Criticism of Action Research

Criticism of Action Research The use of action research in higher education is growing (Mertler, 2006). Action research involves a systematic inquiry wherein educators can utilize their knowledge as practitioners to change and improve educational practices (Kemmis, 2009; Craig, 2009). By systematically and intentionally studying problems within the educational community, they not only contribute to knowledge production but to meaningful reforms as well. Action research is defined as a reflective process of progressive problem solving led by individuals working with others in teams or as part of a community of practice to improve the way they address issues and solve problems (Riel, 2010). The aim of action research is to understand practice and to articulate a philosophy of practice which improves practice (McCutcheon Jung, as cited in Herr, Anderson, Herr, 2005). As a research design, action research is relatively new. Despite its recent popular application, there is still debate on where action research real ly falls as to its nature of inquiry (Ary, Jacobs, Razavieh Sorensen, 2009). Some research experts associate it more with the qualitative tradition, while others assert that its concrete application in research has showed that it relies more on quantitative inquiry (Burns, 2007). However, literature would suggest that action research possesses certain overall characteristics that are different from other research approaches. These are: Problem-solving is highlighted in the scientific study (Pine, 2008; Koshy, 2005; Methodological tools are not rigid and can be modified to suit the demands of the research situation (Cooke Cox, 2005); The research is process is cyclical (Schmuck, 2006; Riel, 2010); There is leaning toward practitioners as researchers (Mertler, 2006; Walter, 2009); No great attempts at objectivity are intended (Kock, 2005); The inquiry has a social dimension (Walter, 2009, IISD, 2010). What sets action research apart from other research approaches is its cyclical nature. This means that as a research method, it proceeds through a chain of steps repeatedly. Unlike traditional research, action research does not end upon the determination of findings and the formulation of conclusions on the contrary, this sparks a renewal of the research process. Hence, action research follows what Riel (2010) calls progressive problem solving (see Figure 1). In the entire research process, there could be multiple cycles and multiple foci of the study. In one research cycle, an action research proceeds in five general steps: 1. identifying an area of focus; 2. Developing an action plan; 3. collecting data; 4. analyzing and interpreting data; 5. reflecting (Herr, Anderson, Herr, 2005, p. 15). Beginning with the identification of the problem, the researcher/s come up with research questions and identifies the type of data needed. Types of data involved in action research can be quantitative or numerical, qualitative or descriptive, but usually both (Creswell, 2005). After data collection, the researcher/s interpret and analyze data. Conclusions are the drawn followed by a period of reflection which researchers engage in to be able come up with another plan of action to improve practice. This goes on until the problem identified is solved or objectives are met (Koshy, 2005). Another important characteristic of action research is that it is value-laden. It rejects neutrality and instead, situates its inquiry in a setting where there are conflicting values or power differentials. It challenges traditional notions of power and values and investigates a problem by analyzing day-to-day realities of the people or community involved. Still another important characteristic of action research is its reflexivity. Reflexivity is essential to action research because it aims to interrogate and examine received proposals for change or improvement by analyzing who benefits of actions implemented in the end (Craig, 2009). Since the foundation of action research by acknowledged pioneer Kurt Lewin, several approaches have emerged and albeit similar in purpose, differ in method and steps toward inquiry (Craig, 2009). Reviewed are three action research methodologies that have been used by researchers in higher education and other disciplines to come up with solutions to pressing problems: practical, participatory, and teacher action research. A discussion of advantages and disadvantages of action research is also discussed. Practical action research Practical action research focuses on a specific research question with the aim of improving practice (Schmuck, 2006). This is sometimes referred to as practical-deliberative action where the researcher (an outsider) collaborates with practitioners in identifying research problems, its causes, and possible forms of intervention. Kemmis (2009) defines it as action research which sharpens individual practical reasoning (p 76). Problem identification is done after dialogue between research and practitioner until consensus is reached. In this sense, the end of practical action research is to improve practice through the application of the personal wisdom of the participants (Grundy, as cited in Pine, 2008, p. 76). Practical action research was influenced by Lewins research within organizations which relied heavily on group dynamics, field theory, and T-groups. While practical action research works toward the improvement of practice, it takes a conservative stance and works in reforming the status quo without addressing power structures or differentials. Practical action research is also a vehicle toward generating practical knowledge (Manfra, 2009). Supporters of practical action research believe that practical knowledge is the most important form of knowledge in teaching (Koshy, 2005) and that the focus of action research must be on teachers issues and problems because they produce knowledge helpful to them in redefining their profession. Practical action research is more concerned with examining real classrooms and real schools (Manfra, 2009, p. 2). In the context of higher education, practical action research aims to help teachers become better practitioners. Because Conducting research has helped teachers we know to consolidate new knowledge, learn about new issues, and develop new teaching methods and strategies (p. 176). Proponents of practical action research emphasize the practicality of action research for teachers as they strive to become better practitioners. Since practical inquiry is more likely to respond to the immediacy of the knowledge needs teachers confront in everyday practice and to be foundational for formal research by providing new questions and concerns, (Cochran-Smith Lytle, as cited in Mertler, 2006, p. 43) practical action research is deemed to be the more authentic methodology for education practitioners. There are criticisms on the authenticity of practical action research (Kemmis, 2009). Some have accused practical action research as straying from the unique spirit of action research because it was influenced by techniques and inputs of outsiders (Pine, 2008). In effect, it ran the risk of research questions being externally formulated and issues which were not reflective of real sentiments and problems of practitioners (Kemmis, 2009). Practical action research is often associated with testing the effectiveness of practices or the applicability of findings conducted elsewhere to local settings. While in general, these studies may contribute to the improvement of practice, practical action research becomes vulnerable to being exploited to legitimize reputations of outsiders reputations than being applied meaningfully in practice (Ary et al., 2009). Participatory action research (PAR) While practical action research is deliberative in purpose, participatory action research takes on a more emancipator role. Traditional research seeks only in the investigation of phenomenon whereas the critical analysis is entrenched in PAR. While practical action research only describes classrooms and schools, PAR is more concerned with how to change structures and in the transformation of society. PAR promotes emancipatory praxis in the participating practitioners; that is, it promotes a critical consciousness which exhibits itself in political as well as practical action to promote change (Grundy, as cited in Manfra, 2009, p. 4). A primary aim of PAR is to transforming educational theory and practice toward emancipatory ends and thus raising fundamental questions about curriculum, teachers roles, and the ends as well as the means of schooling (Cochran-Smith Lytle, as cited in Manfra, 2009, p. 5). As a result, PAR has two overarching objectives (Cooke Cox, 2005): Knowledge production and action for the benefit of a group of people through study, research, education, and sociopolitical action. Empowerment of people by enabling them to construct and use their own knowledge. The key elements in PAR are participation and action (IISD, 2009). These elements are the foundation of the PAR method. With action, research entails beyond merely seeking information but having that action factor that enables positive change. With participation, research should be a participatory process with equal and collaborative involvement groups or communities of interest. Hence, unlike practical action research, PAR does away with process consultancy or the use of outsider experts going into communities and examining, theorizing, and proposing solutions for problems (Kemmis, 2009). The research topic, questions, and solutions must emerge from the communities themselves. Practical action research is not intended to be participatory because the aim is generally extractive; meaning, researchers retain power over process. PAR on the other hand, seeks at empowering the community of interest by opening up the entire research process to their participation. Practical action research is collaborative and is not shy on taking outside partners in planning, data gathering, and data analysis phase. PARs research goals are politicized and aims to illuminate on how social, economic, and political constraints affect the marginalized and powerless sectors in society (GDRC, 2009). Teacher action research Teacher action research is research that is done by teachers for themselves (Johnson, as cited in Mertler, 2006, p. 72). This type of action research enables teachers to make their own classrooms, their methods of instruction and assessments the focus of the study in order to inform and improve practice. Teacher action research benefits teachers by allowing them to understand their work better and from there, come up with ways to improve their effectiveness in the classroom. As a teacher-centered approach to action research, teacher-action research acknowledges first and foremost that the teacher is the most knowledgeable person when it comes to conditions on the ground and recognizes their expertise in carrying out research for the improvement of educational processes and outcomes. There are several motivations for adopting teacher action research: This approach respects and gives significant to the position of the teacher about the problems and issues at the classroom level. Simply put, it acknowledges the teacher as a local expert who has more knowledge about classroom issues than outside experts or consultants (Mertler, 2006). By acquiring data about their own classrooms and practices, teachers are better situated to reflect upon them and are in a better position to implement policies or measures that will enhance their effectiveness. Teacher action research is a feasible way in improving instructional practice and enhancing the intellectual environment among educators. Educators are uniquely positioned to evaluate the classroom situation, implement plans of action, and evaluate them afterwards (Creswell, 2005). Methods, data collection, and analysis The three forms of action research do not differ in their methodology but in the assumptions made and participants worldviews that influence the choice of methodology to be used in implementing the action research (Grundy, as cited in Manfra, 2009). The method of action research involves four general stages of collectively 1) planning, 2) acting, 3) observing and 4) reflecting. This phase leads to another cycle of action, in which the plan is revised, and further acting, observing and reflecting undertaken systematically to work towards solutions to problems whether of a practical or emancipatory nature. Action research accommodates all types of data collected through various techniques. Action research even considers it important to collect multiple measures on the variables of interest in a given study. It allows and in fact, encourages the researcher to triangulate the collected data for greater research credibility. There are four main categories of data collection in action research (Craig, 2009; Mertler, 2006; Cooke Cox, 2005): Observations recorded through fieldnotes or journals to describe in detail what is seen and heard. Interview data through interviews or surveys. Existing documents or records such as lesson plans, student portfolios, school newspapers, minutes of meetings, attendance records, etc. Quantitative measures such as ratings, checklists, tests, or scoring rubrics. Data analysis in action research occurs beginning data collection and afterwards. Most quantitative researchers begin analyzing data after all data is gathered. Qualitative researchers begin analyzing data at the start of the data collection process. Action research combines both processes. Johnson (as cited in Mertler, 2006) suggests that as you collect your data, analyze them by looking for themes, categories or patterns that emerge (p. 87). Analyzing data allows other foci to emerge and influences the research on what other data to look for. Data analysis is not really as exhaustive or as complex in action research as it is with traditional research. However, action research lately has been influenced to adopt more quantitative analysis in order to establish integrity and credibility in the findings. Coding, content analysis, and other qualitative forms of analysis are sometimes buffered with inferential statistics to boost credibility (Sagor, 2005). Critique of action research Action research is applied, empowering, collaborative, democratic and emancipatory. Unlike other research methods, it offers practical solutions toward positive change in practice and in society. It also has its flaws. Its disadvantages include: Subjectivity. One of the main criticisms of action research is that when left unchecked, results are laden with subjectivity (Kock, 2005). There is a tendency for the researcher to be over-involved to the extent that personal biases come into play in the analysis of the findings. Vulnerability to pressure. Another risk factor in doing action research is that the researchers are often subordinates in an organizational setting. When the researcher is an insider in an organization, power relations and differentials may complicate the conduct. Researchers might be pressure or coerced to alter the findings to suit organizational objectives (Noffke Somekh, 2005. Time consuming. The cyclical research process in action research is aimed at understanding and action. The initial research question is rough and may be refined thereafter depending on initial findings. Critics of action research question the fuzzy methodology in action research and the equally fuzzy answers that it gets (Walter, 2009). The redefinition of the research question and the refining of methodology takes time, making the entire research process time-exhaustive and complex. In particular, PAR is inherent undefined in terms of end date. There is no clear timeline when the research is stopped because technically, it stops only upon the resolution of the problem. In terms of knowledge production, PAR is unpredictable and is unlikely to be included in referred journals or get competitive funding (GDRC, 2009). Proposed action research process Despite acknowledged weaknesses, action research is still a viable tool among education leaders in influencing change within the organization. I propose a collaborative teacher action research to enhance professional identity of mid-career faculty leaders through mentoring activities. Enhancing the professional identity of teachers is important especially as they transition into later leadership roles. Like any organization, teachers need to be part of an active and supportive community to guide them in the process of transition. Some teachers in my local setting are ill-prepared to take on leadership roles. Mentoring has been found to improve self-awareness, skills in collaboration, leadership skills, sense of community and commitment to the teaching profession. Since this is a collaborative teacher action research, I will find other teacher-researchers willing to work with me to address the problem of leadership preparation among mid-career educators. We will need to establish understanding about action research as a way to improve leadership capabilities among teachers. Since this is a collaborative research, workload and responsibilities will be divided through consensus and everyone will be a co-researcher to the project. The research action process will proceed in eight steps (Mertler, 2006): Identify the problem (lack of leadership preparation among mid-career teachers) Gather information (done through informal interviews) Review related literature (research on possible solutions) Develop a research plan (meet with co-researchers and come up with a plan) Implement the plan and collect the data (through questionnaires, interviews) Analyze the data (content analysis, descriptive statistics) Develop an action plan (plan a mentoring strategy to solve the problem) Share and communicate results

Is Medical Marijuana a Good Thing?

Is Medical Marijuana a good thing? Medical Cannabis or as most know it, Medical Marijuana, is parts of the herb cannabis used as a doctor- recommended form of medicine. It also refers to synthetic forms of cannabinoids, which are a class of diverse chemical compounds that activate cell membrane receptors, like Tetrehydrocannabinol (THC), which is why it is recommended from doctors as well. THC is the psychoactive drug in Medical Cannabis that works with the central nervous and immune system to help reduce pain seen in different medical issues, like cancer patients or patients with AIDS. Medical Cannabis is illegal in most countries.In the United States, federal law outlaws, all use of herb parts from Cannabis, while some states have approved use of herb parts from Cannabis as medical cannabis in conflict with federal law. The United States Supreme Court ruled that the federal government has a right to regulate and criminalize cannabis, even for medical purposes. A person can therefor e be prosecuted for a cannabis-related crime. Medical Cannabis has been known to be used as a good thing as well, like to alleviate pain. Medical Marijuana is looked at from many perspectives, for example, physicians, medical organizations, and even government officials.They all have different views. Some think it is a good thing and others bad. It is also looked at as health risks and treatment options as well. Some people support medical marijuana because it helps with pain when dealing with certain diseases like HIV/AIDS or cancer. One supporting factor of medical marijuana comes from the, â€Å"Medicinal and Recreational Marijuana Use by Patients Infected with HIV†. There are many types of cannabis but the most commonly used for medicinal purposes are hybrids of Cannabis sativa and Cannabis indicia, which are believed to produce differing therapeutic effects (215-216).Bendayan says, â€Å"Marijuana has been used for its medicinal properties for thousands of years in a wi de variety of condition. Physicians in ancient China used Marijuana to control pain in childbirth, as well as for constipation and appetite stimulation† (222). It has also been used for the treatment of chronic pain, anorexia, nausea, vomiting, mood disorders, and much more. It has been suggested that persons with HIV/AIDS are the largest group of medical marijuana users in both Canada and the United States.A study was done and it showed, as compared with placebo, marijuana and Dronabinol, a pill form of THC, dose increased daily caloric intake and body weight in HIV positive medical marijuana users. It also showed an improved ration of sleep within the patient as well. Another study was shown in the article, â€Å"Is marijuana medicinal? † Donald Abrams pronounces, â€Å"We conducted a randomized, placebo-controlled study of cannabis for patients with HIV-related peripheral neuropathy at San Francisco General Hospital because preclinical studies and anecdotal patient reports said it was helpful† (38).After a 2-day run-in period, patients were to smoke cannabis or placebo three times a day for 5 days. Among 50 patients who completed the study, neuropathic pain decreased by about 34% with cannabis versus 17% with placebo. This plainly shows that smoking medical marijuana helps with pain. Another reason some people support medical marijuana is it isn’t a hard drug like most think it is and the Federal Government should not be involved.This Magazine discusses in the article, â€Å"High time a change: legendary pro-pot lawyer Alan Young prepared to fight the feds’ drug laws yet again†, how marijuana is not harmless as the federal government makes it out to be. He thinks that, â€Å"marijuana is relatively harmless compared to the so-called hard drugs, and including tobacco and alcohol† (Consiglio 6). He convinced the courts that prohibiting pot was unconstitutional for patients under medical supervision. Young also b elieves that if the Bill C-15 is passed, which states that if Canadians get caught with more than five marijuana plants then you shall be sentences for six months.Young strongly disagrees and thinks that they are trying to use the law to solve every problem. He makes a plan with three steps included. â€Å"First, he plans to strike down MMAR seed policies preventing patients from purchasing anything other than a single, domestic strain. Then, he'll fight to increase the grower-patient ratio (it's currently one-to-two). Lastly, and for Young most importantly, he plans to create an impediment for raids of authorized grows by requiting an initial Health Canada inspection† (Consiglio 6).He accepts that the bill will be upheld. He wants to help people that actually use marijuana correctly to be able to without the law being in the way. Philippines Daily Inquirer says â€Å"Advocates of medicinal marijuana, however, claim the weed is safer and has fewer side effects than pharmaceu ticals† (â€Å"Drugs Body†¦Ã¢â‚¬ ). In Canada, where medicinal marijuana is legal; the herb is reportedly being prescribed for relief of pain or persistent muscle spasms. Marijuana’s highs and lows were both shown on medical marijuana. â€Å"Proponents for legalizing arijuana tout its pain-relieving benefits and use by cancer patients undergoing chemotherapy or radiation treatments; opponents stress that science has yet to prove the drug is safe† (CNN Wire). Six thousand studies have been shown about the cannabis plant, according to NORML, which is an organization that believes marijuana should be legalized. â€Å"Our bodies make natural cannabinoids, or active chemicals that cause drug-like effects through the body, according to the National Cancer Institute. The main psychoactive ingredient in marijuana — delta-9-tetrahydrocannabinol, or THC — works in the same way as these natural chemicals†.Also another study was done with Type II diabetes; cannabis lowers the risk of having diabetes because of its anti-inflammatory properties. Men’s Health Magazine discusses, â€Å"how the active ingredient in pot may potentially prevent heart attacks. Harvard researchers pumped mice with cholesterol for 11 weeks, and then gave them low doses of THC† (â€Å"Pot Luck† 44). THC reduced inflammation in the rodents' blood vessels. On the other hand, The National Drug Abuse says that marijuana can put users at risk for heart attack or stroke because it increases you heart rate and it contains many carcinogens.Other researchers found that it cause people, especially teens to lose IQ points. â€Å"Adults who had smoked as teens tended to show more pronounced deficits in memory, concentration, and overall brainpower in relation to their peers† (CNN Wire). Mostly, marijuana is smoked for medical purposes or to take away stress. The good thing is, it’s at a low rate for addiction, and no possible ove rdoses have ever been reported. Some people oppose marijuana because they say it increases pain. â€Å"Medical News Today reported on a study that found that active ingredients such as those in marijuana tend to prolong pain.Medical News Today noted that this was surprising since marijuana often said to relieve pain. Researchers said that marijuana many be useful in some situations but conclude that it should be used with great care for pain relief in light of the study† (â€Å"Marijuana Use†). Also an experiment was done with rodents and human, explained in the issue of Science, which propose that these â€Å"endocannabinoids†, which are made in the human body from smoking medical marijuana can actually prolong pain rather than relieve it. Researchers recruited human volunteers to determine whether a compound that blocked endocannabinoid receptors would have an effect on the increased sensitivity to pain (hypergalesia) and tendency for normally non-painful stim uli to induce pain (allodynia) often reported in areas of the body near where acute pain has been inflicted† (â€Å"Marijuana Use†). The volunteers did not show reduction in perceived pain but has less hyperalgesia and allodynia. The results matched up well with the endocannabinoid hypothesis very well.Models showed that cannabinoids over-activating the pain system and it just doesn’t seem like a good idea to further increase this effect. Another reason people oppose medical marijuana is because it is based on science and politics. They also confirm that it has no medical use. â€Å"The FDA’s Opposition to Medical Marijuana Legalization Is Based on Science†, an article that was written about how marijuana has no medical use and it should be outlawed. The Drug-Free Action Alliance states, â€Å"Different organizations argue that marijuana should be evaluated for use in the same scientific manner as any other substance.The viewpoint states that at th e moment evidence indicates that marijuana has no medical use. However, the organizations argue that marijuana should not be legalized through voter or legislative initiative, because such initiatives are not scientific†. A lot of places including the American Medical Association (AMA), Food and Drug Administration (FDA), and even the American Cancer Society does not support smoked marijuana as medicine. The AMA believes that there should be more research into any therapeutic benefits of cannabinoids-based medicines. Medical organizations believe that safer treatments exist.For example, Marinol, which is taken orally, and it’s a synthetic version of THC. It is also available in all fifty states. â€Å"The U. S. Food and Drug Administration (FDA) is the sole federal agency that approves drug products as safe and effective for intended indications†. â€Å"Marijuana is listed in schedule I of the Controlled Substances Act (CSA), the most restrictive schedule. The D rug Enforcement Administration (DEA), which administers the CSA, continues to support that placement, and FDA concurred because marijuana met the three criteria for placement in schedule I under 21 U. S. C. 12(b) (1) (e. g. , marijuana has a high potential for abuse, has no currently accepted medical use in treatment in the United States, and has a lack of accepted safety for use under medical supervision)† (â€Å"Drug-Free.. †). There are alternative approved medications for treatment of the purposes of smoked marijuana. In the article, The FDA’s Opposition to Medical Marijuana Legalization Is Based on Politics reports that the Food and Drug Administration (FDA) has issued a statement declaring that marijuana has no safe medical uses. Sidney Spiesel says â€Å"that this statement is not based on science.The best evidence, Spiesel argues, suggests that marijuana may have medical uses but that further study is needed. Spiesel contends, however, that the governmen t has blocked marijuana research. He concludes that the FDA's statement is based on politics, and he calls into question the objectivity of government science. † In both cases the FDA does not approve medical marijuana; it is clearly blames on both science and politics. My opinion of medical cannabis is I believe that it should be used for medical purposes because I consider that it could possibly alleviate pain.A doctor or provider should keep a check on how much is smoked by the user. They should also have random checks of the patient and how intense their pain is. I believe that your prescription should be taken away if you are caught selling it or abusing the drug. I know that marijuana makes people sleep well and have a hardy appetite and should be given for the right purposes, like anorexia. I think if we got rid of Marijuana, people would be doing harder drugs that could possibly turn into an addiction for them and may cause more deaths from overdose.I feel that there a re more supporting views when it comes to using marijuana medically. In conclusion, medicinal marijuana has many supporting and opposing views. The analysis conclude that medical marijuana can increase or decrease pain or should the federal government and FDA be involved or not. All of the outlooks have many supporting details as well. Medical marijuana is politically, medically, and scientifically viewed and different matters are discussed and laws are being made about this issue. Works Cited Abrams, Donald I. , and Jodie Trafton. â€Å"Is marijuana medicinal? † Internal Medicine News 15Apr. 2012: 38. Academic OneFile. Web. 28 Nov. 2012. Consiglio, Alex. â€Å"High time a change: legendary pro-pot lawyer Alan Young prepares to fight the feds' drug laws yet again. † This Magazine May-June 2010: 6. Academic OneFile. Web. 26 Nov. 2012. Drug-Free Action Alliance and Alcohol and Drug Abuse Prevention Association of Ohio. â€Å"The FDA's Opposition to Medical Marijuana Leg alization Is Based on Science. † Marijuana. Ed. Noah Berlatsky. Detroit: Greenhaven Press, 2012. Opposing Viewpoints. Rpt. from â€Å"Marijuana as Medicine. † 2011. Gale Opposing Viewpoints In Context. Web. 26 Nov. 2012. Drugs body says no to legalizing marijuana. † Philippines Daily Inquirer [Makati City, Philippines] 14 Nov. 2012. Health Reference Center Academic. Web. 6 Dec. 2012. â€Å"Highs and lows of using marijuana. † CNN Wire 7 Nov. 2012. Academic OneFile. Web. 26 Nov. 2012. â€Å"Marijuana Use Can Increase Pain. † Marijuana. Ed. Noah Berlatsky. Detroit: Greenhaven Press, 2012. Opposing Viewpoints. Rpt. from â€Å"Discovery That Active Ingredient in Marijuana Spread and Prolong Pain Has Implications for Medical Use of Drug and Concepts of Chronic Pain. † Medical News Today. 2009. Gale Opposing Viewpoints In Context. Web. 26 Nov. 012. â€Å"Pot luck. † Men's Health July-Aug. 2005: 44. Academic OneFile. Web. 28 Nov. 2012. R Benda yan, et al. â€Å"Medicinal And Recreational Marijuana Use By Patients Infected With HIV. † AIDS Patient Care ; Stds 18. 4 (2004): 215-228. CINAHL with Full Text. Web. 26 Nov. 2012 Spiesel, Sydney. â€Å"The FDA's Opposition to Medical Marijuana Legalization Is Based on Politics. † Marijuana. Ed. Noah Berlatsky. Detroit: Greenhaven Press, 2012. Opposing Viewpoints. Rpt. from â€Å"All Smoke: The FDA's Statement on Medical Marijuana Isn't About Science. † Slate. 2006. Gale Opposing Viewpoints In Context. Web. 28 Nov. 2012.

Ben and Biff’s

In Arthur Miller’s play, Death of a Salesman, the character Biff is the son of Willy Loman, the protagonist. The character Ben is Willy’s brother. They are very different but they share some similarities. Biff is real, in the sense that he appears in the play in the present, while Ben is a hallucination and a product of Willy’s delusions, appearing in an alternate time-line. Biff is Willy’s hope for the future and a symbol of his own lost hopes and dreams. Ben is a paragon of success and a standard for which Willy strives.Barron’s Booknotes says of Ben, â€Å"From the moment we see Ben he turns out to be a highly idealized figure, for Willy’s memory turns him into a god,† (Miller, Williams, Paul 1984 p 21). Both characters further the plot but Ben is more purely a rhetorical device that helps to drive the play by allowing the audience a glimpse inside the mind of Willy Loman in a way that would be difficult otherwise. Both Biff and Ben are adept at taking Willy’s mind off his own problems.He goes into a sort of hallucinatory trance and speaks to both characters when he is troubled. Sometimes these conversations are rehashes of conversations past and sometimes they are conversations carried on as Willy wishes they had been. Willy remembers conversations with his brother that never happened. He believes that his brother is the success that he is not and the success that he wants his son to be so he wants Ben to explain the secrets of making a fortune.Both Ben and Biff are amoral and have virtually no social values. Biff is willing to steal and goes out of his way to take a pen as a sort of trophy to show he is superior to someone to whom he actually is subservient. Ben knocks down his nephew Biff in a fight and then tells him that is ok to cheat and do anything necessary to win against a stranger. â€Å"Ben, patting Biff’s knee: Never fight fair with a stranger, boy. You’ll never get out of th e jungle that way,† (Act I p 49).Biff’s mother does not like this advice but Biff obviously believes that it is a good motto to live by. His father, Willy, then instructs him to steal material from a construction site. Biff and Ben both seem to think that the end justifies whatever means is used to achieve their goals. Ben shows that he is proud of Biff for being a thief. He praises Biff for having the courage to steal from the construction site, showing he is not afraid. Biff comes to realize his father is a failure at life and his idea of how to achieve dreams is not logical.Biff is more like his Uncle Ben, who treats him as the person he really is and not like the image that he wants to create, as his father does, living on imagined past glory. The characters of Biff and Ben are used by Miller to allow Willy to vent his rage and frustration. They both give Willy Loman an opportunity to address the audience. It shows he is losing his grasp of reality, of course, but m ore so, it gives Miller the opportunity to advance the themes of the play in a direct way. He is not ‘dime-a-dozen’, he is Willy Loman, Miller has him say.Ben and Biff both say things to Willy that makes Linda, his wife, try to protect him. â€Å"Linda, frightened of Ben and angry at him: Don’ t say those things to him. (He is doing) well enough to be happy right here. Right now,† (Act II p 8). They say things that she doesn’t want Willy to have to deal with. Both Ben and Biff are characters that have a close relationship with Willy even though Willy doesn’t really know either of them. He is lost in his own world. Ben is more the realist than is Willy. He is a man who does not live in the past.He grabs what he wants and makes it his own. Biff at last loses his rose-colored glasses and accepts his uncle’s view of the life. He sees that he is more like his uncle than he realized and that he is nothing like his father. He at last understa nds that his father is a loser and a tragedy. References Miller, A. , Weales, G. Death of a Salesman New York: Penguin Group 1977 Miller, A. , Williams, L. and Paul, K. Arthur Miller’s Death of a Salesman (Barron’s Booknotes) Hauppauge, N. Y. : Barron’s Educational Series, Inc. Copyright 1984

The Great Depression Is The Worst Economic Downfall Of The...

The Great Depression is the worst economic downfall in the history of the modern western world. In this time banks were failing, people were losing jobs more and more each day and investments lost all value, people even burned money for warmth. The Great Depression was felt in nearly every nation around the world, but Europe and the United States was where it mainly took place. This economic downfall lasted for 10 years and changed the entire world, not just with a shortage of money but also a shortage of people. Leading up to The Great Depression was WWI, the first war that involved more than just a couple countries fighting in an isolated place. This war was between more than 60 nations including colonies controlled by the major European countries. Battles took place all over europe and parts of Russia when it was all said and done. The war left many countries poor from having to pay for this expensive war. And many countries were asking other countries for money just to pay it to other countries. The Great Depression really began when the stock market crashed in October 1929. It happened on what now is considered â€Å"Black Tuesday† October 29 1929. On Black Tuesday a record of more than 16 million shares were traded. With that many shares being traded at once the value dropped and investors lost their money. This wasn’t the only cause but it’s what is considered to be the event that sent not just the United States but also the word into the Great Depression. There wereShow MoreRelatedAustralia: 1700 to Present1557 Words   |  7 PagesAustralia: 1700 to Present Analyze the political, social, and economic continuities and changes in Australia from 1700 AD to the present. While Australia has politically gained independence since the 1700’s, their ethnicities have shifted to create a socially diverse country as they remain closely tied with the rest of the world in regards to global trade. 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Dickson identified the limitations of the Zoopraxiscope, which included shooting numerous still photosRead MoreHydraulic Fracking Essay15746 Words   |  63 PagesFluids†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 18 Proppants†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 22 Pumping and Blending Equipment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 23 Fracture Treatment Designs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 24 Economic Considerations for Hydraulic Fracturing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 25 Variable Economic Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 20 Hydraulic Fracturing Guarantees many Benefits for Local Economy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 33 Ancillary Products and Business†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 35 Psychological ConsiderationsRead MoreRastafarian79520 Words   |  319 Pageseducational apparatus and the economic system. 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This is a book that will become a