Analysis Of The Book The Dragon Can t Dance Essay

Elinor Johnson, Brandi Cathey World Literature Amanda Bryan November 24, 2015 The Aftermath of Colonial Rule in The Dragon Can’t Dance The effects of colonialism are ingrained into every facet of society in Trinidad. The novel The Dragon Can’t Dance written by Earl Lovelace, has many aspects of a postcolonial society, from the way people act on a day to day basis to the traditions upheld during Carnival. There is enough evidence to argue that the town and all its residents are experiencing postcolonialism, or the aftermath of colonial rule. Three central time frames in the novel will support this: before Carnival, during and after Carnival, and after Aldrick’s six year term in prison. These scenes in the novel depict this theme and demonstrate the postcolonial values that still dominate Calvary Hill. Postcolonialism also affects Pariag and is demonstrated by how he is treated by his neighbors. Finally we will deconstruct the idea of the â€Å"Carnival† and figure out the relationship of this to the Postcolonial Theory and how this is a reflection of colonial rule. Postcolonial theory focuses on the aftermath of colonial rule and the way former colonizers and colonized people interact in society. In many instances of postcolonialism the original culture of the colonized is lost through cultural colonialism. Mimicry is an effect of this in which the colonized people begin to take on the customs of the colonizers. Another is hybridity when the two cultures are are mixed and a newShow MoreRelatedCountry Notebook Essay12249 Words   |  49 PagesI. Cultural Analysis I. Introduction This research paper will be an in-depth analysis of South Korea and understanding effect on market. The paper will cover descriptions of the country and the financial conditions which are relevant for conducting this research. 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The Fourteenth And Fourteenth Amendment - 1018 Words

Daniel Rivero Rivero 1 Mrs. Sendros Iglesias English 8 Period 1 October 27 2015 The Thirteenth and Fourteenth Amendment Want to learn how everyone is equal? On May 17, 1954 the United States Supreme Court came to a decision that had immediate repercussions on the lives of black and white American citizens. Historic moment experiences have continually characterized these people into distinct racial and social entities. The thirteenth and fourteenth amendment had a positive affect on the problem of racism and segregation.The thirteenth amendment was created to abolish slavery and the fourteenth amendment was†¦show more content†¦The fourteenth amendment grants citizenship to all people born or naturalized in the United States which included slaves who had been freed after the Civil War. The fourteenth amendment had been rejected by most states but was ratified by the required three-fourths of the states. Known as the Reconstruction Amendment, it forbids any state to deny any person life, liberty or property, without due process of law or to deny to any person within its jurisdicti on the equal protection of the laws. Slavery had been enshrined in the Constitution through provisions such as Article I, Section 2, Clause 3, known as the Three-Fifths Compromise, which detailed how each state s total slave population would be factored into its total population count for the purposes of apportioning seats in the United States House of Representatives and direct taxes among the states. Many slaves are free because of President Abraham Lincoln s 1863 Emancipation Proclamation, their post war status was uncertain. On April 8, 1864, the Senate passed an amendment to abolish slavery. After one bad vote and extensive legislative maneuvering by the Lincoln administration, the House followed suit on January 31, 1865. The measure was quickly ratified by nearly all Northern states, along with a sufficient number of border and reconstructed Southern states, to cause it

Teaching in Nursing

Question: Discuss about the Essay for Teaching in nursing. Answer: Teaching is a rewarding pursuit for any professional who wants to share their knowledge and experience to others who are entering into similar practice. This essay will deal with nursing mentorship. Experienced nurses can enhance knowledge of newly registered nurses by sharing their clinical expertise and developing their professionalism. Teaching is a media which provides an opportunity to motivate learners and influence their success. It is a rewarding journey for a nurse working in the clinical setting to play a role of teacher and facilitate students to fulfill their current and future role in health care setting. The goal of an educator in nursing practice is to shape the next generation of nurses by modeling professional skills and values to ultimately enhance the quality of care services in future. The essay will demonstrate the credentials, skills needed as a teacher to teach regularly in the practice area to learners. These learning events will be analyzed about NMC (2008) S tandards for learning and assessment in practice and relevant literature. Later the essay provides a brief teaching plan. The first and the foremost skill that I will teach the students is to establish the effective working relationship. According to Aston and Hallam (2011) a nurse need to be both culturally and intellectually equipped for having satisfied life both personally and collectively. It will not only make their career productive but also help them become the good citizen. Patient well-being is enhanced by establishing the effective nurse-client relationship. According to the theory of Peplau, the major aspect of the nurse-patient relationship includes that both develop maturity and knowledge over the course of the relationship. The interaction of feelings, thoughts, and actions form a basis of an effective relationship. The theory says that better health of patients can be achieved by considering and meeting their specific needs. Nurses play an essential role in the life of patient right from connecting them to doctors consultation, identification of their lifestyle challenges, allowing them to share their worries and communicating to meet their needs. A hospital setting provides care to people from diverse cultural and ethnic backgrounds. Therefore nurses have the huge responsibility on them to overcome the linguistic barrier by building effective communication skills. The reason why I select this particular skill to teach student regularly is that of a therapeutic "nurse-patient relationship" build on trust and care to assist with gratification the physical, emotional, spiritual needs of the patients through personal knowledge and skills only will result in harmony and healing. I will teach the nurses about effective relationship building techniques. My teaching plan will include teaching the student effective communication skills. I will introduce myself to the students and use their names. I would start the interaction with the firm handshake to establish trust and respect. I believe that only by demonstrating good relationship establishing skills I can teach them how to build quick rapport with their patients. Achieving this initial step of mentorship will help solidify underpin the other mentorship aspects and will be effective in reducing the anxiety of students in a new placement. This is also reflected in the NMC guidelines (Nmc.org.uk, 2016). Time is a premium for a mentor who is busy in a clinical area that is short staffed. Therefore the time used in developing the learning skills of the students holds paramount importance and should be well used (Gopee 2008). Therefore, it is imperative that building of effective working relationships at the earl iest is facilitated by the communication skills of the mentor (Houghton 2016). Therefore, I will design my first week of the teaching period in effective application of the communication skills and actively listen to the students issues. The nine essential factors that I would share with the student to enhance their communication skills will be discussed here. Reading improves vocabulary and increase the capability to express ones' ideas and minimize the language barrier while communicating with the patients (Burns and Schultz 2008). Therefore, I would recommend them to read a newspaper, novels, and scientific magazines. I suggest them that they should not use extra words which will confuse the patients. Instead of waffling and losing credibility in front of the patient the nurses should talk precisely and to the point. Else it will make the nurses appear inferior and intimidating in front of the patient (Billings and Halstead 2015). On the other hand, I would teach them about effective writing skills which are particularly useful in dealing with patients who are blind, deaf and dumb. I will prepare myself with questions that most probably the students will ask me. I would prepare the presentation with short video cl ippings that will help a student understand the concepts in the better way. I would teach them about the power of developing active listening skills (Billings and Halstead 2015). As a nurse, these are essential for making an effective therapeutic relationship with the patient. Consequently, patients will feel safe, respected and that their dignity is maintained (Papastavrou et al. 2010). I will encourage students to improve their note taking skills such as mind mapping to create memorable records. In addition to tone of speaking, correct gesture, facial expression, body language, choice of words are relevant factors (Gopee 2008). Nurses who are not able to express empathy and affection which is the cornerstone of the nursing practice are not worthy of this profession (Murray and Staniland, 2010). One best policy that I would emphasize to the students to cultivate is "honesty." The ability to keep promises will create a positive impact on the patients. For example- I will try to find out is better and sounds positive than saying I dont know. I would motivate students to broaden their perspective. Thinking out of box solutions during a crisis halts serious consequences. The student should make a plan to implement theses skills in their daily life without failing. Taking one step each day will eventually make a difference (Billings and Halstead 2015). I will teach practical techniques to enhance their communication skills not only in the profession but also in the personal life. They will be able to leave a marking impression on the patients (Quinn 2007). Consideration of the appropriateness of the learning needs of an individual student during any point of the program will facilitate the learning process for the students who are weak in certain sections of the learning course (Jokelainen et al. 2011). I would use the buddy system to facilitate the learning process. Before that, I would be assessing the skills and competencies and provide the learning material attractive and quick in grabbing the concept. As a mentor, I would follow the NMC standards which refer to the assessment and accountability of the teaching. A more professional and friendly approach is required to understand the expectation of the student and assess their learning needs (Papastavrou et al. 2010). I would use various theories and models of clinical skill acquisition and maximization of the knowledge in the placement. According to Wolff, Pesut and Regan (2010), assessment of the students should be done by reliable and robust evidence. Active feedback sessions fro m the mentor increase the effectiveness of the learning process and practice assessment (Aston and Hallam 2011). I will conduct a feedback survey based on the learning session. I will use a questionnaire where students have to answer the questions based on topics that were taught in the learning session. The results will demonstrate how far a student has been able to understand the concept of "relationship building skills." Further, I would conduct personal interviews to resolve any queries or lessons extra needed. It would help me in evaluating students as well as my teaching skills. It will also enhance the personality development of the students (McCloughen, OBrien and Jackson 2011). The NMC standards emphasize creating a learning environment." According to Wolff, Pesut and Regan (2010), best practices and clear guidelines ensure that the students do not develop negative experiences during the process of learning. For the students to gain broad perspective during the training, learning, opportunities have to be identified by the mentors outside the placement and encourage them for gaining valuable insights into the various aspects of regulatory, statutory, and voluntary work in addition to nursing (Wallen et al. 2010). Mentors facilitate the use of the evidence-based practice for supporting change, building relationships and facilitate the patterns of new practice. The communication and facilitation skills of the mentor promote the development of the understanding of the students of the processes of literature review and research. The students identify the mentors as the most helpful sources for the implementation of the evidence-based practice in the nursing org anizations. The guidelines of NMC states about leadership and its demonstration for education within academic settings and practice. Mentors help to retain and attract the future nurse leaders and serves a great deal in the healthcare system where leaders develop the leaders. Experienced nurse leaders who act as the mentors communicate their tactical knowledge and support the future leaders of nursing while making difficult decisions. For this, the communication skills of the mentors play an active role in sharing their experiences with the students and contribute towards their professional development. The nurse educator develops the potential of the students, and their facilitation skills help them to support and guide the development of the new nurses from their experiences (McCloughen, OBrien and Jackson 2011). Please refer to Appendix for the teaching plan. References Aston, L. and Hallam, P (2011) Successful Mentoring in Nursing. Learning Matters, Exeter Billings, D.M. and Halstead, J.A., 2015.Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Burns, S and Schultz, S (2008) Reflective Practice in Nursing (4th Edition). Blackwell Scientific Publications, Oxford Cottrell S (2008) The Study Skills Handbook Palgrave, London Gopee, N (2008) Mentoring and Supervision in Healthcare. Sage, London Houghton, T., 2016. Assessment and accountability: part 3sign-off mentors.Nursing Standard,30(49), pp.45-52. Huybrecht, S., Loeckx, W., Quaeyhaegens, Y., De Tobel, D. and Mistiaen, W., 2011. Mentoring in nursing education: Perceived characteristics of mentors and the consequences of mentorship.Nurse Education Today,31(3), pp.274-278. Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D. and Coco, K., 2011. A systematic review of mentoring nursing students in clinical placements.Journal of clinical nursing,20(19à ¢Ã¢â€š ¬Ã‚ 20), pp.2854-2867. McCloughen, A., OBrien, L. and Jackson, D., 2011. Nurse leader mentor as a mode of being: Findings from an Australian hermeneutic phenomenological study.Journal of Nursing Scholarship,43(1), pp.97-104. Murray, C Rosen, L and Staniland (Editors) (2010) The Nurse Mentor and Reviewer Update Book. Open University Press, Maidenhead Nmc.org.uk. (2016).Standards to support learning and assessment in practice. [online] Available at: https://www.nmc.org.uk/standards/additional-standards/standards-to-support-learning-and-assessment-in-practice/ [Accessed 28 Aug. 2016]. Papastavrou, E., Lambrinou, E., Tsangari, H., Saarikoski, M. and Leino-Kilpi, H., 2010. Student nurses experience of learning in the clinical environment.Nurse Education in Practice,10(3), pp.176-182. Quinn, F. M. (2007) The Principles and Practice of Nurse Education. (5thEdition.) London: Chapman Hall. Wallen, G.R., Mitchell, S.A., Melnyk, B., Fineoutà ¢Ã¢â€š ¬Ã‚ Overholt, E., Millerà ¢Ã¢â€š ¬Ã‚ Davis, C., Yates, J. and Hastings, C., 2010. Implementing evidenceà ¢Ã¢â€š ¬Ã‚ based practice: effectiveness of a structured multifaceted mentorship programme.Journal of advanced nursing,66(12), pp.2761-2771. Walsh, D. (2014) The Nurse Mentors Handbook Supporting Students In Clinical Practice 2nd edition, Open University Press, Berkshire Wolff, A.C., Pesut, B. and Regan, S., 2010. New graduate nurse practice readiness: Perspectives on the context shaping our understanding and expectations.Nurse Education Today,30(2), pp.187-191.

The Inca Empire free essay sample

The Inca Empire was a strong, community-based empire, relying solely on their land and environment to live. The Inca Empire faced a variety of issues throughout its establishment, the kingdom could have continued to be very successful, in spite of the unpleasant events taking place in the 1500’a and 1600’s. The Incans were hard workers who took pride in living off the land given to them. Being the first civilization to plant, harvest and cook potatoes, they were considered to be very good farmers. â€Å"In Inca times all tribes were on about the same technological level in their agriculture. Work was communal. † (Von Hagan, Victor W. , 1996) There was no proper taxing system, taxes were paid in labour, and in return people were given the basic necessities of life within the community. By not furthering the knowledge of straightforward, everyday activities and behaviour contributed to the downfall of the empire. Something so simple as using the wheel for farming to an advantage, was not thought of. We will write a custom essay sample on The Inca Empire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Trade within the public wasn’t very customary due to the amount of land provided, it was more common to trade with other communities. Despite Incans not using advance technology, the balance in the labour tax system, and trade with other empires during this history time period contributed to semi-stability of the Inca Empire. The people among the empire had land to them and could produce their own food and necessities. Although, if the Inca’s had a legitimate market, other weapons and articles could have been traded to further the knowledge on using tools, to benefit them in the advancing of the society. The Incan centralized government was distinctive, based on Andean civilization and was run as a central monarchy. After Emperor Huayna Capac and his heir, died off the small pox, King Atahualpa had been appointed to the throne. This was before the epidemic had broken out among the commoners, and was still killing many members of the royal family of the Inca Empire. King Atahualpa was the last ruler of the Inca Empire before being invaded by Francisco Pizzaro. The Incans were the least advanced on class structure in their society, consisting of three classes; emperors, nobles, and commoners. Lacking an official army, when invaded the Incans had not put up the best fight. When the King was captured and held for ransom, a war broke out against the Incans and Pizzaro’s men. The Spanish were a lot more advanced in armed forces and threatened the community with weapons and artillery, thus causing a decrease in the evolving of the once powerful kingdom. Atahualpa offered gold to the Spaniards, but that was not good enough and Pizzaro heard rumors of another kingdom overtaking the Inca Empire, eventually Francisco Pizzaro ended up killing King Atahualpa. In July of 1533, they began hearing rumors that Ruminahui was approaching with a mighty army, summoned by the captive Emperor to wipe out the intruders. Pizarro and his men panicked. Accusing Atahualpa of treachery they sentenced him to burn at the stake, although he was eventually garroted. Atahualpa died on July 26, 1533 in Cajamarca. Ruminahuis army never came: the rumors had been false. † (Christopher M, 2004). The kingdom could have continued to thrive, if they’re most successful le ader had not been killed and if a change in class structure had been made. The Incan’s were clever people, inventing a variety of things people still use today an example would be freeze dried food and Terrance farming – despite the fact that there was no actual writing system for keeping records. â€Å"In the years following the conquest, the only chroniclers of the Incan culture lacked the objectivity and scientific interests needed for accurate accounts. In addition, they all held to a rigid belief in the literal truth of Biblical records† (Cameron, R. , 1998). Even though the Incan’s were very smart simple people, there healthcare configuration was very deprived. Diseases were constantly being spread throughout the kingdom, commonly among the Emperor Class Structure, and before the empire died out, there was an awful outbreak of small pox. â€Å"Once in Tumbez it was evident to Pizarro that the Incas were engaged in a civil war and that they were suffering from the first smallpox epidemic to reach the region. The smallpox epidemic claimed the life of the powerful Inca Emperor, Huayna Capac, and his heir apparent. The resulting power vacuum caused a political crisis within the empire. † (V. R LaLonde, 1999). To keep a family pure-bread, a royal only married their sisters, which also contributed to the amount of diseases spread throughout the empire, and is a main factor to the decline of the kingdom. Despite all of the factors that contributed to the fall of the Inca Empire, overall the kingdom deemed to be successful if it had not been so behind in technology, invaded and overtaken by disease. The empire was thriving, with good farming and a lot of jobs for people to have, it was a stable place to live and have a family. Unfortunately, being overtaken by a notorious, power hungry ruler can only result in downfall. Including a breakout of life threatening diseases, with poor healthcare systems to treat the epidemic can only produce a negative effect on a society. The Inca Empire was a strong, community-based empire, relying solely on their land and environment to live. If only the empire had been stronger and smarter; with there technology and education, in fighting the Spanish with a proper army, and fighting off the small pox epidemic, because the civilization could have continued to survive. Works Consulted †¢European Voyages of Exploration: The Inca Empire. Home | University of Calgary. The Applied History Research Group, n. d. Web. 20 Apr. 2013. . author unkown †¢Fall of The Inca Civilization. Crystalinks Home Page. N. p. , n. d. Web. 7 Apr. 2013. . †¢Hagan, Von, and Victor W.. INCAS. , VOL 12 . New York: P. F. Collier, Newfield Publications, Inc, 1996. Print. †¢Nishi, Dennis. The Inca empire. San Diego: Lucent Books, 2000. Print. †¢Bingham, Jane. The Inca empire. Chicago, Ill. : Raintree, 2007. Print.

Gericaults Raftas legacy in art and politics essays

Gericaults Raftas legacy in art and politics essays Theodore Gericault's greatest legacy as an artist is undoubtedly his Raft of the Medusa, completed in 1819. The painting is the comprehensive result of experiments with a variety of forms and styles; it marks the apogee of Gericault's career. Beautiful and horrible, incidental and ubiquitous, monumental without a specific hero, The Raft of the Medusa was to the Salon of 1819 a complete paradox. The painting's first critics were divided in their assessments by their political and artistic ideologies. Some critics at the painting's initial exposition desired a picture more blatant in social criticism while others felt that the painting derided the very patriotism they felt needed protection. Artistically too Gericault's masterwork was found to be an enigma. He followed no artistic school coherently and attempted a fusion of sorts that was unprecedented in his day. While such efforts did not popularize him with his Romantic contemporaries, Gericault's Raft of the Medusa markedly began a new epoch in the evolution of art, that of innovation. Through his unique amalgamation of subject matter, contradictory styles, and the universality of his theme Gericault has produced in The Raft of the Medusa an integral part of art history. Though initially Gericault may have been enticed by the political controversy of his subject, the theme of the painting did not equate that theme a polemicist would have chosen (Eitner 52). The painting depicts the actual tragedy of the French frigate, the Medusa, which three years earlier had foundered off the west coast of Africa. One hundred and fifty of the men on the ship had been forced to board an inadequate makeshift raft and were abandoned. For over two weeks the men were at sea. There they faced inclement weather, mutinous occurrences, the effects of starvation, and cannibalism. Of the one hundred and fifty, only fifteen would survive the ordeal. The political implic ...

Malleus Maleficarum, the Medieval Witch Hunter Book

Malleus Maleficarum, the Medieval Witch Hunter Book The Malleus Maleficarum, a Latin book written in 1486 and 1487, is also known as The Hammer of Witches. This is a translation of the title. Authorship of the book is credited to two German Dominican monks, Heinrich Kramer and Jacob Sprenger. The two were also theology professors. Sprengers role in writing the book is now thought by some scholars to have been largely symbolic rather than active. The Malleus Maleficarum was not the only document about witchcraft written in the medieval period, but it was the best-known of the time. Because it came so soon after Gutenbergs printing revolution, it was more widely distributed than previous hand-copied manuals. The Malleus Maleficarum came at a peak point in European witchcraft accusations and executions. It was a foundation for treating witchcraft not as a superstition, but as a dangerous and heretical practice of associating with the Devil - and therefore, a great danger to society and to the church. The Witches Hammer During the 9th through 13th centuries, the church had established and enforced penalties for witchcraft. Originally, these were based on the churchs assertion that witchcraft was a superstition. Thus, belief in witchcraft was not in accord with the churchs theology. This associated witchcraft with heresy. The Roman Inquisition was established in the 13th century to find and punish heretics, seen as undermining the churchs official theology and therefore a threat to the very foundations of the church. At about that same time, secular law became involved in prosecutions for witchcraft. The Inquisition helped to codify both church and secular laws on the subject and began to determine which authority, secular or church, had responsibility for which offenses. Prosecutions for witchcraft, or Maleficarum, were prosecuted primarily under secular laws in Germany and France in the 13th century, and in Italy in the 14th. Papal Support In about 1481, Pope Innocent VIII heard from the two German monks. The communication described cases of witchcraft theyd encountered and complained that church authorities were not sufficiently cooperative with their investigations. Several popes before Innocent VIII, notably John XXII and Eugenius IV, had written or taken action on witches. Those popes were concerned with heresies and other beliefs and activities contrary to church teachings that were thought to undermine those teachings. After Innocent VIII received the communication from the German monks, he issued a papal bull in 1484 that gave full authority to the two inquisitors, threatening with excommunication or other sanctions any who molested or hindered in any manner their work. This bull, called Summus desiderantes affectibus (desiring with supreme ardor) from its opening words, put the pursuit of witches clearly in the neighborhood of pursuing heresy and promoting the Catholic faith. This threw the weight of the whole church behind the witch hunts. It also strongly argued that witchcraft was heresy not because it was a superstition, but because it represented a different kind of heresy. Those practicing witchcraft, the book argued, made agreements with the Devil and cast harmful spells. New Handbook for Witch Hunters Three years after the papal bull was issued, the two inquisitors, Kramer and possibly Sprenger, produced a new handbook for inquisitors on the subject of witches. Their title was Malleus Maleficarum. The word Maleficarum means harmful magic, or witchcraft, and this manual was to be used to hammer out such practices. The Malleus Maleficarum documented beliefs about witches and then enumerated ways to identify witches, convict them of the charge of witchcraft, and execute them for the crime. The book was divided into three sections. The first was to answer skeptics who thought that witchcraft was just a superstition, a view shared by some previous popes. This part of the book attempted to prove that the practice of witchcraft was real and that those practicing witchcraft really did make agreements with the Devil and cause harm to others. Beyond that, the section asserts that not believing in witchcraft is itself heresy. The second section sought to prove that real harm was caused by Maleficarum. The third section was a manual for the procedures to investigate, arrest, and punish witches. Women and Midwives The manual charges that witchcraft was mostly found among women. The manual bases this on  the idea that both good and evil in women tend to be extreme. After providing many stories of womens vanity, tendency toward lying, and weak intellect, the inquisitors also allege that a womans lust is at the basis of all witchcraft, thus making witch accusations also sexual accusations. Midwives are especially singled out as wicked for their supposed ability to prevent conception or terminate a pregnancy by deliberate miscarriage. They also claim midwives tend to eat infants, or, with live births, offer children to devils. The manual asserts that witches make a formal pact with the Devil, and copulate with incubi, a form of devils who have the appearance of life through aerial bodies. It also asserts that witches can possess another persons body. Another assertion is that witches and devils can make male sexual organs disappear. Many of their sources of evidence for the weakness or wickedness of wives are, with unintentional irony, pagan writers like Socrates, Cicero, and Homer. They also drew heavily on writings of Jerome, Augustine, and Thomas of Aquinas. Procedures for Trials and Executions The third part of the book deals with the goal of exterminating witches through trial and execution. The detailed guidance given was designed to separate false accusations from truthful ones, always assuming that witchcraft and harmful magic really existed, rather than being a superstition. It also assumed that such witchcraft did real harm to individuals and undermined the church as a kind of heresy. One concern was about witnesses. Who could be witnesses in a witchcraft case? Among those who could not be witnesses were quarrelsome women, presumably to avoid charges from those known to pick fights with neighbors and family. Should the accused be informed of who had testified against them? The answer was no if there was a danger to the witnesses, but that the identity of witnesses should be known to the prosecuting lawyers and the judges. Was the accused to have an advocate? An advocate could be appointed for the accused, though witness names could be withheld from the advocate. It was the judge, not the accused, who selected the advocate. The advocate was charged with being both truthful and logical. Examinations and Signs Detailed directions were given for examinations. One aspect was a physical examination, looking for any instrument of witchcraft, which included marks on the body. It was assumed most of the accused would be women, for the reasons given in the first section. The women were to be stripped in their cells by other women, and examined for any instrument of witchcraft. Hair was to be shaved from their bodies so that devils marks could be seen more easily. How much hair was shaved varied. These instruments could include both physical objects concealed, and also bodily marks. Beyond such instruments, there were other signs by which, the manual claimed, a witch could be identified. For example, being unable to weep under torture or when before a judge was a sign of being a witch. There were references to the inability to drown or burn a witch who still had any objects of witchcraft concealed or who were under the protection of other witches. Thus, tests were justified to see if a woman could be drowned or burned. If she could be drowned or burned, she might be innocent. If she could not be, she was probably guilty. If she did drown or was successfully burned, while that might be a sign of her innocence, she was not alive to enjoy the exoneration. Confessing Witchcraft Confessions were central to the process of investigating and trying suspected witches, and made a difference in the outcome for the accused. A witch could only be executed by the church authorities if she herself confessed, but she could be questioned and even tortured with the aim of getting a confession. A witch who confessed quickly was said to have been abandoned by the Devil, and those who kept a stubborn silence had the Devils protection. They were said to be more tightly bound to the Devil. Torture was seen as, essentially, an exorcism. It was to be frequent and often, to proceed from gentle to harsh. If the accused witch confessed under torture, however, she must also confess later while not being tortured for the confession to be valid. If the accused continued to deny being a witch, even with torture, the church could not execute her. However, they could turn her over after a year or so to secular authorities - who often had no such limitations. After confessing, if the accused then also renounced all heresy, the church could permit the penitent heretic to avoid a death sentence. Implicating Others The prosecutors had permission to promise an unconfessed witch her life if she provided evidence of other witches. This would produce more cases to investigate. Those she implicated would then be subject to investigation and trial, on the assumption that the evidence against them might have been a lie. But the prosecutor, in giving such a promise of her life, explicitly did not have to tell her the whole truth: that she could not be executed without a confession. The prosecution also did not have to tell her that she could be imprisoned for life on bread and water after implicating others, even if she did not confess - or that secular law, in some locales, could still execute her. Other Advice and Guidance The manual included specific advice to judges on how to protect themselves from the spells of witches, under the obvious assumption that they would worry about becoming targets if they prosecuted witches. Specific language was given to be used by the judges in a trial. To ensure that others cooperated in investigations and prosecutions, penalties and remedies were listed for those who directly or indirectly obstructed an investigation. These penalties for the uncooperative included excommunication. If the lack of cooperation was persistent, those who obstructed an investigation faced condemnation as heretics themselves. If those obstructing the witch hunts did not repent, they could be turned over to secular courts for punishment. After Publication There had been such handbooks before, but none with the scope or with such papal backing as this one. While the supporting papal bull was limited to southern Germany and Switzerland, in 1501 Pope Alexander VI issued a new papal bull. The cum acceperimus authorized an inquisitor in Lombardy to pursue witches, broadening the authority of witch hunters. The manual was used by both Catholics and Protestants. Although widely consulted, it was never given the official imprimatur of the Catholic church. Although publication was aided by Gutenbergs invention of movable type, the manual itself was not in continuous publication. When witchcraft prosecutions increased in some areas, the wider publication of the Malleus Maleficarum followed.

Public's general impression Essay Example | Topics and Well Written Essays - 500 words

Public's general impression - Essay Example The purpose of learning human relations concepts is to enable the organization members to work more effectively with other people in organizations. The study of human relations is not intended to discover clever techniques for winning friends and influencing people through personality development, nor to enable one to manipulate people to his own advantage. However, in understanding behavioral concepts, one is able to determine better options for solving problems, since all problems are unique in themselves, as to source, issue, people involved, time, place, and situational circumstances. Human relations, as a field of social skills, involve the appreciation of the various behavioral sciences such as psychology, economics, sociology, anthropology and education. It is likewise concerned with the why of people’s behavior in groups and what can be done to prevent and resolve conflict among organizational members. Retention of employees plays a major role in enabling the company to keep its best employees by providing competitive compensation and to recruit potential employees by engaging them with the benefits of being within the organization. It is more costly to lose an employee than to have a new one. In order to maintain a stable workforce, organizations with the help of human resource specialists should attempt to satisfy the worker’s demand for fair labor practice and equitable share in profits of the enterprise. Arbitration is instituted by the government as a due process to enable management and labor to come to reasonable terms and ensure work productivity. Compensation for labor must be established in accordance with the degree of contribution each position gives to the financial and management success of the organization. The Human Resource Specialist will serve as the means of communication for the management