Mule killers Essays

Mule killers Essays Mule killers Essay Mule killers Essay It is very clear that the narrators father is very childish; he simply doesnt understand that Eula doesnt like him, and that he will never marry her. He doesnt realize the seriousness of the girls pregnancy, it seems like he thinks its just a disease thatll disappear again. Also, he doesnt understand why his father cries and prays. First when he is an old man, he realizes why his father cried. In the end the father and son are together picking asparagus in what used to be the narrators mothers garden. She is now dead, and nothing has grown in the garden since she died. It is very clear: he must have married the boring girl; why else would they be in her garden? When the mother lived, the garden was filled with beautiful flowers and herbs, now it is a big wilderness. As said before the father was very childish at the age of eighteen. He was very immature and he didnt understand the cause of his actions. Of course he has become more experienced and mature through the following years, but first in the end he admits who his father really cried for that night. The theme in the story is absolutely unrequited love and its consequences. The narrators father never gets what he wishes for; he must deal with the second best. Eula was taken away from him, and Orphan was taken away from him too, he had to die because of the technological progress. In the end he even lost his wife. Text 4, the poem To His Lost Lover actually describes the fathers life well. The poem is about a man who lost his love, and he never fulfilled his wishes with his love. We dont know if she died or if she left him, but in both cases it matches the fathers life: he never had Eula, but he did dream about them doing things together and getting married. As said before, he lost Orphan too, who he loved very much indeed, and then in the end he lost his wife. The story doesnt tell whether he learned to love the mother of his son, but he probably did. She was all he had in life, and as he grew older and more mature, he probably learned to appreciate her, and when he finally learned that, she died. So he has had several lost lovers through time. Another theme is the change from child to adult. Teenagers are no longer children, and not yet adults. They dont have the innocence of a child, and they dont have the experience of an adult. In the teenage years the innocence and experience meet, and the teenager creates his or her own identity. This is described very well in William Blakes poem The Ecchoing Green from 1789. The first two paragraphs describe the innocence of childhood. Children are playing on the green, the sun is rising, the merry bells ring, the birds sing laud and the old people are laughing it is all very idyllic.

Hue and Cry

Hue and Cry Hue and Cry Hue and Cry By Maeve Maddox The following comment set me wondering how widespread the misspelling of hue in the expression hue and cry has become: Where’s the hew and cry [in the mainstream media] about the way women are treated? A web search turned up a great many examples of â€Å"hew and cry,† but it’s not always easy to tell which are misspellings and which are intended to be humorous. For example, the Seattle Times ran the headline, â€Å"Hew and Cry Put on Hold.† The story was about a protest against the the logging of Old-Growth stands. Before 1979 and the separation of the Department of Education from the Department of Health, Education and Welfare, many newspaper headlines used the expression â€Å"hew and cry† as a play on the acronym HEW. Sometimes, however, the intended expression seems clear enough from the context. Here are some examples of hue being misspelled as hew in newspapers published in the U.S., the U.K., Australia, and Canada. Amid Hew and Cry, British Buyout Firms Stay on Message Remember the hew and cry about some ducks dying in a tailings pond? Imagine the hew and cry if GeorgeBush were President So where’s the hew and cry over the gross spending spree? Hew and cry as South run riot Modern speakers are more familiar with the hue that means â€Å"color† than with the hue that means a noise or an outcry, so it’s not surprising they might assume the hue in the expression would have a different spelling. hue: noun. Outcry, shouting, clamor, especially that raised by a multitude in war or the chase. Hue meaning â€Å"shout† came into English from French heu, which was more of an utterance like â€Å"huh† than a word. â€Å"Hue and cry† was the combined tumult of men shouting, dogs baying, and hunting horns sounding that accompanied the pursuit of a criminal. In time the expression became a legal term for such a pursuit commanded by the local constable. Men who refused to assist in â€Å"the hue and cry† were subject to legal penalties. In modern use, â€Å"hue and cry† is used figuratively as a synonym for outcry. One â€Å"raises a hue and cry† against a perceived crime or injustice. Hew, on the other hand, has to do with cutting and chopping. hew: verb. to strike, or deal blows with a cutting weapon; to strike forcibly with a cutting tool. Considering that â€Å"hue and cry† is in its ninth century of use, insisting on spelling it correctly may seem a bit picky. It’s amazing that modern speakers still have a use for it. Still, dictionaries do exist. It seems reasonable to expect people to learn to spell the words they use in publishing their thoughts. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)3 Cases of Complicated HyphenationIs "Number" Singular or Plural?

Democracy Essay Example | Topics and Well Written Essays - 1500 words

Democracy - Essay Example Mostly the leader is on a self-satisfaction role. Second, an oligarchy which is a form of rule whereby authority is vested to individuals of the same family on the grounds of economic or financial might. Under modern classification there exist a number of different types of regimes as suggested by Tilly (2007). These are: First dictatorship which is a regime under the principle, one country, one state, one ruler. A single individual has all the powers with no other individual or body to challenge his powers. There exists a single political party under such leadership. The merit of such leadership is that decision making process is fast because the stage of consulting is not there or is minimal. The disadvantage is the oppression of people’s opinions and misuse of power by the dictator. Dictatorship is mostly encouraged when there is obsequiousness by the public on a certain leader or ignorance on the part of the electorate on another form of leadership. The electorate should b e sensitized on different leadership styles and many parties should be given a platform for their formation so as to give the public diverse ideologies to choose from. Second, democracy is basically ruled by the people, by the people and for the people. The advantages of such rule are that priority is given to the needs of the people. Leaders are chosen by the people and work on their demands. Many political parties with divergent ideologies strengthen democracy whilst one party system weakens it. The existence of many political parties increases the cost of selling the party's ideology to the people and the election process. Federalism This is basically the principle of giving powers to diverse bodies and such like institutions. These bodies have the capacity to govern independently. The central government strictly deals with authority in security as well as alien policy though these bodies can have worldwide responsibilities. Federalism emerged due to the desire to avoid centraliz ed rule. The scholars associated with federalism pushed for autonomy and diversity in administration, policy making and resource use. They disagreed on the arrangement of having a single unit possessing all this authority. Federalism thus takes away excess powers from a single unit to avoid misuse and inefficiency and distributes it to other units. In most cases this encourages growth. Federalism should be more encouraged especially in states where power seems to be given to a single institution or ruler. Such a situation has made it very easy for there to be a misuse of authority or oppression of the minorities. One of the institutions that could be easily used to allocate powers to different institutions and check these powers is the judiciary. It translates according to the constitution what powers each and every body should posses thus promoting federalism. In most instances parliaments, if given too much power, discourages federalism. This is when it makes bills and without muc h consideration to what the public desires passes this bill into law. Equal Opportunity Equal opportunity means the scraping off of those legislations that would probably bring about discriminations. These might be in the political field, economic or social. In the past political undertakings were strictly reserved for men. They occupied policy-making offices as well as implementation and administration. Women never got the chance to have a say. In a society that has equal chance ideologies; several factors must be visible in the guidelines guiding such equal chance policy. First there must be the range into which policies made pertain to. Second the deeds to be explored must be laid out. Third ways of putting into operation the guidelines as well as those in charge Last

Analysis of Ice Delight Case Study Example | Topics and Well Written Essays - 500 words

Analysis of Ice Delight - Case Study Example Most importantly, ICEDELIGHTS occupies its own niche in the market of ice cream, selling Italian "gelati," and company's core competence lies in ability to freeze "gelati" and sell them on the premises of each store location. From financial perspective, ICEDELIGHT constitutes a rather expensive franchise, comparing with other offers available on the market. Simultaneously, this new and unproven venture can yield significant profit in the light of the investment required. Moreover, the purchase of ICEDELIGHTS' franchise guarantees to a franchisee exclusive rights to operate in the entire state of Florida. From the critical viewpoint Rogers, Daniels and Garfield purchasing a rather unproven franchise ICEDELIGHTS risk experiencing liabilities of being new and lacking expertise in retail business. Practically, these aforementioned liabilities are characterized by the many challenges faced by new ventures, which include access to resources and knowledge capital, which larger and more established firms are more equipped to handle (Markman & Baron, 2003).

Absurdity of a Sivilized Society-an Analysis of Huckleberry Finn Essay Example for Free

Absurdity of a Sivilized Society-an Analysis of Huckleberry Finn Essay The Absurdity of a â€Å"Sivilized† Society Authors often express their views on any given subject through their works, and Mark Twain is no exception. One may read The Adventures of Huckleberry Finn and believe it is simply a novel about a young boys childhood; however, a deeper analysis of the text reveals many of Mark Twain’s expressions about important moral and social issues. Perhaps one of the most prominent being the frailty of human justice and the hypocrisy we as a people foster in our societies. Throughout the novel, Huck meets people who appear to be good, civilized people, but always end up having a hypocritical fault about them. Though not every instance is a grave matter, Twain’s writing shows that societies in Huck’s world are based upon corrupted laws and principles that defy basic logic. Twain’s writing leaves the reader with an understanding that cowardice, illogical choices, and selfish as well as hypocritical people mark these societies. Twain begins weaving hypocrisies and cants early into the story; one of the most appalling being the issue of Huck’s custody. This flawed system of thought is first shown when the new judge in St. Petersburg rules that Pap has rightful custody of Huck. Although this would be bad for Huck if his father became his legal guardian, the judge asserts Pap’s rights to Huck as his biological son, despite the fact that this is placing Huck’s welfare below the so-called rights of his father. Ironically, this system would put Huck under his dad’s custody, leaving him worse off, whereas Jim is separated from his family despite being a far better father and person. However, the welfare of the individual isn’t highly valued in society, and thus they are placed in uncomfortable, often dangerous situations. The judge tries to put Huck back in contact with his horrid father and therefore abuse, but Jim, a loving parent, never receives help to be with his children and help rescue them from slavery and separation. This decision defies all logic one would find in a normal society, and yet this kind of thinking was commonplace. The values and welfare of a black person were nowhere near as important as those of a white man, and even though Jim is a grown man with the most in tune moral compass of any character in the book, Huck still has power over him simply because he is white. By comparing the situation of Pap and Huck with slaves and their masters, Twain hints that it is impossible for a society to be civilized so long as it practices slavery. Though not quite as harmful, another example of a hypocritical character can be found in the Widow Douglas and Miss Watson. In an attempt to â€Å"sivilize† Huckleberry, Miss Watson reprimands him for smoking a cigarette and yet she snuffs tobacco. â€Å"Pretty soon I wanted to smoke, and asked the widow to let me. But she wouldn’t. She said it was a mean practice and wasn’t clean, and I must try to not do it any more†¦ And she took snuff, too; of course that was all right, because she done it herself† (Twain 2). She prevents Huck from doing what she believes is uncivilized and detrimental to his health, yet doesn’t think twice about proceeding to do something very similar simply because she herself enjoys it. This example of hypocrisy is not particularly malicious, but yet another example of how all the characters Huck is involved with has some form of a hypocritical flaw. Furthermore, Miss Watson is quite religious and, in efforts to teach Huck, tells him that all he must do is pray for something and he will have it. However, when Huck needs fishhooks and asks her to help pray for them, she calls him a fool. Then Miss Watson she took me in the closet and prayed, but nothing come of it. She told me to pray every day, and whatever I asked for I would get it. But it warnt so. I tried it. Once I got a fish- line, but no hooks. It warnt any good to me without hooks. I tried for the hooks three or four times, but somehow I couldnt make it make it work. By-and-by, one day, I asked Miss Watson to try for me, but she said I was a fool. (Twain 8). Miss Watson tells Huck that if he does something, he can expect a certain result but when things don’t work, he asks for her help and she chides him for it! The widow Douglas and Miss Watson are religious, educated, and yet, they are slave owners. They educate Huck, and teach him religion but find it perfectly acceptable to do things contrary to their teachings, such as snuff and practice slavery. The latter, being a more insidious humbug of St. Petersburg, is shown over and over again throughout Huck’s journey. As Huck begins to stray from his backwards, insincere town, he reaches different places with different people, all different in their own way and yet, very similar to those in St. Petersburg. The Duke and Dauphin are two despicable con men who join Huck and Jim as they continue to drift on the river. The Duke and Dauphin cause trouble for Huck and Jim, as well as the towns they visit. The fault here is that, the Duke and Dauphin are able to scam entire communities by lying, pretending to be someone they’re not, and cheating their guests. Though they spend most of the novel doing awful things or planning awful things, they both are hardly punished. After the first showing of The Royal Nonesuch, the first group of attendees realizes they have been cheated. However, instead of chastising the Duke and Dauphin, the audience that night chooses to lie about the performance in order to cheat a second group of attendees. Hold on! Just a word, gentlemen. † They stopped to listen. â€Å"We are sold—mighty badly sold. But we don’t want to be the laughing stock of this whole town, I reckon, and never hear the last of this thing as long as we live. NO. What we want is to go out of here quiet, and talk this show up, and sell the REST of the town! Then we’ll al l be in the same boat. Ain’t that sensible? † (You bet it is! —the jedge is right! † everybody sings out. ) â€Å"All right, then—not a word about any sell. Go along home, and advise everybody to come and see the tragedy. † (Twain 114). Most hypocritical, however, is the fact that the Judge of the town conceived this plan. He who stands as a pillar of justice and truth in the town decides to cheat the others in order to save face. By the third night, everyone in town has seen the play and the Duke and Dauphin make a large profit from their misconduct. Immoral acts committed by the Duke and Dauphin never yielded punishments, but brazen, drunk insults led to execution. Boggs, described as the â€Å"most easy going old fool in Arkansas†, began shouting insults and anathemas at Sherburn, the man who had cheated him. He [Sherburn] was standing perfectly still in the street, and had a pistol raised in his right hand—not aiming it, but holding it out with the barrel tilted up towards the sky†¦ Boggs throws up both of his hands and says, â€Å"O Lord, don’t shoot! † Bang! goes the first shot, and he staggers back, clawing at the air—bang! goes the second one, and he tumbles backwards on to the ground, heavy and solid, with his arms spread out. † (Twain 108). The Duke and Dauphin cheat entire communities and remain unpunished by their terrible acts; however, peccadilloes like shouting drunken insults result in execution. Twain’s writing exposes the issue of faulty justice and duplicitous nature of men. Furthermore, Sherburn’s speech to the angry mob around his house in relation to a lack of logic and cowardice capitulates Twain’s societal views. Twain’s use of hypocrisy helps express his views on societal issues. Though not every instance is harmful, such as Miss Watson’s snuff usage, other notable examples such as the execution of Boggs and the custody of Huck highlight his belief that cowardice, lack of logic, and selfishness are at the core of society, not the communal welfare that it should be. The repeated instances of insecure, logic defying justice are the root of the problem, as thoughtless crimes are punished severely whereas serious crimes go scot-free. Throughout the novel, Huck meets characters that appear good, yet Twain makes a conscious effort to prove they are prejudiced slave owners. The illogical choices and hypocritical people presented throughout the novel show the hypocrisy and ludicrousness of the â€Å"sivilized† society.

Differences in Language and Gender Essay examples -- Papers Research C

Differences in Language and Gender There are many differences in language between male and female. This is why we sometimes do not understand the opposite sex. These differences can be lexical, phonological, grammatical or conversational. There have been many studies into gender and conversational behaviour one of which answers the most common question of who talks the most this was conducted by Fishman '90. He found that in mixed sex conversation, men talk twice as much as women. Although this cannot be generalised to all males and females as many people do not follow the trends. Women are more supportive in their behaviour in conversation. They ask more questions, give more feedback, pay more compliments, start up different topics and they try to bring others into the conversation. On the contrary, men interrupt, express disagreement, ignore other people and don't like to follow other people's new topics. This shows that women are more cooperative and men are competitive in conversation. Zimmerman and...

Poverty in Canada or USA

During the period between 1929 and 1953, the United States occupational pay ratios and earning inequality is declined, mainly across World War II (Ober 1948, Phelps Brown 1977, Williamson and Lindert 1980, Goldin and Margo 1922b). The evidence showed that the condition of income inequality was occurrence in that period. Moreover, the problem of income inequality is declined. But, the problem of income inequality is existed. The government cannot spread the income distibution evenly. Many reasons obstructed the income distribution evenly. In my discussion, I concentrate to explain five reasons to influence the income distribution in the United States in the 20th century. Changing in social norms is related to the income distributions. Many people think that women represented a cheaper alternative for employers. Their jobs were viewed as temporary to be abandoned in favor of marriage and a home. High turnover combined with a large pool of replacements in any occupation will tend to depress wages, but it also means there is no incentive to provide career opportunities or invest much effort to train persons for more responsibility. Consequently, women tended to fill the more specialized and lower-paying work, while men moved into the new office manager roles. The fact is that clerical, service, and sales work does not yield significant financial returns to people with more formal education or longer work experience (Bibb & Form, 1977). In large part, this is because most of these are low ceiling careers, lacking in meaningful promotion opportunities for higher paying positions. The jobs have been filled advantageous position by one sex or the other. The point is strongly influencing the income distributions. The point of the unionization is related to the income distributions. Unions have improved wages and benefits, increased job security, and protected workers from discriminatory managerial decisions. Male workers are more likely to be members of trade unions, thus enjoying the advantages of collective bargaining for wages and earning more than women (Flaherty & Caniglia, 1992). Overall, women are about half as likely to be union members as men. Rinehart wrote, ? Â § This accommodation to capitalist power was formalized in what is known as the post ? V World War II compromise forged in the midst of the intense class struggles of the 1940s. This settlement between labor, big capital, and the state featured the establishment of a new industrial relations system and stipulated a set of trade ? V off. Unions were legally recognized and accorded organizational security.? (P. 184) Changing in the education level of the population is related to the income distribution. In the U. S, the financial return to a university or college degree also declined during the 1970s. One explanation of this phenomenon was the substantial increase the proportion of the population going to university, particularly the entry into the labor force of the ? Baby-Boom? generation during the 1970s (Welch 1979). Freeman (1976, 1980) argued that the demand for educated workers also declined, so that not all of the change in relative earnings could be attributed to temporary developments on the supply side. Dooley (1986) concluded that the entry of the large baby? Vboom cohort during this period did lower earnings growth for this group, but that this demographic effect could not account for the observed harrowing of earnings differentials by level of education. Dooley? s results thus suggest that demand ? V side forces may also have played a role. Changing in the age structure of the population is related to the income distribution. The shapes of the earning streams reflect the main key factors which is earnings increase with age but at a decreasing rate. This concave shape reflects the fact that individuals generally continue to make human capital investments in the form of on-the-job training and work experience once they have entered the labor force. This job experience adds more to their productivity and earning s early in their careers due to diminishing returns to experience. However, to the extent that education increases productivity, individuals with the same amount of work experience but more education will earn more, perhaps substantially more. Migration is related to the income distribution. Economic theory predicts that the forces of competition would serve to reduce pure regional wage differentials so that they reflect compensating differences, short-run adjustments, or noncompetitive factors. Those forces of competition were the movement of capital from high- to low-wage areas, and the movement of labor from low- to high-wage areas. Empirical evidence tends to verify the implications of migration as a human capital decision. In a recent study, Osberg, Gordon, and Lin (1994) explore the determinants of interregional and interindustry mobility of individuals in the Maritimes. Using the 1986-87 LMAS, they find that younger individuals and those with higher expected wage gains are more likely to migrate. As well, the process of migration tends to reduce the regional disparities that induce the migration decision. In conclusion, the five reasons are influence the income distribution in the United States in the 20th century. The social norms show that the income inequality is happened between men and women. The unionization shows that the unions have a power to improve the wages and benefits for their members. In this situation, the income inequality is happened between union? s members and non-unions members. Although the demand for education workers was declined, education people still earn more than the uneducated people do because they have an expertise knowledge and experience. Migration is benefits for the young individuals. They can have a chance to prove themselves. Therefore, the movement of migration decreases the regional disparities.

Nursing: Years Ago and Today

The history of nursing, a segment of the white collar service sector, reflects the general trends in the transformation of work that gave rise to the new, dependent, salaried, white collar workforce, in conflict over the construct of professionalism. Although previously independent practitioners, by the end of World War II, a decisive majority of nurses were forced to find employment in the newly emerging bureaucratic hospitals as their opportunities for autonomous nurse-patient relationships diminished (Melosh 32). In the nation's hospitals, nurses were subject to processes of bureaucratic control very much like those described by Edwards for both production and nonproduction workers (Edwards 17). Invisible mechanisms of control, including the human capital notion of professionalism and the use of written rules to govern nurses' tasks and supervision, were invoked to discipline this white collar workforce. Historically, nurses' responses to these constraints have been filled with conflict. In the 18th century, nursing was merely another of women’s domestic chores. By the early 19th century, however, nursing had emerged as an occupation performed by respectable working-class women, primarily widows and spinsters. It was a specialty within domestic service, consisting primarily of cleaning a patient's body, linen, and dressings. This kind of labor was considered by most 19th-century men and women as an extension of woman's â€Å"natural† biological capacity for domesticity, docility, nurturance, and willingness to sacrifice (Berg 21). A fine line separated the 19th-century nurse from the domestic servant, as both were expected to perform household chores. By 1868, however, they were more clearly differentiated by salary; the nurse earned $1.00 to $2.00 a day whereas the servant earned only $2.22 per week (Reverby 9). Because of the close association with dirty domestic work, few middle-class women entered nursing. Until the Civil War, nursing remained an occupation performed by poor, older, single women with no formal education or training. These women were often drawn from rural areas into the cities in search of paid work, where their options were generally sewing, lodging borders, domestic service, or nursing. By 1870, there were over 10,000 women officially employed as nurses in the United States. Until the 20th century, hospital nursing was less prevalent than household nursing since most births, deaths, and illnesses occurred in the home. The majority of Americans did not see the inside of a hospital until the turn of the century. Hospitals were barely hospitals as we now know them. They were charitable institutions built by philanthropists at the end of the 18th century for the poor, the socially marginal, or the unemployed. Indeed, many hospitals evolved out of public almshouses. Patients in both public and voluntary hospitals were incarcerated for dependence as much as for disease in the 1870s (Vogel 105), and their hospital stay was often for weeks or months, not days. Impermeable walls and guarded gates surrounded the institutions, enabling hospitals to assert some control over the working class, immigrant, or destitute patient. Although benevolent, hospitals treated their patients disdainfully, with authoritarianism and paternalism. Their purpose was to provide the patient with moral uplift while instilling social control. Hospital administrators believed their patients were from â€Å"the very lowest; from abodes of drunkenness and vice in almost every form, where the most depressing and corrupting influences were acting on both body and mind† (Vogel 24). Children were decontaminated upon arrival and taught â€Å"discipline, purity and kindness.† The trustees hoped this regimen would reform the children, who would then bring â€Å"newly refined manners, quickened intellect and softened hearts† back to their homes. Some hospitals attempted to reform adults as well because they believed society benefited not just by saving these workers but also by â€Å"rekindling in them their faith in social order† (Vogel 26). Nurses in these hospitals were generally ambulatory patients themselves, caring for fellow â€Å"inmates.† If not actual patients, hospital nurses originated from the same poor and working-class sectors of society as the patients. They often held several jobs simultaneously and were frequently reprimanded for â€Å"sewing-out† (manufacturing garments on the ward) while on duty (Reverby 24). The status of the 19th-century hospital nurse was very low, comparable to the status of all female patients at this time. The female patient of 1870 was characterized in a letter to the Boston Evening Transcript as â€Å"a woman who has fallen into the sins of the wayside†¦ too weak to resist the temptations which have beset their unguarded footsteps† (Vogel 26). Similarly, the hospital nurse was characterized by Florence Nightingale, the 19th-century British reformer, as â€Å"too old, too weak, too drunk, too dirty, too stolid or too bad to do anything else† (Reverby 26). Hence, stringent rules governing general behaviors regarding sex, language, and use of alcohol and tobacco were enforced for both patients and nurses in the hospital. Although nurses lived in close proximity to the patients, they were forbidden to socialize with them. In order to prevent them from socializing or drinking with the patients, nurses were kept busy from 5:00 a.m. until 9:30 p.m. They were continually scrubbing patients, garments, and wards, since sanitation was the only method of disease prevention in the 19th-century hospital. When they had completed these tasks, they were given innumerable others to keep them in line. In addition to such domestic tasks, nurses were often responsible for providing more serious health care in the doctor's frequent absence as well. They often managed labor and delivery cases independently. This forced nurses to exercise independent medical judgments, despite doctors' prevailing expectation that nurses would be completely subservient to them. With the taste of autonomy, nurses began to expect greater latitude in their work. They began to see themselves as adult wage workers, not children to be controlled by the hospital â€Å"family,† as the hospital trustees portrayed the workplace. The face of nursing changed during the Civil War. Middle- and upper-class women, motivated by patriotism, familial duty, or simply a search for meaningful work, began to work in hospitals, nursing wounded men, and raising funds for the war (Mottus 65). The unsanitary and disorganized conditions in army hospitals led to the emergence of relief associations. In 1861 the Women's Central Association of Relief was formed with the explicit purpose of â€Å"furnishing comforts and medical stores, and especially nurses in aid of the medical staff of the army†¦ and to take measures for securing a system of well trained nurses against any possible demand of war† (Mottus 24). Drawing on Nightingale's British model of army nursing, the Registration Committee on Nurses sought prospective applicants with specific qualifications: they were to wear dresses without hoops, provide references confirming their high moral character, and be no older than 45 years of age. Nurses trained according to Nightingale's nursing model, learning the laws of both morality and hygiene. The post-Civil War years, characterized by remarkable economic growth, the rise of industrial corporations, the decline of small entrepreneurs, and the emergence of urban America, engendered the expansion of relief organizations and the development of new charity organizations. Both were controlled in large part by middle- and upper-class female reformers. These women, many of whom had participated in organized nursing during the Civil War, focused on reforming the moral character of the poor, soiled by the ravages of urban society (Lubove 4-5). The expansion of the charity organization movement represented another response by a troubled middle class to the social dislocation of the post-Civil War industrial city: â€Å"Charity organization was a crusade to save the city from itself and from the evils of pauperism and class antagonism. It was an instrument of social control for the conservative middle class† (Lubove 5). In the post-Civil War hospital, middle-class women joined forces with hospital trustees and developed training schools for nurses. The reformers' purpose was to â€Å"save† the country girl from the city, foster a profession of nursing, and reform the hospital. They attempted to carry out this goal by developing a cadre of trained, professional, middle-class nurses. The hospital trustees, however, sought nurses as a cheap labor force for the hospital. During the depression years of the 1890s, the hospital moved away from being a charity organization (Rosner 119). Philanthropists, affected by financial crises themselves, were no longer able to be the sole supporters of the institutions. Hospital trustees turned to the middle-class patient as a new source of income for hospitals. This change motivated trustees to alter the hospital's architecture as well as its workforce. Its image became more hotel-like, with private rooms, private doctors, and private nurses. The reformers convinced the trustees that young, educated nurses of middle-class origins would be more appropriate caretakers for wealthier patients than untrained, working-class nurses. Hence, while the middle-class reformers were attempting to create a profession for respectable middle-class women, embodying Victorian America's idealized vision of upper-class womanhood (empathy, gentility, and dedication to service), the trustees were still seeking an inexpensive yet disciplined workforce. The middle-class student nurse was their answer. One of the first training schools for nurses emerged in 1889 at the Johns Hopkins Hospital as a joint effort between the women reformers and the hospital trustees. They sought applications from Episcopalian and Presbyterian daughters of the clergy and the professions (James 214). The reformers hoped such a school would become the new social incubator for daughters of the new middle class. They sought only educated and refined students; women who had previously worked in the mills or domestic service were discouraged from applying. The reformers argued that only women with proper, virtuous backgrounds could enhance the moral atmosphere of the hospital. Student nurse training meant working 13-hour days at domestic duties under strict military discipline. Understaffing and medical emergency continually forced students into positions for which they were unprepared. These poor work conditions of overwork, lack of adequate training, bad food, and arbitrary discipline took their toll on the students, resulting in the 1910s in strikes against nursing supervisors (Reverby 37). During the 1930s and into the 1940s the private duty market collapsed altogether (Melosh 197). The new array of hospital techniques for both patients and nurses fostered a new role for some nurses, however: that of hospital foreman, supervising a new hierarchy of subsidiary nurses. The nursing professionalizers urged hospital administrators to hire educated graduate nurses of middle-class origins for these positions. Administrators were not hard to persuade on this point since they were able to hire nurses with more education and experience for the same wage as the student nurse, given depression-era unemployment. At first, grateful for work, graduate nurses accepted this condition. In time, however, graduate nurses responded to this situation with unrest, high rates of absenteeism, and turnover. Conflicts between adherents of the more elitist, human capital interpretation of professionalism and proponents of the need to work continue to resonate from staff and head nurses today. Many staff nurses claim that besides taking care of patients, they’re working to put shoes on their children’s feet and nursing administrators just don't see that they work to support their life outside the hospital too. Such a comment was just as appropriate in the 1880s as it was in 1985. The same debates still rage on. Besides, there are two current health care issues facing the profession of nursing today: a misdistribution of nurses across the United States and burnout, both noted as causes for a nursing shortage.   There is a misdistribution of nurses across the United States and there are at least two apparent reasons for this: geographic immobility and a lack of incentives for rural and inner-city hospitals. Nursing is a very demanding and stressful profession. Burnout is described by Annette T. Vallano in Your Career in Nursing, as a form of mental, physical, emotional, spiritual, and interpersonal exhaustion that is not easily restored by sleep or rest.   Nurses experience burnout when they are overwhelmed and unable to cope with the day-to-day stress of their work over long periods of time.   Burnout may also be a reason that many nurses have decided to work only part-time, thus burnout may be a contributing factor to the nursing-shortage problem. All in all, nursing has evolved from the days of Florence Nightingale to a highly respected and educated profession.   But there are challenges for the future.   In short, â€Å"the nursing profession needs to begin to recognize new trends and patterns† (Lowenstein1), while also recognizing â€Å"it is crucial that nurses learn to generate new ideas for care, utilizing the new medical and communication technologies that are blossoming daily, but also keeping our high touch together with the high tech† (Lowenstein 1). Works cited Edwards, Richard. Contested Terrain: The Transformation of the Workplace in the Twentieth Century. New York: Basic Books. 1979. Berg, Barbara. The Remembered Gate: Origins of American Feminism: The Woman and the City, 1800-1860. New York: Oxford University Press. 1978. James, Janet. â€Å"Isabel Hampton and the Professionalization of Nursing in the 1890s†. In Charles Rosenberg and Morris Vogel (eds.), The Therapeutic Revolution. Philadelphia: University of Pennsylvania Press. 1979. Lowenstein, Arlene. â€Å"Vision for the future of nursing.† ICUS NURS WEB J, 16, Oct/ Dec 2003 http://www.nursing.gr/editorialLowenstein.pdf. Lubove, Roy. The Professional Altruist: The Emergence of Social Work as a Career, 1880-1930. Cambridge: Harvard University Press. 1965. Melosh Barbara. The Physician's Hand: Work Culture and Conflict in American Nursing. Philadelphia: Temple University Press. 1982. Mottus, Jane E. New York Nightingales: The Emergence of the Nursing Profession at Bellevue and New York Hospital, 1850-1920. Ann Arbor: University Microfilms International. 1980. Reverby, Susan. Ordered to Care: The Dilemma of American Nursing, 1850-1945. New York: Cambridge University Press. 1987. Rosner, David. A Once Charitable Enterprise: Hospitals and Health Care in Brooklyn and New York, 1885-1915. New York: Cambridge University Press. 1986. Vallano, Annette. Your Career in Nursing. Kaplan; 3rd edition. January 3, 2006. Vogel, Morris. The Invention of the Modern Hospital, Boston, 1870-1930. Chicago: University of Chicago Press. 1980. ;

Tutorial Services at the Blue Bell or Pottstown Campus Essays

Tutorial Services at the Blue Bell or Pottstown Campus Essays Tutorial Services at the Blue Bell or Pottstown Campus ENG 101: English Composition I Tutorial Services Assignment Source: Tutorial Services at the Blue Bell or Pottstown Campus Requirements: First, you must visit Tutorial Services on either campus for a twenty minute (minimum) session with a professional tutor before submitting the final draft of Essay 1. All services are free and appointments are not needed. You can not earn credit by visiting the Lab after an essay has been returned and graded. The point of the assignment is to get help before the final draft of an essay is submitted. Further details on Tutorial Services, including the tutor schedules, can be found under the Support Services tab in the BB toolbar. Please be sure to bring a copy of your assignment sheet for the tutor so that he/she has a firm understanding of the essay requirements. Also, guide the tutor to focus on one of your writing weaknesses. A tutor cannot possibly review every aspect of your essay in such a brief amount of time. For example, if you have fragments recurring in your drafts, ask the tutor to work with you on fragments. If you have repeated problems with unity and clearly defined t opic sentences, then ask the tutor to focus on unity. Do not expect the tutor to fix your errors or rewrite your paper. The tutor will merely guide you to making your own corrections and set an example for revision. The final responsibility for revising/editing any draft is yours! Second, you must fill out the form below, detailing your experience. Also, you must ask the professional tutor to sign and date your form. The tutor may sign your form before you fill out your analysis on the experience. You can submit the form a number of ways: 1.You can leave the document under my office door (PH 454) if you are on campus. 2.You can scan the document and submit it with your final draft. 3.You can scan the document and send it as a separate email to my MC3 account. Note about online tutoring: Online tutoring is available from the Course Catalog on the main page of Blackboard. The online tutoring questionnaire will allow you to check composition courses (i.e. ENG 101 and 102). Instead of a signature from the online tutor, you will need to send me an email with the draft of your essay on which the tutor commented. The comments will work as evidence of your tutoring session. Tutorial Services Form Ask the professional tutor to sign and date this form as evidence of your attendance. The form is to be filled out for full credit to your grade. Additionally, you are to submit it with your final draft. 10 points will be deducted if the form is not submitted with the draft. STUDENT NAME: TUTORIAL SERVICES LOCATION AND TIME: TUTOR ON DUTY: TUTOR SIGNATURE:DATE: What specific weakness did you focus on in your writing? How did the tutor help you with this weakness? What strengths did you identify in your writing? How can you take the lesson from this tutoring session and apply it to future essay drafts? Overall, would you rate your experience as successful? Why or why not?

The Right Climate

The Right Climate The Right Climate The Right Climate By Sharon With some words, a single letter can completely change the meaning. Take the letter c and the words climactic and climatic. Theres not much difference in spelling and the words even sound the same, but theres a world of difference in meaning. Climactic Climactic comes from the word climax. This has to do with the progression of events, in which the climactic moment is the moment of greatest intensity. Its that point in a serial killer thriller where it looks like the villain is going to win out against the hero. Its that point when feelings are at their highest. It can also be used to indicate a pivotal moment in history. Example: The climactic moment in the early history of man came when our ancestors left the trees and began to walk on the ground. Climatic Climatic on the other hand is all about the climate. If you can use the word weather, then climatic is the word you want. Example: Severe climatic conditions led to snow storms in July. Putting It All Together Now you know the difference, it is easy to tell that the climatic conditions of the Ice Age represented the climactic period of the age of the dinosaurs. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and TimesCapitalization Rules for Names of Historical Periods and MovementsComment, Suggestion, and Feedback

Finance study case Example | Topics and Well Written Essays - 1750 words

Finance - Case Study Example the projected ratios provided by the executive management of the firm vary as between the ratios projected as calculated from the historical information in the firm’s books of accounts e.g. the profit margin provided as 6.1% against the computed 6.28% figure and the earnings per share ratio provided as 1.06% against the computed figure of 1.78%. This has an imbalance effect amounting to $0.18M on the pro forma balance sheet of the firm. a) The proportionality test holds it is true that total assets increase in the same ratio, as it is evident in the data provided. The total assets in the year 1991 are 12m$ that when compared with the sales for the same year it is realized that it is half the sales, which implies that sales for the same year is 24m$. Therefore, the proportionality ratio is two. Taking the sales for the year 1992 which is 28.8m $ compared to total assets which is 14.4m $ it implies the same ratio has been maintained. Checking the other sales for the other three subsequent years compared to the total assets it can be summarized from the data the financial increment in assets is two per dollar. The graph below show a straight line graph implying an equal proportionality in the total assets and sales. From the graph, an equation is derived y=2x meaning that for every total asset there is twice sales made. From the regression analysis the proportionality test holds but not with the same ratio. This can be witnessed from the graph above. The financial increment ratio is approximately 1.4m per dollar. For any data to be directly proportionally with an exact ratio, the resultant graph always bears a straight line. c) The later situation holds for most companies or firms because the first condition assumes other financial factors. It is only in a perfect condition that firms’ sales will perfectly be proportional to the total sales in every financial year. Its implication if one uses the percentage of sales method is that sales compared to assets will