Reduction of Fire

Reduction of Fire Introduction Fire brigade or fires and rescue services entangle private and public organisations that give fire-fighting services coupled with rescue services from dangers associated with fire. These organisations provide services within a particular jurisdiction area such as county or municipality.Advertising We will write a custom report sample on Reduction of Fire-associated Deaths Since 1977 specifically for you for only $16.05 $11/page Learn More These areas of jurisdiction are termed as districts of fire protection. Every fire brigade has within its jurisdiction a number of firefighting stations equipped with fire-fighting equipments, volunteer firefighters, and or career firefighters. Other services that are provided by the fire brigade are protection from dangers of fire or inferno prevention services. While administering these services, firefighters visit various homes to offer advice on fire safety precautions, install fire, smoke detection devices , and alarms. In America, amid consideration of fire brigade services as being critical in helping put fire out in the attempt to save property, they are also perceived to be essential in helping save lives of the American population. From this perspective, the purpose of this paper is to present a report on the fire statistics in the U.S besides presenting the roles of fire brigades in the U.S in managing risky situations involving inferno dangers. Fire statistics There are two main situations involving fire that may cause death. These are smoke inhalation and burns produced by fire. In the U.S, according to National fire protection association (2012) â€Å"death certificates show a 2-to-1 ratio of smoke inhalation to burns for fire deaths overall, while fire incident reports show an 8-to-1 ratio for home fire deaths† (Para.1). In total, burns combined with smoke inhalation account for a quarter of all deaths produced by fires. In particular, with regard to National fire pro tection association (2012), in 1999, â€Å"smoke inhalation fire deaths outnumbered burn deaths in fires by roughly 3-to-1 in death certificates† (Para.1). The gap between these two has continued to expand with time. Even though these statistics indicate that smoke inhalation and burns are critical causes of deaths recorded on death certificates in the U.S., it is paramount to report that coding approaches deployed in the deaths certificate in the years preceding 1999 only accommodated one lethal condition.Advertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More This implies that, where a case of death emanating from a combination of smoke inhalation and burns was encountered, it could only be coded as one caused either purely by smoke inhalation or purely by burns. However, after changing the coding approaches, National fire protection association (2012) reports, â€Å"It was now possible to categorise deaths as involving both burns and smoke inhalation, smoke inhalation but not burns, burns but not smoke inhalation, one or more conditions but not smoke inhalation and not burns† (Para.3). The statistics for fire-associated deaths during 1994 to 2007 are shown graphically below in figure 1. Figure 1: shares of fire deaths by smoke inhalation or burns Source: National fire protection association From figure 1, it is clear that, between 1994 and 2007, smoke inhalation and burns have been key contributors to fire associated deaths. Fires brigades have and are still endeavouring to reduce these causes of death through rapid responses should incidences of fire are reported within their areas of jurisdiction. Fatal fire incidences can be divided into three groups: vehicle fires, structure fires, and outside fires or other fires. In this end, vehicle and structure fires stand as the single most dangerous courses of deaths in the U.S.Advertising We will write a custom report sample on Reduction of Fire-associated Deaths Since 1977 specifically for you for only $16.05 $11/page Learn More Precisely, according to Michael and Karter (2011), the â€Å"U.S. fire departments responded to an estimated 1,331,500 fires resulting to 3,120 civilian fire fatalities, 17,720 civilian fire injuries, and an estimated $11,593,000,000 in direct property loss† (p. i). Of all these losses, structure fires accounted for 36 percent of the total deaths whereas vehicle fires took a critical share of 16 percent while other fires took the lion’s share of 48 percent. Nevertheless, since 1977, the fire brigades in the U.S have played incredible roles in ensuring that the general trend of fire-associated deaths reduces. This trend is shown in figure 2 below. From the line graph, it can be seen that although the trend in reduction of the fire deaths never follows an exponential decay curve to imply that, at some time in the future, almost zero fire-associated deaths would be recorded. The rate of reduction is substantive. This reduction may be associated with the improvement of medical aid and better medical care for bodily injuries associated with fires since 1977 when the first data was available. Nevertheless, it could be impossible to avail the victims of fire to the healthcare facilities for the medical attention services to be offered if the fire brigades did not respond both speedy and with efficiency. The factors that may contribute to this improved efficiency are the concern of the next section of this report. Source: EvartsAdvertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Factors contributing to development of the capacity of fire brigades to respond to fires rapidly The firefighting task has undergone substantial positive development, which may be argued as being the chief contributor to the continuous reduction of deaths associated with fires’ smoke and burns since 1977. These developments are evidenced by both the deployment of new approaches in management of the fire brigades by organisations and the deployment of new technological interventions in fire detection and control by the brigades. The detection and control gadgets include infrared detectors and structure-installed fire extinguishers. Infrared detectors are installed in buildings to detect smoke. Once excited, the detector switches on a fire alert alarm, which promotes either automatic operation of the in-house fire extinguishers or raises the attention of the structures’ occupants to move strategically to locations of the extinguishers in the attempt to enhance preparedne ss to control the fire. Other contributors of enhanced fire control are the deployment of technology to enhance fire control logistics. In addition, it is important to report that, in the new measures to deal with deaths associated with fires, the task of fire control is principally not left to the career personnel specialising in this discipline. Rather, community is involved in the process. The concept of retained firefighting is one of the best examples of the new approaches in enhancing both fire dangers preparedness and control should fires occur. In this context, Fire and Rescue NSW (2011) reckons, â€Å"becoming a retained firefighter for Fire and Rescue NSW will give you the chance to make a real and worthwhile contribution to the community in which you live† (Para. 1). This implies that people who become retained firefighters are accorded a chance to interact besides offering an aid to various people. The fact that, in the retained firefighting, people are not left o ut on the accounts of being employed elsewhere implies that the concept is central to the concerns of incorporation of the entire community in managing and helping to control fires. This argument is amplified by the fact that, when one enrolls as retained firefighter, he or she has the flexibility of time since he or she may either work on ‘on call’, fulltime, or even on part time basis. Arguably, therefore, the main concern of encouraging people to join fire brigades as retained firefighters rests on the idea of ensuring that numerous people in the community acquire firefighting and prevention skills. This assumption holds weight especially upon considering that retained firefighters are charged with a number of things. These include â€Å"extinguishing fires, engaging in community education, fire prevention activities and taking effective action at rescue and hazardous material incidents and assisting other emergency services as required† (Fire and Rescue NSW 2 011, Para. 2). Central to prevention of fire strategies rests the fires and safety standards. According to Fire Safety Advice Centre (2012), these include â€Å"codes of practice, and other guidance to support fire legislation standards, which offer information about the main fire safety legislation and documents, as well as hopefully helpful general fire safety advice† (Para.2). Creating massive awareness of these safety legislations can reduce the incidences of fire-associated deaths in an amicable way. This can be enlaced through encouragement of people to join retention firefighting on voluntary basis. Conclusion and recommendations This paper reports an immense success in the reduction of fire-associated deaths since 1977 when the first data on such deaths was available. This has been done through consideration of both statistics and trends in the number of deaths related to fire as recorded in death certificates as either smoke inhalation or burns. Adoption of technolog y and new concepts of fire prevention and control such as retention firefighting is recommended by the report as a subtle way of continuing the trend of reduction in the number of deaths associated with fires. References Evarts B. 2011, Trends and patterns of U.S fire losses. Web. Fire and Rescue NSW 2011, Retained firefighters. Web. Fire Safety Advice Centre 2012, The Fire Safety Advice Centre. Web. Michael, J. Karter, J. 2011, Fire losses in the United States during 2010. Web. National Fire protection association 2012, fatal effects of fire. Web.

Julius Caesars Rise to Power in the Roman Republic

Julius Caesars Rise to Power in the Roman Republic By the time of the First Triumvirate, the republican form of government in Rome was already on its way to monarchy. Before you get to the three men involved in the triumvirate, you need to know about some of the events and people that led to it: During the era of the late Republic, Rome suffered through a reign of terror. Terrors tool was a new one, the proscription list, by which large numbers of important, wealthy people, and often senators, were killed; their property, confiscated. Sulla, Roman dictator at the time, instigated this carnage: Sulla now busied himself with slaughter, and murders without number or limit filled the city. Many, too, were killed to gratify private hatreds, although they had no relations with Sulla, but he gave his consent in order to gratify his adherents. At last one of the younger men, Caius Metellus, made bold to ask Sulla in the senate what end there was to be of these evils, and how far he would proceed before they might expect such doings to cease. We do not ask thee, he said, to free from punishment those whom thou hast determined to slay, but to free from suspense those whom thou hast determined to save.Although when we think of dictators we think of men and women who want enduring power, a Roman dictator was: A legal officialDuly nominated by the SenateTo handle a major problem,With a fixed, limited term. Sulla had been dictator for longer than the normal period, so what his plans were, as far as hanging onto the office of dictator went, were unknown. It was a surprise when he resigned from the position of a Roman dictator in 79 B.C. Sulla died a year later. The confidence which he reposed in his good genius... emboldened him... and though he had been the author of such great changes and revolutions of State, to lay down his authority....Sullas reign drained the Senate of power. The damage had been done to the republican system of government. Violence and uncertainty allowed a new political alliance to arise. Beginning of the Triumvirate Between the death of Sulla and the beginning of the 1st Triumvirate in 59 B.C., 2 of the wealthiest and most powerful remaining Romans, Gnaeus Pompeius Magnus (106-48 B.C.) and Marcus Licinius Crassus (112-53 B.C.), grew increasingly hostile to each other. This wasnt simply a private concern since each man was backed by factions and soldiers. To avert civil war, Julius Caesar, whose reputation was growing because of his military successes, suggested a 3-way partnership. This unofficial alliance is known to us as the 1st triumvirate, but at the time was referred to as an amicitia friendship or factio (whence, our faction). They divvied up the Roman provinces to suit themselves. Crassus, the capable financier, would receive Syria; Pompey, the renowned general, Spain; Caesar, who would soon show himself to be a skilled politician as well as a military leader, Cisalpine and Transalpine Gaul and Illyricum. Caesar and Pompey helped cement their relationship by Pompeys marriage to Caesars daughter Julia. End of the Triumvirate Julia, the wife of Pompey and daughter of Julius Caesar, died in 54, passively breaking the personal alliance between Caesar and Pompey. (Erich Gruen, author of The Last Generation of the Roman Republic argues against the significance of the death of Caesars daughter and many other accepted details of Caesars relations with the Senate.) The triumvirate further degenerated in 53 B.C., when a Parthian army attacked the Roman army at the Carrhae and killed Crassus. Meanwhile, Caesars power grew while in Gaul. Laws were altered to suit his needs. Some senators, notably Cato and Cicero, were alarmed by the weakening legal fabric. Rome had once created the office of tribune to give the plebeians power against the patricians. Among other powers, the tribunes person was sacrosanct (they couldnt be harmed physically) and he could impose a veto on anyone, including his fellow tribune. Caesar had both tribunes on his side when some members of the senate accused him of treason. The tribunes imposed their vetoes. But then the senate majority ignored the vetoes and roughed up the tribunes. They ordered Caesar, now charged with treason, to return to Rome, but without his army. Julius Caesar returned to Rome with his army. Regardless of the legitimacy of the original treason charge, the tribunes had vetoed, and the disregard for the law involved in violating the tribunes sacrosanctity, the moment Caesar stepped across the Rubicon river, he had, in legal fact, committed treason. Caesar could either be convicted of treason or fight the Roman forces sent to meet him, which Caesars former co-leader, Pompey, led. Pompey had the initial advantage, but even so, Julius Caesar won at Pharsalus in 48 B.C. After his defeat, Pompey fled, first to Mytilene, and then to Egypt, where he expected safety, but instead met his own death. Julius Caesar Rules Alone Caesar next spent a few years in Egypt and Asia before returning to Rome, where he began a platform of reform. Julius Caesar granted citizenship to many colonials, thus widening his base of support.Caesar granted pay to Proconsuls to remove corruption and gain allegiance from them.Caesar established a network of spies.Caesar instituted a policy of land reform designed to take power away from the wealthy.Caesar reduced the powers of the Senate so as to make it an advisory council only. At the same time, Julius Caesar was appointed dictator for life (in perpetuity) and assumed the title of imperator, general (a title given ​to a victorious general by his soldiers), and pater patriae father of his country, a title Cicero had received for suppressing the Catilinarian Conspiracy. Although Rome had long abhorred a monarchy, the title of rex king was offered him. When the autocratic Caesar rejected it at the Lupercalia, there were grave doubts about his sincerity. People may have feared he would soon become king. Caesar even dared to put his likeness on coins, a place suitable for the image of a god. In an effort to save the Republic although some think there were more personal reasons 60 of the senators conspired to murder him. On the Ides of March, in 44 B.C., the senators stabbed Gaius Julius Caesar 60 times, beside a statue of his former co-leader Pompey. Sources (www.herodotuswebsite.co.uk/roman/essays/1stTriumvirate.htm) How and why did the so-called First Triumvirate come into being? Suzanne Cross: [web.mac.com/heraklia/Caesar/gaul_to_rubicon/index.html]Gaul to the Rubicon The Rise of Julius Caesar www.republic.k12.mo.us/highschool/teachers/tstephen/ 07/13/98

Experiences and Benefits of Profound Experiential Education Essay

Experiences and Benefits of Profound Experiential Education - Essay Example The paper tells that when personal well-being is on the line people tend to lay differences aside to cooperate. At the accomplishment of a particular task, some would revert to introverted behavior while others would revel in the victory. Nevertheless, the threat of discomfort as caused by natural consequences is one good motivator to help people who are not such team players get into the habit of becoming an integral part of a group effort. We learned how to communicate effectively. Again, the impetus for the preservation or accusation of creature comforts often motives people who are not so inclined toward effective communication to delve past their own insufficiencies in language and non-verbal behavior. Those who are given to meaningless small talk in daily society find that perpetual commentary on their own thought patterns is radically unnecessary. Those who are given to silence find that in order to negotiate the path of least resistance toward a goal they must speak up from t ime to time. This is the nature of nature. It tends to bring about certain survival behaviors while quelling those that are not so helpful to individual survival. We learned to respect each other's individuality. We differed in origins. We differed in personalities. We differed physically. We differed in knowledge. We differed in skills.

Political Views of Martin Luther King and Friedrich A.Hayek Essay

Political Views of Martin Luther King and Friedrich A.Hayek - Essay Example People needed to be actively democratic especially then, since the barriers of racial segregation were being broken down. Desegregation to him was shallow and empty, and integration was the ultimate goal. To him, â€Å"Integration is a genuine intergroup, an interpersonal doing† (King, 118). Therefore, desegregation is a means towards integration. Integration to him was everyone’s right by the nature of him being human. According to Martin, life demanded freedom. Denial of freedom was denial of life itself. This is first the capacity to weigh and deliberate alternatives, make one’s own decisions and be responsible for one’s own action. He argued that a person’s nature of life is altered when he is denied his freedom, because freedom is a basis for a person’s life (King, 121). Martin Luther King Jr. said Americans should realize that the burden placed upon Negro citizens was the inability to vote. According to him, the right to vote was a powe rful tool for change. He suggested that there should be a law allowing all people to vote and that literacy tests should be abolished especially in areas where education was inferior and in a poor state. Purpose, which was the only way to acquire change politically, socially and economically, could only be attained by understanding power properly. He suggested that the solution to fight poverty was to eliminate it directly through guaranteed earnings. This, according to him, can be done through the creation of full time employment and incomes. Additionally, people must be made consumers in one way or another. The belief here is that when poverty is eliminated, other problems like housing will also be eliminated. Friedrich August Von Hayek is also a Nobel Memorial Prize winner, and a renowned... This essay describes main political beliefs of Martin Luther King and Friedrich A. Hayek, whose ideas greatly influenced liberal arts development. Martin Luther King Jr. thought, that Americans should realize that the burden placed upon Negro citizens was the inability to vote. The right to vote was a powerful tool for change. He suggested that there should be a law allowing all people to vote. He suggested that the solution to fight poverty was to eliminate it directly through guaranteed earnings. This, according to him, can be done through the creation of full time employment and incomes. The belief here is that when poverty is eliminated, other problems like housing will also be eliminated. According to Martin, life demanded freedom. Denial of freedom was denial of life itself. This is first the capacity to weigh and deliberate alternatives, make one’s own decisions and be responsible for one’s own action. Friedrich A. Hayek believed, that a free society calls for general rules that predict and constrain coercive powers of individuals and the government. Individuals are also empowered to develop and follow their own life plans.Friedrich examines contemporary policies such as taxation, healthcare, social security, housing, natural resources, urban planning and education in the same light of principles developed in his earlier studies. Friedrich opposes policies that aim at wealth redistribution or social justice, and is very willing for the government to provide an immense range of social services.

Formal assessment & Austin (1991) Essay Example for Free

Formal assessment Austin (1991) Essay Formal assessment has been described by Austin (1991) as a process of â€Å"gathering information and utilization of that that information for individual and institutional improvement (p. 2). The information gathered may include the students’ weakness and strengths in certain subjects’ areas. Emphasis in formal assessments is focused on the results of a standardized evaluation tests that are administered under strict and regulated environments. However, that information is very important for student since they are able to know how well they are progressing and measures to undertake to deal with their weaknesses. Assessment forms an important component of teaching and leaning that has a greater impact on student learning (Saliu 271). Saliu goes on to demonstrate that assessment should be able to measure the criterion for which it was intended while maintaining consistence at the same time (271). This paper will discuss major components of formal learning which include reasons for assessing and administering tests to students, relevant formal assessments that may be administered, advantages and disadvantages of each particular assessment. I will however, put forward some recommendations on what the teacher and institution needs to pay attention to in order to achieve the objectives of formal assessment. Reasons for assessing and administering testing to students The main reason for administering assessment is to monitor the student’s progress in learning as compared to other students of the same age or level (Wilson and Scalise 11). Assessments results are useful in screening and making decision on the level of qualifications to base career growth activities. The results are very useful to the curriculum developers and syllabus preparation by both governments and institutions (Council of Europe 6). Results provide a good guide for program or course evaluation since it presents the information in form of scores. The results obtained are used by local and federal departments’ in policy formulation and implementation. Formal assessment should be viewed as a tool that can be used to measure the level at which students receives information from the teacher rather than just giving of grades 1 to 5 (Saliu 272). Moreover, formal test can give valuable information regarding a student progress in mastering the subject content of a particular course at certain levels of study. The results offers a good insight to the teacher when organizing the materials and content for students to lean at comfortable pace yet achieving at their best level possible (Saliu 272). Clearly delimited results are very useful in facilitating students to focus their time and energy towards self improvement . The information obtained from standard test is very useful in deciding a student’s career interests and future goals. The assessment report should be able to reflect a student’s goals and give a clear indication on which areas need help. Motivation is an affective factor in formal assessment which propels the teacher to be devoted towards helping students to learn (Wiggins 38). The teacher gets encouraged after seen students pass well in the subject or course given to students by that teacher (Fitzpatrick and Michael 101). Students get to care about their learning and seek to improve on their weaker areas after the results are released. When a teacher is encouraging and appears to be responsive to students’ feeling, students respond by becoming very constructive and enthusiastic towards achieving higher scores (Weeden, Winter and Broadfoot 4). The information obtained from formal assessments may guide the teacher to group the students in a way that they can help each other hence creating a class relationship that supports learning process. There is a sense of self acceptance created by students admitting difficulties. This forms a healthy atmosphere for learning from peers (Saliu 273). Grading in formal assessments provide documented information of what a particular student learnt which is useful in job application and academic advancement admissions (Saliu 273). Despite being crucial widely applied by all leaning institutions, grading has several shortcomings which have been put forward by critics. An example of critics includes Wilson and Scalise (2006) held a view that grading does not have a match with the effort students put in answering examination questions. The ultimate grading does not allow the feedback by the students since it denies them the opportunity to review their work after a formal examination. Moreover, students do not get useful comments upon which they can build future progress on their work- those comments are destroyed with their poor grades (Weeden, Winter and Broadfoot 6). When feedbacks finally are given by the examiners it is either very shallow for instant a single line comment or so late since students may have moved to another grade. Evaluation of the learner’s performance has been difficult for instance marking open-ended questions in standard exam papers (Wilson and Scalise 11). Since individual needs of students cannot be met fully by teachers, limited opportunities for the learner’s growth to realize quality results dominate. To make it worse, inability of all pupils to produce good hand written work hence true reflection in scores limit the learners capacity to acquire more knowledge and to develop deeper understanding of the subject involved. These make it difficult for the pupils to be plausibly and effectively answer or tackle examination questions (Weeden, Winter and Broadfoot 8). No effective follow-up can be done by students who might be interested in enhancing their academic performance (Wilson and Scalise 11). Grading in formal assessment has failed to accurately give students’ strength and weakness to the teacher since it does not give adequate time. Nevertheless, it is not flexible both in terms of content to be tested and level of ability of each student (Weeden, Winter and Broadfoot 12). If we consider a grade of â€Å"2† in philosophy of education course awarded, it will only say that a student learned a great deal of the information but it will no show what content was or was not mastered (Wilson and Scalise 12) Teachers form the majority of assessors of students’ learning for formal assessments. Students can also test their work and test that of their peers and provide an immediate feedback for improvement. The test can be administered by other external examiners such as Standard Aptitude Tests (SAT) (Council of Europe 8). Assessment may be administered at any time of student leaning but it has to be regulated if its purpose is to achieve a defined set standard. The nature of an assessment is determined by the type of cohort of students and upon the need for assessing. The content of what to asses should entirely be guided by the desired end results and the application of those results (Weeden, Winter and Broadfoot 5). Pros and cons of deferent forms formal assessment Formal assessment may take different dimensions according to where it is administered and the target group. Tests may be in form of standard set examinations which are mainly norm-referenced. Formal assessment may also include examinations designed locally by a faculty to offer an objective or subjective assessment (Council of Europe 9). Standardized exams are administered to a specific group which is entirely structured in a multiple-choice question (objective) or descriptive questions (subjective) in one subject area. The results are compared with a set standard (reference). It is applied to students in a given program, course or a level. The main advantage of standard set examination is that it can be adopted view quickly and its implementation is quite easy. It reduces the faculty time requirements in tools design, development and grading (Council of Europe 9). Norm-referenced assessment gives objective scores which provides for generalizations of the results with other student in other places or times. It provides a reference group that is required by the faculty or the testing body. Another benefit of standard test is its application by state or national standards exist for a given discipline or profession such as accountancy, medicine among others (Saliu 273). May be beneficial or required in instances where state or national standards exist for the discipline or profession. It can be applied in comparing the levels of knowledge across several institutions (Astin 3). There are several shortcomings that are associated with this form of assessment. One of the major disadvantages of standard tests according to Wilson and Scalise is that, it has a limit of what it can measure in during testing time (636). It is a culprit of the elimination of the proper process of learning by not reflecting what a student has actually learnt in a given program or course. It may not be able to completely evaluate a particular objective of an entire course (Council of Europe 9). Since most standardized tests are done at the end of a course or program, they fail to provide relevant feedback to both the teacher and the student which would otherwise be used to motivate the student learning. The tests can neither determine a student’s progress on a daily basis nor the achievements in varying periods (Hart 17). They cannot also effectively evaluate the knowledge of a specific course content area which keeps on changing such as social sciences. Another demerit of standardized achievement tests arises due to the administration of multiple-choice tests which pose a grater potential error of guessing the correct answer. (Saliu 243). It only provides a summary evaluation of few parts of whole course. The outcomes may not have direct deductions for course improvement or that of an individual student’s advancement. The results are highly liable to misinterpretation by the teacher or other interested parties such as admitting institutions and employers. Since majority of these tests are commercialized someone (student or program) have to pay to obtain them. When pressure is so much pressed on the passing the tests, the teacher may be forced to teach to the test and not the development of the student skills (Council of Europe 9). A single test is not perfect in providing enough information that ensures a complete assessment. Different tests on a particular subject at deferent times provide almost different information on a student. Locally developed exams can be beneficial since its content and mode is inclined to specific objectives and students’ features of the course or program (Wiggins 37). It can establish specified criteria for measuring performance associated with to curriculum. It can be useful in the development of relevant process of learning of particular group of students. A more localized grading system by faculty can provided a speedy feedback mechanism for teaching betterment. The teacher will have a greater control over the analysis and use of the results in improving students leaning processes and course materials (Wiggins 38). However, locally developed tests require a substantial coordination more so throughout the phases of design and development (Fitzpatrick and Michael 101). It may not provide a basis for cross-institutional comparisons for students in same level of study. These particular tests are time consuming on side of the teacher since they require a lot of attention and effort in designing and administering. In order to provide validity and reliability in these tests an expert may be required expertise in accurate measurement (Council of Europe 11). It may not provide the element associated with the external comparison in relation to other institutions offering similar course or program. Performance appraisals are another form of formal assessments that can be administered to measure competency of acquired skills in a real world situation (Burke 29). They are set standards that seek to evaluate students in a specific class or level (Hart 74). They are credited to providing a relatively direct measure of what has been learned rather than taught in a program or course (Ryan 290). They are mostly preferred to other methods of measuring since they are able to evaluate the application skills learnt in specific settings. They are in tandem with aims of professional training programs and fields which have well specified skill development programs (Ryan 290). Nevertheless, performance appraisals have their share of limitations which include high costs associated with effort and time consumption. Their grading are mostly more subjective than other formal assessments (Fitzpatrick and Michael 118). The sample of performance appraised might not as well be the typical of the student since it might have been triggered by the presence of appraiser. An aptitude test forms yet another important form of formal assessment. An aptitude test has the advantage of measuring the level of knowledge that a student already possess before entering a grade level or a program (Fitzpatrick and Michael 118). This provides the teacher with prior information on the likelihood of a students degree of performance and success in the class. It will determine the information which a student already has compared to set norms. This will further illustrate the level of learning for a particular student which comes in handy when designing individualized instructions (Fitzpatrick and Michael 118). The teacher will have no difficulties in giving advanced instruction for those students that are gifted while at the same time giving a remedial assistance to those who need help. Since modern education is taking learner-centered approach, results of aptitude test provide relevant information that can teachers use to group students for effective cognitive learning. The results are applied in determining when a student develops a learning disability (Council of Europe 12). Aptitude tests face some challenges and limitations that are usual to test. They are limited to measuring students’ capacity to learn new projects and accomplishments. The results do not reflect on the skills or knowledge that students have had no previous training (Fitzpatrick and Michael 118). Since information obtained from an aptitude test gives skills and knowledge students had already acquired in past, it fails to guide the teacher on the application of future instruction. Teacher involvement in formal assessment Recommendations for reducing the shortcoming of formal assessments lie heavily on the teacher and the entire institution involvement in setting exam questions and administration of the examinations. The teacher should choose a test very carefully that will match with the requirements of a course or a program (Council of Europe 28). The teacher should review information on previous sample of performances to ensure the test’s reliability and validity from test publishers. The faculty should engage experts to review the previous summary reports of similar exam results in creating a more updated report for the faculty (Fitzpatrick and Michael 118). The teacher is not supposed to teach to exam otherwise the results would be compromised. The instructor or teacher should be involved in grading systems that focus more emphasis on the feed forward. The institutions should make sure that standardized tests are marked and the papers that can be returned are done in time increase the feedback flow. The grading system should be focused on the offering a true picture of what has been mastered and what has not fully mastered. There should be model answers drawn from others student solutions to provide those who have failed with a way of what was expected of them (Saliu 274). A syndicate with other institutions which have similar objectives in testing can be formed to reduce the costs of developing instruments and to provide an element of externality. The exams department should incorporate outside experts to provide relevant input for development and grading system (Fitzpatrick and Michael 118). In order to reduce the shortcomings associated with performance appraisals training for appraisers should be provided so that they are able to stick to specified criteria (Wiggins 38). It is imperative to alter criteria till acceptable consistency of measurement is reached for testing in multiple situations. Since the result of performance appraisal cannot be used alone to grade a student, Ryan (1994) suggested that results should be cross-validated with other measures of performance (290). Formal assessment includes undertaking fixed, regulated and standardized tests. Grading forms a major part of measurement for mastery of content. Although grading in standard tests is a norm accepted everywhere, it its shortcomings. There are several reasons for formal assessment and standard testing which include monitoring students’ progress, comparing the results with peer; it also provides a measure of level of student knowledge. When the assessment is done appropriately, it can be a source of both the student and teacher motivation. It can create trust among the students and teacher. The component of grading has been an issue of hated debate due to its inadequacy to address all areas of students’ learning. Grades are issued but they cannot be rectified since the doors are closed immediately after results are released. Standard tests, locally developed tests, aptitude tests and performance appraisal are major shapes taken by formal assessment. Although formal assessment provides a standard measure for evaluation of learning among students of a particular cohort or group, it fails to give comprehensive ability of a student. Works Cited Astin, Alexander W. Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. Portsmouth: Greenwood Publishing Group, 1991. Burke, Kay, ed. Authentic Assessment: A Collection. Illinois: Skylight Training and Publishing, Inc. , 1992. Council of Europe. Common European Framework of Reference fo Languages: Learning Teaching, Assesment. Cambridge: Cambridge University Press. , 2001. Fitzpatrick, Jody L. and Morris Michael. Current and Emerging Ethical Challenges in Evaluation. San Francisco, CA: Jossey-Bass, 1999. Hart, Diane. Authentic Assessment: A Handbook for Educators. . New York: Addison-Wesley, 1994. Ryan, Alan G. Towards Authentic Assessment in Science via STS. Bulletin of Science, Technology Society (1994): 290. Saliu, Sokol. Constrained Subjective Assessment of Student Learning. Journal of Science Education and Technology (2005): 271-284. Weeden, Paul, Jan Winter and Patricia Broadfoot. Assessment. New York: Routledge, 2002. Wiggins, Grant. The Case for Authentic Assessment. ERIC Digest (1990). Wilson, Mark and Kathleen Scalise. Assessment to Improve Learning in Higher Education: The BEAR Assessment System. Higher Education (2006): 635-663.

Compare and contrast the views of Autumn in Ted Hughes’s There Came A E

Compare and contrast the views of Autumn in Ted Hughes’s There Came A Day and John Keats’s Ode To Autumn. How do the poets use language to convey these views? There are many similarities and differences between the two autumn poems ‘There came a day’ by Ted Hughes and ‘Ode to autumn’ by John Keats. Both poems are based on autumn but they portray it in different ways. ‘There came a day’ presents autumn in a negative way where as ‘ode to autumn’ presents it in a positive way. The reason that John Keats may have written in a in a positive way about autumn is because he was a pre-twentieth century poet and had a love for nature and respect for the countryside. The style in which he writes is known as ‘romanticism’, which is when the poet writes from a personal view, rather than based on facts. Ted Hughes was a twentieth century poet and wrote in a slightly different way to John Keats. He knew a lot about nature and was fond of animals and plants. This could explain why he felt autumn is a harsh and ruthless season, because it symbolises decay and the end of most plant life until spring. We can tell from the title of John Keats’s poem ‘Ode To Autumn’ that it is a positive poem, and obviously about autumn. The title means ‘to praise autumn’ which implies that it is going to be about the good aspects of the season. However, in Ted Hughes’s ‘There Came a Day’ there is a sense of anticipation and fear about the day. From the title we cannot tell that the poem is about autumn but it is more negative. In the opening stanza of ‘Ode to Autumn’ the first few lines set a bright and colourful introduction to the poem. It talks about autumn as a season of mist and mellow fruitfulness. From this we know that it is a... ...rsonal tastes and styles. John Keats was a pre-twentieth century poet, so the vocabulary used in his poem was very old fashioned and traditional. We can tell this from the following words and phrases â€Å"thou hast’’ and â€Å"thou dost†. Ted Hughes was a twentieth century poet, so his writing and use of language is more modern, phrases such as â€Å"stuff them† and â€Å"plucked it† imply that it is a more recent poem. The two poems have many differences and only a few similarities. I believe there to be so many differences to be because of the different time period that the two poets lived in because John Keats’s poem is more traditional and Ted Hughes’s is modern. It is also because of the different style they write in and their own personal points view about autumn. Although I feel the similarity between the two poems is that both poets show their individual feelings.

Canadian Identity Essay Essay

Canada is known worldwide for our people’s resilience to nature, our acceptance of many different cultures, our universal healthcare, and our contributions to world peace. I believe for these reasons Canada is one of the greatest nations on Earth. Firstly, Canadian citizens are among the hardiest people on earth when it comes to resisting Mother Nature. Canada is battered each year with ice storms, hurricanes’ and windstorms, yet we Canadians grit our teeth and fight through it. This treacherous weather helps bring Canada together, and unite us when things are at their worst. For example, during the 2013-2014 ice storms many parts of Ontario where left without power for days, yet out of this horrible tragedy, Canadians banded together and helped each other out, lending each other generators and supplies to help get through this hard time together as a nation. Canada is also ranked as the second coldest country on earth, with an average annual temperature of -3.6 degrees (Anand) with an annual temperature below freezing Canada is well suited for winter sports like skiing and snowmobiling. The most Northerly settlement on earth is Alert, Nunavut, Alert is a Canadian Military and research base on the Northern Tip of Ellesmere Island, the lowest recorded temperature in Alert was -64 degrees Celsius, that’s the same temperature as the surface of Mars!(CFS Alert). It’s this extreme weather that allows us Canadians to grow tough, unite together against winter, and succeed at sports like skiing and hockey. Secondly, Canada is one of the best countries in the world to immigrate to. Canada is very multicultural and accepts cultures from all over the world. Whether you are immigrating from Ethiopia or Korea you will most likely find a small part of your culture somewhere in Canada. Canada has been inhabited by immigrants ever since 1604 when French explorers settled in the Maritimes (Facts in Canada’s Immigration History). Also 23% of Canadian citizens are born outside of our Country, the highest amount out of all the G8 countries (Immigration and Ethnocultural Diversity in Canada). Canada is unique because in over 100 different places minority groups are actually the  majority. For example, Brampton Ontario has a population of 523,000 (Demographic Overview) and out of that number there are only 33,000 Irish citizens while there is 159,000 citizens from East India (Demographic Overview). Yet with all these different cultures in Canada, we all still feel united under the Canadian Flag and proud when we sing our National Anthem. Thirdly, Canada has a world renowned healthcare system, unlike countries like the US where you have to pay to go to the hospital; Canada covers the cost of most medical bills for you. The idea for Medicare in Canada first came in 1947 when the Saskatchewan Government released their first hospital insurance plan (The History of Medicare), initially most Doctors and other medical professionals despised this â€Å"Medicare System† because they worried they were going to make less money than if the medical system was privatized , slowly but surely the idea of universal healthcare grew and in the 1960’s Pearson’s minority government created National Medical Care system; were the government pays 50% of medical costs (The History of Medicare). Today, Canada’s healthcare system is an interesting mix of both public finding and the private sector. Canada is ranked 30th in the world for its healthcare system, while the United States is ranked 72nd. As a Canadian citi zen I feel safe knowing that if I ever get ill, I am covered without having to spend any money. Finally, Canada has been fighting for world peace ever since it joined the UN during its creation in 1945. It was actually Lester B. Pearson who suggested the idea of a UN lead peacekeeping force in 1956 (The Canadian Contribution to United Nations Peacekeeping). Canada’s first peacekeeping mission was done in 1949, in India and Pakistan. The mission was codenamed UNMOGIP, Canada’s job was to negotiate a ceasefire between Pakistan and India, in 1950, almost a year after the war started the UN negotiated a ceasefire with the help of Canadian Soldiers (Canada History). Canada has lost the 2nd most amounts of soldiers out of any UN country, and has lost the most soldiers per capita as well. Canadian peace keeping missions help shape the Canadian Identity because it shows the world that we care for other countries, and that even though our population is small we still  sacrifice a lot in the name of Peace. In Conclusion, I feel that Canada is an incredible nation, and I feel our contributions to world peace, our people’s resilience to the weather, our free healthcare system, and our multiculturalism are some of the main things that have helped make Canadians respected in the international community today.

Human and divine Essay

A fixed code of behaviour developed which all Muslim were to follow. And â€Å"unlike any other system in the world today the Shari’a embraces every details of human life, from the prohibition of crime to the use of the toothpick. It is â€Å"the science of all things, human and divine†, and divides all actions into what is compulsory or enjoined, what is praiseworthy or recommended what is permitted or legally indifferent, what is dislike or disapproved of and what is forbidden. For the Muslim there is no distinction between personal and communal, religious and spiritually, sacred and material. This often makes it difficult for the West to understand and appreciate the Islamic and Arab worlds, and vice versa. Muslims believe overwhelmingly in a Creator, whose purpose for the worlds is all-embracing; men take part in his creative activity as his representatives on Earth â€Å"O believers, believe in God and His messenger and the book He has sent down on His messenger and the Book which He sent down before, Who so disbelieves in God and His angels, and His Books, and His Messengers and the Last Day, Has surely gone astray into far error† (Qur’an IV. 135) There has been some disbelief on if God is real or not? However there are some signs that have occurred lately al around the world, which prove the existence of Allah. So if Allah exists then we are clearly made by him. These Pictures are real and no one has edited it one of them as even appeared on BBC News. WHAT IS EVOLUTION? AND WHO DISCOVERED IT ? Evolution is biology’s â€Å"big idea. † According to the latest estimates, there may be as many as 30 million species- different kinds of living things- on earth. Life permeates our planet. But how did life start in the first place? And how did all these different living things come to be as they are today? For the huge majority scientist, there is only one satisfactory explanation: they have evolved! Evolution is a gradual process of chemical and physical change that seemed to begin before life even started, and it still continues now. And had left its imprint in everything that is or was once alive, including our distant ancestors or/ourselves. It is responsible for the way we look, the way we reproduce, and -some would argue- even the way we behave. A young English naturalist named Charles Darwin. Who completed a round-the world-voyage aboard the naval ship: HMS Beagle. By the end of the five-year trip, Darwin had collected a wealth of evidence for evolution, although he had not yet known why it took place. Darwin’s great breakthrough came in 1838, when he read an essay on the growth of the human population. Its writer was: Thomas Malthus argued that humans have a natural tendency to outstrip their food supply, creating competition for scarce resources. Darwin immediately grapes the idea: competition constantly takes place in nature as well, giving rise to a permanent struggle for survival. From the observations he made on his travels, Darwin knew that living things show a host of inherited variations. He realized that in any struggle for resources, some variations- or characteristics- must prove more useful than others. The owners of these â€Å"winners† features would leave larger numbers of offspring, and as a result, their characteristics would gradually become more widespread in the population as a whole. The end result is change, driven by a passive process he called: Natural Selection. Unlike Lamarck’s* version of evolution (Lamarckism), Darwin’s involves no planning or preset goals. In any species- from bacteria to elephants- individuals are â€Å"judged† by one simple criterion: their ability to leave the most young that survive to reproduce. Darwin was a fussy worker, and he spent the following two decades preparing his extensive research for eventual publication. But in 1858, he discovered that he was about to be scooped. Another English naturalist- Alfred Russell Wallace- had also hit on the idea of natural selection; although he had much less research to back it up. This motivated Darwin to begin writing a book. The result, one year later, was On the Origin of Species. However when he wrote On the Origin Species, Darwin had no idea how features were passed from one generation to the next. Plant breeding studies carried out by Gregor Mendel, who showed that characteristics are carried by separate â€Å"factors† which are copied from one parent or the other. In 1909, these basic units of inherited materials were named â€Å"gene†, and 20th century scientist devoted much energy to reveal their physical nature. Today, we know that genes are sequences of four chemical bases (abbreviated to C, G, A and T) that are â€Å"written into† the lengths of molecules of deoxyribonucleic acid (DNA), contained within the chromosomes of every cell. When an organism reproduces, DNA copies itself, and parental genes are passed on. The copying process is accurate, but mistakes, or mutation, do sometimes occur. However Darwin did not ‘discovered’ evolution, nor was he the only person to come up with the idea of natural selection. His achieve was to collect the evidence for both in a conclusive and comprehensive way. Most of the observations that informed his theories were made during that five-year voyage.

Burn After Reading Essays

Burn After Reading Essays Burn After Reading Essay Burn After Reading Essay Burn After Reading is a black comedy directed, produced and written by the Coen brothers in 2008. It stars some major actors such as Brad Pitt, George Clooney, John Malkovich and Francis McDormand. (Adams 40-42) In this film, all of the characters interweave with one another and they don’t necessarily know so. The film begins with John Malkovich as Osbourne Cox being fired from his position as a C. I. A. analyst. He then decides to begin writing his memoirs which eventually end up in the hands of two HardBodies Gym employees Francis McDormand as Linda Litzke and Brad Pitt as Chad. Chad assumes that Cox must be someone of importance and that the information on the disk is top secret. From there, he involves Linda in black mailing him because she is in desperate need for money to pay for the cosmetic surgeries she desires. Along side of that, Cox’s wife is planning on leaving his and taking off with Harry which is something he knows nothing of. Harry who is also married, and having an affair with Cox’s wife, is also meeting random women through an online dating service and eventually hooks up with Linda as well. Linda falls for Harry, especially since he’s told her that he doesn’t think these surgeries that she needs are necessary. This movie is basically a tangled web of lies, paranoia and false information, making it into one of the Coen brothers most baffling films. One major aspect of this movie is paranoia. What does the movie say about paranoia? Well, that’s a rather difficult answer to come up with considering a lot of this movie doesn’t make sense. Even the ending scene of the movie where Palmer and Gardner Chubb (both C. I. A. gents) are discussing this mess of events that has been going on say that they didn’t learn anything from this. Everyone in the movie seems to believe that someone is someone else leading to the characters to lash out with paranoid violence as if they’re left with no alternative. I think that the movie is probably trying to say about paranoia is that you can’t let it get to you because you will either end up cre ating scenarios leading to even worse paranoia, or you’ll end up dead. Two main focuses in the movie that seemed to harbor the most paranoia were Clooney’s character Harry and Pitt’s character Chad. Harry plays a US Marshall who never seems to actually work (Adams 40-42) and is constantly creating more and more sticky situations. Not only is he married, but he’s having an affair with Osbourne Cox’s wife and meeting women on the internet. Every day Harry goes out on run and begins to notice what looks like a government car following him. He seems like he doesn’t really know what to make of it and ignores it in the beginning. Once the situation becomes a little more suspicious, Harry takes action and goes out to the man’s car who’s been following him demanding answers. The man worked for a law firm and was hired by Harry’s wife to watch him to find proof that he was cheating on his wife. Little did Harry know, he wife was getting ready to file for a divorce. Harry is also paranoid about killing Chad earlier on in the movie at Osbourne Cox’s home. Him and Linda have been seeing each other and Linda eventually asks Harry if he can help her find her friend since he has no idea where he’s gone. Later in the park, Linda explains the situation a little further about what Chad was doing and where he was going and just like that Harry put the pieces together and finally found out who the person was that he killed. He then begins to ask Linda questions about who she is and who she was hired by, Linda innocent and not knowing what Harry is talking about truthfully tells him that she wasn’t hired by anyone and she’s not after anything. Harry then runs away from Linda never to see her again. Eventually, Harry decides to up and flee to Venezuela to escape from whoever he thinks might be after him. Pitt’s character Chad who seems rather dimwitted, is trying to find a way to black mail Osbourne Cox. Earlier on in the movie, McDormand finds his disk at HardBodies gym, Chad comes up with the brilliant idea to black mail him and Linda goes with the idea thinking that the money they receive from Cox will pay for her surgeries. He begins by making a late night phone call telling Cox that he has his disk and he demands money for the return of it. He later meets up with Cox, trying to look professional by wearing a tuxedo but riding a bike a carrying his helmet. Cox explains to Chad what could legally happen to him if he decided to try and blackmail him, then proceeds to punch Chad in the face and makes him get out of his car. Then they come up with the idea to take the disk to the Russians hoping that they’ll somehow get money out of it that way. Chad later tries breaking into Cox’s home to find more information on him. While Chad’s in the house, Harry walks in. Cox had previously been locked out of his home by his wife who was also getting ready to file for divorce, so Harry has been staying there temporarily while his wife is off for the release of her new children’s book. Once Chad realizes that he is no longer alone in the house, he quickly hides in the closet hoping to eventually escape unnoticed. After Harry gets out of the shower he walks over to the closet Chad is hiding in. He opens the doors and sees him thinking he’s some government spook and immediately shoots him in the head. The character of Osbourne Cox is also another example of paranoia in this film. After he’s fired from his job, gets blackmailed, and told by his wife that she’s divorcing him, he also gets kicked out of his home having to resort to living on their boat. Cox get’s fed up with it one day and decides to return home with a hatchet in hopes to find more liquor. What Cox ends up finding at his house is Ted. Ted also works at HardBodies gym and is Linda and Chad’s boss. He’s down in the basement looking through Cox’s computer to try and figure out what exactly Linda and Chad have been up to since they haven’t exactly told him anything. Cox, who’s in a paranoid state, angrily demands answers and quickly makes the connection between Ted, Linda amp; Chad. Infuriated, he chases Ted all the way out to the streets where he proceeds to kill him with the hatchet out of anger. (Doom 163-174) During the duration of the whole movie Francis McDormand’s character, Linda Litzke, struggles with her own self conscious paranoia’s. This makes Linda completely neglect what’s been in front of her face the whole time. While she’s busy obsessing over recapturing her youth, her boss Ted who obviously has feelings about her is discretely trying to let her know that. She openly speaks with him about the surgeries that’s she’s wanting to undergo and about how she’s meeting men on the internet. He explains to her that she doesn’t need the surgeries, and that online dating can be a very dangerous thing and she could end up with the wrong guy. Everything seems to go in one ear and out the other with her because she never took any of that into account. Poor Ted even end up dead in the end of the movie because he’s trying to figure out what it is that Linda and Chad have been up to and why they say it’s so ‘dangerous’. All in all, this has got to be one of the most bizarre spy films that I have ever seen. Unfortunately in the end the only person that seems to get what they want is Linda. If it wasn’t for her self consciousness, a lot of things wouldn’t have ever happened in the first place. Yes of course Chad being the quirky guy that he is, probably still would’ve tried to blackmail Cox, but maybe he wouldn’t have gone so far with it to the point of being shot point blank in the head. Also, nothing would’ve ever happened to Ted. All along all he was trying to do was figure out what it was that Chad and Linda were up to and once he got so involved, he also ended up dead. It seems to be that the most innocent characters of the movie, ended up getting the short straw in everything. On top of all the organized chaos that the movie entails, I find it rather bewildering that the movie is considered a form of comedy. Though black comedy is more so a darker kind, finding humor in death and despair. In conclusion, I think it’s safe to say that Burn After Reading is quite possibly one of the most meaningless movies I have ever seen. Though it is meaningless, that doesn’t mean that it isn’t entertaining and rather humorous. One thing that I did pick up on in the movie though is to steer clear from paranoia. It won’t get you anywhere but six feet under. At least unless the circumstances of this movie. Citations Doom, Ryan. THE BROTHERS COEN: Unique characters of violence. Santa Barbara, CA: ABC-CLIO, LLC, 2009. 163-174. eBook. Adams, Michael. Burn After Reading. 28th ed. Farmington Hills, MI: Gale Cenage Learning, 2009. Print. Burn After Reading. Dir. Ethan and Joel Coen. Focus Features: 2008, DVD.

The Tuskegee and Guatemala Syphilis Studies Were Racist

The Tuskegee and Guatemala Syphilis Studies Were Racist Some of the most unsettling examples of institutional  racism have involved medicine, such as when the U.S. government conducted syphilis research on marginalized groups (poor black men in the American south and vulnerable Guatemalan citizens) with disastrous results. Such experiments challenge the idea that racism simply involves isolated acts of prejudice. In fact, the racism that results in long-lasting oppression of people from minority backgrounds is typically perpetuated by institutions. The Tuskegee Syphilis Study In 1932, the United States Public Health Service partnered with educational establishment the Tuskegee Institute to study black men with syphilis in Macon County, Georgia. Most of the men were poor sharecroppers. By the time the study ended 40 years later, a total of 600 black men had enrolled in the experiment. It was called the Tuskegee Study of Untreated Syphilis in the Negro Male. Medical researchers swayed the men to participate in the study by enticing them with medical exams, rides to and from the clinics, meals on examination days, free treatment for minor ailments, and guarantees that provisions would be made after their deaths in terms of burial stipends paid to their survivors. There was just one problem: Even when penicillin became the main treatment for syphilis in 1947, researchers neglected to use the medication on the men in the Tuskegee study. In the end, dozens of study participants died and infected their spouses, sexual partners, and children with syphilis as well. The Assistant Secretary for Health and Scientific Affairs created a panel to review the study and in 1972, determined that it was ethically unjustified. The panel determined that researchers failed to provide participants with informed consent, namely that test subjects were to remain untreated for syphilis. In 1973, a class action suit was filed on behalf of the enrollees in the study that resulted in them winning a $9 million settlement. Moreover, the U.S. government agreed to give free medical services to the survivors of the study and their families. Guatemala Syphilis Experiment Until 2010, it remained widely unknown that the U.S. Public Health Service and the Pan American Sanitary Bureau partnered with the Guatemalan government to conduct medical research between 1946 and 1948. During this time, 1,300 Guatemalan prisoners, sex workers, soldiers, and mental health patients were intentionally infected with sexually transmitted diseases such as syphilis, gonorrhea, and chancroid. What’s more, just 700 of the Guatemalans exposed to STDs received treatment. A total of 83 individuals ultimately died from complications that may have been a direct result of the questionable research paid for by the U.S. government to test the effectiveness of penicillin as an STD treatment. Susan Reverby, a women’s studies professor at Wellesley College, uncovered the U.S. government’s unethical medical research in Guatemala while researching the Tuskegee Syphilis Study of the 1960s, in which researchers willfully failed to treat black men with the illness. It turns out that Dr. John Cutler played a key role in both the Guatemalan experiment and the Tuskegee experiment. The medical research conducted on members of the Guatemalan population stands out as especially egregious, given that the year before experiments there began, Cutler and other officials also conducted STD research on prisoners in Indiana. In that case, however, researchers informed the inmates what the study entailed. In the Guatemalan experiment, none of the test subjects gave their consent, a violation of their rights. In 2012, a U.S. court threw out a lawsuit Guatemalan citizens filed against the U.S. government over the unethical medical research. Wrapping Up Because of the history of medical racism, people  of color continue to distrust health care providers. This can result in non-white people delaying medical treatment or avoiding it altogether, creating an entirely new set of challenges for a group plagued with a legacy of racism. Sources About the USPHS Syphilis Study. Tuskegee University, 2019, Tuskegee, AL. Monastersky, Richard. Court dismisses suit over unethical US experiments. Springer Nature Limited, June 15, 2012.

English Literature, beginning to Romantic Period. Dialogue Essay

English Literature, beginning to Romantic Period. Dialogue - Essay Example Although Satan as a protagonist may not be the object of admiration as other heroes do, there are some admirable qualities of determination. Satan is also compellingly complex and manages to strike a majestic attitude, not threatened by death or conflict. In The Canterbury Tale, The Wife of Bath tells us how she uses her experience with men to achieve anything she wants. She glorifies her ability to control the institution of marriage, and that she has married several times five men. To her, marrying these five men is not only normal but is acceptable in the bible. Me: welcome guys to our today’s discussion on your roles on earth. Several questions have been raised why you operate the way you do and why you torment those who do not agree with you in one way or the other. What can you say about these allegations? Satan: Thank you, as you I am Satan, the only person who has the ability to challenge our enemies. A man must be able to free his mind; otherwise he would simply be an empty shell with no purpose. That’s why I have to help man think freely, without restrictions by showing him the way to life. The Wife of Bath: Thank you for this forum, I’m here as a testimony of how a free mind can help free humankind’s mind (she wears a broad infectious smile). When Satan talks about the need to establish a free mind, I’m an example of what a free mind can achieve. Satan: (nodes his head in agreement) that’s why heav’n isn’t the right place for mankind, where you’ll be dup’t into believing that you’re free, yet in reality you become a slave of one’s way of thinking. Me: Well, (facing Satan) the last time you disagreed with God you had disobeyed him. You went ahead and started a war that you lost. Instead of picking yourself up and to wage another war, you wage war on mankind by duping them to follow your wicked ways (Milton 6). Satan: (trying hard to control his apparent angered