They Can free essay sample

# 8217 ; t Be The Same Essay, Research Paper November 25, 1996 They Can? t be the Same In communicating between work forces and adult females, the two genders ever communicate otherwise. Traditionally work forces communicate facts straight and are less likely to discourse inside informations that have small to make with the conversation. Women traditionally are more careful about what they say and seek to construct relationships by the manner they communicate. These two signifiers of communicating, direct ( traditional male ) and indirect ( traditional female ) , are consistent throughout most civilizations. There are instances where the work forces communicate indirectly and the adult females straight but non where both the genders communicate in the same manner. ( Lakoff 627 ) If the two genders do pass on in the same manner, there is bound to be serious struggle that normally involves force. The film Thelma and Louise tells the narrative of two adult females who have run off from their traditional functions as adult females. We will write a custom essay sample on They Can or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They have been put under excessively much force per unit area from society and particularly work forces. Both Thelma and Louise feel a demand to alter their place in society and they do it by altering the manner they communicate. This alteration in communicating between work forces and adult females causes the adult females to take on a stronger and more direct linguistic communication which besides included robbery and slaying. They change from the traditional female signifiers of communicating to a more masculine signifier of communicating. Once they change, the work forces who they come into contact with alteration the manner they communicate every bit good, or they face serious effects. This demonstrates the fact that work forces and adult females are bound to pass on otherwise. In the film, Thelma and Louise respond violently to work forces who communicate straight to them after they have changed their signifier of communicating. These violent reactions are a consequence of the work forces interrupting the cultural ideal that work forces and adult females are bound to pass on otherwise. At the beginning of the film Thelma and Louise, Thelma and Louise were adult females who lived lives of typical American adult females and communicated like one would anticipate a adult female communicate. They were concerned chiefly about their relationships with work forces and tried non to do them mad. However, they needed a interruption from their lives and the two adult females decided to take a speedy holiday. Their lives change when Thelma is raped by a adult male she meets at a saloon. When Louise shoots and kills the raper, after he mocks them, they change the manner they communicate and act with other work forces. They can no longer afford to seek or farther emotional ties with work forces because they are forced to do speedy and decisive determinations. This creates a clear end they must accomplish, and that is to acquire to Mexico to avoid being caught by the jurisprudence. Once they have this clear and concise end ( a trait that a adult male would hold ) , they begin to pass on with work forces more straight. They are less concerned with the emotional ties they have with work forces, and they become focused on a individual end, which is go forthing the state. The two instances where Thelma and Louise cause serious hurting and sorrow to work forces are the consequence of work forces non understanding that Thelma and Louise have changed the manner they communicate. These instances are when the Thelma and Louise pull the truck driver over and when Louise shoots the raper. The lone opportunity any adult male has to convert them of something, was if a adult male communicated like a adult female normally would. But since Thelma and Louise have changed their communicating manner to a more direct manner, they see the direct signifier of communicating towards them as a menace and act to extinguish that menace. In the instance of the raper Harlen, he got caught in the cross over. Louise decided to pass on really straight to the raper which included hiting him in the bosom. By endangering to hit him, it displays that she changed from an indirect signifier of communicating to a direct signifier of communicating. Though force is non by and large thoug ht a signifier of communicating, it conveyed the her feelings towards him really straight and clearly. Harlen did non cognize that Louise had changed her signifier of communicating and preceded to pass on to her really straight by dissing her and utilizing really obscene linguistic communication. When she changed the manner she communicated, she felt compelled to hit him. If he would hold changed his communicating manner to one which is more understanding and concerned, he would hold non been shot because Louise would hold non felt threatened by the him. In the other instance where a adult male does non acknowledge that Thelma and Louise have changed their signifier of communicating is when the two adult females pull the rude and obscene truck driver over and blow up his truck. By this clip in the film, Thelma has evidently changed her signifier of communicating to the same manner that Louise changed to. When they ask this old truck driver to draw over, he is believing that the two adult females are p hysically attracted to him and that they will pass on like traditional adult females. Thelma and Louise are evidently non, and are merely shaving to acquire some retaliation on him. The truck driver communicates with the two adult females throughout the film. Every clip they pass him on the route, he makes many of wholly un-called-for remarks and gestures towards them. He does non endeavor for any emotional connexion to them like he would if he genuinely knew and understood their manner of communicating. So when he is conned by Thelma and Louise to draw over, they decided to blow up his truck and pass on the fact that they did non appreciate the manner that he treated them. These two illustrations show that communicating manners between work forces and adult females are different. If they are non different, something bad is bound to go on. The two genders must hold different communicating manners because they have learned through culturalization that work forces and adult females communicate otherwise. There has been some sort of apprehension or force that keeps the two genders from pass oning in the same manner. Lakoff describes this understood force as being # 8220 ; ? some deep intrinsic physical and/ or psychological differentiation that irrevocably divides the sexes: The demand for polarisation is really strong. # 8221 ; It may non be consciously understood by all people, but it is subconsciously understood by most since in about every civilization, work forces and adult females are treated otherwise from birth to the terminal of their lives ( Lakoff 625-626 ) . When work forces did alter their manner of communicating when they communicated with Thelma and Louise they were more successful in pass oning with them. With Thelma and Louise pass oning more straight, work forces could non pass on with them straight because this would ensue in violent effects. Most work forces in Thelma and Louise do alter their manner when they communicate with them. Louise? s fellow, Jimmy, changes his signifier of communicating fast and is fundamentally used by the two adult females to assist them get away Besides there is the Police officer, Hal, who is tracking down the Thelma and Louise who uses a more indirect manner in pass oning with the two. Though the ultimate state of affairs for these two work forces turned out negatively, they were able to pass on better with Thelma and Louise than the two work forces who communicated straight to them. In the instance of Hal, the FBI agent, he is forced by Thelma and Louise to pass on indirectly because the two adult females are talking straight to him. He switches over to the indirect signifier every bit shortly as he begins to pass on with Thelma and Louise. He appears excessively be # 8220 ; soft # 8221 ; and to hold some sort of emotional connexion with Thelma and Louise. He truly does non desire anything to go on to them and seems to believe the two? s narrative. Hal has taken this instance personally. One can see this in the concern on his face when he speaks to the suspects on the phone and when he runs after them as they drive over the drop. He asks them # 8220 ; Can? T we sit down and speak about it? # 8221 ; This sounds like something a adult female would state instead than a adult male would state, showing that Hal has changed his signifier over to a more feminine from of communicating. Louise? s fellow, Jimmy, besides takes a more indirect and feminine manner of communicating with Thelma and particularly Louise. He takes this feminine manner to an extreme by allowing Thelma and Louise use him. He gives them money for their flight even though he does non desire them to travel. He is seeking anything to maintain his connexion with Louise. Jimmy can pass on the best with Louise because he approaches her with this feminine manner. This is shown by the long conversations they have while they exchange the money and the clear apprehension they have about each other when they separate. He even asks Louise to get married him while he is giving her the money. Jimmy shows a great demand for familiarity with his proposal and besides he shows his feelings for Louise. This proposal is the ultimate look of connexion with Louise and shows his emotional tie he has to her. He is really unfastened and shows his emotions in his organic structure linguistic communication, which are bes ides features of traditional feminine communicating ( Lakoff 627 ) . The contrast that exists in communicating between work forces and adult females is shown clearly in Thelma and Louise. The film shows what happens when the two genders communicate likewise and otherwise. When they communicate otherwise their is a good apprehension of each other and a greater sense of connexion between the two people pass oning ; which was shown good by the FBI agent Hal and Louise? s fellow Jimmy. When a adult male and a adult female communicated in the same manner, there was struggle between the two. This was illustrated good by the truck driver and the raper Harlen and the struggles they had with Thelma and Louise ; turn outing the point that work forces and adult females must pass on otherwise.

Sir Guy Carleton essays

Sir Guy Carleton essays Sir Guy Carleton was an extraordinaire of foreign relations. Carleton came to Canada at a difficult time, when the French were just getting over the defeat of the Conquest. When Carleton became the Governor of Quebec, he introduced the Quebec Act. This Act ensures religious freedom and land entitlements. The Quebec Act also kept the civil law of the French people while introducing the criminal law of the English. Carleton kept Quebec out of the American Revolution with this act that helped Quebec ally with the British, which was no small task. Sir Guy Carleton was sympathetic to the French, as the British Governor of Quebec. Sir Guy Carleton was a British military officer who served under General Wolfe at the capture of Quebec. Carleton became Governor of Canada after angry British Merchants helped remove Governor Murray from his position. Carleton was sympathetic to the French, just like Murray. Carleton really supported the French efforts to restore their civil law. To remain Governor he would have to keep the French happy so they would not revolt against the crown and he would have to keep his British peers relatively satisfied. Carleton was in a position of compromise. Carleton arrived in Canada on September 1766. Canada was in a difficult time because the French population had just been defeated in the Conquest and New France had not forgotten about her former colony . However, the American Revolution had not touched Canada yet. Carleton was an ambitious and proud man. He became Governor of Quebec in 1768. He never underestimated the difficulties of his position at this time. Constant complaints from Montreal merchants against trade, and Seigneurs who were ripped of their nobility were just some of the problems that had come about. There was also many First Nation complications at this time, wherever the fur trade and the church was concerned. Carleton had sympathy for the Seigneurs who were deprived of their employment and ...

Stag Beetles, Family Lucanidae

Stag Beetles, Family Lucanidae Stag beetles are some of the biggest, worst bugs on the planet (at least they look bad!). These beetles are so named for their antler-like mandibles. In Japan, enthusiasts collect and rear stag beetles, and even stage battles between the males. Description Stag beetles (family Lucanidae) do get quite large, which is why they are so popular with beetle collectors. In North America, the largest species measures just over 2 inches, but tropical stag beetles can easily top 3 inches. These sexually dimorphic beetles also go by the name pinch bugs. Male stag beetles sport impressive mandibles, sometimes as long as half their body, which they use to spar with competing males in battles over territory. Though they may look threatening, you dont need to fear these enormous beetles. Theyre generally harmless but may give you a good nip if you try to handle them carelessly. Stag beetles are typically reddish-brown to black in color. Beetles in the family Lucanidae possess antennae with 10 segments, with the end segments often enlarged and appearing clubbed. Many, but not all, have elbowed antennae as well.​ Classification Kingdom – Animalia Phylum – Arthropoda Class – Insecta Order – Coleoptera Family - Lucanidae Diet Stag beetle larvae are important decomposers of wood. They live in dead or decaying logs and stumps. Adult stag beetles may feed on leaves, sap, or even honeydew from aphids. Life Cycle Like all beetles, stag beetles undergo complete metamorphosis with four stages of development: egg, larva, pupa, and adult. Females usually lay their eggs under the bark on fallen, rotting logs. The white, c-shaped stag beetle larvae develop over one or more years. Adults emerge in late spring or early summer in most areas. Special Adaptations and Defenses Stag beetles will use their impressive size and massive mandibles to defend themselves if needed. When it feels threatened, a male stag beetle may lift its head and open its mandibles, as if to say, Go ahead, try me. In many parts of the world, stag beetle numbers have declined due to forest defragmentation and the removal of dead trees in populated areas. Your best chance of seeing one may be observing one near your porch light on a summer evening. Stag beetles do come to artificial light sources, including light traps. Range and Distribution: Worldwide, stag beetles number around 800 species. Just 24-30 species of stag beetles inhabit mostly forested areas of North America. The largest species live in tropical habitats. Sources Borror and Delongs Introduction to the Study of Insects, 7th Edition, by Charles A. Triplehorn and Norman F. JohnsonInsects: Their Natural History and Diversity, by Stephen A. MarshallStag Beetles of Kentucky, University of Kentucky Entomology Department

The Fall Prevention Among High Risk Patients Research Paper

The Fall Prevention Among High Risk Patients - Research Paper Example to population at high risk, and one step closer to this goal is through this study by raising awareness about this problem and propose solutions in minimizing falls, more specifically for patients at high risk. Literature Review A fall is an incident when a patient â€Å"unexpectedly comes to rest on the ground, floor or another level† (Haines et al, 2007). Falls are a major safety concern for hospitals, which accounts to 32.3% of incidents related to safety, and 35.3% of those incidences resulted to harm and even death (Healey et al, 2007). Medicaid has a greater utilization costs resulting from falls (Shumway-Cook et al, 2009). Fortunately, there are already a vast number of studies which were addressed for falls and fall prevention is already a part of the nursing curriculum a long time ago. Researches in risk identification for falls are abundant especially the studies among the elderly population. The study of Rubenstein (2006) tabulated the risk factors for falls from th e most frequent to the less common; the most prominent risk factor is weakness, followed by balance deficit, gait deficit, visual deficit, limited mobility, cognitive impairment, impaired functioning and postural hypotension. Other risk factors identified by Faulkner et al (2009) are height, fear of falling, â€Å"fast-paced walking speed†. Lee & Stokic (2008) investigated the risk factors for falls in patient undergoing rehabilitation identified the diagnoses of stroke, amputation and large co-morbidities as additional risk factors for falls. Among the postmenopausal women, the risks factors for falls were related to age, education, hearing status, history of fracture and hypothyroidism (Barrett-Connor et al, 2008). In terms of visual deficit, visual field loss appears to be the specific risk... This study aims to reduce the incidence of falls among the populations who are at high risk for falls in the hospital setting. This study will take place at a community hospital in Maryland. This study is a non-experimental, retrospective, descriptive case study. This design is selected since the paper will identify the risk factors that are present in the study setting without any manipulation of the variables. This study will try to investigate the fall incidences and the risk factors present retrospectively rather than prospectively. It is a case study since it will attempt to investigate in-depth the institution selected by the researcher to understand the issues underlying the risk factors and fall incidents in order to come up with fall prevention strategies in response to the risks identified. This study has a major strength in data collection, which does not require experimental treatment and is convenience for the researcher to gather data using available records. However, weaknesses of this study is the sampling bias (though the convenience sample of the hospital selected), small sampling size and poor generalizability of the findings. The study will use descri ptive statistical measures through the use of SPSS. This study will only identify the risk factors and use simple statistical tables in determination of the most frequently observed risk factors and to be place on a graph. Relationship of the variables will be assessed using the product-moment correlation coefficient.

History paper Essay Example | Topics and Well Written Essays - 750 words - 3

History paper - Essay Example Children’s Rights narrates the story of the horrible neglect of children by responsible elders and the cruelty inflicted on them. It also tells us how the lawmakers finally realized the need to protect the children, both physically and mentally. Mary Ellen’s case in 1874 is taken in this book as a fine example of the extent to which child abuse can reach. Born to an immigrant woman, the baby Ellen’s fate was to grow under the carelessness of different mothers, finally ending up in the cruel hands of Frances Conolly. She could not know even the warmth of a kiss, or caress, her body carried the bruises of perpetual whipping, starved beyond imagination, and could not even see the sunlight. A social worker, Etta Angel Wheeler, who discovered the plight of Mary Ellen, failed to get help either from police or from any charitable institutions to rescue the child, as they wanted legal proof. â€Å"Though social workers often witnessed scenes of cruelty, poverty, and gri ef, Wheeler found Mary Ellen’s plight especially horrifying†, says the writer (Stevens). Finally it was the founder of American Society for the Prevention of Cruelty to Animals, Henry Berg, who came to her aid. The child was considered as a living animal, which was subjected to cruelty, and a case was registered with enough proof. Mary lived a decent life thereafter. Conolly was punished and the world opened its eyes to protect the children from abuses. Thus Children’s Rights reflects the utter ignorance of the society and the government on a very vital issue. The Needless War with Spain shows America’s greed for aggressive and expansionist policies. It is about America’s involvement in the domestic affairs of Cuba. McKinley was the President of America at that period. He was a very weak President. If he had possessed the sharp political will, the war with Spain could have been avoided. But,

The Failure of Integration Essay -- essays research papers

The Failure of Integration After four decades of school integration America has given up, and the question is: "Why?". I believe the answer is because absolutely nothing worked! Bussing was a hassle, most magnet schools were set up for false reasons, and everything was very costly. With everything they tried there were still no significant changes in the test scores of the minority students. So now here we are in the late 21st century and it can all be summed up with what Chris Hansen of the American Civil Liberties Union in New York City believes the courts are saying, "We still agree with the goal of school desegregation, but it's too hard, and we're tired of it, and we give up." It all started with Brown v. Board of Education saying "Separate educational facilities are inherently unequal." There began a plan to desegregate public schools across America. The first plan was bussing when Swann v. Charlotte-Mecklenburg Board of Education stated that federal courts could order bussing to desegregate schools. However in most cases bussing became much more of a hassle than a helper. There were many revolts from parents making situations even more horrible. Most students wanted to go to their neighborhood schools and not be bussed for long trips to attend a 'better' school. In Seattle the school board unanimously voted to "avoid race-based school assignment and increase enrollment in s...

Things Are Not Always What They Seem

Thursday, September , 2011. This marks the start date of the Class of 2011's first and last full year at Oxbow Prairie Horizons School (OPHS), the new K-12 school in Oxbow, Saskatchewan. It's an absolutely gorgeous facility, complete with a large gym (equipped with top-of-the-line sound and lighting systems), integrated program for the functionally challenged students, large foyer, kitchen and even an extra gym. The building is plenty big and even has removable classrooms, but every rose has its thorn, right? Or in OPHS' case, thorns. Shortly after starting the 2011-2012 school term, and even shortly after moving into the school in March? of 2011, many staff and students have noticed a few glitches (so to speak) in the system. At first, small, piddly details that we can easily deal with (overcome? ). Like the room design of the biology, chemistry and physics labs where bulletin boards are blocked by the teachers' desk and computer or even by entire counters. Like in the canteen, we were lucky enough to have beautiful cupboards installed to store our merchandise, but when it came time to actually sell it/them, students were unable to see the products anyways. So, in turn, the cupboard doors were taken off completely. Eventually, the small problems began to arise more suspicions and more noticeable and elaborate ones were recognized. Toilets in the washrooms began to constantly flush, some having to be manuallly shut off. The office in the shop has no windows, it is just a small room enclosed of cement. The parking lot is poorly designed. Trying to see around parked vehicles to hitting oncoming ones is hard and it is nearly impossible to maneuver large vehicles around at all. The buses drop students off half a block from the main entrances and when students do enter the school, depending on the weather, are required to move outdoor shoes because the parking lot is either muddy, full of water, or both. Which is not only a bother to our janitors but also to visitors, who trip over shoes trying to enter the building. Wireless internet was the first of many large problems to be noticed by the students. They were told that if you have a class where you will be using laptops and it is a larger class, to bring a personal laptop to work on as there may not be enough laptops for everyone. So, some did, until they told that the principal wasn't given a password to the school's public Wi-Fi network and they were unable to do homework and sassingments anyways. Even now, after Mr. Petlak has been given the password and used it on student's computers, they are unable to access certain sites due to them being blocked. Sites that students use to complete and accomplish tasks and assignments. Why? Because staff at OPHS are unable to control this. It is government workers in either Weyburn or Regina that do. The base temperature of OPHS is, put simply, freezing. During September, where it can be twenty degrees celsius and above, most staff and students were already wearing sweaters and jackets to class. Which, in retrospect, is not uncommon for Oxbow. In the old high school, anyone working in the building would be wearing jackets, touques and mittens, unless you were in the science labs or the main office. There you would wear shorts, tank tops and flip flops. But with the excitment of the Horizons School close to being fully built, came the realization that we could actually wear seasonal appropriate clothing to school. Or so we thought. Now, in the new school, we freeze pretty well everywhere. With the exception of the Sr. Computer Lab, main office and the canteen (which are all normal temperatures), staff and students are still needing to wear layers and even haul blankets form class to class. Why? This is because of the poor commmunictation between our school and Weyburn, where they then decide whether or not to contact Regina to turn up the heat in jsut one particular room. Which, after the first few attmepts of doing so, we were told to use the thermostats located in each classroom. These allow teachers the ability to raise or lower the room temperature by 3 degrees. That's it. In one area of the school there is actually cold air being blown throughout its rooms. But for us to fix this, we must flip a breaker. Instead of simply pushing a button on a thermostat to raise the temperature, we are required to issue a complaint to the Weyburn office, who then decide whether it is a big enough deal to report to the office in Regina. And apparently, it isn't a problem for us to freeze. All of these problems can relate back to the fact that Oxbow has no power against the authority offices in Regina and Weyburn. We are not able to decide the climate of our classrooms, who has access to use our internet or even who is allowed put a screw in the wall to hang a picture. We are by no means, allowed to. A government office in that is 150-250 kilometers away makes the decision of what is and is not allowed. People who have no idea what goes on in our school, who attends or works there, what we are like or even where Oxbow is, has that discretion. Yes, our old school's had a very large laundry list: plumbing, heating, electrical and just overall renovating. This article is not set out to complain about our new school. We were in much need of a new facility and are greatly appreciative for the effort, time and hard work that were pput into building it. But, with that said, I find it hard to comprehend how certain, seemingly common sense issues are ignored. The new school in Oxbow has heightened the school's many previous strengths such as atheletics, drama, academics and even the staff and students as individuals. This school also has its negative effects though. And it is the students that are being effected. The future depends on them. So why does it have to be such a struggle to give them a proper learning environment? Teagan Loppe