No Lift Policy

The given scenario has provided a clear perspective to the correct attitude and compliance ability of the nurses to the ‘no lift’ policy of The Area of Health Services. The complaint has a certain gravity of issue to address but analyzing the situation further may lead to a conclusive approach whether the nurses have actually done the right thing or not. The ‘no lift’ policy was designed to prevent and reduce nurses' injuries when lifting or moving patients (Morieson, 2000). As stated in the complaint of the relative, Mrs. McDonald was forced to lift herself up in bed. This phrase may lead to a conclusion that the patient is actually capable of doing the act without any assistance from the nursing staff. She is at least aware of her capability to do a minimal procedure by herself. Although the core service for a nurse is to provide assistance, there are some restrictions that are implemented to benefit both the staff and the patient. Apparently, there is a motion on the nursing profession that provides a chance for the patients to be more independent. This will eventually permit the individual to carry his tasks for self fulfillment. The complaint also stated that the two nurses were negligent of the patient. This may seem to be the case for the relative but the staff actually had the good attitude of complying with the regulations of the ‘no lift’ policy. They have provided a rather complementary act by protecting their own health as well as giving opportunities for Mrs. McDonald to eventually start rehabilitating herself. As a matter of fact, if they had neglected the ‘no lift’ policy just to satisfy the relative’s impressions, they might have been subject to a very high risk of injury. This is one good example on how competent a nurse can be. A professional acts in accordance with own competency level and recognized standards of enrolled nursing practice (ANMC). There is another consideration that should be realized regarding the nurses’ manner in the situation. They have attempted to assist Mrs. McDonald in the most effective way by helping her climb up in bed without lifting her. The patient was able to receive sustainable assistance by guiding her body and gently holding her up to the correct position. This somehow shows that the nurses were still aware what was happening and that made them consider implementing the correct nursing practice enveloped in the nursing practice policy. In a bigger picture, the nurses did the most appropriate approach by not lifting Mrs. McDonald. They were just following a simple rule for the benefit of both parties involved, the patient and themselves. However, the submission of a complaint could have been avoided if there was a complete transparent communication between the nurse and the relative. As stated in the nurse code of ethics, the nurse has a responsibility to inform people about the nursing care that is available to them, and people are entitled morally to accept or reject such care (ANMC, 1993). In this case, it would have been ideal to inform the relative about the ‘no lift’ policy for mutual understanding. Moreover, the nurses should have at least questioned Mrs. McDonald if she actually is capable to lift herself independently. This affirmation may have provided a different perception on the side of the relative since it is the patient’s own judgment about her capability that is of great importance. The complete cooperation of Mrs. McDonald and the nurses should have been the most effective factor to avoid this kind of complaint scenario. References: ANMC. 1993. Code of Ethics for Nurses in Australia. Australian Nursing and Midwifery Council. Retrieved May 18, 2007 from http://www.anmc.org.au/docs/ANMC_Professional_Conduct.pdf. ANMC. National Competency Standards for the Enrolled Nurse. Australian Nursing and Midwifery Council. Retrieved May 18, 2007 from http://www.cshisc.com.au/docs/upload/ANMC%20competencies%20for%20the%20Enrolled%20Nurse.pdf. Morieson, B. 2000. Australian Nursing Federation. Retrieved May 18, 2007 from http://www.anfvic.asn.au/media_releases/010622.html.

Reason, is the ability to use your thinking in order to form conclusions Essay

Reason, is the ability to use your thinking in order to form conclusions, inferences, or judgments. to use reason in order to so such things we need not only to think but also connect and make paths with the other ways of knowing and the mindful surrounds with the use of our senses like the article states. While trying to make conclusions, inferences or judgments we tend to search for courses that led to such behavior actions or outcomes. For example, we can take the idea of Sherlock homes whether he wanted to conclude about something he not only think about it but he actually search for the components who led to that. Then when he actually found the pieces of the puzzle he is able to conclude of make a judgment of any circumstance. For that reasons, we can say that in other to reach to conclusions and gain knowledge about them we firstly need to search for all the pieces and then put them together and conclude. Pursuing this further, reason on its can give us knowledge however, this information may not be as good and certain as when using all the components in order to reach to an ending. The article states that when actually observing the situations and using the mindful of the surroundings and using all the scenes in order to actually observe then, we are able to actually see what is behind the blanket and understand what we were actually searching for. Answers are easier when we actually search for them and find all the components that make one. If we tend to actually do into the conclusions we would never actually gain knowledge we most likely believe we are when we are not. In order to actually gain knowledge we need to search for it and use our perception emotion and language. In that moment we are able to gain knowledge the moment when we actually see the whole picture.

Moving and Handling

Arega Arutiunian NVQ level 2 – Moving and Handling . How to Transfer a Weak Patient from Bed to Chair/Wheelchair . Lying in bed for a long period of time is generally depressing and boring for most patients. Being transferred on a chair enables the patient to execute some slight movements that is beneficial in improving circulation. As for being transferred on a wheelchair, it serves as a way to transport a weak patient on hospital areas , to the bathroom or in the lounge room . First i must inform the patient about the procedure. If the patient wants to be transferred on a chair, i will explain the details .And if there is a need for him to be transferred on a wheelchair, i need to explain the purpose and destination of the transfer. Using a nice tone of voice and right body language. Informing the patient will facilitate cooperation and will make him feel that he is being respected rather than being controlled. Position the chair or wheelchair next to the bed facing the foot of the bed. I need to bring the chair as close as possible to reduce the distance of the transfer. If a wheelchair is used, i will make sure to lock its brake and fold the foot rests, as soon as my position it near the bed.I need to adjust the height of the bed in its lowest position-this way it will be easy for the patient to step down on the floor, thus, decreasing the risk of injury from falling. I will lock the brake of the bed and then assist the patient in doing side lying position, facing the direction of the transfer. I need to lace one arm under the shoulder of the patient and the other arm supporting the patients’ thigh on the opposite side. Count to three and then carefully swing the legs of the patient over the side of the bed and assist him in lifting his trunk and shoulders until he is in sitting position.If patient is strong enough to do some movements, i can allow the patient to participate on the manoeuvre. I will ask patient to use the leg on the outer side of the bed to scoop the leg on the other side. Than carefully swing both his legs on the side of the bed and then assist him in lifting his trunk and shoulders until he is in sitting position. Place my arms around the torso of the patient for support. Put one arm of the patient over my shoulder -while his other arm is extended on the bed, to help support the position.Instruct the patient to scoot over the edge of the bed until feet is flat on the floor. Widen the distance of my feet, with right foot forward, and the left foot back for an easy shift of my weight as i lift the patient. Maintain the position above, with my arms still supporting the torso of the patient. One arm of the patient should still be on my shoulder and his other arm should still be extended on the bed (palm flat on bed). Slightly bend my knees and lean my body. Then i will instruct the patient to get ready for a push from one arm that’s extended on the bed, as i lift him up to standing position.Count to three as i assist the patient to standing position and he is pushing off from at the same time. Need to raise patient to standing position and keep my back straight. Pivot the patient so that his back is positioned in front of the chair or wheelchair- i need to instruct him to grasp on the armrest for additional support, and then slowly assist the patient as he lowers himself on the seat of the chair. Help the patient in positioning himself properly when seated. I need to make sure that his buttocks are entirely rested on the seat and his back firmly resting on the back support.When in a wheelchair, i should place his arms on the armrests and his feet on the footrests. How to Use a Hoyer Lift to Transfer a Patient A Hoyer Lift is a lifting device or hydraulic lift that is commonly used in nursing homes and other medical facilities to help transfer patients from beds to wheelchairs and back again. Special care and attention needs to be used when transferring any patient using a Hoye r Lift, as injuries and even death may result from improper techniques or use of the lift. Position the sling that comes with the Hoyer Lift beneath the patient to be transferred.In some cases, caregivers will be required to carefully roll the patient from side to side in order to position the sling properly. I need to make sure that the sling is evenly distributed, without wrinkles and is correctly positioned, the seam side of the sling away from the skin of the patient. Need to move the Hoyer Lift so that the extended legs slide under the bed. The legs of the Hoyer Lift are able to open and close to facilitate wheelchairs. I should slide the Hoyer legs under the bed until the swivel bar hook of the lift is directly over the patient's abdomen. Attach the einforced â€Å"O† rings in the sling straps that have been placed around the patient's legs first, connecting to the â€Å"S† hooks of the Hoyer Lift first. Need to make sure that the leg straps (if two are present) are positioned to prevent the patient from slipping out of the sling. Should point the tips of the â€Å"S† hooks away from the patient's face for extra safety. Need to attach the shortest web strap through the hole for the back and head support part of the sling, which will help make sure the patient will have neck and head support when lifted. Then, i must attach the web   straps to the swivel bar.Press the button that will engage the lift and slowly lift the patient, maintaining control of both the sling and the lift. The Hoyer Lift should always be used with two people. One person should be helping control movement of the patient while the other operates the lifting mechanism and opens the legs of the lift for optimal stability. One person should always maintain control of the patient in the sling while the second person operates the lift. Once the patient is centred over a wheelchair or bed, lower the lift and then reverse the process used to place the sling .

Marketing in Hospitality Assignment Example | Topics and Well Written Essays - 500 words

Marketing in Hospitality - Assignment Example Customer’s needs are different and segmenting a target market makes the company more efficient and can achieve higher performance. Performance  is seen through  indicators such as revenue or sales. Another reason for market segmentation is the fact that customers have different disposable incomes. Thus, their sensitivity to price is different (Boundless, 2014). A  business that  segments their  target market  by  offering their products at various prices, can cater to a larger section of a given market. This results in enhanced profits for the company. Market segmentation can be used by a company to position a product. Customers can be encouraged to start using a particular product if it is offered at a low price. After gaining that  low-price  market, a company can then growth the company through built up sales revenue that is reinvested back into the enterprise. A benefit of market segmentation as a marketing strategy is that it can be used to maintain a share of a market segment. A business without a strong lead will find it hard to maximize profitability due to larger brands. Large brands maximize scale of economies in production and marketing and leverage their relationship with distributors and retailers to deliver an extremely differentiated product to the end consumer. Small companies may find it harder to find a particular segment of the market to satisfy. Marketing mix refers to a marketing strategy that involves combining  factors that can be controlled by a business, to achieve its objectives of marketing a product to a particular target market segment (Chong, 2003). The reason for this is that these factors are essential aspects of marketing activities. Market planning can then be better translated into practice. The basic components of a marketing mix are the product, price, place, and promotion. Other components may include people, process, and

Madrid Essay Example | Topics and Well Written Essays - 2500 words

Madrid - Essay Example Despite the exponential growth of Madrid as a global city in the world, there exist severe social issues such as social inequality, socio-economic distinction, unemployment, educational differences and gender discrimination etc. The extent of social inequities and uneven development in Madrid is depicted by high suicide rate. Men attempt and commit suicide at a rate higher than women in the city. According to a survey conducted in 1996-97, there were 135 people who committed suicide in which 105 were men and 30 were women.4 In the year 2005, the number of men and women who committed suicide rose significantly to 1,585 and 642 respectively.5 The mortality rate between men and women are different. The differences in suicide rate among men and women can also be explained with the help of distinctions in educational level and socio economic conditions. Out of all the men committing suicide in Madrid, about 63% of men belonged to lower secondary education group. This rate is slightly high er in women, which is 73% at the same educational level. 6 It shows that women at lower education level confront with suicide risk more than men. Suicide rate in men decreases due to increase in the socio-economic well being. This is not the case with women. Surveys show a high level of inequities in Madrid in education etc as compared to the other countries. 7 Mental illness is also a factor leading to suicide which is highly suffered by people having lower socio-economic position in the society. Use of drugs in Madrid is also deeply concerned with the educational level. Drug addiction among women is higher than men. There are serious social inequalities in Madrid with respect to income, education, social status etc that lead to high suicide rates. The lower socio-economic level of people who are attempting suicide reveals the fact of social inequality in the city. As men are more involved with socio-economic activities, this inequality affects the mental attitude of men more than women and thus men have a greater tendency to commit suicide. The concerned authorities have now become more active in removing the inequalities and social gaps among people to decrease the rate of suicides.8 The Madrid city has high social inequalities and issues as compared to other big cities like Paris, New York, Tokyo and London etc. The differences in social and economic status play a vital role in fostering these inequalities among people leading to social issues. People of lower economic level have significant social issues and it is the greatest factor that forces them to take a step like suicide. It is imperative for the government to minimize the existing gaps between citizens in Madrid so as to make the city compete with other global cities more effectively. Women are seriously deprived of their rights not only in Madrid but in whole Spain. In response of this inequality, a movement started in 60's to defend the rights of women called equality feminism.9 There still exists gender discrimination in Madrid with respect to the social and econom

Racial Discrimination in the U.S. Judicial System Research Paper

Racial Discrimination in the U.S. Judicial System - Research Paper Example Generally, racism may be considered as the social practice that apportions merits or attributes values to people who belong to groups that have been racially categorized exclusively based on the race they belong to (Mann and Zatz 3). There are about three different aspects associated with racism including personal prejudice: institutional racism that involves policies that operate to create differences between various races and ideological racism where biology and culture are the justification for the superior position of a dominant culture. One of the characteristics associated with institutionalized racism is petit apartheid which is a concept that entails hidden or informal interactions between police and minorities in a daily basis including various policing activities that could or could not lead to apprehension and subsequent entrance into the justice system. Petit apartheid has continued to be addressed recently hypothetically and also based on practices which could be include d in its range of definition with the emphasis of petit apartheid appearing to be attitudinal aspects that have an effect on policing and other choices in the system including beliefs and actions that are culturally biased such as rough treatment, insults and quality of judicial instructions along with other discretionary actions that may exist within the system.

Student Action Plan LSL Assignment Example | Topics and Well Written Essays - 500 words

Student Action Plan LSL - Assignment Example For example if we waste the clean supply of water now and continue to pollute the remaining by industrial waste, we are assured that the forthcoming generation will be forced to desalinate water. From my educational experience I seek to treasure the environment as the most precious gift that the creator ever awarded man as a source of resources. I also seek to enlighten others on the importance of utilizing our resources accordingly. It is also my obligation to inform others that sustainability is not only a matter of environmental maintenance but as a social responsibility of all and to ensure that they maintain ethical behaviors. It is with no doubt that based on my interest in this field I will be highly interested in advancing in this field of professionalism. In order to ensure that I play a productive role in ensuring the sustainability of the environment, I must be socially responsible. To ensure that we have reliable soil, I seek to enlighten others on the importance of not dumping untreated chemical waste. To save water, I will minimize waste of water and ensuring that I tell others on the same. Finally when it comes to minimizing wastage of resources, I seek to educate others on the importance or recycling and reusing material so as to outdoor reduce the stress on the need for new ones. I must make a difference on this planet because it houses my present and my future, together with that of others too. It is therefore my responsibility to ensure the existence of both the present and the future. In this light, below I present my sustainability plan: Back in the house, I seek to completely change the lighting system to use energy saving bulbs. In addition the source of electricity is to be changed from grid electricity to renewable energy sources such as solar panels. I also want to advocate for purchase of fully electric cars like the Tesla s. At the campus, I seek to audit their energy use, from which I will be able to assist them on how

Retail Marketing Bachelor Essay Example | Topics and Well Written Essays - 2500 words

Retail Marketing Bachelor - Essay Example Other important applications include informing the details of the company to the sales personnel, suppliers and others so that they become aware of company's goals and achievements. Let's look at the essential elements of marketing plan for a computer-centralize system for a group of hotels. High fields Hotels comprises a group of five hotels based in Southampton and concentrates more on weeknight business clienteles. Employing proper technological applications for appropriate work solves many problems. High fields Hotels uses outdated technological applications that create more problems than solutions. High fields Hotels use standalone PCs to meet the requirements like billing, checking in and checking out of the customers etc. Using PCs is not the problem; the problem arises due to non-availability of network systems in the five hotels. They don't have any central reservation systems that can keep them updated about the different activities of the hotels all the time. Most of the work is done manually at these five hotels. All the five hotel general managers are answerable to group managing director (MD). The hotel general mangers prepare a report by extracting the required data from various systems of the hotels and create management reports using a word processing application. This report is submitted to the group-managing director that would be analysed to make any changes in the daily activities of the hotels. FEASIBILITY STUDY Feasibility study is an important phase in the software development process. It enables the developer to have an assessment of the product being developed. It refers to the feasibility study of the product in terms of outcomes of the product, operational use and technical support required for implementing it. Feasibility study should be performed on the basis of various criteria and parameters. The various feasibility studies are: Economic Feasibility Operational Feasibility Technical Feasibility Economic Feasibility: It refers to the benefits or outcomes. We are deriving from the product as compared to the total cost we are spending for developing the product. If the benefits are more or less the same as the older system, then it is not feasible to develop the product. In the present system, the development of the new product greatly enhance the accuracy of the system and cuts short the delay in the processing of Birth and Death application. The errors can be greatly reduced and at the same time providing great level of security. Hence, we do not need any additional equipment except memory of required capacity. No need of spending money on client for maintenance because the database used is web enabled database. Operational Feasibility: It refers to the feasibility of the product to be operational. Some products may work very well at design and implementation but may fall in the real time environment. It includes the study of additional human resources required and their technical expertise. Technical Feasibility: It refers to whether the software that is available in the market fully supports the present application. It studies the pros and cons of using particular software for the

Marketing plane Essay Example | Topics and Well Written Essays - 500 words

Marketing plane - Essay Example In addition, the Unilever top management believes that this sale would assist the company to focus more on its core objectives and to continue to deliver sustainable growth for the organisation. According to Kees Kruythoff, president of Unilever North America, â€Å"as we continue to shape our portfolio to deliver sustainable growth for Unilever, this change will give us the focus to drive growth behind our core foods portfolio† (qtd in Dornbrook). In addition, Unilever plans to generate 70% of its total sales from emerging markets by 2020. Probably, Wish-Bone is less likely to gain a wider market acceptance in emerging markets like China, India, or Russia. Therefore, Unilever decided to sell out its iconic brand to add value to its long term business goals. When Unilever sells their iconic brand, Pinnacle Foods has their reasons to buy it. First, the current market position of the Pinnacle Foods justifies the firm’s decision to acquire Wish-Bone. The company’s well recognised products are used by roughly 85% of the American households, and the organisation holds #1 or #2 market position in 10 of the 12 categories in which it operates. Hence it would be easy for the Pinnacle Foods to increase the American market share of Wish-Bone, which is already a leading salad dressing brand in North America. In addition, the planned acquisition supports the firm’s market expansion strategies. In the words of Pinnacle Foods CEO Bob Gamgort, â€Å"the acquisition of Wish-Bone is a perfect fit with our successful strategy of Reinvigorating Iconic Brands.† (qtd in Dornbrook). He adds that proposed acquisition would benefit the company to achieve cost synergies and to enhance its ability to provide consumers with better meal solutions and recipe ideas. The Pinnacle management also claims that Wish-Bone brand has ‘attractive margins’ and a strong cash flow. The top management thinks that its improved efficiencies on the

Fuddy Meers Essay Example for Free

Fuddy Meers Essay They play was quite an interesting play with its use of comedy and tragedy. The actors did a terrific job on portraying the characters. The set was small so it was much easier to see their reactions. The introduction to the play was pretty unique with those people in tight pants and glitter all over everybody in the lobby. They never broke character no matter what went on in the lobby. Later they used as prompts on stage which was pretty interesting because at times I was so into the play I forgot they were there acting as a car or a door. Although Claire was the main character, the actor who played Millet had the best acting on stage. They way he switch between the two personality was amazing and hilarious. He portrayed the character really well and had me believing for a bit that he actually had a dual personality. His entrance on to the stage in every scene was perfect, every time he can on he was really enthusiastic and his enthusiasm did not fluctuate too much in the play, even though he was not playing one but two characters. The actress who played Claire portrayed the character well. From the beginning to the end she really captured the characters and her emotions. When she first entered on stage I was confused of what was going as she was walking aimlessly across the stage but later realized that was the whole point. She wanted the audience to believe she was confused and lost; and she did. I notice her break the fourth wall every now and then as she looked into the audience. I suppose it was part of the scrip to interact with the audience because she mostly did it when she was on the side doing random things with the people in tight pants. Her entrances where perfect every time, even though the scenes where being switched off between her and Richard in the car, she never seen to loose focus. You could clearly see every expression on her face which made it more realistic to the audience. The actor who played Richard could have done a better job on portraying his character. He wasn’t terrible it just looked like he was trying to hard; it just didn’t seem as natural. For example in the scene he gets pulled over by the lady cop, he was a little too jittery; no one really acts like that. Overall he did pretty decent job but could have done much better. The limping man, who was Zack than later we found out he was Claire ex husband, did an amazing job portraying his character. It wasn’t only his facial deformation, which I have to admit looked pretty real to me, but was the way he acted out the character, from the lisp to the scary deep voice, that made him truly incredible. He made the audience believe he was really deformed. The scene when he first took Claire and he was struggle to enter the window was pretty hilarious but he also gave an insight to what he character was going through. They endowed many things on the set, most of the things looked pretty realistic. In the scene when Richard and his son go looking for Claire they used a paper joint to endow the marijuana they were smoking but they did not portray being under the influence as well as they could have. Usually people that smoke pot are really laid back and giggly with short term memory loss not knowing what their doing half the time. They also endowed the officer’s gun which still look pretty real. When Claire was running up and down the stage with that knife it seem pretty dangerous but from where I was sitting I couldn’t even tell if it was real or fake. The overall play was excellent and it gave me an opportunity to learn from these actors what to do and not to do. They really had some tremendous actors on this set who did an amazing job on convincing the audience on what was going on in the play.

Is Virtue Knowledge Or Teachable Philosophy Essay

Is Virtue Knowledge Or Teachable Philosophy Essay Plato presents Socrates views on the question whether virtue is knowledge and whether it can be taught in several dialogues, most notably in Meno. In this dialogue, Socrates makes many different arguments on the subject of virtue. These arguments include how virtue is defined and whether or not people can acquire it. He examines the ways that virtue can be attained; whether or not one is born being virtuous, whether virtue can be taught or it is another factor for virtues people have. In this essay I will focus on the question of whether virtue can be taught. Platos answer is that virtue cannot be taught. In this essay I will suggest that Plato could have framed the questions a bit differently, which would have probably given him a different answer. In particular I will argue that Plato might have done better to ask whether virtue could be learned instead of asking whether virtue can be taught. The Meno begins with Meno asking Socrates whether virtue can be taught. The argument then is drifted then to another question, what is knowledge. Then Meno proposed an interesting paradox: one can never find out anything new: either one knows it already, in which case there is no need to find it out, or else one does not, and in that case there is no means of recognizing it when found (Plato 1997, 80d-e.). In other words if one does not already know what arà ªte (virtue) is, he cant even search for it, because if he does not know what it is already, then even h he searches, he wont be able to know when one has found it. Socrates suggests a way to solve this dilemma which is based on the Pythagorean view of the immortal soul. According to that notion, the soul, after the physical body dies, is reincarnated and thus never destroyed. If one can never acquire any new knowledge and at the same time it is obvious we are always learning new things, then it is be concluded that learning mus t be a matter of recollection of past life experiences and knowledge. In other words there is no such thing as teaching, but only remembering. In the Meno he demonstrated with a young slave boy who apparently didnt have any knowledge of geometry. By asking the young boy questions he managed to show that the boy had knowledge of certain mathematical theorems. Meno asks again his original question, that is whether one can be taught virtue, or one gets virtue by nature or in some other way. Socrates consents to proceed but argues that they need a common ground due to the fact that neither of them can say at this point what virtue is. Then Meno is made agree that if virtue is not knowledge then it cannot be taught, and if a knowledge then it can be taught. He points out that one can teach something only if one knows what it is that he is teaching. Someone who does not know himself how to drive a car seems unlikely to be able to teach someone else how to. Socrates and Meno much agree that there is no one that truly knows what is meant by virtue and because of this reason cannot be taught. According to Socrates, If virtue could be taught, we should be able to know not only those who teach it but also those who learn from them, which in truth we cannot easily do (Plato 1997, 96c). Socrates claims that teachers for horsemanship, medicine, etc. exist and everybody recognizes these as genuine teachers, whereas people dont agree about whether the Sophists really do teach virtue. Socrates goes one to speak of Thucydides, who had two sons, neither of which was considered to be virtuous. However, it is said that Thucydides educated his children in many different disciplines, but it seems that he could not find a teacher of virtue even though he found teachers for other aspects of life he found valuable. He could not teach it himself either, even though he himself was known to be virtuous. Therefore it seems virtue cannot be a form of knowledge. In order for something to be knowledge, someone must be able to teach it to others. Socrates concludes that virtue cannot be taught an d that there is no means or method by which virtue can be acquired. Virtue is simply shown as coming to us, whenever it comes, by divine dispensation (reference?) In my view, if Plato had framed the questions somewhat differently, he might have gotten a different answer. That is Plato could have better asked whether virtue could be learned instead of asking whether virtue can be taught. What I mean to say is that asking whether one can be taught something entails that the relationship of a student and a teacher, whereas asking whether something can be learned implies only that there is a student (whose life experiences might be said to be a teacher.) For example, to ask whether I was taught geometry is to ask whether a teacher taught me geometry. Whereas to ask whether I learned geometry is simply to ask whether I learned it, whether or not I was taught it by a geometry teacher or learned geometry myself either from (lets say) a book or by some other means. Learning can come in various forms. In order to learn something, one does not require a teacher in the strict sense. For instance, learning can be achieved from studying people who have virtue and yet the latter may not be aware that they are studied. So a man may be learning virtue, and his teachers may be virtuous, even though the teachers might not even be alive. Another form of learning is experience. Virtue may be learned through personal experience. In this example, the teacher would be both life experiences and the reflective nature of the learner. There is still another form of learning. A man can learn, even if he cannot offer an explanation of how he learned or of what he exactly knows. For instance, after someone has been through a particular problem in his life, he can then detect that a relative of his is going through the same problem. And although he can know it, he cannot give an explanation of how he recognized it. Another example is that of the musicians or painters who have learned their craft and are able to perform well, but find it almost impossible to give an explanation of what they have learned. So the question whether virtue can be taught is a much different, and narrower, than whether virtue can be learned. Plato is right in suggesting that virtue cannot be taught. I believe that we all know or have heard of people who recite rules of virtue (such us be compassionate or be honest,) but find it impossible to put them into practice. Certainly in this sense virtue cannot be taught. A mentioned above, having the ability to be virtuous is like having the ability to be musical, which is to some extent instinctual. So, for example, it could be argued that knowing when, for example, to offer help to a friend when he needs it, is a matter of instinct or judgment. All of this means that although virtue may not be taught, this is not to say that virtue cant be learned. Plato suggests the notion that virtue is inborn. Certainly this is to some degree true. There are some people with an exceptional capacity for virtues like compassion, etc. since they were born. Yet others look as if they are born with little to no moral conscience, which seems to be necessary for virtue to exist. However what this means is just that the foundation of virtue is inborn, not that it cant be learned. In the same way that we comprehend the fact that one can be preached how to be virtuous but fail to be virtuous in practice, the converse is also possible: people can refine the ways they understand virtue, they may become more virtuous by reflective practice, and their views of how to act in a virtuous way changes significantly as they grow up. In my view, if Plato put his questions in a different way (that is if he had asked whether virtue can be learned, instead of whether virtue can be taught) he might have found a much more affirmative answer. Bibliography

The Corrosion Of Metals Engineering Essay

The Corrosion Of Metals Engineering Essay Each year, billions of dollars are spent on repairing and preventing the damage of metal parts caused by corrosion, the electrochemical deterioration of metals. The majority of metallic materials in a practical context are generally exposed to corrosion in both atmospheric and aqueous environments. Metallic corrosion has become a global problem which has negatively affected the industrialised society; hence why it has been studied in such comprehension since the beginning of the industrial revolution in the late eighteenth century. Corrosion also affects the average daily life both directly, as it affects the commonly used service possessions and indirectly, as producers and suppliers of goods and services incur corrosion costs, which they pass on to consumers. (ASM International, 2012). The effects of corrosion are distinctively recognized on automobile parts, charcoal grills and metal tools all of which will have a depleted efficiency once corroded. This corrosion may result in con tamination which then poses health risks. For example, the pollution due to escaping product from corroded equipment or due to a corrosion product itself. As a result of these consequences, corrosion prevention has been studied in great depth. Corrosion of various metals may be prevented by applying a coating of paint, lacquer, grease of a less active metal to keep out air and moisture. These coatings will continue to suppress the effects of coating so long as they stay intact. Examples of metals that are heavily protected in the industrial world are iron and aluminium. Vast quantities of the ores or each metal are mined and processed each year using large scale chemical reactions to produce metals of the purity required for their end use. For this report, the chemistry involved in the corrosion of both iron and aluminium will be researched as well as the methods employed to prevent their corrosion. Justification as to why corrosion happens will be explained with reference to physic al and chemical properties, electrochemistry, equilibrium, rates of reaction, enthalpy and solubility at every point where it is appropriate. Before explaining why corrosion happens, it is important to define corrosion in terms of electrochemical processes. An electrochemical reaction is defined as a chemical reaction involving the transfer of electrons through redox. Corrosion is a broad and complex subject that can be examined in three different categories; electrochemical corrosion, galvanic corrosion and electrolytic corrosion. In all forms of corrosion, three components must be present an anode, a cathode, a metallic path for electrons to flow through, and an electrolyte for the ions to flow through. Both the anode and the cathode must be in contact with the electrolyte to allow the ions to flow. As well as this, oxygen and hydrogen must also be available, either directly or as a result of chemical action and the resultant dissociation of water into its two constituents. In this report, electrochemical will be investigated in terms of its spontaneous nature and self-sustainability. Firstly, spontaneity is dependent on the sign of free energy. Gibbs free energy can be defined by the following equation:; where is the enthalpy, is entropy and is the temperature in kelvins. When is negative, the reaction will occur spontaneously (Zhang, H. 2012). For this to occur the entropy must increase and the enthalpy must decrease. This can be proven as a system of spontaneity aims towards disorder which directly coincides with entropy. Also, the change in enthalpy must be negative as thermal energy will be released from the energy stored within chemical bonds in a spontaneous system. Furthermore, in this electrochemical procedure, the negative electrode is the cathode and the positive electrode is the anode. Note that metals are used as they are good conductors of electric current due to the specific ionic bonding which then allows the electrons to be delocalized and move relatively freely. When these two electrodes are connected by a wire, free electrons flow through the wire from the anode to the cathode forming an electric current. Both the anode and cathode are submerged in separate substances respective to the elements of both electrodes from which the positive ions are attracted to the anode and the negative electrons are attracted to the cathode. The anode atoms are being oxidised as they are losing electrons and forming positive ions which then dissolves into solution. This results in a loss of overall quantity of zinc metal. In practical terms, this could be considered the pitting of the corrosion process which can be defined as a form of extremely local ized corrosion that leads to the creation of small holes in the metal (ASM International, 1987). Electrons formed at the anode travel to the cathode where they combine with the positive ions in solution to turn into the respective metal. Therefore the cathodic ions in solution are being reduced as they are gaining electrons. This production of extra cathode metal can be compared with rust which is a reddish- or yellowish-brown flaky coating of iron oxide that is formed on a metal by redox reactions. With just this in mind, the electric current would flow for only a limited time as the anode would have a build-up of positive ions being formed. While at the cathode increased amounts of electrons are being pumped into it. The result is an excessive positive charge that builds up at the anode that attracts electrons (negative) and prevents them moving away. While at the cathode the negative build up repels the electrons. As a consequence of this build-up of charge, no electron flow occurs and the cell eventually fails (Dynamic Science, 2012). Note that a solution cannot have a full charge and only a partial charge. To negate this issue, a salt bridge is used which contains ions that complete the circuit by moving freely from the bridge to the half cells. The substance that is placed into the salt bridge is usually an inert electrolyte whose ions are neither involved in any electrochemical change nor do they react chemically with the electrolytes in the two half-cells (IIT, 2012). As well as completing the circuit, it ensures that the charge between the two half cells remains electrically neutral. It does this by passing negative ions into the anodic half-cell where there shall be an accumulation of extra positive ions due to oxidation resulting in a slightly positive charge. Similarly, an accumulation of negative ions will exist in the cathodic half-cell due to the deposition of positive ions by reduction. Electrical neutralization is once again achieved by the salt bridge providing positive ions to the cathodic substance. Thus, the salt bridge maintains electrical neutrality. IRON CORROSION Only a few metals, such as copper, gold and platinum occur naturally in their elemental forms. Most metals occur in nature as oxides in ores, combined with some unusable metal like clay or silica. Ores must be processed to get the pure metals out of them, and there are nearly as many different processes for this purpose as there are metals. The process, as well as the elements present, greatly influences the properties of the metal. An important characteristic of metals is the extremely significant effect that very small amounts of other elements can have upon their properties. The huge difference in properties resulting from a small amount of carbon allowed with iron to make steel is an example of this. Taking into consideration the amount of iron that is used globally, the effect of corrosion on iron alone requires millions of dollars each year. The problem with iron as well as many other metals is that the oxide formed by oxidation does not firmly adhere to the surface of the meta l and flakes off easily causing pitting (KKC, 2012). Extensive pitting eventually causes structural weakness and disintegration of the metal. The iron oxide acts as a sacrificial anode which is a stronger reducing agent than iron that is oxides instead of the protected metal. Therefore it can be said that it acts as the anode. Since the oxide does not firmly adhere, it does little to protect the iron metal. As mentioned, iron in contact with moisture and air (oxygen) is corroded by a redox reaction. The anode reaction can be expressed as an oxidation of iron atoms: Both water and oxygen are required for the next sequence of reactions. The iron ions are further oxidized to form ferric ions (iron ) ions. This can be written as: These electrons are then conducted through the metal and are used to reduce atmospheric oxygen to hydroxide at another region of the iron. Therefore the cathodic reaction is: Considering that iron atoms dissolve at the anodic sides to form pits and ions which diffuse toward the cathodic sites; ions are formed at cathodic sites diffuse toward the anodic sites. Iron (II) hydroxide forms in a random location between the cathode and the anode which is then oxidised by atmospheric oxygen to iron (III) hydroxide. This can be expressed by: From here, the iron (III) hydroxide is then gradually converted to rust otherwise known as hydrated iron (III) oxide: ; Where generally equals 3. The formation of rust does not have a designated position as it can occur at random away from the actual pitting or corrosion of iron. A possible explanation of this is that the electrons produced in the initial oxidation of iron be electrically conducted through the metal and the iron ions can diffuse through the water layer to another position on the metal surface which is available to the atmospheric oxygen (KKC, 2012). Also, points of stress, such as where the piece of metal has been shaped, are more active than unstressed regions and thus act as anodic sites. The electric current between the anodic and cathodic sites is completed by ion migration; thus, the presence of electrolytes increases the rate of corrosion by hastening this mitigation. Therefore it is evident that the corrosion of iron can be directly related to a voltaic cell and can both be defined as electrochemical cells due to their spontaneous nature. ALUMINIUM CORROSION Similar to Iron, aluminium is also susceptible to electrochemical corrosion when exposed to moister. Aluminium, both in its pure state and allow, is truly a remarkable metal as it is light, tough, strong and readily worked by all common processes. Unlike iron however, It has excellent resistant to corrosion in the marine environment, and it requires little maintenance. The fundamental reactions of the corrosion of aluminium in aqueous medium have been the subject of many studies. In simplified terms, the oxidation of aluminium in water proceeds according to the equation (ELSIVIER, 2012): This specific reaction is balanced by a simultaneous reduction reaction, similar to iron, in ions available in the solution which then consumes the oxidised electrons. In an aqueous solution such as fresh water, seawater or moisture, thermodynamic considerations can be used to represent only two possible reduction reactions that can occur. The other occurring reaction is the reduction of oxygen dissolved in the moisture: Quite similar to the corrosion of iron, the aluminium atoms dissolve at the anodic sites to once again form pits and which diffuse toward the cathodic sites while ions are formed at the cathodic sites and diffuse toward the anodic sites. Therefore: ; Where generally equals 3. Although aluminium is still susceptible to corrosion, the metal itself is very resistive. Aluminium alloys generally have excellent resistance to atmospheric corrosion; require no protective coatings or maintenance beyond cleaning, which aids greatly in preventing unsightly pitting where dirt or salt accumulate. When aluminium is exposed to oxygen, it forms an oxide surface film that protects it from corrosive attack. The oxide acts as a sacrificial anode which is a stronger reducing agent than aluminium. It is then oxidised instead of the protected aluminium metal, serving as the anode. For the most part, damage due to atmospheric corrosion is pretty much limited to fairly slightly pitting of the surface with no significant loss of material or strength. Duration of exposure is an important consideration in aluminium allows, the rate of corrosion decreases with time to a low steady rate regardless of the type of allow or the specific environment. Thus corrosion of both aluminium and iron can both be defined as electrochemical processes which are similar in nature but have different protection potentials. PROTECTION METHODS Corrosion avoidance begins in the design process. Although corrosion concerns may ultimately reduce structural integrity, they should be a consideration to decrease money loss. Good maintenance practices are another way of avoiding corrosion, such as rinsing away salt water or avoid standing water. Corrosion protection systems, for the most part, are designed to control corrosion, not necessarily eliminate it. The primary goal is to reduce the rate of corrosion by having the smallest possible current. Current is defined as the flow of charge, or electrons, per time through a conductor hence. Since corrosion is the movement of electrons through redox, it can be quantified using this equation which represents the corrosion reaction per time or the corrosion rate. To do this, two efficient protection methods are available: cathodic protection systems and coatings. All cathodic protection schemes operate on the basis of the voltaic corrosion process, so like voltaic corrosion; cathodic protection systems require an anode, a cathode, an electrical connection and an electrolyte. Cathodic protection will not reduce the corrosion rate if any of these four things are missing. The basis of this protection method depends on the difference in corrosion potentials between the two metals immersed in the same electrolyte. This causes electrons to flow from the metal with the higher activity and negative potential (anode) to the metal with less activity and negative potential (cathode). This flow of electrons continues until the two metals are at the same potential, that is, there is equilibrium between the voltages. Electrode potential is a measure of the tendency for a material to be reduced e.g. accepts electrons. Also, activity is a measure of how easily a metal will give up electrons. Thus, the more active a metal is, the more negative the electrode p otential. This principle, directly relates to the two types of cathodic protection systems: sacrificial anode systems called passive protection and impressed current systems also known as active protection. Sacrificial anode systems are simple, require little but regular maintenance, and have low installation costs. We intentionally add a metal to the circuit to supply the electrons to the cathode. When metals are in a voltaic couple, the difference in there negative potentials causes the anodic metal to corrode and release metallic ions into the electrolyte. The more negativity in the corrosion potential means it will be a stronger reducing agent and will more readily give away electrons thus corroding first. Since the more negative metal in the closed circuit corrodes first, we can control corrosion by simply adding to the circuit a metal that possess two necessary characteristics: a corrosion potential more negative than the metal that is being protected, it is expendable which is not essential to the operation of any particular system. Therefore when a metal possessing these characteristics is made the anode, corrosion is controlled. The impressed-current type of cathodic protection system depends on an external source of direct current. Alternating current cannot be used since the protected metal would likewise be alternating, between anodic and cathodic. Basically, the anode is immersed in the electrolyte is connected to one side of a DC power supply and the metal to be protected is connected to the other side. The voltaic current flow is detected and measure against a reference electrode. If unfavourable, current flow is adjusted automatically by the power supply control system to compensate. Due to the high currents involved in many seawater systems, it is not uncommon to use impressed current systems in marine situations. Impressed current systems use anodes (ICCP anode) of a type that are not easily dissolved into metallic ions, but rather sustain an alternative reaction, oxidization of the dissolved chloride ions (Deepwater, 2012). Advantages of this cathodic protection are that they can develop so much higher voltages than sacrificial anode systems, so they can either push current through lower conductivity electrolytes or through longer distances. Disadvantages include the possibility of over protecting certain metals. This can cause hydrogen embrittlement in high strength steels. In aluminium specifically, accelerated corrosion can occur of the very structure that is being protected. Therefore it is evident that this form of cathodic protection, although more complex, poses some reliable advantages as well as some detrimental disadvantages.

John F. Kennedy and Abraham Lincoln Essay -- Compare Contrast Compari

John F. Kennedy and Abraham Lincoln Abraham Lincoln was the 16th President of the United States of America. He served as President when the country was under war. Abe Lincoln was born in 1806 and grew up in the countryside as a pioneer. His mother died at a young age and he had a sister. His father married a widow that had three children and Abe Lincoln liked her very much. Every day he attended school and worked very hard on his father's farm. John F. Kennedy was born in 1917 and died in 1963. John grew up in Massachusetts in a very wealthy and politically powerful family. His father was ambassador for Great Britain and his mother was the daughter to John F. Fitzgerald, who was a congressman and major of Boston. John Kennedy was a Harvard Graduate. He was the one in the family expected to accomplish great things. JFK has 3 children, John Jr., Caroline and Patrick. John Jr. died in a plane crash, while on his way to his brother Robert's daughter Cory's wedding. Patrick died when he was 6 weeks old while JFK was in office. Caroline is the only persona live in this family. JFK's brother Robert ran for President after him but was assassinated in 1968. He was the Attorney General before this. His other brother, Ted is now the U.S. Senator for Massachusetts and also his older brother Joe was killed in World War II, flying a plane. JFK was enlisted in the Navy during World War II and was awarded for being brave. AFter the war, he got a seat in Congress in a Boston district. When he was Senator, he won a Pulitzer Prize for his book Profiles in Courage. Kennedy was elected in 1960. While he was in office, he suffered back pain from injuries from the war. Kennedy was then assassinated in 1963. One of Lincoln's first opponents was Douglas, they were running for U.S. Senate. Douglas was a two-term Senator with a great background and Lincoln was self-educated and only had one term in Congress. The odds were stacked against Lincoln's "vast moral evil" of slavery, he started to make more Republicans like him, and they thought he would be great for the Presidency in 1860. Besides Lincoln who was running was J.C. Breckinridge (Southern Democrat). John Bell (Constitutional Union) and Stephen Douglas (Northern Democrat). Lincoln won the Presidency with 180 electoral votes and 1,865,593 popular votes. Lincoln was part of the republican party. At first, that part... ...ion's stand start to arise. Looking over the evidence the Warren Report is based upon leads to that, the Commission took great liberties in smoothing over contradictions in the information and failed to follow up on evidence suggesting that Oswald had confederates. As evidence came in, the Commission went with what it believe. OPINION I can only imagine how America felt in November 1963. John F. Kennedy created this era of optimism and hope. After he died his dreams he had set for our country went along with him. America was left with sorrow and despair. No one alive then had ever imagined that would happen, not to them, not to their country. I also feel that the CIA killed JFK , just from reading Earl Warren's report, and the JFK Records Act, because some evidence is still being held back from the public and no one really knows what happen from Parkland Hospital to the autopsy room at Bethesda Naval Hospital.Was Kennedy's nody played with? I believe so. Plus i also think that there was more than one shot fired at Kennedy after watching Abraham Zapruder flim because its almost impossible that one bullet went through Kennedy and still wounded John Connally in a few places.

The Racial Contract :: essays research papers

Charles Mills’ The Racial Contract Theses 8, 9 and 10 I. Thesis 8: The Racial Contract tracts the moral/political consciousness of (most) white moral agents (Most controversial chapter) a. A naturalized account (actual) will help to lead to a prescription. Based on a racialized moral psychology (p.93): Whites act racist without even realizing it. b. Much of the chapter is a long explanation of how whites have brutalized nonwhites (pp.98-101). Difference between cynical and realist. c. Discussion of the Jewish Holocaust: It becomes an outright tragedy only when it is European against European. Quotes Hitler on p.106: d. Whites who do not go along with the contract: Mills argues that there is a choice for whites in the racial contract, albeit it a difficult one - p.107. Going along with things makes us all guilty. On the other hand, if we do not go along, it makes us a "race traitor" (p.108). II. Thesis 9: The Racial Contract has always been recognized by nonwhites as the real determinant of (most) white moral/political/practice a. The â€Å"invisibility† of the Racial Contract to whites, and its visibility to nonwhites, p.110. b. The Racial Contract norms white and nonwhite persons morally, epistemically, and aesthetically (p.118). Given this, what is required for a nonwhite person? c. First, personal struggle for personhood by overcoming the internalization of the racialized norms (pp.118—119). d. Second, cognitive resistance: thinking against the grain (pp.119-120). e. Third, the somatic aspect of the Racial Contract: a politics of the body ( eg., black is beautiful), p.120. III. Thesis 10: The Racial Contract as a theory is superior to the raceless social contract a. Virtues of the Racial Contract: 1. Race should be at the center of contract theory rather than marginalized (p.

Passage to India Part One Essay

Summary: Chapter IV Mr. Turton invites several Indian gentlemen to the proposed Bridge Party at the club. The Indians are surprised by the invitation. Mahmoud Ali suspects that the lieutenant general has ordered Turton to hold the party. The Nawab Bahadur, one of the most important Indian landowners in the area, announces that he appreciates the invitation and will attend. Some accuse the Nawab Bahadur of cheapening himself, but most Indians highly respect him and decide to attend also. The narrator describes the room in which the Indian gentlemen meet. Outside remain the lowlier Indians who received no invitation. The narrator describes Mr. Grayford and Mr. Sorley, missionaries on the outskirts of the city. Mr. Sorley feels that all men go to heaven, but not lowly wasps, bacteria, or mud, because something must be excluded to leave enough for those who are included. Mr. Sorley’s Hindu friends disagree, however, as they feel that God includes every living thing. Summary: Chapter V At the Bridge Party, the Indian guests stand idly at one side of the tennis lawn while the English stand at the other. The clear segregation dismays Adela Quested and Mrs. Moore. Ronny and Mrs.  Turton disdainfully discuss the Indians’ clothing, which mixes Eastern and Western styles. Several Englishwomen arrive and discuss the earlier production of Cousin Kate. Mrs. Moore is surprised to note how intolerant and conventional Ronny’s opinions have become. Mr. Turton arrives, cynically noting to himself that each guest has come for a self-serving reason. Reluctantly, Mrs. Turton takes Adela and Mrs. Moore to visit a group of Indian ladies. Mrs. Turton addresses the Indian women in crude Urdu, and then asks Mrs. Moore and Adela if they are satisfied. One of the Indian women speaks, and Mrs.  Turton is surprised to learn that the women know English. Mrs. Moore and Adela unsuccessfully try to draw the Indian women out into more substantial conversation. Mrs. Moore asks one of them, Mrs. Bhattacharya, if she and Adela can visit her at home. Mrs. Bhattacharya agrees to host the Englishwomen the upcoming Thursday, and her husband promises to send his carriage for them. Mr. Fielding, who is also at the party, socializes freely with the Indians and even eats on the Indian side of the lawn. He is pleased to learn that Adela and Mrs. Moore have been friendly to the Indians. Fielding locates Adela and invites her nd Mrs. Moore to tea. Adela complains about how rude the English are acting toward their guests, but Fielding suspects her complaints are intellectual, not emotional. Adela mentions Dr. Aziz, and Fielding promises to invite the doctor to tea as well. That evening, Adela and Ronny dine with the McBrydes and Miss Derek. The dinner consists of standard English fare. During the meal, Adela begins to dread the prospect of a drab married life among the insensitive English. She fears she will never get to know the true spirit of India. After Adela goes to bed, Ronny asks his mother about Adela. Mrs.  Moore explains that Adela feels that the English are unpleasant to the Indians. Ronny is dismissive, explaining that the English are in India to keep the peace, not to be pleasant. Mrs. Moore disagrees, saying it is the duty of the English to be pleasant to Indians, as God demands love for all men. Mrs. Moore instantly regrets mentioning God; ever since she has arrived in India, her God has seemed less powerful than ever before. Summary: Chapter VI The morning after Aziz’s encounter with Mrs. Moore, Major Callendar scolds the doctor for failing to report promptly to his summons, and he does not ask for Aziz’s side of the story. Aziz and a colleague, Dr. Panna Lal, decide to attend the Bridge Party together. However, the party falls on the anniversary of Aziz’s wife’s death, so he decides not to attend. Aziz mourns his loving wife for part of the day and then borrows Hamidullah’s pony to practice polo on the town green. An English soldier is also practicing polo, and he and Aziz play together briefly as comrades. Dr. Lal, returning from the Bridge Party, runs into Aziz. Lal reports that Aziz’s absence was noticed, and he insists on knowing why Aziz did not attend. Aziz, considering Lal ill mannered to ask such a question, reacts defiantly. By the time Aziz reaches home, though, he has begun to worry that the English will punish him for not attending. His mood improves when he opens Fielding’s invitation to tea. Aziz is pleased that Fielding has politely ignored the fact that Aziz forgot to respond to an invitation to tea at Fielding’s last month. Analysis: Chapters IV–VI The wildly unsuccessful Bridge Party stands as the clear focus of this portion of the novel. Though the event is meant to be a time of orchestrated interaction, a â€Å"bridge† between the two cultures, the only result is heightened suspicion on both sides. Indians such as Mahmoud Ali suspect that Turton is throwing the party not in good faith, but on orders from a superior. Turton himself suspects that the Indians attend only for self-serving reasons. The party remains segregated, with the English hosts regarding their guests as one large group that can be split down only into Indian â€Å"types,† not into individuals. Though the Bridge Party clearly furthers our idea that the English as a whole act condescendingly toward the Indians, Forster also uses the party to examine the minute differences among English attitudes. Mrs.  Turton, for instance, represents the attitude of most Englishwomen in India: she is flatly bigoted and rude, regarding herself as superior to all Indians in seemingly every respect. The Englishmen at the party, however, appear less malicious in their attitudes. Mr. Turton and Ronny Heaslop are representative of this type: through their work they have come to know some Indians as individuals, and though somewhat condescending, they are far less overtly malicious than the Englishwomen. Cyril Fielding, who made a brief appearance in Chapter III, appears here to be the model of successful interaction between the English and Indians. Unlike the other English, Fielding does not recognize racial distinctions between himself and the native population. Instead, he interacts with Indians on an individual-to-individual basis. Moreover, he senses that he has found like-minded souls in Adela Quested and Mrs. Moore. Of the two, Fielding is more closely akin to Mrs. Moore than Adela: Fielding and Mrs. Moore are unself-conscious in their friendship with Indians, whereas Adela consciously and actively seeks out this cross-cultural friendship as an interesting and enriching experience. Forster fleshes out the character of Adela Quested significantly in these chapters. As part of this effort, the author uses Fielding as a sort of moral barometer, a character whose judgments we can trust. In this regard, we can see Fielding’s judgment of Adela—that she appears to object to the English treatment of the Indians on an intellectual, rather than emotional level—as Forster’s own judgment. Adela, perhaps because of this intellectual, unemotional curiosity about Indian culture, conducts her interactions in India in a negative sense rather than a positive one—attempting to not act like the other English rather than attempting to actively identify with Indians. Adela always acts s an individual, rejecting the herd mentality of the other couples at the English club. While the other English try to re-create England in India through meals of sardines and plays like Cousin Kate, Adela hopes to experience the â€Å"real India,† the â€Å"spirit† of India. Yet we sense that Adela’s idea of this â€Å"real India† is vague and somewhat romanticized, especially when compared to Mrs. Moore’s genuine interaction with Aziz or Fielding’s enthusiastic willingness to partake in Indian culture. The primary Indian protagonist, Aziz, develops in these chapters as significantly distinct from English expectations of Indian character. While the English pride themselves on dividing the Indian character into â€Å"types† with identifiable characteristics, Aziz appears to be a man of indefinable flux. Forster distinguishes Aziz’s various guises—outcast, poet, medical student, religious worshiper—and his ability to slip easily among them without warning. Aziz’s whims fluctuate in a way similar to his overall character. In Chapter VI we see Aziz shift from mood to mood in the space of minutes: first he wants to attend the Bridge Party, then he is disgusted with the party, then he despairingly mourns his dead wife, then he seeks companionship and exercise. Ironically, one of Aziz’s only constant qualities is a characteristically English quality: an insistence upon good breeding and polite manners. This quality makes Aziz slightly prejudiced—it leads him to reject his friendship with Dr. Lal—yet it also allows him to disregard racial boundaries, as when he feels automatically affectionate toward Fielding because of the Englishman’s politeness. Furthermore, Forster uses these chapters to begin to develop one of the major ideas he explores in A Passage to India—the inclusiveness of the Hindu religion, especially as compared to Christianity. Forster portrays Hinduism as a religion that encompasses all, that sees God in everything, even the smallest bacterium. He specifically aligns Mrs. Moore with Hinduism in the earlier scene from Chapter III in which she treats a small wasp kindly. The image of the wasp reappears in Chapter IV as the wasp that the Hindus assume will be part of heaven—a point on which the Christian missionaries Mr. Grayford and Mr. Sorley disagree. Mrs. Moore is a Christian, but in Chapter VI we see that she has begun to call her Christianity into question during her stay in India. Whereas God earlier was the greatest thought in Mrs.  Moore’s head, now the woman appears to sense something beyond that thought, perhaps the more inclusive and all-encompassing worldview of Hinduism. Summary: Chapter VII In every remark [Aziz] found a meaning, but not always the true meaning, and his life though vivid was largely a dream. (See 0pl,) Fielding’s many worldly experiences keep him from being insensitive toward Indians like the rest of the English are. The English mildly distrust Fielding, partly out of suspicion of his efforts to educate Indians as individuals. Fielding also makes offhand comments that distress the English, such as his remark that â€Å"whites† are actually â€Å"pinko-grey. Still, Fielding manages to remain friendly with the men at the English club while also socializing with Indians. Aziz arrives at Fielding’s for tea as Fielding is dressing. Though the two men have never met, they treat each other informally, which delights Aziz. Fielding breaks the collar stud for his shirt, but Aziz quickly removes his own and gives it to Fielding. The relations between the two men sour only briefly when Aziz misinterprets Fielding’s dismissive comment about a new school of painting to be dismissive of Aziz himself. Aziz is disappointed when Mrs.  Moore and Adela arrive, as their presence upsets the intimacy of his conversation with Fielding. The party continues to be informal, though, even with the women present. Aziz feels comfortable addressing the women as he would address men, as Mrs. Moore is so elderly and Adela so plain looking. The ladies are disappointed and confused because the Bhattacharyas never sent their carriage this morning as promised. Adela pronounces it a â€Å"mystery,† but Mrs. Moore disagrees—mysteries she likes, but this is a â€Å"muddle. † Fielding pronounces all India a muddle. Aziz denounces the rudeness of the Hindu Bhattacharyas and invites the women to his own house. To Aziz’s horror, Adela takes his invitation literally and asks for his address. Aziz is ashamed of his shabby residence and distracts Adela with commentary on Indian architecture. Fielding knows that Aziz has some historical facts wrong, but Fielding does not correct Aziz as other Englishmen would have. At the moment Fielding recognizes â€Å"truth of mood† over truth of fact. The last of Fielding’s guests, the Hindu professor Godbole, arrives. Aziz asks Adela if she plans to settle in India, to which Adela spontaneously responds that she cannot. Adela then realizes that, in making this admission, she has essentially told strangers that she will not marry Ronny before she has even told Ronny so herself. Adela’s words fluster Mrs. Moore. Fielding then takes Mrs. Moore on a tour of the college grounds. Adela again mentions the prospect of visiting Aziz’s house, but Aziz invites her to the Marabar Caves instead. Aziz attempts to describe the caves, but it becomes clear that Aziz has never seen them. Godbole has been to the caves, but he does not adequately describe why they are extraordinary; in fact, Aziz senses that Godbole is holding back information. Suddenly, Ronny arrives to take Adela and his mother to a polo match at the club. Ronny ignores the Indians. Aziz becomes excitable and overly intimate in reaction to Ronny’s rude interruption. Fielding reappears, and Ronny privately scolds him for leaving Adela alone with Indians. Before the ladies leave, Godbole sings an odd-sounding Hindu song in which the singer asks God to come to her, but God refuses. In her ignorance, [Adela] regarded [Aziz] as â€Å"India,† and never surmised that his outlook was limited and his method inaccurate, and that no one is India. (See Important Quotations Explained) Summary: Chapter VIII Driving away from Fielding’s, Adela expresses annoyance at Ronny’s rudeness. Adela mentions Aziz’s invitation to the Marabar Caves, but Ronny immediately forbids the women to go. Ronny mentions Aziz’s unpinned collar as an example of Indians’ general inattention to detail. Mrs. Moore, tired of bickering, asks to be dropped off at home. Adela feels suddenly ashamed of telling those at the tea party of her intention to leave India. After the polo match at the club, Adela quietly tells Ronny that she has decided not to marry him. Ronny is disappointed, but he agrees to remain friends with her. Adela sees a green bird and asks Ronny what type of bird it is. Ronny does not know, which confirms Adela’s feeling that nothing in India is identifiable. Ronny and Adela begin to feel lonely and useless in their surroundings; they suddenly feel they share more similarities than differences. The Nawab Bahadur happens by and offers Ronny and Adela a ride in his automobile. Riding in the back seat, the two feel dwarfed by the dark night and expansive landscape surrounding them. Their hands accidentally touch, and they feel an animalistic thrill. The car mysteriously breaks down on a road outside the city. They all climb out and determine that the car must have hit something, probably a hyena. After a short while, Miss Derek drives past them offers them a ride back to Chandrapore. Driving back to Chandrapore, Miss Derek jokes about her employer, an Indian noblewoman. Ronny and Adela feel drawn together by their shared distaste for Miss Derek’s crass manner and for the Nawab’s polite but long-winded speeches. When Adela and Ronny arrive back at the bungalow, Adela says that she would like to marry Ronny after all. He agrees. Adela, however, immediately feels a sense of disappointment, believing she will now be labeled the same as all the other married Englishwomen in India. They go inside and tell Mrs. Moore of their plans. Adela begins to feel more pleasant, joining Ronny in poking fun at the Nawab Bahadur. When Ronny and Adela tell Mrs.  Moore of the strange car accident, the older woman shivers and claims that the car must have hit a â€Å"ghost. † Meanwhile, down in the city of Chandrapore, the Nawab Bahadur describes the accident to others. He explains that it took place near the site where he ran over and killed a drunken man nine years ago. The Nawab Bahadur insists that the dead man caused the accident that occurred this evening. Aziz is skeptical, however, and feels that Indians should not be so superstitious. Analysis: Chapters VII–VIII Though Fielding himself disregards racial boundaries, his tea party does not quite develop into a successful version of the Bridge Party. Aziz and Adela both appear overexcited during the tea, while Mrs. Moore and Professor Godbole remain withdrawn from the others’ chatter. The sudden cultural interaction carries Adela away and convinces her, almost subconsciously, that she cannot remain in India and become a wife at the club—prompting the spontaneous admission that upsets Mrs. Moore. The tea sours when Ronny arrives, though his rudeness appears only to bring out tensions that already existed. Aziz becomes grotesquely overfamiliar, Adela blames herself and Ronny, Fielding becomes annoyed, and Mrs. Moore becomes spiritually drained by Godbole’s Hindu song. The tea party is further disturbed by a disparity between what Forster calls â€Å"truth of fact† and â€Å"truth of mood. † Thus far in A Passage to India, we have seen that the Indian characters often tend to say one thing when they mean another. Forster presents this tendency as problematic only for the English, among whom words are taken at face value. Indians appear skilled at identifying the undertones—the unspoken elements—of a conversation. Indeed, we see that Aziz recognizes from tone, rather than words, that Godbole is withholding information from his description of the Marabar Caves. Moreover, when Aziz invites Mrs. Moore and Adela to his house, the â€Å"mood† of his question—his sincere feeling of goodwill and hospitality to the Englishwomen—is all that Aziz means to convey. Adela, however, takes the invitation literally and asks for Aziz’s address. The misunderstanding makes Aziz uncomfortable, as he is in fact embarrassed about the appearance of his home. Fielding, too, reacts negatively to Adela’s literal-mindedness. This disconnect between cultural uses of language is an important division between the English and Indians in the novel. Forster explores another divide between the English and Indian cultures through the idea of naming or labeling. If the English in the novel always say exactly what they mean, they also are quick to attach names or labels to objects and people around them. When Adela and Ronny sit together at the club, Adela wonders aloud what kind of bird sits on the tree above them. Ronny does not know, which depresses Adela even more; meanwhile, the narrator notes that nothing is identifiable in India, as things disappear or change before one can name them. The British in India realize that with the ability to name or label things comes power. It is for this reason that Fielding’s remark that â€Å"whites† are really â€Å"pinko-grey† upsets the men at the club: by deflating labels like â€Å"white† and â€Å"brown,† Fielding implicitly challenges the assertive naming and labeling power of the English in India. If â€Å"white† really only refers to skin tone—rather than also connoting superiority, advanced religion, technology, and morality—then â€Å"whites† have no inherent right to rule India. Adela’s conflicted view of naming or labeling constitutes a major tension within her character. On the one hand, Adela recognizes that the ability to label gives one power—or, as she might say, a purpose or place in the world. India’s resistance to identification, symbolized by the nameless green bird, challenges Adela’s sense of individuality. On the other hand, Adela realizes that being on the receiving end of a label can leave one powerless. It is for this reason that she remains resistant to marrying Ronny, knowing that she will be labeled an Englishwoman in India—a club wife—and that her behavior will be restricted accordingly. When Adela feels her individuality challenged by India’s resistance to identification, she seems more likely to turn to Ronny for marriage; yet, when she recognizes the tyranny of labels like â€Å"Englishwoman in India,† she feels reluctant to marry Ronny. We see in these chapters that the natural environment of India has a direct effect on Ronny and Adela’s engagement. As soon as Adela tells Ronny she does not want to become engaged, their surroundings begin to overwhelm them, making them feel like lonely, sensual beings who share more similarities than differences. In particular, they feel that the night sky swallows them during their ride with the Nawab Bahadur. The sky makes Ronny and Adela feel indistinct as individuals, suddenly part of a larger mass that is somehow fundamentally united. Therefore, when their hands touch accidentally in the car, both Ronny and Adela are attuned to the animalistic thrill of sensuality. Their experience under the engulfing Indian sky draws Ronny and Adela together, forcing them to assert themselves as important, distinct individuals through a commitment to each other. Furthermore, the social environment of India—the Indians who surround Ronny and Adela—contributes to this shift in perspective in the couple’s relationship, their new feeling that they are more alike than different. Specifically, Ronny and Adela feel a bond through their shared distaste for Miss Derek and the Nawab Bahadur—a bond that leads Adela to suddenly reverse her decision and renew her engagement to Ronny. In this regard, Forster implies that the union of marriage requires a third presence, against which husband and wife can define themselves as similar. Indeed, after announcing their renewed engagement, Adela shows her openness to her future with Ronny through her willingness to make fun of the Nawab Bahadur with him. While Ronny and Adela feel a sense of unity against the muddle that is India, we see Mrs. Moore grow even more spiritually attuned to the minds of Indians. First Mrs. Moore appears to be most aligned with the religious figure of Professor Godbole. Godbole’s song, in which God is called but does not come, profoundly affects Mrs. Moore, deepening her sense of separation from her Christian God. Then, when Ronny and Adela tell Mrs.  Moore of their car accident with Nawab Bahadur, the elder woman strongly feels that a ghost caused the accident. Though Ronny and Adela ignore Mrs. Moore, we learn a short while later that the Nawab Bahadur, too, suspects that a ghost caused the accident—the ghost of the drunken man that he ran over nine years ago near the same spot. While Ronny and Adela begin to segregate themselves from the social and natural landscape that surrounds them, Mrs. Moore surrenders to the overwhelming presence and mysticism she feels in India, attuning herself to a sort of collective psyche of the land she is visiting.

Copy Paste!

Here now is my work from the question? â€Å"What will I become 5 or 10 years from now† it took me several weeks and I got a serious headache thinking about it well any way I came up with my own research about this, so far I managed to get some ideas and possibilities, I questioned some of my relatives and my family regarding my question somehow my efforts is worth trying for because I have earned a good answers through them.No one can predict his own future and no one exactly can tell what will be your life next 5 or 10 years from 2010, there’s a possibility that you will die or there’s a possibility that you will have your own family you just can’t tell. I hope my work help not just me but others as well. I always wanted to see what will be my life in the future, what will be my career and what will I become? As I reflected my childhood I have many dreams and aspirations that I would like to accomplish within next five or ten years to come.In five or ten years I can see myself having many of my goal accomplished, if not accomplished, I will be working on accomplishing those goals to fulfill my life. I know it’s not easy to know your life next five or ten years but I just can’t stop thinking about it whenever I think about it I always smile seeing the sky above showing that I achieve my goals and see my family proud of me. Ten years from now I see myself as a very successful person. I would be 25 years old have a job to help support my family while I attend college. I would live in a large house on a decent amount of property.I hope to be married or getting married in ten years. Then after I will have at least two kids and if I have more than oh well. I don't want just one, because then they will be alone and definitely would be spoiled. I would like to adopt a child, but if my husband doesn't then we won't. I will be a good mother and wife. My house will be fairly large with a inside pool and an outdoor pool. I will h ave nice brick tiled walkways leading to the barn, pastures, driveway, and pool. I will have nice landscaping around the house. A decent size pond behind the house where we could fish, swim and whatever else.

The American Food

American cuisine is an American food style that traces its roots back to the colonial times when Native Americans used different styles to cook a variety of foods with different ingredients. As colonization took place, it saw the introduction of new types of food that were unknown prior to this epoch. As the immigration of people from different parts of the world in the 19th and 20th centuries intensified, the same happened to the diversity in cooking styles.This essay is going to limit its focus to American food and will give an analysis of what American food entails. The Native American delicacy was made of different types of food and they included plant foods which can be categorized as root vegetables like arrowhead, bitterroot, prairie, sweet potato and white potatoes. The other category is green vegetables like salmon berry shoots, fiddlehead fern, wood sorrel, wild nasturtium and coltsfoot. Their fruits according to Sack (2001) included; strawberries, pitaya, hawthome fruits a nd elderberries and American persimmons.The natives also used seeds as food for example; pine nuts, dropseed, spurge, tumbleweed, sunflower and pigweed. Apart from plant food, they also used animal foods especially game meat of animals such as deer, bighorn sheep, bear, bison, goat and elk. Small game meat came from animals like raccoon, rabbit, wood rat, ground hog, honey badger and porcupine and is something that is still common to the natives. They also hunted birds such as pigeon, osprey and turkey besides keeping birds such as geese, swan and ducks (American Native Food.2009). When colonialists arrived in the Americas, they found that the food that was consumed there was different from what they were used to and thus they had to introduce what they were used to back in England. They also kept animals for fur and meat and with time they had a cuisine similar to that of their motherland. Apart from introducing their own foods, they also adopted some of the natives’ food an d would use their own cooking styles unlike those of the locals (American Native Food.2009). Colonial foods varied across regions and they greatly transformed the diet of the locals for example hunting game meat was no longer practiced and they tried to discourage it. Today just like it was the case in the past, people living near the sea consumes sea foods such as crustaceans, lobsters and various kinds of fish. Today, there happens to be a change of diet as the American diet has been changed by the fast food industries.Schlosser (2001), many Americans have forgotten about their indigenous foods and have turned to fast foods something that is detrimental to their health. Many of them are flocking in fast food hotels and restaurants that are selling foods such as cheese, hamburger, pizza and fries. These foods have been cited as the main cause of obesity in America and have caused many to be overweight. Today, if one goes to a hotel to look for food; one finds that the menu is limit ed in the kinds of foods that are sold unlike in the past where traditional foods made the menu.Though this food has led to the change of diet, it has created many job opportunities as many are employed in those hotels that are allover the world and has led the Americanization of food due to globalization something that threatens the survival of food cultures of those nations (Schlosser, 2001). In short, it could be said that American foods are diverse and depends on the regions they are consumed in. In the past, the Native Americans before colonialists had a wide range of foods that was fit health-wise unlike the lately introduced fast foods.These foods were prepared and cooked in various ways but colonialist introduced theirs when they came as they consumed different kind of food from what was consumed locally and some of them are still in use to date. References: American Native Food. 2009. American Native Food. Accessed from http://www. tahtonka. com/food. html Schlosser, E, 200 1. Fast Food Nation: The Dark Side of the All-American Meal. Houghton Mifflin Company. Sack, Daniel. 2001. Whitebread Protestants: food and religion in American culture. Palgrave Macmillan.

Indoor and outdoor environments and services Essay

1.1.Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. It is important to take into account the health and safe requirements of all pupils before planning or starting any activity, ensuring that the environment is free of hazards and the children can play and learn safely. There are many factors to take into consideration, when planning and preparing the setting for healthy and safe indoor and outdoor activities. The main factors fall into the following categories: †¢The individual needs, age and abilities of the pupils When setting up the environment, should be taken into consideration the age and the abilities of each individual child, particularly to those with special educational needs and children with EAL. Staff-to-pupil ratios should be adequate to the number and the individual needs of the children. †¢Specific risks to individuals It should be considered if there are specific risks to individuals. For example if there are members of staff, who are pregnant; children or members of staff with sensory impairments or any other physical impairment. In cases of such impairments, the environment should be made suitable to their needs and they should be provided with the necessary assistance when and where needed. †¢Organisation All equipment and materials should be stored in places, where they would not obstruct the fire exits. Drawers, cupboards and boxes should be clearly labelled, so it is clear where different equipment is stored and pupils and staff are able to find them easily. Rubbish bins should be emptied regularly, making sure they are not left overfilled. Water tubs should be labelled if there are with drinking or not drinking water. Cleaning and other hazardous chemicals should be stored safely and locked. First aid boxes should be refilled regularly and use by dates checked regularly. †¢Furniture The furniture should be the appropriate size for the age of the children, so they could sit comfortably and not having to spend time in uncomfortable position. Furniture should be arranged suitably for easy access and not over  crowded in one area. Space should be used wisely. †¢Light, noise and temperature There should be sufficient light for children to work without discomfort. Harsh lighting for long time should be avoided and day light should be used as much as possible. Noise levels should be considered and if there are any temporary causes for noise (maintenance work or other), children should be relocated to a suitable place, where they can work in quiet environment. The temperature of the rooms should be monitored to make sure it is not too cold or too hot. Fresh air should be provided by opening of windows and doors, making sure that this doesn’t create a safety risk. †¢Desired outcome for children The place of the activities should be planned in consideration of the desired outcome. Outdoor environment should be considered whenever possible if the type of the activity and the weather allows it. †¢Duty of care Usage of equipment should be monitored constantly and children should be given instructions of how to use it. Equipment should be stored safely and should be checked and maintained regularly. Any damaged equipment should be removed, repaired or made unreachable if its condition creates a risk of hazard. †¢Adequate space, according to the number of children and adults The size of the premises and the outdoor space should be planned according to the number of pupils. If the outdoor space for example is not enough to be used by all children at once, rotation plan could be made for usage by different classes in different time frame. †¢Accessible materials and equipment All materials and equipment should be accessible by the children. For this it should be taken into consideration the height of the children and their abilities (ex. Drawers should be able to be open without effort by the children). For younger children, who cannot read yet, labels should include pictures or be from transparent material, so children can find them easily. †¢Secure boundaries Making sure children are not able to go out of the school and outside people are not able to enter the school from anywhere, but through the specified doors and in specified times. Visitors should be wearing badges or be accompanied by a member of staff and signed in and out accordingly. Fences and security doors should be checked regularly. The area around the fences should be checked for any litter and cleaned. †¢Cleanliness and tidiness Carpets should be hovered regularly; other flooring should be cleaned regularly with suitable disinfectants. All areas should be clean and tidy at all times. Any cases of broken glass or any other hazardous matter should be reported and cleaned immediately. Appropriate signs should be put in place, for example when the floor is wet in process of cleaning. Example from my experience: In the play area for the Nursery and Reception classes in our school there were clear boundaries where the children can cycle to avoid bumping into other children, as well as for learning the road regulations. Suitable soft surface is in place where there is climbing equipment. Shaded area provides with outdoor space even when is raining. Etc.

The History of Knitting - UK Essay Example | Topics and Well Written Essays - 3250 words

The History of Knitting - UK - Essay Example This trajectory demonstrates two qualities of knitting: it is a highly practical, flexible and expressive art form which encourages creativity in design, and it has a deep cultural significance which uniquely combines tradition and modernity in British fashion. These two qualities have ensured thus far that knitwear will remain an important part of any fashion designer’s collection. Origins and early history. The origins of knitting as a hobby and as a fully-fledged industry are lost in the mists of time, and it is impossible to say with any certainty where it first began. The general consensus is that knitting may have been invented in the Middle East by nomadic peoples and have been brought to Europe along with traders in the early Middle Ages. (Hubert: 2010, p. 7) Earlier Roman socks dating from the first centuries AD were made by a knotting technique which is not fully understood by modern scholars, but it is agreed that these were not proper knitting. There are references to the activity in the United Kingdom from as early as AD 1100, and there is evidence of this in the Anglo Saxon verb cnytte which means â€Å"to join, fasten, or fuse with knotting† (Wilson: 1988, p. ... ons of knitting, partly because the ready availability of high quality wool from sheep provides good raw materials and partly because their cool climates ensure a steady demand for warm garments. One advantage of knitting over weaving is that all of the processes from the gathering of the wool, to its cleaning, combing, spinning, knitting and sewing into a garment can be carried out in a small space such as a living room. Looms are large and unwieldy, while knitting can be done on wooden, or later metal needles, with minimal outlay in terms of equipment. From the very beginning cottage workers provided the backbone of the knitting industry and this is an important part of its appeal to wearers. Wearing a knitted garment can identify the wearer with a particular local community and this attribute is still a feature of woollen garments to the present day. Another advantage of traditional knitting over sewing techniques is that the manufacturer can tailor each garment to the wearer by m odifying stitch numbers within a general pattern. This is a highly skilled, but extremely economical use of expensive yarns and ensures that the finished article has an excellent fit. It was not until the mid-sixteenth century that the purl stitch was invented and from then on techniques and styles diversified, with complex new stitches and patterns emerging in different regions of Europe. The geography of knitting in the UK: regional specialisms. Across the UK, different regions developed their own specialities in the production of knitwear. Even within one region, such as Scotland, there can be quite significant geographical segmentation because traditionally individual knitters develop their own unique styles and over time specialize more and more in these directions, with the end result

The Importance of I Know Why The Caged Bird Sings Essay

The Importance of I Know Why The Caged Bird Sings - Essay Example Angelou at first made a decision to create the autobiography because very few had been published for young African American girls in America. She aimed to show to her fellow people that in spite of the hindrances and the miseries they suffered, there was an overflowing wit and love to be felt and experienced in the African American society (Elliot 1989). Certainly, the narrative has a quite definite importance for young African American girls. This essay will attempt to provide an account of the importance of Maya Angelou’s highly celebrated autobiography. Oprah Winfrey, in her interview with Angelou in 1993, explained how significant the story was to her because she was able to see her own experience in the narrative (Megna-Wallace 1998). However, in spite of her novel objectives, Angelou discovered that when she started writing the narrative her audience and thoughts transformed (Megna-Wallace 1998): â€Å"I saw it was not just for black girls but for young Jewish boys and old Chinese women† (p. xii). The fame of the autobiography survives not merely because it keeps on being instructive on subjects of gender and race, but also due to its complete story of survival. This importance of I Know Why the Caged Bird Sings deals with the general and specific components of the autobiography of Angelou. It starts with an emphasis on the literary components of the narrative: its main themes, setting, plot, genre, perspective, and others. This literary importance sketches the journey of Angelou from a timid, anxious, and lonely girl to an adolescent who endures countless frustrations and pains and becomes known as a self-sufficient and confident young woman. The importance of the narrative involves particular topics raised by the story and the specific historical event it depicts. An importance such as this presupposes that a literary piece like I Know Why the Caged Bird Sings is a vibrant tale of not only a single