What do we learn about Blanches character Essay Example For Students

What do we learn about Blanches character? Essay In this essay I am going to explore what the text in Scene 9, page 98 (from Its dark in here up to page 99 believe you was straight) tell us about Blanches character. This passage is essentially based on and has emphasis on, symbols such as shadows and light, a paper lantern hiding ugliness, words with double meaning it is an obvious metaphor of Blanches conception of reality. In this passage Blanche is made to appear nervous about Mitch having such a radical change of humour in comparison to the last time she saw him. Blanche keeps chattering uncontrollably and the audience would start to see her laugh breathlessly from the moment in which Mitch declares I dont think I ever seen you in the light. Thats a fact! Blanches only way to evade talking about her physical appearance and, eventually, her age, is to answer with a short and artificial Is it? , pretending not to understand him. As a response, Mitch then tears the Chinese paper lantern off the light bulb and switches on the light. She is portrayed as a woman afraid of aging and light. We will write a custom essay on What do we learn about Blanches character? specifically for you for only $16.38 $13.9/page Order now She is always shown trying to hide from any type of thing which is likely to give a clue about what is her real age. The reader is already aware of this earlier in the play. Williams uses this passage to illustrate that she likes darkness. For Blanche, light is to be feared while darkness is a kind friend on which she can rely to hide her fading beauty and, metaphorically, the ugliness and cruelty of the real world. A world in which she has had many bad experiences that no longer wants to remember. We can see an example of Blanches panic towards light when she says (fearfully) Light? Which light? What for? As Mitch shows a clear an interest in Blanche, she is afraid he will find out about the chapter in her life when she is acting almost as a prostitute. Stanley finds out about this and threatens to tell. Another incident the audience is already aware of is when Blanches husband committed suicide, a heartbreak for which she felt responsible and guilty. This passage partly explains Blanches character by exposing her reaction to these events, she has had a hard time accepting them and tries to replace truth with utopia. It is easy for an audience to understand why Blanche wants magic instead of realism after having witnessed this information about her fragile persona during the play. It is the only way to maintain her illusions, and if her illusions disappear, her sanity vanishes. Even though Blanche may be a dreamy character, with dreamy thoughts, and hard to know when she is telling the truth or just making up a lie, she is really aware of being this way. She is shown here to be clear-headed and frank about her need to camouflage reality, to disguise the truth. I misrepresent things to them. I dont tell the truth, I tell what ought to be the truth. Finally, when she is conscious about having lost Mitch she adds And if that is sinful, then let me be damned for it! This also tells us that Blanche can have a wiser half, but can also have a bad temper if she gets excessively irritated about something she cares, as we can see some pages later, before the end of Scene 9, when Mitch has to run away in a startled grasp. It could be said that Blanche is represented as a character dependant on male admiration and desire in order for her to have some self-esteem and this is reinforced in this passage when she says There is some obscure meaning in this but I fail to catch it and What are you leading up to? , as she wants to try to evade the conversation to make Mitch preserve the image of a good-looking lady he has about Blanche, even though she surely knows that Mitch is wishing to have a closer look at her. .ud8e4b26d5b8e622431c15e761e6eabf9 , .ud8e4b26d5b8e622431c15e761e6eabf9 .postImageUrl , .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text-area { min-height: 80px; position: relative; } .ud8e4b26d5b8e622431c15e761e6eabf9 , .ud8e4b26d5b8e622431c15e761e6eabf9:hover , .ud8e4b26d5b8e622431c15e761e6eabf9:visited , .ud8e4b26d5b8e622431c15e761e6eabf9:active { border:0!important; } .ud8e4b26d5b8e622431c15e761e6eabf9 .clearfix:after { content: ""; display: table; clear: both; } .ud8e4b26d5b8e622431c15e761e6eabf9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud8e4b26d5b8e622431c15e761e6eabf9:active , .ud8e4b26d5b8e622431c15e761e6eabf9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text-area { width: 100%; position: relative ; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8e4b26d5b8e622431c15e761e6eabf9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud8e4b26d5b8e622431c15e761e6eabf9:hover .ctaButton { background-color: #34495E!important; } .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ud8e4b26d5b8e622431c15e761e6eabf9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8e4b26d5b8e622431c15e761e6eabf9:after { content: ""; display: block; clear: both; } READ: Alexander Pope poem EssayIn conclusion, this passage of the play reinforces the idea of Blanche not just being a character with lunatic dreams. She is proved here to be intelligent and self-aware of creating an imaginary disguised world in which she can retreat and hide from the ugliness of reality. We discover a more mature version of Blanche. Her foolish way of acting is cleared away to illustrate her true feelings, which are profounder than what the reader could have imagined at the beginning of the play.

Healthcare Performance Management Systems Essay Example

Healthcare Performance Management Systems Essay Example Healthcare Performance Management Systems Paper Healthcare Performance Management Systems Paper In defining performance management, Ahn (2001) state that, performance management is a practice that contributes to the effectual management of workers and work teams so as to attain high standards of organization performance. Thus, it creates shared understanding regarding what needs to be attained and a manner in which to lead workers which will guarantee that they attain these high standards. Ahn (2001) adds that, performance management is a strategy which is related to each activity performed in the organization formulated in the framework of its human resource management policies, values and communication channels. Nonetheless, the strategy differs with each organization. Individual organization will have to carryout a research to determine the best performance management system that would be the best for the organization and its business environment. Ahn (2001) further asserts that, it is most doubtful that a single system would solve all their requirements. This report will examine how balanced scorecards are used in the cardiovascular department of Miriam hospital, one of the well known hospitals in America. Explaining balanced scorecards? Balanced scorecards can be explained as a management tool or system that outlines the strategic objectives of an organization into performance metrics in four viewpoints; these are, financial, customers, internal process and leaning as well as growth. These four viewpoints offer pertinent feedback as to how best the strategic objectives are being carried out so that the necessary adjustments can be undertaken. However, not all organizations are able to successful implement and use balanced scorecard The balanced scorecard was introduced by Kaplan and David Norton as a system of changing performance measurements to embrace the new demands of changing environment (Kaplan Norton 1992). Today, the balanced scorecard is accepted by a lot of organizations as a system that has revolutionized the manner information is collected, decisions are reached and strategy is executed. The objectives of balanced score card are two, which are: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Facilitate an organization in managing its strategy through connecting it to its corporate goals, objectives and initiatives, by measuring and targeting each level of the organization. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Attain a balanced standard of performance measures as well as targets that permits managers to follow progress in main aspects. Scope of balanced scorecards Balanced scorecards model is a holistic system that can be applied at different levels across the entire organization, or a group. It is applied in managing strategy by connecting organization objectives to its initiatives, goals and measures through a number of corporate standpoints. These standpoints are established by the organization employing this model. Perspectives Balanced scorecards Balanced scorecards propose that an organization should be viewed on four perspectives, so that the organization formulates metrics, gathers data and evaluates the data in relation to these four perspectives.

Global Education Workshop Essay Example | Topics and Well Written Essays - 750 words

Global Education Workshop - Essay Example Audience of the Project: The main audience of this project would be the educators, the school leaders and the community members who need to be educated about the importance of global education in the area. And the secondary audience of the global education workshop would be the school children who would be given the briefing about the importance of global education in their school environment to become a responsible global citizen. Global Education Model for Workshop: The model for global education workshop would be based on developing the understanding of values, attitudes, skills and knowledge within the group of educators, teachers, school leaders and the community members on how they can be a responsible citizens and how they can develop their own understanding about the developmental, political, humanitarian and societal issues in addressing the problems of their communities. The workshop would long for 9 hours for just a day. The workshop should work on the following guidelines : 1- Clarification of the goals and objectives such as what kind of message is centered for the audience at the end of the workshop? What are the major goals behind conducting the workshop? The strategy and the action plan according to which it is being organized. 2- Involvement of the primary audience and the partnering organization. It is important to target audience from different communities and cultural backgrounds and each one should be assigned with a specific task according to their role. It is equally important to understand that how each one of them fulfills the assigned role and responsibility. 3- Action Plan includes that how the organizers can develop relationship between the content and the audience to increase their involvement according to their... The model for global education workshop would be based on developing the understanding of values, attitudes, skills and knowledge within the group of educators, teachers, school leaders and the community members on how they can be a responsible citizens and how they can develop their own understanding about the developmental, political, humanitarian and societal issues in addressing the problems of their communities. The workshop would long for 9 hours for just a day. The workshop should work on the following guidelines:The model for global education workshop would be based on developing the understanding of values, attitudes, skills and knowledge within the group of educators, teachers, school leaders and the community members on how they can be a responsible citizens and how they can develop their own understanding about the developmental, political, humanitarian and societal issues in addressing the problems of their communities. The workshop would long for 9 hours for just a day. The workshop should work on the following guidelines:1- Clarification of the goals and objectives such as what kind of message is centered for the audience at the end of the workshop? What are the major goals behind conducting the workshop? The strategy and the action plan according to which it is being organized.2- Involvement of the primary audience and the partnering organization. It is important to target audience from different communities and cultural backgrounds and each one should be assigned with a specific task according to their role. It is equally important to understand that how each one of them fulfills the assigned role and responsibility.3- Action Plan includes that how the organizers can develop the relationship between the content and the audience to increase their involvement according to their environment and location.4- Timing, budget, and human resources also play an important role in structuring the model for global education workshop.5- Develop an activity o utcome chart for each action taught to the participants.  

Accountin information system Coursework Example | Topics and Well Written Essays - 1500 words

Accountin information system - Coursework Example The main parts of the revenue cycle are the sales order processing subsystem and the cash receipts system. The sales order system includes units such as the sales, credit, billing, warehouse, shipping, billing, inventory control, accounts receivable and general ledger. Another important unit is involved with the sales returns on the basis of the fact that the sales made are not always final. The cash receipts system on the other hand is involved in the financial phase of the revenue cycle (Hall 2004, ch.4). 2. Validity checks, completeness tests and reasonableness tests can be used to ensure accuracy of customer orders on the basis of the principle regarding levels of authorization. Validity of the transaction, completeness of the process involved in the sales made and the reliability of the processes undertaken are included in the factors that can determine the finality of the transaction. In addition, the data that are gathered can be used to determine the expected sales in a particular period rendering the amount of funds that can be collected. 3. The CRM refers to customer relationship management which can be considered as one of the important parts of the accounting information systems. It is generally used for storage of customer data (Encyclopedia of Business and Finance). 4. EDI or electronic data interchange is an input device in the AIS that can help the billing and account receivable process by increasing the speed of the phases involved through automatically adjusting the correct input of data (Encyclopedia of Business and Finance). 7. The credit approval is an important part of the revenue cycle on the basis of the fact that it can be considered as part of the build up for a proper provision for in-debt payments. The said process reduces the risk of over invoicing a non-credit worthy customer, thus, decreasing the risk for unpaid accounts. It serves as a way of counter-checking (Encyclopedia of

Marketing Plan Essay Example | Topics and Well Written Essays - 750 words - 5

Marketing Plan - Essay Example Supplementing it will be rice and salad. Juices will also be served but this will also be squeezed in front of the customer and fulfill our health proposition. The total estimated cost of setting up the restaurant is estimated to be $70, 000. The selection of the products served by us is justified by many reasons. First and foremost is the inclusion of chicken in the eating menu of most of the people. This will give is an instant head-start because chicken preparations are liked by almost every single person. Secondly, from health and nutrition point of view, juices will also attract people. In a nutshell, chicken and juice will serve as a short-meal combination which can satisfy short span hunger and can be eaten before proper meals. Initially price will be set lower to attract customers and develop confidence in them of our food and service quality at reasonable prices. It will also be set keeping in mind what other restaurants serving the same item are charging for it. But we will fix the rate at slightly low. Place selected for the business is Downtown San Francisco where tourists come from all over the world and the place welcomes people from diverse culture. Because chicken is an item liked by almost all cultures and traditions, this place offers the most advantageous position to locate our business. Promotion strategies of our business will include radio announcements, pamphlet distribution, hoardings, newspaper advertisements and word-of-mouth publicity. Initially, discounts will be provided on family orders and inviting friends. We will also try to gain contracts at major shops and tourist destinations for serving our juices there. Later on when the business catches up, loyalty cards and rewards will be given to regular customers to retain them and get positive feedbacks and publicity. Our primary target market will be tourists who try each and every item selling at the place they visit.

Discrimination in Academia and Affirmative Action

Discrimination in Academia and Affirmative Action Mitch Shea Affirmative Action Principles:  Discrimination in Academia Affirmative Action, as defined by the Stanford Encyclopedia of Philosophy, is distinguishable as the positive steps taken to increase the representation of women and minorities in areas of employment, education, and culture from which they have been historically excluded. [1] Accordingly, the fairness of Affirmative Action principles has repeatedly been called into question, not just within the United States, but global as well. These arguments for and against Affirmative Action and its subsequent principles are in constant debate, both morally and politically. These debates often mirror those of academics, both for and against-those arguing for the need of Affirmative action and its positive effect on social unity and distributive justice, and those arguing upon political principle, often referencing the Civil Rights Act of 1964, quoting Title VI and Title VII. Throughout history, Affirmative Action principles and subsequent political literature and court rulings have been identified as a process or evolution-definitional, in a sense, by local and federal court systems. In less than a decade after the creation and ratification of the Civil Rights Act of 1964, the Supreme Court contributed heavily to the molding of Affirmative Action and its principles [2]. In short, the Supreme Court ruled that all institutions would need to assess or reassess their institutional practice and policies related to the exclusionary practice not necessary to an institutions activities [2]. This ruling gave a definitional meaning to Affirmative Action that had been lacking previously. It gave distinctiveness to the main role and principle behind Affirmative Action that stated the purpose of which was to not necessarily compensate for past occurrences of unjustness, but rather to direct compliance with nondiscrimination as defined by the Civil Rights Act of 1964. This paper aims to call into question Nebraska Initiative 424 and the possible snowball effects it might have on private and public academic discrimination, both locally and nationally. In the election of 2008, the state of Nebraska voted (58%) to effectively ban Affirmative Action at the state governmental level, prohibiting the state from granting Affirmative Action principles to prohibit the state from discriminating against, or granting preferential treatment to any individual or group on the basis of race, sex, color, ethnicity, or national origin in the operation of public employment, public education, or public contracting [3], [4]. Several arguments in favor of the initiative have been put into place and are ongoing including those identifying the anti-discriminatory laws supposedly favoring racial preferences having the same discrimination-like effects that their very role was designed to incapacitate [5]. Other constituents argued that Affirmative Action principles in the state of Nebraska explicitly understated the states motto: Equality Before the Law. Several more arguments ensued including the undermining of minority achievement, causes a mismatch effect of qualified and underqualified students in higher education, and the lowering of statewide standards in a multitude of private and public settings [5]. When discussing Affirmative Action principles, it is difficult to view the objectivity of the arguments for and against them and the government regulations related to them; however, Affirmative Action principles are existent and have been presented in such a manner that cannot be understated. It is necessary to break stereotypes, providing new opportunities and introductions to undiscovered possibilities for minorities, gives the needed boost for disadvantaged students to succeed as they rightfully should both in education and the workplace, increase and maintain minority enrollment in higher education, and provide cultural diversity that the United States, the Worlds Melting Pot, was built upon. Nebraska Initiative 424 is part of a general push against Affirmative Action. This has been seen in many other states including California, Texas, Washington, and Michigan. In fact, of the 8 states that have set in place amendments similar to that of Nebraska Initiative 424, a total of 29% o f the learning population resides in them [6]. So why should Affirmative Action principles remain in place and be the standard bearer of civil liberties and rights? Affirmative Action promotes equality. It basically states that guidelines and steps must be taken to guarantee equal opportunity in the workplace and in education. Attempting to create an even playing field does not mean that Affirmative Action is anti-white or anti-male. This is a misnomer or misinterpretation of the roles of Affirmative Action. The role that Affirmative Action plays, has played, and should continue to always play is the dismantling of discriminatory practicing through increased representation, improved equality and access, and equal opportunity at every age. Affirmative Action does not pull down, but rather builds up. First, take the impact of the banning of Affirmative Action through amendments like Nebraskas Nebraska Initiative 424. In a 2014 study on the Changes in Levels of Affirmative Action in College Admissions in Response to Statewide Bans and Judicial Rulings by G. Blume and M. Long, it was identified that the decline in affirmative actionà ¢Ã¢â€š ¬Ã‚ ¦affects not only students in these states but also those students who live in adjacent states, particularly when the adjacent states lack highly selective colleges [7]. The study analyzed the extent to which universities changed the weight placed directly on the applicant being a minority [7]. The extent to which minorities were affected in terms of acceptance in the banned Affirmative Action states was much more than that in other states (a 23% drop in minority admission v. 1% drop in other states) [7]. The importance of understanding racial diversity falls upon the educational system, but has a fundamental basis in employment as well. This is because workplace behavior has a broader range of perspective viewpoints for analyzing Affirmative Action-related outcomes. F. Kurtulus found that Affirmative Action ban within some states resulted in declines in Asian and Black female and Hispanic male representation (this data was representative of minorities employed in state and local governments) [8]. Although objectively understanding the changes is still vitally important, as it was observed the drastic change in Asian female representation was limited to the first year of implementation due to the small number of Asian females in legislative and governmental roles [8]. The paper summarizes a significant loss in workplace diversity, directly contradicting opposition to Affirmative Action. This data can be expected to be somewhat related to that of which is seen in academia. Secondly, the relevance of racial diversity, or lack thereof, in medical school matriculation should be one of importance to the University of Nebraska Medical Center. The statewide laws banning the consideration of race in postsecondary admissions pose serious obstacles for the medical profession to address the health-care crisis facing the nation [9]. The overall percentage of racial minority representation in the medical field falls below that of what should be expected. Roughly half as many African Americans and Latinos are represented within medicine than should really be. Accordingly, it equates to a 17.2% decline in the first time matriculation of underrepresented student populations in public medical schools [9]. It is feared that the decline in the number of minorities populating medical schools will further exacerbate the already present shortage of physicians, especially in heavily populated minority communities. The answer to which is unclear for states that have effectiv ely banned Affirmative Action principles. The needed compensation for such lack of representation needs to be answered as the physician shortage only increases and underserved communities face the most difficult of challenges. Finally, there is the underlying responsibility for racial disparity, both globally and locally. In universities from states that have adopted Affirmative Action-related bans or amendments with anti-Affirmative Action-related language, sufficient differences in matriculation and enrollment have occurred. Accordingly, K. West-Faulcon writes that racial disparities in admissions rates for universities that have undergone state-litigated anti-Affirmative Action principles changes in admissions, could be deemed unsatisfactory within federal regulation standards and thus be liable in future cases taken up against these universities [10]. This implies possible future avenues that could be reached for universities to bypass state level anti-Affirmative Action laws and regulations [10]. Which in and of itself shows that the evolution of Affirmative Action principles go both ways, but nonetheless are very much still needed in this day and age. References [1] https://plato.stanford.edu/entries/affirmative-action/ [2] https://www.loc.gov/exhibits/civil-rights-act/legal-events-timeline.html [3] https://web.archive.org/web/20081107110152/http://www.nebraskacri.org/ballotlanguage.html [4] http://nebraskalegislature.gov/laws/articles.php?article=I-30 [5] https://www.wsj.com/articles/SB122445872052148477 [6] https://tcf.org/content/commentary/what-can-we-learn-from-states-that-ban-affirmative-action/ [7] http://journals.sagepub.com/doi/pdf/10.3102/0162373713508810 [8] http://gap.hks.harvard.edu/impact-eliminating-affirmative-action-minority-and-female-employment-natural-experiment-approach [9] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4454423/ [10] https://www.law.upenn.edu/live/files/101-westfaulcon157upalrev10752009pdf

Essay --

The Journey of Knowledge In David Northrup’s Africa’s discover of Europe, he gives an overview of the encounter between Africans and Europeans from 140-1850. Africans played a huge role of the globalizing of cultural and economic transactions. The first encounters between the two continents were mutual. Both parties tried to gain from each other through their transactions. The purpose of this book is to inform readers that we shouldn’t look at Africans as the victim, rather as an active contributor in the African-European relation. Early encounters of Africans in the Western world and Europeans in Africa began to change the societies in Europe and Africa. The fifteenth century â€Å"marks the beginning of an era of continuous and increasing interactions between the two continents and their cultures† (Northrup 2). Also, â€Å"commercial and cultural interactions grew both Africans and Europeans made many adjustments in their ideas of each other† (2). In other words, the depictions of Africans in Europe began to change as Africans became more common in Europe, and â€Å"Africans were also expanding their knowledge and understanding of Europe† (3). One important aspect of the encounter between European and African precolonial nations was trade. Before the European voyages of exploration in the fifteenth century, African rulers and merchants had formed a trade link between the Mediterranean world and within the continent, there were local exchanges among regional neighbors which will later conn ect themselves in long range trade. For example, the supply of slaves from Africa into the Mediterranean Europe was increasing in the thirteenth and fourteenth century; â€Å"the number of â€Å"black† was rising among the Slavic and North African slave populations ... ...slave societies that emerged on Saint Louis and Gorà ©e. The emergence of slave societies created slave-owning merchants: â€Å"Gorà ©e and Saint Louis developed from a small society of signares, French merchants, and slaves into an urban slave society dominated by a slave-owning class of habitants† (Searing 107) due to the fact that slave society was an independent society from the Atlantic merchants and the habitants became obligatory intermediaries in the trade between the islands and the mainland (107). The urban slave population contained high proportion of skilled laborers and native born slaves who were less likely to revolt or run away (104). In conclusion, the relation between Africans and Europeans were mostly mutual. Africans should not be seen as victims of slavery as both parties profited and lost from each other, and were both victims in the Atlantic economy.