Greek and Roman Essay Example For Students

Greek and Roman Essay As he guesses the perusers thoughts isn't constantly attacked by the physical fierceness of the bodies position in front of an audience, in this manner decreasing strain and feeling. The most significant discourse in the play is Gutierres monologue in which he develops the illustration of being a mi dico and finding a receta to fix his respect. The discourse capacities as a confession booth and in it Gutierre communicates with an opportunity that the crowd has not before experienced; Ya estoy solo, ya bien puedo hablar. Calderi n presents the operations of Gutierres mind in the discourse, allowing his to character, alone on the stage, associate legitimately to the crowd. The specialty of discourse anyway is lessened on the page as opposed to being an extraordinary, quick moving experience, the words on the page remain there to be examined and dismantled. This is genuine too of the play in general. The play is composed inside the shows of the solidarities of existence to show up genuine and increment the force of the experience for the crowd. A. A. Parker agrees that the play is basically a show of activity and not of characterisation. Calderi ns play is intended to occur more than three days, to move rapidly starting with one scene then onto the next until it arrives at its appalling resolution. A perusing of the play moves this unique spotlight on activity and show, to profound investigation and characterisation. Isaac Benabu considers the to be as just filling in as a disaster where the main angles are sufrir y callar, the unfortunate ends coming about because of the quiet enduring that Gutierre has experienced because of the respect code that represented society. As a disaster, one of the key components, taken from Greek and Roman models of catastrophes, is purgation. The passionate purging of the crowd through viewing an exhibition of the play was inalienable in a disaster. The way of the crowd through phases of this enthusiastic purifying anyway just works while watching the play in front of an audience. Calderi n takes his crowd through each phase of disaster, uplifting pressure and feeling until its peak. In Calderi ns proceeding with symbolism, the difference among light and dull is fundamental to the play, connoting both mental and physical seeing. Gutierre looks at respect to light and disrespect to a foreboding shadow indicating the polluting of Mencia as al sol una nube negra. Toward the finish of the play Gutierre shows his wrongdoing and deceitfulness in executing Mencia dos veces ciego llego sin luz y sin razi n. Mencia is alluded to as light through a significant part of the play, with numerous pictures of her as el sol, and her passing alluded to as the elimination of a light expiri y en este instante el hombre mati la luz. These differences are reflected too in the physical light of day and night, as per when activities happen in the play. In the interest first and foremost, Enrique can escape in view of the night and Gutierres mishandling with his light; the night as well as the deceptive nature of Enrique stops Gutierre seeing. Benabu remarks Gutierre goes on the proof of what he sees. Had Gutierre gotten some information about the man he found in her home during their commitment, he could have forestalled the heartbreaking unfurling of occasions maybe began by Leonors revile. Be that as it may, he doesnt ask, simply observes, and afterward responds to this seeing. Similarly as Gutierre, the crowd in an exhibition of the play just observes, heedless to specific complexities of character or plot without the opportunity to completely break down the characters. Like Gutierre, the crowd sees just one perspective and one vision of the play. This makes the experience increasingly striking, having the option to live through the eyes of the hero without a review that could be picked up from a perusing of the play. In the event that Calderi .u36757568c7580f430e7c6372c208226c , .u36757568c7580f430e7c6372c208226c .postImageUrl , .u36757568c7580f430e7c6372c208226c .focused content region { min-tallness: 80px; position: relative; } .u36757568c7580f430e7c6372c208226c , .u36757568c7580f430e7c6372c208226c:hover , .u36757568c7580f430e7c6372c208226c:visited , .u36757568c7580f430e7c6372c208226c:active { border:0!important; } .u36757568c7580f430e7c6372c208226c .clearfix:after { content: ; show: table; clear: both; } .u36757568c7580f430e7c6372c208226c { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; progress: obscurity 250ms; webkit-progress: mistiness 250ms; foundation shading: #95A5A6; } .u36757568c7580f430e7c6372c208226c:active , .u36757568c7580f430e7c6372c208226c:hover { haziness: 1; progress: murkiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #2C3E50; } .u36757568c7580f430e7c6372c208226c .focused content region { width: 100%; position: re lative; } .u36757568c7580f430e7c6372c208226c .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-improvement: underline; } .u36757568c7580f430e7c6372c208226c .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u36757568c7580f430e7c6372c208226c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe range: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-stature: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-embellishment: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u36757568c7580f430e7c6372c208226c:hover .ctaButton { foundation shading: #34495E!important; } .u36757568c7580f430e7c63 72c208226c .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u36757568c7580f430e7c6372c208226c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u36757568c7580f430e7c6372c208226c:after { content: ; show: square; clear: both; } READ: Recycling Essayns play is viewed as a social investigate on the job of ladies in the public eye around then, or on refined order, the peruser who completely examined all the subtleties and nuances covered up inside the discourse would acquire from it than the crowd who don't possess the advantage of energy for such examination. Be that as it may, if the play is taken as a catastrophe, and inside that type a purifying arrival of feelings, it should be found in execution to create the stature of power and feeling required. Day break L. Smith features the significance of the plays visual prerequisites the killing spouse is the one to connect with the observers consideration, both outwardly and inwardly, recommending that in a perusing of the play there would exist neither the visual fascination nor the feeling. To completely welcome the play in its profundity and execution craftsmanship the cutting edge peruser necessities to think about the play as both a perusing and execution text. Along these lines the peruser is both taken into Calderons world by the presentation, experiencing what crowds of the time experienced, and separated from it on the page, ready to see the play in its social and political setting.

Merchant of Venice and the Crucible Comparison

All people group run effectively with characteristics of decency and balance. The prosperity of the residents relies upon the help and direction they get from those with force and impact in their general public. At the point when the individuals become degenerate and begin having aims that don't contribute back to the network, the general public will self-destruct and be not able to keep up equalization and soundness. In William Shakespeare’s The Merchant of Venice and Arthur Miller’s The Crucible the peruser sees instances of bad form caused on the casualties inside the plays through the individuals with power inside the community.The Christians in The Merchant of Venice mock Shylock the Jew on many occasions while the high court in The Crucible accept residents are rehearsing black magic without a legitimate declaration. In the two circumstances, the Christians and the court see themselves making the best decision and accept they are adding to the general public when truly, they break separated the network by mistreating those that are different.The casualties in William Shakespeare’s The Merchant of Venice and Arthur Miller’s The Crucible experience the ill effects of bad form as force being put in an inappropriate hands prompts the arrangement of one-sided choice, the constrained unrestrained choice of residents and extreme disciplines. The constrained unrestrained choice of the casualties inside the social orders because of the manipulative quirks of the Christians and court subjects them to foul play. The manner in which the Christians despise Shylock causes him to have restricted through and through freedom in the Venetian community.Shylock can't connect with the Christians because of his notoriety for being a moneylender. Shylock can't pick his occupation and as a moneylender, his lone wellspring of pay is the premium he gains from it, bringing about the Christians despising him. This bad form constrains him to be evaded from society and he winds up losing everything that he claims. The Jews just had moneylenders as their occupation and this foul play drives them to be not able to relate and speak with society. â€Å"I am as prefer to call thee [dog] once more,/To spit on thee once more, to purn thee too† (1. 3. 126-127) exhibits the maltreatment Shylock gets. His limitedness in his occupation features the absence of direction in their locale and the need to compel those that are diverse away. Solanio is â€Å"sure the duke will never give this relinquishment to hold† (3. 3. 24-25) and as the play proceeds, Shylock faces a losing fight in which the force is obvious in adding to his demolition. He is confronted with shamefulness each time he meets a Christian and this is restricting him in his exhibition in the community.Similarly, the court applies constrained unrestrained choice on all residents of Salem when they remain a passionate Christian. All residents should be a piece of the relig ious government and in the event that one wanders away from it, they are blamed for being associated with the fallen angel. â€Å"No break in a post might be accounted small† (Miller 64) exhibits the constrained chance of individuals in Salem to have another decision of religion. The intensity of the court powers those that were not some portion of the religious government to be wiped out from society. These are largely landholding ranchers, individuals from the church†¦ they’ve known the ladies numerous years and never observed no sign they had dealings with the Devil†¦ ought to be summoned† (Miller 86-87) shows how those that needed to demonstrate the guiltlessness of the charged are indicted in to be addressed. Despite the multiple occasions the residents of Salem attempts to enlighten the court concerning the foolishness of black magic, the court would not tune in. John Proctor goes â€Å"twenty-six time in seventeen month† (Miller 61) and it was insufficient, consequently he is blamed for attempting to topple the government.The bad form makes numerous individuals kick the bucket without being to blame. The blemishes in the decision of the legislature are obvious all through the play as the court will not tune in and utilizes its capacity to decide the standards of society all alone. Because of the unfairness in the networks of Venice and Salem put by the force in an inappropriate hands, serious disciplines are put on the people in question. The disciplines controlled by the Christians influence Shylock harshly and he winds up losing all that he has.The bad form Shylock gets is all that could possibly be needed to demonstrate his nonstop enduring all through the play. Antonio â€Å"call[s him] skeptic, relentless dog,† (1. 3. 107), exhibiting the oppressive treatment he gets as the Christians ridicule him and toss disdainful words at him. Shylock has nobody to go to bat for him, showing up alone in many scenes wh ile the Christians consistently show up in gatherings. This â€Å"ganging up† gives the Christians control over Shylock and when they utilize this capacity to hurt Shylock inwardly, the foul play and harm made is exponential.The court is as of now in favor to Antonio winning as appeared by the Duke saying he â€Å"think[s] so as well,/That [Shylock] yet lead’st this design of [his] malignance to the most recent hour of act. † (4. 1. 17-19) the force is inconsistent and this decision powers Shylock to give up and acknowledge his thrashing. It is uncalled for this to occur as Shylock doesn't get a reasonable preliminary and winds up losing everything. Moreover, the court abuses its capacity and winds up executing the whole network. The intensity of the court upholds religious government to a degree that outcomes in the residents being blamed for not tailing them accurately and going to witchcraft.John Proctor capitulates to stating he is related with the fiend and â€Å"sign[s himself] to lies† (Miller 133) by admitting to a demonstration he didn't submit. The inconsistent treatment of the charged shows how the court appreciates mishandling the plenitude of intensity it has in its grasp. The blamed have nobody to go to and â€Å"God send[s] his kindness on [them]† (Miller 129) when they admit to black magic. The court enjoys viewing the residents get blamed and dug in the reality the force they claimed is fundamental in the fortitude of the residents. It is this savage demonstration of the network that makes the whole network suffer.The disciplines are evident because of the complexity between the people in question and the legitimate force in the Christians and the court, at last influencing the general bad form inside every general public. At the point when choices are impacted and get one-sided, the contrary side of the gathering gets influenced. While one gathering may profit and get a positive inclination, the opposite wil l occur for the other, bringing about the casualties being wrongly blamed. The decisions the Christians make wind up hurting Shylock when he loses the entirety of his riches and property and is changed over to a Christian.The one-sided choice causes shamefulness on Shylock as he is evaded and detested in the Venetian people group. As Shylock starts his celebrated discourse â€Å"Hath not a Jew eyes? † (3. 1. 54) he exhibits that he feels similar agonies and delights that the Christians feel and ought to be dealt with similarly however the one-sided sees the Christians have of him dispenses with him from any type of regard he merits. When Jessica burglarizes him and leaves with a Christian Solanio, professing to be Shylock, shouts out â€Å"My girl! O my ducats! O my girl! † (2. 8. 15) in a taunting way, making an inclination on Shylock in which perusers can concur with.Shylock is depicted as a remorseless and vindictive character and as Solanio copies him, no compassio n is felt for his misfortune. The Christians are just ready to consider Shylock to be the Jew and don't relate any feelings to him. So also, the assessment of the court powers the entire town of Salem to take action accordingly. The little youngsters can pick up power and with the assistance of the court, they can hang those they despise. Their guiltlessness and feeling of helplessness empowers the court to accept and bolster them. Abigail’s â€Å"name is acceptable in the village† (Miller 12) makes her ready to handily denounce those not in favor with the court.The court trusts her and just hears her side of the story, taking all that she says as reality. Once Abigail charges the residents, their possibility of reclamation is close to none. Delegate goes to bat for himself, doubting why they never â€Å"wonder if Parris be honest, or Abigail? Is the informer in every case heavenly at this point? † (Miller 73). The one-sided assessment of the court made numerous blameless individuals hold back to be demonstrated liable. The intensity of Abigail and her companions dispense treachery on the residents they hated, driving numerous families to bite the dust in Salem.Their absence of thought for others makes for an inclination against the blamed. The people group in which manhandled power is available therefore is destroyed, convincing the casualties to endure. The one-sided choice of the Christians and the court bring about bad form in their general public, assuming a vital job in separating the network. The arrangement of one-sided choices, the restricted through and through freedom, and serious disciplines is an aftereffect of unfairness in the networks when force is set in an inappropriate delivers Shakespeare’s The Merchant of Venice and Miller’s The Crucible.The one-sided choices of the Christians and the court help them to shape supported choices and lean toward one gathering over another. The constrained through and through freedom Shylock and the residents get bring about the absence of decisions they make in their every day lives. The serious disciplines the casualties in the two writings get cause the shamefulness in the network to develop as those with power misuse their capacity and use it to hurt those that didn't should be hurt. The foul play demonstrates the need to fix issues in social orders, training one that force utilized appropriately is basic for a network to work.

Representationalism and Antirepresentationalism - Kant, Davidson and Rorty :: Philosophy Philosophical Papers

Representationalism and Antirepresentationalism - Kant, Davidson and Rorty (1) Conceptual: The thoughts of representationalism and antirepresentationalism are presented and utilized in contemporary philosophical conversations by Richard Rorty to portray his and the neopragmatists' disposition toward conventional issues of epistemology. Rorty implies that the historical backdrop of theory shows that there are no last responses to the customary inquiries concerning information, truth, and portrayal; thus, they ought to be dismissed. Rorty figures such inquiries ought to be disposed of from theory since there is no likelihood to get outside of our psyche and language. We can't utter a word about a psyche otherworldly or language-extraordinary, nonlocal or interminable reality. Hilary Putnam concurs with Rorty on this, however not with the end that we should dismiss customary philosophical inquiries. For Putnam, the epistemological inquiries are beneficial posing and, despite the fact that we can't locate the last right answers, we should proceed with our examinati ons as though there were last answers. Our battles with those issues can prompt refinements of the details and to psychological turns of events. Putnam proposes a semi authenticity which is regularly called interior authenticity. Rorty dismisses each refinement of authenticity as still authenticity and accepts that the inquiries of information, truth, and portrayal lead to relapses forever or to roundabout thinking. Likely scarcely any logicians affected so unequivocally the improvement of epistemology as Kant. Without him it is beyond the realm of imagination to expect to portray the last 200 years of the historical backdrop of reasoning just as contemporary way of thinking when all is said in done. On the other stopping point one of the most powerful contemporary American rationalists Richard Rorty recommends that we should forsake epistemology and Kantian image of portrayal. In this paper I offer the conversation starter, regardless of whether Rorty is thorougly succesful in his abandomnent. I attempt to research the distinctions and similitudes of Kantian and Rortyan thinking with the assistance of the epistemological thought of representationalism and of the antiepistemological idea of antirepresentationalism. On the off chance that it is conceivable to discover significant covering regions of both speculation, at that point there emerges a problem: either Kant himself is a Rortyan, postepi stemological scholar, and this would be a surprizing new thought regarding Kantian way of thinking or Rorty succeeds not totally to defeat the structures of Kantian-epistemological reasoning. The thoughts representationalism and antirepresentationalism are presented and utilized in contemporary philosophical conversations by Richard Rorty, to portray his and the neopragmatists demeanor towards customary issues of epistemology and to make safe the world for a postepistemological thinking. Rorty implies, the historical backdrop of theory appeared, that there are no last responses to the conventional inquiries concerning information, truth and portrayal; (2) subsequently they ought to be dismissed.

Mock PA School Interview With Pre-PA Lily Boyle

Welcome to the second video in our Mock PA School Interview Series: Ten blog posts featuring ten amazing Pre-PAs who have graciously shared theirrecorded mock PA school interviewswith one singular intention: To help you achieve success on your path to PA school and be more confident on the day of your PA school interview. Today's interview is with Lily Boyle, a PRE-PA and second time PA school applicant who is a high school chemistry and physics teacher in Chicago's West Side. She has spent four years working as part of Teach For America and has an MD father who feels PA school is a much better path for Lily than medical school. Lilly is a passionate, kind, remarkably down-to-earth, and hard-working Pre-PA whose journey to PA school has been nothing short of inspiring. Above is the entire 45-minute video interview with Lily and below is the transcript of our interview including our per-question commentary. Questions asked in this mock interview: Tell me a little bit more about yourself and why you want to be a PA? Follow-up: Why did you go into education first? What are your weaknesses or one of your weaknesses? Tell me what your least favorite class in college was? There is a push right now to change the title of the profession from physician assistant to physician associate. What are your thoughts on that? What would you do if a patient refuses to be seen by you because you are a PA and not a physician? What patient population you least like working with while you are accruing your patient care hours? Can you tell me a little bit about a time when you had to work with a supervisor that you disagreed with? Can you tell me what you think your biggest challenge of PA school will be? For the next question if you want to answer it with the program that you're interviewing with in mind, tell me why you feel that program is the right fit for you and you are the right fit for the program? If they ask if you were not accepted into our program, what do you think the reason would be? If you would tell me about a time that you surprised yourself? I hope you enjoy this mock interview with Lily as much as we loved recording it. This is the second video intervierw in a 10-part series, if you would like to see the rest of the videos in this series, make sure tosubscribe for email notifications. Interested in having your own recorded mock PA school interview?Click here Question by Interviewer: 1. Tell me a little bit more about yourself and why you want to be a PA? Response by Interviewee: Okay, well, right now I'm a teacher on the west side of Chicago. I teach high school chemistry and physics, and I really love what I do and I love the kids that I work with but I've always known that I want to go into medicine. I thought for a long time I was going to be in the capacity of like being a PT or working in sports medicine, but after working with some colleagues in college that sort of steered me the other way, I realized that being a PA was actually one of the best fits for me in terms of how much time I want to go back to school for, how soon I could actually start helping people, the type of collaborative work that I'm used to doing and think I'm actually really successful at, and also just the amount of time that I get to spend with people. Because building relationships have been one of the most important parts of the job that I do right now, even though it's an education as opposed to medicine, I really think that you become more effective as a person whether you're a teacher or PA the more you have a relationship with other people. And I just know that being an MD or working in another capacity you don't have a luxury of spending all that time with a patient, and sometimes you don't get to form the relationship that I think is really important to me to do as a provider. So for reasons like that I am excited to make a transition out of education and into medicine and to fill a role as a PA. Analysis: Awesome. Thats great. So for feedback, I think you just really did an excellent job on that. Just as a quick thing you might introduce yourself, if that hasnt happened in the interview yet just in case. The other thing is Is everything okay? Analysis: So building relationships I think was an awesome thing that you brought into, and I loved how you connected it, like you connected it between the PA profession and the education profession that you work. I think putting the focus on that makes it very understandable why you would want to be a PA. If I were your interviewer and I was going to follow up with you I would probably ask why you went into education first, and find out your thoughts on that, which youre welcome to tell me if you want to. Otherwise, we can move into the next question. Follow up question: why did you go into education first? Response by Interviewee: No, sure. I joined education out of college because I joined Teach for America, which is an AmeriCorps program that places people in areas of high need for a two-year commitment. And theyre usually people like they have no experience in education, so its really a wild ride that a lot of people leave after two years because thats when youre technically done. But And I thought I was going to be one of those people, and Im here four years later still teaching the same kids at the same school, the same subject because I really fell in love with doing it. And I knew I was eventually going to leave and it wasnt going to be my career path, but Ive learned so much and Ive just really grown as a person. Its like thinking back it was only four years ago, but like I was just a completely different person even if my goals were very similar. The way I thought I was going to approach it and the things that I thought I was good at and need to get better at, theyre just completely different now and I just have a very different set of skills that I think will actually translate into medicine, whereas before its just sort of more of a goal or a hope, and I think thrill. Response by Interviewer: Thats awesome, such a good answer. Yeah, I think thats Its a gorgeous answer actually. So my prior job was working with education pioneers. I dont know if youre familiar with our organization, but we hire a lot of people from Teach for America. So anyway, Im pretty familiar with that. But I think it also worked and the way you described it is amazing. You could reinforce what Im assuming is probably the case is that you just you fell in love with the work, you fell in love with working with those kids too. Response by Interviewer: You didnt say that outright but I could tell from the way were talking. And that just is going its just going to emphasize the fact that youre a good relationship builder and thats going to only help you in PA school, its going to help you out of PA, so yeah, great. Response by Interviewer: Yeah. And I love that your work on the west side of Chicago, because Chicago kids need all they can get. Response by Interviewee: Yeah, I work in West Garfield Park. Question by Interviewer: All right, so here we go. I'm going to start with a question nobody likes anyway so you only have to talk about it for one minute. 2. What are your weaknesses or one of your weaknesses? Response by Interviewee: Just one. No. I thought a lot about this because I think in my work a lot of the work we do in the around reflection and around thinking back even on a day to day basis, like what went well, what could have gotten better. I think at a certain point you have to look at that in a larger scale about like what about me, what do I do well, what do I not do so well. And I think in terms of like working with other people I love being in a position of leadership, I love delegating and sort of helping to form a plan and execute it, and being responsible for a lot of things at once. And I think I noticed it more because I work in the Midwest, but like I'm very much like, "Okay, let's do this, and let's do this, and let's do this, and let's do it this way. And what's the most effective thing to do?" In the Midwest they're just like not in the same rush as I'm in for one thing, but I just think it's a different style of leadership for different people and one thing you learn about just working with all sorts of people is you just don't always mesh in the way that you would do things, and I think that's just part of learning how to be a better leader. So for me that's really something that I want to work on. Analysis: Yeah, great. I think thats a great thing to note about yourself. Knowing that you have if you could come up with like a couple sentences to add about how you recognize it when that happens and what you do to kind of stay away from that. If it happened to you before where youve found yourself in that situation and you realize you need to pull back, maybe have an example in mind if they ask you any questions about that. I think thats a really strong answer though because it shows its showing a positive while its talking about a real weakness, which is a good thing so I think its great. Response by Interviewee: Okay, yeah, no. Its just hard to like think about how to like kind of explain it in the right way without seeming like Im just saying that I like step on toes. Response by Interviewee: I really do notice it more like in the like cultural setting, but I just think I mean, thats important too, not everyones going to be from the East Coast when I go to school there too, so sort of what it is. Response by Interviewer: Yeah. Im trying to think whether its good to bring up that part about the Midwest or not. It probably doesnt matter. You know what? I think maybe avoid that, and just say different styles, just focus on different style. In that way just in case someone would take that the wrong way you dont have to even worry about it. You know what I mean? Question by Interviewer: 3. Tell me what your least favorite class in college was? Response by Interviewee: Calculus. Definitely calculus, that was just ... I talk about it a little bit on my application too. I think there's kind of like ... it's almost like a stigma where people assume like if you have a science brain you also have a math brain, like they're just one and the same. And I've just never really fed to that category, even in high school like Algebra 2 was my nemesis, I remember that clearly. And then in college, I knew I had to take calculus 1 and 2, even though I was a biology major and I put it off for a long time. I eventually took it, and I really was not successful at it at first. It's my only D on my college transcript, and it embarrasses me in a lot of ways. But I learned from that, and I had to take calc 2. I got a tutor before the class even started. I worked with him daily, and in the end, I got a C which is like really not that impressive at all, but for me, math was like a constant area of anxiety. It was something that like I just wasn't used to struggling at something that was supposed to be so similar to the thing that I'm good at. So that was my least favorite class, but I like to think that I got through it. Analysis: Well done, that was an awesome answer. I love that There are a couple of things that youre doing that I just think are really great. You are completely yourself. I dont feel like you are selling me a load of anything, like youre just being who you are, which I love. I think its just like youre you seemed very down to earth, youre very open, like youre willing to talk about things that are maybe not that pleasant. But the way you talk about them its like I dont know, theres something about the manner that you have, the way youre presenting if it shows that youre not going to let something be a hindrance to you. So like, yes, you got a D, it was embarrassing, it sucks, but then you werent really super hard and you got a C. And yeah, its not that much better, but hey, it was great, and you did it, its behind you. And I feel like that tone that you have, the way youre saying sort of like, I did it. Its behind me. And now I can move on. Like, it kind of shows a little bit about your personality in the same way as maybe that leadership style youre talking about. Like, I feel like its showing a lot of youre going to have a lot of initiatives, youre going to have a lot of drive. Its revealing in a way, and I think youre doing Its a nice thing. So basically what Im trying to say is that youre letting you personality come through very well, and you seemed very genuine. Question by Interviewer: 4. There is a push right now to change the title of the profession from physician assistant to physician associate. What are your thoughts on that? Response by Interviewee: Yeah, I think that's really interesting. I've been doing some research just on the history of PAs in general, and at first I was startled that like there's been like all these little changes, like it was physician's assistant. And I can see why that connotation got changed pretty quickly, that seems like almost ... not derogatory, but like a different kind of relationship that I really envisioned having with the physician that I work with, but I do ... I've gotten feedback from people like when I was first talking about becoming a PA, people saying like the word assistant being in the name like is somehow indicative of like a plateau for me in terms of professional ladder climbing or something. And I think at first maybe I thought that too, and since I've sort of learned about the way that that dynamic works, it doesn't bother me at all. But I think because there is so much that PA does with respect to what a doctor does, I mean, they can do like 85% of the things that an MD can do in terms of things in the exam room, ordering scripts or labs or what have you, it does make sense to sort of have the name reflect even leadership between the two positions. I think even though I understand the term assistant to not mean a negative thing, from outsiders looking in I think it just presents a little bit more of a united front to have that language in there. Analysis: Okay, great. So I think incorporating some of the stuff youre talking about with the history of the profession is good, and it shows that youre really paying attention to those things and educating yourself. I think if I were you I would add a little bit more about how the name might affect the patient and the stability of the profession. So people are really just starting to understand what PAs in that anyway. So some of the arguments against changing name are like, well, if we change the name does that destabilize it, do people start saying like, I thought you guys were physician and this, blah, blah, blah. But the other hand it does make it maybe makes it more clear to patients what your role is, so that you dont seem like an assistant you do seen as like in a leadership role. Response by Interviewee: Yeah, I never thought about that question before but thats a good point. My dads a family doc, and he is really one of the people that have encouraged me to look into PA, to PA school. Like he says going to med school is overrated, which I think he really has a good point. And he talks about referring to them as like mid-level practitioners and giving them a more like again, like a name that reflects like the dynamic that actually exists and like getting away from this assistant connotation. So that does make a lot of sense. But I see people are saying about like when theres a name change like people cant always keep up and like it can hurt it. Response by Interviewer: Yeah, so I think the important thing on that too is just to know that people on the committee are probably going to have different opinions on it. But it probably isnt really that important which side you take, its just being able to make it. Question by Interviewer: 5. What would you do if a patient refuses to be seen by you because you are a PA and not a physician? Response by Interviewee: Well, I think if there's an opportunity to speak with the patient then that's always positive for me. I think not on a confrontational way at all, but for me going forward it's just I think that any feedback is good feedback. It's nice to know whether or not I'm going to change the patient's mind, it's just nice to know like where they're coming from in that sense. Is it something like as simple as the word assistant being in my title that makes them feel not comfortable being treated by me, or have they had a negative experience with a PA before or do they really just love this doctor? It's just if there's the opportunity for growth in any way then I think I like to take advantage of that opportunity. But again, a lot of people if they're in a situation where they don't want to see you in a clinical setting they might not want to have the conversation with you anyways. And at a certain point you just have to accept that, and maybe try to reflect on your own. But again, if you can have the conversation I'd always rather do that than not. Analysis: Awesome. Thats great. Emphasizing that communication really lends itself to reinforcing the idea that youre a relationship builder which is incredibly helpful. One thing you might talk about is if you have to offer to help them reschedule with a physician, maybe mention some of the drawbacks like increased [cross talking] and things like that, just so you can give the patient the big picture as well. But yeah, overall I think that youre spot on. The really important part of that is the respect for the patients preferences. You answered perfectly well, so thats great. Question by Interviewer: 6. What patient population did you least like working with while you were accruing your patient care hours? Response by Interviewee: I think that because I have such an appreciation or have always sort of had an appreciation for serving people who need it more, it's honestly harder for me or not as exciting for me to treat people that I think will be successful or be okay no matter what. It's the same way with teaching, like I think about if I went and I taught at a school that had kids that looked like me with backgrounds like me, like I find that it was as rewarding and I don't think I would, they would be successful no matter what and they don't need me to be there to do that. It's the same thing with patients, like not everyone has the compassion and the patience and just the mindset to help people who are traditionally underserved. So for me sort of the flip-flop, I find it less gratifying to work with people who have a certain amount of privilege, especially when they're not aware of it. And maybe that's ironic because for a long time I was like that, I have a certain amount of privilege just because I'm white or what-have-you. But now that I'm so aware of it it's like I can't ignore the fact that like there are certain values to me that make a big difference in terms of population that I serve. Analysis: Great. I think thats a really awesome answer. It aligns perfectly; I really understand it coming from their educational background and what youve told me. I think you didnt sound negative at all towards people with privilege I guess, thats probably not the thing. If you are pressed, so they might say, Well, what do you do when youre in a situation where you have to care for those people? How do you treat them equally to others? So you might just kind of reflect on that and think about how you would address that if they ask. But I think youre spot-on with that. Does the program that youre applying to, do they have a focus on underserved population? Response by Interviewee: Not specifically, but they do have like certain programs like with they have one program thats really cool, thats with Harvard, where they have like some clinics. These like collaborative clinics, and one of them I was reading about is in Chelsea, its in this one neighborhood where they like specifically serve people who have recently been released from jail and other like immigrants and refugees, which is not something that Ive done before, but thats kind of like more of the demographic that I see myself serving if I have a choice. So that was pretty cool. Response by Interviewer: Yeah, very cool. So you could mention that as part of your answer there, just saying, This is part of the reason I apply. Just to make them feel Show them that you know that part of their program I guess. Question by Interviewer: 7. Can you tell me a little bit about a time when you had to work with a supervisor that you disagreed with? Response by Interviewee: That's a hard one. Well, actually, no, it's not. Because my first year of teaching when I started at the school that I'm still at I had a principal who like on paper I can see why they hired her, she's so fantastic, she had all this experience and spoke with confidences, and she was really a woman that I thought I would emulate at first. But sort of as we all got to work with her it became clear that she sort of led through fear in a lot of ways and really intimidated people that work beneath her, and also students too. And the thing was like I didn't know any better, like this was my first job out of college and I didn't know that you can work for people or be supervised by people that don't necessarily thrive on you're being afraid of them or you're being too scared to make a mistake. So with that, I mean, I took a lot of her advice and I tried to implement what I could, but I also think I really struggled with how to also sort of walk on eggshells around the person that I really wanted to respect in a lot of ways. So for me it came down to relying on the people that I worked with, the people that I knew are also struggling on a similar situation. It's funny the way that like a common enemy kind of creates a stronger bond between other people. And I think we all became closer as a staff that year because we struggled with being led by someone who really was not a good leader. And ultimately you sort of felt validated by the end of the year when she was fired in the third quarter, and so I was like, "I'm not crazy. This isn't actually normal." But in certain situations you do have to just respect the person for the position that they're in and try to assume that they're coming from a place of best intent, assume that they actually do really want you to get better. And if all else fails lean on the people that are beside you that you know you can count on. Analysis: I think thats a really good answer. Its super honest. And I think its probably a difficult one to balance being honest and not super negative about it. But you did a good job with it, especially talking about relying on the people around you. And bringing in the fact that it was your first job so that also helps for you to be able to be I think a little bit more honest and be like Its just easier to be I think a little You can say something more negative because you were observing it, and it was also your first position so you werent really sure if what you were observing was accurate. You know what I mean? So that makes it seem a lot more not judgmental, but just like whats happening. Its more authentic. Response by Interviewer: Exactly. But I think also the way you ended that answer is really strong with giving the person the benefit of the doubt, saying that ultimately you have to trust that they really do want you to succeed so that they will be successful as well. I think thats probably the best way you could really answer that question. And talking about the building up of the rest of your team is a great thing too. Question by Interviewer: 8. Can you tell me what you think your biggest challenge of PA school will be? Response by Interviewee: I think that my biggest challenge ... I mean, I won't say that like the coursework, and everything doesn't intimidate me, I mean, there's a reason that it's this selective and there's a reason why the first time I went through this process I wasn't successful. I'm competing with people that are truly super intelligent and qualified, and that I would be really proud to work next to. So yeah, it makes me sort of bewildered to think that like here I am now and in two years I'll be able to walk into an exam room, have a patient tell me what's wrong, and then like tell them how to fix it. That's wild to think about for me, because right now like my world is so much different than that. But I think that with the program and the way it's designed in this like team-led collaborative manner of teaching, which is something that I'm already really comfortable with, that's the way I'm going to get through the struggle of like having to learn a lot of things in a little bit of time and become really good at it. I think that the impact program that like really is designed around interdisciplinary education, and like learning how to work not only with the other PAs, but also with the nurses and the docs and the MAs and patient, like that can only really strengthen how good you are in the exam room but also the way that you treat things that maybe you didn't understand at first glance. That allows you to be comfortable asking for help, which is what I'm not afraid to do. Analysis:Awesome. Thats great. Thats another good example of just how genuine you come across. I mean, I just feel like youre really, really excellent at being honest and being yourself. You seem very comfortable and very natural which is great; I think its exactly what you need. Response by Interviewee: I was nervous to like say that like the coursework is intimidating to me, because like I feel like my GPA is not as high as everyone elses and Im afraid that like I have to like explain the D on my transcript and stuff like that. So I didnt know if it would work against me to be like, Yeah, I mean, classes scare me. But thats the truth. Response by Interviewer: Theres something in your answer that you said that made me feel good about it. It was I cant remember how you phrased it, but it was very decisive in terms of like I will get through it. So you spoke in a way that was like you werent doubting your ability to do it. It was excellent. You might just throw in some things about classes that you did excel in, I mean, Im assuming there were definitely classes that you were great in, that youve done well. And they already know your GPA, right? So youve already done that part. Response by Interviewer: Im kind of a bit advocate of just being honest about it and saying, Im hesitant to say that I am intimated by the coursework. But I feel like I need to be honest and say this is a huge project to undergo, but Im very enthusiastic about it. Ive been a good student in the past and I know I can do it. You could kind of be honest like that if you felt like you needed to. Response by Interviewer: Yeah, I dont think its a bad answer but I do see what youre saying. I dont know, I dont feel like its a problem but I would hate to tell you that its fine and then it not be fine with other people. You know what I mean? I really respect and respond to honesty like that, but Response by Interviewee: Yeah, I guess I dont really know what my other answer would be. I thought about like I dont know, supporting myself financially and like being in school, like thats real, but thats not really like practical for the interview. Response by Interviewer: Yeah, do you think itll be a difficult thing for you to move or go back to school full-time after being in the workforce for a while, those kinds of things? And they may not be like your ultimate challenge but Response by Interviewee: Yeah, maybe moving. I mean, like leaving my school, leaving my kids. Response by Interviewer: Yeah, there you go. You could So if you choose that instead, its a little bit of a safer answer but its probably still true. Response by Interviewer: But itll come across the same way I mean as genuine. You could Some tips for like talking about how youre going to acclimate to the environment would just be trying to build relationships with your classmates and with your instructors, trying to be a part of this will be involved in it rather than just to an observer or somebody whos there but not really dedicated and really inserting yourself into it. And then talking about the community and how you might be able to be involved in the community, finding your own place like coffee shop or your own your own places that are special to you and itll make you feel at home, so just some thoughts on how to If you decide to go a different way with it. Response by Interviewer: I really like the honesty in your answer though. Question by Interviewer: 9. Tell me why you feel that this program is the right fit for you and why you are the right fit for this program? Response by Interviewee: I feel that this program is really made for me and like will allow me to be successful because it has such a focus on team-based learning. It is really designed around discussion and application of knowledge and critical thinking. I mean, these are all things that like I've strived to have in my own classroom for years and I know how difficult it is to accomplish, but I also know how successful that can be for students. I mean, I can say firsthand how like the idea of flipping the classroom and having the students do a lot of the lifting and the learning ahead of time and during class as opposed to like assigning all this homework and things to do when there's no one there to collaborate with. I mean, it makes a big difference in terms of actual comprehension and the longevity of that knowledge. You're not just memorizing it for a test, you actually understand it, can apply it, and see the application of it in real-world situations. So for me that makes the m ost sense and I really wouldn't want to learn how to do this any other way. Analysis: Great. Its fantastic. Im trying to think if theres anything else. I mean, I think that being that specific is a nice thing, its very succinct and it shows whats really important to you. If there are other things that you If you get the sense that you should be talking more, like if they want a broader answer, talk about the things that they brag about themselves, the things that theyre excited about, and how youre excited about being a part of them too. But I think thats great. Question by Interviewer: 10. If you were not accepted into our program what do you think the reason would be? Response by Interviewee:I think it would be because perhaps on paper academically I'm not as competitive as I am with some other applicants that perhaps studied harder or were more passionate in undergrad, and had more direction than I did. I think I'm kind of a late bloomer when it comes to that, but all I've done since I've graduated from college was thought about breaking into medicine, how I'll do it, how I can be a better student. I mean, even though I'm not a student now I'm in the classroom every single day of my life and I teach kids how to study better and I teach kids the emphasis on having goals and on having forethought and chasing after things that maybe they don't think are possible for them. So on paper academically my past doesn't really speak to the knowledge that I have now and the drive that I think I'm capable of showing. But if I weren't accepted it would probably be for an objective reason like that. Analysis: Such a fantastic answer, Lily. You have to follow up with me and tell me when you get in, because basically I just cant imagine that youre not going to. I think youre a great candidate for this. Your answers are so great. Theres nothing that I could tell you to improve that, its perfect. It was poetic almost with being in the classroom every day and motivating the kids, I think its great. Response by Interviewee: Okay, awesome. Thanks. Sometimes I feel like I steer away from the question just to like say other stuff, but I think thats the stuff that they want to hear anyways, even if thats not really what theyre asking.Or maybe not, like in that question I wasnt just saying why, I was also like bragging about all these things that I do every day and like how I would be better or like You know what I mean? Response by Interviewer: Yeah, I think I mean, it all made sense to me, like explaining, Okay, maybe my grades dont stack up, but heres how Ive been focusing on grades basically and academic performance here, even if its not your own, so to me it made you made perfect sense. Question by Interviewer: 11. Tell me about a time that you surprised yourself Response by Interviewee: I think I'm really surprised myself when I was accepted into Teach for America. I kind of entered the process on a whim because I wasn't really ready to make the decision about graduate school, and I didn't know what my next step was going to be after college. And I also didn't realize how passionate I was going to be about serving people who were less privileged and marginalized from the standpoint of being a science teacher. And it was really through the very short application process that I very quickly realized that that's something I'm actually really passionate about. And it even became clear to me as I was in the interview, and I was talking about ... sort of being asked these provocative questions that the answers that I was giving surprised me. I mean, they were completely genuine but I didn't even realize the way I felt about some of these issues until they were presented right in front of me. So I was surprised that I had this sort of fervor towards something that I didn't really think about as much as I do now. And when I got in I was just as surprised that they recognized it in me, and I'm very grateful for it. Analysis: Awesome. Great job. Theres definitely no right or wrong answer to do that one. So yeah, its really nice. And I do love the fact that it ties into youre kind of mentioning for working in health care too, it really enforces that. Closing So that's all the questions I have. Do you have any questions for me about this process that we just went through, or do you want to run by probably the questions that you might ask in your interview? Response by Interviewee: Yeah, I was thinking about that. Like, well, I mean, I've really just been Googling stuff because I don't know, like I mean I think of certain things but I don't really want to just ask any old question. I think it should be a little bit thoughtful. So some things that I was looking at were like what ... Well, asking them like what sets your program apart from others. But I think I was thinking that question before I really kind of knew the answer for myself, so I don't know if that's necessary or if they feel like put on the spot by that. I don't know. Or like do you find that your graduates are more likely to work in a particular field, like just seeing the trajectory that people go on from this program. Or like what relationships do you have with clinical rotation sites? Response by Interviewer: I like that too. I think if you ask them about working in a particular field, the graduates, be prepared to answer that for yourself in case they follow up with you and want to know. Yeah, and I think your first question it might put them on the spot, it also might be a little ... Well, I mean, you know the program so well that it also might seem like an odd question just because ... Response by Interviewee: Like you don't know it or something, yeah. Response by Interviewer: Yeah. I don't think it'll put them on the spot because I'm sure people ask it, but there's probably a better question. Response by Interviewee: Yeah, I agree. Yeah, those were like my only two that I was like, "Okay, that's real. I actually wondered that." Response by Interviewer: Yeah, stick with the ones that are real for you because everything else about this interview has definitely been like you being very genuine, so that's the strongest part of your interview. You come across as just like 100% who you are. Response by Interviewee: Yeah, okay, cool. I feel really good about that. I mean, I'm nervous but I really just want to like get there and do it. Response by Interviewer: Yeah, you're going to do well, I can tell. One quick thing that I did notice when you were talking a lot of times you aren't looking at the person, it could just be because of the video thing too, like it's hard to make eye contact with a video screen. But I did notice that a lot, so it's totally fine to do that when you're collecting your thoughts, but just like if you catch yourself remember to focus back in. Response by Intrviewee: Yeah, no, that's like my thinking face. It's like ... Response by Interviewer: Yeah, that's all right. Yeah, so I think you're in really good shape, and I am really excited. I hope you follow up with me and let me know how it goes, because I'll be very curious. Response by Interviewee: Awesome. Yeah, I will let you know. This has been really fantastic and worth it for sure. So I'm really glad that I did this. Thanks so much for help, Sarah. Response by Interviewer: Yeah, definitely. Let me know if you have any other questions in the meantime, or if a question trips you up tomorrow and you want to talk about like how you could answer it better next time or something like that, just let me know, I'm happy to help. Response by Interviewee: Okay, that's great. All right, thanks so much. Response by Interviewer: Thanks, bye. Response by Interviewee: Bye. Thank you, Lily! I hope this interview with Lily Boyle will help you as you prepare for your very own PA school interview. Thank you, Lily, for sharing your interview with all of us here at The PA Life community! If you are interested in your very own mock PA school interview we are here to help. We offer 60 minute recorded live interviews, just like this one. Complete with feedback and suggestions for improvement,unlimited discounted follow-up interviews, and a privately recorded video of your interview that you can use to fine-tune your responses. Don't wait until interview day to face those tough and difficult to answer questions. We'll help guide you every step of the way so that come interview day, you know you are 100% prepared for whatever the admissions committee throws at you! Schedule a Mock Interview View all posts in this seriesMy PA School Interview: The Journey of a LifetimeThe Top 46 Physician Assistant Applicant Interview QuestionsUse this Interview Hack to Get The Physician Assistant Job of Your Dreams!The Physician Assistant Job or PA School Interview Email EtiquetteThe Physician Assistant Interview: Thank You and Follow-up (With Sample)A Look Inside Two PA School Interviews5 Things Ive Learned Going Into My Fourth Physician Assistant Application Cycle300 PA School Interview Questions You Should Be Ready to AnswerPA School Mock Interviews: Prepare With a Live, Recorded Video InterviewMock Physician Assistant School Interview With Taylor Hill Pre-PAMock PA School Interview With Pre-PA Lily BoyleMock PA School Interview With Pre-PA Kassidy AnthonyThe Interview That Got This Pre-PA Into 5 PA Schools101 PA School Applicants Answer: Whats Your Greatest Strength?Mastering Your PA School Interview: Tone Matters You may also like -PA School Mock Interviews: Prepare With a Live, Recorded Video Interview Why do you want to be a PA? We have helped 100's of PA school applicants just like you answer this question.We offer affordable, recorded online interviews with an unprecedented chance for self-critique. Our current PA school mock []The Top 46 Physician Assistant Applicant Interview Questions Physician Assistant school interviews are extremely challenging. Here is a comprehensive list of 46 high-frequency pa school interview questions that you are likely to encounter. This list of the "Top 46 Physician Assistant []300 PA School Interview Questions You Should Be Ready to AnswerSo, you have an upcoming PA school interview. Congratulations you're almost there. Now, of course, there is another hurdle to cross, and that is sounding as amazing as you appear to be on your CASPA application. This isnt hard []

My Experience With An Aural Learning Style - 864 Words

After taking the VARK Test, I was assessed as having an aural learning style overall, and somewhat of a visual style as well. With the Myers-Brigg Test, I was On the Multiple Intelligence Survey my three highest scores were in Verbal/Linguistic, Musical/Rhythmic, and Bodily/Kinesthetic. I was not surprised by any of these results and I have the perfect example to explain why these styles fit me so well. I learn best by hearing and listening. I have always been this way, and I am very music minded. I started playing guitar 8 years ago, I play a little piano, I write songs, and I sing. When it comes to guitar, I learn best by listening to a song over and over until I learn it. I do not read music; it just makes no sense to me. By having an aural learning style, I am able to skillfully play the guitar. In the last two months or so, in my spare time, I have begun to teach myself how to play piano. I am doing this by watching YouTube videos of other people playing. This is a bit different than how I play guitar. I can’t â€Å"hear† the piano and just pick it up. I have to see someone else playing the song I want to learn and watch their hand and the keys they are mashing over and over until I have it down. When it comes to school and studying, I am definitely more aural than visual. I learn best by recording myself reading my chapters and notes aloud and then listening to it while I am driving or working out. The more I hear it, the more I remember it, kind of like lyrics to a song.Show MoreRelatedExplore the different learning theories and learning styles Essay865 Words   |  4 PagesTrident University Explore the different learning theories and learning styles TUX101- The Trident University Experience 17 February 2013 Introduction For this case study assignment, I will be writing about what Visual, Aural, Read/write, and Kinesthetic (VARK) learning style or styles I have and how it relates to two different learning theories. 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Compare the Functionalist and Marxist Views on Social...

CRITICALLY COMPARE MARXISM AND FUNCTIONALISM IN THE WAY EACH PERSPECTIVE CONCEPTUALIZES THE PHENOMENON OF SOCIAL STRATIFICATION. Social stratification refers to the presence of distinct social groups which are ranked one above the other in terms of factors such as prestige and wealth (Haralambos Holborn, 2004). Those who belong to a particular group or stratum will have some awareness of common interests and a common identity. They also share a similar lifestyle which, to some extent, will distinguish them from members of other social strata (Lenski, 1984). Social stratification involves a hierarchy of social groups and they either enjoy or suffer the unequal distribution of rewards in†¦show more content†¦Davis and Moore therefore concluded that social stratification is a device by which societies ensure that the most important positions are conscientiously filled by the most qualified persons. They realized however that it was difficult to show which positions are functionally more important. Therefore they stated that the importance of a position may be measured by the degree to which a position i s functionally unique and also the degree to which other positions are dependent on the one in question. The Functionalist Theory of Social Stratification has been subjected to several important criticisms; the major opponent being Melvin Tumin. He questioned the adequacy of the measurement of the functional importance of positions as laid out by David and Moore. He disagreed with the view that the most highly rewarded positions are indeed the most important. He proposed that many occupations which afford little economic reward is vital to society. He therefore argued that the labor force of unskilled workmen in a factory were just as important as the labor force of engineers. 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Economics of the Revolutionary War Essay Example For Students

Economics of the Revolutionary War Essay After the end of the French and Indian War in 1763 the American people had taxes placed on them by the British. The British Parliament claimed that by placing the taxes they were defending the colonies for the Americans. During the twelve years following the war, the British enacted a numerous amount of taxes that allowed them to raise revenue from the American economy. This taxing of the American people hurt the American economy and started to push the American colonists toward an independence movement so they could have a free economy. Over the course of the twelve-year period there were six acts enacted to take money from the American economy. The Sugar Act of 1764 was the first act used by the British to channel revenue into Britain. The British specifically stated in the Sugar Act, a revenue be raised in your Majestys said dominions in America, for defraying the expenses of defending, protecting, and securing the same (The Sugar Act). This proves that the British were using this act just to raise revenue because they needed it to defray the cost of fighting against the French. The act forced tariffs on goods being imported into the colonies. Examples of these goods were sugar, molasses, foreign indigo, and coffee. This angered the colonists because they were depending heavily on trade with other colonies and countries outside of the North American continent. The colonists specifically stated in a petition from the Massachusetts House of Representatives to the House of Commons on November 3, 1764 that a prohibition will be prejudicial to many branches of its trade and will lessen the consumption of the manufactures of Britain (King, Peter. Petition from the Massachusetts). The American colonists saw the impacts this act would have on the economy of Massachusetts because it was causing economic problems. The trade of one item of commerce being stopped caused problems. A person who depended on it could no longer sell it after they imported it. This still happens in our economy today. An example of this today would be something like Pratt and Whitney closing down a plant; it hurts the rest of the community that once benefited from it. The biggest problem for America was trade with the French. The economy of fishermen started to suffer when the French stopped permitting fish to be carried by foreigners to any of their islands unless it be bartered of exchanged for molasses (King, Peter. Petition from the Massachusetts). Not being able to exchange fish for molasses caused the economy to suffer. The British stated that the colonies could only obtain molasses from British sources, which makes this suffering economy evident. The British not allowing fish to be traded with the colonies put the fishermen who depended on this as a livelihood out of business. This started to drive the colonists toward opposition against British involvement in North American affairs. The cause of this opposition was taxation, which was starting to hurt the economy. Another problem plaguing the economy of Britain was that the Americans continued to issue a large amount of paper bills. The British felt the effective way to halt the issuing of the bills was to put in place a Currency Act. They saw the paper money as greatly depreciating the value of debts that needed to be paid to his Majesty (The Currency Act). This policy angered the colonists because they already had an act in place to keep them from selling and buying goods at cheap prices. The colonists stated in a petition to the House of Commons, they will not be able to pay back their debts if they are not allowed to issue currency. This caused the colonists to become extremely nervous about being hurt economically from taxes being placed on them by a government who did not even know of the conditions in America. The Stamp Act of 1765 was the first direct tax placed on the goods being imported into the American Colonies. Just like the Sugar Act, the British Parliament enacted it to raise large amounts of revenue. The original Stamp Act document states, It taxed newspapers, almanacs, pamphlets, broadsides, legal documents, dice, and playing cards. .uad40ebc28031958c44dea576271c52e2 , .uad40ebc28031958c44dea576271c52e2 .postImageUrl , .uad40ebc28031958c44dea576271c52e2 .centered-text-area { min-height: 80px; position: relative; } .uad40ebc28031958c44dea576271c52e2 , .uad40ebc28031958c44dea576271c52e2:hover , .uad40ebc28031958c44dea576271c52e2:visited , .uad40ebc28031958c44dea576271c52e2:active { border:0!important; } .uad40ebc28031958c44dea576271c52e2 .clearfix:after { content: ""; display: table; clear: both; } .uad40ebc28031958c44dea576271c52e2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uad40ebc28031958c44dea576271c52e2:active , .uad40ebc28031958c44dea576271c52e2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uad40ebc28031958c44dea576271c52e2 .centered-text-area { width: 100%; position: relative ; } .uad40ebc28031958c44dea576271c52e2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uad40ebc28031958c44dea576271c52e2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uad40ebc28031958c44dea576271c52e2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uad40ebc28031958c44dea576271c52e2:hover .ctaButton { background-color: #34495E!important; } .uad40ebc28031958c44dea576271c52e2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uad40ebc28031958c44dea576271c52e2 .uad40ebc28031958c44dea576271c52e2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uad40ebc28031958c44dea576271c52e2:after { content: ""; display: block; clear: both; } READ: Dred scott Essay .