past, present, future

past, present, future past At the beginning of the semester, upon looking at my overloaded schedule, pretty much every upperclassman I know (as well as my advisor) told me that I was pulling a “freshman spring” and taking too many classes. As it happens, they turned out to be right. Listen to your elders, kids. Still, though, I’m glad I did it. I learned the limits of how much my brain can successfully absorb, and learned what it was like to have absolutely no free time whatsoever. I vaguely learned how to manage my time so that all my psets got done, and I learned that it’s okay to get an extension from S^3 when you’re literally too hosed to function. There are some things I wish I could change. I regret not taking 6.004 (Computation Structures) this semester it was Chris Terman’s last semester teaching, and he’s a verifiable icon in the MIT community. I wish I had checked how many finals I would have to take at the beginning of the semester instead of realizing somewhere in the middle that I had FOUR finals to prepare for. Most MIT students take an average of 1 or 2 finals a semester (and a lot have no finals, just projects), and four finals turned out to be predictably excruciating to prepare for. Never again. I also regret not taking more extensions from S^3 I always told myself that I didn’t need more time, but sometimes I would submit psets that were on time and very poorly done. I wound up only going to S^3 once this semester to ask for an extension during a week in which I was almost too stressed out to move, but it shouldn’t have taken me that long to do so. The deans at S^3 understand that MIT students have a lo t on their plate, and are very willing to give you an extension if you explain your issues to them. All of that being said, I’m glad that I took the classes I did this semester, even though I may not have enjoyed the experience as much as I would have liked to. Here are my final thoughts on my classes since I’m writing this a few weeks after finals ended, I may be viewing them through rose-tinted glasses, but I think these evaluations are about as fair as I can get. 18.03 (Ordinary Differential Equations): A bad grade on one of the midterms shattered my hopes of getting an A in this class, so it went from being my favorite class at the beginning of the semester to my least favorite nearing the middle. However, I ended up appreciating it quite a bit at the end, when we went over Fourier series and partial differential equations. It made me realize how much of the physical world (pretty much all of it) can be modeled with differential equations, and how important these equations are all fields of engineering. We also had an excellent lecturer (Bjorn Poonen the man, the myth, the lion), and I’ve realized this semester that the professor really makes or breaks the class. 6.036 (Introduction to Machine Learning): At some point in the middle of the semester, the material in this class went from reasonable and perfectly understandable to completely and utterly incomprehensible. For the entire last half of the semester, machine learning was the unicorn of my classes cool and mysterious but impossible to grasp. Things really came together while I was studying for the final, though. Even though I wasn’t fully confident going into the exam, when I received the graded test back, I realized that I had understood much more machine learning than I thought I had, and that was one of the most satisfying feelings ever. 6.006 (Introduction to Algorithms): My experience in 6.006 takes me back to my AP Macroeconomics class in sophomore year of high school. For whatever reason, I found economics extremely difficult. I could not for the life of me wrap my head around the concepts, and I struggled to come out of the class with an A. On the other hand, my younger sister, who took the class as a freshman the following year, got an A with very little effort. In short, there are classes that you can study for and do well, and there are classes in which massive amounts of studying yield minimal return in terms of performance on a curve. For me, 6.006 was the latter. There are people who just naturally understand algorithms better than me, and can come up with innovative solutions far faster than I ever could. This bugged me to no end during the semester in particular, after studying my butt off for the second midterm and receiving a grade that was barely passing on the curve, I couldn’t help crying out of frustration. I wound up passing the class with a sub-optimal grade, but in the end, I think I’ll remember the 6.006 material for much longer than any of the other material I learned this semester, simply because I put so much work into understanding it. 8.02 (Electricity Magnetism): I had a bad lecturer for this class, and combined with the TEAL format, this made 8.02 the most excruciating five hours of my week. I wound up doing poorly on the first midterm out of sheer disinterest, but managed to pick my grades up on the second midterm and the final. Studying for the final made me question why I had found the class so difficult 8.02 is very standardized, and the questions they ask are all fairly cookie cutter for an MIT class (for all you incoming frosh who want to do real physics, take 8.022). That being said, understanding the material is what will differentiate you from the students who simply memorize how to do the problems (@me on the first midterm). CMS.840 (Literature and Film): This class was a pleasure. I missed having the opportunity to read and analyze literature, and CMS.840 provided that to me in bucketloads. The class was small and discussion based, and even though the weekly readings and writings would sometimes be annoying when I had four psets to do, I realize now how much more I prefer writing papers to doing psets, an opinion that the majority of the MIT population would likely disagree with me on. present Even though finals were only three weeks ago, it feels like a lifetime has passed between me sprinting out of the 18.03 final and today. I went home for a few days, went to Maine for a few days, and spent the rest of the time at East Campus hanging out with friends and graduating seniors. I went to my first Pride parade and got to appreciate Elizabeth Warren running around in a rainbow boa. I watched a lot of Brooklyn 99 and read the entirety of The Da Vinci Code in one sitting. I also started on the His Dark Materials series (@Petey) I never read it as a kid for whatever reason, but I’m glad that I get to enjoy it as an adult who can have a greater appreciation for the philosophy behind it. I also am messing around with a cool edX course on computer graphics and hope to learn some more about virtual reality. I started my job today! I’m working at the MIT STEP Lab (also known as the Education Arcade) on a location-based augmented reality smartphone app think Pokemon Go, because that’s basically how it works. The platform is called TaleBlazer, and it’s available to anybody for creating your own location-based games. I think the project is really cool, and I’m glad that I get to work on something so pertinent to my interests! (Shameless plug: check out http://www.taleblazer.org). future Like most students, I’ve already planned out my fall semester classes. I’m definitely taking 6.004 (Computation Structures), 6.009 (Fundamentals of Programming), and 18.701 (Algebra I), but the free variables are my HASS classes. I’ve learned from last semester’s mistakes and am going to take three technicals and two HASS classes (which total to 0 finals) instead of four technicals and one HASS. However, since it’s difficult to get into certain CMS classes without being a CMS minor/major (which I never got around to declaring), I’m currently preregistered for eight CMS classes in the hope that I’ll get into at least two of them. I also came to the realization that MIT has thousands of fascinating classes, and unfortunately, I will never be able to take the vast majority of them. However, MIT does have an option to audit classes, and I’m considering taking 8.286 (The Early Universe) on listener status. The class is taught by Professor Alan Guth, a theoretical physicist famous for his research on the expanding universe, and is only offered once every two years. Unfortunately, I’m already overbooked for the timeslot in which it’s offered, so I probably won’t end up taking it since it would be highly impractical to schedule three lectures in the same block of time. More immediately: I’m pretty excited for this summer. A lot of my friends are on campus, and I have no doubt that we’ll get up to some good shenanigans. This is probably the only summer in my MIT career that I’ll be on campus, and I plan to enjoy all the fun activities Boston and Cambridge have to offer. Also, since I’m on campus, I’d like to do more ‘Comprehensive Guide’ blog posts, and am open to any suggestions for what to map next! I already have a very extensive project planned, but it’ll probably take the whole summer, so if there are any features of MIT that you believe can be easily mapped, email me at [emailprotected] or leave a suggestion in the comments! Post Tagged #6.004 #6.006 #6.036 #8.02 Physics II: Electricity and Magnetism #CMS - Comparative Media Studies #MIT STEP Lab #S^3

Rear Window, By Alfred Hitchcock And The Last Laugh

The films Rear Window, directed by Alfred Hitchcock, and The Last Laugh, directed by Friedrich Wilhelm Murnau, both feature protagonists going through change, for better or for worse. Rear Window features L.B. ‘Jeff’ Jefferies, a professional photographer who is stuck in his wheelchair, in his apartment, because of an accident he had while on the job. The Last Laugh features a hotel doorman that gets demoted to a lesser job, who then undergoes a psychological change. Both films use elements of mise-en-scene to show how the protagonists adapt and change to their confinement and isolation. The use of the set, framing, and motifs of doors and windows in both films emphasizes the idea of the protagonists dealing with change, from freedom to confinement and isolation. In Rear Window, the set is used show the freedom Jeff had before he was confined to his apartment. During the opening scene, the camera pans over and zooms out – through the window – from the other apartment onto Jeff. The opening scene is significant because it demonstrates how Jeff confines himself to his apartment; instead, he could be outside venturing in his wheelchair, despite his disability. Also, the set only consists of the apartment across from Jeff, and his own apartment, while there are several of buildings looming in the background. This segment of the setting, Jeff’s apartment and the one across from him, suggests that the set is very enclosed and restricted of freedom; for no other areas of theShow MoreRelatedLangston Hughes Research Paper25309 Words   |  102 Pagesseventy-nine. Carrie arrived from Topeka with her new husband, Homer Clark, and two-year-old son Gwyn, to arrange her mothers burial. For a brief time, the Clark family lived in Grand mother Marys house, and thirteen-year-old Langston hoped that he would, at last, have a mother, a father, and a brother. All went well until the mortgage payment came due, and the loan company foreclosed. Unemployed, the Clarks left for Chicago, and Langston went to live with James and Mary Reed, his grandmothers friends. Read MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagestwentieth century. And the reunification of Germany and the reemergence of international terrorism, which were powerfully symptomatic of the unprecedented reach and intensity of the processes of globalization on either side of the otherwise unremarkable last and first years of the old and new millennia, represented both a return to trends reminiscent of the opening decades of the twentieth century and a major break from the prevailing dynamics of the cold war. In addition to the problems posed for conceptualizing

Study Guide Essay example - 790 Words

1. According to Zinn, what is his main purpose for writing A People’s History of the United States? Howard Zinn’s main purpose for writing A People’s History of the United States is to give history in an un-biased manner. For example, he says that he will not glorify any movement and denounce any ‘bad guy’ in history; he will give information as it should be given. Fairly. 2. What is Zinn’s thesis for pages 1-11? His thesis for the first eleven pages is to describe past events as they happened. Regarding Columbus, Zinn wouldn’t glorify him as a hero, because he wasn’t. He was violent and greedy and would describe him as such. 3. According to Zinn, how is Columbus portrayed in traditional history books? as an enlightened, peaceful†¦show more content†¦Some of the issues las Casas make public involved the brutality of the new, Spanish inhabitants. Las Casas noticed how little they cared for the life of the native people. For instance, las Casas wrote about two Spanish men who, after an encounter with a native, decapitated him for the ‘fun’ of it. 7. Identify one early and one subsequent motive that drove Columbus to oppress indigenous peoples. 8. What was the ultimate fate of the Arawak Indians? Throughout history the Arawak where subject to many hostile take-overs, diseases, enslavement, damage to food supplies and much more. Inevitably, by the end of the 16th century the Island Arawak had become extinct. 9. What was the significance of Quetzalcoatl? Among other things he was a God who was supposed to come back in human form to his followers. This legend made some of the locals welcome the spaniards with open arms at first because they thought that they were Gods. This gave them a span of time to get a good foothold in the new world. 10. Compare the strategies and motives underlying the conquest of the Aztecs by Cortez and the conquest of the Incas by Pizzaro. 11. What were the major causes of war between the Powhatans and the English settlers? Powhatan wanted the english to leave his country and not infringe on the territory claimed by his tribe. The main cause of the conflict would be the dispute over land and the way the english would kill and enslave the theShow MoreRelatedEssay on The Importance of Heritage in Everyday Use829 Words   |  4 PagesAnswers. ENotes - Literature Study Guides, Lesson Plans, and More. Web. 14 Apr. 2011. http://www.enotes.com/everyday-use/q-and-a/what-theme-everyday-use-how-that-theme-2192. SparkNotes: Everyday Use: Analysis of Major Characters. SparkNotes: Todays Most Popular Study Guides. Web. 14 Apr. 2011. http://www.sparknotes.com/short-stories/everyday-use/canalysis.html. SparkNotes: Everyday Use: Themes, Motifs, and Symbols. SparkNotes: Todays Most Popular Study Guides. Web. 14 Apr. 2011. http://wwwRead MoreTuck Everlasting1373 Words   |  6 PagesMaterials Needed 1) Novel 2) Vocabulary journals 3) Writing journals 4) Paper 5) Pencil 6) Study guide questions 7) Dictionaries Day one: Monday-Prologue-chapter 5 *Start the lesson with asking the students to write a pro and con list about living forever? Would they want to live forever why or why not? * Have students fill out the anticipatory guide activity *give students the list of vocabulary words from prologue to chapter 5 *Before the students look up theRead MoreStudy Guide1489 Words   |  6 PagesEN1320 Composition I SYLLABUS AND STUDY GUIDE TABLE OF CONTENTS SYLLABUS.......................................................................................................................................................................1 Course Summary........................................................................................................................................................2 Learning Materials and References ..............................................Read MoreStudy Guide760 Words   |  4 PagesStudy guide for Microbiology Chapter 2 Name________________ 1. List and describe the sequence steps routinely used to identify bacteria. These are referred to as the â€Å"five I’s† in your text. 2. Define / describe each of the following as they apply to microbiology: a. Culture f. pure culture b. Inoculum g. contaminated culture c. Inoculation h. mixed culture d. Colony 3. Microbiologists employee a number of approached to acquiring a pure cultureRead MoreStudy Guide2675 Words   |  11 PagesLAW/421 Final Examination Study Guide This study guide will prepare you for the Final Examination you will complete in Week Five. It contains practice questions, which are related to each week’s objectives. In addition, refer to each week’s readings and your student guide as study references for the Final Examination. Week One: Introduction to Law Objective: Define the functions of law in society. 1. Precedent evolves from a. state and federal constitutions b. state and federalRead MoreStudy Guide2309 Words   |  10 PagesMGT 443 FIRST EXAM STUDY GUIDE Chapter 1 QUIZ 1) Which of the following is NOT one of the processes included in operations management? o Finance 2) Structural operations management decisions include: o Capacity, facilities, and technology 3) Physical goods can be differentiated from services in the operations management process by: o Longer lead times and they can be inventoried 4) Which of the following functions would not have to think about â€Å"processes†Read MoreStudy Guide1605 Words   |  7 Pagesï » ¿Answer Key Top of Form Question 1 (Worth 5 points) Which of the following was evidence to support Vanzettis innocence during the Braintree robbery and double murder trial? No witness claimed to see Vanzetti during the shooting. Witnesses placed Vanzetti elsewhere during the crime. Vanzetti feared for his safety and that of his friends. 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Human Beings Free Essays

Human beings live in a world which is characterized by a variety of preferences and opinions about various facets of life. For instance, people hold different views and opinions about certain aspects of life, such as attitudes towards a given orientation in life. These different opinions impose some limitations to the study beforehand. We will write a custom essay sample on Human Beings or any similar topic only for you Order Now In order to obtain a clear explanation of these differences, firstly we need to establish the exact meaning of the world â€Å"culture†. Hofstede (2003 ) defines culture as the collective programming of the human mind that distinguishes members of the human group from each other. This definition brings out the fact that cultural orientations are different and they vary from place to place. What comes out from this definition is that culture is learned. Culture represents a link between our past and future generations, which we come from. This invariably implies that the way we perceive our sexual orientation is a total sum of what the society has made us to be (Ortner, 1981). Researchers agree that gender expectations vary across cultures, as much as understandings of our sexual orientation (Bohan, 1996 ), which imposes a limitation on the study of gender and sexuality. The study of gender and sexuality has observed debates, which lead to the conclusion that there are two dimensions with regard to gender and sexuality. These dimensions are the biological essentialism versus social constructionist (Broeck, 2005). This happens because scholars have observed that gender and sexuality appear to be fluid concepts (Broeck, 2005). This had specific implications of the general outlook of the gender and sexuality subject. Essentially, this has led to the view that gender and sexuality should not just be viewed as a biological reality. Instead, constructionists have perpetuated the notion that sexual identities are the product of the society which brings a major limitation, when it comes to studying this subject (Broeck, 2005). According to this debate, there is a gap that has been brought about by the conflict in terms, which have been utilized. Essentially, this has been caused by the fact that the majority of the people have the tendency to look at gender and sexuality in terms of black and white. This at times is usually at loggerheads (Broeck, 2005). Eventually, this would pose to be a major limitation in the study. Furthermore, owing to the rapid changes and transformation, which took place in this century, there had been a shift with regard to sexual orientations. For instance, the concept of homosexuality, which had arisen in the mid nineteenth century, transformed certain acts of sexuality into a certain form of sexual identity (Rust, 1992). Although anatomy and physiology explain the biological bases of human sexuality, most people’s sexual experiences also involve beliefs, thoughts, feelings, and social behaviors (Gordon, Eric, ; Kelli, 2000). The way how we behave either as male or female is a direct product of what the society has trained us to think and behave with regard to our sexuality. The roles which are derived from our social orientation with regard to our aspect of sex are referred to gender. Gender roles refer to a collection of attitudes and behaviors that are considered to be normal and appropriate in a given culture (Samovar, Porter, ; McDaniel, 2008). It is also important to note that out of these roles certain inclinations, which are related to our sexuality in light of the society, are created. The gender roles establish sex-related behavioral expectations, which people are expected to fulfill, being normally fashioned about the age of two years (Gordon, Eric, ; Kelli, 2000). In conclusion, it is important to note that gender socialization is understood as a complex psychological and social construction, but not as a simple extension of anatomically based reproductive capacities or brain physiology (Anita ; Schwarzbaum, 2010). This implies that we eventually obtain the roles, which we tend to play in the society based on the social environment, where we find ourselves earlier in life. However, in spite of all cultural changes that currently take place, there are still a lot of things that should be done in line with the subject of gender and sexuality. How to cite Human Beings, Papers

The Failures Of Affirmative Action Essays - Social Inequality

The Failures of Affirmative Action Once upon a time, there were two people who went to an interview for only one job position at the same company. The first person attended a prestigious and highly academic university, had years of work experience in the field and, in the mind of the employer, had the potential to make a positive impact on the companys performance. The second person was just starting out in the field and seemed to lack the ambition that was visible in his opponent. Who was chosen for the job? you ask. Well, if the story took place before 1964, the answer would be obvious. However, with the somewhat recent adoption of the social policy known as affirmative action, the answer becomes unclear. After the United States Congress passed the Civil Rights Act in 1964,it became apparent that certain business traditions, such as seniority status and aptitude tests, prevented total equality in employment. Then President, Lyndon B. Johnson, decided something needed to be done to remedy these flaws. On September 24, 1965, he issued Executive Order #11246 at Howard University that required federal contractors to take affirmative action to ensure that applicants are employed . . . without regard to their race, creed, color, or national origin (Civil Rights). When Lyndon Banes Johnson signed that order, he enacted one of the most discriminating pieces of legislature since the Jim Crow Laws were passed. Affirmative action was created in an effort to help minorities leap the discriminative barriers that were ever so present when the bill was first enacted, in 1965. At this time, the country was in the wake of nationwide civil-rights demonstrations, and racial tension was at its peak. Most of the corporate executive and managerial positions were occupied by white males, who controlled the hiring and firing of employees. The U.S. government, in 1965, believed that these employers were discriminating against minorities and believed that there was no better time than the present to bring about change. When the Civil Rights Law passed, minorities, especially African-Americans, believed that they should receive retribution for the years of discrimination they endured. The government responded by passing laws to aide them in attaining better employment as reprieve for the previous two hundred years of suffering their race endured at the hands of the white man. To many, this made sense. Supporters of affirmative action asked, why not let the government help them get better jobs? After all, the white man was responsible for their suffering. While this may all be true, there is another question to be asked. Are we truly responsible for the years of persecution that the African Americans were submitted to? The answer to the question is yes and no. It is true that the white man is partly responsible for the suppression of the African- American race. However, the individual white male is not. It is just as unfair and suppressive to hold many white males responsible for past persecution now as it was to discriminate against many African-Americans in the generations before. Why should an honest, hard-working, open minded, white male be suppressed, today, for past injustice? Affirmative action accepts and condones the idea of an eye for an eye and a tooth for a tooth. Do two wrongs make a right? I think mother taught us better than that. Affirmative action supporters make one large assumption when defending the policy. They assume that minority groups want help. This, however, may not always be the case. My experience with minorities has led me to believe that they fought to attain equality, not special treatment. To them, the acceptance of special treatment is an admittance of inferiority. They ask, Why cant I become successful on my own? Why do I need laws to help me get a job? These African Americans want to be treated as equals, not as incompetents. In a statement released in 1981 by the United States Commission on Civil Rights, Jack P. Hartog, who directed the project, said: Only if discrimination were nothing more than the misguided acts of a few prejudiced individuals would affirmative action plans be reverse discrimination. Only if todays society were operating fairly toward minorities and women would measures that

Commercialization and Media in Sports Essay Example

Commercialization and Media in Sports Essay Example Commercialization and Media in Sports Paper Commercialization and Media in Sports Paper 1. Sports have exploded across the globe in every aspect to the game. The author says that commercial sports have become global in scope for two reasons. First, those who control, sponsor, and promote them seek new ways to expand markets and maximize profits. Second, transnational corporations with production and distribution operations in multiple countries can use sports as vehicles for introducing their products and services around the world. Many professional organizations now have games played in other countries and their merchandise is sold all over the globe. Kids that have never even seen a professional American sport on television can own a Chicago Bulls shirt, I believe that this shows how powerful sports can be. Commercialization has also given many different people the chance to fulfill their dreams, without the sponsors covering many costs some people will not be able to participate in the big events to be noticed. Players’ salaries have been one of the biggest positive impacts, for players at least, since commercialization has become big. While there are probably more positive than negative impacts of commercialization in sports, there are still some negatives worth mentioning. Personally, the biggest negative aspect of commercialization is the craziness of advertising in sports. Racing is the biggest; you can barely tell the color of some of the cars because of all the decals on the cars. I believe that advertising and sponsors are necessary, but it gets carried away in some instances. The author mentions that commercialization changes the ways that sports are controlled. When sports depend on the revenues they generate, the control center in sport organizations shifts away from the athletes and toward those who have the resources to produce and promote sports. Players have started to learn that they must answer to the sponsor first. 2. Media and commercialization are closely related topics in the sociology of sport. Commercial sports are unique in that they require the media to provide a combination of coverage and news. Media has become so important that sports promoters and team owners often go out of their way to accommodate reporters, commentators, and photographers. Because of commercial television, many changes in the ways that sports are organized, scheduled, and re-presented. I do believe that some parts to the media have gotten out of control. For a company to have to pay more than 2. 5 million dollars for a thirty-second commercial during the Super Bowl in asinine. I did find it interesting that the author states that males get 90% of the coverage in all the media, and images and narratives tend reproduce ideas and beliefs about gender. I agree with most of the authors major points he makes in the chapter. Some media outlets are dependent on sports and some sports are dependant on the media. The media has made many small colleges get that special athletic talent, because of their television coverage during a NCAA tournament or a NCAA bowl game. I think that they (media and sports) do wonders for each other.

Ann Pudeator (Victim of the Salem Witch Trials)

Ann Pudeator (Victim of the Salem Witch Trials) We don’t know Ann Pudeator’s birth name or date, but she was probably born in the 1620s, still in England. She had lived in Falmouth, Maine. Her first husband was Thomas Greenslade. They had five children; he died in 1674. She married Jacob Pudeator in 1676, the year after his wife died. She had originally been hired as a nurse to his wife; her  trouble with alcohol refers to her as an â€Å"alcoholic†, but this is anachronistic. Jacob Pudeator died in 1682. He was relatively wealthy, leaving her somewhat comfortable. She lived in Salem Town. Ann Pudeator and the Salem Witch Trials She was accused mostly by Mary Warren, but also by Anne Putnam Jr., John Best Sr., John Best Jr. and Samuel Pickworth. Her son had testified as an accuser against George Burrough’s trial May 9 and 10, and Ann was arrested on May 12, the same day as Alice Parker was also arrested. She was examined on May 12. She was held until her second examination on July 2. She petitioned the court saying that the evidence against her in court â€Å"were all of them altogether false untrue†¦Ã¢â‚¬  Among the charges were the usual one of forcing Mary Warren to sign the Devil’s book, possession of witchcraft objects which she claimed were grease for soap-making, and using witchcraft to cause the death of her second husband’s wife, whom she had been nursing, and then the death of her second husband himself. She was indicted on September 7 and on September 9, she was tried, convicted and sentenced to hang, as were Mary Bradbury,  Martha Corey,  Mary Easty, Dorcas Hoar and Alice Parker. On September 22, Ann Pudeator, Martha Corey  (whose husband had been pressed to death on September 19), Mary Easty, Alice Parker, Mary Parker, Wilmott Redd, Margaret Scott and Samuel Wardwell were hanged for witchcraft; the Rev. Nicholas Noyes called them â€Å"eight firebrands of hell.†Ã‚   It was the last executions in the Salem witch craze of 1692. Ann Pudeator After the Trials In 1711, when the province’s legislature restored all rights to those who had been accused in the trials, including a number of those executed (thus re-establishing property rights for their heirs), Ann Pudeator was not among those named. In 1957, the Commonwealth of Massachusetts legally exonerated the remaining accused in the trials; Ann Pudeator was named explicitly.  Bridget Bishop, Susannah Martin, Alice Parker, Wilmott Redd and Margaret Scott were included implicitly. Motives Her occupation as a nurse and midwife may have been a motivation for others to charge her with witchcraft. She was also a well-off widow, and there may have been property issues involved, though that is not documented explicitly. It’s interesting that, though she had descendants, no family members participated in the suit leading to the 1710/11 reversal of convictions of others who had been executed. Ann Pudeator in  Fiction Ann Pudeator does not appear as a named character in either The Crucible (Arthur Miller’s play) or the 2014 television series, Salem.