Essay on Workplace Violence - 1670 Words

According to the Bureau of Justice Statistics (BIS), workplace violence affects 1.7 million people each year. The Bureau of Labor Statistics’ Census of Fatal Occupational Injuries (CFOI) reported 11,613 workplace homicide victims between 1992 and 2006. Averaging just under 800 homicides per year, the largest number of homicides in one year occurred in 1994, while the lowest number occurred in 2006 (CDC). This has become a serious concern and companies now have to take a stand to protect their employees as well as the organization. Workplace violence can have a damaging effect on a company. A company can suffer serious implications if they don’t introduce policies in the workplace that protect employees from becoming a target. Families†¦show more content†¦When someone is pushed against a wall, the potential to detonate is high. Everyone have their limits; however, this does not validate the right to go around shooting and killing people. Even though there are times that the burden might seem too hard to bear, there are always other avenues to consider. Sometimes there are fundamental issues that might affect individuals that cause them to ignite. The existing state of the economy has definitely affected people in a negative manner. There have been a considerable amount of lay-offs due to the current recession. This in itself can affect someone’s state of mind and cause them to retaliate against a company. People are at their boiling points and have no outlet or means of income. Financial or emotional stress can limit a person’s ability to deal with problems. Every day we are informed of the rise in unemployment and the inability to get jobs. Dissatisfied employee’s may return to his or her former place of employment after being terminated and commit murder or some other violent act. A number of these employees are upset because they have no job, finances, or means of income to support their loved ones. Some may ask c an you blame them. This type of violence is displayed daily. A perfect example of this type of violence occurred at a Publix store in March 2010. A supermarket meat cutter was shot and killed in his car outside the store by aShow MoreRelatedWorkplace Violence And The Workplace2844 Words   |  12 PagesWorkplace Violence statics across the United States of America have been on a steady rise each year since the early 1990’s. Reports have consistently shown in recent years that than an average of 500 homicides and 1.5 million assaults occur each year in America, in the workplace. With those types of statics on the rise in America it’s clear that a Workplace Violence Program is essential to the health, welfare, safety, and security of our employees in the workplace. When enacting a Workplace ViolenceRead MoreWorkplace Violence And The Workplace1145 Words   |  5 PagesWorkplace violence definition OSHA Fact Sheet (2012) states â€Å" workplace violence is a violence or the threat of violence against workers† (p.1). Workplace violence causes serious harm to employees or homicide that can lead to deaths. Act in any kind of shapes and forms such as: physical threat, threatening behavior, intention of assault and battery, verbal abuse, beating, stabbing, rape, shooting, being followed, psychological trauma, suicide, treat or obscene phone call/text, intimidation. WorkplaceRead MoreWorkplace Violence1735 Words   |  7 PagesWorkplace violence is present in every nook and cranny of corporate America, affecting millions of Americans every year. Workplace violence is defined by the Occupational Safety Health Administration, OSHA, as any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site. It ranges from threats and verbal abuse to physical assaults and even homicide. In 2011, there were over 2 two million reports and claims of workplaceRead MoreWorkplace Violence And The Workplace1396 Words   |  6 PagesWorkplace violence Workplace violence can be any act of physical violence, threats of physical violence, harassment, intimidation, or other threatening, disruptive behavior that occurs at the work site. Workplace violence can affect or involve employees, visitors, contractors, and other non-Federal employees. A number of different actions in the work environment can trigger or cause workplace violence. It may even be the result of non-work-related situations such as domestic violence or â€Å"road rageRead MoreWorkplace Violence In The Workplace1071 Words   |  5 Pages INTRODUCTION: Violence in the workplace has become a major safety and health issue. Workplace violence is not limited to homicide. This type of violence includes behaviors and circumstances that threaten an employee s physical safety; such as: verbal threats, sexual or physical harassment, coercion, behavior changes, intimidation, stalking, telephone/email harassment, and history of aggression. â€Å"Workplace violence incidents have tripled in the last decade, and it is now the fastest-growing categoryRead MoreWorkplace Violence10377 Words   |  42 PagesUNLV Theses/Dissertations/Professional Papers/Capstones 5-1-2002 Workplace violence: A case study Robert F. White University of Nevada, Las Vegas Repository Citation White, Robert F., Workplace violence: A case study (2002). UNLV Theses/Dissertations/Professional Papers/Capstones. Paper 522. http://digitalscholarship.unlv.edu/thesesdissertations/522 This Capstone is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses/Read MoreWorkplace Violence And Its Effects On The Workplace834 Words   |  4 Pagesspecialists, medical attendants and assistants who manage psychiatric patients; individuals from crisis restorative reaction groups; and doctor s facility workers working in confirmations, crisis rooms, and emergency or intense consideration unit. This is violence committed by an aggressor who either gets administrations from or is under the custodial supervision of the influenced work environment or the casualty. The aggressors can be present or previous clients or customers, for example, travelers, patientsRead MoreWorkplace Violence2432 Words   |  10 PagesWORKPLACE VIOLENCE: A FORCE OF OVERALL CONCERN Adell Newman-Lee Criminology-CJ102-D04 December 3, 2003 THESIS: WORKPLACE AS IT RELATES TO CRIMINAL JUSTICE I INTRODUCTION: †¢ Crime and violence †¢ Workplace violence a major concern †¢ The three entities involved II STATISTICS †¢ The Bureau of Justice Statistics †¢ Statistics from 1992 to 1996 †¢ National Crime Victimization Survey and The Bureau of Labor Statistic III WORKPLACE VIOLENCE A LAW ENFORCEMENT ISSUE †¢ Responsibility of Law EnforcementRead More Workplace Violence Essay1030 Words   |  5 PagesWorkplace Violence Workplace violence is a phenomenon that is now widely recognized as a social problem, which impacts all organizations. According to Department of Justice statistics for 1995, 21% of all violent crime occurred while the victim was either at work or traveling to or from work. Workplace Violence accounted for more than two (2) million violent Crimes annually from 1992-1997 (Kaufer 1-2). In this research paper I will provide an overview of workplace violenceRead MoreEssay on Workplace Violence620 Words   |  3 PagesWorkplace Violence Workplace violence can be defined as any action that can threaten the safety of an employee, impact the employees psychological or physical well being, or cause damage to a companys property. Workplace violence is not often talked about, but it does kill people. In the last decade it has become one of the leading causes of deaths in the workplace. The University

Teaching as an Act of Love - 1097 Words

Antonia Darder. Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Our Work. Summary: Antonia Darder presents a portrait of why Freire’s work as an educator was so influential in creating an understanding of education as an art. Teaching truly became an art when educators like Freire began to understand the importance of education in the movement of social change. The presence of love in the classroom, the type of love that is lively, forceful, challenging, and inspiring was the type of love that Darder thought was a lasting influence that Freire had on the field. She emphasized the conviction that Freire held in liberating students through education, he believed in the humanizing aspects of†¦show more content†¦The tone of most of the readings thus far has been negative and has made me feel pessimistic about the future of the educational system. The issues that our reading assignments have discussed seem to run so deep in our social consciousness that there is little hope in reversing the trends of social inequality. This fear makes becoming a teacher seem dismal; if all we have to hold onto on our road to teaching is the notion that the patterns of inequality are getting worse and the elites are becoming more powerful how are we as teachers supposed to do anything at all to help our students and ourselves. I enjoyed this weeks reading selections because it brought a defining focus upon the fear that teachers experience and gave a bit of advice on how to use the fear as a powerful force. I believe that the fear that Freire spoke of is one that is shared by many educators. It is a fear that does not diminish with time or experience, on the contrary, it eats at you as you plan your lessons, as you teach your students, and it goes home with you and stays with you outside of the classroom. Freire’s thoughts on the ability of the educator to channel the fear of being fired or being targeted as a radical into a powerful force was inspiring. It was great how he took something negative and turned it into a tool that can be used in a positive way, he encouraged educators to talk about it andShow MoreRelatedThe Crusades Were A Chain Of Military And Religious Campaigns1003 Words   |  5 Pagesinspired people in 1095 in Clermont, France to become part of the Crusades by promising them the forgiveness of sins to those who joined the First Crusade and seeing that these people commit their property and themselves to the Crusades out of the love of God and their neighbor. In 1095, the Christians commence an attack on Jerusalem to fight the pagans and protect the other Christians. 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Development of Dance and Music in the Philippines free essay sample

Back then, the alphabet used was different and were similar to the Malay-Polynesian alphabet which we called Alabama. Written works however did not last long because the Spanish Friars burned them believing that they were works of the devil or that were stored because they were written in perishable materials like the barks of trees, dried leaves and bamboo cylinders. Those that survived are in oral form such as our folk songs. The Spaniards tried to prove that our ancestors were really fond of poetry, songs, stories, riddles and proverbs which we still enjoy until today and which serve to show descendants the true Filipino culture.Pre-Spanish literature is characterized by Legends, Folk tales, Epics, Folk Songs, and Epigrams/Riddles/Chants/Proverbs Sayings. Spar-shish period (1565-1872) At this regime, Philippine literature started to thrived at Governor-General Miguel Lopez De Legalizes reign. Due to three centuries of colonization, several changes were influenced by the Spaniards: 1. Alabama, the 1st Filipino alphabet, was changed to Roman alphabet 2. Basis of religious practices was the teaching of Christian Doctrine 3. Spanish language was infused with Filipino language 4.Assimilation of European legends traditions to our own 5. Translation of ancient literature to our dialects 6. Printing of Filipino grammar books 7. Periodicals gained a religious tone. The first books published were Nag Doctrine Christiana, Muenster Senora del Rosaries, Libra De Los Actuator Postmasters De Hombre, Nag Barilla at Josephus, The Passion, Urbana at Felines and Nag Mega Dalai Kay Maria. Several Literary compositions in this period were Rate y Reggae De la Language Tag by FRR. Balances De San Jose, Compendia De la Language Tag by FRR.Gasper De San Augustan and Vocabulary De la Language Tag by FRR. Pedro De San Buenaventura. Period of Enlightenment (1872-1898) After being passive under Spanish rule for 3 centuries, the Filipino spirit awakened when the 3 well known priests Gomez, Burros, Somoza ? were guillotined without enough evidence and the Spaniards werent able to strain the rebellion. The rebellion was divided in 2 efforts: The Propaganda Movement (1872-1896) and period of Active Revolution (1896-1898). The Propaganda Movement were leaded by intellectual middle-class people like our National Hero Dry.Jose Racial, Marcelo del Pillar, and Gracing Lopez Jean, and its members were Antonio Ulna, Marino Pence, Jose Ma. Panamanian, Pedro Pattern etc. The objectives of this movement were to seek reforms and changes for the liberation and equity of Filipinos through their literary works. The most famous works of these people that stirred the Filipinos were Noel Me Teenager, II Filibusterers, Mi Ultimo Adios, A La Juvenile Filipino, Paging As Attenuating Lap, La Sobering En Philippians, Nag Fray Bottom, En och Buena, Sober Filipinos, A Mi Madder, and Nag Lapping Tinnitus. However, the petitions made by the propaganda movement were ignored and fell on deaf ears that this action led to the revolution leaded by Andrea Boniface, Emilio Action, and Application Mamboing, whose members were Jose Palm, Poi Valuable, etc. Though its true that the group used weapons against the colonizers, they also contributed several literary works such as Pigtail as Attenuating Lap, Sartorial Eng Justinian, and As Banyan Filipino. American Regime (1898-1941 ) After the Spaniards were defeated, peace movements started as early as 1900. Filipinos started writing again and nationalism remains undisturbed.During this period, writers went into all forms of literature like news reporting, poetry, stories, plays, essays, novels, etc. Their writing clearly depicted patriotism and longing for independence. In addition, 3 group of writers were formed Spanish, Toga, and English. Though they differ in methods of reporting, they share the same ideas and spirit. The Spanish writers wrote on nationalism like in honoring Filipino heroes. Toga writers went on and on in their lamentations on the conditions Of the country and their attempts to arouse love for ones native tongue.English writers just imitated the themes and methods of the Americans. Also, this regime was divided into three periods. The First Period was of Re-orientation (1898-1910). Not much was produced during this period and was not much of literary worth. Writers were still adjusting from the idea of democracy freedom of ideas and speech, the new phraseology of English language and standards of English literary style. They had to learn direct expression conditioned by direct thinking, sentence constructions, sounds speech in English. They had to abandon sentimentality and floridly of language for the more direct and precise English language.Also, English becomes the official medium of instruction for all public schools. The Philippine Free Press was founded in 1905 and College Folio begun its publication. The Second Period was of Imitations (1910-1924). The UP College Folio was the pioneers in short English story and poetry writing. They were more into imitating American and British oodles which resulted in a stiff, synthetic and unnatural style, lacking vigor and naturalness. Writers of this folio included Fernando Miramar, Juan F. Salary, Jose M. Hernandez, Vaccine del Iffier, Francisco Autonomous, Maxima Kali, Vidal A. Tan, Francisco M. Africa, and Victorian Yeoman.In addition, the Philippine Herald began its publication in 1920. The Third Period was of Self-Discovery and Growth (1925-1941 By this time, Filipino writers had acquired the mastery of English writing. They now confidently and completely wrote on a lot of subjects although the old-time favorites of love and youth persisted. They also went into all forms of writing like the novel and drama. Furthermore, Philippine Book Guild and Philippine Writers ague was organized and the 1st Commonwealth Literary awards were given. Japanese period (1941-1945) The progression of Philippine literature halted during the Japanese invasion.All newspapers except for Tribune and the Philippine Review were stopped. Because of the strict prohibitions in English writing by the invaders, Toga literature experienced renewed attention. Even the weekly Alleyway was placed under strict supervision until it was managed by Japanese man named Ashier. In other words, Toga literature was given a break during this period. Many wrote plays (but dramas became lull and were simply translated versions of English plays), poems (3 types arise: Haiku, Tanana, and Garaging Annoy), short stories (its field expanded), etc. Topics and themes were often about life in the provinces.Philippine Literature in English experienced a dark period and those who dared to write did for propaganda. Writings that came out during this period were journalistic in nature and what literary output there was hardly negligible. Writers felt chained but slowly the permit of nationalism returned. While some continued to write, others waited for a better time to publish their works. Rebirth of Freedom (1946-1970) Writers had learned to express themselves more confidently but post-war problems beyond language and print-like economic stability, the threat of new ideas, and mortality had to be handled well together.There was proliferation of newspapers and it proved that there were more readers in English than vernaculars. Journalist became more radical. And as normality was restored, the tones and themes of writings turned to the less pressing problems of economic survival. Those who went abroad came back to publish their written works. It was noted that not all published books focused on war years but were simply compilations and second editions of what had been written before. Here are some works of this period: The Voice of the Veteran Twilight in Tokyo Passion Death of the SAFE For Freedom and Democracy Betrayal in the Philippines Seven Hills Away Most poems dealt with the usual love of nature and social political problems. Novel Short Stories became longer. Toga Literature was resurrected and mostly focused during the occupation of Japanese brutality, poverty, exploits, etc. Several literary-related organizations were formed and literary awards were launched I. E. The Planck Awards period of Activism (1970-1972) The patriotic youths became active and ask for changes in the government.They believe that the system is okay but the stationed people are not. But because of this, several of them were imprisoned along with other rebel writers. They truly were heroes. Many books aptly record and embody these times but many of these are not known to many and many of these writers still have to be interviewed. These led to the declaration of Martial Law in 1972. Campus newspapers were malodorous of rebellious emotions. They attacked the ills of society and politics. Any establishment became the symbol of the ills that had to be changed. Frustrations of youths were felt in churches and schools.Even those with authority who should be respected were thought to be hindrances to the changes sought by youths hence, they were targeted. The literature of the activist reached a point where they stated boldly what should be done to effect these changes. Some of theses who rallied to this revolutionary form of literature were Rolando Toni, Region Manganese, Free Abuse, ROI Alma, and Clement Battista. The forms of literature that led during this period were the essays, debates and poetry. The short stories, novels and plays were no different in style from those written before the onset Of activism.Some Of these were I Married a Newspaperman by Maria Ulna Lopez, The Modern Filipino Short Story by Patricia Enameled Cruz, Cross Currents in Afro-Asian Literature by Rustics D. Carpi, Brief Time to Love by Offline F. Almanac, and Medium Rare and Tell the People by Julie Yap Daze period of New society (1972-1981 ) Bilingual education which was initiated by the Board of National Education as early as 1 958 and continued up to the period of Martial Rule in September 1972, resulted in the deterioration of English in the different levels of education.The focus of education and culture were on problems of national identity, on re-orientation, renewed vigor and a firm resolve to carve to carry out plans and programs. The forms of literature that led during this period were the essays, debates and poetry. The short stories, like the novels and plays were no different in style from those written before the onset of activism. Books entitled The Modern Filipino Short Story(Patricia Enameled Cruz) and Brief Time to Love Offline Limbic) came out during this epoch. Erred Of The Third Republic (1981-1985) After the Martial Rule was lifted, people still seethed with rebel lion and protest from the previous oppression and suppression. Just because the rule was lifted, it doesnt mean people will be peaceful. The anger and hatred felt didnt dissipate immediately. It was even infrared when the late Benign S. Aquinas Jar. Was assassinated. The peoples idol and hope brutally murdered, who wouldnt feel mad? The aftermath was chaotic yet ironically, the people united and somehow brought change to our country.Such event was considered one of the major turning points in History. It should be noted that Philippine Literature retained its luster inspire of the numerous limitations. Also, the Planck Awards continued whether on time or delayed. Contemporary Period (1986) Finally, freedom became a reality won through peaceful, bloodless and God, blessed revolution. Through everyones effort, independence was blessed to them, true Republic of the Philippines. Several changes in literature during this period was evident: On Newspapers: buddy newspaper became opposition papers overnight (I. E.Bulletin Today The Inquirer) and enjoyed an overnight increase in circulation. Being free of restrictions, columnists became vocal and a bumper crop of young journalist emerged. The old stalwarts of the former dispensation came back with retaliation. Excluding tabloids, 19 local dailies, both English Toga, were in circulation by June 1986. On Books: Experiences during the Martial Law was documented and Philippine Literature is still progressing. Books that carry print and visual events of what occurred during the February Revolution were People Power (by Ammonia M. A. Mercado J. B.Router) and Banyan OK (Verities Publication Communications Foundation). Literary awards were continuously given like the National Book Awards in which in that period, Marjorie Persia (Daydreamers Selected Poems) and Dianna L. Eugenia (Await as Corridor: Philippine Metrical Romances) were awarded according to the choices made by the Manila Critics Circle. Also, Bookmark Manila 88 by Philippine Exhibit Company was held with the belief that requisition of knowledge not only enhances individual skills capabilities but more importantly, makes positive contributions to the nations development program.The flowering of Philippine literature in the various language continues as Filipino writers continue to write whether these are socially committed, gender/ethnic related or in personal intention. They became more conscious of their art with the proliferation of writers workshops here and abroad and the bulk of literature available to him via mass media including internet. With various literary awards, writers were encouraged to compete with peers and hope that their creative efforts will bore them rewards.With the new requirement by the SHED of teaching of Philippine Literature in all tertiary schools in the country emphasizing the caching of vernacular literature or literatures of the regions, the audience for Filipino writers is virtually assured. And, perhaps, a national literature finding its niche among the literatures of the world will not be far behind. Development of Philippine Music The Filipinos are a musical nation is a fact. Their beautiful sentimental music is the result of their reaction to their physical and emotional environment.However, the Filipinos do not have sufficient authentic records of their forefathers invaluable writings because these were destroyed by con errors or accidentally lost through carelessness or ignorance. Also, one cannot tell exactly the characteristics of certain epochs of Philippine music because music may d evelop continuously over different periods of history regardless of historic circus instances. As musical people, Filipinos have a particular brand of music for every occasion. Our ascendants had their own collection of songs, dances, and instruments which exemplified their religious and social life.Songs of our ancestors were more of recitative but the melody exudes customs, traditions, and aspirations Of the people. Many Of these songs were sung by non- Christian tribes. Early Filipinos had songs for the various activities. According to Canonical and Aside, early Filipinos had: 1 . Ordinary songs (Dianna, tailwind) 2. Street songs (undulating, Juliann) 3. Sorrow (dalai, umbra) 4. Wedding (Inman) 5. Rowing (dissipating, clausal) 6. Lullaby (hell, hill, away, away) 7. Success (baling-skunking, deadpanning, Hillman, combination, datagram) 8. House (tinged) 9. General merrymaking (kali) 10.Counting (Uruguay) Several Instruments: 1) String a) Bucket/quitting/bigwigs Visalia guitar made from coconut shell b) Butting/geranium bamboo ties with hemps or banana fibers c) Kidnap/ tapir/haggling two-strip engaged elongated lute d) Lit bamboo violin e) Pas-inning/gulling/panting bamboo guitar f) Kara guitar used by Kara people in east coast of Mindanao g) Geranium bamboo bow h) Boonton violin/hogging/akin/sawdust/Armstrong I) Angrier violin 2) Wind a) Banks/Gleaned/Palatal four-hole made of mountain cane b) Tulsa/total flute with one hole for mouth and six holes for fingers c) Eyeballing/baling/ kipping nose flute d) Natty/subbing clarinet e) Sunday bamboo flute with coconut leaf trumpet attached to the lower end f) Papayas water whistle ) Pastor ? toy instrument made of leaf of the coconut or nip for small horn(turbot) h) Did-ideas pipe instrument I) Tambala ? trumpet made from horn 3) Percussion a) Saluting most primitive percussi on instrument still used b) Bank/bill bamboo musical instrument c) Sullies hollow wooden drum; rhythm instrument to mark the times of the dance d) Tug ? drum e) Luda drum f) Unguent drum g) Gangs kind of bronze gong h) Agglutinating set of graduated melody gongs extensively used I) Ganging ? 4 big narrow-lidded gongs j) Bandier single bronze gong k) Gabbing native xylophone used in Sulk ) Subbing Jews harp Spanish Period (1521-1898) Spaniards not only brought their own culture but also European influence which marked the beginning of the cultivation of music as a fine art in the Philippines. The Educational Decree of 1 863 was implemented and it provided for formal education for teachers where vocal music was one of the subjects to be taught. Because of this, Sacred Music was given importance because Christianity was the main goal of Spanish Colonization. Songs: a. Tactually is a melody depicting grief.It is best adapted to the reading/ singing of the Passion of our Lord dur ing the Holy Week. It is also sung in monotone. B. Palominos is a Song Of the blind asking for alms c. Augmenting is the oldest and most popular song among Christian Filipinos. It is a nocturnal song sung to the accompaniment of the violin/guitar. It expresses the history, character and tradition of the people. D. Await is a recitative written in 3/4 time and in minor key. It is set freely to verses about Philippine legendary hero. E. Ballista is a Visalia folksong with is a dance and song though mostly sung. It is dived into 2 classes: Baling Mayor (derived from the graceful French slow waltz) and Ballista Minor (characteristically a Visalia love song). F.Kinsman comes from the words Gung Hindi man. It is a Toga love song whose rhythmic figure is derived from the lively Spanish bolero a typical 3/4 waltz. Also, it is the favorite of serenades. Games: Duple is an impromptu competition in which the loser recites a poem, a sort of entertainment to console the relatives of the deceased. Philippine Folk Dances: There are more than 1 75 folk dances in the Philippine which have remained unchanged through the years. Because Filipinos enjoyed European dances particularly fandango, curaà §ao, tango, separated and the stately rigatoni, mom of these folk dances were modified to meet the need for change as modernization demands.These dances reflect almost all aspects of the peoples lives: religious, occupational, entertainment, recreational, courtship, marriage, baptism and even war. According to Mrs. . Lucre Lustful, Philippine indigenous music can be divided into three distinct groups: The Randall The instruments of Muslim Filipinos (assortment of brass instruments) The instruments of the mountain region tribes (I. E. Gong flute, drums) Early Philippine Theatre: There were various native stage presentations Filipinos enjoyed during the Spanish period. The most popular vernacular presentations were the moor- moor, carillon and Surreal. During occasions of town fiestas, performers used provisional stage of nip and bamboo. Later, huge theatre bodegas with pyramidal roofs such as those seen over cockpits appeared. The Moor-moor depicts the battle between Christians Muslims, the adaptations of legends about knight-errants princesses, the triumphant entry/exit of the conqueror and the downfall of the vanquished accompanied by Spanish music. The Carillon is a shadow play using puppets made from cardboard skillfully manipulated by a narrator behind the screen. The themes are usually derived from the libretto from Don Quixote, Bubby Eng Mall an Pinioning Histories and Don Juan Tenor. The Surreal are improvised plots by comedians using comic, tragic, fantastic, melodramatic, or a combination of all. It does not have a definite form. Singing was free and imaginative. Performers make extemporaneous comments. At times, the audience swapped comments with the artists. It is said that Surreal originated from Pangaea hence, they are the best.Before the birth of talkies and television, reseals used to be the most popular form of entertainment especially during the barrio fiesta. The Bamboo Organ of Lass Paisa: The man who conceived the idea of building the bamboo organ was a young Spanish priest of the Augustine Recollect order, FRR. Diego Care deal Virgin del Carmen. Due to low funds, he along with the village craftsmen created the Bamboo Organ and was credited for it. The organ has undergone repairs in several years. It is the oldest and most unique musical instrument for its durability is unsurpassed for having lasted more than 160 years compared to most organs of only 15 years.American Period (1898-1941 ) The first known law affecting the Philippine Public School System was Article 74 of the Philippine commission which provided formal training for teachers. The American Educational systems have greatly influenced the Philippine system of musical education with the treatment of music as part of a broad pattern of liberal education. American textbooks and song books were used. The radio, phonograph, and movies helped disseminate world culture. American singing through jazz invaded the country. Nevertheless, the spirit of nationalism triggered by the Spanish revolution, pushed Filipino composers o use the native folk songs for their thematic materials. With the establishment of conservatories (school for special instruction in music), formal education in music started.Under a program of specialization was the training program for professionals which produced music specialist such as performer, composer, transcriber, conductor, researcher, musicologist, arranger, theorist, essayist, and critic. Philippine Opera: It was believed that Philippine Opera evolved from the Surreal. And because of the various opera companies engaged in the production of Surreal, Manila was dubbed Italy of the Orient Japanese Occupation Period (1942-1945) This was the darkest epoch in the history of the Philippines. The Japanese wanted only Oriental ways for the people. This gave the Filipinos no other choice but to revert to their traditional ways of entertainment ? opera, musical plays and drama although a few appreciated Japanese music. Post Liberation Period (1945-1946) The Filipino is a lover of music. Music is as important as the air he breaths.He finds adequate expression of his feelings through singing, moving, creating, playing an instrument, and just listening. The reawakening of interest in diversified forms of culture is manifested in the proliferation of ensembles, vocal and instrumental not only in schools but also in churches, government and private offices, communities and within the family. Not only the gifted in institutions get involved but even the out of school youth has his share of participation. The peoples patrimony of the country caused the use of native instruments through Randall, a favorite performing string ensemble in all public schools, private institutions, government offices, and other musically interested groups.

Negotiation Skills

It is likely for human beings to be involved in conflicts at one point or the other in their lifetime. How do we address these disputes? The more we grow and mature, the more we learn how to share, compromise and suspend the fulfillment of our needs. This can be in form of a disturbance from a dog barking in your neighbor’s home or hanging tree branch.Advertising We will write a custom essay sample on Negotiation Skills specifically for you for only $16.05 $11/page Learn More Either way, we are tempted to turn to reason as a means to solve our differences. This reasoning often has its limit of logic resulting to an unfulfilled solution. Even though this is a way of providing a solution to the problem, it does not involve getting our needs met. In other cases, we may require the skills of others to assist in resolving our conflicts through such methods like arbitration and mediation. Needless to say, these are methods that are very expensive to the pockets of the parties involved with the end result being a probable annoyance before the dispute is settled. At this point, the link between the parties involved is so much negatively affected that the effect of the process may be worse than the pre-existing stalemate (HBSP, 2005). In order to not only meet our needs but also sustain our relationships, negotiation is the preferred method of reaching agreements. When the exchanges we have with the other party are friendly, we may not even realize that we are negotiating in an attempt to solve our everyday problems . One of the areas in which negotiations have proved very useful is in the employment relations. Indeed, employment relations were a fertile ground for the early development of negotiations theory especially in unionized settings . Negotiations in these settings are characterized by interaction between two clearly differentiated labor and management institutions each with clear sense of their best interests. Since the 197 0s, there have been changes in employment relations, therefore, necessitating new and different forms of labor negotiations. Many of the negotiations structures that have come up are analogous in nature. Nevertheless, they continue to play a key role in the transition from arms-length relations to more tightly coupled forms of economic and social relations.Advertising Looking for essay on business communication? Let's see if we can help you! Get your first paper with 15% OFF Learn More The big question is why negotiation is the preferred method to other methods of conflict resolution. What does one need to keep in mind when negotiating? How can one develop good negotiation skills? These are some of the questions that will be handled in this essay which bases its argument on the Kolb’s model. Regardless of whether we consciously realize it or not, our daily life is characterized by an almost endless array of negotiations. They range from simple tasks like the dec ision on what to cook for dinner to more sophisticated matters such as resolving a conflict with a customer or co-worker. It is obvious that negotiation is a skill or art that we must have in order to co-exist harmoniously with other people. Any successful negotiation goes beyond the restrictions of resolving conflict to include a small balance of meeting our needs while building strong connections with others. In order to understand what negotiation is, it is important to understand what it is not. If a boss in a company gives an order to a subordinate, the only choice that the latter has is to do it. This is not negotiation by all means. When an unfamiliar is brought in to make a decision between two warring sides via arbitration, the sides are legally bound to abide by the arbitrator’s decision. Once again, this is not negotiation. Another popular belief that has been held for long is that negotiation is a competitive game. This is quite wrong because when we negotiate, we do not compete with the aim of defeating the opponents. Instead, we aim to do the best we can for ourselves. In that case, for a negotiation to be termed as effective in its proper context, it should be viewed as a means of pursuing interests. Having looked at what negotiation is not, it is only fair now to embark on analyzing what it is. Negotiation can be viewed as a process that involves making joint decisions in a scenario where the involved parties have varied preferences. Simply put, it is a way of getting what you want when making decisions. A lot of literature exists on the definition, types and how to negotiate effectively. However for purposes of this essay, I have chosen to stick to this simple definition of the negotiation.Advertising We will write a custom essay sample on Negotiation Skills specifically for you for only $16.05 $11/page Learn More This is because it has the fundamentals of the process. Though the contexts in which the negot iation may take place differ, the underlying principle is that each party has to genuinely desire an agreement. If the agreement cannot be applied, this affects the whole process because the solutions arrived at should be likely (Menhert, 2008). There exist three major types of negotiations. These are the positional, principled and situational negotiations. Positional negotiation happens to be the traditional form of negotiation whereby the parties involved work under a command if they are in a position of no compromise; the whole process becomes unsuccessful . The process can only succeed if all aspects opposing positions are explored to find a middle ground. This strategy, as the name suggests, involves holding on to a fixed position of what you want and arguing for it irrespective of the underlying interests. A classic example to this is when a customer goes to a store to buy a certain commodity. He or she has the maximum amount that s/he is willing to pay while the vendor will s ell the item at a certain minimum price. The two sides will start with an extreme position but eventually, a compromise will be made. This type of negotiation has its short falls (F3fundit.com). One of the reasons that make positional negotiation an unlikely option in solving conflicts is because, as the process goes on, the parties involved become more and more inclined to their positions continually restating and holding them. This strong commitment to holding one’s position results to a lack of attention by both parties. Any agreement that will be reached will be a reflection of a mechanical splitting of the disparities between final positions instead of a solution well-crafted in meeting legal interests of the parties (F3fundit.com). This strategy is unlikely to result to a win-win outcome and therefore leads to bad feelings between the parties due to a dissatisfaction of one of the parties with the outcome. The second type of negotiation is often referred to as the †˜Harvard Model’, whereby the parties are encouraged to search for the basic principles supporting their positions. This process is mostly preferred by most of the specialists as it is full of creativity and a background of offering objectives rather than solutions.Advertising Looking for essay on business communication? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is a high chance of the process being successful because in contrast to positional bargaining, the parties involved possess a sense of achievement instead of loss (Vaux, 2011). Moreover, there is a high possibility of this strategy changing into positional negotiation or overcoming the whole issue if emotions are allowed to be the part of the process. The last type of negotiation is situational in nature, and it takes place when the two types discussed earlier go against the set guidelines. Compared to the others, it is more indirect since messages are relayed to a third party hence time consuming. Having explored the three basic types of negotiation that exist, the focus of the paper shifts to personal experience in acquiring. A number of issues will be addressed in this section. These include the whole experience of developing negotiations skills, what one should keep in mind while negotiating as well as lessons learnt from the complexity of the negotiation process. There is no doubt that human beings behave differently in different situations. That is why it may prove difficult to give a personal account of the negotiation process. However, the essay concentrates much on the essentials of the process and less of individual experience. This is because experiences rely heavily on outcomes whose nature is concrete, specific, quantifiable or measurable (Menhert, 2008). There is little one can do with the outcome to solve the issues at hand, after all. From my experience, I have succeeded in challenging a few myths surrounding negotiation. One of this is the popular belief that negotiation is unpredictable. This is not true. Negotiating behavior at least from my point of view-happens to fall into patterns that are recognizable, and that can be responded by sensible observers. When entering into any negotiation, the predictive power of knowing the workings of experienced negotiators should not be considered as useless . A classic example of this is to study how lawyers and attorneys argue their case. As such, because they are daily involved in solving conflicts in courtrooms, people may think that they are effective negotiators. However, this may not be the case because there are many factors that determine how effective a negotiation is. In an effort to know what makes an effective negotiation, it is important to understand the context in which negotiations are done determine the effectiveness of the process. On legal matters, for instance lawyers, effective negotiators may be viewed as those who get more money from their clients. Still on judicial matters, I also found out that an effective negotiator may be the one whose client is satisfied. Another observation was that for negotiation to be effective, both parties have to be satisfied. A number of people also suggested to me that effective negotiation is the one that beats the opponent by . That is why while studying the composition of an effective negotiation process, it is impor tant to consider the situation in which the negotiation is being held as well as the definition of effectiveness of the process. Effective negotiation is a learned personality but not a case of being in a particular career. There are many models that suggest the stages one has to follow in order to be an effective negotiator. There is no doubt that we all learn through different styles. Some people are auditory learners, others are visual. However for purposes of this essay, the model that will be highly valued is the Kolb model. Kolb (1984) identifies the learning process as knowledge creation by transforming experiences. He further adds that knowledge is a combination of what we experience and how we alter it. Why should negotiation be equated with learning? Are there any similarities between the two? In deed there exists a close link between the two concepts as shall be discussed. According to Kolb, learning has six characteristics. Just like negotiation, learning is best conside red as a process. The main focus in both is not on the outcomes but the means of arriving at them. In other words, the ends do not justify the means but the former do. Another characteristic that makes learning similar to negotiation is the fact that the two are continuous processes grounded in experience (Kolb, 1999). Indeed, conflict resolution is the sole duty of the negotiation process. Tension exists in the learning process and so does in negotiation. The decision is a trial to be conventional. Another characteristic existing in both learning and the negotiation process is the fact that they include exchanges between a person and the environment. For the case of negotiation, the environment is the other party on the negotiation table . Lastly, learning results from the transaction between social familiarity and personal understanding. These two requirements are also very important in the negotiation process. The above similarities point out that the negotiation process is very much related to the learning. It follows suit that the process and experience gained in acquiring negotiation skills is much similar to that of learning. As such, this essay will explore the Kolb’s model of learning and how it is related with the negotiation process. Before moving to extra details of the theory or rather the model, it is important to understand why the model is called the experiential learning model. The model is experiential because, it is based on pointer of what we experience but not our experimenting. Kolb argues that we learn and develop after we have experienced. This theory will prove very relevant when later in the essay I address its link with the negotiation process . David Kolb’s learning model is founded on two steps forming a quadrant. The first one is called the processing step. This deals with our approach to a task like our preference to learn by doing to watching. The other one is perception. This affects our emotional reactions on pre ference on adopting a certain style of learning say thinking or learning. The resultant matrix is composed of four phases that are very crucial for learning to be effective. It is crucial to establish that Kolb’s model is not only a learning style but also a program. Each of the stage is reflected in the learning process. The resultant cycle has four steps namely: feeling, watching, thinking and doing . By concrete experience, Kolb suggests that it is better to learn by feeling and being sensitive to other people’s feelings. We then relate the specific experiences to people. Under reflective observation or watching, he argues that we observe the environment from many perspectives before making a judgment and in order to look for the meaning of things. The thinking stage involves logic where one’s action on an idea is determined by the cognitive understanding of the situation at hand. The last stage is that of active experimentation or doing . This is the ability to do things through impartation on others and events via our actions. It also includes risk taking. Although one may learn in any stage of the Kolb process, going through the four stages puts him or her in a more favorable condition depending on the prevailing circumstances. Kolb (1999) holds that the learning process is a context of people who move from the four stages and therefore for one to learn effectively, they should balance the stages. He also adds that concrete experience and abstract conceptualization are a reflection of right brain and left brain in that order. The four combinations of the Kolb model determine the learning style one prefers. This is because learning styles are not fixed qualities but instead they are a stable pattern of conduct grounded on a leaner’s background and experience. That is why learning styles are more of preferences than styles. Having looked at the Kolb’s model in detail, the big question now is how it can be applied in acqui ring negotiation skills. From a personal account, I have found the model very relevant. As a recap of an initial statement, negotiation is a process and so is learning. It is a skill acquired by following the four stages of the Kolb model of learning. The first stage involves concrete experience. In order to negotiate effectively, one has to learn from specific examples; these may be earlier encounters or the daily interactions with people. It is also important to be sensitive to the party’s feelings by being empathetic. Empathy will ensure that your relationship with the other party is not affected even after the process. This however does not imply that you become soft on them and lose your focus on meeting your interest in the bargain . The second step is that of reflective observation. For one to be an effective negotiator, he or she ought to be watchful. One has to address the issue causing disagreement from different perspectives before forging your bargain. This will p revent bringing into the process to rigid stands and ideas that may stall the whole thing. Under the abstract conceptualization stage, a negotiator has to logically analyze ideas and act only after he or she has intellectually understood the situation . One should not jump into conclusions before giving every opportunity for a middle ground a second thought. Lastly, under active experimentation, a negotiator should be in a position to influence the other party in order to reach a solution to a conflict. This should go to the extent of risk taking in the form of compromise in order to reach a satisfying solution to the tight spot the two sides are faced with. The four modes are therefore as important in learning as they are in acquiring negotiation skills. Based on the analysis of the Kolb model of learning and its relevance in the negotiation process, there are few lessons that an effective negotiator should keep in mind while on the negotiation table. The first thing is to analyze one’s position and define what they hope to achieve with the negotiations. The analysis should be done objectively. Just like your case, learn about the other side and what they too want to achieve. The more informed one is before the negotiations, the better prepared they will be before the process starts. A negotiator should also eliminate personal feelings. In any negotiation, it may be easy to let one’s personal opinion stall the process or become too emotional. One should learn to terminate the two tendencies, and instead employ a polite and professional conduct always. One should too be prepared to compromise. This does not mean that one should not stick to their guns. The idea is for one to know what they are willing to fight for and never let the need for striking a deal to push them to a compromise . Another thing to put in mind when negotiating especially in formal situations is to prove and authorize any agreement you make. In fact, it should be put in writi ng, indicate all the details and be signed by every party. To make the decision arrived at in a negotiation legal abiding, it may be necessary to notarize or have it looked by a lawyer. This confirmation of the agreement is prevention of future misunderstandings hence ensuring enactment of the agreement’s condition (Menhert, 2008). In conclusion, putting into consideration all the above points will place one in a favorable condition on the negotiation table . The Kolb’s learning model will, by all means, come in hand for anyone who endeavors to become an effective negotiator. However as noted earlier in this essay, it is important to note that the effectiveness of the negotiation process depends much on the nature of the conflict as well as definition of effectiveness. Nevertheless, the basic negotiation skills are extremely crucial in the contemporary world and every one should long to learn them. They should not be viewed as the duty of lawyers or human resource prof essionals. References list Asherman, A Asherman, S (2001), Negotiation source book (2nd ed.), Harvard: Amherst. Beauttah, A (2008), Major processes of negotiation, Prentice Hall: New Jersey. BM, C., Bray, M., Wairing, P., Cooper, R (2008), Employment relations: theory and practice, McGraw Hill: New York. Clevend, B (2006), Negotiation skills.,Cengage Learning: New York. Downs, L ( 2008), Negotiations skills training,ASTD East Petoria: Illinois. F3fundit.com (2011), The art of negotiation-Positional bargaining. Web. Harvard Business School Press (HBSP) (2005),The essentials of negotiation. Harvard University Press: Boston. Kolb , D (1984),Experiential learning: experience as the source of learning and development, Prentice Hall: Englewood Cliffs. Kolb, D (1999), The Kolb Learning Style Inventory (Version 3, ed.),Hay Group: Boston. Menhert, M (2008), Negotiation: Definition, types, manager’ issues in negotiation, cultural differences and the negotiation process, GRIN Verlag: Norderstedt. Vaux, R, eHow (2011), How to develop negotiation skills. Web. Walton, R. M (1989), Negotiating transformation: Bargaining lessons learned from the transformation of employment relations. Web. This essay on Negotiation Skills was written and submitted by user Callum Dejesus to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Referring to Decades in Spanish

Referring to Decades in Spanish How do you refer to decades (such as the 70s) in Spanish? The most common way to refer to the 70s would be los aà ±os 70 or los aà ±os setenta. Note that when the decade is written numerically, most writers do not precede it by an apostrophe as is usually done in English. (Doing so would usually be seen as an ill-advised imitation of English.)  The 70 forms and the setenta form appear to be used about equally, although the spelled-out version is more common in formal writing. Note that the number of the decade is not made plural. It is also fairly common to use a longer form, la dà ©cada de los setenta, which again is somewhat formal. The longer form also would normally be used when the century isnt clear from the context, as in la dà ©cada de 1870 or, less commonly, la dà ©cada de los 1870. The form la dà ©cada de los 1870s (note the s after the year) is very seldom used. It is possible to use phrases such as los setentas or los cincuentas alone to refer to the 70s and 50s, but it is probably not best to use that form unless you hear it being used by native speakers. Again, these can be seen as anglicisms. The word decenio is also used as a translation for decade. Thus it is possible to say el decenio de los setenta or el decenio de 1970. Decenio is more formal or literary than dà ©cada.

Complete List of Crucible Characters

Complete List of Crucible Characters SAT / ACT Prep Online Guides and Tips Who are The Crucible characters? What do they do and when do they show up in the play? Find out in this overview of the characters in Arthur Miller's The Crucible. In this article, I'll go over each of the Cruciblecharacters by name, pinpoint which act(s) each character appears in and/or is mentioned in, and briefly describe each character and what she/he does in The Crucible. Central Cast of The Crucible To start off with, I'll discuss the seven characters in The Crucible who are integral to the plot of the drama: John Proctor, Abigail Williams, Mary Warren, Giles Corey, Rebecca Nurse, Reverend Hale, and Elizabeth Proctor. For each of these characters, you'll get an overview of their relationships with other characters in the play, a short description of their personality, and a rundown of the actions they take throughout the play. John Proctor John Proctor is the central character whom the drama of The Crucible revolves around. This primacy is helped by the fact that he has relationships with many of the other characters in the play: Proctor is husband to Elizabeth Proctor, former (adulterous) lover of Abigail Williams, employer of Mary Warren, friend of Giles Corey and Francis Nurse (and by extension their wives), and not a fan (though not precisely an enemy) of Reverend Parris. Proctor is described by Miller as â€Å"respected and even feared in Salem,† having â€Å"a sharp and biting way with hypocrites† even though he â€Å"regards himself as a kind of a fraud† (p. 19) due to his affair with Abigail Williams. Act 1: We find out that Proctor had an affair with Abigail that he says he no longer wishes to continue. Proctor is skeptical of witchcraft and of Parris's claims of persecution and leaves shortly after Reverend Hale arrives at the Parris household. Act 2: Elizabeth and John discuss the events that have been happening in Salem; Elizabeth encourages John to tell the court what Abigail told him about the girls faking it, which triggers a discussion about John's affair with Abigail and his continuing guilt about it. Over the course of the act, Proctor becomes frightened of the power the girls have with their accusations, especially once his wife is arrested for witchcraft. Act 3: Proctor goes to court to fight the charges against his wife and dispute the veracity of the girls' claims; he eventually ends up being accused of witchcraft himself. Act 4: Tormented over whether or not to confess to witchcraft to save himself, Proctor ultimately ends up tearing up his signed confession and going to the gallows with what remains of his integrity intact. For a deeper exploration of John Proctor’s character traits and actions, read our character analysis of him. Abigail Williams Also Known As: Abby Williams Abigail is the niece of Reverend Parris and the cousin of Betty Parris. She also used to work as a servant with the Proctors, before she was sent away by Elizabeth Proctor for having an affair with Elizabeth's husband John. She is friends (or at least acquaintances) with Mercy Lewis and eventually becomes the ringleader of the "afflicted" girls (i.e. the girls who accuse people of being witches). Miller describes Abigail as "seventeen...a strikingly beautiful girl, an orphan, with an endless capacity for dissembling" (p. 8); in essence, he is calling her a pretty little liar. Act 1: Abigail is accused by her uncle of dancing in the woods (possibly naked) and of being soiled; she vehemently denies this, but when he leaves Betty wakes and accuses Abigail of drinking a potion to kill Elizabeth Proctor. Eventually, Abigail manages to get out of being punished by first accusing Tituba of forcing her to drink the potion and then appearing to confess her bewitching and accusing others of witchcraft. Act 2: We find out, first via Mary Warren and then via Ezekiel Cheever, that Abigail has accused Elizabeth Proctor of witchcraft. Act 3: Abigail is questioned about faking her symptoms and denounces it as a lie; she then leads the girls in a hysterical display against Mary Warren when Mary tries to discredit them and succeeds in influencing Mary to abandon her testimony. Act 4: We hear from her uncle, Reverend Parris, that Abigail has run off with Mercy Lewis and some of her uncle’s money. For more about Abigail Williams and her role in The Crucible, read our in-depth discussion of Abby, and our analysis of important Abigail Williams quotes. Me? Accuse someone of witchcraft so I could marry her husband and run off with my uncle's money when that didn't work out? Whyever would you think such a thing? Mary Warren Mary Warren is a servant to John and Elizabeth Proctor and part of the group of girls accusing people of witchcraft. Described by Miller as "seventeen, a subservient, naà ¯ve lonely girl" (p. 17), Mary is motivated both by her desire to be a part of "the great doings in the world" (p. 20) and her fears of getting in trouble (whether with Abigail or the Proctors). Act 1: Mary shows up at the Parris household to confer with Abigail and Mercy about what's going on (since they were all dancing in the woods the night before). Act 2: Mary arrives back at the Proctors' slightly more confident due to her role in the court; she brings Elizabeth a poppet she made and both the Proctors news of what has been happening in Salem and reveals that she managed to stave off one accusation of witchcraft against Elizabeth (although it turns out that after Mary left, Elizabeth was accused again). After Elizabeth is arrested and taken away, Mary is yelled at by John Proctor and told she has to testify in court about how she made the poppet, stuck a needle in it, and gave it to Elizabeth. Act 3: Mary is bullied by John Proctor into testifying how there is nothing supernatural occurring in Salem. This ends up backfiring when she is accused of sending her spirit to torment the girls; eventually, Mary accuses Proctor himself of being a witch and returns to the fold of accusers. Discover more about Mary Warren’s role in The Crucible with our character analysis of her. Giles Corey Giles Corey is husband to Martha Corey and friends with John Proctor and Francis Nurse. A cantankerous old man who has no problem suing even his friends for perceived insults, Giles is described by Miller as "a crank and a nuisance, but withal a deeply innocent and brave man" (p. 38). Act 1: Giles wanders into the Parris house to find out what’s going on. He tells Reverend Hale that he thinks it’s weird his wife Martha reads all the time and that whenever she reads, Giles has trouble praying (conveniently omitting the information that Giles has just started to go to church more regularly and so naturally would have difficulty remembering his prayers). Act 2: Giles comes to the Proctors’ house along with Francis Nurse to report that both their wives have been arrested for witchcraft; he asks Proctor’s advice for what to do Act 3: Giles storms into court to try to prove his wife isn’t a witch. He ends up being condemned for contempt of court when he won’t name the person who told him that Putnam’s daughter accused George Jacobs of being a witch in order to be able to purchase George Jacobs’ forfeited land. Act 4: We learn via Elizabeth Proctor that Giles was pressed to death (with stones on his chest) since he refused to answer the accusations against him one way or another so his property would stay in his family. For a more detailed discussion of Giles Corey and what happened to him, read our dedicated Giles Corey character analysis. Rebecca Nurse Also Known As: Goody Nurse Rebecca is married to Francis Nurse. She is friendly with everyone in Salem except for Ann Putnam, whose concerns over her daughter Ruth Rebecca kind of brushes off in Act 1. Act 1: Rebecca comes over to the Parris household and tries to calm everyone down, saying it’s probably just girls being girls and not anything supernatural. When it becomes clear that everyone else wants to go ahead with the investigation of possible witchy causes for the girls’ behavior, she departs. Act 2: The audience learns from Francis Nurse that Rebecca has been arrested for the murder of Ann Putnam’s seven children who died in infancy. Act 3: The audience learns via Hale that Rebecca has been found guilty of witchcraft in court (p. 80). Act 4: Rebecca is saddened to learn that John is going to confess to witchcraft, then uplifted when he decides not to; they both go to the gallows together. For more discussion of the function of Rebecca Nurse in the play, make sure to read our complete analysis of Rebecca Nurse in The Crucible The Crucible. Reverend John Hale Reverend Hale is an "expert" on witchcraft, called in from Beverly by Reverend Parris as a precautionary measure (in case Betty Parris's affliction is supernatural in nature). Described by Miller at the beginning of the play as "nearing forty, a tight-skinned, eager-eyed intellectual," (p. 30), Hale changes over the course of the play from an idealist who believes he has the power to root out the Devil to a disillusioned man who realizes he has added to a hysteria and caused the deaths of innocents. Act 1: Hale appears in response to Parris’s summons. Excited to use his specialized skills to hunt out the Devil, Hale ends up (inadvertently) pressuring Tituba into confessing until she names names. Act 2: Hale comes to the Proctors to check in on them, since he’s heard some disturbing things about them (John doesn’t go to church often, Elizabeth was accused of being a witch that day, etc); he quizzes John on his commandments and is upset/shocked to hear that the girls might be faking their fits and lying to the court. He seems conflicted (â€Å"in great pain†) but still unwilling to completely accept how thoroughly he’s screwed everything up (p. 68). Act 3: Hale ineffectually tries to stop the juggernaut he has set into motion; he now realizes that witchcraft isn’t as black and white as he thought because at least some of the accusations clearly stem from ulterior motivations and there's no evidence besides hearsay for convictions†¦but it’s too late. Storms off after Proctor is ordered to jail by Danforth (p. 1), denouncing the court and what it is doing. Act 4: Hale has returned to Salem to try to get the accused witches to confess and save their lives so he can feel less guilty/accumulate less blood on his hands. He does not succeed. Reverend Hale, by the end of The Crucible. Reykjavik statue/used under CC BY 2.0/Cropped from original. Elizabeth Proctor Elizabeth Proctor is married to John Proctor. Elizabeth dislikes Abigail Williams, likely due to the fact that John Proctor committed adultery with Abigail. While Miller does not give Elizabeth any specific stage direction descriptions they way he does with many of the other characters, we learn through various bits of dialogue that Elizabeth had been sick the previous winter (p. 61). Act 2: Elizabeth tries to urge her husband to go to town to tell everyone Abigail is a liar – first because it’s the right thing to do, then because she’s worried Abigail is going to accuse Elizabeth of being a witch in order to take her place in John’s life (and bed). She is disappointed that John met with Abigail alone and somehow failed to mention that detail to her, but is not allowed to defend herself because John’s internal guilt causes him to react angrily and volubly to her fears. Elizabeth accepts a poppet from Mary and tries to protect Mary from John’s wrath at Mary's having neglected her duties at home to go off to the court and accuse people of witchcraft. At the end of the act, Elizabeth is arrested and taken in after it’s revealed Abigail called her out as a witch (after Mary Warren and Hale left for the day) and she has that damning poppet with a needle stuck in it. Act 3: Elizabeth is brought into the court to confirm that Abigail Williams was dismissed from her position for sleeping with John Proctor, since John has boasted that Elizabeth never lies. In a crisis of faith, Elizabeth chooses to lie to protect her husband’s reputation; this unfortunately ends up having a negative effect as it undercuts John’s accusation that Abigail is accusing Elizabeth of being a witch in order to marry John. Act 4: Elizabeth is asked by Danforth and Hale to convince John to confess to save his life; instead, she basically just acts as a sounding board while John agonizes over what to do. She also tearfully confesses that John Proctor is the best and that she shouldn’t have judged him because only he can judge himself, and tells him that whatever he chooses is okay by her (p. 127): Do what you will. But let none be your judge. There be no higher judge under Heaven than Proctor is! Forgive me, forgive me, John- I never knew such goodness in the world! She covers her face, weeping. When Parris and Hale try to get Elizabeth to stop John after he’s torn up his confession and is on his way to the gallows, she does not, stating, â€Å"He have his goodness now. God forbid I take it from him!† (p. 134). Other Salem Residents in The Crucible Aside from the seven central Crucible characters listed above, there are also many other Salem residents who appear in this play. Whether they accuse others of being witches, are accused of being witches themselves, or are simply townspeople with an axe to grind against Reverend Parris, the characters below all contribute to move the action of the plot forward. Reverend Samuel Parris Reverend Parris is the father of Betty Parris, uncle of Abigail Williams, and minister of Salem. He is not portrayed in a positive light in this play, being described by Miller from the very beginning as someone who "cut a villainous path through history" who "believed he was being persecuted wherever he went." Through his actions and words, Parris "very little good to be said for him" (p. 3). Act 1: Parris is worried that Betty is sick, so he has called on Dr. Griggs for medical care and sent for Reverend Hale for spiritual care. He questions Abigail about her dancing in the woods with Betty and Tituba and discusses how he thinks there are people plotting against him and his fears about how people will perceive him if witchcraft is discovered under his roof. Act 3: Still self-important and petty, Parris accuses people who he perceives as a threat or who state they don't believe in witchcraft of lying or having "come to overthrow the court" (p. 82). Act 4: Parris asks Danforth and Hathorne to meet him in jail to discuss the dangers attendant on hanging well-respected members of the community like Rebecca Nurse and John Proctor. Parris explains that he and Hale have been praying with the convicted witches and hoping they'll confess; for Parris, this is because the people about to hang are influential and so their deaths might cause trouble for him. He also mentions that Abigail has disappeared and seems to have stolen his life savings, which prompts Danforth to call him "a brainless man" (p. 7). Parris also tells Danforth that he's been threatened as a result of his actions in the witch trials: â€Å"Tonight, when I open my door to leave my house – a dagger clattered to the ground† (p. 9), but Danforth does not seem to care. Betty Parris Betty is the ten-year-old daughter of Reverend Parris and cousin to Abigail Williams...and doesn't get much more of a character description/development than that. She is the third person in Salem to accuse people of witchcraft (after Tituba and Abby). Other than a brief time onstage in Act 3 (when she chants in unison with the rest of the witch-accusing girls), Betty is only onstage during the opening act of the play. During Act 1, Betty falls ill after dancing in the woods with Tituba and some of the other girls of the village (Abigail Williams, Mercy Lewis, Mary Warren, and Ruth Putnam). When she temporarily rouses from her stupor, Betty accuses Abigail of drinking a potion to kill Goody Proctor (p.18), before falling back into an inert state. Betty livens up again at the end of the act to chime in with her own hysterical accusations of witchcraft. Tituba In her forties, Tituba is Reverend Parris’s slave that he brought with him from Barbados. She is devoted to Betty (p. 7, p. 41) but possibly harbors some resentment against Parris that comes out in her "confession" of witchcraft (p. 44): TITUBA, in a fury: He say Mr. Parris must be kill! Mr. Parris no goodly man, Mr. Parris mean man and no gentle man, and he bid me rise out of my bed and cut your throat! They gasp. But I tell him â€Å"No! I don’t hate that man. I don’t want kill that man.† But he say, â€Å"You work for me, Tituba, and I make you free! I give you pretty dress to wear, and put you way high up in the air, and you gone fly back to Barbados!† Various townspeople (Abigail, Mrs. Putnam) seem to think that Tituba also can "conjure" spirits, which at some points it seems that Tituba herself may also believe ("Devil, him be pleasure-man in Barbados, him be singin’ and dancin’ in Barbados. It’s you folks – you riles him up ‘round here; it be too cold ‘round here for that old Boy. He freeze his soul in Massachusetts, but in Barbados he just as sweet...", p. 3). Act 1: Tituba tries to find out how "her beloved" Betty is doing, but Parris shoos her away; later, she is accused by Abigail of forcing the girls to do the Devil’s work. When pressured by Hale and Parris to confess and give the names of those who are abetting her, Tituba eventually does by naming Goody Good and Goody Osburn (the two women Putnam had previously suggested as witch candidates). Act 4: Tituba is in the jail with Sarah Good, acting as if she very much believes in the Devil. She and Goody Good are hustled out by Herrick to make way for the judges. Susanna Walcott Susanna works for Doctor Griggs and is described by Miller as "a little younger than Abigail, a nervous, hurried girl" (p. 8). Eventually, she joins in with Abigail, Betty, Mercy, and Mary as the "afflicted girls" who accuse others of witchcraft. Act 1: Susanna tells Reverend Parris that Doctor Griggs is concerned Betty’s illness is supernatural in origin (p. 9). Act 2: Susanna has become part of the group of accusers; is one of the people Mary Warren says would’ve witnessed Mary sewing the poppet in court (p. 72). Act 3: Susanna joins in with Abigail and Mercy in accusing Mary Warren of bewitching them via Mary’s bird-shaped spirit (p. 107). steve p2008/used under CC BY 2.0/Cropped from original. Mercy Lewis Mercy is a servant to the Putnams and seems to be the particular caretaker of Ruth. She also appears friendly with Abigail Williams (which makes sense, as they were dancing in the woods together) and contemptuous of Mary Warren. Mercy is described by Miller as "a fat, sly, merciless[get it, get it, because her name is MERCY yet she shows no mercy]girl of eighteen" (p. 16). Act 1: Mercy has come to the Parris house to find out what’s going on. She gets to confer with Abigail about getting their stories straight about what happened in the woods (since Mercy was apparently running around naked in the woods) before she's sent away to get Doctor Griggs for Ruth. Act 3: Mercy is one of the girls in court who accuses Mary Warren of bewitching them via Mary’s bird-shaped spirit (p. 106). Act 4: Parris says that he believes Mercy has run away with his niece, Abigail Williams (p. 6). Mrs. Ann Putnam Also Known As: Goody Putnam, Goody Ann Ann Putnam is wife to Thomas Putnam and the mother of the afflicted Ruth (who we never see onstage) and seven other dead children (who we also never see onstage - because they're dead). There appears to be some friction between her and Rebecca Nurse, possibly because Rebecca Nurse has many living children and grandchildren while Ann only has the one child; it also seems that Rebecca may have chided Ann in the past for not being up to snuff (p. 36): Let God blame me, not you, not you, Rebecca! I’ll not have you judging me any more! Miller further describes Ann as being â€Å"a twisted soul of forty-five, a death-ridden woman, haunted by dreams† (p. 12). So clearly the woman has some issues. Act 1: Ann comes to the Parris household to find out what’s going on and report that her daughter is being afflicted by something possibly supernatural. She knows that the cause of her daughter's illness is something supernatural because she sent her daughter to Tituba to find out (via supernatural means) who murdered Ann’s other seven children in infancy. Ann is ready and willing to believe any explanation for why her children died except that it was natural causes (understandable for a grieving mother). She seizes eagerly upon Tituba’s saying that Goody Osburn was a witch, saying, â€Å"I knew it! Goody Osburn were midwife to me three times. I begged you, Thomas, did I not? I begged him not to call Osburn because I feared her. My babies always shriveled in her hands!† (p. 44). Thomas Putnam Thomas Putnam is husband to Ann Putnam and father of the afflicted Ruth. Described by Miller as "a well-to-do, hard-handed landowner, near fifty" (p. 12) and "deeply embittered" with "a vindictive nature" (p. 14), Putnam has quarrels with nearly every major (male) character who appears onstage in this play. He dislikes Francis and Rebecca Nurse (since their family helped block Putnam’s candidate for minister), Reverend Parris (since he got the job instead of Putnam’s brother-in-law), John Proctor (because he is chopping down wood that Thomas Putnam believes rightfully belongs to him), and Giles Corey (because Corey accuses him of conspiring with his daughter Ruth to kill another man for his land). Act 1: Putnam urges Parris to investigate possible supernatural causes of Betty’s (and his daughter Ruth’s) ailments. Miller intimates (via stage directions) that Putnam doesn’t necessarily believe in witchcraft – he just is looking for a way to gain power and/or make Parris do something dumb that he can then exploit: â€Å"at the moment he is intent upon getting Parris, for whom he has only contempt, to move toward the abyss† (p. 14). Act 3: Putnam briefly shows up in court to say that Giles’ accusations against him are a lie (p.89). Francis Nurse Francis is the husband of accused witch Rebecca Nurse and friends with Giles Corey and John Proctor. Francis is described by Miller as "one of those men for whom both sides of the argument had to have respect," although "as he gradually paid for [the land he'd originally rented] and raised his social status, there were those who resented his rise" (p. 24). Basically, Francis is seen as a fair and upstanding citizen of Salem, although there are some who resent his social-climbing. Through one of Miller's character essays, we learn that Francis is part of the faction that opposed Thomas Putnam’s candidate for minister of Salem (p. 24), which led to bad feelings between the two families (that may have motivated the accusations of Rebecca as a witch). Act 2: Francis lets the Proctors know his wife’s in jail and charged with supernatural murder (p. 67). Act 3: Francis appears in court to present evidence of the girls’ fraud jointly with John Proctor and Giles Corey (p. 80); brings a petition signed by neighbors attesting to his wife’s good name that is then used by the court as a source for arrest warrants, much to Francis’s horror (p. 87) Sarah Good Also Known As: Goody Good The first woman to be accused of witchcraft in Salem, Sarah Good is described by Elizabeth Proctor as â€Å"Goody Good that sleeps in ditches† (p. 58). Act 1: Thomas Putnam floats her name as a possible witch (p. 43); Tituba then picks up on this priming and names her as a co-conspirator (p. 44), followed shortly by Abby (p. 45) Act 2: Mary Warren reports that Sarah Good confessed to attacking the girls supernaturally and so won’t hang; also, Sarah is pregnant at age 60. Act 4: The first (and only) time Sarah Good appears onstage is at the beginning of this act: she is hanging out with Tituba in the jail, acting a little crazy, and seeming to see the Devil. It's unclear whether she thinks the Devil is real or if she’s just playing along at this point because she doesn't have anything to lose and won't be hanged since she's confessed and is pregnant. The Court Officials Besides the general residents of Salem, The Crucible also has the characters involved in the â€Å"legal† part of the witch trials and the â€Å"justice† system. Ezekiel Cheever Cheever was originally an â€Å"honest tailor† (p. 69) but by the time of his appearance in the play (in Act 2) has become â€Å"a clerk of the court† (p. 68). Elizabeth that he "knows [John Proctor] well" (p. 50), but by the time of the trials it is clear that he is no longer held in quite as high esteem ("You'll burn for this, do you know it?", p. 69). Act 2: Cheever comes to arrest Elizabeth Proctor on orders from the court; he is convinced of her guilt when he finds a poppet with a needle stuck in it (p. 70), and isn't willing to believe other explanations for it, even though Mary Warren clearly states that she's the one who made the poppet and stuck the needle in it. Act 3: Cheever testifies about his experience with Goody Proctor and John Proctor in the previous Act (finding the poppet after Elizabeth denied keeping them, John ripping up the arrest warrant); though he prefaces his testimony with an apology to Proctor Marshal Herrick Herrick is the marshal for the court system in Salem, which is to say that he is the person sent to gather up prisoners, stop people from leaving the court and from attacking other people in the court, and lead convicted witches to be hanged. Act 2: Along with Cheever, Herrick comes to the Proctors' house to take Elizabeth Proctor away to the jail, as per orders of the court. Act 3: Herrick vouches for John Proctor’s character (p. 86) and acts as the arm of the court (he stops Proctor from attacking Abigail, stops Abigail from leaving when she’s accused of whorishness, and is asked to take Proctor and Corey to jail). Act 4: Herrick drunkenly clears Sarah Good and Tituba out of on cell of the jail to make way for the judges’ discussion with Parris and Hale. He also shepherds the prisoners (Elizabeth Proctor, John Proctor, and Rebecca Nurse) back and forth between the cells, the main room, and (ultimately) the gallows. Judge Hathorne Judge Hathorne is a Salem judge presiding over the witchcraft trials. Described by Miller in the stage directions as â€Å"a bitter, remorseless Salem judge† (p. 78), Hathorne lives up to that depiction in both word and deed – he shows no mercy to the accused witches or their families and is always willing to believe the worst of people. Judge Hathorne appears in Acts 3 and 4 of The Crucible. Act 3: Hathorne is very concerned with all civilians showing the proper respect to the court and the law (although he's less shrill about it than Parris is). Act 4: Hathorne comes to the jail to confer with Danforth; he is confused by and suspicious of why Hale is back, disapproves of Parris’s increasingly â€Å"unsteady† and wishy-washy demeanor (p. 5), and seems to think everyone is filled with â€Å"high satisfaction† (p. 7) at the hangings of the witches. Fun fact: The character of Judge Hathorne is based on the historical Hathorne who was so reviled that his descendant, author Nathaniel Hawthorne (The Scarlet Letter, House of the Seven Gables), changed the spelling of his last name to avoid being associated with him. Deputy Governor Danforth At the time of the events in the play, Danforth is the Deputy Governor of the entire Province (of Massachusetts). Danforth oversees all of the court proceedings in the play as the highest legal authority. He is described by Miller as "a grave man in his sixties, of some humor and sophistication that do not, however, interfere with an exact loyalty to his position and his cause" (p. 79). While no one in the play seems to like him, exactly, he does command respect from most of the characters, at least at first - as the play continues and it becomes clear that Danforth is more concerned about procedure than justice, characters (including Giles Corey and John Proctor) vocally display their loss of respect for Danforth. Act 3: The audience first sees Danforth in his position as the presiding court judge for the witch trials. Danforth is not swayed by emotion but is swayed by the girls’ demonstrations of witchcraft (perhaps because he can see it with his own eyes, feel their clammy skin, etc). The combination of his dispassionate questioning and his belief in witchcraft means that what logically follows is him ordering the arrests of everyone who signed the petition affirming the good characters of Rebecca Nurse and Martha Corey, holding Giles in contempt of court, and ordering Proctor’s arrest. Act 4: Danforth fills the audience in on what has been going on in Salem between Acts 3 and 4. He continues to lack detectable emotions and base his decisions on legality (e.g. it wouldn’t be fair to postpone the hangings of these witches because we already hanged others) instead of morality (we should avoid killing people unless absolutely necessary and unless all other avenues have been exhausted). When he senses that John Proctor might not be entirely aboveboard in his confession, he warns that if Proctor is lying about being a witch, then he can't stop Proctor from hanging; when Proctor rips up his confession, Danforth feels no qualms about sending him to the gallows (p. 134): Hang them high over the town! Who weeps for these, weeps for corruption! He sweeps out past them. Hopkins A guard at the Salem jail who helps Herrick clear Tituba and Goody Good out of the room to make way for Danforth in Act 4. Hopkins doesn’t even get a first name, and only has one line (p.3) - he's mostly there to announce Danforth's arrival. Unseen Characters in The Crucible There are several characters in The Crucible who don’t actually show up onstage but still play an important role in the play. In one case, a character actually has more lines from offstage (Martha Corey) than another character does onstage (Hopkins), while in other cases these offstage, unseen characters are used to move along the action of the play. Martha Corey Martha Corey is the (third) wife of Giles Corey, accused of witchcraft directly by Walcott (and indirectly by Giles himself). We learn through Francis Nurse that Martha Corey is highly thought of in town - or at least, she was until she was accused of witchcraft (p. 67): ...Martha Corey, there cannot be a woman closer yet to God than Martha. While Martha never appears onstage, she is mentioned in all four acts and has three offstage lines in Act 3. Act 1: Giles first brings up his suspicions that Martha's bookishness is somehow causing him to falter at his prayers (despite the fact that he only started regularly going to church when he married her, and so "it didn't take much to make him stumble over [his prayers]" (p. 38). Act 2: Giles reports that Martha's been taken away after Walcott accuses her of bewitching his pigs; Giles explains that he didn’t mean to imply his wife was a witch because she read books (even though that is absolutely what he implied). Act 3: Martha is heard from offstage being questioned by Judge Hathorne about witchcraft at the opening of the act; later, she is mentioned as being one of two accused witches who 91 people declared their good opinion of in a petition (p. 86-87). Act 4: Martha is mentioned as one of the accused witches Hale is trying to convince to confess; later, when John Proctor asks if Martha’s confessed, Elizabeth confirms that â€Å"[s]he will not† (p. 125). Ruth Putnam The only surviving child of Thomas and Ann Putnam, Ruth, like Betty Parris, shows signs of being bewitched. According to Ruth's parents, Ruth was sent by her mother to Tituba to figure out who supernaturally murdered Ruth's seven dead infant siblings; this is no doubt the reason why Ruth "never waked this morning, but her eyes open and she walks, and hears naught, sees naught, and cannot eat" (p. 13). While she never appears onstage, Ruth (and her strange illness) is used in absentia to corroborate the presence of some supernatural evil in Salem during Act 1. Ruth is only brought up again a couple of times during the rest of the play: in Act 3, the audience learns that Ruth is said to have accused George Jacobs of being a witch (p. 89), and that she is not in the court when John Proctor brings Mary Warren to confront the other girls (p. 94). Sarah Osburn Also Known As: Goody Osburn The name of Goody Osburn first comes up in Act 1, when she is suggested by Thomas Putnam as a possible witch (p. 43). This suggestion is then corroborated by the accusations of Tituba (p. 44) and Abigail Williams (p. 45). In Act 2, we learn that Good Osburn is the first witch to be condemned to hang in Salem (p. 54). We also learn that it's not all that surprising that someone would accuse Goody Osburn of being a witch, since she is â€Å"drunk and half-witted† (p.58). George Jacobs In the first act of The Crucible, George Jacobs is named as a witch by Betty Parris (p. 45). His name briefly comes up in Act 2 as the owner of a heifer John Proctor is thinking about buying for his wife (p. 48), but it is not until Act 3 that he becomes more important. In Act 3, Giles Corey alleges that he's heard that Ruth Putnam accused George Jacobs of witchcraft because convicted witches forfeit their property, and the only person who has enough money to buy up that property just so happens to be Ruth’s father, Thomas Putnam (p. 89): ...the day [Putnam's] daughter cried out on Jacobs, he said she’d given him a fair gift of land... The accusation that Ruth had basically handed her father George Jacobs' property by accusing him of witchcraft, however, is never brought to trial because Giles refuses to reveal the name of the person who told him about Putnam's words; therefore, George Jacobs becomes the indirect cause of Giles being arrested for contempt of court (and, ultimately, pressed to death). Bridget Bishop Also Known As: Goody Bishop Bridget Bishop is a tavern proprietor in Salem (p. 4) and is the first witch named by Abigail who wasn’t also named by Tituba (p. 45). Goody Bishop's main role inThe Crucible is as a contrast to Rebecca Nurse; to illustrate how the people hanged earlier in the play were of lower moral character than those set to hang during Act 4, Parris mentions how Bridget â€Å"lived three year with Bishop before she married him† (p. 7). Doctor Griggs Doctor Griggs is mentioned in Act 1 as the man Parris has consulted with to find out what’s wrong with Betty (p. 8) and in Act 2 as the man who confirms Sarah Good is pregnant (p. 56). He's also the employer of Susanna Walcott. Other People Mentioned in The Crucible In addition to all the characters who we've previously discussed, there are also several other people mentioned over the course of the play. Some of these names are useful to know because they give context to character relationships that shape how events unfold in The Crucible (for instance, James Bayley is the brother-in-law of Putnam who was passed over for minister of Salem due to opposition by other townspeople, including Francis Nurse, which causes bad blood between the two families). Some of the other names might be useful if your teacher asks you to list off people accused of witchcraft over the course of the play, or to list people who accused others of witchcraft. Whatever the reason, if you want a list of every name mentioned in The Crucible, we're here for you: see below for the nittiest-of-the-grittiest table of all the named people in The Crucible. Name Description Citation Mr. Collins Reports seeing Betty Parris flying. p. 12 Ingersoll Owns the barn over which Betty Parris is said to have flown. p. 12 James Bayley Brother-in-law of Thomas Putnam who was prevented from becoming minister of Salem by â€Å"a faction† (including Francis Nurse family). p. 13 John Putnam Brother of Thomas Putnam who helped Thomas jail George Burroughs. p. 14 George Burroughs Minister of Salem jailed for debts he didn’t owe by Thomas and John Putnam (possibly out of spite because Burroughs became minister where Bayley wasn’t able to) p. 14 Edward Putnam Signer of the first complaint against Rebecca Nurse; brother of Thomas Putnam. p. 25 Jonathan Putnam Signer of the first complaint against Rebecca Nurse; brother of Thomas Putnam. p. 25 Goody Howe Accused of being a witch by Betty Parris. p. 45 Martha Bellows Accused of being a witch by Betty Parris. p. 45 Goody Sibber Accused of being a witch by Abigail Williams. p. 45 Alice Barrow Accused of being a witch by Betty Parris. p. 45 Goody Hawkins Accused of being a witch by Abigail Williams. p. 46 Goody Bibber Accused of being a witch by Betty Parris. p. 46 Goody Booth Accused of being a witch by Abigail Williams. p. 46 Jonathan [Proctor] Son of Elizabeth and John Proctor. Is not the person who snared the rabbit eaten for dinner by John and Elizabeth in Act 2. p. 48 Walcott Father or other relative of Susanna Walcott. Accuses Martha Corey of witchcraft against his pigs. p. 68 Judge Stoughton Judge at the Salem witch trials. p. 86 Judge Sewall Judge at the Salem witch trials. p. 86 Mr. Lewis Father of Mercy Lewis; reports he thought his daughter was staying over with Abigail Williams for a night. p. 6 Isaac Ward Drunk Salem resident hanged as a witch; John Proctor is compared favorably to him. p. 7 Goody Ballard Named by Elizabeth Proctor as someone who confessed to being a witch. p. 124 Isaiah Goodkind Named by Elizabeth Proctor as someone who confessed to being a witch. p. 124 Common Discussion Topics for The Crucible Characters Now you know all about the characters in The Crucible. But what might you be asked about them? Here are some common essay questions/discussion topics about characters in The Crucible. Practice answering them for yourself to gain a deeper understanding of the play (even if your teachers don't end up asking you these specific questions). Choose a character who you think might represent a certain "type" of person. In your essay, argue which type of person this character represents. Use evidence from the play to support your claims. Be sure to explain why Arthur Miller might have chosen to have this character represent this type of person. Compare and contrast Elizabeth Proctor and Abigail Williams. How is each woman affected by her position in the Puritan theocracy of Salem? How do different characters serve as foils for each other (e.g. Elizabeth and Abigail, Hale and Danforth)? How do characters change throughout the play, namely John Proctor, Mary Warren, and Reverend Hale? How does John and Elizabeth Proctor’s relationship drive the play? Choose one character from The Crucible. Then, argue whether their actions throughout the drama are selfish or sacrificial. Are they heroic or villainous? Was Proctor’s decision not to confess foolish or noble? Is John Proctor a tragic hero? Is The Crucible as a whole a tragedy? How does John Proctor’s dilemma change over the course of the play? Can we fully blame Abigail for the events in the play? For more about how to write effectively about the characters of The Crucible, be sure to read our article on character analysis in The Crucible. What’s Next? Looking for specific character analyses from The Crucible? We’ve got detailed guides to John Proctor, Abigail Williams, Mary Warren, Giles Corey, and Rebecca Nurse on our blog. Want a rundown of the play's action? Then be sure to read our full plot summary of The Crucible. Are you wondering, â€Å"What themes does this play cover? Is McCarthyism somehow involved?† Find out with our discussions of The Crucible themes and McCarthyism in The Crucible! 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