Discovery of gold in America

The discovery of gold in California sparked a massive emigration across the continent to the Pacific coast by Americans searching for wealth. This massive migration of people brought Jefferson's dream of a continental American empire to reality, and began to establish the United States as the dominant country in North America. This massive migration also prompted the need to bridge the nation for the purpose of making the trip from one coast to another easier. This resulting need to bridge the nation might be the greatest contribution of the gold rush to the history of the United States. On January 24th, 1848, James Marshall discovered what he believed to be Gold dust in the bed of a creek right outside his mill. He brought this sample of the shiny material up to Ft. Sutter in Sacramento, where it was deemed indeed to be gold, and thus the migration of massive amounts of people we call the gold rush began. In two years after the discovery of gold, the population of California was 90. 000 people. At the time of the discovery California was relatively uninhabited by Americans. The United States had finally realized its dream of a country reaching from sea to shining sea, but now that the lands were there, the United States had to figure out how to get its people to settle these lands so they would actually be worth having. It is great for a country to have a lot of land, but if they remain uninhabited and underdeveloped then the land really isn't worth much. The â€Å"gold rush† consisted of many prospectors seeking to find their fortunes in the mines of California. The emigration of so many Americans to the very western boundary of the country was exactly what the Government needed for the lands it just purchased to be seen as a wise investment. In the two years since the discovery of gold the population of California ballooned to 90 thousand people, most of which were prospectors, and others trying to get rich quick off the discovery of gold. By 1854, the population reached an even more impressive 300 thousand people. Many people moved out west to escape the cities of the east and set off on their own, be free. The migration into these uninhabited lands increased the need for transportation like roads, railroads, and canals as well as the opportunities for work and another incentive for people to move out of the cities where there was a large incidence of unemployment. With the discovery of gold and the massive migration of emigrants westward, came the need to be able to more quickly traverse the continent for both communication, and transportation. The answer to this need was the transcontinental railroad. By the middle of the 1850's, the need for a transcontinental railroad was universally accepted and acknowledged. Before now, the best way to get from the east coast to the west coast was through the Isthmus of Panama. Between 1848 and 1869, the completion of this railroad, 375 thousand people crossed Panama on their way to California and the gold, and another 225 thousand crossed the isthmus in the other direction. Along with this massive movement of people came great wealth crossing the isthmus, creating even more of a call for the development and creation of a railroad. This crossing of Panama was very hazardous to the health of the people who crossed it. Cholera, among other deadly diseases was very prevalent among the travelers and often took many lives. The increased traffic going to the west coast along with the hazardous conditions of the next best available routes led to the inception of the idea of building a transcontinental railroad. By 1850 there were 9,021 miles of functioning track in the United States, but nothing that connected the east coast and the west coast. During the 1850's, an average of 2,160 miles of new track was laid every year. With the increase in the formation of functioning track throughout the 1850's, the development of locomotives that are more powerful and more stable cars permitted engineering feats that seemed impossible a decade earlier. Railroad fever clearly had the nation in its grips and it was just a matter of time before a railroad that crossed the continent would be built. A New York businessman, Asa Whitney, was the first to propose the idea of a transcontinental railroad in 1845. He proposed a route along the northern border we share with Canada. Before the gold rush, he was largely ignored, but afterwards he was taken seriously, and by 1853 it was realized that one was needed and that huge government subsidies would be needed to build it. Upon this realization of the need for a transcontinental railroad came the realization that whichever eastern city was the head of the railroad would become immensely wealthier, and so begun a major struggle between the cities of the east to obtain the rights to be the eastern hub. The amendment to the Army appropriations act allowed a quarter of a million dollars for the railroad to be completed in ten months, and listed five possible routes that it could take. The Northern Route, from St. Paul to Seattle, The council Bluffs to San Francisco route, the Central route, between the 38th and 39th parallels from the arkensas river to San Francisco, The route from Fort Smith along the Arkansas River to Los Angelos, and the southern route from fulton on the red River to san Diego. Diferent people would benefit from each of these routes and there was much fighting over whivh would be the ultimate route. Once the south cecedded from the union the southern route was no longer considered as an option. An engineer named Theodore Judah went out and surveyed his own route of crossing the nation, and in 1857, he published hi Practical Plan for Building the Pacific Railroad. He went on to send a copy to the president and every member of congress, and billed it as the first genuinely â€Å"practical plan† for traversing the continent. The California state legislature adopted a memorial on the benefits of a transcontinental railroad and offered it to Judah to personally deliver to congress. While he was selling the importance of a transcontinental railroad to Congress, he was also making plans in California to take advantage of any decision Congress makes to accept his crazy idea. He went around the state trying to convince people to by stock in his railroad company, The Central Pacific, as he was sure that Congress would pass the Curtis Act that mandated the formation of two railroads competing with each other from either end of the route and eventually meeting in the middle. He finally sold his theory to four men, the â€Å"Big Four† as they would become known that railroads to the mining towns of California from the east coast was a money maker, and that if they would buy stock in his railroad company they would be able to reap the profits. The big four, or Collis Huntington, Mark Hopkins, Leland Stanford, and Charles Crocker, decided to buy into Judah's idea. Them, along with Judah, and a Nevada City mineowner named Charles Marsh decided to divide equally among themselves the cost of a full-scale survey of the Sierra Nevada mountain range, as well as buy enough stock in the company to allow its permit incorporation. This group of visionaries started what became known as the Central Pacific Railroad Co. , which would eventually become the railroad company that built the transcontinental railroad from the west east. Due to his efforts, Judah convinced Congress to pass the Pacific Railroad Act on June 20th 1862, calling for the creation of two competing railroad companies to start at opposite ends of the route and meet in the middle. The two companies created were the Central Pacific Railroad Co. , and the Union Pacific Railroad Co. Since the Central Pacific Railroad Co. was already a privately owned company it wasn't as heavily regulated as the Union Pacific Railroad Co. was, which was a government formed company whose specific purpose was to build the eastern leg of the railroad. The accepted route of the railroad was from Omaha, Nebraska in the East, to the Bay area in the west. The federal government granted the two companies aid in the way of United States 6% bonds that had to be paid back with interest beginning 30 years after the completion of the railroad. Yet, due to the Civil War that was raging at this time, the bonds held little confidence in the market and thus never sold at par, thus depreciating the aid from the very beginning. The government also awarded the companies a right-of-way extending two hundred feet on either side of the tracks, and five alternate square miles of public land on either side of the line, or 6,400 acres per mile of track. Both Companies were also to give priority to the transportation of government mails, troops, and supplies on the line. The Union pacific was obligated to build a hundred miles in the first 2 years and another hundred miles each succeeding year thereafter. The Central Pacific, due to the mountainous terrain was only obligated to build half as much as the Union Pacific over the same prescribed amount of time. The act also specified that the two companies would be confiscated if the railroad were not completed by July 1, 1874. The construction of the railroad and the subsequent telegraph line that went up along side it, cost the government nothing as it was only loaning its credit and not its money. The two companies broke ground in 1803, the Union Pacific working westward from Omaha, Nebraska, and the Central Pacific from Sacramento California. The building of the track proved to be extremely difficult and arduous and provided much headache for everyone involved. The Central Pacific ran the laying of the track much like a military operation, as it was extremely organized. Due to the Civil War and the mines of the west, there was a huge labor shortage in the country. To accommodate this they had to hire many immigrant workers, especially Chinese immigrants, to lay the track. Getting supplies to the Central pacific also proved to be a very difficult task, as they had to be shipped from the east to San Francisco, and then hurried into the mountains, which wasn't an easy journey. This process was very time consuming and delayed much building of the track. The company was very efficient in the beginning, making extraordinary progress through the flatlands, but upon reaching the mountains ran into most of the hardships in the building. The mountains proved to be unforgiving in the companies efforts to bridge the nation. Cold winters with extraordinary snows slowed the construction almost to a standstill several times. Many workers died of the extreme conditions of the mountains, making progress slower still. The mountains also provided the arena for some of the most amazing feats of engineering. From blowing tunnels through the mountain, or creating a trestle over a gorge the engineering advances made in during this endeavor have lasted until now and made the building of other railroads possible. In the first three years of building, the company only laid 40 miles of track, well behind the pace mandated by the railroad act. Over the same time, the Union Pacific wasn't doing much better as it was also only able to lay 40 miles of track itself. While the terrain wasn't as rough as that of the west, the same problems of management and labor prevailed in the east also. It wasn't until two brothers took over the actual building of the track and thusly invented what we today would consider modern management techniques. They led by example and do anything they asked of their workers. They did much of the labor themselves and were always the ones in the front of construction. The Union Pacific also had cars carrying anything, and everything the workers could need, it was considered a town on wheels, and consisted of such things as a sleeping quarters, and cars that served meals. The workers slept, ate, and lived on these trains, as they worked a full 12 hours a day. All the supplies for the endeavor were carried on this â€Å"city on wheels,† and made the construction that much more efficient. The construction process for both companies was very costly in terms of human life. Many accidents occurred, and the threat from the Indians was always a constant fear of the workers. By the end of 1867, the Union Pacific had laid 300 miles of track, while the Central had laid less than 80 miles. By the spring of 1869 the two railroads were racing towards each other and they eventually began to build track side by side one another going in opposite directions. It was then that they realized the dream had been accomplished and that they had to be joined. The designated meeting place of the two railroads was determined to be Promontory Point, Utah. On My 10, 1869, two trains converged on Promontory Point, Stamford on a train called Jupiter from the west and Durant on a run of the mill train labeled Engine 119 from the east. The heads of the two companies drove in 4 spikes into the final set of rails, two gold, one silver, and one that was a mixture between gold, silver, and iron. The work was completed in six years, a whole four years of schedule resulting in a reward of 21 million acres. The completion of the railroad was the final act in creating this great nation of ours. Many people went west 1849 looking for a quick and easy way to obtain a great amount of wealth. Many failed and never realized their dream, but because of their migration, the nation realized the need to bridge the nation and the country as a whole became wealthier. The constructing of the railroad was probably the single greatest achievement of the mid 1800's, and the most significant thing to come out of the gold rush. Because of the railroad the nations interior began to open up to settlement and communications between the two coasts became easier.

Night World : Dark Angel Chapter 11

Angel's voice was taut but calm. (Pick up a pen from the counter. The black one's fine. Now-let go. Just relax and let me move it.) Gillian let go. It was a process she couldn't have described in words if she'd tried. But she watched, with a sort of fascinated horror, as her own hand began to draw on a small white invoice slip. It drew across the lines, in some kind of pattern. Unfortunately the pen seemed to be out of ink, so all Gillian could see was a faint scribble. (Show her the carbon copy.) Gillian peeled off the first sheet of paper. Underneath, in carbon, was her design. It looked like a flower-a dahlia. It was crudely colored in, as if it were meant to be dark. (What is it, Angel?) (A sort of password. Unless you know it, she's not going to let you buy what you need.) Melusine's face had changed. She was looking at Gillian with startled interest. â€Å"Unity,† she said. â€Å"I wondered about you when you came in. You've got the look-but I've never seen you before. Did you just move here?† (Say â€Å"Unity.† It's their greeting. And tell her that you're just passing through.) (Angel-is she a witch? Are there other witches around here? And how come I have to lie-) (She's getting suspicious!) The girl was looking at Gillian rather oddly. Like someone trying to catch a conversation. It scared Gillian. â€Å"Unity. No, I'm just visiting,† she said hastily. â€Å"And,† she added as Angel whispered, â€Å"I need the Dragon's Blood and, um, two wax figures. Female. And do you have any charged Selket powder?† Melusine settled back a little. â€Å"You belong to Circle Midnight.† She said it flatly. (Whaaaat? What's Circle Midnight? And how come she doesn't like me anymore?) (It's a sort of witch organization. Like a club. It's the one that does the kind of spells that you need to do right now.) (Aha. Bad spells, you mean.) (Powerful spells. In your case, necessary spells.) Melusine was scooting her chair behind the counter. For a moment Gillian wondered why she didn't get up, and then, as Melusine reached the edge of the counter, she understood. The chair was a wheelchair and Melusine's right leg was missing from the knee down. It didn't seem to hinder her, though. In a moment, she was scooting back with a couple of packets and a box in her lap. She put the box on the counter and took out two dolls made of dull rose-colored wax. One of the packets held chunks of what looked like dark red chalk, the other a peacock-green powder. She didn't look up as Gillian paid for the items. Gillian felt snubbed. â€Å"Unity,† she said formally, as she put her wallet away and gathered up her purchases. She figured if you said it for hello, you could say it for goodbye. Melusine's dark eyes flashed up at her intently and almost quizzically. Then she said slowly, â€Å"Merry part . . . and merry meet again.† It almost sounded like an invitation. (Well, I'm lost.) (Just say â€Å"Merry part† and get out of here, kid.) Outside, Gillian looked at the town square with new eyes. (The Witches of Woodbridge. So, are they, like, all over here? Do they own the Creamery and the hardware store, too?) (You're closer than you think. But we don't have time to stand around. You've got some spells to cast.) Gillian took one more look around the quiet tree-lined square, feeling herself standing in the bright air with her packages of spell ingredients. Then she shook her head. She turned to the car. Sitting in the middle of her bed with the bedroom door locked, Gillian contemplated her materials. The plastic bags of rock and powder, the dolls, and the hair she'd gathered from the brush in Macon's bathroom last night. Two or three strands of sun blond curls. Three or four long black glossy hairs. â€Å"And you don't need to tell me what they're for,† she said, looking at the air beside her. â€Å"It's voodoo time, huh?† â€Å"Smart girl.† Angel shimmered into being. â€Å"The hair is to personalize the dolls, to link them magically to their human counterparts. You've got to wind a hair around each doll, and name it out loud. Call it Tanya or Kimberlee.† Gillian didn't move. â€Å"Angel, look. When I got that hair, I had no idea why I was doing it. But when I saw those little wax figures-well, then I realized. And the way that girl Melusine looked at me. †¦Ã¢â‚¬  â€Å"She has no idea what you're up against. Forget her.† â€Å"I'm just trying to get things straight, all right?† Hands clasped tightly in her lap, she looked at him. â€Å"I've never wanted to hurt people-well, all right, yes, I have. I've had those-those images or whatever at night, like seeing a giant foot splat down on my geometry teacher. But I don't really want to hurt people.† Angel looked patient. â€Å"Who said you were going to hurt them?† â€Å"Well, what's all this for?† â€Å"It's for whatever you want it to be for. Gillian, dragonfly, all these materials are just aids for a witch's natural powers. They're a way of focusing the power, directing it to a particular purpose. But what actually happens to Tanya and Kim depends on you. You don't have to hurt them. You just have to stop them.† â€Å"I just have to stop them from doing what they're planning to do.† Gillian's mind was already sparking into action. â€Å"And Tanya's planning to write letters. And Kim's planning to spread the word†¦Ã¢â‚¬  â€Å"So what if Tanya can't write letters? And if Kimberlee can't talk? It would be sort of†¦ poetic justice.† Angel's face was grave, but his eyes were glinting with mischief. Gillian bit her lip. â€Å"I think it would kill Kim not to talk!† â€Å"Oh, I bet she could live through it.† They were both laughing now. â€Å"So if she had, say, a bad sore throat†¦ and if Tanya's arm were paralyzed†¦Ã¢â‚¬  Gillian sobered. â€Å"Not paralyzed.† â€Å"I meant temporarily. Not even temporarily? All right, what about something else that could keep her from typing or holding a pen? How about a bad rash?† â€Å"A rash?† â€Å"Sure. An infection. One she'd have to keep bandaged up so she couldn't use her fingers. That would stop her for a while, until we can think of something else.† â€Å"A rash†¦ Yeah, that could work. That would be good.† Gillian took a quick breath and looked down at her materials. â€Å"Okay, tell me how to do it!† And Angel walked her through the strange process. She wound the dolls with hair and named them aloud. She rubbed them with crumbled Dragon's Blood, the dark red chalky stuff. Then she dabbed the hand of one and the throat of the other with the iridescent green Selket powder. â€Å"Now†¦ may I be given the power of the words of Hecate. It is not I who utter them, it is not I who repeat them; it is Hecate who utters them, it is she who repeats them.† (And who the heck's Hecate?) She sent the thought to Angel wordlessly, in case speaking aloud would ruin the spell. (Be quiet. Now concentrate. Pick up the Tanya doll and think Streptococcus pyogenes. That's a bacteria that'll give her a rash. Picture it in your mind. See the rash on the real Tanya.) There was a certain satisfaction in doing it. Gillian couldn't deny that, even to herself. She pictured Tanya's slim olive-skinned right hand, poised to sign a letter that would destroy David's future. Then she pictured itchy red bumps appearing, another hand scratching. Redness spreading across the skin. More itching. More scratching†¦ (Hey, this is fun!) Then she took care of the Kim doll. When she was finished, she put both dolls in a shoe box and put the shoe box under her bed. Then she stood up, flushed and triumphant. â€Å"It's over? I did it?† â€Å"You did it. You're a full-fledged witch now. Hecate's the Queen of the Witches, incidentally. Their ancient ruler. And she's special to you- you're descended in a direct line from her daughter Hellewise.† â€Å"I am?† Gillian stood a little straighter. She seemed to feel power tingling through her, a sparkling energy, a sense that she could reach out and mold the world. She felt as if she ought to have an aura. â€Å"Really?† â€Å"Your great-grandmother Elspeth was one of the Harmans, the Hearth-Women, the line that came from Hellewise. Elspeth's older sister Edgith became a big witch leader.† How could Gillian have ever thought she was ordinary, less than ordinary? You couldn't argue with facts like these. She was from a line of important witches. She was part of an ancient tradition. She was special. She felt very, very powerful. That night, her father called. He wanted to know if she was okay, and to let her know he loved her. All Gillian wanted to know was whether he'd be home for Christmas. â€Å"Of course I'll be home. I love you.† â€Å"Love you.† But she wasn't happy when she hung up. (Angel, we've got to figure things out. Is there a spell I should do on him?) (I'll think about it.) The next morning she sailed into school cheerfully and looked around for someone who would talk. She spotted the cropped red head of J.Z. the Model and waved hello. â€Å"What's up, J.Z.?† J.Z. turned hazy blue-green eyes on her and fell into step. â€Å"Did you hear about Tanya?† Gillian's heart skipped a beat. â€Å"No,† she said, with perfect truth. â€Å"She's got some awful rash or infection or something. Like poison ivy. They say it's driving her crazy.† As always, J.Z. spoke slowly and with an almost vacant air. But Gillian thought there was a gleam of satisfaction under the blank look. She shot J.Z. a sharp glance. â€Å"Well, that's too bad.† â€Å"Sure is,† J.Z. murmured, smiling absently. â€Å"I sure hope nobody else catches it.† She was hoping to hear something about Kim. But J.Z. just said, â€Å"Well, at least we know David won't.† Then she wandered off. (Angel, that girl doesn't like Tanya.) (A lot of people don't like Tanya.) (It's weird. I used to think being popular meant everybody likes you. Now I think it's more like everybody's afraid not to like you.) (Right. Let them hate you as long as they fear you. But, you see, you've done a public service, putting Tanya out of commission.) In biology class, Gillian found out that Kim was absent and had canceled gymnastics practice for the day. She had something' like strep throat and couldn't even talk. Nobody seemed heartbroken over this, either. (Being popular means everybody's glad when something bad happens to you.) (It's a dog-eat-dog world, kid.) Angel chuckled. Gillian smiled. She had protected David. It gave her a wonderful feeling to be able to protect him, to take care of him. Not that she exactly approved of what he'd done. Buying an English paper and turning it in as your own-that was pretty bad. Not just wrong, but petty somehow. (But I think he was sorry. I think that was maybe one of the things he was saying he wasn't proud of. And maybe there's some way he can make up for it. Like if he wrote another paper and turned it in, and explained to Ms. Renquist. Don't you think, Angel?) (Hm? Oh, sure. Good idea.) (Because sometimes being sorry isn't enough, you know? You've got to do something. Angel? Angel?) (I'm here. Just thinking about your next class. And your powers and things. Did you know there's a spell to bring in money?) (There is? Now, that's really interesting. I mean, I don't care about money money, but I'd really love a car†¦) That night Gillian lay in bed, head propped on pillows, legs curled under a throw, and thought about how lucky she was. Angel seemed to be gone for the moment; she could neither see him nor hear his voice. But it was Angel she was thinking about. He had brought her so much-and he'd brought her himself, which she sometimes thought was the greatest gift of all. What other girl could have two gorgeous guys without being unfaithful to either of them, or making either of them jealous? What other girl could have two great loves at once, without doing wrong? Because that was how she'd come to think of Angel. As a great love. He wasn't a pillar of light to her anymore, or a terrifyingly beautiful apparition with a voice like silver fire. He was almost like an ordinary guy, only impossibly handsome, devastatingly witty, and incidentally supernatural. Since learning she was supernatural herself, Gillian felt he was somehow more accessible. And he understood her. Nobody had ever known her, or could ever know her, the way he did. He knew all her deepest secrets and most carefully hidden fears-and he still loved her. The love was obvious every time he spoke to her, every time he appeared and looked at her with those startling eyes. I'm in love with him, too, Gillian thought. She felt quite calm about it. It was different from the way she loved David. In a way, it was more powerful, because nobody could ever be as close to her as Angel was-but there was no physical aspect to it. Angel was a part of her on a level nothing human could touch. Their relationship was separate from the human world. It was unique. â€Å"Tie me kangaroo down, mate!† A light was appearing beside the bed. â€Å"Where've you been, Australia?† â€Å"Checking on Tanya and Kim the Gym, actually. Tanya's bandaged from shoulder to fingers and she's not thinking about writing anything. Kim's sucking a popsicle and moaning. Inaudibly.† â€Å"Good.† Gillian felt a triumphant glow. Which was wrong, of course; she shouldn't enjoy other people's pain. But she couldn't hide it from Angel-and those girls deserved it. They would be sorry, sorry, sorry they had ever tangled with Gillian Lennox. â€Å"But we've got to work out a more permanent solution,† she said. â€Å"And figure things out about my parents.† â€Å"I'm working on all of it.† Angel was gazing at her with a kind of dreamy intentness. â€Å"What?† â€Å"Nothing. Just looking at you. You look particularly beautiful tonight, which is absurd considering you're wearing flannel pajamas with bears on them.† Gillian felt a quick sweet throb. She looked down. â€Å"These are cats. But the bears are my favorite, actually.† She looked back up and grinned wickedly. â€Å"I'll bet I could start a little bears fashion at school. You can do anything with enough guts.† â€Å"You can do anything, that's for sure. Sweet dreams, beautiful.† â€Å"Silly. Stop it.† Gillian waved a hand at him. But she was still blushing when she lay down and shut her eyes. She felt absurdly happy and complimented. And beautiful. And powerful. And special. â€Å"Hear about Tanya?† Amanda the Cheerleader said at lunch break the next day. She and Gillian were in the girls' bathroom. Gillian eyed herself in the mirror. A touch with the comb†¦ perfect. And maybe a little more lipstick. She was doing the glamour thing today. Dark, mesmerizing eyes and bold, laughing red mouth. Or maybe she should pout instead of laugh. She pursed her lips at herself and said absently, â€Å"Old news.† â€Å"No, I mean the new stuff. She's got complications, apparently.† Gillian stopped applying lipstick. â€Å"What kind of complications?† â€Å"I don't know. Fever, I think. And her whole arm's turning purple.† (Angel? Purple?) (Well, I'd say more mauve myself. Relax, kid. Fever's a natural side effect of a bad rash. Just like poison ivy.) (But-) (Look at Amanda. She's not too upset.) (No, 'cause she probably knows Tanya was messing with her boyfriend. Or she has some other reason not to like her. But, I mean, I don't want Tanya really hurt.) (Don't you? Be honest.) (Well, I mean, not really, really hurt, you know? Medium hurt. That's all.) (I don't think she's going to drop dead this minute.) Angel said it patiently. (Okay. Good.) Gillian felt a little embarrassed for making a big deal-and at the same time she had a fleeting impulse to go check on Tanya herself. But the impulse was easily quashed. Tanya was getting what she deserved. It was only a rash. How bad could that be? Besides, Angel was looking after things. And she trusted Angel. She added the last dab of lipstick and smiled at herself in the mirror. Definitely she was one hot witch. In sixth period, messengers brought candy canes that people had ordered last week from the Vocal Jazz Club. You could send the candy canes, which came with a ribbon and a note, to anyone you wanted. Gillian got a pile so large that everyone laughed, and Seth Pyles ran over and snapped a picture of it for the yearbook. After school David came and rummaged through the pile, looking at the messages and shaking his fist, pretending to be jealous. It was a very good day. â€Å"Happy?† Angel asked that afternoon. David's mother had recruited him for heavy-duty Christmas housecleaning, so Gillian was alone in her bedroom-which meant it was just her and Angel. She was folding socks and humming her favorite carol, â€Å"O Come All Ye Faithful.† â€Å"Can't you tell?† â€Å"Not with all that noise you're making. Are you really happy?† She looked up. â€Å"Of course I am. I mean, except for the stuff with my parents, I'm totally happy.† â€Å"And being popular is all you expected it to be.† â€Å"Well†¦Ã¢â‚¬  Gillian paused in bewilderment. â€Å"It's-it's a little different from what I expected. It's not the be-all and the end-all I'd have thought. But then I'm different from what I thought.† â€Å"You're a witch. And you want more than just candy canes and parties.† She looked at him curiously. â€Å"What are you trying to say? That I should do some more spells?† â€Å"I'm saying that there's more to being a witch than doing spells. I can show you, if you trust me.†

Internet & Portals Essay Example | Topics and Well Written Essays - 1250 words

Internet & Portals - Essay Example The site also has a smaller navigation on the top, which has 4 elements: Today’s Deals, Help, 1 Promotion offer, and Gift Cards. It also has some great features such as people who bought this also bought... The amazon.com site makes use of the structural element TABLE by the way they have set its border attribute to zero. This was achieved through: (). By doing this, they made sure that the table was invisible to the users. They divide the pages by placing the contents of a page in different cells of the table (Baun 99). This allows the page to be divided into different sections with elements of the site appearing on different parts of the site. One of the tools that are used on this site for content, structure, and management is the portal working place which is mostly advocated for by the fact that the site offers affordable services. In order to avoid there being technical issues that are associated with the compliance with JSR168, the site makes use of Java based portal products. This enables them to manage the content of the site, with relation to the widely changing nature of .NET applications especially those involving such sites. Another important thing that should be noted about this site is its taxonomy. Taxonomy refers to the process of classification of things in accordance to a predetermined system. In relation to websites, it will be important to note that taxonomy refers to the manner in which data are arranged into and subcategories. The taxonomy of this site is done in terms of topic. This can be seen in the way the data on the site are arranged in terms of issues, topics, and special interests. The main advantage that amazon.com gets from using this type of taxonomy is that it enables their clients to freely navigate through their data during the process of finding that which is relevant to them. It also enables users of the site relate to the content of the site to their topics. This is

Global Leadership and Influence Essay Example | Topics and Well Written Essays - 1000 words

Global Leadership and Influence - Essay Example From the discussion it is clear that  one method of improving global leadership effectiveness is to restructure the organisation to include more employee empowerment and autonomy in their individual job roles. This process is known as decentralisation where lower-level employees are free to express their opinions and innovations to assist in achieving business success. â€Å"Decentralised companies result in empowerment, provide more procedural fairness to employees and provide faster decision-making†.This study stresses that under Hofstede’s model of cultural dimensions, there are collectivists and individualists who have radically different values. Collectivists value group loyalty and generally view themselves and the organisation as a family-oriented environment. Human resources leadership in the global environment must recognise this fact when dealing with workers from this type of cultural background and develop group focus and group rewards to fit these cultura l expectations. In a more individualistic society or when dealing with employees from this type of background, there must be a system in place that recognises individual accomplishment, such as through the annual performance appraisal and allow more room for self-expression in day-to-day business operations. A global leader cannot be effective without recognising these social and cultural norms and identify diversity initiatives to assist in building more competent staff. Also under Hofstede’s model of cultural dimensions is an element of culture known as uncertainty avoidance, or the level to which an individual or group is willing to accept risk and the unknown. â€Å"People in uncertainty accepting cultures are more tolerant of conflicting opinions and try to have fewer rules† (Donnison, 2008, p.17). In opposite accord, people hailing from cultures with a more risk-averse mentality avoid unstructured decision-making and generally demand contingency plans before accepting risk. A global leadership regime must recognise these differences and develop an organisational structure to fit these attitudes and build human resources-backed policies to assist in promoting or accepting these varying values. A business culture with a high

Investment in emerging market or the effects of foreign direct Dissertation

Investment in emerging market or the effects of foreign direct investment(FDI) in emerging market - Dissertation Example Hence, the impact of FDI can be ascertained through reports and academic articles. FDI alone does not mean success and it depends on various other factors. With a view to evaluate the impact that the MNCs make by entering developing economies, this study was conducted. This study is based purely on secondary data through reliable sources. After reviewing literature on the theories and perspectives on FDI and on emerging economies, two MNCs that have invested in two different economies – China and India - were studied. Yamaha of Japan invested in India as a market expansion strategy and achieved initial success. Their investment and control was limited and as competition increased, they could not sustain. They still have two plants in India but they are yet to achieve success. Cultural distance seems to be the dominant factor in the outcome. In the case of China, General Motors of the US adopted a unique strategy by entering through investments in research and development at th e behest of the local government. Gradually they could enter into manufacturing and today they sell more trucks in China than they do in the US. GM adopted a vertical approach to FDI in China because of the huge difference in the factor endowments. Thus, the success or failure of the MNCs in developing economies requires taking into account the risk factors and knowing how to mitigate these risks. Prior experience is not enough. Table of Contents 1. Introduction 1.1 Background 1 1.2 Problem statement 2 1.3 Organization of the study 3 2. Literature Review 4 2.1 Definition and concept of FDI 4 2.2 Drivers of FDI 5 2.3 Emerging economies 7 2.4 FDI in emerging economies 9 3. Research Methodology 10 3.1 Research Philosophy 10 3.2 Research phenomenon 10 3.3 Research design 10 3.4 Research strategy 11 3.5 Justification for literature review 12 4. Findings and Discussion 14 4.1 India 14 4.2 China 17 5. Conclusion & recommendations 22 5.1 Conclusion 22 5.2 Recommendations 23 References 25 Ap pendices 27 1. Introduction 1.1 Background The developing economies comprising of low-income economies (with an annual gross national income per capita of $905 or less) and lower-middle income economies (income per capita between $906 and $3,595) jointly produce 41% of the world’s output, according to the World Bank Development Indicators 2008 report (Lenartowicz & Balasubramanian, 2009). Moreover, 5 of the 12 largest economies are now in the developing world. China and India’s economies are not expected to grow 22 times their current size by 2050 whereas the US is expected to grow only 2.5 times approximately. The developing countries constitute more than 80% of the world’s population. The geographical focus of growth has shifted towards the developing economies, which is the reason that the multinationals have been trying to develop economies in Asia, Africa and South America as profit sources. While the MNCs from the developed nations were seeking suitable ci rcumstances for foreign market access, the developing nations also strived to draw the attention of the foreign investors by offering incentives (Michi, Cagatay & Koska, 2004). This led to a serious competition to access the developing nations’ markets and the evaluation was based on costs, internal market and ownership/location advantages. The developing nati

English Language Learner do not Need to Become Perfect Speakers Essay

English Language Learner do not Need to Become Perfect Speakers - Essay Example One of the popular perceptions is that English learners needs to be perfect in the learning and should acquire the capability to speak flawless English. This is not a true scenario and it is just a general perception which could be disproved. It is not that the world comprises only of those people who know to read, write and speak English (Carrasquillo, A 1994). This paper will deal with the popular perceptions that are generally associated with language and its uses. Through a thorough, analysis and discussion, the paper will open up through facts that a person who is learning English need not have a great command over it in order to attain success in all of his dealings. It will also bring a clear picture that not all are good at English and there is no necessity to be afraid of being singled out in the learning process. Learning the basics of English is necessary for an effective communication and if one can put across the information confidently in an understandable manner, then the purpose is served well. There are different versions of English language available in the global scenario and this stands evidence that the language does not have a particular form. It adapts and evolves according to the place where the language is spoken. Thus, the essential part here remains the ability to communicate to the other party so that they can understand what is being said. Many people across the world give preference in learning their native language and take up English only as their second language. Except few English speaking countries, a vast majority of countries have only second language English speakers. This stands evident to the fact that a person who is learning the language need not be too specific about speaking perfect, flawless English as the person may often get to interact with other second language speakers of English rather than perfect English speakers (Mukherjee, J & Hundt, M 2011). Business English is fast evolving as the perfect medium of commun ication when it comes to trade and commerce. Business English learning is taken by non-native people who want to learn English as a second language. The learning form helps the people to communicate effectively in the world business forum and they were able to turn out great results using the communication. In this particular form of English learning, the rules as to strict grammar and sentences are not used; rather, the language is used for communicating effectively so that the other party can get to understand the conveyed message immediately. All the aspects of business communications like presentations, meetings and negotiations can be delivered with greater efficiency (Goudswaard, G 2006) If we take the case of International English, it is not something that is too perfect if the rules of English are concerned but it is the widely used form of communication. The world is composed of people speaking different languages and thus, it is not a necessity that the perfect English spe aker tag need to be carried around. Ultimately, we need to deal with more number of second languages English speakers than the native English speakers. All that the second language English speaker needs to do is to master the art of putting across the information in an understandable manner and there is no necessity to make rigid. In fact, many people would prefer a casual business discussion where only the subject matter of discussion is given utmost importance rather

A Subsidiary Company in a European Union Country Essay

A Subsidiary Company in a European Union Country - Essay Example But currently, the industry has become multinational with a giant turnover. The clothing industry is among the most competitive and also most profitable ventures. It provides employment opportunities directly and indirectly to millions of people worldwide. Currently, in the United Kingdom some of the leading clothing companies include Aquascutum, Aston Bourne, Austin Reed, Barbour, Bertie.co.uk, Elvi, Dorothy Perkins, Monsoon, I Love Cashmere, Next, and countless others. The competitive environment in this industry is very high because of the enormous number of clothing companies in the market. Clothing companies have various challenges they experience which include increased expenses for operating costs and raw material. When the global economy weakens, it affects the clothing industry majorly because people tend to not purchase new clothes. The effects have been seen whereby some industry players do fallout during these periods. But when the economy strengthens the industry also improves. Rapid fashion and trend changes and changing customer preferences can also pose a significant challenge to the industry. Next, a clothing company in United Kingdom headquarters in England, designs, manufactures and supplies clothing, footwear, and home accessories. It has over 700 stores spread across the globe. Next boasts 200 stores in the Middle East, Europe, and Asia. Other 597 stores are found in Ireland and the United Kingdom. Next was founded in the year 1964. It has approximately 54,507 employees (2013). In the year 2013, the company recorded a profit of  £508.6 million. Next plc’s business strategies include developing and upgrading Next products, improving the company’s financial strength by promoting secure financing structure and increasing the number of online sales globally.  

Nature Conservancy Organization Research Paper Example | Topics and Well Written Essays - 750 words

Nature Conservancy Organization - Research Paper Example Most news that alarmed us recently or the past few years were the unforgettable natural calamities or what they call incidents of â€Å"when nature strikes back†. These are commonly a surge of typhoons, earthquakes, tsunamis that destroy many lives and properties that leave people with almost nothing. Though each incident has a unique gravity and casualty stories, what is common to all would be the fact that all these are undeniably caused or triggered by irresponsible acts of man. These have kept man wondering how to avoid them from happening again while little is done to reach this goal. However, one of those that start to step up and make a change would be the Nature Conservancy Organization. The Nature Conservancy is one of the leading conservation organizations that works all over the world to initiate programs that would seek to protect our mother earth that would, in return, protect all of us in the long run. What sets them apart is the fact that they do not only provid e help, manpower, and funds during an immediate need such as after an intense tsunami swept almost all of Japan, instead, they are an organization that continuously champions ecological projects to give solution to the most pressing conservation threats at the largest scale (The Nature Conservancy - Organizations - TakingITGlobal. TakingITGlobal - Organizations. N.p., n.d). Having knowledge on the organization’s mission and vision, I would greatly encourage people to donate their time or money to the Nature Conservancy organization. There are a lot of reasons why I would. First of all, with the growing knowledge of people towards the worsening condition of our earth today, as the damage done to it already exceed the efforts people slowly initiate, one of the strongest reasons why most people do not get involved is that they do not have the venue where they could extend help and not because they do not have much time or have no money to spare. Thus, by studying the Nature Cons ervancy Organization which has been doing what they do since 1951 and has already proven consistency in conserving lands and waters, one would be sure that one’s time and money would not go to waste if invested with them. This is because this organization has already established certain processes that are proven to work throughout all the years, have had established significant connections with other organizations and parties that would be helpful in reaching their goals, and at the same time already have great knowledge on how to improve the condition of our nature. Aside from that, seeing their organization as a whole, I would say that they are more flexible and welcomes different ways that people can extend help. This is because of the fact that it has always opened its doors to youth who want to get involved temporarily or permanently in three ways, which are by being a part of the team, being a supporter, or perhaps helping through resources. Thus, if you are someone who wants to make â€Å"saving the earth† your career, you can easily be part of the team by being a member who would physically address conservation challenges all over the world. If you are someone who wants to take a step in saving the earth and yet you have a job that you love, you can be of help by being a supporter through helping promote nature conservation, gather probable funders of their

Discussion Question Assignment Example | Topics and Well Written Essays - 1250 words

Discussion Question - Assignment Example However, given that one third of cancer cases can be traced to lifestyle, some cases can actually be prevented through adoption of healthy behavioural and dietary habits. To this end, the global health agencies have embarked on a sensetization campaign aimed at reducing cancer deaths by 8 million within a decade. Although numerous studies have been conducted to establish the real cause of cancer, none has given a definitive answer to this problem. Several factors both genetic and environmental are pointed out as likely causes. However, it is important to note that less than 9% of cancer cases are as a result of inheritance. Most cases are due to mutation of oncogenes caused by environmental elements such as cigarettes, alcohol, radiations and chemicals. In this regard, cancer is defined as a disease caused by uncontrolled growth and multiplication of body cells (Raymond, 2007). Through cell division and growth, the body is able to produce more cells needed for healthy existence. Howe ver, in some instances, the abnormal cell division and growth occurs leading to production of many cells some of which are not needed by the body. These extra cells gather to form either benign or malignant tumor. However, a benign tumor does not pose health risk because they do not move to other parts of the body. In the contrary malign tumors also known as cancerous cells multiply and damage neighboring tissues. In addition, they can separate from parent organ and spread to other parts of the body through the blood and lymph. With regard to cancer, diagnosis refers to the process of trying to establish whether the disease is actually cancer and its possible causes. It involves the removal of tissues from affected organs by a surgeon for examination under microscope by a pathologist. There are various types biopsy conducted on cancer suspects depending on the part of body being examined. When a needle is used to suck fluid from tumor cell, then the process is referred to as needle aspiration biopsy. Other types include excisional biopsy where the whole tissue is removed and incisional biopsy where part of the tissue is detached. After the diagnosis has been done, the process of examining its extent (staging) follow. This process is essential because it helps in determining the stage of cancer. There are four cancer stages often written in Roman numbers. Stage I imply that the tumor is small usually less than 2cm and still confined in the organ. Stage II cancer is bigger, usually 2-4 cm has not started spreading. Stage III cancer means the tumor is more than 4cm and has began spreading to the lymph nodes. Finally, stage IV means cancer has spread to other body organs Besides, staging help the physician to determine the type of tumor, check the spread, prescribe suitable treatment and predict the patient future outlook (Susan, Marsha and Margaret, 2009). Staging is preceded by clinical investigations such as surgery, blood test and medical scanning. Radiation i maging is the most common method used in staging. This can be done through Positron Emission Tomography (PET) and Computerized Tomography (CT) scans. Cancer like all other diseases is associated with various general and specific complications. Among the most prevalent complications is a neurological condition called brain metastases. It is estimated that 23% of cancer patients are affected by this condition. It is brought about by the spreading of tumors from other organs to the brain. Some of its side effects

The effect of the recession on Tesco's, Sainsbury's and Morrison's Dissertation

The effect of the recession on Tesco's, Sainsbury's and Morrison's - Dissertation Example The first phase involves the identification and extensive research into the problem followed a literature review to develop strong basis for further insights. The second phase entails the sophisticated analysis on the data collected through the primary and secondary research work. It involves the use of pictorials to assist in better understanding of the research work. As a result, the analysis showed that the UK grocery sector had been adversely impacted as a whole; however, despite an economic downturn and deteriorating macro conditions, the three retail giants-Tesco, Sainsbury and Morrison have had an insignificant impact on their profitability, market share and loyalty of the customers. The research leads us to conclude that the leaders were able to combat the economic recession with an iron hand; and to revive their ways to the former glory with a year of the collapse of the economy. The analyses in the research also lead us to establish the fact that Tesco was able to maintain its dominance over the UK retail sector in terms of market share, sales, profitability and growth. Fieldwork and data collection 1. Introduction In this chapter, the methodology used is analyzed and discussed further and it importance to the three goals. The methodology is believed to be most significant part of the research. The methodology section is quite essential for the research since it gives clear direction of what is expected and proper means of attaining desired results. The clear-cut strategies and directions put in place will assist to increase the steadiness as well as put forward the job that can be done elsewhere. This chapter will provide and explain details of all the models, theories, and structures as well as tools used for data gathering and analysis. Types of questionnaire The chart flow gives the chronological approach that is to be taken during the research and gives appropriate methods applicable. The research has used a self-administered questionnaire with all three sub-procedures have been used. The questionnaire was sent to all the different places in order to have representative view of the population. However, a random sampling procedure was followed to eliminate any sort of biasness towards any population or a retail store. The response rate on the questionnaire was more accurate since questionnaires are simple and user friendly thus do not take much of the times. A precise follow-up was on the chosen sample for quick and positive replies. Similarly, the data for financial analysis was collected from the company websites as well as Reuters and Bloomberg. Likewise, a lot of newspaper clippings were collected to better analyze the market and make an unbiased opinion on the research questions. 1. Objective 1 Whether consum er’s loyalty of Tesco, Sainsbury’s and Morrison’s has been adversely affected by the recession? a. Methodology Survey and relevant research b. Tool Used A questionnaire has been prepared and other relevant information will be obtained from different sources like journals, newspapers and articles. c. Rationale of

Goole doesnt care Essay Example for Free

Goole doesnt care Essay The inspector calls to discuss the suicide of Eva Smith/Daisy Renton, quite a few working class people used many names in those times, this was because it would be easier to get jobs. Each member of the family had something to do with her suicide; it is unravelled as the play goes on. The inspector has to find a chain of evidence to make them guilty. Even though no one can be to blame legally for a suicide, however they can be morally guilty. Birling sits the inspector down and offers him a glass of port, but he doesnt accept any hospitality from him. Furthermore Birling tries to impress the inspector by telling him that he was an alderman and a magistrate, but Goole doesnt care. The inspector goes on to explain what happened to Eva Smith. Shed swallowed a lot of disinfectant. Burnt her inside out. Preistley portrays a horrid image of the girls death to make the audience feel remorseful and pitiful. He also describes her as pretty, lively, big dark eyes, and soft brown hair. The inspector starts to question Mr Birling over the death. After seeing a photograph of Eva, He admits to sacking her for setting up a strike to get slightly higher wages. He thinks he did the right thing, and he says that he paid his workers the usual rates, and he couldnt see that he had any responsibility for what happened to her afterwards. But Priestley thinks differently, as he shows by what the inspectors says; what happened to her then may have determined what happened to her afterwards, and whatever happened to her afterwards may have driven her to suicide. Birling is a very insensitive man; he shows no remorse for what happened. The next person to be interviewed is Shelia who is a pretty girl in her early twenties, is very pleased with life and quite excited. The inspector reveals that Eva luckily found a job at Milwards, he goes on to say that she again was sacked. Shelia (feeling agitated) begins to realise that she was to blame. She started to explain that she was looking at herself in the mirror when she caught Eva smiling at the assistant in a way that she found offensive. Shelia was furious and told the manager that if he didnt sack her, Mrs Birling would close the account with them. Unlike Birling, Shelia accepted that she was wrong and felt sorry for what she did. It is obvious that she regrets what she done with regard to Eva claiming that, if I could help her now I would. This makes you feel less anger for Sheila who now feels terribly guilty for Eva and has now been punished severely simply by knowing the consequences of her actions. The inspector had now finished with Shelia. It was Geralds turn in the order of how the events happened. After a misunderstanding between Gerald and Shelia, he admitted he knew Daisy Renton. And after Gerald sitting in and listening to the awful thing Shelia had done, she was now determined to find out how he played a part in this ordeal. Gerald had met Daisy at the local variety theatre known as the haunt of prostitutes. He described her as looking young, fresh, and charming. Gerald soon fell in love with her and when he found out she didnt have a penny to her name: he let her stay in his friends flat. Gerald often visited her and gave her a lot of pleasure, he soon ended the affair, as he had to go away on business, he had given her money to help her out for a few months. Eva was obviously upset inside as Gerald gave her a life she could never have. Gerald goes for a walk to get over the news of Daisys death, whilst Mrs Sybil Birling has denied knowing Eva after being shown a photograph of her. She is described as being forty years old, a rather cold woman and her husbands social superior. Mrs B is going to be interviewed out of sequence of events, because Priestley wants to show what an arrogant fool she is. The inspector has made a big impression on Shelia, who is now acting like him by summing up the chain of events, and telling Mrs B that there is no point covering everything up. Mrs B finally admits that she known Eva, who came to the Brumley womens charity organisation for help, as she was pregnant. Mrs B was the chairwoman and turned away a helping hand for the girl, because Eva used the name Birling which Mrs B wasnt happy with. She didnt show any guilt and said that the father was entirely to blame. Mrs B condemns her son Eric, as he is the father of the child, he ought to be dealt with very severely. No regret is felt and it seems that she is totally unmoved by the whole incident, only caring when she discovers that her own son is involved. Sybil is very patronising and sees herself as socially superior to those of a lower class. She finally realises that Eric was the father and is shocked, Eric has arrived, and the audience is left in suspense as the scene ends. Everyone is staring at Eric, the inspector asks him a question and he tells the story of his involvement with Eva. He had met her at the same bar as Gerald and had got drunk and took her back to the lodgings. Eva didnt really want him to come in but he was going to start a row, so she let him in and they made love. This became frequent. It was casual for Eric and Eva having sex but Gerald and Evas relationship had feelings. Eva became pregnant and they didnt want marriage, as they didnt love each other, so Eric insisted on giving her money to help her. She stopped accepting it as she realised it was stolen. Eric had admitted taking à ¯Ã‚ ¿Ã‚ ½50 from his fathers office. This was a lot of money in those times and his parents were enraged. The inspector concludes his visit with Priestleys message: we dont live alone. We are members of one body. We are responsible for each other. And I tell you that the time will soon come when, if men will not learn that lesson, then they will be taught in fire, blood, and anguish. The inspector leaves. Priestleys is saying that if we dont care about everyone in society, then it will end up in conflict and war. Priestley also suggests that the older generation wont change, but the younger generation accept that there needs to be a change. After he has left, the family begin to consider the consequences. Mr and Mrs B are only concerned about their image and are blaming their children for everything. They start to wonder whether he really was an inspector, Birling and Sybil get excited as they thinks it makes all the difference, but Sheila and Eric understand that they are all morally guilty for Eva and that it doesnt matter who the man was. Gerald returns, and is certain that the man wasnt a policeman. Just to make sure, Birling phones the police force and confirms that wasnt an inspector Goole. Eric still shows guilt along with Sheila but the others are not having any of it, they are ignoring the fact that they are dealing with a dead girl. Gerald is trying to get out of the guilt by assuming that Goole had showed them different photographs (which is absurd) and that the girl was not dead, and even if the girl didnt die they still did wrong. Gerald phones the infirmary to see, and he is told that there hasnt been a suicide there for months. The parents and Gerald decide that they want to celebrate and assume they are all now off the hook, while Eric and Sheila maintain that nothing has changed even if the girl wasnt dead. Another message from priestly came out from Shelia: Everything we said happened really had happened. If it didnt end tragically, then thats lucky for us. But it might have done. Birling hasnt got a clue; they think its a joke. Yet the telephone rings sharply. Mr Birling answers it, then tells the family that it was the police, he says a girl has committed suicide and is on her way to the infirmary, and that an inspector is on his way to ask some questions. They stare guiltily and dumbfounded. The whole scenario starts again. In conclusion, I think that the person to blame most is Sybil Birling. She was selfish and heartless leaving Eva to give up on herself. Eva had that little bit of hope left going to the organisation, but Mrs B turns away her helping hand. Maybe Arthur had triggered it off but Mrs B could have sorted out things out if she understood why Eva had used the name Birling. What makes you feel more anger for Sybil is that she thinks it wasnt her fault at all: she had no guilt whatsoever. Although I think it would be unfair to blame just Mrs Birling entirely, as each character played a part to the death of Eva smith. It would be more logical to blame society and the way they lived in those times, no real crime was committed, and it is more a case of social conscience. I think families like the Birlings need to aid others with their actions, not just themselves.

Office of Human Resources Essay Example for Free

Office of Human Resources Essay I am writing in response to your opening of an Administrative Support Assistant at the Northampton Campus. My professional experience with administrative duties and customer service would make me a good candidate for this position I am capable of handling a variety of services and functions; from proficient knowledge of Word, Excel and Power Point to problem solving and customer service resolutions. In me, you will discover a reliable, detail oriented and hardworking professional associate. I’d like the opportunity to tell you more about my work experience and how my skill set could contribute to the successful day-to-day running of your operation.

Unhealthy Lifestyles And Obese Children Physical Education Essay

Unhealthy Lifestyles And Obese Children Physical Education Essay The figure of obesity children is rapidly increasing due to their unhealthy lifestyle and eating habit such as addicted to fast food, video games, and online games which occur in most of the children community nowadays. Unhealthy lifestyle caused most of the children dislike physical bodily movement and lack of physical fitness. A number of researchers involved in teaching physical classes always emphasize the relationship between decreasing of participation in physical activity towards increasing of health-related risks such as obesity, diabetes, cardiovascular disease (Domangue, 2009). We as physical teachers have to understand factors leading to children physical inactivity. It is very important to understand why youngsters withdraw themselves from physical activity as they get matured. In physical education classes, fitness testing act as a very crucial component which help to create awareness of health concerns on physical inactivity cases especially among children (Domangue, 20 09). Physical activity is defined as any type (mild, moderate, vigorous) of bodily movement for instance jumping rope, soccer, weight lifting, running, walking, taking stairs and others which can be our daily routine activities, recreational activities, as well as sport activities. Literally, health-related physical fitness means physical activity that involved mild or adverse physical body movement that contribute to their general body health (Karinharju, 2005). School-based physical class explains when participant is physically active, heart pumping rate increases and produces heavier breathing than normal breathing. Unfortunately, a lot of schools neglected physical education class and only focus on physical class. In fact, physical education and physical activity are equally important elements that contribute towards children health development. In Silverman et.al. (2008) paper stated youth fitness testing was designed to embarrass those children who are less capable in physical activity. Those children who cannot perform well especially those obese children will be insulted by their peers and eventually they will withdraw themselves from involving in physical activity. We should not turn children down in physical activity by right as a school teacher we should help children to cultivate interest in physical activity. For instance, a plump children will feel embarrass while doing stretching. They might unable to reach the desired point and will be laughed by their peers. Girls might not like to play soccer, running around the field fighting for a ball. They might prefer jumping rope. So while designing fitness testing, more consideration should be taken such as gender, body size and fitness. As a physical teacher, we should help students to learn more about fitness and physical activity in order to promote positive attitudes on physical activity. I further belief if fitness testing was used in positive and appropriate ways it will enhance students physical educational experience as well as promote good attitudes and interest. There is few discussion on fitness testing has been done in recent years and the discussions were basically taken in three forms. First, some researchers suggest discontinuing school-based youth fitness testing in physical education program. Because school teachers are more focus on students activity performance instead of health-related fitness (Silverman, 2008; Rowland, 1995; Corbin et al., 1995). Second, researchers suggested that school-based physical classes should emphasize on educational aspects. Tests and teaching should carried out together to help to improve students fitness and knowledge (Silverman, 2008; Cale Harris, 2002; Corbin Pangrazi, 1993). Lastly, thorough examination of student fitness achievement testing is needed before designing and making decision on the future of physical class context and tests. (Silverman, 2008; Cale et al., 2007; Corbin et al., 1995; Keating Silverman, 2004). To be physically fit, one has to be physically active. Definition for physical fitness is an adaptive state that varies with the individuals growth and maturity status and with habitual activity and lifestyle (Domangue, 2009; Malina, Bouchard Bar-Or, 2004). Furthermore, physical fitness can be categorized into two categories which is health-related fitness and performance-related fitness. Health-related fitness is fitness that everyone needs which contributes to maintain and improve health status of our body. Performance-related fitness refers to skilled athletes or performers who need to be success or excel in their performance in sports activities. Basically, health-related fitness is assessed by measuring cardiovascular fitness, flexibility, muscular endurance, strength, and body fat content or body mass index (BMI) (Hale, 2005; Corbin, 2005). Rowland, 1995 drew a conclusion that physical teachers should not stop fitness testing, but should implement fitness tests in the physical education curriculum. Children and adults have different used of fitness test. So, while planning physical activities, this should be taken in concern. Children cannot decide whether to participate in fitness testing or how to use the results of those physical assessments. Whereas, adults are able to decide and choose whether to use fitness testing as a summative assessment to check their current health-related fitness levels of how fit they are at the period of time or as formative assessment to continuously assess health-related fitness level in order to modify fitness program as part of program planning. Adults who decided to go for either formal (with trainers) or informal training (self-training) already ready and have some commitment to do physical activity. But children do not have such commitment and do not know how to make decision. There fore, youth fitness testing can have opposite result if it is not perform appropriately, and will have consequences to develop negative attitude and patterns of physical activity among children. But, youth fitness testing should play an important role in school physical education setting in order to enhance students fitness (Silverman, 2008; Bar-Or, 1993; Cale Harris, 2002; Whitehead, Pemberton Corbin, 1990), and implementation of fitness testing should be examined often to prevent any deviation that will result in the misuse of fitness tests (Silverman, 2008). In order to have positive impact of physical testing in school, silverman has suggested some guidelines to implement a positive impact fitness test. First, youth fitness testing should be integrated as a part of fitness instruction in curriculum. Although assessment is important goal of teaching but without a solid curriculum it is merely testing (Stewart, Elliot, Boyce Block, 2005). Second, fitness testing result should be used by teachers to assess their fitness instruction and enhance students learning (Corbin, 1981) while physical classes. Long-term and short-term outcomes of fitness testing of children should be taken into concern by teachers and curriculum planners planning for future activities. Third, the point of having physical class is for students to improve their body fitness and towards meeting their healthy zone standard. We should teach students not to assume that fitness testing will automatically increase their physical activity levels but it is just to test their body fitness. It is important to understand their body fitness and help to design future activities. If fitness testing was used appropriately and used as an educational tool, it has the potential to promote physical activity and also help to improve health-related fitness. In many schools in Malaysia, students are only required to be tested on fitness test once in a year. Compare to academic tests physical test is far lesser. During fitness tests, Instructional time spent on fitness testing should not be ignored. Without positively increasing youngsters physical activity levels and health-related fitness does not make sound use of fitness tests. Health-related fitness testing should be carried out in school, and it is important to include both physical activity and also health-related fitness in physical education class so that student will able to understand the difference and complementary nature of the concepts (Silverman, 2008). Health-related fitness has to be taught as part of curriculum so that student able to understand the concept and the purpose of the test. Health-related fitness testing also can be used as a tool to examine concepts and components of health-related fitness and physical activity. For example, while teacher introducing the sit-up test, teacher can discuss on the anatomy of the body and the function of the muscles involved and how the body perform the activity and how to improve their strength and endurance. Provide important information and knowledge while doing the activity, student can understand better the purpose of having each test and also prevent to get injured. Without proper knowledge, stu dents are more tend to get injured, due to lack of knowledge of proper posture undergoing particular activity. Teacher has to educate students the correct posture and way to perform those activity to protect our body muscle and anatomy. Lacking important knowledge might influence students performance, motivation and interest as well. Eventually, they will cultivate negative attitude and their bad experiences in physical education will influence their attitudes towards future assessment and physical activity and eventually cause them to withdraw from physical activity. Another reason why teaching both health-related fitness and physical activity is important, because the current examination of physical activity assessment program may mislead students into thinking that regular participation in any mild to moderate physical activity for 30-60 minutes is sufficient to maintain their health. NASPE recommends those children aged 5 to 12 years should be physically active for at least 60 minutes to several hours of per day (Domangue, 2009). As children get matured, the recommended duration for physical activity varies. Adolescents need lesser hour to be physically active compare to children. They need only 30-60 minutes daily (Yesalonia, 2009). Unfortunately, many school-aged students have too little opportunity to participate in these recommended physical activities during school hour. In this situation, students are required to balance their physical activity levels outside the school as extra-curriculum. Outside the regular school hours, many children could be physically active in sedentary activities such as homework, computers and video-games which children only required to sit on chair. This can affect activity levels of school-aged children. Perhaps the most important time for children to be active is after school is between three and six p.m. But often children nowadays are not, they will rather spend time on sedentary activities or their academic curriculum. Parents have press more on their academic rather than their physical achievements and also safety issues parents stop letting children to involve in physical activities. . As a school teacher, we should encourage parents to allow their children to be physically active instead of filling all those active hours with tuitions, piano classes and homework. Children can have opportunity to be active after school hours by participating in extra-curricular activity programs, such as basket ball, soccer, as well as community-based a ctivity programs. Remember, physical activity and health-related fitness is both equally important. We should not too emphasize on physical achievement and ignore the basic understanding on health-related fitness. Through the health-related fitness testing, teacher is responsible to educate students the purpose of participating in a variety of physical activity form and methods to improve corresponding health-related fitness components as well as the recommended duration in performing physical activity. Health-related fitness testing is an excellent context to teach students to examine on both health-related fitness and physical activity concept. Students can understand health-related fitness not only improve their health level (Silverman, 2008; Simons-Morton et al., 1988) but also their cognitive skills (Hillman, Castelli, Buck 2005). School-based physical classes may not done an adequate job in teaching students on the importance of health-related fitness or have taught separately with physical activity. If health-related fitness testing is done separately, there is no way that student will develop the knowledge that can be developed from an understanding of both health-related fitness and physical activity assessment. Teacher should teach assessment skills to students. If student able to use fitness test for self-assessment, they are able to use the understanding of health-related fitness learned during physical class and able to plan their own physical activity programs according to their desired target. Students were taught that fitness testing can be used as formative assessment to develop and modify their physical activity routines to help them have the knowledge to start an appropriate level. Assessment skills also able to help students keep participating in physical activity if they know what their expected goal is. The formative testing experience will reinforce fitness gains and also enhance additional motivation for students to continue involved in physical activity (Silverman, 2008). Students learn to compare the scores with their previous performance and to design a suitable goals and activity according to their body level. Applications of appropriate use of fitness tests taught in clas s equip students with the knowledge and skills to participate and to select appropriate physical activity and help them to perform self-assessment. To incorporating health-related fitness assessment into fitness education, teacher should teach students the purpose of doing the fitness test or other fitness-based activity. Student should understand the instructional content before performing the test. Then, fitness testing should be formative. Teacher should plan the educational experience to use fitness testing results to design future activity for students while also teaching students that health-related fitness can be improved and assessment is integral to that process. Another way is to conduct fitness education by infusing fitness lessons into curriculum. This can be done by relating each activity done to fitness. So, student will have better understanding on how those activities related and improve their body fitness, why that aspect of fitness is important. With that knowledge, students are able to understand and eventually improve their performance on that activity. For example, students participate in school gymnasium sh ould know that gymnasium activity are exercising their heart and will help make them healthy and good for their heart. They should know the health-related fitness component is called aerobic fitness and helps to prevent heart disease. With this understanding, students were being more motivated on physical activity. The use of fitness test helps students to understand health-related fitness and how testing can be used to improve and enhance fitness. Infusing health-related fitness test in physical education can increase student knowledge, attitudes and fitness. In primary schools students, teacher will help students in assessment and plan their future physical activity, but in secondary school, after fitness testing, students could provide an analysis of their strengths and weaknesses and develop a fitness program suitable to them. Teacher could use variety of teaching strategies such as reciprocal teaching, self-check against predetermined rubrics and assessments such as using the analysis and plan for providing feedback to the students (Silverman, 2008) to help students to improve and also to monitor their program. Planning and assessment of physical activity is necessary in order to improve students learning experience and to meet the goals of instructions (Silverman, 2008). Without assessment, we are unable to know our standard and level. Teachers act as a reflection as a form of assessment to assess fitness education the result of the assessment is for the teacher to do self-assessment and reflect on the lesson. Teacher means act as a problem solvers (i.e., design the content or lesson to achieve goal and to assess achievement of the goal, and whether there are other better ways to enhance instruction). Second step is student learning. Fitness testing result is to examine student learning from multiple perspectives (increase various component of health-related fitness, increases in physical activity, attitude toward fitness and physical activity). This health-related fitness test may tell how fit students are, ignoring the fitness improvement, physical activity and attitude development. Next is the appropriate use of accountability for assessing fitness education. Principals should be aware that fitness testing may lead negative consequences. Always ensure that the test is use appropriately and must be used within the context and perform a complete fitness education program if we want students to live in physically active lives. Assessment and accountability program should design appropriately and examine from time to time being as one aspect of student assessment and physical grading. As a school physical education teacher, I strongly believe that health-related fitness tests that are used in an appropriate educational manner can be a useful tool to enhance student learning and also health level. Although there is wide variation in the capabilities of students, the main purpose of fitness instruction should be that every student can work towards being fit and reach healthy level. While designing the test, physical class teachers should consider those less capability students and help them to improve by educating health-related fitness. The main focus on physical education should be on evolving fitness process, students participation regardless on performance and result achieved. A well-planned physical fitness program with a positive classroom environment is very crucial to yield positive attitude, interest and motivation of students on physical activity especially for those less capability. Teachers should put more efforts on those students who may feel fitness t esting is an embarrassment. Silverman (2008) suggested that assessment methods can move from group administration of test to pairs testing or self-assess. It can help to utilize time better, develop self-assessment skills and less embarrassing for most students. In a nutshell, I agree to infuse health-related fitness in physical class. Both physical activity and health-related fitness is equaled important to enhance body fitness and health. In order to have positive outcome, physical educator should designed an appropriate program for students in order to improve their fitness and encourage them to participate in physical activity and not to emphasize on performance achieved. Educators have to alert those students who are less capable in physical activities and encourage them, support them to involve in physical activity and educate them on health-related fitness. So that they can understand why they need to do that particular activity and what is the benefits of doing that. Educators should stress more on health-related fitness rather than performance-related fitness. Cale, L., Harris, J. (2002). National testing for children: Issues, concerns, and alternatives. British Journal of Teaching Physical Education, 33 (1), 32-34. Cale, L., Harris, J., Chen, M.H. (2007). More than 10 years after The horse is deadà ¢Ã¢â€š ¬Ã‚ ¦: Surely it must be time to dismount?! Pediatric Exercise Sciences, 19, 115-131. Corbin, C.B. (1981). First things first but dont stop there. Journal of Physical Education, Recreation and Dance, 52(1), 36-38. Corbin, C.B. (2005). Keynote address: Promoting active living: The key to shaping up for a lifetime. Vermont Association of Health, Physical Education, Dance, and Recreation Fall Conference. November, 2005. Killington, Vermont. Corbin, C.B., Pangrazi, R.P. (1993). Physical fitness: Questions teachers ask. Journal of Physical Education, Research and Dance, 64 (7), 14-19. Corbin, C.B., Pangrazi, R.P., Welk, G.L. (1995). A response to The horse is dead: Lets dismount. Pediatric Exercise Science, 7, 347-351. Domangue, E.A. (2009). A critical examination into motivation and gender in youth physical fitness testing (Doctoral dissertation), Louisiana State University, LA. Hale, D. (2005). An invitation to health. (11th ed.). Belmont, CA: Thomson Learning, Inc. Hillman, C.H., Castelli, D.M., Buck, S.M. (2005). Aerobic fitness and neurocognitive function in healthy preadolescent children. Medicine Science in Sports Exercise, 37, 1967-1974. Karinharju, K (2005). Physical fitness and its testing in adults with intellectual disability. (Master dissertation), University of Jyvaskyla, Finland. Keating, X.D., Silverman, S. (2004). Teachers use of fitness tests in school-based physical education programs. Measurement in Physical Education and Exercise Science, 8, 145-165. Malina, R.M., Bouchard, C., Bar-Or, O. (2004). Growth, maturation, and physical activity. (2nd ed.). Champaign, IL: Human Kinetics. Rowland, T.W. (1995). The horse is dead; Lets dismount. Pediatric Exercise Science, 7, 117-120. Silverman, S., Keating, X.D., Phillips, S.R. (2008). A lasting impression: A pedagogical perspective on youth fitness testing. Measurement in Physical Education and Exercise Science, 12: 146-166 Simons-Morton, B.G., Parcel, G.S., OHara, N.M., Blair, S.N., Pate, R.R. (1988). Health-related physical fitness in childhood: status and recommendations. Annual Review of Public Health, 9, 403-425. Yesalonia, S. (2009). Understanding school students perspectives regarding physical activity and fitness (Doctoral dissertation), Available from Dissertations and Theses database. (UMI No. 3352936)

Jack Prelutsky - Recreations of his Childhood Essay -- Childrens Lite

Jack Prelutsky - Recreations of his Childhood Jack Prelutsky grew up in Brooklyn, New York, in 1940. He lived in a fairly underprivileged part of town with his mother and father, who were both big influences on his work. Although he says his parents had a normal sense of humor, Jack’s has far surpassed theirs and Jack now writes wacky poems that delight children and adults of all ages. He says his sense of humor started early with his uncle Charlie. Charlie was a nightclub comedian and used to tell terrible jokes, a lot of them involving language and puns. Jack started to understand things you could do with language when he was very young, maybe four or five years old. (Prelutsky) Jack’s poems focus heavily on experiences he’s had throughout his life. He stays very close to his childhood and says he truly remembers what it was like to be a kid. He includes these good and bad experiences in his poetry, really relating with events that happen to today’s youngsters. He includes himself and others in many of his poems. Jack says if you are a friend or a family ...

Christianity Essay -- Jesus Messiah Story Christ Essays

Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Christianity is one of the major religions of mankind. It has been the dominant religion in Europe and America, Christianity has also spread throughout the world and has a greater number of adherents then any other religion.   Ã‚  Ã‚  Ã‚  Ã‚  The Jewish teacher known as Jesus of Nazareth founded Christianity. Christianity drew on the expectations for a Messiah common in the region during these centuries. Jesus was born in Bethlehem, near Jerusalem, and grew up in the town of Nazareth. He was educated from the Pharisaic school of thought and was practicing as an observant Jew. He was not preaching to non-Jews so therefore only Jews could follow him. they started to think of him as their Messiah. As he traveled through towns in Judea he gathered small groups of followers. He chose twelve from these groups and they became known as the twelve apostles. They traveled around the world preaching. According to the gospels, he created great excitement among the people. In 30 CE Jesus traveled to Jerusalem. There he was hailed as the Messiah. Others denied that he was the messiah and regarded him as a revolutionary. The Romans feared that Jesus wanted to lead an uprising, and they considered him an enemy of the state. Jesus was tried before Pontius Pilate, the Roman governor. He eventually agreed to have Jesus crucified. According to the gospels, Jesus rose from his grave, and went back to his followers for forty days and preaches.   Ã‚  Ã‚  Ã‚  Ã‚  Before 45 CE a man named Peter co...

Police Corruption :: Law Enforcement Corruption

Police corruption is a complex phenomenon, which does not readily submit to simple analysis. It is a problem that has and will continue to affect us all, whether we are civilians or law enforcement officers. Since its beginnings, may aspects of policing have changed; however, one aspect that has remained relatively unchanged is the existence of corruption. An examination of a local newspaper or any police-related publication on any given day will have an article about a police officer that got busted committing some kind of corrupt act. Police corruption has increased dramatically with the illegal cocaine trade, with officers acting alone or in-groups to steal money from dealers or distribute cocaine themselves. Large groups of corrupt police have been caught in New York, New Orleans, Washington, DC, and Los Angeles. Methodology: Corruption within police departments falls into 2 basic categories, which are external corruption and internal corruption. In this report I will concentrate only on external corruption because it has been the larger center of attention recently. I have decided to include the fairly recent accounts of corruption from a few major cities, mainly New York, because that is where I have lived for the past 22 years. I compiled my information from numerous articles written in the New York Times over the last 5 years. My definitional information and background data came from various books cited that have been written on the issue of police corruption. Those books helped me create a basis of just what the different types of corruption and deviancies are, as well as how and why corruption happens. The books were filled with useful insight but were not update enough, so I relied on the newspaper articles to provide me with the current, and regional information that was needed to complete this report. In simple terms, corruption in policing is usually viewed as the misuse of authority by a police officer acting officially to fulfill personal needs or wants. For a corrupt act to occur, three distinct elements of police corruption must be present simultaneously: 1) misuse of authority, 2) misuse of official capacity, and 3) misuse of personal attainment. (Dantzker, 1995: p 157) It can be said that power inevitably tends to corrupt, and it is yet to be recognized that, while there is no reason to suppose that policemen as individuals are any less fallible than other members of society, people are often shocked and outraged when policemen are exposed violating the law. The reason is simple. There deviance elicits a special feeling of betrayal. "Most studies support

My Interpretation of the Chrysanthemums

My Interpretation of â€Å"The Chrysanthemums† â€Å"The Chrysanthemums† is one of John Steinbeck’s popular short stories. â€Å"The Chrysanthemums† represents inequality of gender, limitations, and feminism. The story is about a married woman living in the early 1900s who longs for a more exciting, meaningful existence. Elisa Allen is intelligent, accomplished, attractive, and ambitious. Yet she feels confined in her life and marriage. Steinbeck uses the world around Elisa to give the reader a comparison to her life. The story takes place in the Salinas Valley at her husband, Henry Allen’s, ranch in the foot-hills.Steinbeck opens the story up by describing to us how the fog closes off the Salinas Valley from the sky and from the rest of the world. â€Å"The high grey-flannel fog of winter closed of the Salinas Valley from the sky and from all the rest of the world† (438). This comparison shows how Elisa feels inside. Even her house compares to a prison. â€Å"Behind her stood the neat white farmhouse with red geraniums close-banked around it as high as the windows† (439). Elisa spends most of her days alone, behind her wire fence. She feels cut off from society.Elisa’s husband works as a successful rancher but doesn’t involve the smart and interested Elisa with the business of the ranch. In his eyes she belongs in the house or the garden. They don’t have an intimate relationship and it lacks any kind of romance. In the beginning of the story, she watches from a distance behind the wire fence as her husband talks with the men in suits but Henry does not invite her over. Elisa wants to travel and be free to do as she pleases but is suppressed by society because of her gender. She becomes intrigued when she meets a traveling repairman by his way of life.When Elisa expresses interest to him about his life, â€Å"It must be very nice. I wish women could do such things. † The wanderer tells her, â€Å"It ain’t the right kind of life for a woman† (445). Elisa feels a little off-put by his response and tries to argue with him. Elisa asks â€Å"How do you know? How can you tell? † He protests â€Å"I don’t know ma’am, of course I don’t know† (445). We are given the impression of strength and capability in Elisa. We can tell Elisa’s a good nurturer because of the way she tends her garden and keeps a clean organized home.Her chrysanthemums are the biggest healthiest chrysanthemums around. Despite all that she has no children. Elisa puts all of her motherly energy into her flowers to fill the void of childlessness. Henry makes the statement to Elisa how she could make anything grow. â€Å"You’ve got a gift with things, some of those yellow chrysanthemums you had this year were ten inches across. I wish you’d work out in the orchard and raise some apples that big† (439). I believe this represents El isa’s fertility and Henry’s lack thereof. Steinbeck describes Elisa’s clothing in the beginning of the story as masculine. A man’s black hat pulled low down over her eyes, clod-hopper shoes, a figured print dress almost completely covered by a big corduroy apron with four big pockets to hold the snips, the trowel and scratcher, the seeds and the knife she worked with. She wore heavy leather gloves to protect her hands while she worked† (438-439). This description reflects her lack of sexuality. Shortly after she meets the traveler she begins to shed some of these items, like the gloves and hat. At first she feels irritated by the insistency of the man because she had no need for someone to repair her pots or sharpen her scissors.Her attitude changes toward him when he expresses interest in her flowers. The thought of her chrysanthemums shared with another part of the world makes Elisa feel like a little part of her might escape. Her demeanor suddenl y changes. He makes her feel intellectually and physically stimulated. Her feminine sexuality awakens. She turns the conversation of the chrysanthemums into something sexual. â€Å"When the night is dark-why, the stars are sharp-pointed, and there’s quiet. Why, you rise up and up! Every pointed star gets driven into your body.It’s like that. Hot and sharp and lovely† (444). She completely surrenders herself to him as manifested by her kneeling before him â€Å"like a fawning dog† as she hands him the chrysanthemum shoots. But despite all that, the traveler holds no interest in her or her flowers. This symbolizes society’s rejection of women in the workforce no matter their talents. Elisa has hope of a more interesting life. She takes special care in dressing for dinner. She stares at herself naked in the mirror. She pokes her chest out and tightens her stomach.She puts on sexy lingerie and a dress that brings out her beauty. She puts make-up on. By Elisa looking more like a beautiful sexy woman, she is stepping into her femininity. When Henry gets home and starts dressing for dinner Elisa nervously waits on the porch for a reaction on her appearance from her passionless husband. â€Å"She looked toward the river road where the willow-line was still yellow with frosted leaves so that under the high grey fog they seemed a thin band of sunshine† (447). Sunshine symbolizes happiness, she’s slightly hopeful for some happiness in her life.When Henry walks out onto the porch he feels off-put by her appearance. She fishes for a complement. Henry tells her she looks strong and she comments back to him â€Å"I am strong. I never knew before how strong† (447). Before they leave Elisa goes into the house and takes extra care in putting on her hat and her coat, which I think is interesting because she doesn’t put on gloves so there is still a feeling of feminine sexuality there. She isn’t hiding herself like in the beginning of the story. As Elisa and Henry drive to town she sees a black speck in the road.She immediately knows what it is, her chrysanthemum shoots she had given the traveler. He tossed them out on the road. She feels betrayed by this man. He didn’t care about her flowers, he only wanted her money. Her hope dwindles. Elisa starts to step back into herself. This act symbolizes how society deems woman as unimportant just as how the traveler sees her flowers as unimportant. She then asks her husband if they could have wine with their dinner. She tries to satisfy some of her needs through this small act of abnormality. She then asks her husband about going to watch the men fight.Henry says he will take her but doesn’t think that she will like it and was unaware that she was interested in such things. Elisa asks if any women go to the fights, Henry tells her there are some that go. Elisa changes her mind because she understands that it is not acceptable for a lady in those times to watch such things. Now she could have gone to the fights, of course, but fear holds her back. I believe in that moment she loses hope for a brighter, more exciting existence. â€Å"She turned up her coat collar so he could not see that she was crying—weakly like and old woman† (448).Notice how she covers her body again. I think the assumption can be made by the last sentence in the story that Elisa’s life doesn’t become what she subconsciously hoped. She realizes her closed off, uneventful, lonesome way of living will continue. She grows old with this same unsatisfactory life, no children, passion, or exploration. â€Å"The Chrysanthemums† is an interesting story because it was published in 1937 when a married woman’s only place in society was at home, yet it is unashamedly written in the point of view of the woman.This story was carefully written by Steinbeck so we as readers don’t condemn her for her actions. We could have felt that she was betraying her husband in a way by flirting with the wanderer. Instead we sympathize with her and understand her feelings, and why she does the things she does and feels the way she feels. It is almost like John Steinbeck could see into the future and what was to come. Did he see society’s unequal treatment of women and men? Did he feel that it was wrong to treat women as if they had no other use in society?I believe he did. He uses this story to show the society of that time the inequality of men and women, and the way it makes a woman feel. The reader reads this story and doesn’t even realize that what they are feeling is compassion for Elisa Allen because of limitations that are set on her and every other woman at that time. This story could have been a very strong political tool in its time for feminism. Bibliography Steinbeck, John â€Å"The Chrysanthemums† The Seagull Reader Stories. Ed. Joseph Kelly. 2nd ed. New York: W. W. Norton, 2008. 437-448. Print