Racism in the Tuskegee Experiment Essay Example for Free

Racism in the Tuskegee Experiment Essay The Tuskegee experiment, begun in 1932 by the United States Public Health Service in Macon County, Alabama, used 400 black men who suffered from advanced stages of syphilis.   This study was not a means of finding a cure; the patients offered no preventative measures to prolong or better life.   Although the history and nature of syphilis was well understood, certain scientists believed that more research could certainly be done. In terms of whom to study, the doctors developing the format discovered a â€Å"ready-made situation† (Jones 94). Macon County Alabama was impoverished, like much of the country in 1932.   The selection process began during the depression, a time of separation and intolerance.   In the rural South, where we find Tuskegee, the men chosen were not seen, at the time, as equal in any sense of the word. Jones refers to prominent doctors of the region who, in the late 1800s, scientifically defined diseases that were peculiar to the race.   One such disease, Cachexia Africana, caused the subject to eat dirt.   The public did not question such obviously ridiculous claims at the time.   In fact, the public heralded these doctors and requested a manual for treating blacks in order to save slave-owners and the like money in paying for doctors (17).   Given the distaste for the ethnicity of the subjects, could their ethnicity have been a factor in the selection process? At the time, the medical profession had already made some false assumptions about the African American race in general.   Jones reiterated the white-held theory that black men had larger penises and little constraints when it came to sexual intercourse (23).   It was also believed that they were harder to treat for syphilis because African Americans were stupid. In examining this mindset, it becomes clear why the government erringly felt it should go to the poorer black communities in rural Alabama conduct a syphilis study.   Believed to be an immoral sex-centered culture placed at the level of animals, the government would put them in league with mice and rats.   As disgusting as the premise is, the doctors needed lab animals and set out to find them. If this were true – how could the government get away with it?   Blatant disregard for humanity and life could not go unnoticed.   However, the geographical area in question had just been the last state of the union to discontinue chain gang use in its penitentiaries in 1928.   The South had not yet begun to consider African-Americans as people not in the slightest meaning of the word. Jones reiterates the sentiment of the doctors at the time and place with, â€Å"short of a ‘quick-fix’ by science requiring no behavior changes by blacks, there was no hope for the race† (26). The Health service claimed they informed the subjects of their disease, although an internship at the time the experiments began, Dr. J.W. Williams, stated the men received no such information.   He also claims the internships registered the data collected without understanding the nature of the experiment either (Jones 5). The term ‘racist’ as defined in the Random House Webster’s College Dictionary reads, †a belief or doctrine that inherent differences among various human races determine cultural or individual achievement, usually involving the idea that one’s own race is superior† (1072).   Given this definition, it is clear that the Tuskegee experiments were racist.   To withhold the nature of the experiments from the subjects, the name of the disease, the treatment of its symptoms and to feel no remorse in inflicting this sort of medical indictment on fellow human beings is not just racist, but also immoral and unjust. Jones points out the Health Services did investigate the treatment of these patients in an Ad Hoc committee.   The resulting medical treatments for the wives and children of the male subjects was offered with no cash restitution allowed (214).   In the end, the government did agree to $10 million dollars in payments to the â€Å"living syphiltics†, the next of kin for those already dead, â€Å"living controls† and the next of kin for the dead controls.   If you had been living with the disease and never treated, you would get a grand total of $37, 500; a paltry amount for the pain and suffering from neglect and racist bigotry (217). Works Cited Jones, James H. Bad Blood: The scandalous story of the Tuskegee experiment – when government doctors played God and science went mad. New York, NY: The Free Press, 1981. Random House Webster’s College Dictionary, 2nd Ed.   New York, NY: Random House, 1997.

Disempowered Individuals With Learning Disabilities Social Work Essay

Disempowered Individuals With Learning Disabilities Social Work Essay Being in the institution was bad. I got tied up and locked up. I didnt have any clothes of my own, and no privacy. We got beat up at times but that wasnt the worst. The real pain came from being a group. I was never a person. I was part of a group to eat, sleep and everything it was sad. (As cited on Mencap.org) Historically people with learning disabilities have suffered disempowerment by being excluded from mainstream society through segregation in large institutions. ( Wolfensberger, 1972) people were dismpowered by having little control over how they lived their lives. Although the Community Care Act 1990 has resulted in the closure and the resettlement of people with learning disabilities, people are still suffering disempowerment through exclusion by not being able to choose how to live their lives (Ramcharan,et al 1997). Empowerment is: à ¢Ã¢â€š ¬Ã‚ ¦concerned with how people may gain collective control over their lives, so as to achieve their interests as a group, and a method by which social workers [and other care providers] seek to enhance the power of people who lack it (Thomas and Pierson 1996, p.134). The Same As You? review is the Scottish Governments strategy for learning disability services in Scotland.   The review sets out the Scottish Governments wider policies of social inclusion, equality and fairness to enable changes to happen for the better in the lives of people with learning disabilities. A key area identified within The Same As You? is Person Centred Planning. Person-centred planning means starting with the individual and putting the supports around them that will enable them to have the life that they want. Person centred planning is a tool that can be used to plan with a person. This can be to help the person think about what is important in their life now and also to think about what what they would like in the future. Planning should include the persons circle of support and involve all the people who are important in the persons life. (Stalker and Campbell, 1998). The idea behind person central planning was to respond to problems of social exclusion, disempowerment and de-evalution. Person centred planning was developed in the 1980s by a small number of people including John O Brian and Michael Smull. As a way of enabling people with learning disabilities to move out segregated institutions and back into the main community. Person-centred planning is designed specifically to empower people, to directly support their social inclusion, and to directly challenge devaluation. By looking at what support is needed to allow the person included and involved in the community. (Magito-Mclaughlin et al., 2002). Person centred approaches offer a different alternative to the traditional model of planning used for service provision. The traditional methods of service provision operated around the individual receiving the service, with health and social care professionals making all the decisions on the type of support the individual received. The traditional model was disempowering to people with learning disabilities as it focused on the persons medical problems, ignoring the qualities of the person as human being. (Sanderson, 2003) Person centered planning places the individual at the center of the decision making process, allowing family members to become involved in the planning as Joynab, Mohammeds mother states: Person-centred planning has given us hope and a vision for a better future for Mohammed. We feel now we can have a say in how and what service support he receives. We no longer believe that only professionals know best for our son. Mohammeds faith and cultural needs are recognised and responded to.(DoH, 2010) Person centred planning looks at the persons qualities and is a way of listening to what is important in the persons life. People can direct their own services and supports, in a personalised way rather than attempting to fit within pre-existing service systems. An area where person planning has helped the person by listening to what they want enabling them to direct their services and support is through training and employment. People with learning disabilities have been marginalised from gaining employement, through the employers lack of understanding about learning disabilities and stereotypical beliefs that they are incapable of working. As a mother states I have a son who has Down syndrome..I go to the supermarkets and ask if they could try my son outà ¢Ã¢â€š ¬Ã‚ ¦I explain that he has Down syndrome, then they change the subject and say they will give me an application form.I explain my son cannot write, and they tell me he cannot get an interview without an application form.Is this a way of eliminating the disabled? (Anonymous contribution as cited by Williams,2009) People with learning disabilities benefit from working as it helps them to gain fiancial independence and security, increases their self confidence and skills and allows them to socialise. Todd (2002) demonstrates this in his report planning a new future where an agency worked with a young man with autism whose goal in life was to be an airline pilot, even though this goal was unrealistic. The support worker involved in his person-centered plan, suggested and arranged a visit to Heathrow airport once a week. The idea was to find out what interested the young man about being a pilot, was it the flying, planes or uniform? After visiting the airport for a couple of months it became apparent that the baggage carousels captivated him. The young man was then supported to get a part time job as a baggage handler. (Todd, 2002) enabling the person to become part of the community. In a way that values their human rights, gives them independence and choice. Person centred planning has a particular approach that can be used for different individuals in different situations. The four main tools that can implemented include: McGill Action Planning System (MAPS), this process is a useful tool for gathering information in the early stages of planning, helping to identify the person talents and needs. ELP (Essential Lifestyle Planning) is more commonly used to plan for people who are moving out of instititionalised care. Personal Futures Planning is less service based, tending to be used for building relationships with family, friends and fitting into the wider community. PATHS (Planning Alternative Tomorrows and Hope) is used to develop an action plan for the individual. (Stalker and Campbell, 1998, Sanderson, 2000) People with learning disabilities can have communication problems and should not be disregarded from having person centred planning for that reason. There are various techniques that can be used allow a person with a learning disability to communicate in their ideas for the plan, such as Makaton, talking mats, sign language and picture banks. (Grove, 2005) the plan can be done any format that is accessible to the person such as a written document, a drawing or mind map with images or an oral plan recorded on to a compact disc. Plans are the updated when the person wishes to make a change or when they have achieved their goal. Person centred planning is for eveyone, not just for people who can communicate. As it can engage participants personally by allowing them to hear of deeply felt hopes and dreams and fears, even if the person feels they are silly. As the planning process allows the person to break free from the misconceptions and conventions that can harness their future. Some examples of peoples dreams were a young man wanted a trip to Mexico as part of his vision. Another is taking guitar lessons as a way to achieve his goal of being a country and western singer. An older woman, in her plan, decided to retire. Another is taking art classes and learning to paint watercolours. Starting a business, going to college or university, buying a house, these are all things that are possible through person centered planning. (ne-pdd.org) Person centered planning has helped people achieve empowerment is their choice to form relationships, get married or have children. People with learning disabilities have the same need for love and relationships as do all human beings. However this need is not being met for people with a learning disability. Literature on the subject provides information about sexuality in regards to learning disabilities, however it seems to focus on disability and sexuality from the perspective of it being a problem. (Parritt, 2005.) This negative view of people with learning disabilities and sexuality stems from the historical perspective of learning disabilities, where people with disabilities were placed in institutions and segregated (Potts and Fido,1991) This level of control can still be seen today with professionals and families trying to discourage intimacy and relationships, viewing the person with a disability as vulnerable, seen as the eternal child (McCarthy, 1999) Mrs Susan Hurst and Mr Frank Hurst tell their story of Our Wedding, Our Dream where person centred planning enabled them to get married. Mrs Hurst states, some people felt there wasnt a need for us to get married but we wanted what every one else hadà ¢Ã¢â€š ¬Ã‚ ¦Getting married had always been our dreamà ¢Ã¢â€š ¬Ã‚ ¦. (csrpcp.net) Mr. and Mrs. Hurst describe how the tools of person centered planning enabled them to identify both their hopes, goals and dreams for the future this enabled them both too make all the decisions in planning for their wedding. Mr and Mrs Hurst explain that they even planned their honeymoon and travelled to their honeymoon destination without the aide of support workers, as person centered planning had enabled them to plan ahead of the difficulties that might occur and how the couple would resolve them when on holiday. Without Person centered planning Mr and Mrs Hurst would never have been able to get married or go on honeymoon. Mr and Mrs Hurst felt that person centered planning helped them to achieve their goals enabling them to feel in control of their lives, allowing them to choose their human right to get married and respect for private and family life. (csrpcp.net) There is legislation that supports the rights of people with learning disabilities to have fulfilling relationships and sex lives if that is their choice. (Article 8) states that every human being has a right to respect for private and family life. The Disability Discrimination Act (1995) gives people the right to access family planning clinics and advice centers. People with learning disabilities should be accepted as people who have the same capacity for loving as others in society.(Lesselliers, 1999) Loneliness and isolation may occur through the lack of opportunity to have loving relationships. Therefore person centred planning can enable people with learning disabilities to be empowered by allowing them to make these decisions and choosing how they want to live their lives. person centred planning improves the person quality of life. Increasing the persons right to empowerment through the right to work where they want, where they would like to live and increasing their social network by letting them choose how they would to socialise. (Whitney-Thomas et al., 1998). Relationships improve for the person at the centre of the planning, as they became more motivated and goal oriented. As the participation process allows friends and family to join in the planning and help the person achieve their goals. Parents also reported that person centred planning had such an impact on their familys lives, that they choose to become involved in training other families in the importance of person centered planning. As person centred planning is designed to focus on one person at a time, it increases the potential to broaden opportunities for people with learning disabilities in gaining the life they choose. As Person centred planning allows the person to choose how, when and where they want support or services delivered rather than the standard one size fits all approach. (OBrien Lovett, 1993). However there are limitations to person centered planning for people with learning disabilities. Insufficient funding and resources can hinder the planning process persons and their opportunity to achieve their goals, leaving people disillusioned with the process. Person centered planning requires trained and well equipped staff who are knowledgeable about inclusion, rights of people with learning disabilities and how to help empower people by directing them. As people can lose trust in centered planning if these values are not upheld. (Kinsella 2000), Person centered planning can take time to achieve targets, it is not suitable for people who require emergency planning where action needs to take place in a few days. The process is not a quick fix (OBrien Lovett, 1993). In conclusion people with learning disabilities have suffered from disempowerment in the past as a result of institutionalised care. However person centered planning has enabled people with disabilities to become empowered by allowing them to make their own choices and be fully supported about how they would like to live their life. By allowing people with learning disabilities to choose their right to employment through what job they would like to work, this in turn empowers them by gaining fiancial independence and increased self confidence, as well as learning skills and getting to meet new people. Person centred planning has allowed people to gain their right to family life and marriage, by allowing people to plan their own wedding and honeymoon giving them independence to start married life. Therefore person centered planning creates positive effects that go beyond effective planning. In that it allows people to be listened to and what is important to them. However this is only effective if what is recorded on the plan is acted on, as people will lose faith in person centered planning if no action comes from their choices.

Treatment Planning System Software Reflective Essay

Treatment Planning System Software Reflective Essay â€Å"Improving one’s learning and performance could be considered to be a ‘meta-skill’, that is the skill of learning how to learn.† (The Open University, 2012) Clinical skills chosen The clinical skill that was chosen is learning how to use Varian Medical Eclipseâ„ ¢ Treatment Planning System software and acquiring knowledge on how to plan a treatment for the different cancers. Eclipseâ„ ¢ is a comprehensive treatment planning system that simplifies modern radiation therapy planning for dosimetrists, physicists, and physicians to efficiently create, select, and verify the best treatment plans for their patients while ensuring high standard of care and effective protocols (Varian Medical Systems, 2014). This skill was chosen because it is treatment related and is able to give me a deeper understanding on patient’s treatment. Furthermore, the resources were readily available in the department for learning purposes. Process of learning this skill The process of learning this skill was broken down into two components; mastering the use of Eclipseâ„ ¢ software efficiently and gaining knowledge on treatment planning. The intention of breaking goals down (University of Kent Careers and Employability Service, n.d.) into two components is so that I can tackle them one step at a time. Each component was further evaluated based on a three-stage framework of developing a strategy, monitoring progress and evaluating performance (Figure A), which can be used to develop and improve skills and learning in general (The Open University, 2012). Strategy first component of learning process Firstly, the strategy was to have an action plan and time checklist of what I should be doing each week and what I should achieve at the end of each week. An action plan is a review of one’s current capabilities and goals over an extended period of time (The Open University, 2012). It is useful as it provides a structured plan linking the objectives of the learning process together and setting targets for achieving goals. There is a time checklist/schedule plan created on a weekly basis at the end of every journal entry to keep me on track and ensure that the objectives for the week have been met. There was a change in the schedule plan in week 1 as compared to the schedule plan in the action plan because I realised in the first week that one week was insufficient and I needed more time to learn the software. Another strategy was to split the learning process into two components. Getting to know the user interface and all the functions of Eclipseâ„ ¢ treatment planning system first would enhance my learning in treatment planning in the later part. Treatment planning requires both knowledge on treatment planning and skills on using the Eclipseâ„ ¢ treatment planning system. Thus, the first component of my learning journey was to get myself familiarise with Eclipseâ„ ¢ treatment planning software’s user interface and its functions. This took me a couple of weeks instead of one week that was originally planned in the action plan. I was able to learn a lot both on my own by referencing the user manual and also with the help of the senior radiation therapists during the 8-hour learning session per week. As I learn, I jotted down notes in the notebook. Note-taking was helpful as I was able to monitor my learning progress to keep me on track on the things that I have covered and have not. In order to evaluate my performance so far, a written assessment was carried out with the help of the senior radiation therapists at the end of week 2. The results from the assessment would determine my next step, which was to either continue learning the software’s user interface or to move on to the second component of my learning journey to learn how to plan a treatment. I chose a written assessment to evaluate my performance because it allows me to see my results visually in terms of scores. Scoring 92% for the written assessment on the software’s user interface gave me confidence to move to on to the second component of the learning process. Second component of learning process I passed the assessment and moved to learning how to plan a treatment for rectal cancer. For this component, I required the senior radiation therapist to guide me and share her knowledge. It was an observational and verbal learning for the first few hours after which I was left on my own with the hospital’s protocol booklist to try treatment planning on my own. The overload of information and knowledge caused me to miss out on quite a number of things in treatment planning. As such, it occurred to me that I would need a checklist. In my notebook, there were 2 types of lists: one of which is a step-by-step list for a treatment plan based on what the senior radiation therapist taught me and the other, is a checklist that the senior radiation therapists check against after every completion of a treatment plan. The advantages of having a checklist are that it focuses my mind on important objectives, orders my thoughts, making me less likely to forget certain details, monitors my p rogress and prevents me from side-tracking from my objectives. I managed to complete learning the treatment planning for rectal cancer a week earlier than planned. This caused a change in my schedule plan where the remaining planned weeks were brought forward a week. During this process, I should have read up textbooks for information instead of relying solely on the protocol book and the knowledge provided by the senior radiation therapist. I could have also used the Miller’s pyramid (Figure B) to monitor my performance on a personal level. Based on the Miller’s pyramid, I am at the â€Å"Shows† level as I am able to demonstrate the skill of planning a treatment plan for rectal tumours. I have yet to reach â€Å"Does† because I am still not efficient in treatment planning as I do still make mistakes such as over-shielding in the treatment plan for brain tumour. For each treatment plan, a competency-based assessment and verbal assessment were carried out to evaluate my performance. Firstly, I had to design a suitable treatment plan using Eclipseâ„ ¢ treatment planning software for a particular case that was selected by the senior radiation therapist. After which, I had to explain and convince her that my treatment plan has met the requirements and was suitable for the patient’s condition. She used a competency-based assessment checklist (Figure C) to evaluate my performance. A competency-based assessment is a collection of evidence to demonstrate that a learner can perform a task according to specific standards (Singapore Workforce Development Agency – Quality Assurance Division, 2012). The assessment outcome will allow the assessor to make judgment with respect to the competence or incompetence (Singapore Workforce Development Agency – Quality Assurance Division, 2012). Such method of assessment has been used for many years by the planning department to assess training staff on treatment planning where they have to apply their knowledge in designing a treatment plan and explaining the rationale as well as suitability for the particular patient in accordance to the hospital’s protocol and patient’s benefit. This is good as it involves an assessment of a combination of treatment planning knowledge, process skills and transferable skills (Singapore Workforce Development Agency – Quality Assurance Division, 2012). Apart fr om competency-based assessment, I also chose verbal assessment for this component because it allowed me to gather feedback directly from my senior radiation therapist on ways that she thinks could have been better and on how to improve my treatment plans. Learning from my mistakes allows me to learn and grow as I will avoid making similar mistakes in the future. Type of learner I learned faster with the help of the senior radiation therapist. At the start of each session, the senior radiation therapist will show and explain to me regarding treatment planning. After which, I was given hands-on opportunities to enhance my learning. Among the learning styles (Figure D), I learned better through visual, verbal and logical styles where the senior radiation therapist showed and explained to me the different components of treatment planning. I feel that explanations make better sense to me rather than just verbal instructions. As such, I found myself asking more to get a deeper understanding of the interface and usage of the software as well as knowledge in treatment planning. After each discussion with the senior radiation therapist, I prefer to work alone to digest all the information and try out the treatment planning on my own. Therefore, solitary learning style (Figure D) was more suitable for me rather than social, also known as group discussion. Self-reflection using Gibb’s Reflective Model (Figure E) Description feelings I was able to learn new skills and knowledge from the seniors. Throughout this learning process, I learned how to develop my own learning goals, identify my own learning styles and be responsible for my own learning. At the start of the process, I struggled a little bit as the amount of knowledge and things to learn was too overwhelming especially since I am not IT-savvy. However, the hands-on practices helped me build up my confidence each week. I feel that this newly learnt skill and knowledge are useful as it can be applied when I carry out the daily treatments and also when I am doing the new treatment card check. The knowledge can also be shared with my juniors and students on attachment. Evaluation analysis The main challenge during the learning process was time. I only had one day (8 hours) every week to go to the treatment planning department. There was no fixed schedule plan as certain skill or knowledge required more time to learn. The changes in my schedule plan were made as more time was needed than expected to learn the software at the start and also due to the lack of manpower in the department which denied me of learning opportunities. However, I did managed to complete learning the treatment plan for rectal cancer a week earlier. As such, the schedule plan will always be adjusted based on my needs and capabilities each week. Despite this, it is crucial for me to keep to a certain timeframe as delaying a learning objective for too long would mean that the whole learning process will be completed at a later period. Given more time, I would like to be given a chance to create my own checklist on treatment planning and refer to more references from the textbooks instead of relying on the hospital’s protocol and knowledge shared by the seniors. Conclusion action plan If I was given another opportunity, I would repeat the same process with similar action plan but with a more realistic set of timeline based on my learning speed and capabilities. I would also like to develop my note-taking skills and the method of evidencing my skills. 1

Endless Witch Trials: Salem, Massachusetts, McCarthy Hearings, and the KKK :: essays research papers

What is the difference between witches in today’s society and witches in the past? Why were people accused of being witches? What were the punishments people got when they were accused of being a witch and found guilty? How is the witch trials repeated in history?   Ã‚  Ã‚  Ã‚  Ã‚  When someone talks about witches what’s the first thing that comes to mind? Most people think of witches from movies such as the witch in the â€Å"Wizard of Oz† or in â€Å"Snow White and the Sevens Dwarfs†. These two witches are looked at as old, ugly and dressed in black from head to toe. People also think of witches in today’s society riding on brooms and chanting evil curses on their enemies. In the past witches could be anyone from the family doctor to the next door neighbor. The word witch comes from the old English word Wicca which means male witch. Witch also means to cast a spell on others. No matter how a witch is looked at, it’s all about mystery and magic. In Massachusetts there are two Salem’s, Salem town and Salem village. The villager wanted to be separated from the town. The accusing began in the village at the Parris’s home because of Reverend Parris wanting to accuse people. Then the Parris’s allies the Putnam’s started to get accused of witchcraft. In Salem people were accused to be witches because they were different or an outcast in the community. Tituba, who was a slave in the Parris household, was an easy person to accuse of practicing witch craft because she was black, mysterious and had a different religion and traditions. If people didn’t attend church they would also be accused of being a witch. Sarah Good was a beggar who everyone thought was mean spirited and always grumbling things to people even if they did give her money or food. She also smoked a pipe, which also gave people a reason to say she was performing witch craft. Sarah Osborne was another person accused of witchery becaus e she married her servant. Martha Corey, a well known church woman was accused because she was to inherit land from her husband who past way. Other people wanted to take that land from her, so they put a false accession on her. Other people in the village were accused because people didn’t like them or they weren’t in good social standings.

Is Tiger That Great? :: essays research papers

There has been a vast amount of media exposure on Tiger Woods. The media made Tiger Woods out to be some sort of golf god that nobody could beat and he was totally reshaping the way the game was played. We did not believe that that Tiger Woods was really as good as the media said he was.   Ã‚  Ã‚  Ã‚  Ã‚  First off, we went to http://www.pgatour.com and http://www.tigerwoods.com to collect our data. We found the average scores of the top 100 PGA tour players. We found that Tiger Woods was actually ranked in second place, one spot behind the scoring average leader, David Duval. However, there are currently somewhere in the neighborhood of 400 players playing the PGA Tour. It’s not too bad to beat 398 of them! As a second to this incredible piece of information, came Woods’ biography and career statistics. Astounding considering his short professional career. All of these observations combined with our own calculations have changed our earlier mentioned view. After hours of research and study we have found Woods to be a great player. This change of heart led to our hypothesis: Even without the media hype Tiger Woods has proved himself, statistically, to be a great player.   Ã‚  Ã‚  Ã‚  Ã‚  This hypothesis is backed by a great deal of statistical information and factual, proven input through our own calculations. After finding our data online it was already clearly evident that Woods’ was a good player, but we wondered how much better he would seem after the math was done. We hope some of the following numbers impress you as much as they did us. The mean score of a PGA Tour Top 100 player is currently 70.63. Woods’ mean score is a dazzling 69.21. The total number of observations in our experiment was 104, because of certain PGA Tour ties within the averages. Our standard deviation, which is the measure of the spread of a distribution, was found to be .52 for the Top 100 scores. The inner quartile range (middle 50%) of the data is .81. This is the difference between quartile 3 and quartile 1, which are 71.06 and 70.25 respectively. The median, or middle of all 100 scores was 70.8, with a minimum score of 69.13 (#1 David Duval), and a maxim um of 71.24 (#100 Lee Rinker). To return to the basis of our project we found Woods’ standardized z-statistic, or how many standard deviations from the mean he lies, to be a –2.

Marginal images – the potentials and limitations.

What are the potencies and restrictions of the fringy image?Why do fringy images exist? Before the traditional signifier of the book emerged in manuscript signifier, thoughts and events were codified onto coils. Because they were one uninterrupted axial rotation of stuff it was necessary to make divisions between the text and the border was the most practical and aesthetically pleasing solution. Medieval bookmans would hold to warrant the text by manus in order to heighten the aesthetic quality. Books of Hours are a common illustration of both cloistered authorship and the fringy image. Their intent was to aid people ‘s day-to-day supplications ; frequently merely including the first lines of certain supplications, anthem and extracts from the Bible, in peculiar the Psalms. Although originally for members of the clergy and the cloistered community, the wealthier categories started commissioning them to better their position. Marguerite ‘s Hours is a peculiarly utile illustration – a cardinal image shows the three Magi at Bethlehem, one points to a star. In the border we see the frequenter kneeling outside the cardinal infinite, she can non come in as it is holy. Around are monkeys or babewyns ( this term covers all composite animals ) and they reflect the actions of those in the cardinal image. Camille discusses the beginning of their presence: in Gallic ape is le scorch, really near to le signe. Monkeys hence signify representation itself. Their presence besides pertains to the head of a courtier – neither a profane or sacred province of head reflects their life at tribunal. Marguerite is concentrating her attending on the holy infinite but is still in the & A ; lsquo ; carnival ‘ border. At first glimpse the fringy images seem incoherent following to the cardinal 1s. Camille suggests that the images were a verbal and ocular manner for elect audiences [ 1 ] . He besides explain s that borders merely became an country for art when text as a cue for address was replaced by text as a written papers for its ain interest. Fringy imagination became more of import due to this different usage of text – words needed to be recognised more easy taking to a decreased amplification of the initials. Camille suggests that the frequently amusing nature of the images originates from the large-scale production of the texts – errors were bound to happen and the illuminators took advantage of this. In the Ormesby Psalter, Camille shows that people & A ; lsquo ; enjoyed ambiguity ‘ [ 2 ] as it is easier to bask and esteem the sacred when it can be contrasted with the profane. For illustration, there is a nun in the Psalter who is used to stand for the deficiency of celibacy in monasticism. She should be like the Virgin Mary yet she suckles a monkey, the scorch, doing the image a monstrous mark of the nun ‘s human wickedness. Maps besides offer an penetration into fringy images and the positions of the people who commissioned them. Friedman explains that there are two types of map: the Noachid or T-O map, a cosmogonic and theological map of the universe with & A ; lsquo ; ethnological purpose ‘ [ 3 ] ; and Macrobian which is region-centred and concerned with clime, taking to & A ; lsquo ; utmost people in utmost topographic points ‘ [ 4 ] . In Noachid maps, Jerusalem is the theological and geographical Centre of the universe. In Freidman ‘s illustration, the Hereford map ( c.1290 ) Jesus is at the top, or East of the map. It is the same in the Ebstorf map ( c.1240 ) , caput in the East, hands in the North and South and Feet in the West. Both maps have a set of & A ; lsquo ; monstrous races ‘ clustered at the border ( s ) of the map – they about appear pushed at that place. In the Hereford map, there are some of these races in the North, they are held back by Alexander Ã¢â‚¬Ë œs Gate of Brass to & A ; lsquo ; forestall the dirty peoples from nearing the Centre in the same manner the Nile confines the Plinian [ southern ] races ‘ [ 5 ] . Macrobian maps are wholly different as they illustrate climatic differences including a conjectural 2nd temperate zone in the Antipodes ( opposite-footed or Southern part ) . This poses sever fringy and doctrinal jobs – the Antipodes was an country which had the possible to host temperate peoples merely like themselves in the West, yet how would they hold a impression of their Godhead, the Christian God while they remained strictly conjectural? This type of map projected a general thought that morality and the visual aspect of monstrous races were due to habitat. Friedman offers descriptions of the Plinian Races which in our eyes is about amusive. The term Plinian originates from Greek and Roman descriptions. Pliny, being a Stoic, oversimplified the races, increasing their restrictions of accurate description s of them. Over the centuries new races were created by dividing and uniting bing 1s – the mediaeval people enjoyed big Numberss of them. However there are immense restrictions in their representations: why did n't the overdone representations disappear when coevalss went at that place? Friedman suggests that there was a psychological demand, to exert their imaginativenesss, to advance the fright of the unknown to maintain people faithful. Another ground is that some of the races really existed – pigmies, matriarchal & A ; lsquo ; Amazon ‘ societies and the Amyctyrae, perchance based on the Ubangi tribal usage of lip-stretching. He besides says that the description of the sciapod may hold been due to the extraordinary airss of yoga. Such mistakes in perceptual experience lead to decrease in the potency of such images. Cohen looks in to the thought of the fright of the unknown in the signifier of the Donestre. It illustrates the misperception and the psychological demands of & A ; lsquo ; others ‘ . Medieval people were marginal obsessed with unusual people. The Donestre represents the & A ; lsquo ; other ‘ who can place with you but has the power to transform you into a portion of itself. & A ; lsquo ; The Donestre transubstantiates the adult male ‘ [ 6 ] . Such representations reinforce the thought that the profane being utilised to heighten the sacred. Anglo-saxon England contained a intercrossed people [ 7 ] – the Donestre became of a form of & A ; lsquo ; a organic structure that absorbs difference without wholly cut downing or absorbing it ‘ [ 8 ] , a utile tool to reflect their intercrossed society and themselves within it. Maps and monstrous races offer the restrictions of fringy images of the other – faraway races which were non encountered everyday. They are limited as the medieval people fabricated or misinterpreted many of them. They do hold some possible nevertheless, as they provide an penetration into the mediaeval projection of the other and their position of themselves, for case the fright of being like those races and utilizing themselves to show or reassure themselves of their high quality. Marginalised Hebrews are wholly different as they were the seeable other within society. Art is non a mirror of historical society but it can intercede for us. In fringy images, harmonizing to Strickland, they were legally-bound to be identifiable within the crowd, they are frequently shown have oning odd-shaped chapeaus. This differentiation was required as, unlike Muslims or monstrous races, Jews were non easy to separate on a strictly ocular footing. Rubin explores Christian representations of host profanation ; in most rhythms they originate from a Parisian image- typically a Jew persuades a Christian adult female to steal the host from Mass and convey it to him in exchange for a garment. The Jew ( s ) proceed to knife the host to prove it as the organic structure of Jesus. This presents jobs in itself ; Jews did non accept Jesus as their Messiah so why would they experience the demand to prove it? The host begins to shed blood after they stab it, as the organic structure of Chri st this echoes or repeats the crucifixion which happened at the custodies of the Jews. The desecrators so seek to destruct it by firing, boiling or concealing it. However an phantom of Christ in assorted signifiers will emerge taking to either the host being found or Christians walk in during the phantom. The Jews are normally converted by what they have witnessed. This is due to a new focal point on the Eucharist and liturgical jobs the fold faced – it was hard to understand transubstantiation. The clergy could utilize these images to demo that if even Jews could be converted it would be foolish non to believe in the true organic structure and blood of Christ. Even after the Jews in the narratives convert they would normally be punished or executed. Hebrews were capable to force and humiliation throughout the mediaeval period, Christian images reinforce this outlook. Strickland besides talks about a thirteenth-century image showing the narrative of Theophilus, a Christian churchman who outwitted the Devil. In the image, a papers is passed to the Devil by a Jew. His facial characteristics are no different to the Christian but his chapeau identifies him. This image pertains to the thought that this Jew acted as an intermediary between Theophilus and the Devil. The Jew appears affluent, possibly due to the wickedness of vigorish, beef uping the statement of his association to the Devil. It is clear that Christians used art to project a negative image of Jews. It makes us inquire why they tolerated their presence in their society if they were so repulsed by them. Although we do cognize that England sent all Jews into exile some old ages subsequently. For me the most interesting fringy art is that made by Jews within this mostly Christian society. Harmonizing to Epstein, the Jews were present in mundane society but did non absorb to the full, taking to involvement anomalousnesss in lighted manuscripts. He besides points out that there are three variables for the manuscripts: did Judaic creative persons illuminate them? Did Christian artists light them? Does it non matter which artist as the frequenter may non hold allowed any free reign? Epstein talks about the thought of following and accommodating which is what a Judaic illuminator would make – accommodating recognized Christian iconography to accommodate a Judaic intent in a elusive manner. If Christians were lighting so & amp ; lsquo ; mediaeval Judaic art ‘ can non be, as they would hold conformed to acceptable traditions as good. The statement in basically inconclusive: the fact that the text is Hebrew does n't govern out a Christian creative person in the same manner that stylistic similarities do n't govern out a Judaic 1. Why would a Christian agree to do art for a Judaic intent, particularly if it was an anti-Christian one? Did the Jews non gain Christian creative persons were enforcing their conventions on them or was it strictly assimilation? It is possible that the Christians did n't gain what they were painting due to them non reading Hebrew. It is really of import to gain that these images were created for a Judaic audience, that is why it is & A ; lsquo ; Judaic art ‘ . They were to the full cognizant of Christian modern-day art and their unpopularity in society, so possibly by conforming to traditions they could defy in a less open mode. Strauss argues that erudite Jews would be able to decode the symbolic linguistic communication created which would protect the community from Christian persecution. Epstein discusses the fabrication of the fox and the fish which promotes the thought of the weak get the better ofing the str ong & A ; lsquo ; If we are afraid in the component in which we live, how much more so should we be in the component in which we would decease! ‘ [ 9 ] Animal symbols in the borders are really interesting as they show what the marginalised parts of society do with their ain borders. The hare-hunter is really utile in footings of animate being symbolism. In Hebraism it is out to run so why would a Judaic adult male return place with a non-kosher hare? Epstein discusses the thought that it may hold come from a similarity between Hebrew and Jewish words – it is non intended to be an amusive mnemonic but an identifiable symbol of the Jews as the hare, the prey. It allows them to keep their positive self-perception, necessary since the flight from Egypt as they can utilize such images to parallel modern-day societal fortunes. To summarize Epstein positions on & A ; lsquo ; Judaic mediaeval art ‘ it seems it provided a safe blowhole to let go of choler, hidden behind th e non-vernacular Hebrew, choler about expatriate and persecution while looking to accept the state of affairs on the surface. By analyzing art as a safety valve it can assist us understand Judaic self-perception and their internalized positions as a Western Medieval minority. In decision it seems the art of these Jews seems to hold the most possible in footings of fringy art. That is to state it gives a personal and & A ; lsquo ; honest ‘ penetration into their ideas. The jobs or restrictions of all the other signifiers discussed in the essay are they come from one western position, projecting positions onto others which will ever restrict their authorization.BibliographyM. Camille, Image on the Edge: The Margins of Medieval Art, ( London: Reaktion Books, 1992 ) M. Camille, The Gothic Idol: Political orientation and Image-Making in Medieval Art, ( Cambridge: Up, 1989 ) J.B. Friedman, The Monstrous Race in Mediaeval Art and Thought, ( Cambridge: Mass, 1981 ) J.J. Cohen, Monsters, Cannibalism, and the Fragile Body in Early England, hypertext transfer protocol: //www.gwu.edu/~humsci/facpages/cannibal.html D.B. Strickland, Saracens, Demons, and Hebrews: Making Monsters in Medieval Art, ( Princeton: Up, 2003 ) M. Rubin, Gentile Tales, The Narrative Assault on Late Medieval Jews, ( Yale: Up, 1999 ) M.M. Epstein, Dreams of Subversion in Medieval Art and Literature, ( University Park, Pennsylvania: Up, 1997 ) [ 1 ] Camille p. 13 [ 2 ] Camille p. 28 [ 3 ] Friedman p. 42 [ 4 ] Friedman p. 42 [ 5 ] Friedman p. 45 [ 6 ] Cohen p. 2 [ 7 ] Cohen p. 3 [ 8 ] Cohen p. 3 [ 9 ] Epstein p. 9

Cardio Workouts

By taking fitness again this term, I feel that I have accomplished my goals that I set for myself and have gotten into a great routine I could try everyday over the summer. Now experienced exercising on mostly all the cardio machines, I am able to effortlessly exercise through a workout for thirty minutes or more. For a specific goal this semester, I have wanted to succeed on levels 5-10, and I have actually reached level 10 on many occasions. Level 10 is still obviously a challenge for me, but this just pushes me to continue.In time, I might even reach higher levels than this and I will strive to do so. Another goal of mine was to lose a few pounds by the time I finished this class. I believe this is a check off my list because whenever I workout now, I hardly feel any soreness on even some of the highest levels. I knew if I worked at this for an extended period of time, it would pay off and the results would be the way I wanted them. Lastly, my next goal was to get my legs into sha pe for when I play tennis in the summer. I want to have every part of my body in good form to succeed and build up more even more muscle in my calves.Mid-way through my progression in the second semester I got tested on how well I was working to attain my fitness goals. Once indoors, working on the Arc Trainer and another time, jogging outside on the track. The heart monitor proved to see if I was working out to my maximum potential and the goal for everyone was to reach a target heart rate zone from 142-162. Outdoors, I felt like it was a little tough to achieve a decent heart rate, but my average was 152 bpm. Also, my maximum heart rate was 185 and I accomplished this by steadily running at a faster speed.Both times getting tested were surprisingly not too difficult, but was definitely a challenge at one point. By doing this, I correctly positioned a strap tightly around the upper part of my body and secured the heart rate watch around my wrist. While working out these two times, I needed to have the watch in close distance to my body at all times, so I could receive an accurate heart rate. Done trying mostly all of the cardio machines, I would say my favorite is the Arch Trainer because it really gets my legs and the rest of my body moving.The Arch Trainer enables me to experiment with different levels and adjusting until I acquire the proper one that I am comfortable with. On the same note, I sense my progression in overall fitness and wellness has enhanced a lot. First getting back into the swing of things in the beginning of the semester was a bit hard, but I managed to continue where I left off from the pervious term. Nevertheless, as time went on, I was still capable of increasing my level at a steady pace. Plus, at the same time my calories that I burned increased to higher numbers and I felt amazing afterwards.I believe I should continue working out. Exercising is immense when it comes to improving and extending good health and life span. Also, a hea lthy and proper diet is essential to this progression. Working out increases your heart rate and leads to making your heart stronger as a whole. As well, your muscles in every part of your body become strengthened while doing so. Eating right and constantly working out, means becoming a healthier you and doing things you might not have been capable of doing before. I now appreciate these cardio machines and have a feel for which are best for me.Each day I try and workout to my greatest ability, no matter what program or level. When I look back on my cardio progress chart, I see what I have accomplished according to my goals that I set for myself in the beginning. I see exactly which machines I liked best, how varied the levels were on each day, the distance I went, and from that the calories I burned. I have definitely learned quite a lot when it comes to getting your body into proper condition. This fitness class taught me what it is like to be in shape and acquire the workouts I n eed to continue daily.