Identify a unifying theme using three short stories from the selection Term Paper - 1

Identify a unifying theme using three short stories from the selection of short stories - Term Paper Example The conflict is too much that it forces the Sister to move from the house to the post office (Negri 96-103). â€Å"The Blood-Burning Moon,† is a story authored by Jean Toomer. Revolve around Louisa who has two lovers; Tom Burwell and Bob Stone. Tom Burwell is a black while Bob Stone is a white. Bob has more time with Louisa, while Tom has less time since he spends more time in the fields. Both lovers have not been able to express their feelings to Louisa. In this story, a black woman is viewed as a sex object. In addition there is strong racism theme that tries to show the conflict between the blacks and the whites. The story is a tragic love story because it ends up with Tom being lynched by the mob (Negri 262-274). â€Å"The Life You Save May Be Your Own,† is a story written by Flannery O’Connor. The story has three main characters; Shiftlet, Lucynell and her deaf and dumb daughter Lucynell. All the characters believe that they can have a symbiotic relationship, where one can benefit from the other. Shiftlet is a 26-year old young man who has never settled in life. The young man arrives at the Lucynell’s farm as a carpenter and he is interested in Lucynell’s motor car. On the other hand, Lucynell sees a husband for his deaf and dumb daughter. Later after Lucynell supports Shiftlet in the wedding plans, Mr. Shiftlet is not interested in Lucynell’s union (Negri 455-464). In this paper I want to focus on three short stories and identify the unifying theme in the three stories, â€Å"The Life You Save May Be Your Own,†, â€Å"The Blood-Burning Moon’† and â€Å"Why I Live at the P.O., â€Å". I also seek to identify some literary devices that are common in all the three stories. The stories have many unifying themes but one of the most outstanding theme in all the three stories is the love, romance and friendship theme. Though the three stories have different ending, the three stories

Wal-Mart Current Market Conditions Essay Example for Free

Wal-Mart Current Market Conditions Essay Market trends in the retail market are not difficult to track. â€Å"Any major initiative Wal-Mart undertakes has enormous supply chain implications worldwide† (ThomasNet News, 2010). The analysis for this paper is to look at the approach of Wal-Mart in a very competitive industry and examine how Wal-Mart is so successful. Some of the areas that will be examined are the Market Structure, the impact of new companies entering the market, prices, productivity, and cost structure, price elasticity of demand, competitors, supply and demand analysis, and impact of government regulations. When locating new stores, Wal-Mart tends to first look at more rural areas where there is less population, a higher income and where consumers are less likely to travel to larger cities. This may be due to the economics of the region or the size of city in which they propose to occupy. The company’s market is the same market as Target and K-Mart. The company’s growth will in all likelihood cause other smaller retail businesses to fail. New firms entering the market will continue to drive Wal-Mart’s prices lower. The impact of new companies entering this market would affect pricing indifference between companies. â€Å"Wal-Mart is the worlds largest retailer and second largest corporation. It is the largest private employer in the United States and Mexico. Wal-Mart is the largest grocery retailer in the United States, with an estimated 20% of the retail grocery and consumables business, and the largest toy seller in the United States, with an estimated 45% of the retail toy business, having surpassed Toys R Us in the late 1990s. Wal-Mart has 1,929 stores which as of 2005 sales figures totaled about $155 bilion in sales. Wal-Mart’s revenue as of 2006 was an estimated $315 billion USD, net income $11. 231billion USD, and employs more than 1. 8 million employees† (Information Food Source, 2006). Wal-Mart’s major competitors in the grocery market are the Kroger co. #2 in annual sales, Albertsons Inc. #3, Safeway, Inc. #4, and Costco Wholesale Group #5. Now even though Wal-Mart is leading the way in total sales the #2 and #3 businesses lead the way with total # of stores. The Kroger Co. has 3,302 with Albertsons at 2,476 stores nationwide. Wal-Mart’s total sales for that year alone were beating its 2nd place competition alone by more than 80 billion dollars. Wal-Mart’s major competitors in low-end general merchandise department would include Sears Holding Corporation, the slowly diminishing K-Mart chain, and Target whose trying different approaches including building Super Target stores to compete with the Super Wal-Mart. With Wal-Mart moving into the grocery business it has put a strain on grocery retailers also including: H-E-B, Kroger, Albertsons, Publix, Giant Eagle, Safeway, Winn Dixie, Food Lion and Save-A-Lot. Wal-Mart’s CEO Lee Scott in 2005 embarked on an energetic campaign to revive the company’s image. He installed Eduardo Castro-Wright to overhaul operations in America. Who remodeled 1,300 shops, modified merchandise and cut prices. Wal-Mart has had a number of suits filed against if for unfairly paying the female employee’s, not promoting the female employee’s fairly, placing them into positions where they can not advance, and paying them less than their male counterparts. Wal-Mart, Wally World or what ever the public wants to call wants to call it does not change what it is: A corporate machine that has made a major and horrific impact on the global economy. Wal-Mart has been accused of denying benefits, working employees off the clock, and denying them rightly earned over time pay. They also have exploited suppliers and been associated with monopolies. These are reasons that Wal-Mart, the corporate machine, the menace to the global community, must be stopped. Wal-Mart capitalizes on the use of the good value strategy when pricing their products. If Wal-Mart were to increase the price of their products then the demand for them would likely decrease and the demand for the competitor’s merchandise would likely increase, where if the price of the products drops at Wal-Mart then the demand will likely increase at Wal-Mart and decrease at the competitor’s stores. If Wal-Mart increased to match the prices then the demand would be perfectly elastic. Competition for Wal-Mart encompasses many different areas such as retail, electronics, club stores, and gasoline sales to name a few. In the US, Wal-Mart’s main competitors are department stores such as Target, K-Mart, nd ShopKo. When considering Wal-Mart’s Club store competitors one must look at Costco and BJ’s Wholesale Club in the eastern part of the US. Wal-Mart’s main US retail competitor is Target and seems to be doing very well considering the current market conditions. With Wal-Mart’s push to add greater sustainability and eco-friendly techniques to its repertoire, it becomes that much more difficult for the competition to stay with the industry leader. In 2009 Target’s EBIT (Earnings before Interest and Taxes) were 4. 74 Billion with a net income of 2. 49 Billion (Daily Finance an AOL Money and Finance Site, 2010). Target Inc. operates in the United States exclusively which keeps the Wal-Mart competitor in a distant second place. Although economic conditions in recent months have been difficult overall, firms operating in the consumer staples sector, and especially the food and staples retailing industry, have enjoyed a certain amount of stability, and even growth, which exceeded performance in other sectors of the market. This is especially true for those firms that have diversified into international markets. Access to a range of markets stabilizes earnings by reducing risk across a range of differing economic cycles. Although demand in the United States, Wal-Mart’s primary market, has been modest, it has continued on a general growth trend over the years. There have been months where demand fell; however, the overall trend has continued to rise. There are two major economic conditions that have worked in concert to contribute to moderate, but continued growth. First, income has generally suffered in Wal-Mart’s home market. Stagnant and declining wages, combined with rising unemployment have reduced the buying power of retail consumers. The sales of many consumer goods declined, and have only recently begun to recover (U.  S. Census Bureau, 2009; U. S. Census Bureau, 2010). This reduction in demand would cause a shift to the left in the demand curve for many of the products sold by Wal-Mart. On a global scale, Wal-Mart experienced a range of economic growth rates affecting demand in the markets where it has operations (United Nations Statistics Division, 2010). Overall, demand on a global scale was influenced by two primary mechanisms. Of greatest importance is an increasing customer base. As the firm reaches more consumers through new outlets and new markets, generally demand would increase across all products. Since many of Wal-Mart’s international markets are growth markets, incomes are increasing alongside the expanded consumer base. Although the company strives to bring value to all of its customers, since many of its products in growth markets are new to the market, income increases result in the reduction of demand for existing inferior goods in the market. In many ways, the items sold by Wal-Mart in growth markets are considered normal goods. Thus, increasing incomes actually increase for most of Wal-Mart’s products in these markets (Colander, 2008). Wal-Mart’s expansion into international growth markets may have helped the firm’s bottom line, but not without some upfront costs to overcome barriers to entry. At home, the firm must adhere to a range of labor, product safety, and reporting and audit requirements to do business. Similar regulations will likely be encountered in each of the markets where business is done. Some markets may actually have more rigid requirements than what the company has to deal with at home. The most important types of regulation the company will need to be responsive to deal with corruption and foreign direct investment. To combat corruption in both business dealings and interaction with governments, the United States requires its businesses to adhere to the Foreign Corruption Practices Act (FCPA). Along with other unscrupulous practices, the law aims to prevent bribery as a business practice while improving transparency in business dealings. There may be similar regulation in some of the markets where Wal-Mart does business. In terms of Foreign Direct Investment, Wal-Mart must deal with a complex patchwork of laws that differ from each of the other countries in which it has operations. Some countries, such as Canada and Mexico, allow Wal-Mart to directly operate its stores as long as it maintains certain capital and operational conditions. Other countries, however, require the company to undertake operations through or in collaboration with a native firm. Likewise, regulation may restrict the types of business operations a firm may undertake or the area of the market in which it may operate. Both China and India have restrictions along these lines, requiring Wal-Mart to partner with existing retailers to do business (U.  S. Commercial Service, 2008). Trends in the world’s retail markets may not be difficult to track, but due to the complexity of handling such a wide variety of goods and the wide range of competitors they can be difficult to understand and successfully do business in. To be successful in understanding the retail marketplace an entity must be dedicated to comprehensive research of the landscape. Additionally, an understanding of economic principles is critical to putting the extensive amount of available information into context.

Extraversion on Academic Achievement in University Students

Extraversion on Academic Achievement in University Students University fosters an environment encouraging both academic achievements and personal developments. Each individuals experience differs due to their choice of engagement in academic and social events. As academic events are still more important in an academic institution, achieving excellence in academics should be the priority for every student. The choice of participation and degree of academic involvement may depend upon an individuals personality. Thus, the relationship between personality traits and an individuals university academic achievement will be examined. To be more specific, extraversion will be the target personality trait in this study. Extraversion is the independent variable in the study; it refers to an individuals energy level and tendency to interact with others in a social setting (Costa McCrae, 1992).In this study, the Big-Five Personality Inventory which defines human beings personality traits through five dimensions was used (Goldberg Rosolack, 1994). Extraverts tend to be social, talkative, and emotional. Introverts, on the other hand, are less emotional and more likely to stay alone (Costa McCrae). By reviewing the past studies, there seemed to be more than one explanation in explaining the relationship between the above independent and dependent variables. However, they were not conflicting with each other. A variety of factors has been taken into account to thoroughly examine the impact of extraversion on an individuals academic achievement. For example, in 1966, Estabrook and Sommer (1966) conducted an early and classic study. The results revealed that more extraverted students preferred to study in a leisure manner. For example, they liked to study in an informal space, such as on a bed or a couch. They also took frequent breaks and tended to study in a group setting, while the introverts enjoyed the contrasting habits and settings (Estabrook Sommer). The results of the study revealed that the extraverts had a lower average compared to the introverts (Estabrook Sommer). It also further demonstrated that an individual with a higher score in extraversion had worse study habits, which might have contributed to its less satisfactory academic performance in university. A similar study was conducted on the same topic but with a third variable involved, peak activation time (Beaulieu, 1991). This study examined the relationship between an individuals peak activation time, extraversion/introversion and academic achievement. Peak activation time is the time period in which, people tend to be more efficient in activities. Participants were a group of adults enrolled in a junior-level organizational behavior course. Along with their academic grades, a survey was also conducted to collect their extraversion score and sleeping habits. As a result, it was clear that extraverts tended to go to sleep late and had a peak activation time at night, while the introverts preferred to sleep earlier and had a peak activation time in the daytime (Beaulieu). Because most university courses are taken place in the day, the hypothesis predicted that introverts would do better than the extraverts given their daytime activation peak pattern. The result was consistent with the prediction extraverts had poorer academic scores than the introverts. However, there were findings that extraverts paid less attention in academic activities, because they contributed more time engaging in social events given their social and energetic nature. Less attention might be paid to daily academic activities. A recent study, conducted by Infant and Marin, investigated a sample of unsuccessful Spanish students focused on their personalities (2008). Here, unsuccessful students could be defined as students with low averages, high failing rates and potential to drop out. As discussed in the previous two studies, Infant and Marin predicted that individuals scoring high on extraversion would be likely to experience poorer academic performance given their ineffective study habits. Similarly, this study revealed that extraverts had a higher chance to experience neuroticism, lack of motivation, and low conscientiousness, they were more likely to result in academic failure in university and become pessimistic about their future. Thus, this result emphasizes upon the fact that an unsuccessful university students had a higher chance of being more extraverted. This study also illustrated a further relationship between the two variables an extravert experienced poor academic results from their ineffec tive study habits, and these results could trigger the development of negative attitudes towards their future academic experiences in university. A recent meta-analysis found that the extraversion and intelligence are negatively correlated . Although the result exemplified no relationship between the two variables, there might be a potential correlation. Additionally, Morris and Carden (1981) examined the relationship between internal-external locus of control and extraversion-introversion. This study was conducted through gathering university undergraduate students data. The group assignments were based on survey results that differentiated the participants as external or internal locus of control and extraverts or introverts (Morris and Carden). These participants were then given out a test, and consequently their time spendt on the test and their overall grades were recorded (Morris and Carden). Later a feedback was written by the students about their feeling on their overall grades. The results demonstrated that the extraverts were impulsive (more satisfied or more unsatisfied in terms of emotion like happiness or sadness) even when their grades were not necessarily lower or higher than others (Morris and Carden). In combination with the external-internal analysis, it was clear that an extravert with external locus of control ten ded to do the poorest of the four groups (Morris and Carden). This model suggested that participants high on extraversion tended to be more emotional in problem solving or critical situations. In addition, if exhausted participants had external locus of control in dealing with problems, they had a higher chance of doing poorly. Conversely, an introvert with an internal locus of control was more emotionally stable and more likely to believe in his or her own abilities. However, results were quite different when the students own perspectives and grades were taken into account in rating the degree of their own success. Irfani (1978) developed hypothesis stating that a students perspective on his or her academic performance would be influenced by their personality. It was tested through three different groups of participants assigned based on their personalities, extraversion, psychoticism and neuroticism (Irfani). These students were asked to answer a question that simply required their answer about whether they categorize themselves as successful or unsuccessful with respect to their academic performance (Irfani). Extraversion ratings seemed to affect the rating of academic success the most. A large number of extroverts in all three groups rated themselves as academically successful (Irfani) as they might have been more impulsive about their achievements. Thus the result supported the hypothesis to some degree. One could conclude from the result tha t an extrovert might view himself or herself as successful even when they are not. This conclusion also supported Morris and Cardens (1981) research that idicated extroverts had the tendency to be more emotional in performing academic activities. Moreover, this research also demonstrated that an extroverts perception and satisfaction derived from academic performance may encourage them in continuing their study habits, and thus less likely to make improvements in the future due to constant inefficiency. This could be another reason why the extroverts have a higher chance of doing poorer than the introverts do academically. In conclusion, students scoring high on the extraversion test may perform poorer than those who score low on extraversion. This result can be explained by a combination of factors. From the literature reviews collected on this topic, an extravert tends to be social, energetic, and easy-satisfied, which may contribute to their poor academic performance through their peak activation time at night and ineffective and lazy studying habits. In addition, extraverts high emotional levels may increase their tendency to be impulsive in reacting towards both successful and unsuccessful events. Thus, these factors together may make them less capable of handling university academic life successfully. Therefore, the hypothesized result is that students who score high on extraversion test will have less successful academic performance than those who score low on the test and vice versa. In this study, the Big-Five personality test will be employed to measure the independent variable, and only the extraversion parts will be used to calculate the score. An extrovert will naturally receive a higher score on the test, while an introvert will get a lower result. The questionnaire and the scoring keys used in this study are attached in the Appendix B and C (John Srivastava, 1999). Moreover, the dependent factor of this study is an individuals academic achievement, which is measured by his or her cumulative average from first year. In order to maximize reliability of data and avoid skewness, only first-year students will be sampled since their courses are mostly compulsory. Method Participants The sample were composed of 36 undergraduate students from the University of Western Ontario (UWO), ranging from the age of 18 to 27 (M=20.64, SD=1.76). This group of participants was randomly selected at UWOs University Community Centre (UCC) from 12:00 to 15:00 and from 21:00 to 23:00. In addition, researcher employed the method of convenience sampling in approaching participants and requesting for their cooperation and completion of the questionnaires. However, this sampling method did provide a perfect random selection, so the results might be confounded as students choices of going to the UCC in the selected periods may be highly dependent on their personalities. Thus the problem of generalization might appear in this study. For compensation, a more distributive sample was taken as the result of going for participant in large time gap. That is, going for individuals randomly, trying to avoid large group which would result in a similar personality and grade. Materials First, participants will be required to complete a Demographic Questionnaire (See Appendix A). This form contains items relevant to a students personal background, such as age, gender, ethnic background, birthplace, and average grade of each participants first year courses. First year average was selected as a measure of academic achievement. This was to reduce the external variable by limiting the course selection Most first year courses are compulsory. Therefore, there would be less freedom for participants to pick easy or challenging courses that may vary the average too much. Then personalities of these participants was assessed through their completion of the Big-Five-Inventory (BFI) forms, which contain 44 items and eight extraversion items will be used in this study (John Srivastava, 1999). For each item, a score of 1 to 5 was used as 1 being strongly disagree and 5 being strongly agree. The scoring key is provided in Appendix C for interpretation of items used. Also this study was completed by paper and pencil and within approximately 15 minutes. For this questionnaire, the extraversion part has a score of 40 being highest on extraversion and 8 being lowest on extraversion. Procedure This survey was conducted on a one-to-one basis at the first floor of UCC. All participants was approached randomly. Although there was no time limit, it should be completed within 15 minutes. Verbatim Instruction was given to participants as the researcher approaches them (see Appendix D). Followed by this, participants was given the Letter of Information and Consent (see Appendix E). Then they filled out the Demographic Questionnaire (see Appendix A), which contain the studys first variable their first years averages. Immediately upon completion of this form, participants was asked to read instructions on the BFI (John Srivastava, 1999) form and rank all the necessary items. After this stage, data for the second variable, the extraversion score, was collected (see Appendix B). Finally, Debriefing Form (see Appendix F) was given to the participants, while the researcher verbally asked if there are any questions or concerns. After being debriefed, all participants was thanked for their cooperation. Results The means and standard deviations for two variables, the first year averages and the extraversion scores are shown in Table 1. Table 1 Descriptive Statistics for two variables involved in the research ­Ã‚ ­ Variable M SD Extraversion Score 27.25926 4.40202 First Year Average 77.22222 6.680937 A bivariate correlational design was used in order to determine if extraversion and academic achievement were correlated significantly. An alpha of .05 was used. The Pearson Product Moment coefficient was used in this research for the relationship between extraversion scores and first year averages. The results showed a relatively significant correlation between these two variables (r = -.48359,  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­r2 = 0.23386, p Later, a regression analysis was conducted, the formula of the regression line was obtained ( y = -.73396x + 97.2294, Appendix H). Figure 1 shows the graph of this regression line Figure 2 The Graph of the Regression Analysis y = -.73396x + 97.2294 These results was able to provide a sufficient amount of evidence to support the hypothesis that extraversion is negatively related to academic achievement. That is, individuals scoring low on extraversion tend to perform better academically and vice versa. The summary data is shown in Appendix I. Discussion This study hypothesized that students scoring low on extraversion scale tend to have high academic achievement. This hypothesis was based on previous studies that indicated that extraversion correlates with academic achievement negatively. This finding was illustrated in different ways. For, example, Estabrook and Sommers (1966) study addressed this problem by explaining the basis of education, a students study habits. In this study, students scoring high on extraversion showed relatively poor behaviors comparing to what students scoring low on extraversion did. This finding may explain from the foundation why extraversion might correlate with academic achievement. That is, if a student does not study in an efficient way, the result may be poorer than that of those students with good study habits. This study demonstrated a possible explanation for this problem, but it did not address the reason why study habit is correlated with extraversion, nor did it give any cues about the directionality of this correlation. In addition, there are other studies addressing this problem from different perspectives. Peak activation time was another point studied in this area. Beaulieu (1991) tried to examine the relationship students peak activation time and their extraversion scores. The results showed that students scoring high on extraversion might have a peak activation time at night. Relating back to authors study, this finding may suggested that as most of the courses are taking in day time, students scoring high on extraversion may not do well in them because of their peak activation time. Another study on this problem was conducted by Morris and Carden (1981). It provided another explanation on this problem. That is, students scoring high on extraversion may overestimate their academic results. For example, they may feel satisfied about their mark more easily than those students scoring low on extraversion scale may. Due to this, they may not try to compensate an academic failure about which they consider only as an occasion. As what previous studies have predicted, this study generated a significant result that students scoring high on extraversion may do poorer in their academic field. The reasons for this result may be a combination of different reasons. In university, students have to regulate themselves to adapt the pace of the courses they have taken. This is, developing a schedule that fits the university life. Academic results can be highly influenced by a students study habits. In this case, students scoring high on extraversion may not have a standard study habit for university life. Therefore, they may have some problems in different academic activities, like note-taking, reviewing, going to class regularly etc. In addition, when they constantly receive their academic feedback, they may be emotional oriented to rationalize their failure as not so important to them. As the result, not much improvement can be obtained in it. Moreover, as they have rationalized their behaviors, they may not contribute the poor result to personal reasons. That is, they are less likely to change their study habits to improve their mark. Another reason was related to the peak activation time. The students scoring high on extraversion have a peak activation time later in the day. This means, they may not perform their best during a common daytime course or exam. At the same time, as with a peak activation time at night, many social activities can draw their attention from their academic interests. For example, going to a club or bar is a very common leisure activity for university students. As so, an even worse condition may be produced for the next day as the result of over participating in a leisure activity at night. When the author was distributing the survey, he asked some general questions about the students nightlife after finishing the questionnaire. There was a general trend that whatever personality the students have, nowadays going to a club or a bar is a huge part in university life. Thus, although not included in this study, the topic about the relationship between the nightlife and academic achievement i s worth studying on. Another interesting finding was that a student who scored high on extraversion contributed the highest academic score. At the same time, the student who scored low on extraversion had the lowest academic score among all the participants. This may be due to the sample-size in the study. They can be viewed as outstanding results, not concluding any generality in the study. However, it can also be explained in terms of the limitation of this study. As this study merely generate a relationship between academic achievement and extraversion. The major of the students were not taken into account. Considering about different majors, different personality may fit differently. For example, a major involved many social tasks may be well fitted with extraversion personality. That is, as the students scoring high on extraversion are more sociable, they may be easier to communicate their opinions and participate in activities like presentation and election. This may need further analysis in order to rationalize the findings. Another limitation is that the time was set only at noon in UCC. This setting was for both the convenience and availability of maximum participants. However, as mentioned above, students scoring high on extraversion may have a peak activation time at night; this may make them prefer more to night-class. In addition, many students may not come to UCC regularly regardless of their personality. Therefore, this study did not have an equal probability for its participant selection. Furthermore, as considering about the setting of the questionnaire, the academic achievement section merely required one average for the students performance. This may rule out the differences in course difficulty and major module. It cannot generalize that each score obtained was based on a same standard. Thus, the study may fail to make a wide generalization on this topic. In addition, although the first year average required was to minimize the difference in course selection, for the students from higher grades, it may be difficult to call back the precise marks. In this situation, as the author required, they may make up one mark from their false memory or remember it less accurately. Overall, this study was to help on the understanding of study behaviors. The results from the study yielded a statistical significance. Extraversion was found to be negatively related to academic achievement. As there are several limitations in this study, further research should be taken to make a more generalize conclusion.

The Rivals as a Parody of 18th Century :: essays research papers

A significant influencing factor on drama of the eighteenth century was the changing nature of the audience. By the middle of the eighteenth century, a straitlaced middle class audience had imparted to drama its vision of morality and disapproval of anything immoral. Comedy had become watered down and sentimentalized. Furthermore, the audience’s rejection of unappealing facts following the ugly reality of the French Revolution and the American War of Independence, made emotionalism and tearfulness the order of the day. Oliver Goldsmith and Richard Brinsley Sheridan were two playwrights who saw that if comedy were allowed free reign along this path of sentimentalism, it would signal the end of mirth. Both appreciated the power of pure comedy and the spirit of joyous laughter and wrote plays with situations that had no call for showing the redeeming features of vice and folly at the end, but just good healthy fun. The Rivals too denounces the hollow morality and hypocrisy associated with the sentimental attitude then prevailing, projecting its writer’s own ideal of a spontaneous and lively light-heartedness. The plot is based on confusion over identities and multiple suitors – a combination that leads to plenty of scope for truly funny situations: Absolute caught in the same room with both Mrs. Malaprop and Lydia present, having to play himself for one and Beverley for the other till the presence of Sir Anthony too prevents him from doing so successfully; Absolute humouring Mrs. Malaprop as himself and poking fun at her as Beverley in his note; Lydia’s acceptance and rejection of the same man according to her romantic whims and fancies; the final duel where one man has to fight two rivals virtually simultaneously. Sheridan’s skill is only underlined by the fact that in an age – and the performance house in which he produced plays – where spectacle, sce nery and lighting had become indispensable to success, he achieved his comedy and triumph without recourse to any of it, merely on the strength of his own writing, wit and dialogue. Sentimentalism is found largely in the characters of Lydia and Faulkland. Sheridan attacks their traits in the overall plot and theme in which he shows how a healthy deep love can be threatened by such fanciful thinking. The only ‘redeeming’ feature – probably in a reversal of the trend of soppy final redemptions - he shows at the end is that both are brought with a rude shock down to earth following the very real possibility of losing the partners they come to know they love deeply.

Epic of Beowulf Essay - Ambiguous Allegories and Imperfect Symbols

Ambiguous Allegories and Imperfect Symbols in Beowulf   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Though Beowulf contains apocalyptic elements from beginning to end, perhaps the most important apocalyptic element of Beowulf is the poet's historicizing of the biblical monsters in his characterization of Grendel, his mother, and the dragon. Of course, the many ambiguities found in Beowulf is the source of considerable confusion. For instance, on the one hand, early in the poem we read that the Danes in their dire necessity pray at heathen temples, invoking the devil for aid: "Such was their custom, the hope of the heathens; they thought of hell in their hearts; they knew not the Lord, the Judge of deeds, they knew not the Lord God, nor could they praise the Protector of the Heavens, the Ruler of Glory" (Beowulf: 175-188). On the other hand, Hrothgar and Wealhtheow constantly pray to the Christian God, whom they are supposed not to know, according to the lines cited above! In Beowulf and in the Book of Apocalypse, identity between symbols and realiti es, between allegories and their significations is ambiguous and imperfect. A few scholars have pointed out eschatological elements in the poem. John D. Niles writes: "Although God's final judgment of humankind is affirmed by only a few verses (977b-979, 3069a, perhaps 2741a and 3083b), the prospect of judgment is implicitly present throughout the poem. Similarly, the reality of Christ's incarnation is also implicit--in fact, it is never mentioned" (192). The last things are alluded to in Beowulf's seeking out "the judgment of the righteous," (2820), in Scyld's going "into the Lord's keeping" (27b), in Hrethel's finding God's light (2469-70), and in Heremod's, Unferth's, and Grendel's suffering torments in hel... ...duction. Cambridge: Univ. Press, 1967. Collins, John J. "Apocalyptic Literature," Harper's biblical Dictionary, ed. Paul J. Achtmeier. San Francisco: Harper, 1985. Emmerson, Richard K. and Bernard McGinn. The Apocalypse in the Middle Ages. Ithaca: Cornell, 1992. Garmonsway, et. al. Beowulf and Its Analogues. New York: Dutton, 1971. Gang, T. M. "Approaches to Beowulf." RES 3 (1952):.6-12. Gildas. De Excidio Britanniae in Wade-Evans, A. W. , trans. Nennius' History of Britons. London: Methuen, 1938. Goldsmith, Margaret. "The Christian Theme of Beowulf." Medium Aevum 29 (1960): 81-101. Green, Martin. "Man, Time, and Apocalypse in The Wanderer, The Seafarer, and Beowulf," JEGP 74 (1975): 502-518. Hieatt, Constance B. "Envelope Patterns and the Structure of Beowulf," English Studies in Canada 1 (1975): 249-265.   

Speech: Classroom and Beloved Principal Sir/madam

Hello and a very good evening to our beloved principal sir/madam, teachers and my dear friends. Today I stand here to bid a formal goodbye to all of you. When I joined this school many years back (you may mention the correct number of years in here for your speech), I was filled with lots of doubts and of course was scared a bit. But slowly with time we all got glued so strongly that even ‘fevicol' started feeling jealous.I still remember our small mischief in the class room, teasing each other, laughing out loud on a silly joke, reading a novel in maths class, eating other's lunch boxes before break, fighting on petty issues, competitions on stages, crying over each other's shoulders, and lot more which is hidden in deep in my heart and of everyone's around here. These memories are just too valuable. These walls of our classroom have known so many great moments of our friendship and fight; these walls are like our second home.I used to hate holidays of more than 3 days as it a lways meant being away from my friends which was too unbearable and now we stand on the turning point of our life when we have to move on our different paths. God only knows if ever we would be able to meet each other later in our life or not. I am also grateful to Facebook, twitter, email and Google plus for uniting us in our friendship chain even when we leave this school. I have made countless memories that I will treasure forever.I take this farewell speech as an opportunity to thank my teachers who provided direction to our knowledge and shape to our future. I know, we're one of the naughtiest classes in the whole school but we love you all and would never forget the lessons of books as well as of life that you have taught us. Thank you everyone for making this moment a very special for all of us. I will always cherish this moment. All the very best for your future. I hope that all of you will get great success in your future. Thank you.

Apply Legal and Ethical Parameters to Nursing Practice Essay

1. Australian Health Practitioner Regulation National Law (The National Law 2009) has great importance on the governance of the conduct of registered and enrolled nurses. The National Law allows national boards to manage the development of health profession standards. The National Law has requirement for national boards to enterprise wide range consultation on registration standards, codes and guidelines. The National Law organise a national scheme which include registration arrangement, accreditation arrangement, complaints, conducts, health and performance arrangements, privacy and information-sharing arrangement and transitional arrangements. 2. (a). Two legislations that mandate nurses to report to nominated government authorities where elderly people and/or children in their care are at risk of harm from others are Australian Health Practitioner Regulation National Law (2009) Children and Community services amendment act 2008 (b). These acts are state act, which can vary state or territory wide in Australia. (c). These legislations make ENs aware to provide safe environment and keep away elderly people and children from any harm by reporting to nominated government. This legislation helps to reduce some professionals to be involved in some cases. It is legal requirement for ENs to report all reasonable beliefs of any risk of harm for elderly people and/or children. 3. Four domains of the National Competency Standards for Enrolled Nurse are: – (a) Professional and Ethical practices: Enrolled Nurses work according to legislation, policies and procedures to demonstrate knowledge of legislation and common law, organizational policies and procedure, fulfill the duty of care, report practices that may breach legislations, polices and procedures. ENs performs in ethical way, respect the rights of individual and groups, and accept accountability and responsibility for own actions within enrolled nursing practices. (b) Critical thinking and analysis: Enrolled nurses establish critical thinking to perform enrolled  nursing practice by assessing own performance through nursing standards, by self professional development, by own care. (c) Management of care: Enrolled nurses participate to form care plans with RN through accurate data collection and report of health and functional status of individuals and groups, through identification of expected healthcare outcomes, through evaluation of progress of individuals and groups to achieve expected outcomes with RN. ENs manage nursing care of individuals and groups by implementing planned nursing care to get identified outcomes, by recognizing any change in health and functional status, report and document it accurately and on time. (d) Enabling: Enrolled nurses promote safety, security and personal integrity of individuals and groups, which include their actions of safety, create and maintain effective communication, applying strategies for promotion of self-esteem of individual and groups, actions to maintain dignity and integrity of individuals and groups. Enrolled nurses provide support and care to individuals and groups and participate with members of healthcare team to achieve effective healthcare outcomes. 4. The NMBA new Code of Ethics August 2008 define the nursing profession’s commitment to respect, promote, protect and support the fundamental rights od receiver and provider of nursing and healthcare. Its impact on practice of enrolled nurses is to: Provide quality nursing care, taking action on reasonable ground Respect the individual’s ethical values with gentleness Understand different culture and languages influence the nursing and healthcare Demonstrate the ability to reasonably and equitably provide services depends on needs, social standings, ethnicity, age, race, level of income, gender Support culture of safety because safety is everyone’s responsibility Document all information accurately, non-judgmentally and relevant to health, acre and treatment of a person and should be confidential Prevent, minimize and overcome the harmful effect of economic, social or ecological factors on health Promote and maintain the trust between nurse care receiver Perform ethically 5. The purpose of NMBA new code of Professional Conduct August 2008 for nurses is to: Specify a base to consumer, regulatory, employing and professional bodies for evaluating professional conduct of nurses Form a set of minimum national standards of conduct, nurses are supposed to support Inform the community of standards of professional conduct, it can sustain nurses in Australia References: 1. Nursing and midwifery board of Australia, 27 October 2009, consultation paper on registration standards and related matters, viewed 16 August 2014, www.ahpra.gov.au 2. Australian Health Practitioner Regulation Agency, 2010, Australian Health Practitioner Regulation Law 2009, viewed 16 August 2014, www.ahpra.gov.au 3. Australian Health Practitioner Regulation Agency, 2014, Mandatory notification, viewed 15 August 2014, www.ahpra.gov.au 4. Australian Institute of Family Studies, 8 August 2014, What is mandatory reporting?, viewed 15 August 2014, www.aifs.gov.au 5. Hughson, J, 2013, ‘Nursing: Historical, present and future perspectives’, The Tabbner’s Nursing Care (6th edition), Kesteven S., Libby Houston, Chatswood, NSW, pp. 11-12 6. Australian Nursing & Midwifery Council, 2008, Codes of professional conduct and ethics for nurses and midwives in Australia, viewed 17 August 2014, < http://dlb.sa.edu.au/tsftfmoodle/pluginfile.php/998/mod_resource/content/0/COMMUNIC ATE_AND_WORK_EFFECTIVELY_IN_HEALTH/element_1/ANMCwebsiteversion.pdf 7. Nursing and midwifery board of Australia, 2014, Codes of Professional conduct for nurses in Australia, viewed 17 August 2014, www.nursingmidwiferyboard.gov.au 8. Nursing and midwifery board of Australia, 2014, Codes of Ethics for nurse august 2008, viewed 17 August 2014, www.nursingmidwiferyboard.gov.au