Institute of Management Accounting’s

Institute of Management Accounting’s (IMA) mission is to provide a forum for research, practice development, education, knowledge sharing, and the advocacy of the highest ethical and best business practices in management accounting and finance. The IMA has strongly enforced ethics since it’s inception. Their ethics committee was one of the first committees established in 1919, at their very first meeting. It was call ‘The Standard of Ethical Conduct for Management Accountants. This shows that the IMA is extremely serious when it comes to the professionalism required by it’s members. This guideline has been revised twice, once in 1979 and then again in 2005. Upon the last revision, the code of ethical conduct became the IMA Statement of Ethical Professional Practice. All members must take an oath and adhere to the Institute of Management Accounting (IMA) Standards of Ethical Professional Practice. The are four main principles of this code of ethical conduct. They are: I. Honesty II. Fairness III. Objectivity IV. Responsibility It is the responsibility of every accountant to comply with these standards to avoid any type of disciplinarian action. According to the IMA each member must be professional. Many of the areas of professionalism to be maintained includes a commitment to education. This is the section of the IMA Statement of Ethical Professional Practice that requires all accountant members to stay abreast of the many laws, regulations and technical standards. Due to our everyday landscape and the continual changes in accounting, taxes, etc. , the IMA has a continuing education (CE) requirement. All accountants must take a certain amount of CE classes so that they’ll be able to provide sound advice to their clients. This does not only keep them knowledgeable, it also keeps them aware of their professional limitations. Another part of an accountant’s responsibility is to respect the confidentiality of their clients. They must maintain a high level of scrutiny to make sure that not only do they always perform ethically and within the law, but they must also make sure that all of the activities of their subordinates are legal. This requires a great deal of integrity. To have integrity. The official definition of integrity is: Steadfast adherence to a strict moral or ethical code. This is the basis of IMA’s existence. Aristotle once said, ‘We do not act rightly because we have virtue or excellence, but rather we have those because we have acted rightly. It is obvious that there is no room for error when it come to the IMA’s code of ethical conduct. An accountant must be ethical when discussing any financial reporting, including advice and recommendations. He needs to assess the financial state of the company to the best of his ability. It is his duty and responsibility to be forthcoming with ALL revenues, expenses, assets and liabilities and let the chips fall where they may. In essence, they must be fair and objective. The IMA’s ethics guidelines have been used by other companies and organizations in some shape, form or fashion for many years. This tells you that this ethical guideline, in particular, is something that crosses all lines. It is very easy to live your life with these principles. As a matter of fact, the IMA expects their members to behave in their personal life and community with the ethical professionalism that is required in their profession. As a student, I can, have and will continue to use every single one of these principles. It is quite obvious that there are many ways to access information with the advent of the internet. Therefore, students today have access to many things that were not available 30 or even 20 years ago. It now takes a great deal of commitment to honesty to maintain one’s integrity. As a student, I too, must maintain that sense of integrity. I believe integrity is the basis of the entire IMA’s Statement of Profession Ethical Conduct. Let’s see how this can is relevant to me as a student. To remain honest in this society is becoming more rare that the norm. It is imperative that I maintain my sense of honesty throughout my education. As a student, there are a variety of ethical decisions to be made at any given time. I will have to make an ethical choices every single day. By being honest and accountable with my decisions, I will actually take away a higher and more thorough learning experience. As a student there are many opportunities for fraudulent behavior up to and including plagiarism. There are many students who are motivated by the consequences of their dishonesty and others who are only motivated by the end result. In other words, they would do it, if they knew for sure that they wouldn't get caught. Those are the students that are lacking in integrity. Personally, my motivation is the consequence of losing out on the education of a lifetime. I’m a Clarity Coach. I help people see their life with clarity. In doing so, I expect to be true to myself. If I can’t see things clearly, and I can only do that by being honest with myself, then how do I expect to help others get to the next level in their life. I am motivated by my passion for knowledge. I want to know more and I want to learn more. I can only do these by adhering to my personal code of ethics. To be competent is to be knowledgeable. One gains a sense of knowledge by learning. The only way to learn is to perform as a student. As a student, there are certain guidelines that you must adhere to. Every university has their own set of rules and regulations. One obvious rule is to enroll and perform in classes. This must be done to continue to develop my knowledge and skills. If that doesn't happen, either party (you or the university) can decide look at other options. You can make the choice to leave or your school can make that choice for you. In reference to me, I must do everything possible to learn what’s put before me to successfully perform in the business program, in other words, I must be competent. There are several reasons to maintain a sense of confidentiality. By revealing privileged information, we can have a substantial impact on other individuals. Anything that precludes another individual from gaining the perceived level of education from taking a course, is quite frankly, unethical and illegal in respect to the inferred rule that everyone is allowed an education. There are several advantages of maintaining confidentiality, the most important one is promoting the opportunity to learn. There is an inherent sense of confidentiality that I must observe hen it comes to the sharing of curriculum assignments, research papers, and a host personal information. In a class environment, you may find out personal information just by the nature of classroom interaction, as well as group projects. Again, it is imperative not to disclose any confidential information acquired during these interactions unless expressly authorized to do so. It is also a huge part of the learning experience for the instructor to maintain a sense of confidentiality to their students. A breech could impact that students interaction, absorption of the information and prevent them from seeking assistance when/if needed. If a professor is confidential with a students information and/or private dealings, they actually strengthen that relationship and foster continued learning and trust in that student. I'm sure it could have a huge impact on my classroom performance. I have to maintain a sense of fairness and objectivity at all times, when it comes to responding to my classmates, group members and professors. I need to be mindful that everyone is entitled to their own opinion, including myself. However, I need to express it in a fair and balanced manner. When we consider the challenges that have been faced by many of our major corporations and accounting firms, along with the S&L catastrophe from years ago, we quickly see how ‘creative’ financial managers can put us all at risk of losing what we’ve worked so hard for, at any given time. If only these companies were committed to the guidelines of the IMA, we could have quite possibly had a very different ‘corporate climate’ all together. It’s quite possible that major ‘financial disasters like Enron and WorldCom would have been unthinkable and therefore non-existent. It is also quite obvious that the IMA’s Statement of Ethical Professional Practice is relevant for so many corporations, organizations and even individuals like me. Today, with the advent of the internet, there are so many ways to compromise your integrity. Students today have access to many things that were not available 30 or even 20 years ago. I can honestly say that it takes a great deal of commitment to honesty to maintain one’s integrity. As a student, every day I make the choice to live my life with integrity.

Case Scenario: Grocery, Inc. Essay

Scenario: Grocery, Inc. is a retail grocery store chain based in Any State; U.S.A. Grocery has stores throughout the United States. Grocery has written contracts with many different vendors to purchase the products they sell in their stores. Vendors range from individuals to international corporations. Tom Green works as the produce manager for the store in My Town, U.S.A. Jeff Fresh, 17 years old, is spending his summer vacation working for Tom in the produce department. Assignment: Using the scenario above, give detailed answers to the following questions: 1. Does Article 2 of the Uniform Commercial Code (UCC) apply to the contracts between Grocery and its vendors? Do common law contracts apply? Explain, in detail, why or why not. Your answer should compare and contrast common law contracts and UCC Article 2 contracts. Article 2 of the Code applies only to transactions in goods. The sale of goods is the transfer of ownership to tangible personal property in exchange for money, other goods or the performance of services. The law of sales of goods is codified in Article 2 of the Uniform Commercial Code While the law of sales is based on the fundamental principles of contract and personal property it has been modified to accommodate current practices of merchants. Therefore, the situation depends on whether or not a contract is for the sale of goods. If it is not, then the principles of common law that were discussed in Part 3, Contracts, apply. If the contract is one for the sale of goods, then the Code applies. 2. Grocery contracted with Masterpiece Construction to renovate the store on Main Street in My Town. Masterpiece, unable to complete the renovation within the six-month time limit due to a sudden increase in jobs, sub-contracted the entire job to Build Them To Fall. Grocery was unaware of the sub-contract. When Grocery realized (due to the poor quality of work) that Build, not Masterpiece, was handling the renovation, Grocery petitioned the court for an injunction and then sued Masterpiece for breach of contract and specific performance. Masterpiece argued that it had a right to delegate  the duties of the contract, or in the alternative, to discharge the contract due to commercial impracticability. Who wins? Explain your answer. In such a case as this one, Grocery would win a suit for specific performance but not necessarily for breach of contract. The only situation that would restrict Masterpiece from delegating the duties to another company is if the actual contract specified that Masterpiece had to perform the work. If the contract did specify that Masterpiece had to perform the work, they would be responsible for breach of contract; otherwise, they would have the right to delegate the work to a third party without penalty. Though Masterpiece might have had the right to sub-contract the renovation to another company, it does not release Masterpiece from liability. When a delegatee (Build) accepts an assignment from a delegator (Masterpiece), the delegatee assumes responsibility for performance. This assumption does not release the delegator from liability but instead, creates a situation where both the delegator and delegatee owe duties to the obligee. If a situation arise, such as this one, and the delegatee refuses to pay, the delegator can still be held responsible. The only way Masterpiece can lose the title of obligor and not be considered liable for specific performance is to be discharged from performance by novation. A novation is â€Å"a particular type of substituted contract in which the obligee agrees to discharge the original obligor and to substitute a new obligor in his place† (Mallor, Barnes, Bowers, & Langvardt, 2003). If Build and Grocery both agree to the novation, Masterpiece would have no further obligation under the contract and Grocery would have to hold Build responsible for performance. 3. At the end of the summer, Jeff Fresh had earned enough money to put a down payment on a car. He decided to continue working part time during school to earn money for the car payments. Jeff purchased a car from Smooth Sales Used Cars. Smooth did not ask Jeff how old he was; the salesman assumed he had reached the age of majority. Jeff paid the down payment and signed the contract stating that he would make payments of $200 each month. Six months later Jeff lost his job and could no longer make the payments. Jeff took the car back to Smooth and said he wanted to cancel the contract and that he wanted his money back. What are the possible outcomes? Explain your answers. As a minor, Jeff is entitled cancel the contract by disaffirming it and receiving the amount he paid for the car in exchange for returning the car back to Smooth Sales Used Cars. As per the textbook, â€Å"Upon disaffirmance, each party has the duty to return to the other any consideration that the other has given. This means that the minor must return any consideration given to him by the adult that remains in his possession.† Jeff should receive his down payment and $1200 back from Smooth Sales Used Cars. Since the car is not considered a necessary, the following law for minor does not apply. â€Å"The minor’s recovery of the full purchase price is subject to a deduction for the minor’s use of the consideration he or she received under the contract, or the depreciation or deterioration of the consideration in his or her possession.† Necessaries are basics things needed for survival and not supplied by the minor’s parents. Examples of necessaries a re food, clothing, shelter, medical care, tools of the minor’s trade, and basic education or vocational training. 4. Grocery has a written contract with Cereal, Inc. to purchase 20 cases of cereal per month at $22 per case. The contract does not state the types of cereal or how the 20 cases will be divided up between Grocery’s 20 stores in Any State. After a flood, Cereal suffers severe water damage in its warehouse. With the exception of Soggy Flakes, Cereal does not have enough undamaged cereal to comply with its Grocery contract. On the day delivery was due; Grocery receives 10 cases of Soggy Flakes at the three stores located in My Town and two stores in Your Town. Twelve days before delivery was due, Grocery had requested, by facsimile, that 15 cases containing a variety of cereals be delivered to the five stores listed above with the remaining five cases going to Grocery’s warehouse in Corp Town. Grocery wants to reject the shipments of Soggy Flakes and cancel its contract with Cereal. Discuss Grocery’s rights under contract law. Cereal argues that based on the gap-fil ling rule, it had the right to modify the terms of the contract. Analyze the gap filling provisions of UCC Article 2 as they pertain to the terms of this contract. What rights and/or defenses, if any, does Cereal have under contract law? Analyze the remedies available to Grocery and/or Cereal. Explain all answers in detail. There are two sides to this scenario in which both parties have a valid reason to alter as well as even terminate the contract. From the Cereal, Inc perspective, if unforeseen conditions cause a delay or the inability to make delivery of the goods and thus make performance impracticable, the seller is excused from making delivery. However, if a seller’s capacity to deliver is only partially affected the seller must allocate production in any fair and reasonable manner among his customers. Cereal did abide by it and delivered the 10 cases of Soggy Flakes due to the fact that those cases were not destroyed, leaving them deliverable. However, the seller (Cereal, Inc) has the option of including any regular customer not then under contract in his allocation scheme. When the seller allocates production, he must notify the buyers [2-615]. When a buyer receives this notice, the buyer may either terminate the contract or agree to accept the allocation [2-616]. The Code recognizes the fact that parties to sales contracts frequently omit terms from their agreements or state terms in an indefinite or unclear manner. The Code deals with these situations by filling in the blanks with common trade practices. In this case, no length of time was addressed in the contract for Grocery to continue purchase products from Cereal. With this, Grocery did have a right to terminate at any given point of time. 5. Tom Green spent his time away from work on his hobby, model trains. His train set was very large and consisted of rare and one-of-a-kind trains. One day, while visiting with a fellow train hobbyist Harry, Tom said, â€Å"When I retire in two years from Grocery, I’m going to sell my trains and spend the rest of my years traveling on real trains.† Tom then told Harry that he was the only person he planned to offer his trains to because he knew Harry would take good care of them. Harry said he looked forward to the day when he could buy the trains. Harry then spent the next two years and most of his savings building a new 2,000 sq. ft. room onto his house to make room for the trains. When Harry told Tom that he was building the new room, Tom just smiled. Tom also heard that Harry had borrowed money from his aunt to buy the trains. When Tom retired, he sold his trains to David. Harry sued Tom claiming breach of contract, or in the alternative, for promissory estoppel. Wh o wins? Explain your answer. Promissory estoppel is when a person relies on a promise made by another even though the promise may not be sufficient to be considered a contract. The elements of promissory estoppel are a promise, reliance on that promise, and injustice that comes from that promise. These elements are apparent in this situation. Tom told Harry that he was the only person that he wanted to leave his trains to, that was the promise. Harry saying that he looked forward to buying the trains and then building a room for them was the reliance on the promise. Finally, Tom selling the trains to someone else is the injustice and the breaking of the promise. Harry should not be suing for breach of contract, but rather for promissory estoppel. There is no official breach of contract in this situation, but it is a clear example of promissory estoppel. If the lawsuit were for promissory estoppel, then Harry would win. The lawsuit being for breach of contract might cause Harry to lose because it is not complete breach of contract. 6. Organic Farms shipped a truckload of peaches to Grocery using an independent trucker. In route, the truck broke down and the shipment was delayed three days. The peaches were spoiled when they arrived. The terms of the contract were F.O.B. Who bears the risk? Explain your answer. Under F.O.B. terms, the seller is responsible for the costs and the risks associated with transporting the goods to the designated area assigned by the buyer. Once the shipment arrives at the designated area, the buyer assumes responsibility for the goods and any shipping of the goods that might occur afterwards. Since the goods were still in route to the destination (Grocery), Organic Farms is responsible for the loss and Grocery is not obligated to pay anything. Organic Farms might be able to recover the loss from the independent tucking company but this does not affect the destination contract that places the risk of loss on Organic Farms. Organic Farms would still be required to compensate Grocery for the loss, while they potentially seek reimbursement from the independent trucking company. 7. Discuss the different warranties that apply to Grocery’s business. Explain your answer in detail. There are several different warranties present in Grocery’s business. The first is express warranties. Express warranties are present because the goods conform to the description and because oftentimes, samples are available of the goods. Implied warranty is also present in this situation because the goods in Grocery’s business are merchantable. Finally, implied warranty of fitness is present here. This is apparent because the seller, Grocery’s store, knows that there is a purpose for the buyer to buy the goods. Grocery’s store also knows that the buyer is relying on the goods that are being sold and that the buyer is relying on Grocery’s for the goods. 8. Supplier, Inc., a large wholesaler, had a contract with Grocery. Supplier sued Grocery for breach of contract when Grocery failed to place an order for goods by a specific date as specified in the contract. Each order was to be worth at least $550. Grocery contended that the contract Bill Green signed was a standard preprinted supply contract without specifics regarding time of order and quantity. Green had authority to sign a standard supply contract, but could not authorize specific terms. This was unknown to Supplier. Supplier argued that the terms were â€Å"boilerplate† and could therefore be modified by acceptance. Supplier offered oral testimony at trial to prove that Green agreed to the modifications. Is there a contract? If so, what are the terms? Explain your answers. Also, discuss the use of Supplier’s oral testimony at trial. In this case, there is no contract since the quantity is not specified. When there is indefinite quantity, the buyer does not have to buy from the seller even if there if a minimum purchase amount required and therefore, the quantity required is illusory and unenforceable. As per the textbook, â€Å"it is fundamental that a contract is unenforceable if it fails to obligate the parties to do anything.† The oral testimony from Supplier Inc. cannot be used. Any modifications to a sales contract needs to be in writing. Verbal modifications will not be enforceable. References: Business Law: The Ethical, Global, and E-commerce Environment (12th ed.). Jane P. Mallor, A. James Barnes, L. Thomas Bowers, & Arlen W. Langvardt McGraw Hill, 2004 Burr Ridge, IL University of Phoenix Material: Case Scenario: Grocery, Inc, Susan Brown Parker. Retrieved from http://www.phoenix.edu

Answers for final exam Assignment Example | Topics and Well Written Essays - 1250 words

Answers for final exam - Assignment Example ...........................Discrete Participation in online auction............Discrete Amount spent online .........................Continuous Time ............................................... Continuous (McBurney and White, 2009) b) In addition to the variables above, data were also collected on total sales each month. Using the SPSS output provided below, describe the distribution of ‘Monthly Sales’. Remember to comment on Centre, Shape and Spread. (1 ? marks) Distribution of sales has a mean value of $ 4178.29 per month with a standard deviation of 7011.633. The data is further skewed to the right, and is widely scattered apart. The skewedness value, the plots and the standard deviation explains this (Gravetter and Forzano, 2010). c) Is the distribution of ‘Monthly Sales’ normal? Explain. (1 mark) The distribution is not normal. This is because of the observed deviation of the plats from the straight line as observed in the Normal Q-Q plot. (Hahn and Meeker, 2011) Question 2 (3 marks) An investor wants to compare the performance of three managed funds, so she performs an ANOVA test to compare their returns. The results of this ANOVA test and the post-hoc Tukey test are provided below: ANOVA Return Sum of Squares df Mean Square F Sig. Between Groups 4191.977 2 2095.988 9.627 .000 Within Groups 669510.465 3075 217.727 Total 673702.442 3077 Multiple Comparisons Return Tukey HSD (I) Fund (J) Fund Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound 1.00 2.00 -1.07173 .65147 .227 -2.5993 .4559 3.00 -2.83090* .65147 .000 -4.3585 -1.3033 2.00 1.00 1.07173 .65147 .227 -.4559 2.5993 3.00 -1.75916* .65147 .019 -3.2868 -.2316 3.00 1.00 2.83090* .65147 .000 1.3033 4.3585 2.00 1.75916* .65147 .019 .2316 3.2868 *. The mean difference is significant at the 0.05 level. a) Explain why the investor used an ANOVA test. (1 mark) The investor used an ANOVA test because the test is suitable for comparing more than two means and compares means of each pair of variables to determine the one with the highest mean (Rumsey, 2007). b) Interpret the results of the one-way ANOVA test. (1 mark) The low p-value, 0.00 that is less that 0.05, from the ANOVA test shows that a significant relationship exists among the different funds at 0.05 level of significance (Comrey and Lee, 2006). c) Based on the post-hoc Tukey test, which of the funds had the highest returns? Explain. (1 mark) The mutual fund 3 had the highest returns. This is because its mean is significantly different from, and larger than the means for fund 2 and fund 3 (Hanna and Dempster, 2012). Question 3 (10 marks) A large company wants to compare the performance of two of its franchises. To complete this study, they collected monthly sale revenue data from the Sydney and Newcastle franchises. They believe that the Sydney store is performing better, but want to conduct a statistical test to prove this fact. If Newcastle is seen to be underperfor ming, management intends to increase advertising for this store. A two-sample t-test is conducted and the following output is reported from SPSS: a. Explain why an independent two-sample t-test was used rather than a paired samples t-test. (2 mark) An independent two-sample-t test was used because the two sets of observations were made from different samples, franchises, instead of paired sample test’s two sets of observations, each pair from same participants in a sample (Walkenbach, 2013). b. Write the null and alternate hypotheses (2 marks). HO:

E.A Davis Case Analysis Essay Example | Topics and Well Written Essays - 1250 words

E.A Davis Case Analysis - Essay Example One of the reasons why E.A. Davis is successful is due to the fact that it considers its target market applying the focus strategy in order to substantially cater the needs of its chosen target market. E.A. Davis’s retail format is one of a kind considering that it specifically created an impression for its customers through the way it serves them. In order to serve their customers in the best possible way, E.A. Davis tried to understand the competition through brand strategy, right employees handle the right customers and hands on monitoring on what brands are selling (Sieloff 3). E.A. David’s positioning strategy is clear. It specifically tried to create an image for itself as a branded clothing store (Sieloff 4). Due to this positioning strategy, E.A. Davis’s learned to rely on well-known brands that have significant impact on the lives of customers. As a single-owner department store, there was a clear hands-on experience for E.A. Davis especially on being focus on what aspect to consider in the business. The first focus was on its location. (Siellof 2). Clearly, the location aspect was an integral part of its success due to accessibility and proximity to other business establishments that customers are looking forward to. Location is an important aspect for the success of E.A. Davis because it directly associates to the volume of customers that it can cater. Everything will follow if the right location has been chosen and this is strongly justified in the case of E.A. Davis. E.A. Davis also tried to differentiate its customer service through its product offering and services which can be substantiated how the company greatly treated its customers (Siellof 3). Its exclusive merchandise that is creating a significant impact in the market is a great advantage of E.A. Davis. The successful product positioning of E.A. Davis is its g reat competitive advantage on why it gained significant recognition in the market. The disadvantage of E.A. Davis is its very basic strategy especially in the other aspects in marketing. Its current state of expansion is very slow. Its offered services and products are strongly accepted in the market due to the right location was taken into consideration (Siellof 2). This only proves that E.A. Davis is only dependent on its location for its product strategy. However, a little portion is only given to more sophisticated marketing strategies that could maximize its ability to gain more customers. E,A Davis could have done much better if good marketing strategies are integrated further in its whole system of operation. 3. Assuming the role of a consultant, what key suggestions would you give Skolnick on how to refine E.A. Davis’s strategy to stay relevant in the increasingly volatile retail environment? Give detailed answers and justify your recommendations. Answer The idea of c arrying branded products is so far what makes E.A. Davis leading in the competition (Siellof 4). This is the specific area where there is a need to go for more refinement considering that it is the firm’

Theory Research Paper Example | Topics and Well Written Essays - 750 words

Theory - Research Paper Example The tolerance of others’ viewpoints and open attitude towards change along with having the scientific bent of mind are the concepts of basic philosophy for REBT theory. The aim of this motivation is to make people live happily while they are with others or in intimate relationships. The motivation provides an opportunity for people to strive towards happiness, while learning, working or enjoying. The â€Å"ABC† constructs of this theory refers to some event that happens to people, called as ‘Antecedent’, People’s thoughts with reference to such happenings, reflecting what happened in the event, which refers to ‘Belief’ and the ‘consequence’ of individual thought process or belief. This reflects behavior of people and their emotions, resulting from such thoughts. There is no particular theory as each individual is influenced by certain hereditary beliefs, which lead to thinking or acting irrationally and reacting emotionally. The environment that involves parents, teachers, peers and siblings are some of such influences. REBT relates to dysfunctions, which include any person’s irrational belief system generated from an experience, leading to undesirable situations and consequences. The concept of psychological health relates to the defeat of this human natural tendency, while preparing the individual for relying on rational beliefs, using the principal of unconditional acceptance. This theory teaches about balancing the social interest with self-interest, required for healthy living philosophy. (Jorn 2009) Albert Ellis is the founder of this theory, who presented it in 1950s to enhance the techniques of psychoanalysis and behaviorism, while fully addressing the relation between cognition and emotional disturbance. Developing the ABCDE model of this theory in relation to emotional disturbance, Ellis discovered the core irrational beliefs, which included demand for comfort, approval in love matters as well as demand

Macroeconomics of Botswana Research Paper Example | Topics and Well Written Essays - 1250 words

Macroeconomics of Botswana - Research Paper Example ional firm of diamond contracted a ten-year agreement with Botswana to shift Botswana’s sorting of rough stone and division of trading by 2013, from London to Gaborone. This transformation will help support the decline of industry of diamond in Botswana, (Norda?s, Gilbert and Gloria 52). The economic freedom of Botswana ranges to about 70.6, achieving the 30th position of the freest economy in the index of 2013. It has an average score of 1.0 point grater that 2012 mainly because of progressive improvements in liberty from economic corruption and government expenditure management. The country is the second in forty-six nations in the region of Sub-Saharan Africa and has average score greater than the global and regional averages. The economy of Botswana is expanding mainly due to foreign investment fueled by reduced taxes, stability in political structure and climate and an extensively educated labor force. Botswana is a better example in extensive natural resources endowments , (Phirinyane 23). Corruption level is low in Botswana and an independent judiciary enacts agreements efficiently and safeguards property rights. A relatively efficient regulatory environment and open trade policies have underpinned competitiveness, whereas exports of diamond have reinforced effective foreign exchange flows. The department of finance is effectively developed, with a reliable central bank as well as minimal interventions by the government. Even though, the public debts are still low, the administration has attempted consolidation of fiscal to lower increased deficits of the global meltdown. The outstanding external level of debts of Botswana remains low and sustainable based of surpluses of perennial budget and extensive external policies of debts, irrespective of its current... This paper explores the economy of Botswana with specific emphasis on market labor, economic growth, taxes, debts and key factors, that impact economic growth of the nation. Botswana has been among the top popular world’s economic rate of growth starting independence. Nevertheless, the growth of economy was slow in 2009, with thirty percent decline of industrial sector, after the worldwide crisis minimized the Botswana’s diamonds demand. Even though, the Botswana witnessed economic recovery in 2010, the growth of GDP has similarly reduced. Via fiscal discipline as well as proper management, the country regenerated itself from the slowest economically growing nation and attained a middle-income nation with about sixteen thousand and eight hundred dollar GDP per capita by 2012. The economic freedom of Botswana ranges to about 70.6, achieving the 30th position of the freest economy in the index of 2013. It has an average score of 1.0 point grater that 2012 mainly because of progressive improvements in liberty from economic corruption and government expenditure management. The country is the second in forty-six nations in the region of Sub-Saharan Africa and has average score greater than the global and regional averages. The economy of Botswana is expanding mainly due to foreign investment fueled by reduced taxes, stability in political structure and climate and extensively educated labor force. The labor market of Botswana experiences constraints like increased unemployment levels and mismatch among supply and demand of labor.

Mid- Term Exam Assignment Example | Topics and Well Written Essays - 2500 words

Mid- Term Exam - Assignment Example In addition, this security model largely emphasizes the security aspects of information technology and helps people in analyzing all those important aspects that pertain to the comprehensive and valuable features of information technology (Whitman and Herbert 1-250). The three major components of the C.I.A triangle consist of Confidentiality, Integrity and Availability. Confidentiality: It is considered as one of the most important components of this particular model as it solely emphasizes the aspect of procurement of valuable information and it’s prevention from getting shared to unauthorized personnel. Information technology is considered to be a vital aspect as it serves multiple purposes. All kinds of major transactions that take place in today’s scenario are mostly based online mode and there are many malicious internet users who are very proficient in stealing and manipulating information that is highly restrictive (Whitman and Herbert 1-250). Integrity: It is al so considered to be a vital aspect of this particular triangle as this component largely emphasizes the protection of information along with preventing it from getting modified or even manipulated from any kind of unauthorized users which may prove to disrupt the information sharing process (Whitman and Herbert 1-250). ... to be the most important aspect in the field of information technology as it widely emphasizes the broad aspect of protection of information along with ensuring unauthorized access. It also facilitates to prevent revelation or disruption of the information to unwanted individuals. The two key concepts of information security essentially include IT security and Information assurance. IT security relates to ensuring proper security to the computers and all its components. Similarly, information assurance relates to the procurement of information and prevention of the valuable data from getting lost or being manipulated. However, both of these concepts have greater significance in relation to the triangle, especially in the modern day technological context as these concepts along with the components of C.I.A aim at a basic objective i.e. to ensure all round security in matters pertaining to information technology and its proper usage (Whitman and Herbert 1-250). Best example of informat ion technology and utilization of the concepts of information security and components of C.I.A would be that it is utilized by IT specialists, corporations, hospitals, financial institutions, government and military among broad entities. The components are utilized with the prime objective of ensuring comprehensive and steadfast security regarding various types of business information that are processed and shared for various authenticated and business purposes (Whitman and Herbert 1-250). 2. DESCRIBE AN INFORMATION SECURITY POLICY. EXPLAIN WHY IT IS CRITICAL TO THE SUCCESS OF AN INFORMATION SECURITY PROGRAM Information security policies are certain documented business rules and regulations that are implemented for the sole purpose of storing and protecting information in an appropriate

1-7 Topics Essay Example | Topics and Well Written Essays - 1000 words

1-7 Topics - Essay Example Transaction demand for money. This is a situation where people hold money to purchase goods and services. This is the most common form of money demand as each and every individual in the world demand money to pay for services and goods for consumption. Demand for money exhibits a negative relationship with the nominal interest rates. As the interest rates increases decrease, the demand for money increases. When the nominal interest rate decreases, the result is less attractive bonds (Langdana, 34). If a person gets a lower interest rate on the investment, he is more likely to trade those investments in for hard cash. Rising real incomes and increasing numbers of people employed will increase the demand for money at each interest rate. The transaction demand for money is positively related to inflation and income. An increase in a person’s income rises or as the prices increases, he will hold more money that will enable him carry out his daily transactions. Monetary policy- in controlling the inflation in the economy, I would recommend that the central bank lowers the lending rates, normally to a target of around 2-3%. Monetarists emphasized on keeping the growth rate of money steadily and using monetary policy inflation. They opted for slowing the rise in the money stock, and increasing interest rates. The next recommendation is to adjust the real wage. Increase in inflation makes get pay rise to offset inflation. However their real wage remain constant and hence the purchasing power is not lost as long as the nominal wage rise keep up and wages does not fall. Monetary policy is the process by which the Central Bank of a country controls money supply that targets the interest rates for the purpose of enhancing economic stability and growth. Tools of monetary policy include: Reserve requirements- this is the case where the monetary authority applies regulatory control over banks.

Before the night falls. Comparison of the book and film Essay

Before the night falls. Comparison of the book and film - Essay Example Julian Schnabel made a movie based on this memoir. The movie with the same name as the book, like the book, recounts Arenas’ life. It details his birth in rural Cuba, his youth and his growth as a writer. It shows how he struggled to get published his works considered counterrevolutionary by the Cuban government, his imprisonment and his eventual release from Cuba. It shows him migrating to the U.S. achieving some recognition and success there, before dying of AIDS. Schnabel inevitably has not been able to put the whole content of the book into the movie. However the essence and most of the themes of the book have been incorporated into the movie. Adapted films may be able to bring a book to life. However it is not possible to make a movie from a book with as much detail or depth as a book. In Schnabel’s case adaptation of Before Night Falls, became even more difficult because the book was not only the story of the life of one man but the book also portrayed political history that was quite complicated in nature. A faithful and total adaptation of the memoir would need more than six hours of viewing. Schnabel while missing out on many portions of the book however remains faithful to some of the important actual events in the life of Arenas. Schnabel handles the movie with a light touch with none of the weighty sequences found in the book. He does no go into the details of the brutality and torment Arenas experiences in prison. The descri ption of life in the Cuban prison had made the book unique. Arena’s sexual explorations portrayed in the book are portrayed quite timidly in the film. Schnabel does explore the pleasure, freedom and promiscuity of beach culture, but he does this only peripherally. In the book, according to Arenas he has had about 5000 sexual partners by the age of 25. However in the film, he is shown as having no more than what he can

Classical conditioning Essay Example for Free

Classical conditioning Essay Classical conditioning is a form of basic learning the body automatically responds to a stimulus. One stimulus takes on the properties of another. The Russian physiologist Ivan Pavlov (1849-1936) is credited for discovering the basic principles of classical conditioning whilst he was studying digestion in dogs. He developed a technique for collecting dog’s salivary secretions. Pavlov (cited in Eysneck M.W 2009) noticed that the dogs would often start salivating before they were given any food or saw the feeding bucket or even when they heard the footstep of the laboratory assistant coming to feed them. Quite by accident Pavlov had discovered that the environmental control of behaviour can be changed as a result of two stimuli becoming associated with each other. These observations led to what’s now called classical conditioning. A neutral stimulus (such as a bell) which normally wouldn’t produce a response (such a salivating) eventually becomes paired with another stimulus (such as the food) this is referred to an unconditional response. When the bell and food (unconditional stimulus) are paired often enough the dogs start to salivate as soon as they hear the bell and before the food is served. When this occurs conditioning has taken place. (Cited in Burns 1995) Pavlov argued that if dogs could be conditioned to salivate then it is possible to apply the process to bodily process that effect illness and mental health disorders. Nowadays classical conditioning is applied in the treatment of phobias and in aversion therapies.(Cited in Burns 1995). Operant conditioning Operant conditioning is the process of a behaviour in which the likelihood of a specific behaviour is increased or decreased through positive or negative reinforcement. The theory is based on Thorndike (1993) law of effects which state that behaviour is a function of its consequences (cited in O’ Brien 2009). Skinner used observation as a leading approach to operate conditioning. A key principle of operant conditioning was that where behaviour is reinforced (that is where people are rewarded when they behave in a particular way). It will tend to be repeated under particular circumstances. (Cited in Gross R 2010). For example a mother picking up a crying infant and if the baby stops crying when picked up, the probablility of the mother repeating the same behaviour increases since the cessation of the baby’s crying is a reinforced.(Gerry, K et alt page45) . Reinforcers can also be primary or secondary. Primary reinforcers are our basic needs like food, water and shelter. Secondary reinforcers are events that have become rewarded through their association. For example money, because money can satisfy people needs it takes on reinforcing characteristics of its own. Operant conditioning can be used in behaviour management and in education, for example children are rewarded when they do well in school and punished if they fail, if they see someone getting rewarded they are more likely to copy the good behaviour. Operant conditioning can also be used to help people with addictions along with classical conditioning,for example in alcohol and drug addiction. Operant conditioning is also used in pain management and in social skills training. It has also been used to reward schizophrenic patients for good behaviour. For example given them tokens in exchange for sweet when they behave well in hospital.(Aylon Azrin,1968,cited in Eysenck 2009). Social Learning The social learning theory proposed by Albert Bandura (1965), has become the most influential theory of learning and development. Bandura argued that direct reinforcement could not account for all types of learning. He argued that people could learn new information by observing other people this type of learning can be used to explain a wide variety of behaviours.(Cited in Eysenck, M 2009) for example Teenagers wanting to be thin like the models that they observe on the television or on the computer. Bandura (1965) Three groups of young children watched a film about adults behaving aggressively towards inflatable Bobo dolls. In one of the films it showed adults being rewarded for aggressive behaviour. The second group were scolded and the third group were neither rewarded or punished. All children showed increased aggression if offered a reward for what they learnt, and the behaviour decreases if they are punished. (Cited in Gross 2009). for example social learning can be learnt thro ugh the media. Pop stars are often seen as role models, and children of smokers are more likely to smoke when they are adults. Phobic patient benefit more from watching fearful patients gradually overcome their fears. (Cited in Gerry,K.et alt 1996) There are three core concepts in social learning, first learning through observation, mental state is essential part of the process and the theory also recognises that just because something is learnt doesn’t mean it will result in a change in behaviour.(cited in Burns 1995)Positive reinforcement is far more effective than negative reinforcement. Bandura believed that observation and direct reinforcement could account for all types of learning. He argued that emotional behaviour could be switched off through modelling procedure. Learning need not necessarily be correct. Through learning human behaviour can be modified. Learning is very important when working in social care, helpers need to know how to modify client’s attitude toward their illness so the helper can work with them to recover.(cited in Burns 2005)

Development of Nursing Skills in Oral Care Placement

Development of Nursing Skills in Oral Care Placement INTRODUCTION This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning. Reflection is the process of reviewing an experience in order to describe, analyse, evaluate and so inform learning about practice (Reid 1993). There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolbs (1984), and Gibbs (1988). However, Gibbs (1988) model of reflection was selected, as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Skill 1: Oral Care Description I was part of a placement simulation group which went to the multi-skills laboratory to practice delivering and receiving oral hygiene. I was assigned a colleague to brush his teeth using a toothbrush and paste. I put on gloves to prevent contamination (NICE 2003). Seeking his consent, I undertook a briefÂÂ  visual assessment ofÂÂ  his mouths health. I then put him in a comfortable position so that he could tolerate the wash. Thereafter, I cleaned all-round the mouth, gums and tongue. I finished off by helping him to rinse his mouth with mouthwash. I treatedÂÂ  my partner as though he was physically unable to hold the brush himselfÂÂ  to scrub his own teeth, but he was able to communicate with me and was able to assist me in terms of spitting and gargling with water at the end of the procedure. Feelings When first informed that I was expected to undertake this task I felt anxious and concerned. I was aware that I had not brushed anyones teeth outside of my family before and that the mouth is an intimate and personal part of the body which is not usually exposed to anyone other than me or the dentist. I was concerned about how my partner (whom I did not know well at that stage) would react to me examining his mouth. Writers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was also concerned that my own anxiety was shared by my partner who also appeared embarrassed and awkward at the time. This anxiety was increased when during the procedure my partner began to cough as though distressed. This caused me to feel hesitant about continuing- a situation recognised by Millon (1994) as a common response for carers to such an experience, although I persevered with his cooperation. When the task was completed I felt comfortable with my performance overall. Evaluation What was good about the experience was that, despite being aware that this role is often delegated to health care assistants (Kelly et al 2010), I was able to deliver a fundamental component of essential nursing care (Essence of Care 2003) quite effectively. The experience helped me to appreciate that oral care provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of a patient (DOH, 2001). I was satisfied delivering this aspect of care without harming the patient as no injuries were sustained (having I checked his mouth prior to and after cleansing). Also, I was pleased to have an opportunity to improve my communication skills through the delivery of this skill and to understand the impact that this might have on the development of a therapeutic relationship with future patients. From my colleagues reaction and feedback, I understood how feedback is an important learning tool. Despite my discomfort during the undertaking of this task, the experience highlighted the potentially complex problems I might have to solve in the provision of care needs to patients for whom I may not have had contact with before. Analysis Administration of this clinical skill involved undertaking an assessment of my colleagues mouth before delivering any care in order to help determine the most appropriate means of delivering oral care. Malkin (2009) asserts that this is a critical component of the procedure and was one I was keen not to overlook. The World Health Organisation (WHO 2010) describes a healthy mouth as being free of chronic mouth and facial pain and in the situation described; this is the condition I found my partners mouth to be in. I was therefore happy to proceed with cleaning his teeth as instructed. I selected to use a soft bristled toothbrush and toothpaste. The use of these adjuncts are described by many writers as being the most appropriate in terms of removing plaque and preventing trauma to the gums (Holman et al 2005,McCauliffe 2007).Despite this it has been identified that they are also most often not selected by nurses who appear uncertain about most effective evidence based practice ( McAul iffe 2007). Conclusion Clearly, mouth care is important and that, nurses have a role in assessing and maintaining it (Malkin, 2009).The task identified the role of the nurse in providing encouragement to the patient whilst delivering oral care. His weakness created a sense of dependency upon me and necessitated the utilisation of good communications skills on my part to complete the task properly. It has raised my awareness the effects of nursing interventions on others within my practice. Action Plan At the moment, I read more books a day than practice. My aim is to be proactive in the future by promptly opening up through total participation and doing more practices by brushing my teeth on regular basis. I would consider brushing others also and allowing them to brush mine in order to become familiar with areas that are often not well attended to. Keeping up to date with evidence based principles of practice will be maintained through the scrutiny of journals that refer to this aspect of care. I will take care to remember my feelings when providing and receiving oral hygiene before delivering it to patients in the future. Recognising the potential for embarrassment and awkwardness I will ensure that I treat the patient with sensitivity and discretion at all times. Skill 2: Communication Skills Description I accompanied my mentor to attend to a consultation with R, in persuading him as a non-compliant patient, in taking his medication. He had refused to communicate with anyone, and had been violent and very suspicious of nursing interventions in the past. He would not open his door and started shouting. When he appeared quiet he let us in. I thought it would be nice for him to have some interaction after seeking his consent. I pulled up a chair next to my client so that I was closer to him and was at a similar eye level. I engaged him in a conversation about football. When I mentioned Arsenal, he became interested in the conversation. I realised he was a fan of the club and told me more about the club. I listened attentively, nodding and contributing. I ceased this as an opportunity to explain the need for taking medication and side effects of non-compliance. He understood and pledged to take his medication daily. He took some to our surprise. Feelings Throughout the whole experience I felt terribly nervous as I knew I was being judged on how well I could achieve the skill. My initial perception was that R was a difficult patient and considered withdrawing but I felt emotionally concerned about meeting a professional obligation. I understood that I owed him a duty of care (NMC, 2008) and simply withdrawing was not professional in my view. Evaluation I was pleased to have an opportunity to improve my communication skills through which, I was able to convince him in taking his medication without confrontation. It was good that I sat in the chair next to him and did not just stand over him to show I valued him and that I was not in a hurry. I used good body language and facial expressions as stated by Egan (2002). I understood the impact that this skill might have on the development of a therapeutic relationship with future patients. Ironbar et al (2003) stresses that, therapeutic relationships can be stressful. This requires insight, self-awareness and ability to cope effectively with stress. The downside was that the patient initially felt that I was being nasty as I was persistent in having him take the medicine. Also, I found it difficult to communicate with the patient initially because I did not understand his condition. Barker (2003) reports of how in recent times empathy has been shown to enable nurses to investigate and un derstand the experience of persons experiencing a state of chaos as a consequence of psychiatric order. Analysis There are many reasons why somebody may refuse to communicate. Wilkinson (1992) cited in (Kluijver et al, 2000) defined communication as an open two-way communication in which patients are informed about the nature of their disease and treatment and are encouraged to express their anxieties and emotions. Sheldon, (2009) expands this further by saying in nursing; communication is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers. The nature of health care demands expertise in interviewing, explaining, giving instructions and advising (Williams, 1997). In this instance, this was exactly what I did. The use of therapeutic communications in nursing, particularly empathy, is what enables therapeutic change and should not be underestimated (Norman and Ryrie, 2004). Egan (2002) argues that empathy is not just the ability to enter into and understand the world of another person but also be able to communicate this understan ding to him. Nurses should be aware that patients, who are paranoid and suspicious of staff interventions as was the case of patient R, might not readily accept support from staff. OCarroll et al (2007) contended that in our professional roles, nurses do not have the same option as we do in our personal life by withdrawing from difficult relationships. I began to feel tearful, but then quickly reminded myself that there must be a reasonable explanation for him refusing to communicate or cooperate with everyone. I felt my client needed a choice and giving him a choice will give him back some of his independence when he could be feeling helpless and vulnerable; and his self-esteem could be decreased (Child Higham, 2005) as his cooperation could be inhibited. The need to build therapeutic relationship with the patient is paramount in gaining trust and respect (Rigby and Alexander, 2008). McCabe (2004) argues that the use of effective interpersonal skills, a basic component of nursing, must be patient centred. If I had been tense and negative, my client would not have enjoyed the conversation and would have felt uncomfortable and rushed (Kozier, et al 2008). Conclusion Communication is without doubt the medium through which the nurse-patient relationship takes place. The skills of active listening and reflection promote better communication and encourage empathy building. Caring for acutely mentally unwell patients requires of the nurse sensitivity, conveying warmth and empathy. Engaging meaningfully and actively listening to patients makes them perceive the practice as valuing rather than punishing, therapeutic rather than custodial. Communicating with patients is in itself nursing and therefore should be encouraged at all levels of nursing care. I feel my caring skill went well, because we were both relaxed and comfortable. As no problems occurred, I would do most things the same again. Action plan My goal for the future is to develop my knowledge by reading about long term conditions like schizophrenia so as to give me insight into those conditions before administering care. If patients appear distressed, I would get other members of staff to help give reassurance to them. I will also use reflective discussions with mentors and peer groups about managing similar situations. Finally, I will be taking the initiative and not being timid about challenging situations- the more times I meet the challenge, the better equipped I become at learning to manage them. Skill 3: Bed Bath Description I was asked with a colleague to bath a dummy patient during a placement simulation. The procedure was outlined by the lecturer present. I prepared the trolley with soap, bowl of warm water, soap and towel.I explained why I was going to give him a bath and gained consent. I drew the curtains to maintain patients privacy and dignity at all times. I washed my hands, put on apron and gloves to prevent infection and contamination and bathed him all round (front, back and sides including crevasses and folds) using separate towel for the private area. I covered the patient with the bath blanket to prevent chilling for his comfort. Whilst carrying out the bed bath I assessed his skin condition for any sores or broken skin.I treated the patient as if confined to bed or he is too unwell to attend to his own hygiene needs but able to communicate with me and reassured him everything was alright. Feelings Before starting, I had many emotions running through me. I expressed that I did not have much confidence in performing the task. This was because I: (1) lacked experience, (2) was concerned that I would not perform to the patients expectations and (3) was still trying to adjust to the laboratory environment. I therefore felt embarrassed that my lack of confidence was so obvious to present lecturer and colleagues. I later felt calm but a little apprehensive due to this. Despite all these, I persevered and finished the task successfully. Evaluation What was good of this experience was that, I upheld the reputation of the profession by maintaining it (NMC, 2008) as I did not speak over the client nor did I ignore him at any point during the procedure The instructions about what I needed to do was clear and I understood it and this give him the utmost respect, comfort and safety. By washing my hands thoroughly before coming into contact with the patient, Pirie (2010) explains that micro-organisms are easily removed through the process of hand washing. With supervision and comments from the lecturer present, I completed the task without harming the patient. Thomas et al, (1997), explains that, supervision is an important development tool for all learners. What was not good about this experience was when I redressed the client without allowing the client to choose the dress which I will prevent happening again. Nurses are taught to include family members where possible, keeping them well informed constantly about the condition and health care which is taking place. This helps make families feel more comfortable and also enables them to gain a clear picture of what is going on. Again, the lecturer was concerned that I appeared to lack confidence, and explained that, being able to express opinions clearly and confidently was essential in my future career as a nurse. In the lecturers view, the only way to develop confidence was to participate regularly which Bulman Schutz (2008) confirms. Analysis Skin care is a fundamental aspect of basic nursing care, with the outcome of these interventions often used to gauge the quality of the care provided (Voegelli, 2010). . Bathing involves actions to keep the skin clean and is essential for healthy skin (Dougherty Lister 2008). There are essentially two bed bath options available for todays health professional. Option one is the traditional soap and water bed bath which is labour intensive. Option two is the use of pre-packaged specialist bed bath wipes that come already impregnated with skin-friendly cleansers and moisturizers (Massa, 2010). Bathing is an intimate activity which requires physical assessment. Writers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was prepared not to overlook this area. The use of curtains and screens helped maintain the persons dignity and self-esteem (Child Higham, 2005). Despite this, dignity is seldom defined and there are few guidelines that nurses may use in their practice to safeguard individual patients dignity (Dignity in care (DOH 2006).It is true that healthcare assistants and auxiliaries can perform bed bathing and attend to patients hygiene needs; there are also important roles for the registered nurse, as it is often during the bathing of a patient that the nurse/patient relationship develops (Downey et al, 2008). In addition, the observation of a patient during the process of bathing provides excellent opportunities to make more detailed assessment and observation of the patients condition and progress (Pegram et al 2007). Conclusion Without doubt, provision of bed bath clients is to promote personal hygiene and to give them a sense of well-being and allows the caregivers to monitor changes in the clients skin condition (Evans, 2001). My reflective experience was very basic although a lot of the experience was preparation, planning and assessing which prevented the experience from going badly in anyway. I will also ask if they want to brush their teeth so that they feel more comfortable and also help prevent dental decay or any sores from developing around the gums. I now feel confident and comfortable enough to assist bathing people. Action plan If a situation like this was to arise again I think I would like to try to take out more time to talk to the client about how they are feeling and involve him at every stage of the activity. I also feel that it is important for me to work alongside more experienced members of staff to be able to learn more whilst on my placements. I think it is worth highlighting that as this procedure was carried out on a manikin, it did not reflect proper nurse / patient interaction and that I will now need to try and develop this skill and what I have learned from it to the wider clinical context when assisting patients who really do need help meeting their hygiene needs. I have learned something about giving the patients choice but it really wont be until I apply this skill into practice that I will receive feedback about how effective Ive undertaken the task, from the person that really matters or is in the best place to help me evaluate my actions, that person being the patient. CONCLUSION Administering oral hygiene, bed bathing and how these are combined with care, compassion and communication forms the basis of a holistic approach to care, and with the knowledge I got from supporting literature formed the foundation of my learning and practice. This experience has undoubtedly enhanced my critical thinking as a nurse and prepared me to move forward in my development and practice as a caring and competent nurse. I see myself as being in the right job which offers many opportunities for development and to improve upon my knowledge and skills. I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learnt from my experience during my placements In spite of above, the processes of learning I went through are more complex than Gibbs suggests. It is not as cyclical as this model implies and I found myself jumping or combining some stages, before coming back. However, it has taken me out of my comfort zone, challenging my thinking.

St Augustine and classical education Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Saint Augustine and Classical Education   Ã‚  Ã‚  Ã‚  Ã‚  In Saint Augustine’s deeply personal work, Confessions, he shares the story of his life up to his eventual conversion to the Christian faith. His odyssey through life is, at times, one of bitter inner conflict between his intellect and faith. Augustine’s classical education had a profound affect on the way he viewed the world, and eventually had a major affect on the way he approached Christianity. He is definitely an â€Å"intellectual† Christian, and viewed many aspects of his faith from this perspective. Augustine’s attitude towards classical literature and thought was at times slightly self-contradictory. It is clear, however, that although he was grateful for the education he was given, it was not necessary to his conversion. At many points throughout his life, his education actually seemed to hinder his flight towards Christianity.   Ã‚  Ã‚  Ã‚  Ã‚  Augustine continually incorporated Bible verses and passages into his own writing, artfully blending the Scriptures in with his own views. His attitude toward intellect is best illustrated by this short passage in Corinthians: â€Å"For the foolishness of God is wiser than man’s wisdom, and the weakness of God is stronger than man’s strength†¦ but God chose the foolish things of the world to shame the wise; God chose the weak things of the world to shame the strong† -(Corinthians 25-28) Augustine believed that the pursuit of wisdom without recognizing the importance and the power of God was useless. In his view it was a sin for a man to have that much pride and arrogance about his own intellect. Augustine recalled that as a very young man he himself succumbed to excessive pride. He fervently desired the recognition and prestige that came with being an accomplished rhetorician. He â€Å"squandered the brains [God] gave [him] on foolish delusions.† (I, 37) Augustine considered his pursuit of worldly wisdom a futile effort at this point in his life because he did not fully understand the meaning behind what he was learning. â€Å" I read and understood by myself all the books that I could find on the so-called liberal arts, for in those days I was a good-for-nothing and a slave to sordid ambitions. But what advantage did I gain from them? I read them with pleasure, but I did not kno... ...p of faith.† He knew then that he had to leave part of his philosophical pursuits behind and commit himself fully to Christ. â€Å"For I felt that I was still the captive of my sins, and in my misery I kept crying ‘How long shall I go on saying, â€Å"tomorrow, tomorrow†? Why not now? Why not make an end of my ugly sins at this moment?’† (VIII, 177)   Ã‚  Ã‚  Ã‚  Ã‚  Augustine then heard a child say â€Å"Take it and read, take it and read,† and he interpreted that as a divine command to pick up the Bible. He read the first section he opened to, Paul, and made the decision to become a celibate and devoted servant of God. Augustine was a rationalist man throughout the work, and yet his most defining moment is one of pure faith. Only after years of personal struggle did Augustine arrive at his own religious revelation. This ultimately made his conversion much more profound. To fully and eloquently express himself and his thoughts was essential to his writings. Clearly, he used his knowledge of rhetoric and the arts to express his views more effectively. His prose is both immaculate and powerful. The result was a masterpiece that greatly affected the growth of early Christianity.

The Slow Food Movement Essay -- Cuisine Lifestyle Health Eating

The Slow Food Movement In 1987 Carlo Petrini started a coalition dedicated to the politics and pleasures of slowness and the opposition of fast food. (Leitch 439) He describes one of his goals by saying: I'm for virtuous globalization, where there's a just and true commerce to help small farmers. It's important to have a commerce that's organic and sane and against genetically modified organisms and processes that poison the land with chemicals. For example, there is coffee in Chiappas, amaranth in Argentina. Slow Food is able to provide them with more money and better offers than big business would be able to. (Leitch 430) The efforts of the Slow Food Movement are essential to the survival of an aesthetic world of authentic food and respect for the people who produce, grow, and prepare it. Slow Food is a deliberate name that is meant to be defined as the opposite of quick, unauthentic meals. (Pietrykowski 310) When developing his organization, Petrini thought that the snail would be the most adequate symbol for his cause because of the slowness of the animal. (Leitch 439) I believe that in order to preserve the authenticity of regional cuisine the people preparing the foods need to possess knowledge about their culture, an understanding of the ingredients they are using, and the ingredients they select must be from their region and no other. In their ess... ...ng if it should be used or not. The Slow Movement maintains respect from organizations around the world for sticking to what they believe in and letting opposing corporations and businesses to themselves. Slow Food and Carlo Petrini have much to be proud of and just reading about their coalition and beliefs has inspired me to incorporate their goals into my life. Works Cited Kummer, Corby. The Pleasures of Eating. : Chronical Books, 2002. Leitch, Alison. "Slow Food and the Politics of Pork Fat: Italian Food and European Identity." Ethnos 68.4 (2003): 437-462. Miele, Mara, and Jonathan Murdoch. "The Practical Aesthetics of Traditional Cuisines: Slow Food in Tuscany." Sociologia Ruralis October 2002: 312-325. Pietrykowski, Bruce . "You Are What You Eat: The Social Economy of the Slow Food Movement." Review of Social Economy September 2004: 307-317.

Reflection Statement :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Reflection Statement   Ã‚  Ã‚  Ã‚  Ã‚  I think the school is taking the â€Å"easy road† and doesn’t want to be liable for anything therefore they make all these rules that prohibit anyone on campus to have fun. The campus is becoming more and more unbearable by the moment. On the weekends it is so boring there is no one here except a whole lot of public safety. That is why people enjoy them selves and use substances, but the university doesn’t look at any of these aspects realistically. The university is living in the 1950’s and very ideal 1950’s at that. The policies are so dated it isn’t funny. Not being able to have a member of the opposite sex in your suite sounds like something out of a Mormon school. What is the university afraid of†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦that the kids (I mean to say students but that how the university looks at them) are going to have sex? The students are all 18 and over who cares. It isn’t like the kids can’t have se x before 2 am and after 10 am. That’s such a weak rule and position. I cant even come up with a reason why they made that one other than to reign down on the students with a little life inhibiting catholic morality which in itself is rather foolish. But back to the alcohol rule†¦that’s just there because the university doesn’t feel like being responsible for students who are drunk. That’s college and there is no way they will stop it so I think the university should decriminalize it. It should be if you’re under 21 you should be written up. Why wait until your in graduate school to let someone drink. I will be a 21-year-old junior and your going to tell me I can’t drink. That’s not agreeing with me.   Ã‚  Ã‚  Ã‚  Ã‚  Further more I think this reflection paper is stupid because I feel like I am being treated like a child. If I have not been found in violation why in the hell am I being forced to type a 3-page paper? I have more important things to do like hang out, school work, and things that don’t require me to write stupid papers. This is just childish. Since you guys couldn’t fine me on anything you guys could not let me go could you. You had to get that last word or to say that you somehow got over on me.

Elderly or Old Age Stage of Development

Participant’s Cultural BackgroundThe elderly woman is a Caucasian living in the United States and has been living within the culture of the west throughout her life. Therefore, her life has not been adversely affected by other cultures. The Western culture is such that it emphasizes individualism and independence thus each person seeks autonomy through education, employment and involvement in various social activities. Information provided to me indicated that she was a teacher before she retired and involved herself in community work. In particular, her social work revolved around providing guidance and counseling services to young adults and adolescents.According to Schulz & Jutta (1996, p. 704), aging is not universal and affects people in different ways as influenced by diverse factors that the individual is exposed to, among them being education, social support, diet and nutrition. These factors mediate the process of aging thus determine the success or failure of aging. Generally, the participant had been influenced by the factors especially education, nutrition and social support. The participant had been influenced by education owing to the fact that before her retirement, she had been a teacher and lived with her family who provided her with social support and adequate nutrition.She is a Caucasian thus culturally, her family is keen on her diet and wellbeing. Setting where participant was observed I observed the participant in her home where she lives with her family for a week. I was able to make my observations constantly because the participant does not live far from where I reside. The house is medium in size and houses six people with the participant being the oldest. She lives with her son, the son’s wife and their two children as well as a nanny. There is an open back yard behind the house where there is a swimming pool and a garden with flowers and grass.The elderly woman spends most of her day in this area with the assistance of a nurse and in some occasions in the company of her son and grandchildren. She generally deals with various aging issues. For instance, she is dealing with retirement and decreased income, dealing with loss of spouse and getting ready for her own period of death. She does not engage in energy demanding activities such as walking long distances, climbing the stairs, lifting heavy objects, among others. She claims that whenever she involves herself in strenuous activities, she breathes a lot.According Leahy, Grafe and Fuzy (2004, p.  124), when people grow older, their blood circulation becomes less efficient hence they become sensitive to diverse things such as energy demanding activities and extreme temperatures. In general, I made my observations within the compound in which the participant was residing in. During my one week of observation, I did not see her travel but she always saw her family off whenever they were going out. Behaviors displayed At this stage of development, t here are a number of behavioral characteristics that can be observed in the elderly participant physically, socially and psychologically.This is because the individual is likely to have retired, thus undergone significant evolution. 92 years of age means that the person is shifting towards the end of his or her life cycle. It is often a time when they can spend time with their grandchildren, engage in leisure activities and overlook the issues that caused stress and anxiety in the prior decades. The participant was participating in some activities that enabled her to enjoy her aging. For example, in the mornings, I would see her in the garden either trying to trim the flowers, water the garden or plant more flowers in the flower pots.Although the pace of engaging in the activities was slow, she seemed to enjoy doing that work and it sometimes required the intervention of the nurse to stop her from gardening. According to Peck’s theory, during old age, an individual experience s Ego Differentiation vs. Work Role Preoccupation where the elderly individual is prone to cling to lifestyles that he or she previously lived or engage in activities that enhance their self esteem (Saxon, Saxon & Etten, 2002, p. 26). The participant had slower responses as well as reflexes.When she is asked about something, I observed that she took a while before she responded. In addition, she seemed to be forgetting various instructions within a short period of time especially in situations when the instructions or information given were verbal. I realized this after she asked my name a couple of hours after I had told her. However, she had definite memory of visual gestures because she could spot her son’s car from a distance. According to Leahy, Grafe and Fuzy (2004, p. 123), aging affects the person’s ability to remember and concentrate because it affects memory.It is difficult for the old to think fast and logically due to old age. However, the degree of memory loss differs with individuals. In most cases, the elderly often experience memory loss of recent activities whereas past activities are easily remembered. The elderly woman has lost several things ranging from independence, friends, health to family although she may have increased wisdom. The elderly are faced with some developmental tasks such as bending with declined physical energy and loss of well being. This is indicated by her behaviors such as having difficulties picking up things when they fall.For example, during one of my observations, she was walking towards the car but her hat was blown off by the wind. However, she was not able to bend and pick hence was assisted by her grandson. In addition, her reaction to the hat that had been blown off was slow in both speed and verbal response. Saxon, Saxon and Etten (2002, p. 26) point out that in the process of aging, Body Transcendence vs. Body Preoccupation influences the elderly to an extent that for older adults with the capa city to rise above preoccupation with their health, they have the ability to engage in activities that grant them individual satisfaction.Her vision, taste, hearing, and smell are quite poor. For her vision, she usually has difficulties reading and noting details in some visual objects and this explains the reason why she always wears her spectacles. She is not able to see small sized objects. For example, in case a button falls on the carpet, she cannot find it. Her taste is also poor because she always complains about food and drinks. For instance, she often complains about food having inadequate salt which is rarely the case or that the fruit juice given to her is tasteless.Her hearing has been impaired by old age because when communicating with her, one has to speak loudly or talk close to her ears. On several occasions, her grandchildren are forced to almost shout so that she can hear them. This has brought frustration to the participant owing to the fact that she finds it stre nuous to communicate with those around her. In the course of my observation, I noted that the participant did not have a good sense of smell. I made this observation when the nanny burnt the food and while everyone else was finding fault in the strange smell, she just said, â€Å"I don’t smell anything†.Schulz & Jutta (1996) point out that during aging, it is common for the elderly to loose their senses of smell, touch, taste, hearing and sight. This is attributed to the decline in the ability of the senses of the body to function adequately. In conclusion, it is evident that old age results to changes in diverse aspects of life to psychological and physical changes in the life of the elderly. Aging affects persons differently depending on factors such as nutrition, social support, education and diet.Conversely, aging generally results to a decline in the ability of the body to function due to a decline in the capacity of a number of body parts to function e. g. respir atory system, urinary system, circulatory system, nervous system, and musculoskeletal system and hence affecting the activities they get involved in. Therefore, at old age, the elderly should be well taken care of because they do not have the ability to function effectively as they used to in their previous years (Leahy, Grafe & Fuzy, 2004). References Leahy, W., Grafe, J. & Fuzy, J. L. (2004). Providing Home Care: A Textbook for Home Health Aides. Albuquerque: Hartman Publishing Inc. Saxon, V. S.S, Saxon, V. S. & Etten, M. J. (2002). Physical Change & Aging: A Guide for the Helping Professionals. New York: Springer Publishing Company Schulz, R. & Jutta, H. (1996). A Life Span of Successful Aging. Journal of American Psychologist. Vol. 51 (7), pp.702- 714

Anatomy Practice

The uppermost strand in this structure is called the coding strand. The second strand that lies below the coding strand is called the template strand. In order for a RNA polymerase to go from the upper strand to the second strand it must go through the process called transcription. First, the RNA polymerase must attach on to one of the genes on the coding strand on DNA. Once the RNA polymerase attaches, it must then begin the process called initiation.This means that the RNA polymerase opens up both strands of DNA in order for mRNA synthesis to begin as it moves down the template strand. Once it starts moving down the template strand, that’s when elongation occurs. This is when the RNA polymerase unwinds the DNA helix in front of it and rewinds the helix behind it matching each base with its correct partner. Once the RNA polymerase reaches a special base sequence called termination signal, transcription is then over.This is called termination. The row of â€Å"guitars† represents the sequence in the tRNA anticodons. The tan balls on the bottom of the â€Å"guitars† represent the amino acids in the polypeptide chain. The multi-color piano keys represent the different bases that are in DNA and RNA molecules. What is different in the second strand than the first upper strand is that the second strand is mRNA which contains the base Uracil while the first strand is DNA and contains Thymine instead of Uracil.The difference between the second strand and the â€Å"guitars† is that the second strand is mRNA which are codons while the â€Å"guitars† are tRNA and are anticodons. The difference in the sequence between the first strand and the â€Å"guitars† is that the first strand is triplets which contain Thymine and the â€Å"guitars† are anticodons and instead of Thymine, they contain Uracil. The process going from the second strand to the â€Å"guitars† is called translation. This is where the language of nuclei c acids is translated into the language of proteins in which they are used to assemble polypeptide chains.

Feminist Approach to Witchcraft; Case Study: Miller’s the Crucible

Title: Re(dis)covering the Witches in Arthur Miller's The Crucible: A Feminist Reading Author(s): Wendy Schissel Publication Details: Modern Drama 37. 3 (Fall 1994): p461-473. Source: Drama Criticism. Vol. 31. Detroit: Gale. From Literature Resource Center. Document Type: Critical essay Bookmark: Bookmark this Document Full Text: COPYRIGHT 2008 Gale, Cengage LearningTitle Re(dis)covering the Witches in Arthur Miller's The Crucible: A Feminist Reading [(essay date fall 1994) In the following essay, Schissel offers a feminist reading of The Crucible, in an effort to deconstruct â€Å"the phallologocentric sanctions implicit in Miller's account of Abigail's fate, Elizabeth's confession, and John's temptation and death. ] Arthur Miller's The Crucible is a disturbing work, not only because of the obvious moral dilemma that is irresolutely solved by John Proctor's death, but also because of the treatment that Abigail and Elizabeth receive at Miller's hands and at the hands of critics. In forty years of criticism very little has been said about the ways in which The Crucible reinforces stereotypes of femme fatales and cold and unforgiving wives in order to assert apparently universal virtues. It is a morality play based upon a questionable androcentric morality.Like Proctor, The Crucible â€Å"[roars] down† Elizabeth, making her concede a fault which is not hers but of Miller's making: â€Å"It needs a cold wife to prompt lechery,†1 she admits in her final meeting with her husband. Critics have seen John as a â€Å"tragically heroic common man,†2 humanly tempted, â€Å"a just man in a universe gone mad,†3 but they have never given Elizabeth similar consideration, nor have they deconstructed the phallologocentric sanctions implicit in Miller's account of Abigail's fate, Elizabeth's confession, and John's temptation and death.As a feminist reader of the 1990s, I am troubled by the unrecognized fallout from the existential humanism that Mille r and his critics have held dear. The Crucible is in need of an/Other reading, one that reveals the assumptions of the text, the author, and the reader/critic who â€Å"is part of the shared consciousness created by the [play]. â€Å"4 It is time to reveal the vicarious enjoyment that Miller and his critics have found in a cathartic male character who has enacted their exual and political fantasies. The setting of The Crucible is a favoured starting point in an analysis of the play. Puritan New England of 1692 may indeed have had its parallels to McCarthy's America of 1952,5 but there is more to the paranoia than xenophobia–of Natives and Communists, respectively. Implicit in Puritan theology, in Miller's version of the Salem witch trials, and all too frequent in the society which has produced Miller's critics is gynecophobia–fear and distrust of women.The â€Å"half dozen heavy books† (36) which the zealous Reverend Hale endows on Salem â€Å"like a bridegro om to his beloved, bearing gifts† (132) are books on witchcraft from which he has acquired an â€Å"armory of symptoms, catchwords, and diagnostic procedures† (36). A 1948 edition of the 1486 Malleus Maleficarum (Hammer of Witches), with a foreword by Montague Summers, may have prompted Miller's inclusion of seventeenth-century and Protestant elucidations upon a work originally sanctioned by the Roman Church. Hale's books would be â€Å"highly misogynic† tomes, for like the Malleus they would be premised on the belief that â€Å"‘All witchcraft comes from carnal lust which in women is insatiable. ‘†7 The authors of the Maleus, two Dominican monks, Johan Sprenger and Heinrich Kraemer, were writing yet another fear-filled version of the apocryphal bad woman: they looked to Ecclesiasties which declares the wickedness of a woman is all evil †¦ there is no anger above the anger of a woman. It will be more agreeable to abide with a lion and a dr agon, than to dwell with a wicked woman †¦ rom the woman came the beginning of sin, and by her we all die. (25:17, 23, 33) The Crucible is evidence that Miller partakes of similar fears about wicked, angry, or wise women; even if his complicity in such gynecophobia is unwitting–and that is the most generous thing we can accord him, a â€Å"misrecognition† of himself and his reputation-conscious hero John as the authors of a subjectivity8 which belongs exclusively to men–the result for generations of readers has been the same.In Salem, the majority of witches condemned to die were women. Even so, Salem's numbers were negligible9 compared with the gynocide in Europe: Andrea Dworkin quotes a moderate estimate of nine million witches executed at a ratio of women to men of as much as 100 to 1. 10 Miller assures us in one of his editorial and political (and long and didactic) comments, that despite the Puritans' belief in witchcraft, â€Å"there were no witchesà ¢â‚¬  (35) in Salem; his play, however, belies his claim, and so do his critics.The Crucible is filled with witches, from the wise woman/healer Rebecca Nurse to the black woman Tituba, who initiates the girls into the dancing which has always been part of the communal celebrations of women healers/witches. 11 But the most obvious witch in Miller's invention upon Salem history is Abigail Williams. She is the consummate seductress; the witchcraft hysteria in the play originates in her carnal lust for Proctor. Miller describes Abigail as â€Å"a strikingly beautiful girl †¦ ith an endless capacity for dissembling† (8-9). In 1953, William Hawkins called Abigail â€Å"an evil child†;12 in 1967, critic Leonard Moss said she was a â€Å"malicious figure† and â€Å"unstable†;13 in 1987, June Schlueter and James Flanagan proclaimed her â€Å"a whore,†14 echoing Proctor's â€Å"How do you call Heaven! Whore! Whore! † (109); and in 1989, Bernard Dukore suggested that â€Å"if the ‘strikingly beautiful' Abigail's behaviour in the play is an indication, she may have been the one to take the initiative. 15 The critics forget what Abigail cannot: â€Å"John Proctor †¦ took me from my sleep and put knowledge in my heart! † (24). They, like Miller, underplay so as not openly to condone the â€Å"natural† behaviour of a man tempted to adultery because of a young woman's beauty and precociousness, her proximity in a house where there is also an apparently frigid wife, and the repression of Puritan society and religion. Abigail is a delectable commodity in what Luce Irigaray has termed a â€Å"dominant scopic economy. 16 We are covertly invited to equate John's admirable rebellion at the end of the play–against the unconscionable demands of implicating others in a falsely acknowledged sin of serving that which is antithetical to community (the Puritans called that antithesis the devil)–with h is more self-serving rebellion against its sexual mores. The subtle equation allows Miller not only to project fault upon Abigail, but also to make what is really a cliched act of adultery on John's part much more interesting.Miller wants us to recognize, if not celebrate, the individual trials of his existential hero, a â€Å"spokesman for rational feeling and disinterested intelligence† in a play about â€Å"integrity and its obverse, compromise. â€Å"17 Mary Daly might describe the scholarly support that Miller has received for his fantasy-fulfilling hero as â€Å"The second element of the Sado-Ritual [of the witch-craze] †¦ [an] erasure of responsibility. â€Å"18 No critic has asked, though, how a seventeen-year-old girl, raised in the household of a Puritan minister, can have the knowledge of how to seduce a man. The only rationale offered scapegoats another woman, Tituba, complicating gynecophobia with xenophobia. ) The omission on Miller's and his critics' p arts implies that Abigail's sexual knowledge must be inherent in her gender. I see the condemnation of Abigail as an all too common example of blaming the victim. Mercy Lewis's reaction to John is another indictment of the sexual precociousness of the girls of Salem. Obviously knowledgeable of John and Abigail's affair, Mercy is both afraid of John and, Miller says, â€Å"strangely titillated† as she â€Å"sidles out† of the room (21).Mary Warren, too, knows: â€Å"Abby'll charge lechery on you, Mr. Proctor† (80), she says when he demands she tell what she knows about the â€Å"poppet† to the court. John is aghast: â€Å"She's told you! † (80). Rather than condemning John, all these incidents are included to emphasize the â€Å"vengeance of a little girl† (79), and, I would add, to convince the reader who is supposed to sympathize with John (or to feel titillation himself) that no girl is a â€Å"good girl,† free of sexual knowledge, that each is her mother Eve's daughter.The fact is, however, that Salem's young women, who have been preached at by a fire and brimstone preacher, Mr. Parris, are ashamed of their bodies. A gynocritical reading of Mary Warren's cramps after Sarah Good mumbles her displeasure at being turned away from the Proctor's door empty-handed is explainable as a â€Å"curse† of a more periodic nature: But what does she mumble? You must remember, Goody Proctor. Last Month–a Monday, I think–she walked away, and I thought my guts would burst for two days after. Do you remember it? 58) The â€Å"girls† are the inheritors of Eve's sin, and their bodies are their reminders. Though, like all young people, they find ways to rebel–just because adolescence did not exist in Puritan society does not mean that the hormones did not flow–they are seriously repressed. And the most insidious aspect of that repression, in a society in which girls are not considered wome n until they marry (as young as fourteen, or significantly, with the onset of menses), is the turning of the young women's frustrations upon members of their own gender.It is not so strange as Proctor suggests for â€Å"a Christian girl to hang old women! † (58), when one such Christian girl claims her position in society with understandable determination: â€Å"I'll not be ordered to bed no more, Mr. Proctor! I am eighteen and a woman, however single! † (60). Paradoxically, of course, the discord only serves to prove the assumptions of a parochial society about the jealousies of women, an important aspect of this play in which Miller makes each woman in John's life claim herself as his rightful spouse: Elizabeth assures him that â€Å"I will be your only wife, or no wife at all! (62); and Abigail makes her heart's desire plain with â€Å"I will make you such a wife when the world is white again! † (150). To realize her claim Abigail has sought the help of vood oo–Tituba's and the court's–to get rid of Elizabeth, but not without clear provocation on John's part. Miller misses an opportunity to make an important comment upon the real and perceived competitions for men forced upon women in a patriarchal society by subsuming the women's concerns within what he knows his audience will recognize as more admirable communal and idealistic concerns.The eternal triangle motif, while it serves many interests for Miller, is, ultimately, less important than the overwhelming nobility of John's Christ-like martyrdom; against that the women's complaints seem petty indeed, and an audience whose collective consciousness recognizes a dutifully repentent hero also sees the women in his life as less sympathetic. 19 For Abigail and Elizabeth also represent the extremes of female sexuality–sultriness and frigidity, respectively–which test a man's body, endanger his spirit, and threaten his â€Å"natural† dominance or needs.In order to make Abigail's seductive capability more believable and John's culpability less pronounced, Miller has deliberately raised Abigail's age (â€Å"A Note on the Historical Accuracy of This Play†) from twelve to seventeen. 20 He introduces us to John and Abigail in the first act with John's acknowledgement of her young age. Abby–the diminutive form of her name is not to be missed–is understandably annoyed: â€Å"How do you call me child! † (23). We already know about his having â€Å"clutched† her back behind his house and â€Å"sweated like a stallion† at her every approach (22).Despite Abigail's allegations, Miller achieves the curious effect of making her the apparent aggressor in this scene–as critical commentary proves. Miller's ploy, to blame a woman for the Fall of a good man, is a sleight of pen as old as the Old Testament. There is something too convenient in the fact that â€Å"legend has it that Abigail turned up late r as a prostitute in Boston† (â€Å"Echoes Down the Corridor†). Prostitution is not only the oldest profession, but it is also the oldest evidence for the law of supply and demand. Men demand sexual services of women they in turn regard as socially deviant.Miller's statement of Abigail's fate resounds with implicit forgiveness for the man who is unwittingly tempted by a fatal female, a conniving witch. Miller's treatment of Abigail in the second scene of Act Two, left out of the original reading version and most productions but included as an appendix in contemporary texts of the play, is also dishonest. Having promised Elizabeth as she is being taken away in chains that â€Å"I will fall like an ocean on that court! Fear nothing† (78)–at the end of the first scene of Act Two–John returns to Abigail, alone and at night.The scene is both anticlimactic and potentially damning of the hero. What may have begun as Miller's attempt to have the rational Jo hn reason with Abigail, even with the defense that Elizabeth has adjured him to talk to her (61)–although that is before Elizabeth is herself accused–ends in a discussion that is dangerous to John's position in the play. Miller wants us to believe, as Proctor does â€Å"seeing her madness† when she reveals her self-inflicted injuries, that Abigail is insane: â€Å"I'm holes all over from their damned needles and pins† (149).While Miller may have intended her madness to be a metaphor for her inherent evil–sociologists suggest that madness replaced witchcraft as a pathology to be treated not by burning or hanging but by physicians and incarceration in mental institutions21–he must have realized he ran the risk of making her more sympathetic than he intended. Miller is intent upon presenting John as a man haunted by guilt and aware of his own hypocrisy, and to make Abigail equally aware, even in a state of madness, is too risky.Her long speech about John's â€Å"goodness† cannot be tolerated because its irony is too costly to John. Why, you taught me goodness, therefore you are good. It were fire you walked me through, and all my ignorance was burned away. It were a fire, John, we lay in fire. And from that night no woman dare call me wicked any more but I knew my answer. I used to weep for my sins when the wind lifted up my skirts; and blushed for shame because some old Rebecca called me loose. And then you burned my ignorance away. As bare as some December ree I saw them all–walking like saints to church, running to feed the sick, and hypocrites in their hearts! And God gave me strength to call them liars, and God made men to listen to me, and by God I will scrub the world clean for the love of Him! (150)22 We must not forget, either, when we are considering critical commentary, that we are dealing with an art form which has a specular dimension. The many Abigails of the stage have no doubt contributed to the unacknowledged view of Abigail as siren/witch that so many critics have.In Jed Harris's original production in 1953, in Miller's own production of the same year (to which the later excised scene was first added), and in Laurence Olivier's 1965 production, Abigail was played by an actress in her twenties, not a young girl. The intent on each director's part had to have been to make Abigail's lust for John believable. Individual performers have consistently enacted the siren's role: The eyes of Madeleine Sherwood, who played Abigail in 1953, glowed with lust †¦ [but] Perhaps the most impressive Abigail has been that of Sarah Miles in 1965. A â€Å"plaguingly sexy mixture of beauty and crossness† †¦Miles â€Å"reeks with the cunning of suppressed evil and steams with the promise of suppressed passion. â€Å"23 Only the 1980 production of The Crucible by Bill Bryden employed girls who looked even younger than seventeen. Dukore suggests that Bryden's solution to th e fact that John's â€Å"seduction of a teenage girl half his age appears not to have impressed [critics] as a major fault† was â€Å"ingenious yet (now that he has done it) obvious. â€Å"24 Abigail is not the only witch in Miller's play, though; Elizabeth, too, is a hag. But it is Elizabeth who is most in need of feminist reader-redemption.If John is diminished as Christian hero by a feminist deconstruction, the diminution is necessary to a balanced reading of the play and to a revised mythopoeia of the paternalistic monotheism of the Puritans and its twentieth-century equivalent, the existential mysticism of Miller. John's sense of guilt is intended by Miller to act as salve to any emotional injuries given his wife and his own conscience. When his conscience cannot be calmed, when he quakes at doing what he knows must be done in revealing Abigail's deceit, it is upon Elizabeth that he turns his wrath: Spare me! You forget nothin' and forgive nothin'.Learn charity, woman. I have gone tiptoe in this house all seven month since she is gone. I have not moved from there to there without I think to please you, and still an everlasting funeral marches round your heart. 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. (54-55) What we are meant to read as understandably defensive anger–that is if we read within the patriarchal framework in which the play is written–must be re-evaluated; such a reading must be done in the light of Elizabeth's logic–paradoxically, the only â€Å"cold† thing about her.She is right when she turns his anger back on him with â€Å"the magistrate sits in your heart that judges you† (55). She is also right on two other counts. First, John has â€Å"a faulty understanding of young girls. There is a promise made in any bed† (61). The uninitiated and obviously self-punishing Abigail may be excused for thinking as she does (once again in the excised scene) that he is â€Å"singing secret hallelujahs that [his] wife will hang! † (152) Second, John does retain some tender feelings for Abigail despite his indignation.Elizabeth's question reverberates with insight: â€Å"if it were not Abigail that you must go to hurt, would you falter now? I think not† (54). John has already admitted to Abigail–and to us–in the first act that â€Å"I may think of you softly from time to time† (23), and he does look at her with â€Å"the faintest suggestion of a knowing smile on his face† (21). And John's use of wintry images of Elizabeth and their home in Act Two–â€Å"It's winter in her yet† (51)–echoes the imagery used by Abigail in Act One. 25 John is to Abigail â€Å"no wintry man,† but one whose â€Å"heat† has drawn her to her window to see him looking up (23).She is the one who describes Elizabeth as â€Å"a cold, snivelling woman† (24), but it is Miller's favoured imagery for a stereotypically frigid wife who is no less a witch (in patriarchal lore) than a hot-blooded sperm-stealer like Abigail. Exacerbating all of this is the fact that John lies to Elizabeth about having been alone with Abigail in Parris's house; Miller would have us believe that John lies to save Elizabeth pain, but I believe he lies out of a rationalizing habit that he carries forward to his death. Miller may want to be kind to Elizabeth, but he cannot manage that and John's heroism, too.Act Two opens with Elizabeth as hearth angel singing softly offstage to the children who are, significantly, never seen in the play, and bringing John his supper–stewed rabbit which, she says, â€Å"it hurt my heart to strip† (50). But in the space of four pages Miller upbraids her six times. First, John â€Å"is not quite pleased† (49) with the taste of Elizabeth's stew, and before she appears on stage he adds salt to it. Second, th ere is a â€Å"certain disappointment† (50) for John in the way Elizabeth receives his kiss. Third, John's request for â€Å"Cider? made â€Å"as gently as he can† (51) leaves Elizabeth â€Å"reprimanding herself for having forgot† (51). Fourth, John reminds Elizabeth of the cold atmosphere in their house: â€Å"You ought to bring flowers in the house †¦ It's winter in here yet† (51). Fifth, John perceives Elizabeth's melancholy as something perennial: â€Å"I think you're sad again† (51, emphasis added). And sixth, and in a more overtly condemning mood, John berates Elizabeth when he discovers that she has allowed Mary Warren to go to Salem to testify: â€Å"It is a fault, it is a fault, Elizabeth–you're the mistress here† (52).Cumulatively, these criticisms work to arouse sympathy for a man who would season his meal, his home, and his amour, a man who is meant to appeal to us because of his sensual awareness of spring's erotic promise: â€Å"It's warm as blood beneath the clods† (50), and â€Å"I never see such a load of flowers on the earth. †¦ Lilacs have a purple smell. Lilac is the smell of nightfall† (51). We, too, are seasoned to believe that John really does â€Å"[aim] to please† Elizabeth, and that Elizabeth is relentless in her admonishing of John for his affair, of which she is knowledgeable.It is for John that we are to feel sympathy when he says, â€Å"Let you look to your own improvement before you go to judge your husband more† (54). Miller has informed us of several ways in which Elizabeth could improve herself. Neil Carson claims that â€Å"Miller intends the audience to view Proctor ironically† in this scene; Proctor, he says, is â€Å"a man who is rationalising in order to avoid facing himself,† and at the beginning of Act Two â€Å"Proctor is as guilty as any of projecting his own faults onto others. 26 While I find much in Carson's enti re chapter on The Crucible as sensitive a criticism of the play as any written, I am still uncomfortable about the fact that a â€Å"tragic victory† for the protagonist27 necessarily means an admission of guilt for his wife–once again, it seems to me, a victim is being blamed. No critic, not even Carson, questions Miller's insistence that Elizabeth is at least partly to blame for John's infidelity. Her fate is sealed in the lie she tells for love of her husband because she proves him a liar: â€Å"as in All My Sons,† says critic Leonard Moss, â€Å"a woman inadvertently betrays her husband. 28 John has told several lies throughout the play, but it is Elizabeth's lie that the critics (and Miller) settle upon, for once again the lie fits the stereotype–woman as liar, woman as schemer, woman as witch sealing the fate of man the would-be hero. But looked at another way, Elizabeth is not a liar. The question put to her by Judge Danforth is â€Å"Is [present tense] your husband a lecher! † (113). Elizabeth can in good conscience respond in the negative for she knows the affair to be over. She has no desire to condemn the man who has betrayed her, for she believes John to be nothing but a â€Å"good man †¦ nly somewhat bewildered† (55). Once again, though, her comment condemns her because an audience hears (and Miller perhaps intends) condescension on her part. The patriarchal reading is invited by John's ironic response: â€Å"Oh, Elizabeth, your justice would freeze beer! † (55). What seems to be happening is that Goody Proctor is turned into a goody two-shoes, a voice of morality. Why we should expect anything else of Elizabeth, raised within a Puritan society and a living example of its valued â€Å"good woman,† escapes me.I find it amazing that the same rules made but not obeyed by â€Å"good† men can be used to condemn the women who do adhere to them. The other thing which Miller and the criti cs seem unwilling to acknowledge is the hurt that Elizabeth feels over John's betrayal; instead, her anger, elicited not specifically about the affair but about the incident with the poppet, following hard upon the knowledge of Giles Corey's wife having been taken, is evidence that she is no good woman. Her language condemns her: â€Å"[Abigail] is murder! She must be ripped out of the world! † (76).Anger in woman, a danger of which Ecclesiastes warns, has been cause for locking her up for centuries. After Elizabeth's incarceration, and without her persistent logic, Miller is able to focus on John and his sense of failure. But Elizabeth's last words as she is taken from her home are about the children: â€Å"When the children wake, speak nothing of witchcraft–it will frighten them. She cannot go on. †¦ Tell the children I have gone to visit someone sick† (77-78). I find it strange that John's similar concerns when he has torn up the confession– "I have three children–how may I teach them to walk like men in the world, and I sold my riends? † (143)–should be valued above Elizabeth's. Is it because the children are boys? Is it because Elizabeth is expected to react in the maternal fashion that she does, but for John to respond thus is a sign of sensitive masculinity? Is it because the communal as defined by the Word is threatened by the integrity of women? And why is maintaining a name more important than living? At least alive he might attend to his children's daily needs–after all, we are told about the sad situation of the â€Å"orphans walking from house to house† (130). 9 It would be foolish to argue that John does not suffer–that, after all, is the point of the play. But what of Elizabeth's suffering? She is about to lose her husband, her children are without parents, she is sure to be condemned to death as well. Miller must, once again, diminish the threat that Elizabeth offers to John's martyrdom, for he has created a woman who does not lie, who her husband believes would not give the court the admission of guilt â€Å"if tongs of fire were singeing† her (138).Miller's play about the life and death struggle for a man's soul, cannot be threatened by a woman's struggle. In order to control his character, Miller impregnates her. The court will not sentence an unborn child, so Elizabeth does not have to make a choice. Were she to choose to die without wavering in her decision, as both John and Miller think she would, she would be a threat to the outcome of the play and the sympathy which is supposed to accrue to John.Were she to make the decision to live, for the reasons which Reverend Hale stresses, that â€Å"Life, woman, life is God's most precious gift; no principle, however glorious, may justify the taking of it† (132), she would undermine existential integrity with compromise. I am not reading another version of The Crucible, one which Mi ller did not intend, but rather looking at the assumptions inherent in his intentions, assumptions that Miller seems oblivious to and which his critics to date have questioned far too little.I, too, can read the play as a psychological and ethical contest which no one wins, and of which it can be said that both John and Elizabeth are expressions of men and women with all their failings and nobility, but I am troubled by the fact that Elizabeth is seldom granted even that much, that so much is made of Elizabeth's complicity in John's adultery, and that the victim of John's â€Å"virility,†30 Abigail, is blamed because she is evil and/or mad. I do want to question the gender stereotypes in the play nd in the criticism that has been written about it. Let me indulge finally for a moment in another kind of criticism, one that is a fiction, or more precisely, a â€Å"crypto-friction† that defies â€Å"stratifications of canonical thought† and transgresses generic boun daries of drama/fiction and criticism. 31 Like Virginia Woolf I would like to speculate on a play written by a fictional sister to a famous playwright. Let us call Arthur Miller's wide-eyed younger sister, who believes she can counter a scopic economy by stepping beyond the mirror, Alice Miller.In Alice's play, Elizabeth and John suffer equally in a domestic problem which is exacerbated by the hysteria around them. John does not try to intimidate Elizabeth with his anger, and she is not described as cold or condescending. Abigail is a victim of an older man's lust and not inherently a â€Å"bad girl†; she is not beautiful or if she is the playwright does not make so much of it. Her calling out of witches would be explained by wiser critics as the result of her fear and her confusion, not her lust.There is no effort made in Alice's play to create a hero at the expense of the female characters, or a heroine at the expense of a male character. John is no villain, but–as a nother male victim/hero character, created by a woman, describes himself–â€Å"a trite, commonplace sinner,†32 trying to right a wrong he admits–without blaming others. Or, here is another version, written by another, more radical f(r)ictional sister, Mary Miller, a real hag. In it, all the witches celebrate the death of John Proctor.The idea comes from two sources: first, a question from a female student who wanted to know if part of Elizabeth's motivation in not pressing her husband to confess is her desire to pay him back for his betrayal; and second, from a response to Jean-Paul Sartre's ending for the film Les Sorcieres de Salem. In his 1957 version of John Proctor's story, Sartre identifies Elizabeth â€Å"with the God of prohibiting sex and the God of judgment,† but he has her save Abigail, who tries to break John out of jail and is in danger of being hanged as a traitor too, because Elizabeth realizes â€Å"‘she loved [John]. † As the film ends, â€Å"Abigail stands shocked in a new understanding. â€Å"33 In Mary Miller's version Elizabeth is not identified with the male God of the Word, but with the goddesses of old forced into hiding or hanged because of a renaissance of patriarchal ideology. Mary's witches come together, alleged seductress and cold wife alike, not for love of a man who does not deserve either, but to celebrate life and their victory over male character, playwright, and critics, â€Å"‘men in power' †¦ ho create and identify with the roles of both the victimizers and the victims,† men who Mary Miller would suggest â€Å"vicariously enjoyed the women's suffering. â€Å"34 Notes 1. Arthur Miller, The Crucible (New York, 1981), 137. The play was originally published in 1953, but all further references to The Crucible are to the 1981 Penguin edition, and will be noted parenthetically in the text. 2. June Schlueter and James K. Flanagan, Arthur Miller (New York, 1987), 68. 3. Neil Carson, Arthur Miller (New York, 1982), 61. 4. Sandra Kemp, â€Å"‘But how describe a world seen without self? Feminism, fiction and modernism,† Critical Quarterly 32:1 (1990), 99-118: 104. 5. Miller's interest in the Salem witchcraft trials predated his confrontation with McCarthyism (see E. Miller Budick, â€Å"History and Other Spectres in The Crucible,† Arthur Miller, ed. Harold Bloom (New York, 1987), 127-28, but it is also clear from the Introduction to Miller's Collected Plays Vol 1 (New York, 1957) that he capitalized upon popular response and critical commentary which linked the two. Miller has been, it seems, a favoured critic on the subject of Arthur Miller. 6. In 1929 George L.Kittredge published a work called Witchcraft in Old and New England (Cambridge) in which he remarked that â€Å"the doctrines of our forefathers differed [in regard to witchcraft] from the doctrines of the Roman and Anglican Church in no essential–one may safely ad d, in no particular† (21). In GynEcology: The Metaethics of Radical Feminism (Boston, 1978), Mary Daly says that during the European witch burnings–she does not deal with the Salem witch trials–Protestants â€Å"vied with and even may have surpassed their catholic counterparts in their fanaticism and cruelty† (185-86). . Cited by Peter Conrad and Joseph W. Schneider, Deviance and Medicalization: From Badness to Sickness, expanded edition (Philadelphia, 1992), 42. 8. Chris Weedon, Feminist Practice and Poststructuralist Theory (Oxford, 1987), 30-31. 9. â€Å"[N]ineteen women and men and two dogs were hanged, one man was pressed to death for refusing to plead, and 150 were imprisoned† (see Schlueter and Flanagan, 72). 10. â€Å"Remembering the Witches,† Our Blood: Prophecies and Discourses on Sexual Politics (London, 1982), 16-17.See also the 1990 National Film Board production, The Burning Times, directed by Donna Read, which declares the Euro pean executions for witchcraft to have been a â€Å"women's holocaust. † Of the nine million people the film numbers among the burned, hanged, or otherwise disposed of, 85 per cent, it reports, were women. 11. The Burning Times discusses at length the place of women healers in Third-World cultures. 12. From Hawkins's review of the play in File on Miller, ed. Christopher Bigsby (London, 1988), 30. 3. Leonard Moss, Arthur Miller (New York, 1967), 60, 63. 14. Schlueter and Flanagan, 69. 15. Bernard Dukore, â€Å"Death of a Salesman† and â€Å"The Crucible†: Text and Performance (Houndmills, Basingstoke, Hampshire and London, 1989), 50. 16. Luce Irigaray, â€Å"This Sex Which Is Not One,† New French Feminisms: An Anthology, ed. Elaine Marks and Isabelle de Courtivron (Amherst, 1980), 101. 17. The only critic I have read who has made comments even remotely similar to my own regarding Abigail is Neil Carson.In a 1982 book he remarks that â€Å"Abigail is portr ayed as such an obviously bad piece of goods that it takes a clear-eyed French critic to point out that Proctor was not only twice the age of the girl he seduced, but as her employer he was breaking a double trust† (75). Despite his insight, when it comes to explaining the effect of Miller's omission of detail regarding the early stages of the affair, he does not, I think, realize its full implications.He says that â€Å"Proctor's sense of guilt [seems] a little forced and perhaps not really justified,† but I think the choice was deliberately made so as to minimize John's guilt and emphasize his redemption as an existential man. Conversely, Abigail is more easily targeted (as the critics prove) for her active role in her seduction. 18. Daly, 187. 19. Carol Billman (â€Å"Women and the Family in American Drama,† Arizona Quarterly 36: 1 [1980], 35-48) discusses the study of â€Å"everyman† made in the family dramas of O'Neill, Williams, Albee, and Miller (al though she does not mention The Crucible): â€Å"women ecessarily occupy a central position, [but] little attention is paid to their subordination or suffering. †¦ Linda Loman [and I would add Elizabeth Proctor] †¦ suffers at least as much as her husband† (36-7). Victoria Sullivan and James Hatch, as well, have complained about the standards of review: â€Å"‘a complaining female protagonist is automatically less noble than Stanley Kowalski or Willy Loman †¦ [only] men suffer greatly'† (quoted in Billman, 37, emphasis added). 20. Carson, 66.In a play that is historically accurate in so many ways, it is significant to note that the affair between John and Abigail was invented by Miller (Dukore, 43). 21. Conrad and Schneider, 43. 22. I think that whether or not one sees the irony as intentional on Abby's part, she becomes more sympathetic. If intentional we can agree with her realization that John's hypocrisy was least when he was seducing her; he is a commonplace lecher. If Abigail is not cognizant of the extent of the irony of what she is saying, then she truly is too young–or too emotionally disturbed–to understand the implications of what she is doing.Carson again comes close to making a very astute judgment about Abigail's awareness of events going on around her: â€Å"It seems clear that we are to attribute at least a little of Abby's ‘wildness' and sensuality to her relationship with John, and to assume that the ‘knowledge' which Proctor put in Abigail's heart is not simply carnal, but also includes some awareness of the hypocrisy of some of the Christian women and covenanted men of the community† (68). Carson's insight, however, is limited by his belief in the â€Å"‘radical' side of Proctor's nature,† something with which modern audiences are sure to identify.The problem here is that the focus is once more removed from Abigail's plight to her vicarious participation in one more of John Proctor's admirable traits, for his â€Å"is not a simple personality like that of Rebecca Nurse† (68). 23. Dukore, 102. 24. Ibid. , 95. 25. One critic, who celebrates John's â€Å"playfulness† and who does not want his description of John as a liar to be taken in a pejorative sense, suggests that John and Abigail share a kindred spirit: â€Å"The physical attractiveness of Abby for John Proctor is obvious in the play, ut, I think, so is the passionate imagination which finds its outlet in one way in her and in another in Proctor† (William T. Liston, â€Å"John Proctor's Playing in The Crucible,† Midwest Quarterly: A Journal of Contemporary Thought 20:4 (1979), 394-403: 403). John is a liar–that is part of his guilt–and to suggest that Abigail offers John something that Elizabeth does not condemns Elizabeth and exonerates John even more than Miller intends. 26. Carson, 69-70. 27. Ibid. , 75. 28. Leonard Moss, Arthur Miller, revi sed edition (Boston, 1980), 40, emphasis added. 29.I think it significant that the orphans are but one of the wasted possessions unattended to in Salem. The next part of the same sentence mentions abandoned cattle bellowing and rotted crops stinking. Miller has described a material and contemporary world. 30. Richard Hayes, â€Å"Hysteria and Ideology in The Crucible,† Twentieth Century Interpretations of â€Å"The Crucible,† ed. John H. Ferres (Englewood Cliffs, 1972), 34. I find it interesting and instructive that a 1953 review of the play uses the term to describe Arthur Kennedy's portrayal of John Proctor. 31. Aritha Van Herk, In Visible Ink (crypto-frictions) (Edmonton, 1991), 14. 2. Charlotte Bronte, Jane Eyre (Harmondsworth, 1984), 160. 33. Eric Mottram, â€Å"Jean-Paul Sartre's Les Sorcieres de Salem,† Twentieth Century Interpretations of â€Å"The Crucible,† 93, 94. 34. Daly, 215. Source Citation Schissel, Wendy. â€Å"Re(dis)covering the Witche s in Arthur Miller's The Crucible: A Feminist Reading. † Modern Drama 37. 3 (Fall 1994): 461-473. Rpt. in Drama Criticism. Vol. 31. Detroit: Gale, 2008. Literature Resource Center. Web. 27 July 2011. Document URL http://go. galegroup. com/ps/i. do? &id=GALE%7CH1420082425&v=2. 1&u=uq_stpatricks&it=r&p=LitRC&sw=w Gale Document Number: GALE|H1420082425