophy and critical thinking is one of the main ways to clearly reaffirm the value of human persons and of goodness and freedom. It is not sufficient to propose a philosophical message, but we must teach it systematically (curriculum) with a real synergy between teachers and parents. We must also build a curriculum, which includes an evaluation model based on clear goals and objectives: the intermediate and final evaluation and assessment will enable us to be sure that we have reached our aim. It is also necessary to verify every step, evaluate it and compare it to the criteria (general project, goals, objectives) we put in our mind and use in our teaching. This critical evaluation needs methods and some teaching instruments described herein. The final philosophical education will be much stabler and assure us about our scientific and formative project. I. Teaching Philosophy Philosophical thinking includes an educational dimension, according to the dialogical structure of human thinking. First of all a preliminary question: is philosophy teaching and learning possible? This is the main problem, from Socrates to today: if a science exists and can be transmitted: without any objective and universal philosophical knowing about justice, goodness, truth, man becomes the measure of all things (according to Protagoras; science becomes sensation and human knowing is under subjectivism. But it's possible to get truth by dialogue: then it is also possible teaching and philosophically thinking using argumentation and research of universal ideas, transcending simple and unfounded opinions (CIFUENTES, 1997 #4922). This thesis, from Plato to Kant and German idealism (Fichte, Schelling, Hegel) seems the main scient... ...Three Tests of Critical Thinking, in  «Journal of Experimental Education », 29, 2, Dec, 177-182, 1960. RUST V. I., JONES R. S., KAISER H. F., A Factor-Analytic Study of Critical Thinking, in  «The Journal of Educational Research », 55, 6, 252-259, 1962. SMITH B. O., The Improvement of Critical Thinking, in  «Progressive Education », 30, 5, March, 129-134, 1953. WALLEN N. E., HAUBRICH V. F., REID I. E., The Outcomes of Curriculum Modifications Designed to Foster Critical Thinking, in  «The Journal of Educatinal Research », 56, 10 (Jul-Aug), 529-534, 1963. WATSON G., GLASER E. M., Watson-Glaser Critical Thinking Appraisal, Harcourt, Brasce and World, New York 1964. WILSON D. G., WAGNER E. E., The Watson-Glaser Critical Thinking Appraisal as a Predictor of Performance in a Critical Thinking Course, in  «Educational and Psychological Measurement », 1319-1322, 1981.

My Antonia Essay: The Role of Men in My Antonia -- My Antonia Essays

The Role of Men in My Antonia Gloria Steinem once wrote that "A woman needs a man like a fish needs a bicycle." Clearly she is attempting to assert women's independence and further the liberation movement. However, her analogy is not quite complete. A bicycle has absolutely no place in a fish's life, but whether she needs him or not, men are very much present in a women's life. While a women can survive without a male influence, his influence shapes much of her personality. This role of man manifests itself in the lives of the women of Black Hawk but most vividly in the form of the working girls. While working in Black Hawk, the hired girls assert their independence from men in practical matters but also proclaim their dependence in defining their personality. Tony, Tiny, Lena, and any other country girl ever to work in town can clearly survive without a male influence. They are, in fact, supporting the men with the funds they send home. However, as each is independent from men for survival, each is still defined by their actions and attitudes toward men. Lena Lingard is most outwardly defined by men. In the fields and the cattle she exists in a male vacuum where she can be wild like the fields around her. Once she is exposed to town life and men, she still retains the wild nature, but it is now covered by a facade of new dresses instead of her earlier rags. "The unusual color of her eyes - a shade of deep violet - and their soft, confiding expression" are no longer representative of her pure nature, but instead an object to be lusted over by men (150). Lena doesn't need men to survive, but she needs men to be beautiful. In similar fashion, the farm physiques of Tiny and Ant... ...back], you're here, like my father. So I won't be lonesome" (256). Those memories of her father and Jim are all that Antonia posses of her past and they are all that shapes her future No woman truly needs a man to sustain life; but men will often shape their future. As clearly shown in My Antonia , men often have an undeniable impact on women's' personalities and choices of lifestyle. Mrs. Steinem's metaphor does not hold. A bicycle has no place in a fish's world, but men and women cannot be separated. Any past action inevitably shapes one's future. If a man exists anywhere in a woman's world he will affect her life whether it be in a positive or negative fashion. The more appropriate metaphor would be something like "Women need men like a fish needs nuclear waste". You certainly don't need it, but if it's there, it's going to have an impact on your life.

Traditional Ideologies :: essays research papers

'Traditional Ideologies' The texts that we, the reader, tend to relate to most are the texts that reflect our values or include certain social issues of the present. Texts such as these are therefore quite commonly found beside the beds, on the coffee tables and in the bookcases of many Australians. These texts, in a way act as a barometer for values, and shifts in values in our society. This can be seen in many instances. For example, take the feature film 'The Castle'. The typical Australian family, the Kerrigans, represented in this film was not chosen by accident. No, no they were chosen because the writers of this film knew that everyday Australians could relate to the Kerrigans and in some ways see themselves in this simple family. The film endorses many Australian values and attitudes, to which the everyday Australian can not only relate to but also understand aswell. The text acts as a medium for the viewer to realise his/her own values and helps the viewer to recognise the social values that surround him/her. However, texts do not merely inform the reader of values present in the society. They can also reflect the current shift in values and attitudes away from the dominant ideologies. This can be seen heavily in the novel 'Cloudstreet' by Tim Winton. In this text many characters are seen to have somewhat different roles in the family that one would expect. Lester Lamb is an excellent example of this. The traditional role of the man in the house is to go out and work hard for his money and come home to a wife who would support him and look after the house and the kids. However, Lester is portrayed as a sensitive man who cooks and cleans regularly aswell as helps with many of the household chores. He also seems to have no quarrel with his wife having most of the control over the household or him having to pull his own weight. This is of course a step away from the traditional ideology of what a man should act like. This clever characterisation represents the shift away from the traditional gender roles that have for so long been enforced in our society. Which leaves the reader thinking, once again, about their own values and the now shifting values of the society. This point can be further seen in the short story 'Neighbours', which is also written by Tim Winton.

The Return: Shadow Souls Chapter 42

By now Matt and Mrs. Flowers couldn't ignore the blinding lights anymore. They had to go outside. But just as Matt opened the door there was – well, Matt didn't know what it was. Something blasted straight out of the ground and into the sky, where it got smaller and smaller, became a star, and disappeared. A meteor that had gone through the Earth? But wouldn't that mean tsunamis and earthquakes and shockwaves and forest fires and maybe even the Earth ripping apart? If one meteor that hit the surface could kill off all the dinosaurs†¦ The light that had been shining upward had faded slightly. â€Å"Well, bless my soul,† said Mrs. Flowers in a small, shaken voice. â€Å"Matt, dear, are you all right?† â€Å"Yes, ma'am. But†¦Ã¢â‚¬  Matt's vocabulary couldn't stand the strain. â€Å"What the hell was it?† And to his slight surprise, Mrs. Flowers said, â€Å"My sentiments exactly!† â€Å"Wait – there's something moving. Get back!† â€Å"Dear Matt, be careful with that gun†¦Ã¢â‚¬  â€Å"It's people! Oh, my God! It's Elena.† Matt abruptly sat down on the ground. He could only whisper now. † Elena. She's alive. She's alive!† From what Matt could see, there were a group of people climbing and helping others climb out of a perfectly rectangular hole, perhaps five feet deep, in Mrs. Flowers's angelica patch. They could hear voices. â€Å"All right,† Elena was saying, as she bent down. â€Å"Now grab my hands.† But the way she was dressed! A scrap of scarlet that showed all sorts of scratches and cuts on her legs. On top – well, the remains of the gown covered about what a bikini would. And she was wearing the largest, most sparkly costume jewelry that Matt had ever seen. More voices, going on through Matt's shock. â€Å"Be careful, yes? I will lift him to you – â€Å" â€Å"I can climb out my own.† – surely that was Stefan! â€Å"You see?† Elena rejoiced. â€Å"He says he can climb out his own!† â€Å"Oui, but perhaps one small lift – â€Å" â€Å"This is hardly the time for machismo, little brother.† And that, Matt thought, fingering the revolver, was Damon. Blessed bullets†¦ â€Å"No, I want – to do it myself – okay – got it. There.† â€Å"There! You see! He's better every second!† Elena caroled. â€Å"Where's the diamond? Damon?† Stefan sounded anxious. â€Å"I have it safe. Relax.† â€Å"I want to hold it. Please.† â€Å"More than you want to hold me?† Elena asked. There was a blur and then Stefan was lying back in her arms, while she said, â€Å"Easy, easy.† Matt stared. Damon was right behind them, almost as if he belonged there. â€Å"I'll watch the diamond,† he said flatly. â€Å"You watch your girl.† â€Å"Excuse me – I'm sorry, but†¦could somebody please lift me out?† And that was Bonnie! Bonnie, sounding plaintive but not afraid or unhappy. Bonnie giggling! â€Å"Have we got all the sacks of star balls?† â€Å"We've got all the ones from that house we found.† And that was Meredith. Thank God. They'd all made it out. But despite his thoughts, his eyes were drawn again to one figure – the one who seemed to be supervising things – the one with golden hair. â€Å"We need the star balls because any one of them might be – † she was beginning, when Bonnie cried out â€Å"Oh, look! Look! It's Mrs. Flowers and Matt!† â€Å"Now, Bonnie, they'd hardly be waiting for us,† Meredith put in. â€Å"Where? Bonnie, where?† Elena demanded. â€Å"If it's Shinichi and Misao in disguise I'm going to – hey, Matt!† â€Å"Will someone please tell me where?† â€Å"Right there, Meredith!† â€Å"Oh! Mrs. Flowers! Um†¦I hope we didn't wake you.† â€Å"I have never had a happier awakening,† Mrs. Flowers said solemnly. â€Å"I can see what you have been through in the Dark Place. Your – er – lack of sufficient clothing†¦Ã¢â‚¬  A sudden silence. Meredith glanced at Bonnie. Bonnie glanced at Meredith. â€Å"I know these clothes and gems may seem a little too much†¦Ã¢â‚¬  Matt found his voice. â€Å"Those jewels? They're real?† â€Å"Oh, they're nothing. And we're all dirty†¦.† â€Å"Forgive me. We stink – which is my fault – † Stefan began, only to have Elena cut in. â€Å"Mrs. Flowers, Matt: Stefan's been a prisoner! All this time! Starved and tortured – oh, God!† â€Å"Elena. Shhh. You got me back.† â€Å"We got you back. Now, I'll never let you go. Ever, ever.† â€Å"Easy, love. I really need a bath and – † Stefan stopped suddenly. â€Å"There're no iron bars! Nothing to shut off my Powers! I can†¦Ã¢â‚¬  He stepped away from Elena, who clung with one hand. There was a soft, silvery flash of light, like a full moon appearing and disappearing in their midst. â€Å"Over here!† he said. â€Å"Anyone who doesn't want little beastly parasites, I can take care of you.† â€Å"I'm your girl,† said Meredith. â€Å"I have a phobia about fleas, and Damon never even got me any flea powder. What a master!† There was laughter at this, laughter Matt didn't understand. Meredith was wearing – well, it had to be costume jewelry – but still it looked like about a few million dollars' worth of sapphires. Stefan took Meredith's hand. There was the same soft flash of light. And then Meredith stepped back saying, â€Å"Thanks.† Stefan's low response was, â€Å"Thank you, Meredith.† Meredith's blue dress was at least in one piece, Matt observed. Bonnie – whose dress had been slashed into starlight-colored ribbons – was raising a hand. â€Å"Me, too, please!† Stefan took her hand, and it happened all over again. â€Å"Thank you, Stefan! Oooh! I feel so much better! I hated itching!† â€Å"Thank you, Bonnie. I hated to think I was dying alone.† â€Å"Other vampires, take care of yourselves!† Elena said, as if she had a clipboard and were checking items off. â€Å"And, Stefan, please – † She held out her hands to him. He knelt in front of her, kissed both her hands, then enshrouded them in the soft white light. â€Å"But I'd still like a bath†¦Ã¢â‚¬  said Bonnie pleadingly, as the new vampire – the tall fit one – and Damon had each sparked a moonlight glow around themselves. Mrs. Flowers spoke up. â€Å"There are four working bathtubs in that house: in Stefan's room, in my room, in the rooms on either side of Stefan's. Be my guest. I'll put some bath salts in each right now.† And then she added, holding her arms out to the whole ragged, bleeding, dirty bunch of them: â€Å"My house is yours, my dears.† There was a chorus of passionate â€Å"thank yous.† â€Å"I'll arrange a rota. For feeding Stefan, I mean. If you girls are willing,† Elena added quickly, looking at Bonnie and Meredith. â€Å"He doesn't need much, just a little every hour until morning.† Elena still seemed very shy of Matt. Matt was very shy of her. But he stepped forward, empty hands held up to show that he was harmless. â€Å"Is it a rule that it's only girls? Because I've got blood, too, and I'm healthy as a horse.† Stefan quickly looked at him. â€Å"No rule about only girls. But you don't have to – â€Å" â€Å"I want to help you.† â€Å"Okay, then. Thank you, Matt.† The proper response seemed to be â€Å"Thank you, Stefan,† but Matt couldn't think of anything until, â€Å"Thanks for taking care of Elena.† Stefan smiled. â€Å"Thank Damon for that. He and the others all helped me – and each other.† â€Å"We Also Walk Dogs – at least Sage does,† Damon said slyly. â€Å"Oh – that reminds me. I should use that de-parasiting trick on my two friends. Saber! Talon! Heel!† He added a whistle that Matt could never have imitated. In any case, Matt was operating in a dream. A huge dog, almost as big as a pony, seemingly, and a falcon came out of the darkness. â€Å"Now,† the fit vampire said, and once again the soft light shone. And then: â€Å"There. If you don't mind; I prefer to sleep out-of-doors with my friends. I am grateful for all your kindnesses, Madame, and my name is Sage. The hawk is Talon; the dog, Saber.† Elena said, â€Å"Dibs on Stefan's bath for Stefan and me, and Mrs. Flowers's bath for the girls. You boys can work things out on your own.† â€Å"I,† Mrs. Flowers said gravely, â€Å"will be in the kitchen, making sandwiches.† She turned to go. That was when Shinichi arose from the earth above them. Or rather when his face arose. It was clearly an illusion, but a terrifying and marvelous one. Shinichi actually seemed to be there, a giant, perhaps supporting the world on his shoulders. The black part of his hair blended in with the night, but the scarlet tips made a flaming halo around his face. Having come from a land that was dominated by a giant red sun, night and day, it was an odd sight. Shinichi's eyes were red as well, like two small moons in the sky, and they focused on the group by Mrs. Flowers's house. â€Å"Hello,† he said. â€Å"What, you look so surprised? You shouldn't be. I really couldn't let you come back without popping up to say ‘hello.' After all, it's been a long time – for some of you,† the giant face said, grinning. â€Å"Also, of course, to share in the festivities – we've saved little Stefan, and, my, we even fought an oversized chicken to do it.† â€Å"I'd like to see you take Bloddeuwedd on, one on one, and get a secret key out of her nest, at the same time,† Bonnie began indignantly, but stopped when Meredith squeezed her arm. Sage, meanwhile was murmuring something about what his own â€Å"oversized chicken,† Talon, would do if Shinichi were brave enough to show up in person. Shinichi ignored all this. â€Å"Oh, yes, and the mental calisthenics you had to go through. Truly formidable. Well, never again will we mistake you for blunder-headed idiots who never really asked why my sister would give you any clues in the first place, much less clues that Outsiders could understand. I mean† – he leered – â€Å"why not just go and swallow the key in the first place, hmm?† â€Å"You're bluffing,† Meredith said flatly. â€Å"You underestimated us, plain and simple.† â€Å"Maybe,† said Shinichi. â€Å"Or maybe it was something else entirely.† â€Å"You lost,† said Damon. â€Å"I realize that may be an entirely new concept for you, but it's true. Elena has gained much more control over her Powers.† â€Å"But will they work here?† Shinichi smiled eerily. â€Å"Or will they suddenly disappear in the light of a pale yellow sun? Or in the depths of true darkness?† â€Å"Don't let him bait you, Madame,† Sage shouted. â€Å"Your Powers come from a place he cannot enter!† â€Å"Oh, yes, and the renegade. The Rebel's rebel son. I wonder†¦what are you calling yourself this time? Cage? Rage? I wonder what these children will think when they learn who you really are?† â€Å"It won't matter who he is,† Bonnie cried. â€Å"We know that. We know that he's a vampire, but that he can be gentle and kind and he's saved us over and over again.† She shut her eyes, but held her ground against the gale of Shinichi's laughter. â€Å"So ‘Madame,'† Shinichi mocked, â€Å"you think you have gained ‘Sage.' But I wonder if you know what in chess we call a ‘gambit' is? No? Well, I'm sure your intellectual friend will be glad to inform you.† There was a pause. Then Meredith said, with no expression at all, â€Å"A gambit is when a chess player sacrifices something – for instance, a pawn – deliberately – just to get something else. A position on the chessboard that they want, for instance.† â€Å"I knew you'd be able to tell them. What do you think of our first gambit?† Another silence, then Meredith said: â€Å"I presume you mean you've given us back Stefan to achieve something better.† â€Å"Oh, if you only had golden hair – as your friend Elena has so generously displayed.† There were various exclamations on the theme of â€Å"Huh?† – most of them directed at Shinichi, but some at Elena. Who promptly exploded. â€Å"You took Stefan's memories – ?† â€Å"Now, now, nothing so drastic, my dear. But a thirty-meld-a-session beautician – now, she was most cooperative.† Elena turned her gaze up at the giant face with a look of utter contempt. â€Å"You†¦cad.† â€Å"Oh, I'm stricken to the heart.† But the thing was, Shinichi's giant face did look stricken – angry and dangerous. â€Å"Between you, all such close friends: do you know how many secrets there are? Of course, Meredith is a mistress of secrecy, keeping her secrets from her friends all these years. You think you've already pumped her dry, but the best is yet to come. And then, of course, there is Damon's secret.† â€Å"Which if spoken of here and now will mean instant war,† Damon said. â€Å"And you know, it's strange, but I got the feeling that you came here tonight to negotiate.† This time Shinichi's laughter really was a gale, and Damon had to leap behind Meredith to prevent her being knocked into the hole the elevator had made. â€Å"Very gallant,† Shinichi boomed again, shattering glass somewhere on Mrs. Flowers's house. â€Å"But I really must be going. Shall I leave a synopsis of the prizes you still have to search for before your little company can look each other in the eye?† â€Å"I think we already have them. And you are no longer welcome around this home,† Mrs. Flowers said coolly. But Elena's mind was still working. Even standing here, knowing that Stefan needed her, she was searching for the reasons behind this: Shinichi's second gambit. Because she was sure that this was one. â€Å"Where are the pillowcases?† she said in a sharp voice that frightened and bewildered half the group, and simply frightened the rest. â€Å"I was holding one, but then I decided to hold on to Saber instead.† – Sage. â€Å"I had one, at the bottom of the hole, but I dropped it when somebody lifted me out.† – Bonnie. â€Å"I've still got one, although I don't understand what good – † Damon began. â€Å"Damon!† Elena whirled to him. â€Å"Trust me! We've got yours and Sage's safe – what's happening to Bonnie's in the hole?† The moment she had said â€Å"trust me† Damon had dumped his pillowcase on top of Sage's, and by the time she was finished, he had leaped into the hole, which was still so bright with leylight as to hurt any vampire's eyes. But Damon made no complaint. He said, â€Å"I have it safe now – no, wait! A root! A damned root is curled around one of the star balls! Someone toss me a knife, quick!† While everyone else was slapping their pockets for knives, Matt did something that Elena couldn't believe. First he glanced down into the six-foot-deep hole while pointing – a revolver, was it? Yes – she recognized it as the twin of Meredith's. Then without trying to let himself down easily, he simply jumped as Damon had, into the hole. â€Å"DON'T YOU WANT TO KNOW – † roared Shinichi, but no one was paying any attention to him. Matt's jump didn't end lightly as Damon's had. It ended with a gasp and a stifled curse. But Matt didn't waste time; still on his knees, he handed the gun up to Damon. â€Å"Blessed bullets – shoot it!† Damon moved very fast. He didn't even seem to aim. But he must have clicked the safety off and aimed immediately, for the root was now streaking for the soft wall of the hole, its end wrapped tightly around something round. Elena heard two shattering revolver shots; three. Then Damon stooped and picked up a vine-wrapped ball, medium-sized and crystal clear where its true surface could be seen. â€Å"PUT THAT DOWN!† Shinichi's rage was beyond all measure. The two burning red spots of his eyes were like flames – like moons of fire. He seemed to be trying to get them to comply by sheer volume. â€Å"I SAID, DON'T TOUCH THAT WITH YOUR FILTHY HUMAN HANDS!† â€Å"Oh, my God!† gasped Bonnie. Meredith said simply, â€Å"It's Misao's – it has to be. He'd gamble with his own; but not with hers. Damon, hand it up to me, along with the revolver. I bet it's not bulletproof.† She knelt, reaching into the hole. Damon, with a raised eyebrow, did as she said. â€Å"Oh, God,† Bonnie cried, from the edge of the hole. â€Å"Matt's sprained his ankle – at least.† â€Å"I TOLD YOU,† roared Shinichi. â€Å"YOU'LL BE SORRY – â€Å" â€Å"Here,† Damon said to Bonnie, taking not the slightest notice of Shinichi. Without any more ado, he picked up Matt and floated up out of the hole. He deposited the fair-haired boy beside Bonnie, who looked at him with the wide brown eyes of utter confusion. Matt, though, was a Virginian through and through. After swallowing only once, he got out a â€Å"Thank you, Damon.† â€Å"No problem, Matt,† Damon said, and then â€Å"What?† as someone gasped. â€Å"You remembered,† Bonnie cried, â€Å"You remembered his – Meredith!† she broke off, looking at the tall girl. â€Å"The grass!† Meredith, who had been examining the star ball with a strange expression, now tossed the revolver to Damon and tried with her free hand to tear away the grass that had twined around her feet and up her ankles already. But even as she did so, the grass seemed to leap upward and grab her hand, binding it to her feet. And now it was sprouting, growing, racing up her body toward the ball which she held high in the air. At the same time, it was tightening around her chest, forcing air out of her lungs. It all happened so fast that it was only when she gasped, â€Å"Somebody take th' ball,† that the others leaped to her aid. Bonnie was the first to get there, tearing with her fingernails at the greenery that was squeezing Meredith's chest. But each blade was like steel, and she couldn't rip away even one of them. Neither could Matt or Elena. Meanwhile, Sage was trying to lift Meredith bodily – to pluck her from the earth – and having no more success than the rest. Meredith's face, clearly visible in the light still shining from the hole, was going white. Damon snatched the star ball from her fingers just before the tangled greenery running up her arm could reach it. He then began moving literally faster than the human eye could track, never stopping in any one place long enough for any plant to grasp him. But still, the grass around Meredith was tightening. Now her face was turning blue. Her eyes were wide, her mouth open for a breath that would not come. â€Å"Stop it!† Elena screamed at Shinichi. â€Å"We'll give you the star ball! Just let go of her!† â€Å"LET GO OF HER?† Shinichi bellowed laughter. â€Å"MAYBE YOU'D BETTER LOOK TO YOUR OWN INTERESTS FIRST BEFORE ASKING ME A FAVOR.† Wildly, Elena looked around – and saw that grass had almost completely enveloped a kneeling Stefan, who had been too weak to move as quickly as the others had. And he had never made a sound to call attention to himself. â€Å"No!† Elena's desperate scream almost drowned out Shinichi's laughter. â€Å"Stefan! No!† Even knowing it was futile, she threw herself at him and tried to rip the grass away from his thin chest. Stefan simply gave her the faintest of smiles and shook his head sadly. That was when Damon came to a stop. He held the star ball up toward Shinichi's lowering visage. â€Å"Take it!† he shouted. â€Å"Take the ball, damn you, but let the two of them go!† This time the gale of Shinichi's laughter went on and on. A spiral of grass grew from a point beside Damon and an instant later had formed a hideous, shaggy green fist, which almost reached the star ball. But – â€Å"Not yet, my dears,† gasped Mrs. Flowers. She and Matt had come breathlessly from the boardinghouse storage room – Matt limping badly – and they both held what looked like Post-it notes in their hands. The next thing Elena knew, Damon was moving at ferocious speed again, away from the fist, and Matt was slapping a bit of paper on the grass covering Stefan, while Mrs. Flowers did the same to the greenery on Meredith. As Elena watched in disbelief, the grass seemed to melt, dying away into hay-colored blades that fell to the ground. The next moment she was holding Stefan. â€Å"Let's get inside, my dears,† Mrs. Flowers said. â€Å"It's safe in the storage room – the able help the wounded, of course.† Meredith and Stefan were taking great gasping breaths. But Shinichi had the last word. â€Å"Don't you worry,† he said, strangely calm as if he realized he'd lost – for now. â€Å"I'll get that sphere back soon enough. You don't know how to use that kind of Power anyway! And besides all that, I'm going to tell you what you've been hiding from your so-called friends. Just a few secrets, yes?† â€Å"The hell with your secrets,† shouted Bonnie. â€Å"Language, language! How about this: One of you has kept a secret all their life, and is doing so even now. One of you is a murderer – and I am not speaking of a vampire, or a mercy killing, or anything like that. And then there is the question of the true identity of Sage – good luck on your research there! One of you has already had their memory erased – and I don't mean Damon or Stefan. And what about the secret, stolen kiss? And then there is the question of what happened the night of the motel, that it seems that nobody but Elena can recall. You might ask her sometime about her theories about Camelot. And then – â€Å" That was when the sound as loud as Shinichi's giant-sized gales of laughter interrupted him. It tore through the face in the sky, leaving it drooping ridiculously. Then the face disappeared. â€Å"What was that – â€Å" â€Å"Who has the gun – ?† â€Å"What kind of gun could do that to him?† â€Å"One with blessed bullets,† Damon said coolly, showing them the revolver, pointed down. â€Å"You mean you did that?† â€Å"Good for Damon!† â€Å"Forget Shinichi!† â€Å"He is a liar when it suits him, that I can tell you.† â€Å"I think,† Mrs. Flowers said, â€Å"that we can retire to the boardinghouse now.† â€Å"Yeah, and let's go get our baths.† â€Å"Just one last thing.† Shinichi's voice, giant-sized seemed to come from everywhere around them; from the sky, from the earth. â€Å"You're really going to love what I have in mind next for you. If I were you, I'd start negotiating for that star ball right NOW.† But his laughter was off and the muffled feminine sound behind him was almost like crying, as if Misao couldn't help herself. â€Å"YOU'RE GOING TO LOVE IT!† Shinichi insisted in a roar.

Electronic Health Record Essay

In the proposed scenario. a Clinical Nurse Specialist ( CNS ) with a Post-Masters Nursing Informatics Certificate has decided that the 100 bed infirmary that she works in would profit from transitioning from paper charting to utilizing an electronic wellness record ( EHR ) system. She has done initial clinical research and has a solid foundation of best-patient-practice grounds that support this alteration. She has besides researched and studied the information on the government’s websites HealthIT. gov. and CMS. gov refering to the American Recovery and Reinvestment Act and the Health Information Technology for Economic and Clinical Health ( HITECH ) Act of 2009. HITECH is a stimulus bundle approved by the US authorities leting $ 19 billion dollars to be divided between infirmaries and physicians â€Å" who demonstrate â€Å"meaningful use† of electronic medical records† ( ARRA HITECH Solutions. 2015 ) . She knows that the best manner to choose and establish an EHR is to piece a squad of members with assorted fortes refering to the ends outlined in the phases of HITECH. Stage 1- Data gaining control and sharing. Stage 2- Advance clinical procedures and Stage 3- Improved results. Each of these phases has it’s ain meaningful usage standards. As seen in the diagram to the left. The CNS Begins by taking the members of her squad from assorted subjects in the infirmary. Because this will intend corporate broad alterations and acceptance. Her list includes the following. from the IT section. a Clinical Nursing Informatacist- chosen for a forte in how nurses interact with package and what is required for nurses to efficaciously care for patients. and the Director of Clinical Informatics- chosen for an overall cognition base of the infirmaries information sciences resources and demands including what package and hardware is presently available. what has worked or failed in the yesteryear and what alterations will necessitate to go on to maintain the infirmary compliant with patient privateness and safety ordinances. She will besides necessitate a Corporate Project Manager to form and circulate information to the assorted off-site entities related to the installations that will necessitate to be on board with this alteration across the corporation. A Chief Medical Information Officer will be cardinal in supplying the position of the doctors and their peculiar demands and ends. and to be a affair for the staff physicians when the EHR rollout occurs. A Chief Information Officer will convey cognition about the hospital’s twenty-four hours to twenty-four hours maps that will necessitate to incorporate into the new EHR along with how those systems presently function. A Chief Nursing Information Officer will hold their finger on the pulsation of each nursing unit and be cognizant of the different user interface demands that will be needed by different sections for the the specific type of flow and care given. Last. a Chief Financial Officer will be able to steer the squad on subjects refering governmental support and current assets along with assisting to make and keep a budget as required with the acquisition of new package and hardware. he will besides be able to work with each department’s budget shapers when the clip comes for apportioning preparation hours and equipment purchases. Along the manner the squad will necessitate to convey in sub-specialists to give information and feedback as they hone the new system. but for now the assembled squad will be responsible for researching. choosing and implementing the best EHR for their infirmary. A. 2 a-e ) Choose 2 real-life computerized direction systems and analyse them by comparing their advantages and disadvantages. urge the best pick to run into the ‘MU’ demands. depict how the characteristics of the recommended system meet the guidelines outlined in the three phases of meaningful usage. depict the impact on quality of patient attention. certification and results. The squad is cognizant that presently they have a computerized system that they use for coverage and tracking labs. radiology and programming. but all certification is paper based. They consider the monetary value point involved with adding faculties to the bing McKesson package V buying and implementing an wholly new EHR called EPIC. EPIC appears to be user friendly and able to seamlessly connect all of the installations under the umbrella of their corporation. They make a list of some of the pros and cons associated with each system. McKesson has the top of being a system they have already worked with and it has different plans that can be pieced together to run into some of the meaningful usage ( MU ) standard for conformity. They already have a working relationship with this seller and some experience with the merchandise. Once the treatment gets traveling. the squad realizes that there are many more bad points than good with McKesson. In their experience. the package faculties are connected in a bit-by-bit manner that makes it hard for plans to interface. Quite often data is merely lost and non retrievable. There are different informations entry systems for the different types of sections i. e. OR. ER. labour & A ; bringing. Med/Surge. radiology. and pharmaceutics. The different systems do non let for across the board data harvest home and that makes it hard and clip devouring to track reportable nursing and CMS indexs. The aesthetics of McKesson are something that is often complained about by the staff. due t o miss of typical colour passage and oculus weariness. Last. the group is really loath to go on on constructing their EHR base with McKesson because the PCPs in the country will non be able to entree infirmary records. and office visit information will non be available to the infirmary based staff. Due to the demand for increased adult male hours in serving McKesson. deficiency of distinct informations sampling. and the hapless continuity of attention related to PCPs non holding entree to hospital informations and frailty versa. the squad decides to take Epic alternatively. Epic has the down side of being a system that will necessitate a big initial spending of financess. The infirmary will hold to buy package. and related hardware. They will hold to spread out the IT and biomedical technology sections to back up and keep the new system and equipment ( something that would hold been necessary to a smaller grade with McKesson ) . They will hold to turn to some retrofitting demands related to wiring and computing machine instillment and in conclusion preparation will be a really large issue. Despite the possible down sides. the squad comes up with a long list of grounds that EPIC is the right system to take. To get down with EPIC is all one system. It allows for seamless interdepartmental interfacing. The PCPs in the country already utilize a version of EPIC and this will let for easy data exchange and a patient’s information will follow them easy. The EPIC system has a medicine rapprochement signifier that is easy viewable to all attention givers and pharmaceuticss in the country. maintaining path of each patients reported medicine dosage and frequence. EPIC has a ‘my chart’ characteristic that allows patients see labs. after visit sum-ups. and to interact with doctors about scheduling. medicines and lab consequences. EPIC has many built in safe guards. including watchword protection. unin terrupted backup and recovery plans so no information is lost. and the seller provides go oning support as needed. EPIC comes in 3 pre-bundled. customizable templets. each already set up to run into the Meaningful Use ( MU ) standard without holding to change the plan. The squad can look at the three available options and find if one fits them absolutely. or happen the closest one and change it to suit their specific demands. Some illustrations of how EPIC will run into the Stage 1 MU standards are computerized physician order entry. look intoing for drug interactions and allergic reactions automatically. tracking demographics. maintaining current diagnosing. medicine and allergy lists. leting patients to hold electronic entree to dispatch sum-ups. and it gives patients electronic entree to doctors. Once the infirmary has used EPIC for at least two old ages. some illustrations of how EPIC will assist run into the Stage 2 MU standards are ongoing patient informations entry and discreet sampling for study coevals. The squad will go on to develop the package that demonstrates interoperability in sharing of lab consequences with other suppliers and systems. Security hazard appraisal will be on-going and built into the system. Smoking position will be tracked on all patients 13 and older and the EPIC package is designed to steer the installation from run intoing the Phase 1 standards to run intoing the Phase 2 standards. Phase 3 MU aims are projected to better results. The squad is waiting on the concluding opinion for what the Phase 3 guidelines will be and in the average clip they have a jutting end of concentrating on primary bar steps and bettering overall population wellness. This will include recommended inoculation reminders. smoking surcease aid. healthy life style and repast planning recommendations. and annually medical examination reminders generated by primary doctors that will crossover to hospital patient charts. Some of the better benefits of EPIC include point and click check in the appraisal Fieldss. this allows for distinct sampling of information. EPIC utilizes a coverage work bench that will reap requested. reportable informations and assemble it into a user friendly templet. This will profit the infirmary by cut downing former man-hours required to happen and roll up informations for clinical quality steps. public wellness coverage. and CMS indexs. Discrete informations trying from EPIC will do the infirmary a benefit to the community every bit good by leting it to track tendencies and supply information to community wellness nurses. EPIC comes with the ability to set up difficult Michigans and reminders that allow real-time users to be cognizant of demands for attention coordination and patient specific followups or recommended proving related to handling chronic conditions. It will besides let for symptom goaded order entry Fieldss to be instantly available in emergent state of affairss where clip taken to look for those things could intend a worse result. This is particularly of import when people present with symptoms of shot or bosom onslaught. Another EPIC benefit is the different degrees of bedside specific PHI protection related to sensitive attention. EPIC has a ‘break the glass’ functionality refering to all sexual assault and psychiatric admits. This map merely allows relevant staff to open and see these patients charts. any others are shown a pop-up warning and a notice is sent to get down an probe of any other individual who logs in to theses charts. The squad is impressed with the information provided by EPIC refering scanning patients and medicines at the bedside and the decrease in medicine mistakes this causes. The scanners will incorporate with the medicine distributing machines already in usage at the infirmary. One of the major benefits of EPIC is the order entry physique. Each doctor. with a minimum sum of preparation. can custom-make the order entry procedure to reflect their demands. Medicine orders are immediately linked to a druggist to duplicate cheque for allergic reactions. and right dosing information. and so the medicine becomes available. via PYXIS machines on the unit for the RN to administrate at the bedside. The bedside dosing requires the patient and medicine to be scanned. further extinguishing possi ble mistakes. and provides a pop-up warning if an exigency override is required during any of these stairss. While the squad acknowledges that developing and clip to go familiar with the new charting and bedside everyday alterations will ab initio impact patient attention in a negative manner. they have a program in head to maintain the patients educated on the new system alterations and the awaited better attention available to the patients across the board from establishing an EHR system. Having the patients ask inquiries and give existent clip feedback will assist the squad tweek their preparation and bedside modus operandis to give better. more organized attention that consequences in traceable results. This is merely an overview of some of the many maps EPIC has that persuaded the squad to take it as the new EHR system for the infirmary. ( EPIC and McKesson related information was culled from the writers ain experience with the systems and personal interviews with multiple members of the information sciences section at St Francis Hospital. Indianapolis campus ) . A. 3 a ) Use of Quality Improvement Data EPIC has point and click appraisal check and a standardised certification format that links related informations. This allows for distinct informations trying related to things like CMS indexs. The infirmary will be able to track conformity with things like ‘door to EKG’ times in the exigency section. Foley catheter usage and attendant CAUTIs. and the clip from when a patient presents with shot symptoms until a cat scan is done and/or whether the patient receives antithrombolytics as a consequence. The infirmary will besides be able to bring forth studies on mistakes that occur the via the Risk Monitor Pro incident tracking package. This will let them to go on researching and bettering procedures. A. 3 B ) Security Standards and Methods EPIC has 24 hr monitoring of staff usage while logged in. and the records they entree. This is of import because 100s of staff members will be utilizing the system and at that place has to be answerability if employees were to look up their ain records. or the records of friends or household. This information can be tracked and the employee interviewed and disciplined if needed. EPIC besides comes equipped with incident coverage package called Risk Monitor Pro. All staff members are encouraged to utilize this format to describe any incident that might justify farther probe. It covers every location. type of employee. type of equipment. patient. visitant or seller. Risk Monitor Pro signifiers are used to describe possible or sensed hurts. faulty equipment. lookout events and things that have the possible to do injury or harm. This information can be followed up on by the hazard direction squad. so that procedure betterment is an on-going procedure. The squad works with members from the IT section and programs for primary informations storage with a redundant back up storage unit that at the same time updates so if the primary waiter fails there is no loss of information. They have besides planned for a 2nd. off site informations storage centre that can be used in instance of exigency to guarantee continuity of services. and maintain things up and running while the primary system is off line for ascents. Last back up tapes will be kept at a 3rd site in instance both of these countries are compromised. and the system can be rebooted and running once more within 72 hours. A. 3 degree Celsius ) Explain how the system will protect patient privateness and meet HIPAA demands EPIC will protect patient privateness in a figure of ways. End User entree is limited to merely being able to entree the information needed to make their occupations. Making the accessible information different for nurses. doctors. enrollment clerks. radiology technicians. commission members etc. Forces will merely be granted entree once they have completed security preparation and have signed certification saying that they understand the legal hazards and duties when accessing protected wellness information ( PHI ) . Persons outside the infirmary will hold entree to EPIC every bit good. for illustration nursing place doctors. They will hold a read merely entree granted. but will necessitate multiple patient identifiers to entree the information. Besides. as mentioned earlier. EPIC will use security related chart difficult Michigans like ‘Break the Glass’ . A. 3 vitamin D ) Explain how the recommended system meets HIPAA demands EPIC helps to run into HIPAA demands with machine-controlled enforcing of entree policies. and pro-active alertness that links straight to the hazard direction section. necessitating strong watchword policies. and automatic logout at terminal user work Stationss. EPIC allows suppliers to protect the unity of informations and retrieve original informations in the instance of it being altered or damaged. EPIC users are required to hold appropriate preparation to be able to entree the system. and can be locked out in the instance of expiration. Portable devices carry encoding package that does non let for 3rd party informations extraction or entree. EPIC can besides rapidly bring forth studies with distinct trying related to assorted signifiers of entree. The bulk of conformity will be the duty of the staff with written policies. documented countenance plans and probe that is ongoing. consistent and documented. A. 3 vitamin E ) Describe how following the system will cut down costs to the organisation Establishing this new system will ab initio bring forth more costs. but in the long tally will salvage the infirmary money in many ways. Meeting the ARRA/HITECH Act demands will assist to countervail those cost with fiscal inducements and avoiding mulcts and punishments. Having readily available trial consequences will diminish the costs and labour associated with reiterating lost or illegible consequences. With superior organisation and informations drumhead tools. the cost for labour associated with analyzing charts separately and bring forthing studies will be exponentially lower. The demand for transcriptionists will be greatly reduced by using command package. Facilities for storage of paper charting cost money for upkeep and staffing. An electronic database should do charge and insurance claims easier to treat and thereby generate gross faster. The clip it takes for doctors to pass traveling over complicated medical histories with patients is greatly reduced by holding that information readily available in a database. â€Å"According to a recent survey. when infirmaries rely on advanced electronic wellness records they can salvage up to 10 per centum per patient admission† ( â€Å"Advanced EHR Cuts Hospital Costss By 10 % Per Admission. † 2014 ) . 4. A ) Explain why active nursing engagement in the planning. choice. and execution of the systems is of import to the success of the execution procedure and meeting meaningful usage demands Active nursing engagement is of import to the success of implementing any procedure that affects care given at the bedside. For the system to be optimized for usage. nursing suggestions and feedback are critical. EPIC knows this and has a squad of nurses on staff to work with the installation in developing end-user interface. ‘Nurses’ from the infirmary include the advocators. CNS’s. NP’s. LPN’s. directors. and bedside attention givers. each with a specific focal point and experiences that are valuable when assisting to make up one's mind how charting should work. Any thing that pulls a nurses attending off from the patient. or is deflecting or hard to work with lessenings the sensed degree of attention and increases the potency for mistakes. The wellness attention ends of meaningful usage include bettering efficiency. safety and quality while diminishing disagreements. affecting patients and their households in their attention. bettering public wellness results. bettering attention coordination. and progressing security and privateness of PHI ( Gregory & A ; Klepfer. 2010 ) . All of these things are the foundation of every interaction a nurse has with a patient. This is why nursing is one of the most sure professions. harmonizing to the Gallup pole web site. nurses come out on top at 80 % when people were asked to rate â€Å"the honestness and ethical criterions of people† in different given Fieldss ( â€Å"Honesty/Ethics in Professions | Gallup Historical Trends. † n. d. ) . Because standard nursing attention already meets the ends outlined for meaningful usage. the most of import thing the mean nurse can make is to work hard to be competent using the selected EHR package. Advanced users and nurse leaders are of import to assist steer the EHR choice procedure in the way that will better the bedside interactions and user interface. Clinical nurse specializers have advanced instructions and convey the nursing doctrine to the choice and execution procedure. All of these functions are critical to the success of any EHR execution.