A Sweet Story About Marmalade

A Sweet Story About Marmalade A Sweet Story About Marmalade A Sweet Story About Marmalade By Sharon The other day I was watching the last episode of the Parkinson Show (a UK talk show), when Michael Caine told a story about the origin of the word marmalade. The word refers to a jelly like preserve, usually made of citrus fruits, in which bits of the fruit and rind are suspended. According to Michael Caine, the name comes into the English language via Mary Queen of Scots, who was visiting a French speaking country and fell ill. Marmalade was one of the dishes they brought to tempt her palate and the phrase she overheard constantly was Maam est malade (Madam is ill) which gave the name marmalade (and which, incidentally) is a great way to remember the correct spelling of the word. So I set out to find out if this could be true. Disappointingly, the etymological dictionaries tell a different tale. The word marmalade meant quince jam and comes into English via French and Portuguese, deriving from marmelo meaning quince. Further back, the origin is Latin and Greek, from terms meaning honey-apple, which was the fruit resulting from the grafting of an apple onto a quince. The mystery is solved, but I cant help preferring Michael Caines version. 😉 Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should Know45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†Epidemic vs. Pandemic vs. Endemic

Encounter with the Indians

Encounter with the Indians Father Paul le Jeune provides a detailed description of the Savages religion, their virtues and vices. According to Jeune, the Savages have a well-developed system of religious beliefs, although they confess they do not know who has created the world and how it was created (23). Jeune claims that, despite numerous beliefs and religious principles followed by the Savages, their religion is nothing but a prayer (23). He compares the Savages religion to superstition and does not take it seriously.Advertising We will write a custom essay sample on Encounter with the Indians specifically for you for only $16.05 $11/page Learn More Much more serious is Jeunes description of the Savages virtues and vices. He starts with the analysis of their physical attributes. Savages are presented as strong, erect, tall, and well proportioned (23). Among others, Jeune points to the goodness of the Savages mind (24). Unlike the civilized Europeans, the Savages are not ruled by av arice and ambition, and this is why they can be considered as happy. They pretend that they cannot get angry, simply because they do not want to spoil their happiness with anger (Jeune 24). The author even suggests that the Savages are so patient and modest, that the civilized world should be ashamed of it. These people are closely attached to one another, although they have numerous vices and imperfections. Jeune claims that the Savages are proud and haughty (25). They do not know anything about compassion and are not moved by others sufferings. They are also prone to deceive one another: lying for a Savage is almost the same as talking (Jeune 26). They do not know anything about truth and secrets. They do not know which information should be kept private and which should be shared with others. They do not welcome those, who are not part of their unity and do not encourage anyone to interfere with their tranquility and peace. The Trail of Tears In his letter, Ross provides argument s against the removal of the Cherokee from their land. At the heart of his argument is the claim that the Cherokee people have gone a long way to a higher social status. They had to abandon their savage habits and beliefs. Ross supports the legitimacy of the agreement made between the Cherokee people and the government, and he is confident that the provisions of this agreement cannot be violated. In Rosss view, the Cherokee nation is legally free to live on their land. It is the land where they have managed to accumulate considerable material belongings. The removal of the Cherokee from their land would become a betrayal and a measure of the low reliability of the governments promises. At the same time, Ross lists the obstacles facing him in the removal of the Cherokee people to the West, chief among others being the scantiness of the food ration provided to the native people (28). Ross also refers to the irregular nature of the proceedings that were guaranteed under the contract ma de with the government. The quality of the food provided is poor, and it comes as no surprise that the Cherokee refuse to accept and use it.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More At the same time, the prices on the basic food products are skyrocketing, which renders the monetary commutation provided to the Cherokee as too scarce to guarantee saturation and survival. Ross fears that, very soon, the native people will find themselves at the edge of hunger. He reports the numerous health and wellbeing problems that demand an instant remedy; otherwise, the people, who have been moved to the new land, will hardly have a chance for survival. Letters from Black Union Soldiers The letters sent by the African American Union soldiers reveal the hopes and concerns they had regarding their obligations and social position during the war. One the one hand, African American soldiers were proud of being an essential part of the war for freedom. They were almost unanimous in their commitment to the goals and principles of the Union Army. On the other hand, it was not uncommon for the Black soldiers to express dissatisfaction with the way they were treated. They were not happy about the pay and compensation they received for the same set of efforts and achievements accomplished with their White compatriots. They did not like the distrust they were facing because of their skin color and origin. Nevertheless, when the number of African American soldiers reached two hundred thousand, the Union Army became a force of unbelievable power and strength. The way African American soldiers viewed their place in the society also changed. They suddenly realized that they were more powerful and skillful than they could have ever imagined. In their letters, African American soldiers share their impressions from being able to release the former slaves from the chains of oppression. They sound proud and self-confident about their ability to influence the fate of their people. Healing Wounds Cornelia Hancock tells the story of her professional and individual commitments. These commitments are not supported by her family. However, they help her realize the importance of her healing and helping strivings. Cornelia describes the ways, in which her psyche responds to the sufferings of the soldiers around her. She develops a deep sense of compassion towards the physical and emotional sufferings of the wounded soldiers. At the same time, she manages not to lose the sense of responsibility that falls on her. She compares her nursing mission among the soldiers to a shipwreck in a desert island, where the team of the living medical professionals, like surviving mariners, fight for the lives and health of their compatriots.Advertising We will write a custom essay sample on Encounter with the Indians specifically for you for only $16.05 $11/page Learn More A s mentioned earlier, Cornelias family does not support her manlike commitment to working in the conditions of war. From her letters, it becomes clear that she constantly tries to justify her choices. She writes to her mother that her actions and obligations in the field hospital would hardly seem normal for a woman of her position at home. Still, she feels comfortable and does not want to leave. The mere fact that she has come against everyones will tells much about her strong desire to be helpful to people. Cornelia also expresses huge consolation with regard to the escaped slaves. She writes that many slaves become free, as their Army is advancing (Hancock 306). They join the Army, but their physical condition is often beyond acceptable. Cornelia views her role as a provider of quality help and compassion to the men and women, who have escaped slavery. She is ready to assist them in their journey to freedom. A Slave Insurrection Nat Turner was known for having organized one of the most sensational and, actually, productive slave uprisings in the 19th century. However, the story he shares in his interview with Thomas R. Gray sounds confusing. Thomas R. Gray, who had interviewed Turner just before his execution, sought to present his figure as a religious fanatic and a person, who was emotionally and mentally unbalanced. When it comes to the motives of the uprising, Turner speaks about his childhood and the history of his freedom philosophy. He claims that, since his earliest years, he has been extraordinarily talented and advanced. Not surprisingly, his grandmother kept telling him that he was intended for some great purpose (201). One day he heard a loud noise coming from heavens. Since then, he and his supporters had been creating and re-writing the schemes of the future uprising. When the uprising started, Turner and his team did not have any clear plans. This is, probably why the uprising organized by Turner eventually failed. The motives presented by Tho mas R. Gray also remain unclear. Most probably, Turner knew what they wanted to achieve as a result of the uprising, but Grays mission differed greatly from what his interviewee wanted to accomplish. I do not see any explicit differences within the text, but I see that the narrative report published by Thomas R. Gray creates a very controversial picture of Nat Turners figure. Given the differences in Grays and Turners views on the slave uprising, it is difficult to accept this information as trustworthy. Crossing the Continent This story is a detailed account of the ambitious journey that was accomplished by Meriwether Lewis and William Clark in the 19th century. Their mission was to explore the vast unknown territories of the North American continent, their geography and plants. The two explorers describe the incident when, in August 1805, one of the teams interpreters almost capsized their canoe. The canoe was carrying numerous articles, which were indispensably essential to the e ntire group.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, one of the most colorful and important was the meeting with the chief. It is not difficult to imagine what Chief Cameahwait felt upon his encounter with the group of the white travelers. Most likely, he felt interest in what the newcomers wanted to show and share but remained wisely alert. At that time, the relationships between the Native Americans and the government were tense and controversial, which could readily lead to conflicts between the travelers and the natives. Still, the two explorers managed to gain almost unilateral support among the natives, by presenting them with wonderful goods and gifts, while also sharing the purpose of their explorative mission with them. Lewis and Clark told the natives of the friendly dispositions the government had towards them. They also suggested that their mission would help them discover new and more effective ways to deliver merchandize to the native tribes. They were confused and even surprised at the sexual mores that were go verning natives daily activities, where a man was allowed to have more than one wife, and where dozens of people died of the incurable venereal diseases. By the end of their mission, Lewis and Clark suddenly realized why Native Americans were so distasteful of the Spaniards. The explanation was simple: the Spanish were too discriminative in their attitudes towards the Natives, and such discrimination could never lead to the development of any productive ties between them.

Post-course assignment Essay Example | Topics and Well Written Essays - 3500 words

Post-course assignment - Essay Example In the illustrative section of the paper, there would be an analysis and evaluation of the methods, approaches, techniques and resources that will be used to deliver the training. The paper will also narrow down its scope to concentrate on how to incorporate cultural intelligence and cultural awareness into the training programme. This paper will be based on a group of 12 Asian delegation consisting of business executives who are being prepare for an international conference in the United States of America. The paper is therefore being put together to describe the teaching methods and content that will be employed to enable these executives to learn about how to communicate with their American counterparts and integrate culturally into the American society. In attaining this end, the paper will involve the components of Course and Syllabus Design which underline the IBET Certificate training programme. This will mean the application of important ideas and concepts from this aspect of the course to formulate a proper tuition system and design that would help the participants appreciate the course in English Business Communication. In doing this, we assume that the course is going to be held in a five day intensive session which would last for six hours each day with three breaks. This will be held in a conducive environment where all the participants will get the opportunity to interact with me, the tutor or instructor. In general terms, â€Å"a course syllabus provide the blueprint for structured teaching and learning in a training session† (Morrison, 2011 p133). â€Å"A syllabus provide the aims, objectives and targets that a given teaching program is meant to provide to the participants† (Moreno, 2011 p107). In this section of the paper, I will like to indicate how the course would be structured and the kind of syllabus which will be used to teach these

US Policy towards Pakistan Thesis Proposal Example | Topics and Well Written Essays - 1500 words

US Policy towards Pakistan - Thesis Proposal Example Hussain (2002, 7) states that it is the Taliban militants control this region. The problem has also become a regional concern. The violence and lawlessness in this region has spilled over to Afghanistan. Indeed, a report by Leonard Barry (2009) finds that the greatest challenge to long-term security within Afghanistan is the insurgents’ sanctuary within FATA of Pakistan. Eur (2203) argues that Pakistan has long meddled with internal affairs of Afghanistan, which has made the relationship between the 2 potentially explosive. The status of the region has drawn interest from various stakeholders, among them United states and NATO, following increased cross-border operations carried out by extremists groups against the United stated and NATO troops in Afghanistan ( Nelson 2010, 1-10). From an international point of view, the problem is also becoming a threat to international peace and order. Consequently, it is essential to study the larger problem because of some factors. First, it is because of the unique problem it poses to the regional as well as international security. Secondly, since this region is lawless, ungoverned, and potential power vacuum has been created, it is necessary in order to evaluate whether Pakistan is a failed state. This is because the problem has been exploited by militia, Taliban commanders, drug traffickers and terrorist groups such as Al-Qaeda to establish and exercise a lot of control and create a haven for their activities. Accordingly, according to a report to the congress.

Comparative investigation of seismic hazards and approaches to Essay

Comparative investigation of seismic hazards and approaches to mitigation - Essay Example Comparative investigation of seismic hazards and approaches to mitigation The occurrence of earthquake in future is expected. The Asian countries are one of the most earthquake-prone nations in the world. To make sure that the infrastructure of the country and other losses caused by the natural catastrophe is minimized certain mitigation approaches are taken up by the countries. The devastating nature of the earthquake has made many countries carry on extensive research and development programs like hazard assessment and disaster response program. Japan- the seismic hazards and its mitigation approach The Seismologists in Japan are of the opinion that Japan is yet to face a large-scale devastating earthquake, which might strike the region of Kanto, Tokai and Nankai. Intensive efforts are being taken by the country to mitigate the disasters and minimize the economic impact of the earthquakes (Office of technology Assessment Washington Dc, 149). This has resulted into extensive research and development of disaster related programs to combat the earthquake. J apan is an â€Å"archipelago† in the Pacific, which is separated by the Sea of Japan from the east coast of Asia. The four main island of the nation are Honshu, Hokkaido, Kyushu and Shikoku. The nation is one of the most crowded and densely populated regions in the world. About 125 million people live in the cities along the coast. The closest neighbors of the nation are Korea, Russia and China. Japan is situated at a region where several continental plates like the Eurasian, the Philippine Sea, the Pacific Ocean and the North American plates converge- an important reason that the country faces frequent earthquakes and volcanoes. The largest earthquakes have occurred in the Philippine Sea and Pacific plates. Japan experienced the most devastating earthquake in the year 1923 on September 1st – the Great Kanto Earthquake. In the span of a minute 1 lakh people were dead and over 3 lakhs buildings were destroyed. The forces were so great that it lifted the southern bay as high as upto 2 m (6.6 ft) and also raised the distant land of Tokyo to 10 cm (4 in) and experienced a horizontal movement of 20cm (8in). The giant waves- tsunami that was generated by the tremor of the earthquake washed away ships inland and it swept people and houses out of the sea. The geographical situation of the country makes it earthquake prone- in one year it witnessed as many as 5000 earthquakes. After the devastating earthquake of 1923, the Japanese government imposed seismic codes based on the performance of certain buildings in Tokyo during that time. And it was after that there came in many advances in the earthquake engineering research, seismic codes and the construction practices of the city. The Japanese designing codes were a two-stage design process that was taken up. The first phase includes an analysis approach and the second phase involved an explicit assessment of the buildings, whether they will be able to withstand the severe ground motions. The construction companies in Japan spend a considerable amount on the research and development work annually including â€Å"testing of scaled building models in large in- house laboratories and research into passive and active control technologies† (Office of Technology Assessment Washington Dc, 149). The countermeasures taken up by the country included three important aspects- the making of the city more disaster resistant, strengthening the disaster prevention system of the city like tsunami warning system and raising awareness and

The Duties And Responsibilities Of Own Role Example

The Duties And Responsibilities Of Own Role Example 1.1 Describe the duties and responsibilities of own role My duties as a care worker involve giving clients personal care, such as assisting with washing, dressing, toileting requirements including catheter and convene care. Assisting with nutritional requirements such as meal planning/preparation/feeding, prompting/administering medication, shipping, cleaning. It is my responsibility to ensure that the client maintains an acceptable level of health and to promote the clients well-being. It is also my responsibility to ensure that all company policies and procedures are carried out and to maintain records for the service delivered, along with responsibility for ensuring that my training needs are kept up-to-date so that I am at the level of standards required to undertake my role. Finally, it is my duty and responsibility to treat clients with respect and dignity at all times. Question: Identify standards that influence the way the role is carried out The standards I have identified that influence the way I carry out my role as a carer working in domiciliary care are: Care Standards Act 2000 Domiciliary Care Regulations 2002 Health and Safety at Work Act 1974 Manual Handling Operations Regulations 1992 Management of Health and Safety at Work Regulations 1999 Codes of Practice National Occupation Standards Care Quality Commission Standards These make up the standards to follow for good working practice within Health and Social Care. Question: Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work To ensure that personal attitudes or beliefs do not obstruct the quality of work carried out a carer should dedicate themselves to excellence, develop good work ethics and be professional at all times. It may also be possible to change personal attitudes through further training. 2. Be able to reflect on own work activities Explain why reflecting on work activities is an important way to develop knowledge, skills and practice Reflecting on work activities can help a care worker gain a better/clearer understanding of social, cultural, personal and historical experiences. Reflecting is learning through experience, so by deliberating in an orderly fashion we can learn from our own (or others) mistakes, and conversely from what we (or others) have done well and use this new knowledge to help us in future situations. Therefore, reflection can help us to find an awareness of our thoughts and feelings which may relate to a particular area of our working practice. Thus enabling a link between theory and practice, so allow integrated learning. Assess how well own knowledge, skills and understanding meet standards Since starting work in the care industry I have undertaken a considerable amount of formal training, along with practical on the job training/learning. I now have knowledge and understanding of many health and social care policies and procedures and undertake my role in a professional yet empathetic manner. I respect each clients diversity and equality, ensure a high level of confidentiality and promote their independence and well-being by maintaining a high level of personal respect. Demonstrate the ability to reflect on work activities The ability to reflect means to look back on something and think about it in a logical manner. So in a work capacity reflecting on what went well, what didnt go so well, what could be changed and why this change would be necessary all helps regarding possible outcomes of future client calls. For example, in my own work practice when I am on a client call I try to fit my personality to the individual client and work in a way that will enable them to interact well with me. However, sometimes the communication isnt as effective as I would hope for it to be upon working with a new client, I therefore tend to go away and reflect on how I can change my communication strategies with that particular client and approach the situation from a different angle on the next visit to help ensure that the call runs more smoothly on this occasion. 3. Be able to agree a personal development plan Identify sources of support for own learning and development The first point of support regarding own learning and development should be your line manager. Between the two of you you can discuss and agree further training possibilities and a personal development plan which may include accessing company and possibly external training. Discuss options with colleagues/team members/other professionals. Finding a mentor to work alongside of, and gain further support/skills and knowledge from. Describe the process for agreeing a personal development plan and who should be involved The personal development plan should be created by the individual and should include statements and an action plan that works towards achieving personal goals within their career role – this could include areas such as education, training, career, self-improvement. This plan should then be discussed with the line manager to check whether the goals are in line with the organizations expectation of the individual and then regular meetings should be arranged to ensure that the personal development plan stays on an achievable track. Contribute to drawing up own personal development plan A personal development plan is unique to each individual and tailored to suit the individuals personality and goal aspirations. When developing my own personal development plan I would do the following: Determine the strongest aspects of my personality traits. Determine my goals Create a mission statement to help me focus on my plan Create the plan, which will include how my goals will be accomplished – by breaking them down into smaller tasks and into timescales Keep a planner/schedule to track my progress Re-assess and update my personal development plan at regular internals as necessary. In line with regular management appraisals. 4. Be able to develop own knowledge, skills and understanding Show how a learning activity has improved own knowledge, skills and understanding I attended a one day dementia awareness course within my organization, which gave me a much greater understanding of the functioning of the brain and the areas of the brain involved in different kinds of dementia. This gave me a much greater understanding of why clients with dementia behave in the manner that they do and why they react as they do, which ultimately has enabled me to be pro-active in my actions and reactions to clients with dementia. Show how reflecting on a situation has improved own knowledge, skills and understanding Actively reflecting on a particular situation enables me to evaluate the pros and cons of a situation that has already happened. By taking into account other peoples perspectives and viewing from all sides in an objective way I gain further knowledge and understanding, which enables me to subtley alter my own manner for a beneficial outcome to both myself and the client. Show how feedback from others has developed own knowledge, skills and understanding Receiving feedback from managers, colleagues and clients helps me to gain a better understanding of my strengths and weaknesses in my job role. It then enables me to reflect on the comments and act on them accordingly. So, for example, if a colleague should feedback that I do not work well as part of a team I could integrate this comment and work on my team building skills. If my line manager should feedback that a client has commented on my high quality of care I will also use this as a positive marker of my abilities as a care worker. Thus, with either positive or negative feedback it gives me an understanding of others perspectives of my work and I have therefore gained the knowledge that will facilitate me with honing my skills accordingly.

The Process of Opening a Halfway House :: management, planning

There are elements that should be considered in having a winning business proposal. These elements include Solutions, Benefits, Credibility & Samples and Targeted. Solution includes stating the needs and problems that could or would occur then one would give solutions that one could be implemented. Benefits would include an outlined plan as to what benefits to be gained in doing business with this particular halfway house. Credibility and Sample is having a familiarity with clients in the area or having had a previous experience that can give a third-party endorsement that will give one the credibility. Targeted entails communication, which knows the correct language that is spoken by the intended clients that the business is trying to win. If the proposed clients are from an engineering background or financial department then use the appropriate jargon. Let’s say John from the time he was 14 years of age was on drugs in and out of juvenile homes. When John turned 18 years of age he commits a crime the sends him to prison where he spend the next 20 plus years of his life. Confined by concrete walls bob wired fences and being told when he could go to bed when to get out of bed. John is told when to eat and when not eat not even having a choice to what he can he eat his only choice is to eat what before him or not at all. The purpose of a halfway house or also called a recovery house is generally to allow people to begin the process of reintegration with society, where monitoring and support will be provided. This is to reduce the risk of recidivism or relapse where in most cases ex-convicts would be released directly back into society. The halfway houses that is being purposed is meant solely for the reintegration of persons who have been recently released from prison or jail, others are meant for people with chronic mental health disorders, and others are for ex-convicts with substance abuse issues. Unlike a Sober halfway houses are many times a voluntary places for residence where most residents may have no criminal records whatsoever. There is more often opposition from neighborhoods where families are fearful of halfway houses attempted to locate in there neighborhoods. Typically work-release program we utilize a halfway house instead of a high secure institution or facility for nighttime confinement and weekend supervision.

Refugee Blues and Disabled Comparison Essay

The subject of war and the loss of human life has had a deep influence on poetry of the first half of the 20th century. Many poets from around the world had felt the direct impact of earth-shattering wars and went on to express their opinions through their works. It was during wartime eras that the poems â€Å"Disabled† and â€Å"Refugee Blues† were written by Wilfred Owen and W.H. Auden respectively. Both of the given war poems are considered to be some of the most significant pieces of poetry of their time and the fact that they were written during times of worldwide conflict explains their brutal honesty, grim atmospheres and the poets’ desire to convey both shock and sadness through their interpreted image of war. â€Å"Disabled† was written by Wilfred Owen when he was in England to recover from war trauma. The title gives a glimpse of what the poem is about – a lonely soldier forced to be amputated. Although it is only a single piece of his str ing of anti-war poems, â€Å"Disabled† is arguably one of his most effective and significant works. The context of the poem takes place in Britain during its involvement in the Great War and tells a story of a disabled (hence the title) soldier who resides in a hospital. To shock the readers, Owen reveals that the soldier is actually a young adolescent, aged 17-19, who returning from the Western Front, was forced to have his limbs amputated. In contrast, â€Å"Refugee Blues† is a poetical work of W.H. Auden in 1939 – the year World War Two broke out. The name of the title is a reference to an old musical genre – blues. They were originally sang by early African slaves on American soil. The songs of the particular genre were mostly about sadness and depression. This, combined with the term ‘refugee’, create an interesting title, that is useful to identify what type of person is the protagonist and why the structure of the poem is reminiscent of a (blues) song. Although compared to â€Å"Disabled† it is slightly less heavy in terms of tone and atmosphere, the second (or third) reading of the poem should convince most readers that the horrors of war are actually very prominent and are shown through the terrified eyes of an innocent citizen. The story within tells about a German Jew and his wife, both taking numerous attempts to escape their homeland in hopes for salvation as their life becomes that of downward spiral following the rise of the fascist regime. Although the poets Wilfred Owen and W.H. Auden express their attitudes differently, it can be considered that both voice their opinion on the same side of the arguement. As said above, both â€Å"Disabled† and â€Å"Refugee Blues† share anti-war ideals, however they refer to different issues. This is most probably because, the two poems were written during different political eras, the Great War and the Second World War. â€Å"Disabled†, written in 1917, addresses the brutality experienced by British soldiers on the Western Front and how the youth was fooled into volunteering by the older members of the nation’s upper class who did nothing but scrutinized them, living in their safe, comfortable English homes while their sons died in the name of â€Å"patriotism†. Nonetheless, Owen’s poetry expands on that point to show that it is not only old men who do the trickery, but it is also ordinary people who encourage and ultimately, let down the soldiers. An example of that would be â€Å"Aye, that was it, to please the giddy jilts†. This only us what led the disabled trooper to his tragedy, but to make his existence in this world even more depressing and sad, Owen goes on with â€Å"How cold and late it is! Why don’t they come?† The readers are shown that after the war ends, whether the soldier is dead or alive, there won’t be much good left to him, as their somewhat ignorant society decides to abandon the men who put their lives on stake for their flag. Perhaps this serves to state that true patriotism is ultimately pointless and obsolete, or that no matter what form it takes, it does more harm than good by painting a false image of â€Å"glory† in people’s minds. It can be said that â€Å"Disabled† is written to show how soldiers adapt to a wartime/post-war society. The poem is a reflection of Owen’s surroundings while in fighting in France and resting at the military hospital in England. A widely-considered opinion that soldiers are state-sponsored killers is being turned down by the poet to show how these young, inexperienced and unwilling men are being put in position that is a matter of life and death, from which, most who manage to return are either scarred mentally or broken physically. Looking at the language of the poem, Owen’s overall attitude can be interpreted as more pessimistic, as he leaves a rather sour taste about the subject of war. W.O. tries to convince the readers that the war does not necessarily make one a hero, and neither does it bring true pride to combatants, rather using it to lure the men to their death. In fact, if there was anyone to feel a sense of glory or pride, it would be those who didn’t participate or lacked the courage to face the horrific effects of war, which is the idea Wilfred was trying to bring across to future generations. It should be noted that this poem, among his many others, was written during the brief period in-between Owen’s deployments to France, which gives it a feeling of raw energy that came from his recently-seen experiences at the front, which resulted in the brutal honesty of the poem. Whereas W.O. wrote about volunteers and how they were ignored and exploited by citizens, Auden seems to be more concerned about innocent people rather than troops, specifically minorities, almost as if â€Å"Refugee Blues† is the flip-side of â€Å"Disabled†. There is only one occasion in the entire poem where the soldiers (who serve the regime) appear – at the very end. Their primary purpose there was to destroy any sense of optimism l eft in the poem. The quote to represent that is: â€Å"Ten thousand soldiers marched to and fro: looking for you and me, my dear†¦Ã¢â‚¬  The fact that none of the soldiers were described or weren’t given any personal development is a rather bland effort by Auden (in my opinion, of course) because it is well known that despite a high morale, there were members of the Wehrmacht who did not see eye-to-eye to Hitler or his policies and were renegades and deserters. Therefore, it is implied that Auden saw all German soldiers within the same group – anti-Semitists. On the other hand, he had a good arguement for the plight of refugees, after all, they were German nationals no matter their religion/ethinity, but were hunted down anyways. This shows how inhumane the regime was to their countrymen and allows the reader to understand that racial and religious topics could be used to kill innocents, rather than to promote peace. Regarding attitudes, the two poets ultimately bring the same me ssage: they wished to bring an end to the wars that revolved around their lives. Differences, however, should be noted between the two: Owen displays his attitude quite clearly, criticizing the Great War at every possible turn – literally and figuratively. This is because of his prior military history and the fact that he was fooled into serving by being a staunch supporter of his country – he should have known better. W.H. Auden is indifferent to what happens to the troops, instead, he writes from a civilian’s point of view to represent their agony. There is still some optimism in him, however. For example in the quotation: â€Å"But we are still alive my dear, we are still alive†. He isn’t as harsh a critic of war as Owen due the fact that the latter served as a Sergeant and went through though times such as defending trenches from bombings and seeing his men die, all experienced first-hand. Another reason could be that the Second World War was just beginning when the poem was written (1939) and its main focus was on the Holocaust. Therefore the comparison between the two should not be about war, but about inhuman conditions and about betrayal – Jews in â€Å"Refugee Blues† and soldiers in â €Å"Disabled†. Nevertheless, it shouldn’t be assumed that Auden wasn’t exposed to war – he was a civilian asset for the Republic during the Spanish Civil War as well as travelling to China during their war with Japan to write â€Å"A Journey to War†. Poems â€Å"Disabled† and â€Å"Refugee Blues† employ slightly different structures. â€Å"Disabled† is written in regular stanzas consisting of six to eight lines each. The stanzas are used by the poet to tell a narrative that takes time in past, present and future. Every stanza switches between past and present to describe his life in a â€Å"before† and â€Å"after† scenario. This way of poetic storytelling is quite effective, because in this case it allows us to see how far armed conflicts and wars evolve average individuals. The last stanza is written in a future tense in order to show what it (future) would bring to the disabled veteran’s life. It can be said that not much good will come out of it. In a way, Owen makes the atmosphere seem somewhat dystopian, seeing how there was very little reason to continue to live for that soldier, and how his future is already predicted and how he will have to follow regulations set by others†¦ for doing nothing, other than serving his country. This makes it shocking, considering WWI happened before. Another noticeable feature within the structure of â€Å"Disabled† is that it contains a stanza that stands out from the norm. This referred stanza is used to show that there actually were people who could show a sense of appreciation, for example a man in line 2. This is demonstrated in the lines: â€Å"Only a solemn man who brought him fruits†¦Ã¢â‚¬ ¦Thanked him†¦.†. This quotation is important because Owen embraces the fact that among the spoiled, hypocritical and ungrateful citizens, there were certain individuals who remained committed and loyal to their heroes no matter how ugly the war was going. This stanza lasts only three lines to reflect on the point that the soldier’s life only had very rare and brief moments of hope and that the rest of his time in the institution was boring and agonizing, just like the length of the poem. Regarding rhyming, â€Å"Disabled† is inconsistent in that aspect, as it lacks a rhyming pattern to unify and join the stanzas together. For example: the first stanza rhymes as A,B,A,C,B,C while the second stanza is A,B,C,B,C,D,B. Perhaps the inconsistency of the rhyme is intended to represent either the volatile nature of war or the uncertainty regarding the soldier’s future, although the latter is an unlikely theory. With â€Å"Refugee Blues†, the structure of the poem is fairly simple – Auden wrote it as a recreation of blues song. Every stanza within the poem consists of three lines. The poem’s narrative goes within a chronological order, although the stanzas all represent flashbacks, it is most likely that they are in order. Auden’s poem follows a simple rhyming pattern – A,A,B for most of the time. At the end of each stanza, there is a third line which acts as a summary for the two previous lines and uses repetition. All third lines in the poem include the words â€Å"my dear† to represent a long-lasting hope within the hopeless atmosphere. One of the similarities between the structures of the two poems is that both â€Å"Refugee Blues† and â€Å"Disabled† contain at least one stanza which is three lines in length, albeit for different reasons – Owen wrote it as unique stanza to stand out since it is of lighter tone than the rest of the poem, while Auden constructed his poem to contain no more than three lines for the sake of structuring it as a blues song. On the other hand, there are much more contrasts between the two, for example â€Å"R.B.† rhymes most of the time, thanks to its organized structure – the fact that each stanza is only three line long helps maintain the pacing while reading it and therefore, the words rhyme as they s hould. â€Å"Disabled† is less restrictive and relies less on rhyming. Owen’s piece contains average stanzas with six to eight lines in length. Lastly the other noticeable difference is that â€Å"Refugee Blues† has a narrative that follows a chronological order, while W.O.’s poem switches between past and present with each stanza. Both poets W.H. Auden and Wilfred Owen use an expansive variety of different language techniques, such as metaphors, personification, senses, repetition and similes. Most notably, both poems feature similes and repetition. In â€Å"Disabled†, similes are used to create an irrational comparison between the protagonist and unrelated, vile, almost animalistic (to display how low he had sank on a social level) things, in this case, disease. A prime example of that would be the quotation: â€Å"All of them touch him like some queer disease†. This quote conveys the poet’s feelings towards how many war veterans were undeservingly alienated from their society. Alternatively, W.H. Auden uses the same technique to compare the extent of liberty given to an animal (fish) and a â€Å"sub-human† (as believed by fascists). To show the misery the Jews had to face, this point is given directly from the protagonist. As shown in the subsequent lines: â€Å"Saw the fish swimming as if they were free†. From here we can observe the fact that the poem’s main characters – the Jewish refugees had little to no rights at all as their agony made them wish to live as animals – fish in the harbour. Although this being a somewhat far-fetched attempt, it can be possible to infer that Auden may hold the value of freedom as above of civilization and progress, since it could be assumed that the characters would much rather live a primitive, yet free life than holding a place within an established society. It is ultimately clear that average, innocent citizens, as well as front-line soldiers had their lives greatly affected (in a negative way) by unnecessary wars which doomed their future, and although subtle, similes are a powerful way to depict their struggles. UNFINISHED(repetition/improve similes and do comparison/personification/senses/metaphors)

What Is the Federal Work Study Program Definition and Guide

What Is the Federal Work Study Program Definition and Guide SAT / ACT Prep Online Guides and Tips If you're brainstorming different methods of funding your college education, you've likely considered working your way through school. The federally-funded Work Study program exists to make this option a little more viable. You don't receive a loan or a grant - instead, you get a job that exists partly because this program subsidizes your wages. Work-study awards are unique components of many students' financial aid packages. Because these awards are so different from your typical loan, grant, or scholarship, you might have questions about how they work, exactly. In this post, I'll go over everything you need to know about Work Study. What Is the Work Study Program? As you may already know, the federal government offers many different types of financialaid to students who need help paying for school. When you submit a Free Application for Federal Student Aid, or FAFSA, you're submitting yourself for consideration for these programs. If you're accepted to a particular school and noted that you would like to be considered for financial aid, you'll receive an aid package from that institution. The package will include the federal aid you're eligible for (grants, loans, and work study awards), in addition to aid awarded by the school (like scholarships). If you're eligible to receive Federal Work Study (FWS), which is a need-based program, the award amount will be listed in this financialaid package. It's built in as a form of "self-help" - basically, it's money that schools expect you to earn during the academic year to help pay for your educational expenses. At this point, you may be wondering how this could be considered an award. It just sounds like a charge you're expected to pay, right? To a certain extent, that's the idea. It's not a grant - you don't get any money handed to you - but it's meant to make your life easier when it comes to getting a campus job. Through the work study program, the federal government subsidized certain jobs (most of which are on campus). Schools hire students with work study awards, and these students' wages are paid in part by that federal money. The amount that the government actually subsidizes depends on the type of work that you're doing, but it good be up to 75% of your wages. Ultimately, this program incentivizes institutions to (1) create jobs that can be filled by part-time students, and (2) hire students with Work Study awards. Example Financial Aid Award With Work Study I've used the FAFSA4caster to come up with an example federal aid award package that includes FWS. In this example, I entered a family gross adjusted income of $65,000 and a total cost of attendance of $65,000. Remember that cost of attendance includes tuition, room, board, fees, and all personal and travel expenses. I'll refer back to this example throughout this article. In this example situation, I would be eligible for $1,465 in Work Study, and $5,500 in Direct Stafford Loans (guide coming soon). The difference between my cost of attendance (CoA) and the total federal aid available to me is $58,035. My expected family contribution (EFC) is $5,930. Let's say for the sake of this example, I attend a school that meets 100% of students' financial need (this, of course, is an idealized and simplified situation). The EFC subtracted from the difference is $52,105, so I'm provided with $52,105 in grants and scholarships. Ultimately, I am personally responsible for working to come up with $1,465 if my true CoA comes out to be $65,000. Who's Eligible for Federal Work Study? In order to qualify for FWS, you must both demonstrate financial need and meet all federal aid requirements. The program is fortunately open to both undergraduate and graduate students. You can use your family's financial information to estimate whether you would receive a FWS award (and if so, how large an award) by checking out the FAFSA4caster. Get step-by-step instructions for using the FAFSA4caster here. The following charts explain all the federal aid requirements in detail. You must do all of the following: Eligibility Requirement Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable, register with the SS website Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance, or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the above, you must be able to check one of the following: Be a US citizen or US national Have a green card Have an arrival-departure record Have battered immigrant status Have a T-Visa Work Study Jobs Most FWS jobs are on campus, which should make it easier to get from your dorm to class to work. Some nonprofits or public agencies offer FWS positions, although these jobs are relatively rare. Almost any sort of on-campus job could be a Work Study job - in fact, a lot of employers that offer these positions can only afford to hire students with FWS awards (especially because up to 75% of your salary may be subsidized). Examples of Work Study jobs include library staffers, admissions office tour guides, research assistants, and even baristas. I know for a fact that the best student cafe in Harvard Yard exclusively hires students with FWS awards. Getting paid to make (and drink) coffee? Yes please. How Much Can You Make? Your hourly salary will be at least the current federal minimum wage, which is $8.25/hr at the moment. You could possibly earn more, depending on what you're doing and what school you're attending. Many schools have their own campus minimum wages; for example, the minimums at Harvard for work study jobs stand at $10/hr for undergrads, and $12.50/hr for grad students. Work Study Limits There are a few restrictions to where and how you can earn FWS money, but generally it's a pretty flexible program. First, in order to get a Work Study job, you have to attend a school that participates in the Work Study program. Your school's financial aid program will be able to tell you whether they have FWS jobs on campus. They'll also be able to direct you to FWS job postings. If you do get a FWS award, you should know that the annual maximum is $7,000, but the average award is much lower - around $1,465. As for how you use your work study money, you're free to do whatever you'd like with it. Your wages will go directly to you, unless you request that the money be sent to your school so it can be applied to charges for things like tuition, room, and board. A word of warning: if you spend your earnings on things that are not budgeted into your estimated cost of attendance, you could leave yourself with a "gap" between how much money you have, and how much money it costs to attend school. For example, let's say (based on the financial aid package I described earlier in the post) that all of my aid goes to tuition, room, board, and fees. I still have to pay for laundry, books, and transportation; that's what my FWS award ($1,465) is earmarked for. If I do something else with my FWS earnings (say, buy expensive concert tickets), I won't have the money I need to fund personal expenses. You do not want this to happen; your roommates will not be pleased if you have to bum quarters off them for laundry. Do You Have to Take a Work Study Job If You Have a Work Study Award? The short answer is no, you're under no obligation to take a FWS job. If a FWS award has been factored into your budget in your financial aid package, and you decide not to take a job, you could choose to live more frugally to lower your cost of attendance. This is a good option if you're planning on using your earnings to pay for personal expenses (like in the example I described above). You are also free to take on a non-Work Study job. Just be aware that earnings from a non-FWS job will reduce your federal aid eligibility if by 50% over $6,310. If you make $8,000, for example, your federal aid eligibility would decrease by $845. You won't see this decrease in aid eligibility from earnings at a FWS job. How Do You Apply? Now that you've learned all about the federal Work Study program, you know that it's a good option for students who are interested in working part-time while in school. You can apply for a FWS award by submitting a Free Application for Federal Student Aid, or FAFSA (get step-by-step directions here). Application deadlines for this program vary by school, but funds tend to be limited. It's best to apply earlier rather than later (e.g. submit your application early spring for the next academic year). Contact your financial aid office to check on detailed information on deadlines for FWS applications. Keep in mind that having a Work Study award doesn't guarantee a Work Study position - you have to apply for jobs once you're on campus, just like for any other part-time position. You still have to apply for FWS positions, but the good news is you'll get great application interview experience Planning Ahead: You Have a Work Study Award, So Now What? If you already have a FWS award, or think you might receive one, you'll find strategies for making the most of it in this section. Be Proactive Work Study jobs are often highly coveted. If you're planning on using your FWS award, start looking for jobs as soon as you get on campus. Check out your school's job database or career center. If a prospective employer participates in the Work Study program, they'll be incentivized to hire you if you notify them about your award. Budget Out Your Award It can be tempting to work a lot of hours at your FWS job once you start getting in those paychecks. If you have a smaller award amount, or if you work many hours, you could run out of your FWS money faster than you anticipate. If your employer has hired you specifically because you have FWS, they may not be able to afford you if you run out of funds. Step 1: How many weeks do you plan on working during the academic year? Subtract any summer or vacation time that you won't be working. Step 2: Assuming that your award is subsidizing 75% of your paycheck (this might vary), divide your total FWS award by (hourly rate multiplied by 75%). This gives you the total number of hours you can work for the year. Step 3: Divide the number you calculated in Step 2 by the number of weeks you calculated in Step 1 to get your average number of hours per week. Be honest with your employer about your Work Study Award. Chances are, she's had FWS employees before, and knows that you'll have to stay within certain earnings parameters. She may even have a budget to keep paying you after you run out of FWS funds, which is another reason to keep her in the loop. Track Your Earnings Once or twice a semester, it's smart to double-check whether your FWS award amount is where you expect it to be. This gives you the opportunity to catch and correct any mistakes (for example, if you've earned $1,000 but $2,000 has been deducted from your Work Study award). You should be able to check the status of your FWS award through your employer, or through your student employment office. FWS awards can change from year to year, especially if you report any outside scholarships or awards. This can be frustrating, especially if you find a FWS-only job that you really like. Be prepared to be flexible when it comes to budgeting out your Work Study job earnings. What's Next? If you're interested in the federal Work Study program, you should also learn more about other types of federal aid. After all, you'll only have to submit one application to be considered for all these different aid programs! Learn more about the Pell Grant, Direct Unsubsidized Loans, and Direct Subsidized Loans. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Free Essays on Comparing And Competing

When I was in elementary school, our classes would compete in sales of Christmas cards as a fundraiser for various equipment and supplies. The winning class received an ice cream party, and the student acquiring the most sales won a special award. Being quite competitive, I found myself challenged by a boy in another classroom. I worked very hard making phone calls to all my relatives, knocking on doors in my neighborhood, and even begging for sales at my church. â€Å"Marco’s† family, however, was affluent, and she didn’t have to exert much effort selling his cards. His parents just purchased the whole case of cards and that was the end of that. I took this as a personal affront and I began to compare myself to him and my family to his. The next year, the big finale was a history contest in the library that showcased on the final contestants: Marco and me. I had great hopes that our class would win. Then I learned that Marco knew that father of Alexander the Great had only one eye and I had missed that. His intelligence loomed before me, merging with my already tainted image of his perfect little self and â€Å"financially privileged† family (as I thought of them). As for me, I had become frustrated, discouraged, and depressed with the faulty images of my life I had accepted. I was uncertain about my future and whether or not I would ever amount to anything of value to anyone. I had worked so hard to win approval- to be like Marco- but I had failed, at least in my own heart. I just didn’t measure up to my own expectations. If I couldn’t be like him, then who was I? Out of desperation I shared my struggles with my grandmother, Zorka. She told me that I did not have to be like anyone else on earth; that she loved me for who I was. She, also, said not to limit my possibilities by what I see in someone else's life or what others expect of me. The anger and bitterness began to melt away Gradually; I let go of compar... Free Essays on Comparing And Competing Free Essays on Comparing And Competing When I was in elementary school, our classes would compete in sales of Christmas cards as a fundraiser for various equipment and supplies. The winning class received an ice cream party, and the student acquiring the most sales won a special award. Being quite competitive, I found myself challenged by a boy in another classroom. I worked very hard making phone calls to all my relatives, knocking on doors in my neighborhood, and even begging for sales at my church. â€Å"Marco’s† family, however, was affluent, and she didn’t have to exert much effort selling his cards. His parents just purchased the whole case of cards and that was the end of that. I took this as a personal affront and I began to compare myself to him and my family to his. The next year, the big finale was a history contest in the library that showcased on the final contestants: Marco and me. I had great hopes that our class would win. Then I learned that Marco knew that father of Alexander the Great had only one eye and I had missed that. His intelligence loomed before me, merging with my already tainted image of his perfect little self and â€Å"financially privileged† family (as I thought of them). As for me, I had become frustrated, discouraged, and depressed with the faulty images of my life I had accepted. I was uncertain about my future and whether or not I would ever amount to anything of value to anyone. I had worked so hard to win approval- to be like Marco- but I had failed, at least in my own heart. I just didn’t measure up to my own expectations. If I couldn’t be like him, then who was I? Out of desperation I shared my struggles with my grandmother, Zorka. She told me that I did not have to be like anyone else on earth; that she loved me for who I was. She, also, said not to limit my possibilities by what I see in someone else's life or what others expect of me. The anger and bitterness began to melt away Gradually; I let go of compar...

IN PATIENTS WHERE INFECTION IS A CONCERN FOR WOUND HEALING IS TAP Research Proposal

IN PATIENTS WHERE INFECTION IS A CONCERN FOR WOUND HEALING IS TAP WATER AS EFFECTIVE AS STERILE SALINE IN WOUND CLEANSING - Research Proposal Example There is no evidence that using tap water to cleanse acute wounds in adults increases infection and some evidence that it reduces it. However there is no strong evidence that cleansing wounds per se increases healing or reduces infection. In the absence of potable tap water, boiled and cooled water as well as distilled water can be used as wound cleansing agents. PICO QUESTION: In postsurgical patients who are for hospital discharge with wounds that require regular cleansing and irrigation, does wound cleansing using tap water have significant effects compared with using 0.9% normal saline solution in terms of wound healing or infection? Selection of potential articles, assessment of methodological quality and data abstraction was conducted independently by two reviewers. Trials with similar patients, comparisons, and outcomes were pooled. The data were analysed using Cochrane Review Manager 4.2. Where pooling was inappropriate, trials are discussed in a narrative review. Fourteen randomised controlled trials were included that compared various solutions for wound cleansing. The evidence indicates that there is no difference in the infection and healing rates in acute and chronic wounds cleansed with either tap water or normal saline. The evidence supports the use of potable tap water for cleansing lacerations in both adults and children and postoperative wounds in adults only. Potable tap water as well as boiled and cooled water is also an effective wound cleansing solution. This finding, however, is based on a trial that had a small sample size. PICO QUESTION: In postsurgical patients who are for hospital discharge with wounds that require regular cleansing and irrigation, does wound cleansing using tap water have significant effects compared with using 0.9% normal saline solution in terms of wound healing or

Battle of the Bulge Essay Example | Topics and Well Written Essays - 500 words

Battle of the Bulge - Essay Example Even though Western powers expected a major strike from Germany towards the end of WW2, they were unaware about the timing, location and the strategies of the German attack. This paper analyses the importance of Battle of the Bulge in the rest of the Second World War. Hitler was able to create some panic in the enemy camp during the initial periods of Battle of Bulge because of his unexpected war tactics and strategies. â€Å"On Christmas Eve, the Allies experienced the first ever attack by jet bombers. Sixteen German Me-262’s attacked rail yards in an attempt to upset the ability of the Allies to supply themselves† (The Battle of the Bulge). However, Hitler could not sustain the advantages gained by his troops because of the shortage of fuel for filling his jet bombers. After surviving the initial shock, Americans started the counter attack immediately using their air power. In fact Battle of Bulge was the largest battle fought by the Americans during the entire period of Second World War. It was estimated that more than 600000 American soldiers took part in this battle. Both the Americans and the Germans suffered major casualties during this war. Around 81000 Americans and 100000 Germans lost their lives in this battle.