Tda 2.4 - Equality, Diversity Inclusion in Work with...

- | TDA 2.4 - Equality, Inclusion amp; Diversity In Work With Children and Young People. | Kerri Cook | | Contents Section One: Page 4 Legislation, participation, equal access and valuing and promoting cultural diversity. Section Two: Page 8 Prejudice amp; Discrimination and own attitudes, values and opinions. section three: Page 13 group inclusion Contents Page 4 - Section One Page 5 - 1.1 - Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity page 5 - 1.2 - Describe the importance of supporting the rights of all children and young people to participation and equal rights. Page 6 - 1.3 - Describe the importance and benefits of valuing and promoting cultural†¦show more content†¦This means that my setting does comply to the National Curriculum but does adapt to the levels of ability of the current pupils. Even though we are unsure of the complete level of understanding of the pupils we, as a setting, do always try to promote equality and diversity within our resources and work activities, this means out pupils will see that all children, young people and adults are equal and all have the same rights regardless of age, gender, and ability. 1.3- The benefits of promoting and valuing cultural diversity within a school setting is extremely important as children and young people will learn to understand all the different cultures and respect them. Learning about different cultures and religions helps a young mind broaden and see that no matter what culture, race or ethnicity another person is they still have equal rights and opportunities and can achieve the same goals as each other. For example, many people see all Indian/Pakistani adults as doctors, this is a common form of stereotyping and if an English child is lead to believe that this is only the case then they may not want to follow that career path due to feeling that they are not allowed. Within my setting we promote cultural diversity within our resources, this means that when we show our pupils books or home-made resources to help assist them with their learning we always try to ensure that all ethnic backgrounds and abilities are shownShow MoreRelatedTda 2.4 Equalit y, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 PagesTDA 2.4 : Equality, diversity and inclusion in work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). These rights are extensive, including the right to education and the right for children and young people to have their views respected. The Children Act 1989 sets out the duty of local authorities to provide services according to the needsRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People.3124 Words   |  13 PagesTDA 2.4 Equality, diversity and inclusion in work with children and young people. In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people. 1, Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practise relevant to the promotion of equality and valuingRead MoreDiscrimination and Young People706 Words   |  3 Pages Promote equality, diversity and inclusion in work with children and young people 3 2 Assessment criteria The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people 1.4 InteractRead MoreTDA 3.2 organisation in schools Essay3183 Words   |  13 Pagesthis helpful. You don’t have to work this way. You can present your tasks in other formats if you wish as long as it demonstrates evidence of the knowledge and understanding. NB: Please ensure that you refer to the unit additional guidance throughout the completion of these tasks. The following units must be completed for achievement of the qualification. Unit ref Unit no Unit title Unit type Level Credit 1 F/601/3327 TDA 3.1 Communication and professionalRead MoreCashe Level 2 Essay example18123 Words   |  73 PagesCACHE Qualification Specification CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF)  © CACHE 2011 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in MicrosoftRead MoreEquality, Diversity and Inclusion in Work Children and Young People.773 Words   |  4 PagesTDA 2.4 Equality, diversity and inclusion in work children and young people. Unfortunately some children, at some point in their life will experience some form of discrimination. This could be anything from being called names because they wear glasses or being shunned in the playground because they aren’t wearing the latest fashion in coats or trainers. Sadly as children become young people this could also grow into discrimination due to their race, colour or even sexual preferences. WhateverRead MoreEssay on Tda 2.42734 Words   |  11 PagesTDA 2.4 Equality and diversity and inclusion in work with children and young people. 1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. Equality Act 2010 The Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: †¢ employment †¢ education †¢ access to goods, services and facilities including larger private clubs and land basedRead More2.4. Diversity, Equality and Inclusion3667 Words   |  15 Pagesï » ¿TDA Unit 204 Equality, diversity inclusion in work with children young people [1.1].In your setting, there is a range of policies which formally sets out guidelines and procedures for ensuring equality. The policies must take into account the rights of all individuals and groups within the school as well as considering the ways policies work to ensure equality, inclusion. Policies also pay regards to the values and practice, which are part of all aspect of school life.   United Nation’sRead MoreChildcare: Education and Subject Code Essay43120 Words   |  173 PagesAccreditation Start Date: Ofqual Accreditation End Date: Ofqual Certification End Date: 31/07/2010 31/07/2014 31/07/2016 O:\ASCENTIS\Programmes\Vocational\Educational and Training\Support Staff in Schools\L3 MandatoryOptional Unit Booklet Support Work in Schools.doc ools Qualifications specification.doc Page 1 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and LearningRead MoreTDA 3.6 Promote Equality, diversity and inclusion in work with children and young people5854 Words   |  24 PagesSTL 3.6 Equality, Diversity and Inclusion 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have

Summary Of The Mcpheron Brothers - 1121 Words

The McPheron brothers, Raymond and Harold, are the go-to guys of the small town of Holt. It is a safe haven to the pregnant teenager they take in. It is a place of comfort for two young brothers much like themselves, named Ike and Bobby. Raymond and Harold are two brothers who live together on their ranch and take care of their farm animals. The McPheron’s wore jeans and boots, canvas chore jackets, and hats with flannel earflaps. They have a barn full of cattle that they spend most of their time with. They have never been married and their parents were killed when they were longer which left them to raise themselves. They have never had a female live with them nor have they been around any children. They have been independent and lonesome for years. They sit around their table and read the newspaper while drinking coffee. Then they spend most of their days outside in the barn. Even in the cold frigid winter months, they still spend their time outside maintaining the farm. Tom Guthrie who is a friend of the McPheron’s brought his sons, Ike and Bobby, to the farm one day to help out. Ike and Bobby would not give the McPheron’s an hourly wage to be paid; they weren’t sure what to say so they just shrugged their shoulders. After Tom said the boys would help, Harold lubed up his arm and shoved it in the cow to feel for a calf. He pulled out green manure and continued to shove his arm in to see if he could feel anything. When Raymond pulled his arm out of the heifer it was

Legal and Ethical Conflicts Groups and Institution

Question: Discuss about theLegal and Ethical Conflictsfor Groups and Institution. Answer: Introduction A conflict occurs between two or more people, groups, institution or governments. The impact resulting from a conflict can either be direct or indirect. There are different form of conflicts in a healthcare setting which dictates for the distinct procedure for solution. The diversified beneficiaries in healthcare have different rights which the professional need to consider during the process of interaction (Mitchell Haroun, 2012). Alternatively, the professionals have responsibilities, rights, ethics, principles and virtues which govern their service delivery. All these factors which dictate the performance of the professionals are formulated based on different platforms therefore in the process of considering one professional may end up violating another. Theories and principle have been formulated to assist the professional in making decision in case of a conflict resulting from legal and ethical (Gallagher Hodge, 2012). From the case study, the key stakeholders are the registered nurse, the paramedics, the residential aged care, the patient (Elsie), the community, and the patients family. Mostly the community and the patients family are subjected to the indirect impact of the conflict though at some point the family is exposed to direct impact. In this essay, I will critically analyse the human dignity and rights of the stakeholders, principles and virtue that govern professional decision making, code of professional conduct and provide a resolution which can be implemented to solve the legal and ethical conflict based on the case study provided. Legal and Ethical Conflicts Ethics concentrates on the way of thinking, examining and understanding individuals around us and doing what is morally right. The principles outlined and theories developed to guide health profession while interacting with other stakeholder contradict. While making a decision based on ethics, a professional may violate some of the principles and theories formulated to guide the professionals. The contradiction results to a conflict which directly or indirectly affects the involved stakeholders. Legal involves rights and laws formulated to guide the interaction process of the different stakeholder to avoid mistreat. The rights and laws governing the health professional and the patient are outlined in the medical act in the state constitution. When performing their duties professional may interfere with the other stakeholders rights thus causing a legal conflict. From the case, the conflicts are well portrayed, and they can be discussed by considering the different stakeholders in the case. Stakeholders Dignity and Rights The Patient (Elsie) Based on the Australian medical act Elsie has the right to medication and quality services. It is Elsie right to make a decision concerning the treatment process to be formulated. The laws stipulate that in case Elsie is unconscious a trustee should be conducted to help her in make decision. Any patient has the right to access information concerning his /her health status, and in case any of the rights is violated the patient or patients family has the right to sue the involved (Bma; British Medical Association., 2012). Ethically Elsie should not make a decision which will affect her health or any other stakeholder. Based on the theory of deontology Elsie decision not to be subjected to advanced treatment hold when her situation is not complicated. Professional (Registered nurse) Registered nurses are protected by the association against any conflict from the organisation or the community. Nurse have the right to make medical decision on behalf of a patient who is unconscious, and they require emergency care (Lustig, 2012). The right is only applicable when the method initiated aims to relieve the patient. Health are require professionals to make a decision which sometimes they can fail, and it is the right of the nurses to be protected when such cases occur. Though it is the right of Elsie to make a decision on matters concerning her health ethics does not allow the nurse o duty to watch as Elsie suffer (Wynia, Kishore, Belar, 2014). Additionally, the inner self of the nurse forces her to react toward the Elsie situation. Though based on ethical theories Elsie should be given a platform to make a decision, the nurse should implement any measure provided it is geared toward relieving Elsie. Professional (Paramedics) Paramedics are trained to attend to an emergency health issue, and it is their right to get health information concerning the patient they are attending (Townsend Luck, 2013). The paramedics were doing their best by resuscitated Elsie, therefore, it is their right to be protected against any claim posted on them. Additionally, Elsie was unconscious, and no trustee or family member was present to be consulted concerning Elsies case. The paramedics have the right to implement any medical measure provided it is geared to relieving the patient. Ethically the paramedics should take an immediate action to save the life of Elsie. Their self cannot allow them to start enquiring about the legal process that needs to be considered. Watching Elsie die without attempting any medical measure is unethical irrespective of numerous legal and ethical behind decision making. Family (Elsies Family) Based on the Australian medical act the family has the right to access health information concerning Elsie (Forrester Griffiths, 2011). Once they have been provided with the information, it is the right of the family to question and seek clarification concerning the provided information. When the information is not clear and it appears to be biased the family has the right of sue the professionals involved in the process that is paramedics and the registered nurse who was on duty. Since the residential aged care has the mandate to take care and ensure the right of the patient are observed the family has the right to sue the healthcare. Besides the rights, the family should ethically respect the decision made by the nurses since they were attempting to save the life of Elsie. Based on the theory of libertarianism the freedom of the individual is valid when there is no sufficient reason, therefore, it will be unethical to observe a patient die when a medical measure can be adopted (Bu etow, 2016). From the above explanation, each stakeholder has a right which needs to be respected. When health professionals are performing their duties they Violet some of the rights and ethics thus bring conflict when the result turn to be negative. Elsie right to medication stands but her right to be consulted is violated in an attempt to relieve her. Ethically professionals should implement any medical measure provided is focusing on doing well for the patient (Pozgar Santucci, 2015). On the same basis, Elsie should not be forced to make a decision, and her decision should be respected. When professional engage in considering the legal process of Elsie, and then Elsie dies then, the professionals are considered to be unethical. The legal and ethical conflict requires a skilled and experienced professional to solve such conflict through making a sober decision. Principles and Virtues that Govern Health Professionals The principle of autonomy gives Elsie right to have control of her body (Nys, Denier, Vandevelde, 2013). The Registered nurse should only advice Elsie and leave her to make a decision without influencing her or forcing her to make a certain decision. Elsie gives her a choice of best interest though the Nurse does finally violet the choice of Elsie. The principle of beneficence allows the nurse to implement the advanced medical attention to secure the life of Elsie (Ashcroft, 2012). The nurse and the paramedics observe this principle since all the adopted measure focus on the good of Elsie. The nurse on duty is registered indicating that she is skilled and experienced and any decision made is sober and geared at rescuing Elsie. The principle of beneficence contradicts the principle of autonomy a situation which bring conflict between Elsies family and the professionals. The principle of non-maleficence simply means doing no harm to the patient at the end (Hamlin, Richardson-Tench, Davies, 2011). The decisions made by the nurse and the paramedics focuses on restoring the health of Elsie though the opposite happens. Based on virtue ethics the decision made by the nurses is guided by morals and a good heart. Ethics protects the nurse and paramedics though the result turns negative. If the principle autonomy was observed may be the resulted could not turn negative a situation which brings contradiction between the principle of autonomy and the principle of non-maleficence. Fairness in the medical decision is advocated by the principle of justice (Devettere, 2016). On the basis of the principle, the registered nurse consults Elsie, and they agree on the right medical care. The principle is violated when the nurse on duty forces the paramedics to transit Elsie on a health care where she could be subjected to advance care. Based on the principle of autono my Elsie had cautioned the nurse manager of advancing her treatment. Additionally, she had warned her not to resuscitate. The principle of justice restricts the nurse and the paramedics from advancing and resuscitating Elsie. Based on the principle of beneficence and non-maleficence the nurse is right to adopt advanced treatment since she is doing it for the sake of Elsie. A contradiction which results in conflict is experienced. Code Ethics for the Health Professionals Health professionals deal with different people, therefore, they should value them and appreciate their diversity. From the case, the nurse tries to build a bond with Elsie by involving her in making decision on her wish concerning her care. The decision of Elsie does not make the nurse discriminate her. Based on the code of ethics for nurses, they should provide quality services to all people (Johnstone, 2011). Health professional handle different confidential information, and it takes integrity to retain the information. When a professional is integral, patient and the community develops trust and any decision formulated by the professional is highly respected. Social and honest health profession value cultures and ensure patients culture is respected during the process of implementing the care strategy (King Hawley, 2012). The gap between Elsie and the nurse was bridged by the fact that the nurse took time to listen and understand Elsie. Through socialisation, professional understand different cultures an aspect which increases the cultural capability of a practitioner. Effects of Legal and Ethical Conflict to the Stakeholders The nurse performance is greatly affected since they have no full freedom to control the patient (Alspach, 2013). When a decision made by the nurse turns negative, the nurse is affected psychologically and physically a situation which affects the health of the nurse. The conflict subjects Elsie to a pressure which makes her suffer cardiac arrest and later dies. The conflicts restrict professional to perform some helpful medical process which can save Elsies life. For instance, the probability of Elsie being medically treated was high at the first time of admission but since the power of nurses to make a decision concerning her treatment was limited they could not adopt any advanced treatment. The paramedics were threatened to be sued an act which affects their performance. Besides performance it affects them psychologically and when it is not well handled it can cause some mental problems. The family is affected psychologically and socially (Harman Cornelius, 2015). The death of fam ily members brings stress and loneliness which when not well taken care of it can lead to mental illness. Resolution Healthcare professionals interact directly with the people, and the intensity of the conflict depends on of the social and professional factor of the professionals. Since the code of ethics emphasis on the relationship between the professionals and the community the conflict can be solved by bridging the gap between the healthcare and the community. When the professional are up to date with the code of ethics the community enjoys quality services and the probability of any decision made by the professional to fail is very low. The community develops confidence and trusts an aspect which solve the conflict. When trust is built the professionals have a conducive environment to work on and any decision they make is highly respected. The community comprises of different cultures and when the professionals are not versant to the culture they end up making the wrong decision. Increased cultural capabilities of the practitioners help in solving some conflicts. Additionally, every culture is respected in decision-making, therefore, satisfaction in case a professional makes a decision geared at restoring the health of a patient. Profile of a health care plays a key role in winning the trust of the community. When the healthcare provides quality services and its history of restoring patient health repeats, then any decision made by the professionals will be respected irrespective of whether they are legally or ethically right. Conclusion The intensity of legal and ethical conflicts depends on the relationship between the professionals and the community. When skilled and experienced professionals are involved in such cases the intensity of the conflict is reduce since the professionals are versant to principles, virtue and rights governing all the stakeholders. Health professionals should improve on their code of ethic and conducts to bridge the gap between the community and the healthcare a step which will help in solving the conflict. Finally rights of each stakeholder stand to be respected and any violation legal action should be taken. References Alspach, J. (2013). The core curriculum for critical care nursing. St. Louis, MO: Saunders Elsevier. Ashcroft, R. (2012). Principles of health care ethics (2nd Ed.). Chichester, West Sussex, England: John Wiley Sons. Bma; British Medical Association. (2012). Medical ethics today (3rd edition). Hoboken: John Wiley. Buetow, S. (2016). Person-centred health care. United Kingdom: Pan Macmillan. Devettere, R. (2016). Practical decision making in health care ethics. Burlington: Jones and Bartlett Publishers. Forrester, K. Griffiths, D. (2011). Essentials of Law for Medical Practitioners. Elsevier Health Sciences. Gallagher, A. Hodge, S. (2012). Ethics, law and professional issues. Basingstoke: Palgrave Macmillan. Hamlin, L., Richardson-Tench, M., Davies, M. (2011). Perioperative Nursing. London: Elsevier Health Sciences APAC. Harman, L. Cornelius, F. (2015). Ethical health informatics. London: Olympia Publishers. Johnstone, M. (2011). Bioethics (2nd Ed.). Sydney, N.S.W.: Churchill Livingstone/Elsevier. King, J. Hawley, R. (2012). Australian Nurses' Dictionary. London: Elsevier Health Sciences APAC. Lustig, B. (2012). Bioethics Yearbook. Dordrecht: Springer Netherlands. Mitchell, D. Haroun, L. (2012). Introduction to health care. Clifton Park, NY: Delmar, Cengage Learning. Nys, T., Denier, Y., Vandevelde, T. (2013). Autonomy paternalism. Leuven: Peeters. Pozgar, G. Santucci, N. (2015). Legal aspects of health care administration. Lancaster, PA: DEStech Publications. Townsend, R. Luck, M. (2013). Applied Paramedic Law and Ethics Australia and New Zealand. Chatswood, N.S.W.: Elsevier Australia. Wynia, M., Kishore, S., Belar, C. (2014). A Unified Code of Ethics for Health Professionals. JAMA, 311(8), 799. https://dx.doi.org/10.1001/jama.2014.504

South Africas Youth Essays - Labour Economics, Racial Segregation

South Africa's Youth SOUTH AFRICA'S YOUTH Reflecting back on the tragedy that just occurred at Columbine High School in Denver Colorado and the generalizations being made about the U.S youth and the crisis that we are in and supposedly are experiencing ,I decided to research the youth crisis in South Africa. There is at present no youth crisis as such. However young people find themselves in the midst of a range of crises that should be addressed urgently by the state and society. South African youths as a category refers to South Africans between 15 and 30 years of age; they constitute 29,5% of the population, yet there is no comprehensive youth policy in place to attend to their needs. Most young people share common values of society - signs of radicalism and militarism are found in only a minority of youth. Only a small percentage of South Africa's youth can be considered truly marginalized as the country's youth as a whole and therefore cannot be called a lost generation. Thirty-seven per cent of South Africa population were below the age of 15 in 1991. It can be compared with the average of 40% for similar countries in the world, less-developed countries averaging 44% and industrialized countries 23%. The composition of people between 15 and 30 years, comprised 29,5% of South Africa's population. Figures for racial categories indicate a total of approximately 8,3 million (75%) black, 1,4 m. (12%) white, 1,1 m. (10%) colored and 300 000 (3%) Asian youths in this group. There are many problems for the South African Youth and some of the most challenging problems include family and community instability that leads to a wide range of other social problems for youth. The black family has been under enormous strain partly because of an education system that is not providing all youth with relevant and quality education. Economic stagnation, together with inadequate education, has resulted in high levels of unemployment and poverty, especially among women and blacks. Demographic factors which continue to impact on the South African population and more specifically the youth. It has been estimated that by 1995, 50% of the age cohort 15 to 19 will live in urban areas. The extent to which young people from the different racial and cultural groups have become isolated from one another, with the accompanying negative stereotypes, intolerance and racism. A historical survey in the report leaves little doubt that South African youth have over the years been victims of political and socio-cultural crises. They have been subjected to poverty, blatant political manipulation, racial and other divisions that tore the country apart, and a lack of any systematic youth policy to attend to their needs. As a group, they have for many years been largely ignored by the leaders in control of their destiny. And yet, from the earliest decades of the century, they have attempted to assert themselves by forming youth organizations, by protesting against injustices and by insisting on a decent education and living conditions. Unemployment has been a struggle for the South African Youth. Studies show roughly 42% of youth between the ages of 15 and 30 were unemployed. Young women were particularly disadvantaged. In the first place, they were less likely to be part of the labor force because large numbers were involved in unpaid domestic work. Secondly, they found it difficult to find employment while being involved in unpaid domestic work. Unemployment affects the unmarried, junior members of households more adversely than the other members. Unemployment is higher in the homelands and in urban areas that comprise squatter and informal settlements close to the major metropolitan area. It is however unclear as to whether unemployment is higher in rural or in urban areas. At the time, studies indicate 45% of the black, 12% of the white, 40% of the colored and 29% of the Asian youth were unemployed. Family structure and living conditions play an important role. The core family has been seriously affected by social upheavals. Studies indicate that 22% of white, 20% of Asian, 32% of colored and 40 % of black families are currently headed by females. Stability may be found in nuclear, extended, compound or single-parent families. The extended kinship system among blacks and Asians seems to

Is Iago the real hero in Shakespeares Othello Essay Example

Is Iago the real hero in Shakespeares Othello Essay Example Is Iago the real hero in Shakespeares Othello Paper Is Iago the real hero in Shakespeares Othello Paper Contrary to the mainstream belief of Othello being the tragic hero, I think Iago is the real hero in Shakespeares Othello the moor of Venice. A traditional hero defined as a a man of distinguished courage or ability, admired for his brave deeds and noble qualities. This definition however does not apply to Iago, who is a far more complex hero. He is more similar to the Byronic hero which is a sub type of anti hero. A Byronic hero is: A character of larger-than-life flaws, he generally has very few (if any) redeeming qualities beyond panache and seldom performs any of the heroic actions that are usually required of an Anti Hero. In some cases, the hero part of the name seems to be there only because he tends to be a primary protagonist and thus is a Designated Hero. 1 The word panache used here means a dashing manner; style; swagger . This certainly applies to Iago whose attitude and charisma is a big part of his character. Iago is not the type of hero described in the ancient philosopher Aristotle works. He is more like a hero the audience can relate to, and the focus of the story. After all Iago has 1097 lines whereas Othello only has 274. A lack of lines and a focus as a main character is not the only thing that Othello lacks. In a historical context, an Elizabethan era audience would be more sympathetic and supportive of Iago than Othello. This doesnt mean that the audience was racist. It is simply the fact that Iago is a character the audience could relate to whereas Othello represents the unknown. The combination of his race and his high rank alienates the audience and they would be more likely to support Iagos efforts. Othello therefore would be unable to achieve one of the main goals of a tragedy: invokingfear, pity, sympathy and empathy2 if the audience where with Iago. Another criterion of being a tragic hero is high birth or high status. Othello may hold a high rank in the army, but whether this high status carries any weight in Venetian society is another matter. It could be argued that Othello is merely a military asset of the Venetian government. He is competent at being a soldier but his race is what sets him apart from other generals and noblemen. No matter how civilized and well spoken he is he is still seen as a barbarian. This is demonstrated in the opening scene where we only hear of Othello in negative and derogatory terms before his first appearance and before his name is even mentioned As I mentioned earlier the whole purpose of a tragedy, according to Aristotle, is to provoke great empathy and sympathy from the viewer and give a sense of loss and gain in self-worth, analysis and being. 2 This is mainly shown through the downfall of the main character from a high position leading to the eventual death. But if you take away the audiences support (feelings of sympathy and empathy etc) and the downfall from a high position in society, then Othello will just be a barely civilized barbarian, who murders his wife in a savage bout jealousy at the slightest rumours. And it would match the stereotypes about black people being hot-headed and rash. Another thing that sets Iago apart fro Othello is his use of language. Although Othello is very eloquent and poetic in his use of language at the start of the play, it shows a pattern of steady deterioration. Othellos language becomes more barbaric. O, blood, blood, blood! (III. iii. 452) In contrast, Iagos use of language is his main tool of manipulation. In Act I scene I he uses vulgar bestial imagery to provoke a reaction from Brabantio: Even now, now, very now, an old black ram / Is tupping your white ewe (I. i. 8-89) Moments later, he yells to Brabantio: youll have your daughter covered with a Barbary horse; youll have your nephews neigh to you; youll have coursers for cousins and gennets for germans (I. i. 111-114) Basically he says if Brabantio doesn do something, his whole family will be nothing but horses. This animal imagery that Iago uses is one of the major devices he uses to control his victims, as it helps him call out their rasher, more impulsive and more violent sides. The example above was meant to rush Brabantio into action, to create a sense of urgency, as he uses a repetition of the word now When Othello demands some proof of Desdemonas adultery, Iago tells him that he will never be able to catch Desdemona and Cassio in bed together, while at the same time describing their coupling It is impossible you should see this, / Were they as prime as goats, as hot as monkeys, / As salt as wolves in pride], and fools as gross / As ignorance made drunk (III. iii. 402-405) In act 4 scene 1,Iago works Othello into such a state of jealousy that Othello falls into an epileptic fit. When he wakes up, Iago asks, How is it, general? Have you not hurt your head? (IV. i. 59). Othello answers, Dost thou mock me? (IV. i. 60), because he thinks that Iago might mean that cuckolds horns have hurt his head. A cuckold was a man whose wife was having a sexual affair with another man; folklore said that cuckolds grew horns on their heads. This silly myth portrays such men as dumb animals deserving of scornful laughter. Iago denies that he was mocking Othello, and urges him to bear your fortune like a man! (IV. i. 61). Iagos point is that Desdemonas unfaithfulness is just a matter of fortune, bad luck, and that its nothing to swoon over. Othello replies that A horned mans a monster and a beast (IV. i. 2), which probably describes how he is feelingstrange, non-human. Iago replies that Othello has plenty of company because every city is full of cuckolds. Othello then asks if Iago has heard Cassio confess that he had sex with Desdemona. Rather than give a direct answer to Othellos question, Iago keeps talking about the difference between a beast and a man. He says, Good sir, be a man; / Think every bearded fellow thats but yoked / May draw with you (IV. i. 65-67). Think, like be, is a command; Iago is again telling Othello that there are many other men who are cuckolds, and that he should take it like a man. At the same time, his metaphor suggests that Othello is a beast after all. Oxen are yoked so that they can pull (draw) a plow, and Iago uses the oxens yoke as a metaphor for marriage. In short, any married is likely to be a beastly cuckold. At the end of the same scene, after Othello thinks he has overheard Desdemona confess her love for Cassio, Othello exits with the exclamation, Goats and monkeys! (IV. i. 263), which is an echo of Iagos earlier statement to Othello . Thus we see how Iagos beastly imagery has taken root in Othellos mind.

The 10 New SAT Changes and What They Mean for You

The 10 New SAT Changes and What They Mean for You SAT / ACT Prep Online Guides and Tips Times, they are a-changin’. Bob Dylan’s 1964 anthem of change may not have originally referred to a college admissions test, but it certainly applies to the SAT overhaul of 2016. The redesigned test features huge changes from its previous version, in terms of its structure, scoring, and content. Read on to learn about the major updates and what you can do to prepare for them. To start, let’s take a look at the test’s structure and exactly how it’s a-changin'. Changes in SAT Structure: Four Long Sections and Optional Essay Anyone familiar with the old SAT will immediately notice huge structural changes in the new test. While the old SAT had ten shorter sections, the new SAT has just four (or five with the optional essay). The old SAT’s subject order was largely random, but the new SAT’s order is predictable: first, Reading; second, Writing and Language; third, Math No Calculator; and fourth, Math with Calculator. Its Essay section is now optional, and you can choose to add it as a fifth section at the end. You can compare the structure of the old and new tests and see just how different they are in the charts below. Old SAT Structure The old SAT had ten sections. The first was always the essay, and the last was always a short Writing section. In between, though, you couldn't predict the order of Critical Reading, Writing, and Math. Students had different tests, so the person beside you might have been working on Math while you were skimming throughCritical Reading passages. Two of the Math sections were 25 minutes, and one was 20 minutes. Similarly, two of the Critical Reading sections were 25 minutes, and one was 20 minutes. As for Writing, you had a 25-minute essay, a 25-minute multiple choice, and a 10-minute multiple choice. Compared to the redesigned SAT, this old format seems prettyrandom! Order Section Time in Minutes 1 Essay 25 minutes 2 - 9 3 Critical Reading, 3 Math, 1 Writing, and 1 Experimental Section in any order six 25-minute sections and two20-minute sections 10 Writing 10 minutes Total: 3 hours, 45 minutes New SAT Structure By looking at the chart above, you can tell thatstudents who took the old SAT went into the test with a lot of unanswered questions about its exact format. They couldn't know exactly what order the majority of the test, sections 2 through 9, would come in. On the new SAT, you can know the order and length of each section. You also get more insight into passage and question types, which we'll explore below. First, take a look at the predictable structure of the new SAT. Order Section Time in Minutes 1 Reading 65 2 Writing and Language 35 3 Math No Calculator 25 4 Math Calculator 55 5 Essay (optional) 50 Total: 3 hours, 50 minutes (3 hours without essay) Notice that some of the section names have been changed. Critical Reading has been shortened to Reading, while Writing has been lengthened to Writing and Language (but we'll probably still call it Writing anyway). Another difference you might notice between the two tests is that the new SAT features two Math sections, one where a calculator is permitted and the other where one is prohibited. This is a new feature, as you could always use a calculator on the old SAT. Since the two tests are so different, they require somewhat different approaches to prep. Whether you’ve already studied for the old SAT or not, how can you shape your studying now to approachthis new SAT structure? Since you'll get fewer sections for longer, you'll have even more responsibility for managing your time onthe SAT. Tips for Your Prep The new SAT is all about focus. With just four sections (or five with the essay), you’ll work on one subject for a big chunk oftime. While students taking the old SAT had to get used to quickly shifting their mindset from Reading to Math to Writing and back again, students taking the new SAT will need to concentrate on one subject for an extended period of time. Since you’ll encounter longer sections, you should also practice managing your time across a large amount of material. On the Reading section, for instance, you’ve got to divide your time among five passages over 65 minutes. On the old SAT, you might struggle with one Reading section but have two(or three if your experimental section was Reading)more sections to try again. On the new SAT, you only get one Reading section and can’t return to it. You'llneed to manage your time well and make sure you don’t let one tricky passage or word problem trip you up for the rest of a section. In addition to test-taking and time management strategies, you’ll also need to do some research before you register for the SAT. Besides figuring out your best test date for the SAT, you also need to decide whether or not to take the Essay section. For the most part, this decision relies on your colleges’ requirements. Before you register, check whether your colleges require essay scores on your SAT score report. As a result of its restructuring, the SAT now has a new scoring system too. Read on to learn how the new SAT is scored and tips for adjusting your test-taking strategies. The SAT has shed its scales and embraced a whole new look. Changes in SAT Scoring: Return to 400 to 1600 Scale Any students who took the SAT in 2005 or earlier will recognize the new SAT scoring scale. It now has a maximum score of 1600, rather than 2400. Your score will be half math and half verbal. The math sections will be scored together from 200 to 800, and the Reading and Writing sections will be combined into one Evidence-based Reading and Writing (EBRW) score between 200 and 800. If you choose to take the Essay section, your essay score won’t be factored into your total scores. Instead, you’ll get three separate essay scores between 2 and 8 for Reading, Writing, and Analysis. As with the old SAT essay, two readers will read and score your essay. Just as your essay score is broken down by skill area, your test scores will also get a variety of subscores. You’ll get test scores between 10 and 40 so you can see how you did on Reading, Writing, and Math separately. You’ll also get cross-test scores and subscores that reveal how well you did on specific skill areas and question types. Finally, another big change is the adoption of rights-only scoring. While the old SAT deducted points for wrong answers, the new SAT has no penalties. You’ll get one point per correct answer, but no points added or taken away for wrong or skipped answers. The SAT has undergone big changes in its scoring system. Is there anything you can do to prepare for the new scale? Don't underestimatethe Math section, asit's now worth half of your total score! Tips for Your Prep The changes in SAT scoring affect your test prep in a few ways. First, your Reading and Writing scores no longer count for two-thirds of your total score, as they did on the old SAT. Now Reading and Writing arehalf the score, while math is the other half. This change may shift the amount of time you devote to prepping for each section. Make sure to spend sufficient time on Math, especially if it’s not your strong subject, as it now counts for a greater proportionof your overall score. If you’re writing the essay, you’d be well served to familiarize yourself with the rubric on which graders base their scores. Since you’ll get scores for Reading, Writing, and Analysis, you should learn exactly what you need to accomplish to score an 8 in each of these three categories. While your section and total scores matter most for college, the more specific cross-test scores and subscores can be useful feedback. If you’re retaking the SAT, then these scores can help you identify exactly which question types are your strong point and which ones are weak points. Even if you haven’t taken the SAT yet, you can take the time to calculate these scores from your own practice tests. These scores will give you insight into your strengths and weaknesses, insight you can then use to shape your study plan. Finally, the switch to rights-only scoring means that you no longer have to worry about which questions to answer and which to leave blank. In fact, you shouldn’t leave any questions blank, as there’s no penalty for wrong answers. If you’re not sure on a question, you should still give it your best try. With only four answer choices on the new SAT (as opposed to the previous five), you have an even stronger chance of making a lucky guess! Now that we’ve reviewed the big picture 2016 SAT changes, let’s take a closer look at specific changes to content and question types in each subject area, Reading, Writing and Language, and Math. After you read through these changes, you’ll get an extra one that appears in all three subjects - data interpretation questions. First, though, let’s take a look at the new SAT Reading section. On the new SAT Reading, you'll know the general topics of each of the five passages. Changes in SAT Reading: New Question Types One change to SAT Reading is its greater predictability. You know exactly how many passages you’ll get - five - and the subject matter that each with will deal with - one with US and World Literature, two with History and Social Studies, and two with Science. All of the questions will be passage-based and will test four main skill areas: Command of Evidence, Words in Context, Analysis in History/Social Studies, and Analysis in Science.Many Reading questions resemble those on the old SAT; they ask you to interpret the meaning of a passage, supporting detail, or individual word. There are two big 2016 SAT changes to Reading that you should know, though, the first being the elimination of sentence completion questions. #1: No More Sentence Completions As you just read, the SAT Reading questions are all passage-based. This means that the sentence completions on the old SAT have been completely done away with. These were stand-alone questions that asked you to fill in one or two blanks with often obscure, high-level vocabulary words. On the new SAT, these question types have disappeared. Vocabulary still plays a role, though, as sentence completions have beenreincarnated as Words in Context questions. Words in Contextquestions will ask you the meaning of a word in the context of its passage. These words won’t be especially obscure; instead, they’ll feature more commonly used words that may be being used in an unusual way. While the new SAT has gotten rid of sentence completions, it’s introduced an entirely new question type: the evidence-based question. #2: Evidence-Based Questions For the first time, SAT Reading features questions that relate to one another. One question may ask you to interpret the meaning of a sentence or paragraph. Then the next question may ask for the reason behind your answer to the previous question. This official sample question features one of these new evidence-based questions: Most evidence-based questions will feature this same wording: â€Å"Which choice provides the best evidence for the answer to the previous question?† In the past year, a few students noticed these new question types on the experimental sections of their SAT tests; if you’re in this group, then you may already have some experience with this question type on test day! In addition to learning about these changes in question types, what else can you do to prepare for them? Make sure to incorporate historical and scientific texts into your prep for SAT Reading. Tips for Your Reading Prep There are many concepts and strategies you can use to prep for Reading, but, for now, let’s focus on what you can do to prepare specifically for the changes described above. First, you learned that the texts are no longer predominantly prose, but instead are sourced from history, social studies, and science. To get ready, you should seek out a variety of texts - readings from history and science class may be helpful here - to develop your reading comprehension skills across genres. Science passages can be especially technical, so you want to practice reading scientific texts. College Board’s first official SAT practice test, for example, features a passage by â€Å"Fathers of DNA† Watson and Crick. This type of writing, produced by scientists in 1953, is quite different than a passage from, say, Jane Austen’s Emma. Since sentence completions are gone, you don’t have to worry about studying long lists of obscure vocabulary anymore (as a taker of the â€Å"old SAT,† I still can’t believe students won’t need to memorize the definitions of words like obstreperous and perspicacity!). Instead, you should focus on more commonly used, multiple-meaning words and gain a sense of how meaning shifts depending on context. The final new SAT change for which you should prepare is the introduction of evidence-based questions. While these questions are new, the mindset of backing up your answer with evidence from the text shouldn’t be. Reading questions have always required that you base your answers completely on information presented in apassage. In many ways, these new questions serve as helpful reminders to refer back to the text and to double check that you have specific proof from the text to back up your answers. Now let’s take a look at the new SAT changes in Writing, many of which resemble the changes in Reading. SAT Writing and Language still tests grammar, but in a somewhatdifferent way. Changes in SAT Writing and Language: Passage-Based Questions One new SAT change involves naming: the Writing section is now technically called Writing and Language. Since most long words and titles inevitably get abbreviated, though, the majority of people will probably still refer to it as the Writing section. Just like in the Reading section, the Writing section’s questions are now 100% passage-based. They still ask about English grammar and usage, but they’ll also ask you to do big-picture editing, like reorganizing ideas or adding a sentence to improve meaning. Additionally, you’ll now get some questions that ask about punctuation, like comma and apostrophe usage. As with the Reading section, the subject matter of the Writing passages is predetermined. You’ll get four passages, one each dealing with Careers, Social Studies, Humanities, and Science. Unlike the Reading, you won’t get any prose; instead, the passages will be texts that are argument-based, explanatory, or nonfiction narrative. You’ll get many questions that ask you whether adding a detail or reorganizing sentences would strengthen a passage. Some words and sentences will be best just as they are, so one of your answer choices will be, â€Å"No Change.† Given this switch to passage-based questions, many of which focus on big-picture editing, what can you do to prepare for the new SAT changes in Writing? Tips for Your Writing prep Your prep for the new Writing section remains similar to what it was for the old. You should focus on rules of grammar and usagewhile also adding punctuation rules to your review. The redesigned section also calls for a strong understanding of structure, organization, and transitions betweenideas. Developing your writing and editing skills in school will help you do well in this section. As with the Reading passages, you should also work to sharpen your reading comprehension of texts from various nonfiction genres, especially from the fields of social studies and science. As you read, pay attention to how an author introduces, concludes, and movesbetween ideas, as well as how she uses supporting details to reinforce an argument or central thesis. Again, both verbal sections now place a heavy emphasis on vocabulary, details, and ideas in context with their entirely passage-based questions. As you read, write, and edit in your SAT prep, in school, and in your own time, make sure to pay attention to the context around a word or detail that helps shape its meaning and purpose. Get ready to write out math problems by hand. There are 20 questions that you'll have to solve without a calculator. Changes in SAT Math: New Skills and Calculator Rules The new SAT Math is divided into a 25-minute section and a 55-minute section with a short break in-between. Let’s take a look at the 2016 SAT changes in skill areas, as well as explore the new calculator rules. #1: DifferentSkill Areas The new SAT Math focuses largely on algebra. For the first time, it also features problems that ask about trigonometry and complex numbers. The number of geometry problems has been largely reduced, now making up only about 3 to 5% of the total questions. These trig, complex numbers, and geometry questions fall into the skill area called Additional Topics. The other skill areas are Heart of Algebra, Passport to Advanced Math, and Problem Solving and Data Analysis. Another 2016 SAT change is the emphasis on word problems featuring â€Å"real world scenarios.† College Board says that it wants to test the math you’ll use in real-life situations, like in college courses, jobs, and even your personal life. You’ll see questions, for instance, that ask you to calculate gas mileage of a car or to convert one country’s currency into another. Before discussing how you can prep for the changes in math content, let’s review the secondbig change: the division into a â€Å"calculator prohibited† and a â€Å"calculator permitted† section. #2: No Calculator and Calculator Section You’ll start in on SAT Math with a 25-minute section during which you’re not allowed to use a calculator. The 20 questions in this section don’t necessarily require a calculator; instead, they’re meant to test your understanding of a mathematical concept, rather than your ability to perform complex calculations out by hand. You’ll probably get some basic arithmetic on the No Calculator section, but it won’t go beyond multiplication or division of numbers with decimals. In fact, many of the questions on both sections are easier to solve without the use of a calculator. So even when you’re allowed to use it on your second section, you might be better off solving many of the problems by hand. Taking these changes together, how can you sharpen your math skills and do well in these two sections? Tips for Your Math Prep To begin, you should familiarize yourself with exactly what concepts will be tested on SAT Math. Make sure your practice materials break down each of the major skill areas - Heart of Algebra, Passport to Advanced Math, Problem Solving and Data Analysis, and Additional Topics - into their component subtopics. Then you can pair your review of each concept with relevant practice questions. Your main focus will be algebra, but you’ll need to be able to do some trigonometry and geometry as well. You should also practice reading comprehension when it comes to word problems. Some of these word problems will contain extraneous information, so you’ll need to discern which details are important for working toward a solution. In order to prepare fully for the No Calculator section, you should sharpen your skills of solving multiplication, division, addition, and subtraction problems by hand. You won’t have to do a lot of calculating, as this section aims to test your conceptual understanding rather than your ability to mimic a calculator. Still, though, you’ll get a few questions that will require calculations, so you want to make sure you can still write out these problems long-hand. Finally, you read above that you might not always need a calculator, even on the problems when you’re permitted to do so. College Board says it wants to test your calculator fluency, or ability to determine when a calculator’s a useful tool and when it’s unnecessary. Keep a critical eye on your calculator use as you answer practice questions and take note of which question types call for a calculator and which ones don’t. Now that you’ve seen the main changes in SAT Reading, Writing, and Math, let’s look at the optional fifth section, the SAT essay. Your essay prompt may saysomething like, Explain how the dog presents his argument that sweaters should notbe shared with parrots. Your essay should not explain whether you agree with the dog, but rather explain how he builds an argument to persuade his avine audience. Changes in SAT Essay: Analyzing an Argument The fact that the essay’s now optional is one major change; in the past, it was your first section on the SAT and factored into your overall Writing score. Now, the essay will come last if you choose to take it. The old SAT essay was only 25 minutes. It presented you with a quote and asked you to â€Å"take a stand,† supporting your opinion with examples from just about anywhere. You could talk about experiences in your own life, observations of others, characters in books, or historical events, to name a few. Your examples had to support your opinion, and you were welcome to use the first person â€Å"I† throughout. The new SAT essay is twice as long at 50 minutes. Unlike the old essay, the new essay doesn’t ask for a personal opinion. Instead, it asks you to write a third-person analysis of the argument presented in a given passage. (If you’ve made it this far in the guide, you’ve probably noticed that lots of content on the new SAT is passage-based.) You’ll get a passage, followed by a prompt that asks you to analyze the passage’s central argument. In particular, you’ll describe the devices the author uses to present his/her point of view. In order to analyze the argument, you’ll need to understand how supporting evidence and rhetorical devices function in the passage. While the old essay was often abstract, personal, and philosophical, the new essay is more concrete and analytical. Because this section has changed so much and uses a distinct scoring system from the other sections, you’ll want to prep specifically for this section if you decide to take it. Tips for Essay Prep First and foremost, you need to figure out whether taking the essay is beneficial to you. For most students, this means researching your prospective colleges’ policies on the SAT and whether or not they want to see this section. If you’re a younger student unsure where you want to apply or if your colleges still haven’t set a policy, then you may choose to take this section just in case. More selective colleges are likely to require that you take the SAT with Essay. Your prep for this section should be largely different than it was on the old SAT. For instance, you don’t need to show up prepared with flexible examples that you could apply to many prompts. Instead, you should practice your skills of analysis, particularly analysis of how an author uses rhetorical devices and presents evidence to persuade readers of her point of view. As with the old SAT, you should get a firm grasp ofstructure and practice writing this kind of essay under time limits. You might pair up with a friend and grade each other’s using the essay scoring rubric. Through practice, you’ll improve your skills at analyzing an argument and writing a thesis-driven five paragraph essay under time limits. Before reviewing the key new SAT changes you’ll see on the redesigned test, let’s look at one more addition that pops up across the test: data interpretation questions. Prepare yourself. We're heading into charted territory. One More Change: Data Interpretation Questions If you flip through a sample SAT, you’ll see graphics popping up in every section of the SAT. While you may be used to seeing graphs in the Math section, now you’ll get graphs, tables, and charts in Reading and Writing too. A graphic will accompany one or more passages in both the Reading and Writing sections. You’ll get a few data interpretation questions that may ask whether the passage and graph are in sync with each other. A Writing question could ask if adding or deleting a data point from the graph would clarify a passage’s main argument. Below are a few official examples of data interpretation questions, one each from Reading, Writing, and Math. We'll be posting a guide to answering data interpretation soon, so check back for more strategies on attackingthese new questions! Example of a Data Interpretation Question in Reading Example of a Data Interpretation Question in Writing Example of a Data Interpretation Question in Math The latteris also an example of an Extended Thinking question in Math, in which more than one question refers to the same graphic or word problem. You should only get one Extended Thinking question, and it will likely show up in the calculator permitted section. Since data interpretation questions show up all over the test, you’ll want to sharpen your skills of reading graphs, tables, and charts. This shift, along with the others mentioned above, will help you prepare for the 2016 SAT changes. Let’s quickly review the main updates in each section and the test as a whole. Students, the SAT of the future is here. Final Thoughts: Key New SAT Changes In many ways, the new SAT looks likea whole new test. Its structure is radically different, with just four sections, Reading, Writing and Language, Math No Calculator, and Math with Calculator, as opposed to its previous ten. While the old SAT had students write a 25-minute opinion-based essay at the beginning of the test, the new SAT gives students the option of writing a 50-minute evidence-based essay at its end. While the old scores fell between 800 and 2400, the new SAT is scored between 400 and 1600. No longer do all three sections haveequal weight. Now, Math counts for half of your total score and Reading and Writing together make up the other half. As you read above, the Reading section has largelyeliminated high-level vocabulary words and features new evidence-based questions. Writing questions are also all passage-based and ask you to edit grammar, punctuation, and structure. For the first time, the SAT contains a Math section for which you can’t use a calculator. The math questions primarily focus on algebra, but you’ll also get a few geometry, trigonometry, and complex numbers questions. As you just read, data interpretation isn’t consigned to just the Math sections; you’ll find and interpret graphics on all three sections of the test. If you’ve made it this far, then you’ve already completed an important first step of your SAT prep: familiarizing yourself with the changes on the redesigned test. By first understanding the structure, scoring, and content of the new test, you can then move onto studying concepts and taking practice tests. Once you’ve learned all about the test, you’re ready to jump into studying and master the SAT. What’s Next? You’ve learned all about the changes, so now it’s time to delve into SAT content and strategies. Check out ourultimate study guides to learn all about concepts,question types, and strategies forthe SAT Math, SAT Reading, and SAT Writing. Are you taking the SAT with Essay? This comprehensive guide walks you through how to write an SAT essay, step by step. Are you deciding between the SAT and ACT? This guide compares the two tests so you can see all of their similarities and differences. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Devil's Knot by Mara Leveritt Essay Example | Topics and Well Written Essays - 1750 words

Devil's Knot by Mara Leveritt - Essay Example Three other teenagers are convinced in committing the crime. Here are their names: Jason Baldwin, Damien Echols and Jessie Misskelley. There was much various evidence found in the trial to prove the guilt of the three young people. However, all of them seem to be just the police’s attempt to keep their reputation by means of solving the case. This fact can be easily proved by analyzing the key elements of the prosecution case. As for the evidence and witness testimony against Damien Echols and Jason Baldman, it is necessary to consider the following things: the lake knife, the fiber evidence, the testimony of Dale Griffis, the testimony of Michael Carson and the testimony of the girls from the snowball game. The first evidence against the accused boys is the knife found in the lake. According to Deanna Holcomb’s testimony, Echols was carrying the similar knife one day. The similarity of the knife was connected with the information that there were upside-down crosses in the boy’s room together with the journal about dead children. As for me, I think that seeing the knife in the boy’s hand is not firm evidence against him. I do not think that the one who killed three people is able to walk in the street with the same knife without the fear of being suspected in the crime. Perhaps, Deanna Holcomb saw something like toy knife of the similar size and thought that it was the tool of the murders. She had no opportunity to look at that knife closer and there is no evidence that the knife (if there was any) carried by Echols was the one from the lake. DNA analysis was one more important evidence. I think that it is central evidence in the whole trial. The results were the following ones: None of the genetic material recovered at the scene was Damien Echols’, Jason Baldwin’s or Jesse Misskelley. A hair found in the ligature applied in order to bind Michael Moore was consistent with Terry Hobbs (Steven branch’s stepfather). Genetic material taken from the penis of Steven Branch belonged to the individual other than any of the defendants or victims. A hair taken from a tree root or stump at the crime place was consistent with the hair of one of Mr. Hobb’s friends who was together with him when the crimes took place. It is not difficult to see that the results of analysis of fiber evidence have nothing in common either with Damien Echols or Jason Baldwin. To my mind, the court should have doubted this evidence at once. It is not against the accused, but it proves that the three teenagers are innocent and could not commit the crimes. Dr Dale Griffis was an occult expert who attended no primary classes. I do not understand why he was listened to at all. According to his words, there were a lot of various drawings of a pentagram and upside down crosses in Echols’s room. Griffis was sure that it is the sign of Satanism and the three boys were killed in order to perform some Satanist rituals. M oreover, the doctor frequently saw the accused children dressed in black, their nails and hair were also black and there were tattoos on their body. It was the sign that the teens practiced Satanism. As for this evidence and point of view, I do not think that it is a reliable one. Wearing black closes and having dark nails does not mean that a person (especially a child) is Satanist and killed somebody to perform a ritual. Moreover, it was a mistake to listen to a person who just pretends to be an expert in the occult, but does not have enough knowledge for this. From my perspective, it is one more mistake made by the police and justice. There was an important testimony given by sixteen-year old Michael Carson.