Literature Review Hand Hygiene - 3082 Words

Literature Review - Hand Hygiene Tyree Berlin East Tennessee State University July 12, 2015 Introduction Hand hygiene compliance is often neglected by health care workers, even though it puts patients at risk for infection. According to the World Health Organization (WHO) (n.d.) there are over 1.4 million Health-Care Associated Infections (HAIs) at any given time, therefore the issue of hand hygiene can not be neglected. Patients in all health care settings are at risk for acquiring bloodstream infections, surgical site infections, urinary tract infections, respiratory infections, and gastrointestinal infections. Often it is the health care workers who become the conduit for the spread of these infections to the patients they are caring for, especially when health care workers neglect to follow hand hygiene protocol. Also it is important to remember that patients can carry microbes with no clear signs or symptoms of infection. Thus underlining the importance for hand hygiene regardless of the type of patient being cared for. According to Longtin, Sax, Allegranzi, Schneide r, Pittet (2011) â€Å"Hand hygiene is not optional — it is mandatory† (p. 5). Hand hygiene should not be looked upon as something optional but instead as a skill to master. The change project of hand hygiene was chosen after talking with leaders and mentors in the author’s place of work, which is an outpatient clinic. Both the medical director and clinic manager both see a bigShow MoreRelatedHand Washing828 Words   |  4 PagesResearch Proposal Sample on Do nurses in radiology wash their hands adequately and of specified time length? Labels: Nursing, Radiology Do nurses in radiology wash their hands adequately and of specified time length? 1.0 Introduction Radiology refers to the specialty of medicine which deals with the application of imaging technology such as x-ray and radiation to diagnosing and treating disease. Interventional radiology is performed with the guidance of imaging technologies. Medical imagingRead MoreInspections Spread through Direct Contact733 Words   |  3 PagesMost healthcare-associated infections are spread through direct contact, mainly through the hands of healthcare workers (Gould et al., 2010). Hand hygiene can prevent health care associated infection. The aim of hand hygiene through hand washing is to sufficiently reduce the microorganisms on the skin to prevent cross transmission. Hand hygiene, Infection prevention and control should be incorporated into every aspect of healthcare, this can be done using evidence based practise. Evidence based practiseRead MoreEvaluating Predictors Of Hand Hygiene At The Era Of Alcohol Based Hand Rinse877 Words   |  4 Pages 18. What is the purpose of the study? The purpose of the study is to re-evaluate predictors of hand-hygiene in the era of alcohol based hand rinse (ABHR). 19. What quantitative research design is used? The research design used is non-experimental. 20. Is the type of design used appropriate? This type of design is appropriate because non-experimental research looks at prediction and causality and does not use manipulation of variables. The researcher studies what naturally occurs. 21. WhoRead MoreVoice Disorders, And Improve Vocal Hygiene In Teachers : An Analysis925 Words   |  4 Pagesmeasures include physical exercises for vocal anatomy. Improvements in vocal quality and vocal hygiene education have been recorded after exposure to both types of intervention, however, the current essay hypothesized that the combination approach would be more effective in remediating vocal problems and increasing vocal hygiene awareness than indirect intervention alone. A review of the literature supported that vocal improvements were made within study participants after receiving both typesRead MoreHealth Education and Hygiene in Kenya Essay621 Words   |  3 PagesREVIEW OF LITERATURE WORLD AND SEA SCENARIO: †¢ An interventional study was conducted to assess the knowledge and practice of school based safe water and hygiene program among students and their parents in western Kenya, 2006. Study revealed that, 78% schools reported they provide water to their students and 22% of schools were having ‘Leaky tins’ for hand washing. Whereas,73% of parents washed their hand before eating, 45% after defecating and 29% before preparingRead MoreMrsa Research Paper1689 Words   |  7 PagesMRSA Prevention in American Hospitals: A Review of the Literature Jenny Niemann AP Language and Composition Mrs. Cook November 4, 2010 Abstract Methicillin-resistant Staphylococcus aureus (MRSA) is a harmful and virulent antibiotic resistant bacterium that is a major concern in most American hospitals. Modern scientists are aiming to discover effective prevention methods for MRSA in hospitals, so productive prevention guidelines can be created. Clinical microbiologistsRead MoreVentilator Associated Pneumonia Compounds The Risks Of Critically Ill Patients Face1341 Words   |  6 Pagespneumonia in adults. The paper features a review of literature found via MedScape using the keywords â€Å"chlorhexidine,† â€Å"ventilator-associated pneumonia,† â€Å"long-term ventilation† and â€Å"prevention.† The results show that there is a positive correlation between using chlorhexidine in the oral care of patients using a ventilator; however, the evidence thus far does not present an opportunity to promote any clinical recommendations. Rather, the review of the literature points out potential issues i n the researchRead MoreThe Importance Of Hand Hygiene On Health Care Environment1144 Words   |  5 PagesThe Importance of Hand Hygiene in the Health Care Environment Introduction Hospital acquired infections (HAIs) affect over 1.7 million patients each year, causing almost 100,000 deaths annually in the United States alone (Johnson, 2010). According to the World Health Organization, HAIs are the most frequent adverse event in the healthcare industry. Fortunately, most of these infections can be prevented with one single intervention, proper hand hygiene (â€Å"The Evidence,† n.d.). Four out of five pathogensRead MoreThe Importance Of Hand Hygiene On Health Care Environment1144 Words   |  5 PagesThe Importance of Hand Hygiene in the Health Care Environment Introduction Hospital acquired infections (HAIs) affect over 1.7 million patients each year, causing almost 100,000 deaths annually in the United States alone (Johnson, 2010). According to the World Health Organization, HAIs are the most frequent adverse event in the healthcare industry. Fortunately, most of these infections can be prevented with one single intervention, proper hand hygiene (â€Å"The Evidence,† n.d.). Four out of five pathogensRead MoreMotivation in Modern ICT Industry Essay1570 Words   |  7 Pageswithin a software-based company, will be discussed. A software engineer can be characterized by various traits, which differ from the average employee, although they are still generally based upon the basic fundamental characteristics. In a literature review drawn up by Sarah Beecham, Nathan Baddoo, Tracy Hall, Hugh Robinson and Helen Sharp (2007), they referred to previous studies in order to compile a list of characteristics, closely related to software engineers, and similar roles. The results

Summary Psych 321 Writing Assignment - 1036 Words

Psych 321 Writing assignment In the text book the authors mention four internal factors that contribute to how a person’s personality might have been shaped. The main four external factors the display the biggest impact on one’s personality is the culture of the individual, social class family ties and lastly the individual’s peers (Cervone Pervin, 2013). Culture plays a big part on shaping the personality, many of the experiences that occur when being a part of something bigger than yourself following its standards of living and applying the cultures practice to your everyday life. In cultures there are 3 main types of social class high, medium and low. Wherever an individual may fall in those three categories effects their perception of themselves as an individual in their culture. Family ties the most important of the four external factors in shaping a personality because they are always there for the individual their entire life. They are the ones the individual can look up to or fall b ack on, learn grow and achieve together with. Lastly the peers that a person affiliates themselves with is the last external factor on shaping a personality. The relationship an individual has with the peers in most cases are not as long lasting as family ties but still have the same benefits from them it just comes down to who the individual tends to affiliate themselves with to classify them as their peers, in which could lead to a strengthen or weaken their personality. PersonalityShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 Pageswith the most effective instructor and student resources With WileyPLUS: Students achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teachingRead MoreLogical Reasoning189930 Words   |  760 Pagesdecided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition, published by Wadsworth Publishing Company, which is owned by Cengage Learning: There is a great deal of coherence. The chapters build on one another. The organization

Economics in construction Free Essays

1. Perfect competition maybe described as a theoretical form of market wherein no buyer or supplier has the capacity (or what is termed the ‘market power’) to control the market price. Regular definitions of perfect competition in economics describe it as a situation in which there is absolutely ‘efficient outcome’. We will write a custom essay sample on Economics in construction or any similar topic only for you Order Now The hypothetical situation of ‘perfect competition’ is primarily conjured to build the fundamentals of the supply and demand theory. Totally contrary to the ideas of a perfectly competitive market is the idea of a monopoly, which maybe defined as a continual market situation within which there is only one supplier of a particular service or an item. All monopolies are necessarily devoid of any economic competition and the utter deficiency of ‘substitute goods’. Often a monopoly is sanctioned by the state. Such a monopoly is called a ‘legal monopoly’ or a ‘government granted monopoly’ and is authorized by the government so as to encourage firms to take up a particularly ‘risky’ or ambitious project. Instead of allowing a certain firm to take up a venture in this manner the state might also keep the project all to itself. Such a situation will then be referred to as a ‘government monopoly’. (King, 126) Unlike in a monopoly in a perfectly competitive market there are a number of minor suppliers and buyers who operate at equal capacities in the market. Given their equal status neither of them manages to attain enough significance to influence the market in their favor. The firms in such a set-up are therefore price-takers rather than price-setters, as in the case of monopolies. Also, while a monopoly provides a particular, unique item or service to the market in a perfectly competitive market no firm enjoys any sort of individuality. Instead, each of their products is quite like the others such that there is no room for ‘product differentiation’. A monopoly remains the sole provider of a certain product or service by simply barring other similar firms to enter the market by some means or the other. Often such means include government authorization, like in the case of ‘legal monopolies’ discussed above. In case of perfect competition however no such entry barrier can be introduced. As a result any given firm can enter the market if it wishes to. Similarly, unlike in a monopoly in a perfect competition set-up all firms have access to the same kind of resources all of which are completely ‘mobile’. In a monopoly of course a particular firm controls (and occasionally even withholds) essential resources and production expertise. Given the large number of close substitutes available for the products/services sold by firms in a perfectly competitive set-up it is only obvious that no single firm or even a group of firms have any say about the ‘market-price’. The price of the products or services of firms in an arrangement such as this is duly decided instead by the market, which in turn depends on the behavior of the buyer. A monopoly however doesn’t remain obligated to the market in this manner. Instead, it effectively determines the market price simply by increasing or decreasing the quantity of its produce. Such independence is enjoyed by a monopoly simply because it faces no form of price pressure from opponents. However, there is a limit to which this liberty maybe pushed. Monopolies that raise their price far beyond permissible limits invite competition and may soon have to face rivals providing the same services/products either legally or even illegally. (Fletcher, 188) 2. The residential construction industry might pretend to be a single, solid, well defined industry but it in fact is far from being that. As anyone who has ever had a house made knows building a great house involves a number of things; great plumbing, great carpentry, great painting etc. etc. etc. Given the large demands of building a residential outfit the residential construction industry does not represent one single market, like it appears to be but rather a variety of sectors. However, not all of them need to come into play in every residential construction project. Often a particular house does not need all the facilities the industry is capable of providing it with. For instance if an environmentalist who feels strongly about the use of wood in his house decides to build a house tomorrow he is hardly likely to employ a carpenter, irrespective of how easily he can land one. Similarly a family who decides to paint their interiors themselves will not need painters, at least to the extent they are usually needed by new house owners. Also, in many cases residential construction involves repairing old structures. This obviously takes less effort and expertise than those required for building a house from scratch. As is obvious therefore there are a number of ifs and buts in the industry. We will take a look at some of these a little closely. Normally, specialist contractors who have long standing reputation in the field carry out residential constructions. These individuals take complete responsibility of building an entire building from scratch and cover everything from plumbing to painting. Once they achieve the contract however they duly sub-contract additional independent workers who assist and accompany their own crew. Contractors are often described as the king of the jungle in their own area. They are managers, salesmen, supervisors and directors all rolled into one. As a result of their unique capacity to bring in professionals of their own field under their wings these individuals soon turn out to be perfect monopolies by themselves. Often many of these professionals operate all by themselves in a given area, without any form of opposition or competition. Given their advantageous position they duly flex every possible monopoly muscle they possibly can and obviously determine the market price of the services they provide. Similarly special service providers in the industry, such as say wood engravers or carvers who are both sophisticated and rare in terms of their skill usually monopolize the market and set the market price by themselves. Unlike them plumbers or electricians, who are found in plenty and whose skills hardly vary can never really behave in a monopolistic manner. Instead, their circuit closely replicates what can be called a ‘perfectly competitive’. Much like them painters and carpenters can hardly afford to be choosy or ultra expensive since they are easy to substitute. A good illustration of this point is provided by the use of lumber in the industry in the past decade or so. The U.S. residential construction industry is, by all accounts the biggest consumer of softwood lumber. However, the amount of softwood lumber available to the industry fell dramatically following the restrictions that came to be placed on state and federal forests in the past few years. As a result of this unfortunate fall in supply a large chunk of the industry soon shifted to other alternatives available in the market. Amongst the 2,500 builders we surveyed for this particular study about 12.8% reported to have increased their use of alternative structural materials in the past decade alone. 99% of the respondents also confessed to having started to use at least one out of the long list of alternative structural materials that we provided them with. Till 1995 only 91% of the builders interviewed used substitute materials. (Kar, 145) While the decreased supply of lumber has obviously proved unfortunate for the lumber industry the construction industry itself has survived virtually unscathed. This is primarily due to the wide availability of materials such as reinforced concrete, plastic fiber, steel etc. which maybe easily used as a replacement for lumber. This example clearly proves the market for construction material itself therefore it maybe said to be a ‘perfectly competitive’ market. With easily available substitutes, easy entry into the market and hardly any product differentiation it fits almost every characteristic of the ‘perfect competition’ market to the tee. Unlike lumber and its alternatives however other important facets of construction are not as easily obtained. The expertise required to design a house for instance is far harder to replace than the construction material it is to be built with. Due to the utter importance of their job and how extraordinarily dependant on knowledge and skill it is, the architect and the whole engineering industry maybe described as a bit of a monopoly. It is of course difficult to enter their market, there are hardly any ‘substitutes’ available (since the level of skill and expertise of each engineer varies from the other) and the engineers themselves tend to determine the market price of their know-how. (Lamb, 243-245) Thus we see how the residential construction industry of U.S.A. is actually a mà ©lange of a wide variety of competitive markets and not a single market by itself. It is the proper functioning of each of these individual parts that ultimately allows the construction business to function properly. References: Fletcher, R; Economy: Beliefs and Knowledge; Believing and Knowing. (Mangalore: Howard Price. 2006) pp 188 Kar, P; History of Indian Consumer Market Applications (Kolkata: Dasgupta Chatterjee 2005) pp 145 King, H; Fiscal Fitness Today (Dunedin: HBT Brooks Ltd. 2005) pp 126 Lamb, Davis; Cult to Culture: The Development of Civilization on the Strategic Strata. (Wellington: National Book Trust. 2004) pp 243-245    How to cite Economics in construction, Essay examples

Stylistic Analysis of Texts free essay sample

The book is a magnificent, powerful novel. It received almost unanimous critical acclaim and several awards. The book is about Tom Robinson, a Negro, who was charged with raping a white girl. This particular abstract depicts the trial. Atticus Finch, an experienced lawyer, tried to prove the innocence of the Robison. But the jury announced a verdict that Robinson was guilty. The story was told on behalf of Jean Louise, Atticus’s daughter. It made the story more vivid, tense and emotional. As a daughter she noticed a lot of details which were unusual for Atticus. †¦ Atticus did something I never saw him do before or since, in public or in private: he unbuttoned his vest, unbuttoned his collar, loosened his tie, and took off his coat. He never loosened a scrap of his clothing until he undressed at bedtime, and to Jem and me, this was the equivalent of him standing before us stark naked†¦). Her notes revealed the emotions and feelings of the lawyer, his changing condition during the process of the trial. If the story were written from the point of view of Atticus or the author, it would turn down as a mater-of-fact narration. The details were omitted. such as Tom Robinson was toying with papers†¦). The story would lose its objectivity, because Atticus could not describe the event without personal opinion. The author represents the Atticus’s speech in direct form. If it was represented indirectly, the reader would not hear the lawyer’s voice. On the contrary, the author’s point of view would prevail and the reader could think the author foist his opinion. Atticus words in direct speech have more effect on the reader. It creates such atmosphere as if the reader is in the court himself. The general atmosphere of this abstract is rather tense. The author keeps the reader in suspense till the very end. The readers take their breath wishing to know that the Negro is innocent. But the author uses the effect of defeated expectancy. In my opinion, the climax in this text is the verdict of the jury. Every â€Å"guilty† destroys any reader’s hope for justice. And this is exactly what the author wished to convey. She claims all men are created equal. That means all men have equal rights no matter what colour skin he or she has. People think with stereotypes. All Negroes lie, all Negroes are basically immoral beings, all Negro men are not to be trusted around the woman. But the reality can be the exact opposite of it. There are good Negroes and bad Whites. The author used parallel constructions to emphasize how narrow-minded people could be when they generalize. The court is probably the only place where all generalizations should be avoided. It is a crime to find somebody guilty without worthy evidence and proofs. There was nothing but strong racial discrimination in those days in America. Nowadays, the country is on the way of full tolerance to each other. A lot of stylistical devices penetrated throughout the text. All these means were used on purpose to emphasize the author’s opinion. The text is rich with repetitions (some people would have us believe – some people are smarter than others, some people have more opportunity, some people make more money than others, some ladies make better cakes than others – some people are born gifted beyond the normal scope of most men. ). Repetitions and numerous parallel constructions allow the lawyer to seem more persuasive, to make people think over his words, to make his speech more clear for the audience. Numerous epithets and similes were used to express the author’s attitude. Epithets give personal appraisal of the author, his individual opinion. They convey his emotions. (Judge tailor’s voice †¦ was tiny). This epithet can express the doubt of the judge. As far as similes are concerned there are this case is as simple as black and white, I saw the jury return, moving like underwater swimmers. The text can be conventionally divided into two parts. The first part is represented as Atticus’s speech and the second part is the announcement of the verdict. The end of this abstract revealed the sympathy and respect of all Negroes in the court. Analysis â€Å"The Lumber-Room†. The lumber-room† was written by a british novelist Nector Munro. He was known as a best short story writer. In his childhood he was brought up by his grandmother and aunts. One of became a prototype for his short story the lumber room. The author satirized the unsympathetic methods of upbringing. This story tells about a boy, named Nicholas, who was in disgr ace for his bad conduct. He was left at home while other children were walking around the sands at Jagborough. His aunt-by-assertion banned him to enter the gooseberry garden. That’s why she occupied the garden to control the Nicholas invasion. But the boy took the important-looking keys and entered the lumber-room. The treasures of the room geminated his imagination. For a moment he forgot about the aunt until she began shouting. The boy refused to rescue his aunt referring that it is the Evil one who tempted him. The author tried to convey the following idea. It is highly difficult to bring up the children. They feel the insincerity and falsity of the adults. In the case when Nicholas put deliberately a frog into his basin of bread-and-milk, the aunts neglected his pleas. They didn’t see his basin and just punished him. They denied the presence of any frog in Nicholas’s basin with the utmost assurance. And the author accentuates the attention to this point. That can be interpreted as if the adults can tell lie about everything with full assurance. The adults can overlook the facts and interpret them as they want without penetration into the essence of the matter. Such attitude of the adults to the children can create the unfriendliness and cruelty of the last ones. Nicholas mischievously told that Bobby’s boots were hurting him. The author used a lot of words with high negative stylistic colouring (a grim chuckle). But the aunt replies in the same way (with asperity, loftily). The author shows the reader the effect of boomerang. The indifferent attitude of the aunt towards the children (you often don’t listen when we tell you important things) generate the same attitude of Nicholas towards the aunts and other children. This text can be conventionally divided into three parts. The first part is an introduction. It tells about the breakfast. Nicholas was in disgrace forfeiting the walk around the sands at Jagborough. His aunt-by-assertion forbids him to enter the gooseberry garden. The second part is the absorbing tale about the lumber-room. Nicholas was impressed by the treasures of the lumber. He was represented from the other side. The reader’s attitude can be shifted to the positive attitude to the boy. The last part is a climax. The aunt was slipped into the rain-water tank and could not get out without any help. The boy refused fetching the ladder. The text is largely represented through the dialogues between the characters. Direct speech allows the reader to hear the voices of the characters. The description of the lumber-room was executed as a piece of narration. Describing the lumber-room the author used more high-flown words (to feast on, quaint, to leap to the conclusion). The words are positive, they reflect the inner side of the boy. But the other two parts contain a fair amount of negative words (fearsome, undignified, unmerited detention, disastrous, punitive). The author opposes these parts on purpose to emphasize the true Nicholas’s nature. He was really impressed by the treasures of the lumber-room. It gave him a push to imagination. For a long time he wanted to enter this room. He trained in school to open the door with the keys. He said the room came up to his expectations. That means he thought about the room for a long. The tapestry, the whole portrait gallery claimed his attention. The author characterized the boy as a skilled tactitian and an aunt as a woman of few ideas. The author described the aunts like older and wiser and better people. He used this phrase twice to exaggerate the degree of their narrow-mindedness. The full text is penetrated throughout with irony and sarcasm. The author is very ironic towards the aunt in the end. The boy named the aunt with the Evil One. Not without the grounds the author used such simile (aunt – the Evil One). I suppose that the methods of upbringing were highly similar to the unfair approaches. The aunts did not have a way with children. They were hypocritical and deceitful telling lie about the nonexistent circus. To sum up, in spite of ironical atmosphere it is a pity to realize if people bring up children in such a way, it is not surprise that children become cruel. And there is nothing but reap. Analysis. â€Å"Girl† by Jamaica Kincaid. The â€Å"Girl† was written by an American writer of Indian origin Jamaica Kincaid. This particular tale is included in the collection of stories titled At the Bottom of the River (1983). The whole story consists of the utterances of the mother who teaches her daughter how to live. And this is precisely the message of this text. The problem of upbringing remains at all times. A parent tries to convey all stored experience to the children and everybody chooses his own way how to do it. In my opinion, the way, which the mother of this story chose, was a little harsh and despotic. The author represented the text as a monologue of the mother. Only two phrases were uttered by the main character’s daughter. These sentences were even italicised to draw the reader’s attention (but I don’t sing benna on Sundays at all and never in Sunday school. †¦ but what if the baker won’t let me feel the bread? ) These sentences were started with the word but. It means the daughter did not agree with her mother and there were only two cases when the daughter dared to say. The text is penetrated throughout stylistic devices. As far as the lexicon is concerned Jamaica Kincaid uses simple, easy-to-understand words in general. Although, some specific words are used such as okra, dasheen, doukona which mphasize the Indian origin of the author. It allows the reader to understand where the story takes place. Moreover, the mother teaches her daughter to put clothes on the stone heap and put them on the clothes line to dry that it is impossible to imagine in the busy life of megapolis. It proves the fact that the story takes place in the countryside. One more point about the lexicon is that there are some words with negative connotation, with derogatory meaning (slut, wharf rat, to spit up), which cut the reader’s ear because the mother’s monologue carries informative and didactic function. One of the most eye striking devices is the use of parallel constructions. (Wash the white clothes on Monday; wash the color clothes on Tuesday. This is how you iron your father’s khaki shirt so that it doesn’t have a crease; this is how you iron your father’s khaki pants so that it doesn’t have a crease. This is how to make a good medicine for a cold; this is how to make a good medicine to throw away a child before it even becomes a child. ) All these repetitions confirm that the mother wants to teach her daughter for all occasions as if she is preparing her for a marriage. The numerous repetitions of the phrase this is how prove the didactical aim of the mother’s speech. In terms of statistics, there are 7 negative sentences, 21 affirmative and 31 â€Å"this is how† sentences in the text. Some parallel constructions are used in gradation to strengthen the effect of the stated. (F. ex. this is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all. This is how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard. ). The whole text is represented as a chain of utterances. All these utterances are connected in one sentence by way of semicolon. The author uses asyndeton to emphasize the continuity of the mother’s thoughts. As if what she tells not demands any explanations and objections. The caring mother wants to convey all her experience to her daughter. (This is how you grow okra – far from the house, because okra tree harbors red ants). But at the same time she restricts her freedom wishing to teach good manners. (You mustn’t speak to wharf rat boys). The author uses numerous imperatives to show the imperious character of the mother (don’t walk; always eat; wash; be sure). The tone of mother’s presentation is sometimes irrelevant. (On Sundays try to walk like a lady and not like the slut you are so bent on becoming. Don’t eat fruits on the street – flies will follow you. This is how to split up in the air if you feel like it, and this is how to move quick so that it doesn’t fall on you. ) It exemplifies the mother’s attitude to her daughter. It seems as if the mother doesn’t respect her child, humiliates her and does not give her any opportunity to make the mistakes. The mother restricts the circle of contacts and interests of her daughter depriving her the normal careless childhood. You mustn’t speak to wharf-rat boys. Don’t squat down to play marbles. Don’t sing benna in Sunday school. ). Jamaica Kincaid uses the irony, which nearly borders with sarcasm, to emphasize the disrespectful mother’s attitude. (Always eat your food in such a way that it won’t turn someone else’s stomach. ). On the one hand, the mother gives the practical advice which is useful for any housewife in the future (Cook pumpkin fritters in very hot sweet oil. This is how to hem a dress. This is how to set a table. This is how to make a good medicine for a cold. . But on the other hand, she gives hints about such immaterial things as love. (This is how to smile to someone you like completely. This is how to behave in the presence of men who don’t know you very well. This is how to love a man. ). In my opinion, to smile and to behave differently in the presence of men mean to conceal the personality, to be artificial and hypocritical. Perhaps, the text portrays the typical approach of upbringing in India where kinships are more close and dependent. Parents are authorities whom do not dare to disobey. It is highly difficult to divide the text into the parts as it is represented as a monologue of the mother. There are only two sentences of the daughter’s direct speech. The text combines both ironical and imperious, didactical tone of presentation. But the last one prevails. Analysis. â€Å"No news from Auschwitz† by A. M. Rosenthal. An essay â€Å"No news from Auschwitz’ was written by A. M. Rosenthal. This essay is about the Konzentrationslager Auschwitz in our time. Nowadays, this place looks very peaceful, that it is hard to imagine those terrible things which were there about some decades ago. Nowadays, the excursions take place here, but tourists cannot look at this place long. This essay is informal and highly personal. The author titled his essay â€Å"No news for Auschwitz† and repeats the same idea during the story (there is no news to report about Auschwitz. ) He was forced to write an essay. And it was a hard task for him. The message that the author tries to convey is that the place which was one of the most terrible places on the world became the peaceful and ideal nook where the trees are growing and the children are playing. He compares the past and the present, the death and the life. The author begins with the description of nature. (The sun was bright and warm, the rows of graceful poplars were lovely to look upon and on the grass near the gates children played. ) This description creates emotional effect. The contrast between awful days of Konzentrationslager and peaceful time nowadays cannot leave the reader indifferent. The author displays this contrast through the use appropriate vocabulary (it all seemed frighteningly wrong, as in a nightmare, that at Brzezinka the sun should ever shine or that there should be light and greenness and the sound of young laughter. There is statistical data about Brzezinka and Oswiecim. The author gives the details and historical events which make the essay like an article. As far as vocabulary is concerned, the author used a great many words with negative connotation (grievous, torture, strangling), key words (Konzentrationslager, dungeon, extermination). The author used metaphors (factory of torture, batch of prisoners was h erded), metonymy (the experiments on living bodies). These devices increase the emotional effect and depressing atmosphere. As far as syntax is concerned, the author uses parallel constructions (There is merely the compulsion to write something about it, a compulsion that grows out of a restless feeling that to have visited Auschwitz†¦). This essay is informal. The author uses a piece of narration. He describes the tourists and the excursion. The guide should not even make a comment to what they see (there is nothing much for him to say after he has pointed. ) The tourist looked at the gas chambers, the furnaces, the barracks and they were happy when the room, where sterilization experiments were carried out, was locked. The tourists walked along the wall of photographs and one drew their attention. It was girl of 22 y. o.. The rhetorical question was raised (What was the thought that passed through her young mind and is now her memorial on the wall of the dead at Auschwitz? ) The author uses an oxymoron to emphasize how petrified the visitors were (One visitor opened his mouth in a silent scream). The climax arrived when the tourists could not look at this any amore (The visitors look pleadingly at each other and say to the guide, â€Å"Enough†. ) The end of the essay comes to the beginning (It was a sunny day and the trees were green and at the gates the children played). The frame composition was used to reach the emotional effect. Analysis. â€Å"Conversation with madmen? † by Isaac Asimov. â€Å"Conversation with madmen† was written by an American writer Isaac Asimov. He was best known for his works of science fiction. This story is included in the science fiction novel â€Å"Peddle in the sky†, published in 1950. This story is about an alien, named Arvardan who took a jet with the Earthmen. During the flight the passengers discuss the Time when people at the age of sixty are forced to leave the planet for younger generation. In spite of all fact that the author depicts the forthcoming future, the story is about our daily routine. That’s why the story evokes these strong feeling and emotions because the situation is close to the readers. The text is not full of devices. But one of the striking features is that the text is penetrated throughout occasionalisms (The Sixty, The Time, The Grand Tour, Council Day, The Brotherhood, Society of Ancient, credit, Outsider). Even if the word is familiar to us it changes the meaning in the text. Describing the future the author are forced to introduce new words and terms. The author even changes the name of the cities (Washenn, Chica), but anyway it is easily to translate them as Washington and Chicago. The author supposes that in the future the Terrestrial capital will be Washeen. The author depicts the situation on the Earth. The planet is not good for living. (From the dark wine-purple of the extreme stratosphere, Earth presented a fabulous appearance. Beneath him the vast and misted land areas in sight (obscured here and there by the patches of sun-bright clouds) showed a desert orange. Behind them, slowly receding from the fleeing stratoliner, was the soft and fuzzy night line, within whose dark shadow there was the sparking of the radioactive areas. ) The problem that the author raises is that the Earthmen have destroyed their planet, it becomes inappropriate for living because of radiation. One problem the author raises is a matter of discrimination. When the earthmen and creatures from the other Galaxies began to communicate, the last ones began to despise the Earthmen. Though they tried to look naturally in their presence. The author shows the Arvardan’s attitude to his fellow passengers (Of course he had grown into the habit of thinking of Earthmen in certain set caricature types, and even now the word Earthman seemed an ugly one to him†¦ Now certainly he would have no objection to eating with an Earthman, or even bunking with one in case of need-assuming the Earthman were reasonably clean, and healthy. In fact, he would in all ways treat him as he would treat anyone else, he thought. Yet there was no denying that he would always be conscious of the fact that an Earthman was an Earthman. He couldnt help that. That was the result of a childhood immersed in an atmosphere of bigotry so complete that it was almost invisible, so entire that you accepted its axioms as second nature Intermarriage, for instance, was quite unthinkable. ). Because of the bad conditions of living on the Earth, Society of Ancient has confirmed that an Earthman at the age of the Sixty are forced to leave the planet in order to give opportunity to live for younger generation. The passengers of this jet are going to do the Grand Tour. This pair is about sixty, that’s why it is the last chance to look at the Earth. Another passenger claimed how many days left for him. (Ive got exactly twelve years, three months, and four days left. Twelve years, three months, and four days. Not a day more, not a day less. ) The author uses repetition to emphasize the effect of the utterance. It is quite scary to know the exact date of the death. At the same time people still be able to delay the day of their Time by having money and relationships with Society of Ancient. It can prove that the corruption still exists. (I knew a man once who was sixty the year after the 810 Census and lived till the 820 Census caught him. He was sixty-nine before he left off. Sixty-nine! Think of that! †¦ He had a little money, and his brother was one of the Society of Ancients. Theres nothing you cant do if youve got that combination. ). Analysis. â€Å"Growing up with the media† by P. G. Aldrich. Growing up with the media is an essay. The author tells the reader about the influence of the media. The message he tries to convey is that people are too addicted with media. The author used simile to emphasize how addictive media is (In a commercial society the media’s ability to stimulate motivation to buy – almost as though people were puppets on strings – builds other people power. The author proves his opinion by giving the statistical data. He gives great illustration to his words. (According to recent report, more than a third of all children by the age of three are viewing TV with some regularity and more than a half are listening to books read to them. Before they are old enough for school – a third of the child ren are looking through magazines, 40 % are listening to radio, and 80 % are viewing television. At age seven, newspapers enter a child’s life, usually through the comic strips. ) These data persuades the reader. They speak for themselves. This essay is highly informal. The author uses rhetorical questions. (What do you remember about your childhood? What did your friends talk about, at least part of the time, before class? An item from a newspaper? An ad that you noticed in a magazine or television commercial? ) The author involves the reader into conversation. The essay is represented as a dialogue. As far as vocabulary is concerned, the author uses simple, easy-to-understand words. The author uses colloquial words to illustrate some points of his discussion. (ad, mike). He gives synonyms of the words television (tv, T. V. TV, teevee). The author includes the graphical device also. He capitalized and italised the most important things to his opinion. (mass; media; Mickey mouse; the MAJORITY of material is chosen or designed to produce a predetermined response). As far as syntax is concerned, the author uses a fair amount rhetorical questions. Moreover, he uses asyndeton, the type of connection without conjunctions. (When the material is written, staged, photographed with or without audio, printed. ) It makes the narration more vivid and dynamic. It looks like the stream of consciousness. He uses the inversion in the text (With all this you also absorb ideas about behavior†¦) All in all the structure of the text is rather homogenous. The author tries to make the reader to reflect. The author persuades the reader. The essay is informal because it is highly personal. The author tires to entertain. Sometimes he deviates from the theme in order to give humor, irony. Analysis â€Å"Drawing back the curtain† by Denis Healey This text was written by Denis Healey. He is a prolific journalist and broadcaster and a British Labour politician as well. â€Å"Drawing back the curtain† was taken from his autobiography â€Å"The Time of My Life† (1989). The author tells the reader about his impressions about Russia. He focuses on the difference of perception of Russia before and after visiting this country. He marked that earlier his generation was largely influenced by George Orwell’s 1984 that distorted the reality about the Soviet Union. But then his short visits to Russia cured him of any erratic illusions. This text belongs to the publicist style. This style has characteristic features of the style of scientific prose or official documents and that of emotive prose. On account of coherent and logical syntactic structure, an expanded system of connectives and careful paragraphing the publicist style is close to scientific prose. On the other hand, the use of words with emotive meaning, the use of imagery and other stylistic devices make this style close to emotive prose. Publicist texts carry pragmatic function. That means that the main aim of these texts is to convince the reader that the interpretation given by the writer is the only correct one. The author reached his aim not merely by logical argumentation, but by emotional appeal as well. As a rule, publicist texts are addressed to a broad audience and devoted to important social or political events, public roblems and this text is not an exception. The text is written in the first person singular. It is taken from autobiography. It strengthens the effect produced on the reader. This type of narration makes the text more personal and convincing. The author uses logical reasoning. He puts the events in their chronological sequence that makes the text easy to comprehend. D. Healey uses a fair amount of connectives to underline the cohesiveness of the text (moreover, after the war, at the beginning, yet in fact, by comparison with, on the contrary, however, above all). The author uses a lot of terms and professionalisms referring to the field of politics (Soviet Communism, the Communist Party, Stalinism, socialist state, Soviet culture, propaganda, the Foreign Office, the liberal programme, Labour Party delegation, anti-Semitism). The author uses one quotation describing Krushchev (He was one of the half-dozen greatest political leaders of this country†¦). By the introduction of this quotation the author makes himself distant from the utterance. Thus, the utterance becomes more objective, precise and convincing. As far as syntax is concerned, the sentences are compound and not elliptical. Most of them are polisyndetic or with extended attributive phrases (The colleges which taught foreign languages and international affairs were giving a rounded education to able young men and women, who are now in key positions in their country, where their knowledge of the outside world is invaluable). All the devices, which are mentioned above, display the partial belonging of the text to the scientific prose. On the other hand, the author uses epithets, words with emotive meaning (erratic illusions, shrewd and courteous Bulgarin, drastic revision, rippling sinuosity, hair-raising obscenity). Such words make the narration more vivid and dynamic. They are full of subjective coloring and reflect personal opinion of the author. Moreover, D. Healey uses metaphors (a flood of books; to carry the seeds of its own destruction; to carry a chip on one’s shoulder). They also add emotional coloring to the text. The author describes two main Russian cities: St. Petersburg and Moscow. He gives a superb comparison (by comparison with the 18th century canals of Leningrad, which might have been part of Amsterdam or Bremen, the Kremlin brought us to the heart of old Russia). D. Healey meticulously described the cultural life in Russia. He adds the description about the Hermitage, summer palace of Peter the Great, The Moscow Arts Theatre and the Bolshoi in order to underline the signs of the cultural thaw in Russia. Epithets, metaphors and comparisons serve the purpose of emotional intensification of the utterance. The text is made up not as a dry matter-of-fact, but also expresses the author’s opinion. F. ex. It was now clear that the picture which the West had painted of the Soviet Union in the early post-war years needed drastic revision. The author underlines the thought how much the West is misled. The author comes to a conclusion that the Russian, like us, were human beings, although they were not human beings like us. It can be interpreted in a way that no matter how long you study Russians, it is too difficult to comprehend them completely. Analysis â€Å"The passionate year† by James Hilton This text was written by an English writer James Hilton. He was born in 1900. His literary success he had found at an early age. His first novel,  Catherine Herself,  was published in 1920, when he was 20. Several of his books were international bestsellers and some of them were successfully filmed. In the mid-1930s Hilton lived and worked in Hollywood and in 1942 won an  Academy Award Oscar for his work on the screenplay. Some of his works took an issue of the English society of his time — particularly narrow-mindedness and class-consciousness. They were frequently his targets. â€Å"The passionate year† was written in 1924. This abstract is about a teacher who put his pupils off by giving a hundred lines for their disorderliness. During the lesson a boy was dropping his desk-lid. After consulting the map of desks and finding the boy’s name, the teacher gave him punishment but the teacher was misled. The boy, he named, sat in front of him. The teacher promptly punished the both. Surprisingly such measures prevented him from being ragged in the future. The author tries to convey the following message. The relationships between teachers and pupils, adults and children are highly difficult and need being taken into consideration. Frequently, there is a certain hierarchy between the teacher and pupils. There is a lack of cooperation and partnership in relations. On the contrary, teachers stand above pupils even in the direct meaning. In this text the teacher took his seat on a raised dais. Moreover, there are school traditions which are highly difficult to eradicate. In that school it was a tradition to rag new teachers in the first night. And it reminds on some kind of game. Or the teacher will seize the power and keep control of everything, or it will do his pupils. This text can be conventionally divided into three parts. The first part describes the general atmosphere before the lesson. It may seem that everything was all right, but actually there was a feeling of forthcoming storm. The author uses a fair amount of epithets in this passage (quietly, subdued) to convey the general atmosphere in the class. In other words, the author uses many stylistically coloured words (the school straggling to their places; an atmosphere of subdued expectancy; the boys stared about them; grinned at each other). The author uses simile to strengthen the effect of expectancy. It becomes obvious that something has to happen (Speed felt rather as if he was sitting on a powder-magazine, and there was a sense in which he was eager for the storm to break). There is also certain time designation (five to seven; five past seven; a quarter past seven). The author underlines the fact that the teacher counts every minute and is ready to react when it is required. The lesson lasts too long. In the second part the author describes the occasion with the dropping desk-lid in details. The reader is in the know that the teacher gives a hundred lines to an innocent boy. When the boy pleads for the remission, the teacher punishes both. This passage contains contrast between pupils’ appearance and their behavior which is expressed by adjectives. (A bright, rather pleasant-faced boy deliberately raise a desk-lid and drop it with a bang. †¦ A lean, rather clever-looking boy rose up in the front row and said impudently). It can mean that such an impudent conduct was prepared on purpose. Pupils tried to anger their teacher to check his reaction. There is also metaphor (the most dangerous weapon in a new Master’s armory). It is used to underline that the teacher carefully pondered about what kind of method to use to achieve the best result, to comfort this situation. The text contains both formal and colloquial words (formal: disorderliness; indignation; witticism; fulsomely; ordeal; to plead for remission; colloquial: to be hard on sb; to make a fool of oneself; to rag; to put off). It can prove the fact that the teacher and pupils speak different anguages. That is the reason of their mutual misunderstanding. The author adds a piece of teacher’s memory. Speed remembers an occasion when he was at school. He tries to look at this situation from the pupils’ point of view. This fact makes the story more realistic and the teacher tries to anticipate the pupils’ behaviour. Moreover, the author uses direct speech so that the reader could hear the voices of the characters. The second part contains a climax. (The whole assembly roared with laughter). The class exulted as their teacher was fallen for the bait. In the last part Clanwell congratulates the teacher on his successful passage of the ordeal. Clanwell told him that the pupils were preparing for a benefit performance but a teacher managed to put them off on time. It seems as if a teacher should develop a certain strategy for himself while dealing with his pupils. Firstly, a new teacher should conquer the respect and trust of his pupils in order to receive the greater benefit in the future. All in all, the emotional atmosphere changes during the text. In the beginning and in the middle it is tense, in the end it is rather ironical.

Ruth St. Denis

Background Ruth St. Denis was born in 1879 in New Jersey to Ruth Emma Denis who was a physician by training. Saint Denis was very strong willed and highly educated. She died in 1968.Advertising We will write a custom essay sample on Ruth St. Denis specifically for you for only $16.05 $11/page Learn More Training St. Denis was encouraged to study dancing at the formative stages of her life. She learnt Delsarte technique in the early stages of her life. Her bullet lessons were conducted by an Italian ballerina Maria Bonfante. She also received training in social dance forms and skirt dancing. Her professional career began in New York in 1892. She worked as a skirt dancer in New York where she performed in dime museums and vaudeville houses. Dime museums traditionally hosted leg dancers who did brief dancing routines. In a day, Ruth did more than eleven brief dance routines. David Belasco spotted Ruth in 1898. By then David was a Broadway producer and a dir ector of repute. David then hired Ruth to perform as a featured dancer in his large company. In fact while working with David, Ruth earned her stage name St. Denis which stark with her forever. She was later to be known as Ruth St. Denis. After the tour where ‘Zaza’ was being produced Ruth got to know many important European artists like Sado Tacco and Sarah Benhardt an English actress great of her time. These people positively impacted her life as evidenced by her desire for dance and drama of Eastern cultures. Her interaction with Bernhardt made her like her melodramatic acting style. This later influenced her acting career especially the tragic fate of her character (Sherman, 1983). The technique Ruth St. Denis brought to the fore At the onset of the 20th Century St. Denis began formulating her own theory of dance and drama. These were greatly influenced by the drama techniques she had a brush with early in her dancing training. The theory of dancing was also influen ced with her readings on scientology, philosophy , and the history of ancient cultures. The works of Benhardt and Yacco also played a role in defining her theories. In 1904 when she was touring with David Belasco, she came a cross a poster of the goddess of Issis that advertised a cigarette for the Egyptian Deities. This poster overwhelmed her imagination and she later resorted to reading a lot about Egypt and India. St. Denis later quit David Belasco’s company to start her path to the career of a solo artist. It is during this time that she designed her exotic costume and created a story of a â€Å"mortal maid who was loved by the god of Krishna, Radha†. This dance style was premiered in New York’s Vaudeville House. She intended to translate her understanding of the â€Å"Indian culture and mythology to the American dance stage through Radha†.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More When plying her trade a solo artist Mrs. Orlando Rouland quickly discovered Ruth St. Denis. Ruth St. Denis began performing Radha in Broadway theatres when her wealthy patron started sponsoring her. Ruth had a conviction that Europe had more to offer than any other place would do. That is why in 1906, together with her mother she went to London. She managed to travel in many European cities where she performed a series of translations until 1909. She later returned to New York to give a series of well received concerts in New City when she was touring United States. Up to 1914 she still toured United States dong exotic dance. She was labeled as a classic dancer in the same category with Isadora Duncan despite the fact that they were two different dancers in the perspective of their approach to solo dance. In fact St. Denis sought the universe in the self whereas Isadora Duncan sought the self in the Universe. St. Denis interpreted exotic world through  "the vantage point of her body† (Shelton, 1981). After 1911, solo dance on the professional stage faced a eventual death. St. Denis therefore gave lessons to such women like Gertrude Whitney. Her problems were later compounded by the death of her major patron Henry Harris who died on the titanic. Her financial woes forced her back to the studios where she initiated new exotic dance. The difference however was that the new exotic dance had Japanese theme. One of these exotic dance was O-MIKA which â€Å"was more culturally authentic than her other translations†. It was not successful though. This prompted St. Denis to include some other performers in her productions. Ted Shawn came on board in 1914. Ted was a stage dancer who had strong Dalsartean leanings. Hilda Beyer had ballroom preferences. St. Denis continued with her solo translations where as Shawn brought popular dance forms like ragtime and tango. Shawn and Denis later became lovers and dance partners. This part nership marked the end of her career as a career solo artist (Shelton, 1981). Are they first or second generation pioneers? Ruth St. Denis, Isadora Duncan, and Loie Fuller are considered some of the pioneers of the modern dance. They were against formalism and â€Å"superficiality of classical academic bullet†. These dancers wanted to introduce their audiences to both inner and outer realities.Advertising We will write a custom essay sample on Ruth St. Denis specifically for you for only $16.05 $11/page Learn More Ruth in particular employed pictorial effects that featured in her ritualistic dance of Asian religion. She specifically used elaborate costumes and improvised movements that characterized Egyptian and Indian descent. In fact because of her versatility, she integrated Native American dances and dances from other ethnic groups (Shelton, 1981). Background on their company After her marriage to Shawn in 1914, they together formed Denishawn Company. The company was started in 1915 Los Angelus California. Through this company they managed to popularize modern dance throughout the United States and abroad. Through this company talents were nurtured and a second generation of modern dancers was conceived. The second generation dancers that passed through this company were Martha Graham, Doris Humphrey, and Charles Weidman. The Denishawn School of dancing prioritized bullet and experimental bullet dance. The school was first housed in a Spanish style mansion in Los Angelus with spaces for technique classes and Denishawn technique. Technique classes were taken in bare feet and students had to put on one piece black wool bathing piece. The classes ran for three hours each morning. Shawn took the students â€Å"through stretches, limbering and ballet barre†. Floor progressions and free form center combinations were also done by Shawn. St. Denis was in-charge of â€Å"oriental and yoga techniques†. Shawn’ s classes were in fact laden with ballet terminology. The classes finally closed with the learning of another part of dance. Denishawn trainings were characterized by a theory that one learns to perform by performing and this made a part of concert repertory (Shelton, 1981). Reference List Shelton, S. (1981). Divine Dancer: A Biography of Ruth St. Denis. New York: Doubleday. Sherman, J. (1983). Denishawn: The Enduring Influence. 1. Boston, MA: Twayne Publishers. This essay on Ruth St. Denis was written and submitted by user Emiliano Gould to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Looking At The Issues Of Child Abuse Cases Social Work Essays

Looking At The Issues Of Child Abuse Cases Social Work Essays Looking At The Issues Of Child Abuse Cases Social Work Essay Looking At The Issues Of Child Abuse Cases Social Work Essay by the male parent it was 45 % , by the stepmother it was 3 % and by the female parent it was 66 % ( Sims, 407 ) . If stepparents were more likely to mistreat their kids than natural parents, about 10 % of stepparents would be identified as maltreaters ( Sims, 408 ) . There are kids who have stepparents with whom they do non populate with but are still abused by them ( Sims, 408 ) . They found that stepfathers would stem from the overrepresentation of stepparents among lower socio economic groups and that the bulk of child maltreatment studies come from the lower socio-economic groups ( Sims, 409 ) . It was said that any investing by the parent in an single progeny that increases the progeny s opportunity of lasting at the cost of the parents ability to put in other offspring ( Sims, 409 ) . They besides said that stepparents have lesser investing in and hence are more likely to mistreat non-biological kids, because those kids do non transport their cistrons ( Sims, 409 ) . In the article The Contribution of Stress to Child Abuse, by Richard Barth and Betty Blythe they found great significance of the relationship between emphasis and maltreatment ( Barth, 477 ) . Although emphasis contributes to child maltreatment, the precise connexion remains unsure ( Barth, 477 ) . They found that an early preparation of the emphasis and kid maltreatment relationship suggests that opprobrious behaviour is unleashed by symbolic or concrete incidents perceived as nerve-racking grownups who are susceptible to mistreat from unequal upbringings ( Barth, 478 ) . Contemporary emphasis theory provides support for a phenomenological account of emphasis in kid maltreatment ( Barth, 478 ) . They suggest that isolated situational crises allow a individual clip to mobilise resources and therefore circumvent unprompted action ( Barth, 479 ) . Life crises on the other manus could put the basis for kid maltreatment ( Barth, 480 ) . Harmonizing to an article The Economic Environment of Child Abuse it is said that hapless kids are more likely than non-poor kids to be abused ( Kruttschnitt, 299 ) . It is found from official informations that indicate kid maltreatment instances are disproportionately drawn from low income households ( Kruttschnitt, 299 ) . Harmonizing to a study they found that maltreatment were more likely to be serious or fatal among households who had the lowest one-year incomes ( Kruttschnitt, 299 ) . Many kids who are hapless now will travel out of poorness within one or two old ages, while others will stay hapless for most of their lives ( Kruttschnitt, 300 ) . These fluctuations in poverty history may be related to fluctuations in the badness and the reoccurrence of maltreatment ( Kruttschnitt, 300 ) . Harmonizing to Marian Marion she states that societal situational position, i.e. , that kid maltreatment has multiple causes, some that exist within and some that exist outside the household system ( Marion, 575 ) . She found that intrapersonal life situational and cultural factors contribute to child maltreatment ( Marion, 575 ) . Life situational forces are environmental factors that contribute to household emphasis, which leads to child maltreatment ( Marion, 575 ) . Cultural forces are besides considered precursors of kid maltreatment and non cognizing the development capablenesss and restrictions of kids may take some parents to hold unrealistic outlooks of their kids ( Marion, 575 ) . Many grownups accidentally socialise kids into kid maltreatment by which patterning coercive subject that is learned and rehearsed and therefore has a outstanding topographic point in the kid s hierarchy of responses ( Marion, 577 ) . Marion states that because the root of much kid maltreatment is the credence of coercion as subject, a school based plan should besides include information on positive kid counsel ( 577 ) . Children s anxiousness symptoms were higher in those kids whose parents obtained higher abuse possible tonss and had harsher subject patterns ( Rodriguez, 809 ) . Children s depressive symptoms and some constituents of maladaptive attributional manner besides found in households with higher maltreatment potency ( Rodriguez, 809 ) . Child abuse frequently consequences from unintended escalation while administrating physical penalty for sensed kid evildoings ( Rodriguez, 809 ) . It was found that kids who are abused are more likely than not abused kids to show such features as oppositionality, behaviour jobs, depression, and fright, societal withdraw, and lower ego regard ( Rodriguez, 810 ) . Decision: In decision, there were many findings that could reply the inquiry of what household kineticss affect or cause child maltreatment. The research provided many replies about kid maltreatment and could assist find what the chief causes are that lead to child maltreatment. Like I mentioned before, kid maltreatment is a really serious issue and it happens on a day-to-day footing. Child maltreatment leads to all kinds of jobs as the kid gets older, some to include depression, anxiousness, fright, separation, and even self-destructive ideas. Majority of the clip kids who are being abused maintain quiet because they fear they will acquire in more problem or because they do nt desire to acquire the maltreater in problem. Child maltreatment needs to halt and it could halt if we as grownups or as people could halt forcing the issue to the dorsum of our heads and trade with the state of affairs. This subject is related to many current issues in today s universe. Child Abuse is a job in today s society and me being a Social and Behavior Major and a Social Work Minor, this issue of child maltreatment would assist me truly understand the state of affairs a little more. Learning and reading more of this issue helped me to open my eyes and be more sensitive to seeing the small marks that kids express in so many words.

Informative Speech Outline Essay Example | Topics and Well Written Essays - 750 words

Informative Speech Outline - Essay Example Therefore, how many of you belong to a fraternity or a sorority for that matter? Do any of you know the background information of any sorority you have ever heard of or belonged? I’m going to provide you with the background history of the Delta Sigma Theta Sorority Incorporated as well as the accomplishments attained by the organization. B. Tie to the audience: By show of hands, how many of you have ever heard or belonged to a sorority or a fraternity? Today I’m going to talk about the Delta Sigma Theta Sorority Inc. From your show of hands I have noticed that most of you either belong or have heard of sororities and fraternities. C. My credentials: I and my siblings belonged to sororities along with fraternities while we were in college. I want to inform everyone who is here that there is a lot interesting stuff regarding sororities and fraternities. The history of almost every sorority is very captivating. D. Main topic/Thesis statement: Unfortunately, there is no way we can make it back there since we are all out of college. That is the reason it is crucial to know the history and purpose of Delta Sigma Theta Sorority Incorporated. 5. Evidence: A sorority is a group of people usually women that is formed by a sisterhood of common aspirations and goals making a commitment to each other for life. The members that usually form the sorority share their knowledge, friendship and efforts (Torbenson & Parks, 2012). Delta Sigma Theta was established in 1913 by a group of 22 women at Howard University. The women were dedicated to service especially targeting the African-American community. 9. Evidence: As cited by Giddings (2009), Delta Sigma Theta Sorority Inc. is the largest Greek-lettered African-American organization. It is also open to any woman who qualifies for the membership requirements. 10. Analysis: The sisterhood has more than 300,000 initiated members who are majorly black. It has a global presence in countries such as, Japan,

Film 152G Contemporary american cinema Essay Example | Topics and Well Written Essays - 1750 words

Film 152G Contemporary american cinema - Essay Example Scott had chosen that camera position to feature Ms Weaver's derriere because, after all, Ripley had been throughout much of the movie its protagonist and most resourceful character - assuming in the story a role usually portrayed by a man - and the director's (or editor's) selection of this 'take' was intended to reveal a softer, more feminine aspect of her. If that were so, however, it's valid to ask why and how showing the 'crack in that ass' above the panty-line would feminize Ripley. with the advent of Sexual Liberation, women's roles in films became more complex and less 'sexist' than in the Hollywood movies of the 1930s and 40s. What has happened, in fact, is much the opposite. In films such as Taxi Driver, Pulp Fiction and Sex, Lies and Videotape, contemporary Hollywood depicts women in ways more stereotypic, less independent and unique, than it did in that so-called Classic era of American movies. Released by Paramount in 1941, Sullivan's Travels defies neat categorization. With its mixture of drama, sentiment and comedy, it could be considered 'black humor,' a trademark of its writer/director, Preston Sturges. One of the film's more remarkable aspects is its depiction of 'The Girl' played by Veronica Lake. Though she is given no name, The Girl is attractive and sexual, but she is more than the sum of those attributes. While Lake's trademark blond tresses frame her face alluringly, she is never an object of stereotypic sexuality. Her character has validity in the sense that she is herself; though an out of work actress, she does not play the sex card with the well-known director, Sullivan. To the contrary, throughout the story she contradicts and bullies him while also sharing his 'travels' as an equal. When they first meet in the diner and Sullivan has no money on him, The Girl, though out of work and her apartment, offers to buy him breakfast. Sullivan refuses and Lake says, "Don't be a sucker. (to the counterman) Give him some ham and eggs." After she and the director jump from a moving train and she lands on top of him, The Girl asks, "Did I hurt ya any" But it is more taunt than clichd, submissive concern (Sullivan's response is worth quoting: "Well, you didn't do me any good.").Sullivan may be a successful director but it is The Girl who is more tenacious of life and the stronger character. She dominates their scenes together the way Rosalind Russell as Hildy Parks did Cary Grant in His Girl Friday, or as Kate Hepburn and Bette Davis dominated - or were equal to - their co-stars in just about any film they made. Even Mae West (sex incarnate) portrayed gutsy, self-secure and unique women; indeed, she gloried in her over-ripe sexuality with relentless and less-than-subtle double entendres. It is well-known that Olivia deHavilland groused about her insipid roles opposite Errol Flynn for Warner Bros., but she proved a

The History of Projective Geometry Essay Example | Topics and Well Written Essays - 750 words

The History of Projective Geometry - Essay Example In the everyday life, one often does come across varied aspects of projective geometry. For example a motion picture being displayed on a screen is an example of projection. The shadows brought into existence by opaque objects are one other example of projective geometry. Projective geometry evolved and developed into a formal constituent of mathematical studies over a long period of time. History The history of projective geometry is an apt example of the confluence and collaboration between science and art. Projective geometry, to begin with had its origins in the studies in optics carried on by the Arab mathematicians like Alhazen (Boyer et al., 143). During the Renaissance, when the Western Europe developed a more look outside approach to varied aspects of life including mathematics and art, the discoveries and studies of Arab mathematicians that had by that time reached Europe through trade routes greatly influenced the Western world (Boyer et al., 145). The one big flaw in the Western art that had been created till now was that it was more or less flat in its presentation and style. However, soon, several early Renaissance artists after being influenced and inspired by the essentially Arab studies in optics, started to develop techniques of visual depiction that endowed their works of art with a three dimensional depth and perspective (Encyclopedia Britannica: Online) . The creations of Renaissance art had a significant impact on the contemporary and future mathematicians. The projective geometry evinced nascent reverberations in the architectural drawings of Leon Battista (1404-1472) and Filippo Brunelledchi (1377-1446). In fact, it was these two individuals who laid down the foundation of the method of perspective drawing (Encyclopedia Britannica: Online). The primary approach of this method was to connect the eyes of the painter to various points on a landscape with the help of seemingly straight lines. The original drawing was created on the basis of tracing the intersection of these lines on a vertical plane. Obviously, this approach towards drawing was named projective geometry as it intended to project a real plane on a picture plain (Encyclopedia Britannica: Online). Further, Johannes Kepler (1571-1630) and Gerard Desargues (1591-1661) further expanded the scope and possibility of projective geometry by developing the concept of ‘point of infinity’ (Boyer et al., 221). In that context, it would not be wrong to say that the works and studies of Gaspard Monge at some time during the end of the 18th century played a central and pivotal role in the future development and study of projective geometry (Boyer et al., 221). Still it was Jean-Victor Poncelet (1788-1867) who is attributed to be the father of modern projective geometry (.Encyclopedia Britannica: Online) Jean-Victor Poncelet was a renowned French engineer and mathematician who are credited with the honor of systematically and formally reviving projective ge ometry in the 19th century. Some mathematicians go even as far ahead to claim that his work Traite des  proprietes projectives des figures was actually the first credible, authentic and well researched work on projective geometry after what was published by Gerard Desargues in the 17th century (.Encyclopedia Britannica: Online )To begin with it were the French mathematicians Blaise Pascal (1623-1662) and

Teaching Strategies Analysis Teaching Methods in the Classroom

Teaching Strategies Analysis Teaching Methods in the Classroom Peoples attitude as a result of learning might not show itself as the effect of the learning till they engage in some sort of academic activities later. Learning is considered to be something that is capable of bringing a perpetual change eventually in the entire set up of an individual with regards to physical activities that they are involved in and in their general mind set (Burn, 1995). The ability to learn is one of the successes achieved in the world of knowledge. Teachers adopt a lot of teaching strategies in order to ensure effective learning by their students. There is a relationship between applying a wide range of teaching strategies and effective learning in the classroom. Apart from having different teaching strategies, there are also different learning styles which include Accomodators, Assimilators, Convergers and Divergers. Most students learn by adopting a mixture of these learning styles. As part of their responsibility to incorporate different teaching methods which is expected to bring about effective learning, teachers also identify a range of learning styles that their lessons will address as well as the teaching strategies that will engage their pupils the most. Again teachers try to match their pupils preference for learning to their own preferred range of teaching strategies. The way and manner in which a teacher guides, instructs and imparts knowledge to students is known as the teaching style. Teachers have their own teaching style but may also adopt a range of teaching methods depending on the individual needs and abilities of the pupils. Some teachers prefer lecturing, demonstrating or having a discussing with the pupils. Some pay attention to rules and examples while others emphasises on memorising and understanding. Other methods include active learning, case method, cooperative learning, integrating technology and distance learning. In the same way an individuals learning style is seen as the ways in which he or she characteristically acquires, retains and retrieves information. Collectively, again pupils learn in different ways which includes by seeing and learning; reflecting and acting; reasoning logically and intuitively; memorising and visualization. The teaching styles of teachers may not always match the students learning styles in which case can result in adverse effects on the quality of the students learning and the class as a whole (Felder and Silverman 1988; Lawrence 1993; Oxford et al. 1991; Schmeck 1988). It is known that how much knowledge a student acquires depends partly on the students natural ability and how much preparation has been made before the lesson and also partly on how compatible is the students and teachers approach to learning and teaching respectively. Students involved in cooperative tasks try to find solutions to problems that will help team mates in their small group and not only for themselves. In our world today there is an ever increasing need for one person to depend on another in almost everything we do. By working as a team students learn to mutually depend on each other. It is thus vital that teachers try to equip students with the necessary tools that are efficient to an effective team work in a collaborative learning. One way in which students effectively learn from one another is through cooperative learning. One teaching strategy among a wide range of others that has been identified as an effective method of teaching is cooperative learning involving students in small groups with different levels of ability. This teaching style adopts a range of learning activities to make understanding of the subject easier. Each member in a group apart from learning also has the responsibility of helping teammates to learn. Also each group member has a specific task and everyone must be involved in the learning because the success of the group usually depends on the successful work of every individual member. Again group members continue to practice concepts until the whole group are able to understand and can complete the task that is given. Mediation is an essential part of cooperative learning. Conflicts sometimes occur when students learn in groups. Mediation in cooperative learning is where students facilitate resolving disputes between groups. Peer mediation has been proven effective because it is believed that it changes the way students understands and resolve conflicts in their lives is modelling, facilitating and coaching. Coaching involves giving hints or clues, providing feedback, redirecting students efforts and helping their use of a strategy. That is to provide them with right amount of help when they need it. Cooperation is about depending and interacting with one another, being responsible for whatever you do and the ability to display interpersonal skills. Incorporating these in cooperating learning will make cooperative learning a success (Johnson et al., 1993). The success of cooperative learning brings about: Providing opportunities for greater understanding of underlying concepts through practice and discussions among team members Promoting learning actively and the ability to remember what you have learnt Developing students social and communication skills Promoting self esteem/concept Enhancing students motivation and understanding Learning and benefiting from each other For cooperative learning methods to work effectively in class, the teacher has to employ well structured and tried and tested tasks using the standard rules and aims of cooperative learning. There are different cooperative learning activities that can be done in class. This includes round robin brainstorming, jigsaw, three-minute review, number headed together, team pair solo, circle the stage, think-pair-share and partners (Kagan, 1986). Ray (2008) in his article mentioned some examples of cooperative learning strategies which included group investigation, group success and cooperative joint reading structure. To enhance students motivation and enable them to work well as students teams are rewarded in cooperative learning activities. This will make students responsible for their part of the work and work hard to achieve success for the entire group which normally comprise of between 4 to 6 students. It should also be established that individuals in a cooperative learning team are responsible for their actions whiles the group is accorded the due recognition. This study focuses on cooperative learning as a teaching strategy for learning effectively. Cooperative learning is an orderly form of learning that requires students to work in small groups towards a set goal. The effort put together by each member enables the group to successfully acquire the set goal. Collaborative learning is similar to cooperative learning in that both emphasises a learning method where students are actively involved but collaborative has a wider spectrum of interactions among learning groups on community basis (Bruffee, 1993). It is important to plan and prepare carefully when integrating cooperative learning strategies into a course. When cooperative groups are formed well, students will: depend on each other, solve any problem that arises within the group, be responsible to each other, find ways to assess the task set for them and make sure proper learning environment is maintained. All these make cooperative learning an effective teaching and learning strategy. There have been a number of researches on teaching strategies that impact on students learning effectively with different opinions in several quarters. Lots of debates have also taken place about effective teaching which has to a large extent been based on the efficiency of providing a number of ways of teaching styles and strategies due to the strong recognition that pupils learn in different ways. Cooperative learning has in recent times been criticised largely as a result of its use inappropriately. One school of thought argues that teachers sometimes give much attention to the best students by making them heads of a learning group. This study thus seeks to analyse cooperative learning as a teaching strategy for effective learning. In this study we will explore the following questions: Does cooperative learning bring about effective learning? Does cooperative learning benefit the whole group of students? What can be done to address the needs of all members in the learning groups? LITERATURE REVIEW Cooperative learning has been one of the best researched of all teaching strategies. Results of studies indicate that students who are given opportunity to work together in groups not only learn faster and more efficiently but also have greater retention and feel more positive about the learning experience. The term cooperation is seen as a joint operation or action with a common purpose. It is working in a team where the success of the team entirely rest on the skills of each member of the team. Most researchers and practitioners of cooperative learning stress that it is a formal instructional model in which teachers carefully design lessons and activities that are suitable for use by teams. Team work, under proper conditions encourages peer learning. Teambuilding exercises are very important in the development of teams that will work together for an extended period of time on a complex project or a series of activities. Teambuilding may be defined as the process needed to create, maintain, and enrich the development of a group of people into a cohesive unit (Solomon et al., 1993). Kagan (1986) in his definition of cooperative learning in an Educational Leadership magazine emphasised on the need to establish a well organised interaction socially between students in small groups where general materials can be employed irrespective of the environment or the occasion so far as it is based on a sound creation and a good form of assessment. Cooperative learning among a wide range of teaching strategies has been identified as a successful teaching strategy in which small groups each normally consisting of students having different levels of ability work together to achieve a common goal. Mixed abilities among students are caused by their motivations, interests, and needs; linguistic ability; general educational background; learning styles; age; external pressures and time available to study; and student anxiety (Ainslie, 1994). Motivation is promoted among students through cooperative learning due to the support from each other. Students are told to study material much more than they would otherwise have and to use creativity as a way of proving to their teachers how they have gained control over the study. Students encouragement to do their work in school as noted by Glasser (1986) is somehow based on how satisfied they are psychologically. The students form part of a learning team and can be successful through the group work. To be successful as a group in cooperative learning, members must be on top of the skills required to do a particular task in order to achieve its goal as a team. Cooperative learning activities should be organised in such a way that student in a team are dependent on each other in a more positive way as well as being accountable to themselves. The objectives of a childs education during the early stages are complimented by elements involved in cooperative learning (Johnson and Johnson, 1974). A lot of research on cooperative learning found out that children build up good relations with each other in the team most importantly those from different background. In the early stages of a childs education, the teachers priority is for the children to engage in activities by taking turns and to practice how to share with each other as well as care for one another. Teachers thus plan and organise activities such as cooperative learning which are geared towards bringing out such desirable traits. Teachers also create classroom environment that helps children not only be aware of themselves but also of other children around them. The processes involve in cooperative learning according to Salvin (1984) comprise of all the needs of a cooperative and fair interaction among pupils from all kinds of backgrounds. Again he noted that cooperative learning apart from being comparatively easy and cheaper to undertake also help to attain academic success among members in the team. It has also been proven to establish and make relationship better between students irrespective of their individual differences. Group creativity technique and intensive learning is achieved through cooperative learning. This enables students to think out of the box and generate ideas for the solution of a problem. By so doing, they gain good skills and attitudes towards their learning. Proper assessment is done either by their teacher or their peers during cooperative learning. According to Featherstone (1986), when students are given cooperative task, although the group is remunerated as a whole the assessment of their learning is done discretely. Feedback from such assessment gives students clearer guidance on how to improve their learning and also maximise their potential. Renowned researchers have found out that teaching strategies such as cooperative learning greatly influences students academic achievements. Many research work done on cooperative learning has been proven to be efficient than the traditional way in bringing about effective learning in students. Nor is it all for, it also improves motivation and the level of attainment by students which brings about a positive and a long lasting impact on their social life. Again a childs ability to acquire and put together new ideas is greatly improved through cooperative learning. Students develop and sharpen their skills in finding solution to given tasks due to the fact that they are able to interact freely with team mates having different abilities and from different backgrounds. Cooperative learning again increases the self-esteem of students which more than encourages them to learn and develop an attitude where they become focussed on the task at hand in order to attain high marks. In his assessment in 1998 of certain schools which incorporated cooperative learning as a teaching strategy, Prof. Hopkins of the University of Nottingham noted that, students learnt how to find solution to problems by working as a group whiles employing their individual skills and had also generally improved on their behaviour towards learning. Again it was found that students were able to make use of their acquired skills in different subject areas and that the notion that boys always make less progress in their learning as compared to girls from historical trends were also disapproved. The possibility for achievement by a team can be high when all team members take part in the group activities. Being committed to group discussions makes a lot of information available to the group members, which in turn helps students to take a lot of information on board hence improving their thinking and decision making. When students learn in small teams they mentally analyse what they know, put their view across and expand on it and feel free to ask questions for clarification. Effective and task oriented teams usually have a positive outcome (Soller et al., 1996).

Essay --

The cations (Na+, K+ and Mg++) were estimated in the gut contents, fresh tissue of midgut epithelia and heamolymph of uninfected and Bacillus inoculated silkworm. The sodium level was declined from gut contents to heamolymph. The level of sodium content further showed a gradual decrease from the midgut tissue to the heamolymph in the infected silkworm as compared to the uninfected silkworm. The potassium content initially decreased from the gut contents to the midgut tissues in both the uninfected and infected silkworm (Table-1, Fig. 2). Later on, a slow gradient in the potassium content was observed from the midgut tissue towards the heamolymph in the infected larvae. But incase of the uninfected larvae the potassium content gradually declined from the midgut tissue to the heamolymph. In the present study the levels in sodium content was high and potassium concentration was low in tissue than reported earlier. The adult larvae of silkworm, showed a steep gradient for magnesium betwe en lumen and heamolymph, with higher concentration in the heamolymph (Table-1, Fig. 3). Table - 1. Ionic concentration in lumen content, fresh tissue and heamolymph of silkworm Bombyx mori V instar (meq/L). The ionic concentrations were changed in the Bacillus infected larvae. Flacherie resulted in the non-significant decrease of intracellular sodium in midgut cells. Potassium being the major cation in the silkworm diet showed a significant decrease in midgut cells in diseased larvae (p ...f silkworm Bombyx mori Electron micrographs illustrate the midgut of silkworm B. mori. The globlet cell (Plate - 1) wherein the multiplication of pathogen occurs and these cells are slightly elongated with a centrally located cavity. Their ill defined microvillae project into this cavity and these cells are placed in between columnar cells. Dominant cell in midgut epithelium is the columnar cell. The apical surface of the columnar cell is thrown into numerous folds and often appears as finger like projections (microvillae). A cross section of the microvillae, are presented (Plate - 2). The microvillae are located with mitochondria (Plate - 3), vacuoles at the base of microvillae are prominent. Excess of plasma membrane folds at the tip of the microvillae were observed in all the sections scanned. The midgut epithelium is richly supplied with trachea (Plate - 4).

A Comment on the Road from Colonus Essay

Edward Morgan Forster was an English novelist, short story writer, essayist and librettist. He is known best for his ironic and well-plotted novels examining class difference and hypocrisy in early 20th-century British society. Forster’s humanistic impulse toward understanding and sympathy may be aptly summed up in the epigraph to his 1910 novel Howards End: â€Å"Only connect†. In part one of The Road from Colonus, Mr. Lucas and her daughter travelled to Greece, to fulfill his dream which has lasted for 40 years. When they were in a Khan in a small town of Greece, Mr. Lucas discovered a very strange tree which has a stream flow from it. He was very excited and felt that he had found his â€Å"habitant for heart†, so Mr. Lucas wanted to stay there for more time, but his daughter frustrated him and finally they left Greece. In part two, Ethel, Mr. Lucas’s daughter, was about to get married, and she got a parcel from a friend who has been with her during the trip, her friend told Ethel that the tree beside the khan was blow down and all the people there were dead, when Ethel told Mr. Lucas about the tragedy, he seemed totally indifferent to it, and just complained about his house and neighbors. In these two parts, water acted as a very important role. In first part, water stands for passion, energy and it can fresh Mr. Lucas’s old spirits and create a new value for him. So in this situation, water symbolized the reborn of him, but in the second part, fresh water became into dead water, and Mr. Lucas was totally dead in his mind, and what he can do is to complain the reality. There are three groups of people in this novel, one group is Ethel and her friends, they are the representatives of young people in Britain of that period of time, and they have received good education, fostered a strict and strong priority of their country and culture, so when they felt that the common value of their society was being offended, the first reaction is to extinguish the possibility of expansion, that is the reason for their objection of Mr. Lucas’s stay in Greece. In their mind, old people can’t be isolated from the youth and they are supposed to rely on the support of their children and also, their life was being projected by their children. For Mr. Lucas, he is among the old class or weak group of society, on one hand they pursued for independence, and searched for a habitant of heart, so that they could get through the rest days in a very peaceful and independent way, they didn’t want to be interfered by other factors such as children, work, and so on, but on the other hand, the society forbade them to do what they like to, Mr.

Free Essays on Feudalism

The feudal system was a way of government based on obligations between the lord or king and vassal. The king gave large estates to his friends and relatives. These estates known as the fief included houses, barns, tools, animals, and serfs or peasants. The king also promised to protect the vassal on the field or in the courts. In return the nobles who were granted the fiefs swore an oath of loyalty to the king. The nobles promised never to fight against the king. They also had to give the king whatever he asked for. The king may ask for men to fight a war, money, or advice. The nobles also gave the king a place to stay when he traveled. Each of the king's vassals was also a lord or tenant in chief with vassals of his own. Each vassal would be an overlord to those he granted fiefs while remaining a vassal of the king. The subtenants in turn subdivided the land. Sometimes there were many levels of lords who had vassals under them. The most important promise of the vassal to the lord was the military. The vassal usually served as a knight. This service lasted about 40 to 60 days a year. If they actually had to fight in a war they usually did so for two months. If there was no war the knights did 40 days of training at the castle. There were only a few nobles. Most people, approximately nine-tenths, were serfs who worked the land for a noble. The serf was bound to the land. If the noble sold the land the serf went with it. This was not much better than being a slave. A peasant village had between ten to sixty families. Each family lived in a hut made out of wood or straw. The floor was covered with straw or reeds. Beds were made from a pile of dried leaves or straw. Animal skins were used as blankets. A cooking fire burned in the middle of the hut with the smoke escaping through a hole in the roof. Furnishings included a plank table, a few stools, and a chest. Each hut had its own vegetable garden. About half the serfs... Free Essays on Feudalism Free Essays on Feudalism The feudal system was a way of government based on obligations between the lord or king and vassal. The king gave large estates to his friends and relatives. These estates known as the fief included houses, barns, tools, animals, and serfs or peasants. The king also promised to protect the vassal on the field or in the courts. In return the nobles who were granted the fiefs swore an oath of loyalty to the king. The nobles promised never to fight against the king. They also had to give the king whatever he asked for. The king may ask for men to fight a war, money, or advice. The nobles also gave the king a place to stay when he traveled. Each of the king's vassals was also a lord or tenant in chief with vassals of his own. Each vassal would be an overlord to those he granted fiefs while remaining a vassal of the king. The subtenants in turn subdivided the land. Sometimes there were many levels of lords who had vassals under them. The most important promise of the vassal to the lord was the military. The vassal usually served as a knight. This service lasted about 40 to 60 days a year. If they actually had to fight in a war they usually did so for two months. If there was no war the knights did 40 days of training at the castle. There were only a few nobles. Most people, approximately nine-tenths, were serfs who worked the land for a noble. The serf was bound to the land. If the noble sold the land the serf went with it. This was not much better than being a slave. A peasant village had between ten to sixty families. Each family lived in a hut made out of wood or straw. The floor was covered with straw or reeds. Beds were made from a pile of dried leaves or straw. Animal skins were used as blankets. A cooking fire burned in the middle of the hut with the smoke escaping through a hole in the roof. Furnishings included a plank table, a few stools, and a chest. Each hut had its own vegetable garden. About half the serfs...