College Tuition Essay Example for Free

College Tuition Essay There’s no escaping the fact that college cost are rising. According to recently released reports from the College Board, most students and their families can expert to pay, on average, from $95 to $1,404 more than last year for this year’s tuition and fees, depending on the type of college. (Collegeboard. com) The United States needs to lower the cost of college tuition; because students and parents have had to pay double the amount of money for schooling then they would have ten years ago. In the past five years, the average cost of in-state tuition and fees at public colleges has jumped thirty-five percent. In the past twenty-five years, the average cost of tuition and fees has risen faster than personal income, consumer prices and even health insurance. In 1999 students had to pay $2,489 for universities and $865 for community college. In 2003 the price rose from $3,441 for universities and $1,120 for community college. In 2006 the price jumped to $4,867 for universities and $1,483 for community college. Between 1999 and 2006 there was a 95. 54 percent change in the universities pay and a 71. 45 percent change for community colleges. There is no denying the fact that college tuition has doubled in prices (USAtoday. com). According to stateuniversity. com Blinn College undergraduate tuition for in-district students is $1,260, for in-state $2,478 and for out of state $5670; not including the undergraduate required fee which is $1,176 for all three districts. For tuition alone you are spending between $2,436 and $6,846. Now if you add in books and supplies which runs between $946 and $995. You also can not forget about room and board which can run $5,888 to $6,047 (stateuniversity. com). If you add that all together for Blinn College you are expected to spend roughly $9,270 to attend Blinn College for a semester. A small reduction in state support may result in a large increase in tuition. We help pay for maintaining access for handicapped students; Meetings environmental requirements; screening international students; and conforming to historical preservation requirements. If you think about it we are helping out the school and students. Prices increase as colleges compete for students to come to there college. Of course there are scholarships and financial aid, but not everyone can qualify for them. Paul Middendorf, 54, Richmond, Texas says, â€Å"†¦. When my first son, now twenty-six, applied for college, he applied for dozens of scholarships but was told they earned too much money to qualify for financial aid. † They had to finance their children’s college education with a mix of savings and federal parent loans. (USAtoday. com) According msnbc. msn. com; a companion report released on trends in student aid in grant aid – money students do not have to pay back – have covered only about one-third of the increase at public four year schools. Students are footing more and more of the bill with private loans from banks and student loans companies. Undergraduate private borrowing grew twelve percent to $14. 5 billion in 2006-2007. The rate of increase in total private borrowing for education has slowed, but borrowing has increased over the last decade. Legislators are tired of taking the blame for the escalating price of a college education, and some – mainly Democrats – say they want to resume setting tuition themselves. University leaders argue that the additional money is crucial for attracting and retaining top faculty. (chron. com) Students and families are caught in the middle. â€Å"With tuition and gas, it is hard to make end’s meet,† said Charlotte Atkinson, 26, a senior at the University of Houston. Instead of having to digest such an immense amount of information, students and their families should be able to apply for financial aid by making a note on their tax returns (a solution advocated by Democratic presidential nominee Barack Obama). It is hard to even realize that money is such a big factor in our lives today. Based on the information I have given you it is a fact that the cost of college tuition needs to be lowered so that more students can attend and pay for college.

Internet Gambling, Online Gambling :: Journalistic Essays

Online Gambling    There is a major issue to be dealt with, which is spreading with little regulatory oversight and no effective screens against participation by the young and the vulnerable.   Internet gambling represents one of the fastest growing segments of online activity with more than seven hundred web sites now providing users the opportunity to wager everything from casino games to sporting events.   According to internet research firms, the industry will pull in $1.5 billion in world-wide revenues this year.   That figure is expected to hit at least $6 billion by 2006.   Also, a survey conducted by the Pew Internet and American Life Project concluded that $4.5 million Americans have gambled online and that 1 million gamble online everyday.     Ã‚  Ã‚   There are many different issues dealing with the legalization of online gambling.   The current law dealing with online gambling is the Wire Transfer Act of 1961.   Under this statute, the law is violated when telephone lines are used in interstate or foreign commerce to place wagers.   The statute also bars the transmission of information that assists betters to gamble on sports events and contests.   Recently, Congress have been active in seeking to pass further legislation to restrict betting on the web.   Last November, the Senate proposed the Internet Gambling Prohibition Act.   This statute would make it a crime to knowingly use the internet or other interactive computer services to place, receive, or otherwise make a bet or wager; or send, receive, or invite information assisting in the placing of a bet or wager.   Penalties would be as high as $20,000 and 4 years in prison.   However, in a vote in July, the bill narrowly missed obtaining the two t hirds majority required to pass the bill.   In May, the Unlawful Internet Gambling Funding Prohibition Act was introduced.   This statute would criminalize and prohibit any person engaged in a gambling business from knowingly accepting from another person who is involved in internet gambling a credit card or extension of credits, an electronic transfer of funds, or any instrument payable through a financial institution.   This would shield certain financial institutions from liability as long as they do not know that their facilities are being used for online gambling.   This bill has also not yet been passed.   Ã‚  Ã‚   Either of these Acts would greatly help the problems of online gambling.   There are a number of reasons why this booming industry should provoke more concern among policy makers.

The Metaparadigm of Nursing: Present Status and Future Refinements

The Metaparadigm of Nursing: Present Status and Fut ure Refinement s Jacqueline Fawcett, Ph. D. , F. A. A. N. Abstract The central concepts and themes of t he discipline of nursing are identified and formalized as nursing’s metaparadigm. Examples illustrate the direction provided by the metaparadigm for theory development. Refinements of the metaparadigm through conceptual models and programs of nursing research are proposed. T he discipline of nursing will advance only through continuous and systematic development and testing of nursing knowledge.Several recent reviews of the status of nursing theory development indicate that nursing has n o established tradition of scholarship. Reviewers have pointed out that most work appears unfocused and uncoordinated, as each scholar moves quickly from one topic to another and as few scholars combine their efforts in circumscribed areas (Chinn, 1983; Feldman, 1980; Hardy, 1983; Roy, 1983; Walker, 1983). Broad areas for theory development ’ are, however, beginning to be recognized. Analysis of past and present writings of nurse scholars indicates that theoretic and empirical work has always centered on just a few global oncepts and has always dealt with certain general themes. This paper identifies these central concepts and themes and formalizes them as nursing’s metaparadigm. Examples are given to illustrate the direction provided by the metaparadigm for theory development. The paper continues with a discussion o f refinements of t he metaparadigm needed at the levels of jacqueline Fawcett, Ph. D. , F. A. A. N. , i s Associate Professor, and Section Chairperson, Science and Role Development, School of Nursing, University of Pennsylvania, Philadelphia. Page 84 disciplinary matrices and exemplars nd concludes with proposals for future work needed to advance to the discipline of nursing. Present Status of the Metaparadigm of Nursing The metaparadigrn of any discipline i s a statement or group of statemen ts identifying its relevant phenomena. These statements spell out the phenomena of interest in a most global manner. No attempt i s made to be specific or concrete at the metaparadigm level. Eckberg & Hill (1979) explained that the metaparadigm â€Å"acts as an encapsulating unit, or framework, within which the more restricted . . . structures develop† (p. 927). You can read also Coronary Artery Disease Nursing Care PlanThe Central Concepts of NursingEvidence supporting the existence of a metaparadigm of nursing i s accumulating. A review of the literature on theory development in nursing reveals a consensus about the central concepts of the discipline-person, environment, health, and nursing (Fawcett, 1983; Flaskerud & Halloran, 1980). This consensus i s documented by the following statements: O ne may. . . demarcate nursing in terms of four subsets: 1 ) persons providing care, 2) persons with health problems receiving care, 3) the environment in which care i s given, and 4 ) an end-state, well-being. (Walker, 1971, p. 429) The major concepts identified (from an nalysis of the components, themes, topics, and threads of the conceptual frameworks of 50 baccalaureate nursing programs) were Man, Society, Health, and Nursing. (Yura &Torres, 1975, p. 22) The units person, environment, health, and nursing specify the phenomena of interest to nursi ng science. (Fawcett, 1978, p. 25) Nursing studies the wholeness or health of humans, recognizing that humans are in continuous interaction with their environments. (Donaldson & Crowley, 1978, p. 119) Image: The Journal of Nursing Scholarship Nursing’s focus i s persons, their environments, their health and nursing itself. Bush, 1979, p. 20) Nursing elements are nursing acts, the p atient, and health. (Stevens, 1979, p. l l ) The foci of nursing are the individual in relation to health, the environment, and the change process, whether it be maturation, adaptation, or coping. (Barnard, 1980, p. 208) Nursing i s defined as the diagnosis and treatment of human responses to actual or potential health problems. (American Nurses‘ Association, 1980, p. 9 ) The four conceptual areas of nursing are: the person receiving nursing; the environment within which the person exists; the health-illness continuum within which the erson falls at the time of the interaction with the nurse; and finally, nursing actions themselves. (Flaskerud, cited in Brink, 1980, p. 665) The domain of nursing has always included the nurse, the patient, the situation in which they find themselves, and the purpose of their being together, or the health of the patient. In more formalized terms, . . . the major components of the nursing [metalparadigm are nursing (as an action), client (human being), environment (of the client and of the nurse-client), and health. (Newman, 1983, p. 388) There i s general agreement that the central oncepts of the discipline of nursing are the nature of nursing, the individual who received nursing care, society-environment, and health. (Chinn, 1983, p. 396) These statements indicate that there i s considerable agreement among scholars as t o the concepts central to the discipline of nursing. In fact, a review of the literature revealed no contradictory statements. RecurringThemes The relationships between and among the concepts-person, environment, health, nursing-are elaborated in recurring themes found in works of nurse scholars since Nightingale (1859). These themes are listed in Table 1.Summer, 1984, Volumo XVI, blo. 3 Metaparadigm of Nursing TABLE 1 THEMES OF THE YETAPARAWW OF NURSING 1. The principles and laws that govern the life-process, well-being. and optimum function of human beings, sick or well. 2. The patterning of human behavior in interaction with the environment in normal life events and critical life situations. 3. The process by which positive changes in health status are elfected. (Donaldson& Crowley, 1978, p. 113; Gortner, 1980, p. 180) The four central concepts and three recurring themes identify the phenomena central to the discipline of nursing in an abstract, global manner. Read also Recording General Fund Operating Budget and Operating TransactionsThey represent the metaparadigm. As such, they have provided some direction for nursing theory development. As Newman (1983) explained: It i s within the context of these four major components and their interrelationships that theory development in nursing has proceeded. Theoretical differences relate to the emphasis placed on one or more of the components and to the way in which their relationships are viewed. (p. 388) The relationship between the concepts â€Å"person† and â€Å"health† i s considered in the first theme. Theories addressing this theme describe, explain, or predict individuals‘ behavior during eriods of wellness and illness. Newman’s (1979) theory of health i s one example. This theory includes the concepts of movement, time, space, and consciousness. Newman proposes that â€Å"the expansion of consciousness i s what life, and therefore health, i s a ll about† (p. 66). Another example i s Orem’s (1980) theory of self-care, which maintains that â€Å"self-care and care of dependent family members are learned behaviors that purposely regulate human structural integrity, functioning, and human development† (p. 28). S till another example i s Orern’s theory of self-care deficits.This theory maintains that individuals â€Å"are subject t o healthrelated or health-derived limitations that render them incapable of continuous selftare or dependent care or that result in ineffective or incomplete care† (p. 2 7). The relationships among the concepts †person,â€Å" †environment,† and â€Å"health† are considered in the second theme. Theories addressing this theme Summer, 1B84, Volume XVI, No. 3 describe, explain, or predict individuals’ behavioral patterns as they are influenced by environmental factors during periods of wellness and illness. Such theories place the individuals ithin th e context of their surrounding environment rather than considering them in isolation, as in the first theme. Roy and Roberts’ (1981) theory of the person as an adaptive system i s an example. This theory proposes that the person i s a system that adapts to a constantly changing environment. Adaptation i s accomplished through the action of coping mechanisms called the â€Å"regulator† and the â€Å"cognator. † The relationships among the â€Å"person,’’ â€Å"health,† and â€Å"nursing† are considered in the third theme. Environment may also be taken into account here. This heme i s addressed by theories about nursing practice. These theories describe or explain nursing processes or predict the effects of nursing actions. King‘s (1981) theory of goal attainment i s one example. King explains: that a paradigm, or disciplinary matrix, i s more restrictive than a metaparadigm, and that i t â€Å"represents the shared commitments of any disciplinary community, including symbolic generalizations, beliefs, values, and a host of other elements† (p. 926). The authors went on to say, A disciplinary matrix may be seen as the special subculture of a community. It does ot refer to the beliefs of an entire discipline (e. g. biology), but more correctly t o those beliefs of a specialized community (e. g. phage workers in biology). (p. 926) Identification of the metaparadigm i s an important step i n the evolution of a scholarly tradition for nursing. The n e x t step i s r efinement o f t h e metaparadigm concepts and themes, which occurs at the level of the paradigm or disciplinary matrix, rather than at that of the metaparadigm. The Disciplinary Matrix Eckberg and Hill (1979) explained Most disciplines have more than one disciplinary matrix.Each one represents a distinctive frame of reference within which the metaparadigm phenomena are viewed. Furthermore, each disciplinary matrix reflects a particular researc h tradition by identifying the phenomena that are within its domain of inquiry, the methods that are to be used to investigate these phenomena, how theories about these phenomena are to be tested, and how d ata are to be collected (Laudan, 1981, p. 151). More specifically, the research tradition of each disciplinary matrix includes six rules that encompass all phases of an investigation. The first rule identifies the precise nature f the problem to be studied, the purposes to be fulfilled by the investigation, or both. The second rule identifies the phenomena that are to be studied. The third rule identifies the research techniques that are to be employed and the research tools that are to be used. The fourth rule identifies the settings in which data are to be gathered and the subjects who are to provide the data. The fifth rule identifies the methods to be employed in reducing and analyzing the data. The sixth rule identifies the nature of contributions that the research will make to the advancement of knowledge. (Schlotfeldt, 1975, p. ) In nursing, disciplinary matrices are most clearly exemplified by such conceptual models as Johnson‘s (1980) Behavioral System Model, King’s (1981) Open Systems Model, Levine’s (1973) Conservation Model, Neuman’s (1982) Systems Model, Orem’s (1980) Self-care Model, Rogers’ (1980) Life Process Model, and Roy’s (1984) Adaptation Model. Each Image: The Journal of Nursing Scholarship Page 85 . . . nurse and client interactions are characterized by verbal and nonverbal communication, in which information i s exchanged and interpreted; by transactions, in which values, needs, and wants of each ember of the dyad are shared; by perceptions of nurse and client and the situation; by self in role of client and self in role of nurse; and by stressors influencing each person and the situation in time and space. – (p. 144) Orem’s ( 1 980) theory of nursing systems is another ex ample. This theory maintains that †nursing systems are formed when nurses use their abilities to prescribe, design, and provide nursing for legitimate patients (as individuals or groups) by performing discrete actions and systems of actions† (p. 29). Refinement of the Metaparadigm Metaparadigm of Nursing f these nursing models puts forth a distinctive frame of reference within which the metaparadigm phenomena are viewed. Each provides needed refinement of the metaparadigm by serving as a focus-†ruling some things in as relevent, and ruling others out due to their lesser importance† (Williams, 1979, p. 96). Conceptual models of nursing are beginning to make major contributions to the development of nursing theory. Theories derived directly from King’s model and from Orem’s model were identified earlier. A considerable amount of empirical work designed to test unique nursing theories as well as heories borrowed from other disciplines i s n ow bein g guided by nursing models. Some of the studies are listed in Table 2. TABLE 2 Examples of Research Derived From Conceptual Models of Nursing Oorothy Johnson’s BehavioralSystem Model -An instrument for theory and research development using the behavioral systems model for nursing: The cancer patient. Part I (Derdiarian, 1983). -An instrument for theory and research development using the behavioral systems model for nursing: The cancer patient. Part II (Derdiarian & Forsythe, 1983). -Achievement behavior in chronically ill children (Holaday, 1 974) Maternal response to their chronically ill infants’ attachment behavior of crying (Holaday, 1981) -Maternal conceptual set development: Identifyingpatterns of maternal response to chronically ill infant crying (Holaday, 1 982) -Development of a research tool: Patient indicators of nursing care (Majesky, Brester, & Nishio, 1 978) Myra Levine’s Conservation Model -Effects of lifting techniques on energy expenditure: A pr eliminary investigation (Geden, 1 982) – A comparision of two bearing-downtechniques during the second stage of labor (Yeates & Roberts, 1984) Betty Neuman’s Systems Model Effects of information on postsurgical coping (Ziemer. 1 983) Dorothea Orem’s Self-care Model -Application of Orem’s theoretical constructs to selfcare medication behaviors in the elderly (Harper, 1984) -Development of an instrument to measure exercise of self-care agency (Kearney & Fleischer, 1 979) Martha Roger’s Life Process Model -The relationship between identification and patterns of change in spouses’ body images during and after pregnancy (Fawcett, 1977) -Patients’ perceptions of time: Current research (Fitzpatrick, 1 980) -Reciprocy and helicy used t o relate mEGF and wound healing (Gill & Atwood, 1 981) Therapeutic touch as energy exchange: Testing the theory (Ouinn, 1 984) Callista Roy’s Adaptation Model -Needs of cesarean birth parents (Fawcett, 1 981) -An exploratory study of antenatal preparation for ce- Page 86 sarean birth (Fawcett & Burritt, in press) -Clinical tool development for adult chemotherapy patients: Process and content (Lewis, Firsich. & Parsell, 1 979) -Content analysis of interviews using a nursing model: A look at parents adapting to the impact of childhood cancer (Smith, Garvis, & Martinson, 1 983) Despite the contributions already made by nursing models to theory development, much more work i s needed.In particular, rules addressing methodology and instrumentation must be specified. Moreover, programs of research emanating from each model must be conducted to refute or validate nursing theories. Programmatic research probably i s carried out most expediently by communities of scientists. Hardy (1983) explained that each community of scientists i s . . . a g roup of persons w h o are aware of their uniqueness and the separate identity of their group. The have a special coherence which separates them from n eighboring groups, and this special bond means they have a shared set of values and a common commitment which operates as hey work together t o achieve a common goal. Coordination of their activities may include interaction among the coordination of institutions, organizations, groups, and individuals. Such coordinated groups hold a common perspective, common values and common bonds, a nd they have common sets of activities and functions which they carry out to achieve a common outcome. (p. 430) Each community of scientists, then, represents a distinctive subculture, or disciplinary matrix, of the parent discipline. It can be argued that communities of scientists may be formed outside the organizing framework of nursing models.However, it also can be argued that conceptual models of nursing, like the disciplinary matrices of other disciplines, are the most logical nuclei for communities of scientists. This argument i s supported by three facts. First, the curricula of most schools o f nursing now are based on conceptual models. Second, most graduate programs and many undergraduate programs offer courses dealing with the content and uses of nursing models. And third, clinical agencies are beginning to organize the delivery of nursing care according to the tenets of conceptual ‘models. image: The Journal of Nursing Scholarship Collectively, these facts mean that cademicians, students, clinicians, and administrators are thinking about nursing theory, nursing research, and nursing practice within the context of explicit conceptual models. It i s probable, then, that eventually the development of a ll nursing theory will be directed by nursing models. It may even by possible to categorize seemingly isolated past and current work according to conceptual models. This should provide more organization for extant nursing knowledge and should identify gaps and needed areas of inquiry more readily than is possible now. Moreover, such an endeavor should identify membe rs of different ommunities of scientists to each other as w ell as t o the larger scientific community. Exemplars S till further refinement of the metaparadigm i s needed a t the most restrictive level-that of the exemplar. Eckberg and Hill (1979) identified the function of an exemplar as permitting â€Å"a way of seeing one’s subject matter on a concrete level, thereby allowing puzzle solving to take place† (p. 927). They went on to explain: For a discipline to b e a science it must engage i n puzzle-solving activity; but puzzle solving can only be carried out if a community shares concrete puzzle solutions, or exemplars.It i s t he exemplar that i s i mportant, not merely the disciplinary matrix, and certainly not merely the general presuppositions of t he community [i. e. , the metaparadigm]. The latter may be important, but they do n ot direct ongoing, dayto-day research. (p. 927) There i s some evidence of exemplars in nursing. This includes but is not limited to Fitzpatrick’s (1980) programmatic research on time perception; studies o effects of information f about a threatening procedure on a patient’s responses to the procedure (e. g. , Hartfied, Cason, & Cason, 1982; Johnson, Fuller, Endress, & Rice, 1978; Ziemer, 19831, and investigations of actors contributing to the outcomes of social support (Barnard, Brandt, Raff, & Carroll, 1984 in press). These researchers are beginning to solve some of the major puzzles of nursing. However, more work i s needed to identify other puzzles and to develop methods for their solutions. Summer, 1984, Volume XVI, No. 3 Metaparadigm of Nursing Conclusion It is time to formally accept the central concepts and themes of nursing as the metaparadigm of the discipline. It i s also time to direct efforts toward furf ther refinement o this metaparadigm by developing specific rules for the empirical work needed to generate nd test nursing theories within the context of conceptual ‘models. The m etaparadigm must be refined still further through the developing of new puzzle-solving activities that will provide answers to the most pressing problems encountered by nurse clinicians, educators, and ddministrators. Any one of these activities would in itself make a significant contribution to the discipline; a ll three could quite possibly be the major accomplishments of the decade. ‘As used here, theory development reft. r to generation a nd testing of theory. and encornpasiei †ivory tower† theorizing as well as empirical rewarch.References American Nurses’ As5ocialion. Nursing: A social policy statement. Kansas City, Missouri: ANA, 1980. Barnard, K. E. Knowledge for practice: Direction5 for the future. Nursing Research, 1980. 29, 208-21 2. Barnard, K . E. , Brandt, P. , Raff. 8.. & Carroll, P. (Ed,. ). Social support and families of vulnerable infants. New York: March of Dimes, 1984. Brink, P. 1. Editorial. Western Journal of Nursing Research, 1980, 2, 665-666. Buih, H . A. Models for nursing. Advances i n Nursing Science, 1979, l ( 2 ) . 13-21. Chinn, P. L. Nursing theory development: Where we have been and where we are going.In N. L. Chaska (Ed. ), The nursing profession: A time to speak. New York: McCraw-Hill, 1983. Donaldson, S. K. , & Crowley, D. M . The discipline of nursing. Nursing Outlook, 1978, 26, 113-120. Eckberg, D. L .. & Hill, L. , Jr. The paradigm concept and sociology: A critical review. American Sociological Review, 1979, 44,925-937. Fawcett, 1. The â€Å"what† of theory development. In Theory developmenk What, why, how? (pp. 17-33). New York: National League for Nursing, 1978. Fawcett, 1. (1983). Hallmarks of success in nursing theory development. In P. L. Chinn, (Ed. ), Advances i n nursing theory development (pp. -17). Rockville, Maryland: Aspen. Feldrnan, H. R. Nursing research in the 1980s: Issues and implications. Advances in N ursing Science, 1980, 3(1);85-92. Fitzpatrick, 1. J . Patients perception s of time: Current research. International Nursing Review, 1980, 27, 148-153, 160. Flaskerud. 1. H. , & Halloran, E. J. Areas of agreement in nursing theory development. Advances in Nursing Science, 1980, 3(1), 1-7. Hardy. M. Metaparadigrnsand theory development. In N. L. Chaska (Ed. ), The nursing profession: A t ime t o speak. New York: McCraw-Hill, 1983. Hartfield. M. k Cason, C. L. , & Cason, C. J . Effects of , information about a threatening procedure on patients‘ expectations and emotional distress. Nursing Research, 1 982,31,202-206. lohnson, D. E . The behavioral system model for nursing. In J . P. Riehl & C. Roy, (Eds. ), Conceptual models for nursing practice (2nd ed. ). New York: Appleton-Century-Crofts, 1980. Johnson. 1 . E. , Fuller, S . 5.. Endress, M. P . , & Rice, V S. . Altering patients’ responses to surgery: An extension and replication. Research in Nursing and Health, 1978, 1 , 111-121. King. I. M. A theory for nursing: Systems, concepts, process. N ew York: Wiley, 1981. Neurnan, B .The Neuman systems model: Application t o nursing education and practice. New York: Appleton-Century-Crofts, 1982. Newrnan, M. A. Theory development in nursing. Philadelphia: F. A. Davis, 1979. Newrnan, M . A. The continuing revolution: A history of nursing science. I n N. L. Chaska (Ed. ), The nursing profession: A time t o speak. New York: McGrawHill, 1983. Nightingale, F. Notes on nursing: What it is, a nd what it i s not. London: Harrison, 1859. (Reprinted by L i p pincott, 1946) Orem, D. E. Nursing: Concepts of practice (2nd ed. ). New York: McCraw-Hill, 1980. Rogers, M. E . A n introduction to t he theoretical basisk f nursing. Philadelphia: F. A. Davis, 1970. Roy, C. I ntroduction to nursing: An adaptation model. (2nd Ed. ). Englewood Cliffs, New Jersey: PrenticeHall, 1984. Roy, C. Theory development in nursing: Proposal for direction. In N. L. Chaska (Ed. ), The nursing profession: A time t o speak. New York: McCraw-Hill, 1983. Roy, C. , & R oberts, S . L . Theory construction i n nursing: An adaptation model. Englewood Cliffs, New Jersey: Prentice-Hall, 1981. Schlotfeldt, R. M. The needs for a conceptual framework, In P . J. Verhonick (Ed. ), Nursing research I. Boston: Little, Brown. 1975. Stevens, 8. J. N ursing theory.Analysis, application, evaluation. Boston: Little, Brown, 1979. Walker, L. 0. Toward a clearer understanding of the concept of nursing theory. Nursing Research, 1971, 20, 428-435. Walker, L. 0. Theory and research in the development of nursing as a discipline: Retrospect and prospect. In N . L. Chaska (Ed. ), The nursing profession: A time to speak. New York: McCraw-Hill, 1983. Williams, C. A. The nature and development of conceptual frameworks. In F. S . Downs & I . W . Fleming, (Eds. ) Issues in nursing research. New York: Appleton-Century-Crofts, 1979. Ziemer, M. M. Providing patients with information rior t o surgery and the reported frequency of coping behaviors and development of symptoms foll ow ing surgery. Unpublished doctoral dissertation, University of Pennsylvania, 1982. A Response to D r. J . Fawcett’s Paper: â€Å"The Metaparadigm of Nursing: Present Status and Fut ure Refinement s† June N. Brodie, R. N. , Ph. D. D r. Fawcett’s formulation of a metaparadigm for nursing represents a commendable effort to consolidate competing nursing theories and encompasses enormous potential for the advancement of nursing knowledge, research, and practice meriting serious consideration by nursing une N . Brodie, R. N. , Ph. D . i s Associate Professor of Nursing Education, Teachers College, Columbia University. Summer, 1984, Volume XVI, No. 3 scholars. This response focuses on how she accomplished this task (what she did and how she did it as well as what she didn’t do and what needs to be done). Essentially Dr. Fawcett’s metaparadigm can be viewed as an evolution of a nursing metaparadigm and an organization of the growth of nursing knowledge rath er than as a completed and finalized product. To be more explicit, the basis of the paper exhibits the spirit of Darwinian Evolution and ould be treated as a manifestation of Image: The Journal of Nursing Scholarship a transitional phase i n the competition for the survival of the fittest (theory). The metaparadigm represents a serious and scholarly attempt to negotiate entry into a different level of the theoretical arena of nursing knowledge. This task was accomplished by examining the concepts derived from the phenomena of the discipline and converging these concepts into a context pertinent to the domain of nursing by providing a structure (a metaparadigm) that has the potential of consolidating disparate nursing theories into Page 87

Analysis Of The Poem My Island Home - 1009 Words

The southern country of Australia is an extremely unique place, both culturally and geographically. It is the only place in the world that is both a country and a continent. It is the home to diverse populations of both humans and wildlife, with several endemic species. Australia also contains a wide variety of landscapes, with snowy mountain ranges, beaches, and the famous Australian outback. Many Australians greatly embrace the distinct qualities that define Australia. This has led to a large movement of Australian nationalism, where citizens are proud to be a part of the country. These people have often used the arts as an outlet to express the loyalty that they have for their country. As a result, multitudes of art and literature have been created over the years that illustrate Australian pride. â€Å"My Island Home† is a song written about the impressive characteristics of Coastal Australia. The narrator reveals how he greatly enjoys his house on the sea. Althoug h this seems like a specific situation, it is an experience that many Australians can relate to. Lots of citizens appreciate the attractive landscapes that make up the country. The fact that there is no other place with the same geographical characteristics is a source of national pride for the Australian people. Although they could live in a larger, more developed country, some of them choose not to because of the appealing, unique features that exist only on the Australian continent. One way that aShow MoreRelatedThe Great Gatsby By F. Fitzgerald1302 Words   |  6 Pagescorruption of those too ignorant to see themselves become blind. The American Dream cannot be achieved, as portrayed in the two texts â€Å"The Great Gatsby† (Scott F. Fitzgerald), and the acclaimed poem â€Å"19† (W. H. Auden), as proven by the use of green light, the role of religion and strong imagery in society and analysis of the lives of those both lavished alongside those who possess only their pity for one’s self. Firstly, Green is represented in The Great Gatsby as a symbol of Gatsby’s unacquaintedRead MoreReoccurring Themes in the Work of Langston Hughes Essay1649 Words   |  7 Pagespeople who have the most reason to despair but show the least evidence of it† (Bloom, â€Å"Thematic Analysis of the ‘Weary Blues’† 14). He tells the story of their life and times to voice his displeasure with the oppression of blacks (â€Å"Langston Hughes† 792). His work opens the public’s eye about what it is like to be black in America (â€Å"Langston Hughes† 792). In Hughes’ short poem â€Å"Harlem,† the speaker of the poem questions how the African American dream of equal opportunity is being constantly deferredRead MoreThe Truth Behind The Myth1471 Words   |  6 Pagesas the poems of Homer. 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In the unraveling of these adventures, the reader is immersed in a world of heroic feats, strange creatures and lustful gods. However, behind all the myths and legends, there are a wide variety of underlying themes and concepts, which not only develop the plot andRead MoreThe Muse of History by Derek Walcott1751 Words   |  7 PagesJune D. Bobb, quotes Brathwaite: Slowly, ever so slowly†¦.I was coming to an awareness†¦of cultural wholeness, of the place of the individual within the tribe†¦.I came to a sense of identification with these people, my living diviners. I came to connect my history with theirs, the bridge of my mind was linking Atlantic and ancestor, homeland and heartland. (qtd. in Bobb 9) Walcott too believes that an artist has to arrive a voice that represents the people. In order to arrive at this voice, we must â€Å"knowRead More Nuala Nà ­ Dhomhnaill’s The Astrakhan Cloak Essay2381 Words   |  10 Pagescollection of poems by Nuala Nà ­ Dhomhnaill. 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The purpose of this paper is to convey my personal feelings towards this work, war and how it is not the answer, and tying in my visit to the McNay Art Museum back to aspects of warRead MoreWhat Role Did England Have Over Ireland During The Time Period Known As The Great Famine?1557 Words   |  7 Pagesbusiness, taxes were enforced. These Poor Laws reflected those of England, where taxes were levied to fundraise workhouses (Stork). Because many of the tenants couldn’t pay the higher rent to their landlords, they were forcibly evicted out of their homes, leaving them hungry and homeless. Stemming from the Poor Laws came the Gregory clause. If someone owned more than a quarter of an acre of land, they were no longer able to collect relief. This in turn, forced those who owned more than a quarter of

The Dynamics between Men and Women - 718 Words

Gender The dynamic between male and female is extremely complex. Over the course of human history, men have primarily dominated over women in nearly every aspect of human interaction and daily life. Despite the large progress that has been made in recent decades, women are still heavily subordinated by the male gender both in the workforce and in the private sphere. Examples of this domination of men can be seen in many aspects of everyday life including: interpersonal and social interaction, family, among peers, in education, and in the media. The interpersonal and social interaction of male and female is proven to be highly dominated by the male gender. The ways that people describe one another are based on the differences that are identifiable by physical and mental individualities. Richardson uses language to illustrate interaction which is ingrained in the psychology of the society. Men are stronger than women and therefore it is mankind which dominates. This is also illustrated in th e iconography of advertising where women are often seen handcuffed, gagged, and in some way physically suppressed by the dominant male. Society is patriarchal and male domination is a factor in everything, including the family setting. In the past, the father was seen as the authority figure and disciplinarian while the mothers job was to cook and clean. This is visible in advertising where the proper woman is wife and mother, cleaning house in heels and pearls while cooking aShow MoreRelatedThe Social Dynamics Between Men And Women Of The 1920s1436 Words   |  6 Pageslover s passion, his devotion, his doggedness, but in life, especially today, wouldn t we call them stalkers and stop far short of praising their virtues? It is often difficult to draw a fine line between both a romantic and a fool. I have not really studied the social dynamics between men and women of the 1920s, but to today’s standards Jay Gatsby stands more toward a fool.The general argument made by many c ritics of Jay Gatsby is his efforts to pronounce his undying love towards Daisy BuchananRead MoreAnalysis Of Beyond The Veil By Fatima Mernissi1240 Words   |  5 Pagespundits specifically by men for their own personal benefits. In Fatima Mernissi’s book Beyond the Veil: Male-Female Dynamics in Modern Muslim Society, Fatima Mernissi focuses on sexual relations between men and women and how it effects societal dynamics. In the novel, Fatima Mernissi attempts to narrate the sexual inequality of women in the Muslim world and explores deeply in male-female relationships as a component of the Muslim society. She fears that the involvement between a man and a woman, whichRead MoreFeminism In Beyond The Veil1305 Words   |  6 Pagespundits specifically by men for their own personal benefits. 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Spenser compares women to hunters when he describes the tactic used by women to attract men. Spenser formerly goes on to describe the feelings that comeRead MoreAn Analysis Of Susan Glaspell s Trifles 1606 Words   |  7 PagesThe play Trifles written by Susan Glasp ell is a mystery story of a murder that takes place in a small farming town. At the time the play was written women in the united states were still not given the opportunity to vote. It is through the mystery of this murder that we find the role of gender to be a major factor throughout the entirety of the play. In the play, we are given tandems of females and males to follow as they seek to solve the mystery of how Mrs. Wright’s husband was murdered. TheRead MoreIs Sexism Still a Force in Our Culture?1212 Words   |  5 Pagesin Our Culture? Sexism against women has been prevalent for hundreds of years, despite the fact that there is nothing inherently sexist about human existence, or that of other animals. 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Each one of us has a sex, a gender, and a gender identity that are all aspects of our sexuality. These aspects describe who we are, in different personalities and attributes but related. Society’s categories for what is masculine and feminine mayRead MoreThe Institutions Of Classroom Dynamics944 Words   |  4 PagesThe institutions of classroom dynamics in educational settings reveal social differences in the American educational system. Within the American educational system, students and teachers alike are subject to both visible and invisible forms of inequality and difference. Within this system, concepts, such as the double bind, subordination of women, and androcentrism expose how both student/teacher dynamics and student/student dynamics define gendered boundaries. Moreover, these boundaries perpetuate

The Tell Tale Heart By Edgar Allan Poe - 853 Words

hrough the first person narrator, Edgar Allan Poe s The Tell-Tale Heart illustrates how man s imagination is capable of being so vivid that it profoundly affects people s lives. The manifestation of the narrator s imagination unconsciously plants seeds in his mind, and those seeds grow into an unmanageable situation for which there is no room for reason and which culminates in murder. The narrator takes care of an old man with whom the relationship is unclear, although the narrator s comment of For his gold I had no desire (Poe 34) lends itself to the fact that the old man may be a family member whose death would monetarily benefit the narrator. Moreover, the narrator also intimates a caring relationship when he says, I loved the old man. He had never wronged me. He had never given me insult (34). The narrator s obsession with the old man s eye culminates in his own undoing as he is engulfed with internal conflict and his own transformation from confidence to guilt. The fixation on the old man s vulture-like eye forces the narrator to concoct a plan to eliminate the old man. The narrator confesses the sole reason for killing the old man is his eye: Whenever it fell upon me, my blood ran cold; and so by degrees - very gradually - I made up my mind to rid myself of the eye for ever (34). The narrator begins his tale of betrayal by trying to convince the reader he is not insane, but the reader quickly surmises the narrator indeed is out of control. TheShow MoreRelatedThe Tell Tale Heart By Edgar Allan Poe1161 Words   |  5 PagesOut of a vast quantity of these English historians, one stood out to me, his name is Edgar Allan Poe. Poe’s writing had its own unique gothic and horror style. The story, The Tell-Tale Heart is one of his very popular pieces of literature, it not only tells a story, but uses Poe’s unique style of writing to silently incorporate different genres, themes, and symbolism to create a sub-story within the text it self. Poe was born in Boston Massachusetts on January 19, 1809. At the young age of just 2 yearsRead MoreThe Tell Tale Heart By Edgar Allan Poe1569 Words   |  7 PagesIn the short story â€Å"The Tell-Tale Heart,† author Edgar Allan Poe employs several literary devices such as symbolism, allegory, and imagery. These devices enable us to see and better comprehend the story’s events through the eyes of the narrator. The narrator explains that he is extremely nervous but clarifies that he is not insane; he even goes so far as to share an event from his past to prove that he is not crazy. He believes that he loves the old man and has nothing against him except his horribleRead MoreThe Tell Tale Heart By Edgar Allan Poe Essay1477 Words   |  6 Pagesyourself and others that you weren’t in the wrong for doing something bad? Well, the narrator in the story The Tell-Tale Heart does. Edgar Allan Poe is known to write stories that are of Dark Romanticism. Dark romanticism is a literary genre that showcases gothic stories that portray torture, insanity, murder, and revenge. The story â€Å"The Tell-Tale Heart† is no different. Edgar Allan Poe does a great job with making the readers wonder throughout this short story. This allegory makes reader’s questionsRead MoreThe Tell Tale Heart By Edgar Allan Poe1502 Words   |  7 PagesThe author Edgar Allan Poe created a beautiful writing piece called â€Å"Tell Tale Heart†, which included literal elements such as mood, tone, and point of view. The story included a tremulous mood for the reader to be able to feel the excitement of the story. According to the text â€Å"Tell Tale Heart†, it states â€Å"And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror.† This illustrates that the details of the storyRead MoreThe Tell Tale Heart By Edgar Allan Poe986 Words   |  4 Pagesbade the gentlemen welcome. The shriek, I said, was my own in a dream.† The Tell Tale Heart is one of Edger Allan Poe’s most famous and creepiest stories. The premise of this gothic short story is that a man’s own insanity gives him away as a murderer. By using the narrators own thoughts as the story Poe displays the mental instability and the unique way of creating a gothic fiction. While other stories written by Poe reflect this same gothic structure and questionable sanity, this story has aRead MoreThe Tell Tale Heart By Edgar Allan Poe1133 Words   |  5 Pages Written in 1843, The Tell-Tale Heart by Edgar Allan Poe incorporates nearly all of the gothic elements. While this piece of art may not contain all of the gothic elements, it is the epitome of a gothic short story. In The Tell-Tale Heart, the setting seems to be inside an old house, which strengthens the atmosphere of mystery and suspense. The madness and overall insanity of the narrator illustrates the sense of high, overwrought emotion. The presence of creaking hinges and the darkness representRead MoreThe Tell Tale Heart By Edgar Allan Poe1644 Words   |  7 Pages Edgar Allan Poe was a prominent American writer whose writing reflected his tragic life. He began to sell short stories for profit after being forced to leave United States Military Academy for lack of financial support. Over the next decade, Poe published some of his best-known works, including The Fall of the House of Usher (1839), The Raven (1845), and The Cask of Amontillado (1846). It is in these stories that Po e established his unique dark writing style that often have the recurring themeRead MoreThe Tell Tale Heart By Edgar Allan Poe1030 Words   |  5 PagesA Guilty- Mad Heart â€Å"Burduck then goes on to ponder how Poe used cultural anxieties and psychological panic to advantage.† (Grim Phantasms, G.A. Cevasco). In The Tell-Tale Heart by Edgar Allan Poe, a nameless man narrates the story of how he murdered an elderly man because of his eyes. In his short story The Tell-Tale Heart, Poe shows the themes of guilt and the descent into madness through the narrator, in this gothic horror story. Edgar Allan Poe wrote many gothic tales throughout his lifeRead MoreThe Tell Tale Heart By Edgar Allan Poe879 Words   |  4 PagesIn between guilt, paranoia and obsession The Tell-Tale Heart by Edgar Allan Poe uses several literary elements to support the themes of the story. The story is based on a gruesome murder of an old man. The author uses madness, obsession and guilt as themes to prove how the narrator is truly twisted and insane. Madness is the first theme of the story; in the beginning the narrator tries to convince the audience he is not mad (insane). â€Å"TRUE!... nervous very, very nervous I had been and am; but whyRead MoreA Tell Tale Heart By Edgar Allan Poe1156 Words   |  5 Pagescontain some level of madness. For example in the short stories â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman â€Å"The Tell-Tale Heart† by Edgar Allan Poe, both of the main character in these stories believe that they are perfectly wise, but their out of control behaviors proves that they’re mentally ill or to be more specific insane. In the short story â€Å"A tell-tale heart† the unknown narrator is telling us a story about his neighbor who is an old man but his of a vulture: blue pale eye is what

Part Four Chapter III Free Essays

III Andrew had spent hours deciding which clothes he ought to wear for his first day’s work at the Copper Kettle. His final choice was draped over the back of the chair in his bedroom. A particularly angry acne pustule had chosen to bring itself to a shiny tight peak on his left cheek, and Andrew had gone so far as to experiment with Ruth’s foundation, which he had sneaked out of her dressing-table drawer. We will write a custom essay sample on Part Four Chapter III or any similar topic only for you Order Now He was laying the kitchen table on Friday evening, his mind full of Gaia and the seven solid hours of close proximity to her that were within touching distance, when his father returned from work in a state that Andrew had never seen before. Simon seemed subdued, almost disorientated. ‘Where’s your mother?’ Ruth came bustling out of the walk-in pantry. ‘Hello Si-Pie! How – what’s wrong?’ ‘They’ve made me redundant.’ Ruth clapped her hands to her face in horror, then dashed to her husband, threw her arms around his neck and drew him close. ‘Why?’ she whispered. ‘That message,’ said Simon. ‘On that fucking website. They pulled in Jim and Tommy too. It was take redundancy or we’ll sack you. And it’s a shitty deal. It’s not even what they gave Brian Grant.’ Andrew stood perfectly still, calcifying slowly into a monument of guilt. ‘Fuck,’ said Simon, into Ruth’s shoulder. ‘You’ll get something else,’ she whispered. ‘Not round here,’ said Simon. He sat down on a kitchen chair, still in his coat, and stared across the room, apparently too stunned to speak. Ruth hovered around him, dismayed, affectionate and tearful. Andrew was glad to detect in Simon’s catatonic gaze a whiff of his usual ham theatrics. It made him feel slightly less guilty. He continued to lay the table without saying a word. Dinner was a subdued affair. Paul, apprised of the family news, looked terrified, as though his father might accuse him of causing it all. Simon acted like a Christian martyr through the first course, wounded but dignified in the face of unwarranted persecution, but then – ‘I’ll pay someone to punch the fucker’s fat face through the back of his neck,’ he burst out as he spooned apple crumble into himself; and the family knew that he meant Howard Mollison. ‘You know, there’s been another message on that council website,’ said Ruth breathlessly. ‘It’s not only you who’s had it, Si. Shir – somebody told me at work. The same person – The Ghost of Barry Fairbrother – has put up something horrible about Dr Jawanda. So Howard and Shirley got someone in to look at the site, and he realized that whoever’s doing these messages has been using Barry Fairbrother’s log-in details, so to be safe, they’ve taken them off the – the database or something – ‘ ‘And will any of this get me my fucking job back?’ Ruth did not speak again for several minutes. Andrew was unnerved by what his mother had said. It was worrying that The_Ghost_of_Barry_Fairbrother was being investigated, and unnerving that somebody else had followed his lead. Who else would have thought of using Barry Fairbrother’s log-in details but Fats? Yet why would Fats go for Dr Jawanda? Or was it just another way of getting at Sukhvinder? Andrew did not like it at all †¦ ‘What’s the matter with you?’ Simon barked across the table. ‘Nothing,’ Andrew muttered, and then, backtracking, ‘it’s a shock, isn’t it †¦ your job †¦Ã¢â‚¬â„¢ ‘Oh, you’re shocked, are you?’ shouted Simon, and Paul dropped his spoon and dribbled ice cream down himself. ‘(Clean it up, Pauline, you little pansy!) Well, this is the real world, Pizza Face!’ he shouted at Andrew. ‘Fuckers everywhere trying to do you down! So you,’ he pointed across the table at his eldest son, ‘you get some dirt on Mollison, or don’t bother coming home tomorrow!’ ‘Si – ‘ Simon pushed his chair away from the table, threw down his own spoon, which bounced onto the floor with a clatter, and stalked from the room, slamming the door behind him. Andrew waited for the inevitable, and was not disappointed. ‘It’s a terrible shock for him,’ a shaken Ruth whispered at her sons. ‘After all the years he’s given that company †¦ he’s worried how he’s going to look after us all †¦Ã¢â‚¬â„¢ When the alarm rang at six thirty the next morning, Andrew slammed it off within seconds and virtually leapt out of bed. Feeling as though it was Christmas Day, he washed and dressed at speed, then spent forty minutes on his hair and face, dabbing minuscule amounts of foundation onto the most obvious of his spots. He half expected Simon to waylay him as he crept past his parents’ room, but he met nobody, and after a hasty breakfast he wheeled Simon’s racing bicycle out of the garage and sped off down the hill towards Pagford. It was a misty morning that promised sunshine later. The blinds were still down in the delicatessen, but the door tinkled and gave when he pushed it. ‘Not this way!’ shouted Howard, waddling towards him. ‘You come in round the back! You can leave the bike by the bins, get it away from the front!’ The rear of the delicatessen, reached by a narrow passageway, comprised a tiny dank patch of stone-paved yard, bordered by high walls, sheds with industrial-sized metal bins and a trapdoor that led down vertiginous steps to a cellar. ‘You can chain it up somewhere there, out of the way,’ said Howard, who had appeared at the back door, wheezing and sweaty-faced. While Andrew fumbled with the padlock on the chain, Howard dabbed at his forehead with his apron. ‘Right, we’ll start with the cellar,’ he said, when Andrew had secured the bicycle. He pointed at the trapdoor. ‘Get down there and see the layout.’ He bent over the hatch as Andrew climbed down the steps. Howard had not been able to climb down into his own cellar for years. Maureen usually tottered up and down the steps a couple of times a week; but now that it was fully stocked with goods for the cafe, younger legs were indispensible. ‘Have a good look around,’ he shouted at the out-of-sight Andrew. ‘See where we’ve got the gateaux and all the baked goods? See the big bags of coffee beans and the boxes of teabags? And in the corner – the toilet rolls and the bin bags?’ ‘Yeah,’ Andrew’s voice echoed up from the depths. ‘You can call me Mr Mollison,’ said Howard, with a slightly tart edge to his wheezy voice. Down in the cellar, Andrew wondered whether he ought to start straight away. ‘OK †¦ Mr Mollison.’ It sounded sarcastic. He hastened to make amends with a polite question. ‘What’s in these big cupboards?’ ‘Have a look,’ said Howard impatiently. ‘That’s what you’re down there for. To know where you put everything and where you get it from.’ Howard listened to the muffled sounds of Andrew opening the heavy doors, and hoped that the boy would not prove gormless or need a lot of direction. Howard’s asthma was particularly bad today; the pollen count was unseasonably high, on top of all the extra work, and the excitement and petty frustrations of the opening. The way he was sweating, he might need to ring Shirley to bring him a new shirt before they unlocked the doors. ‘Here’s the van!’ Howard shouted, hearing a rumble at the other end of the passageway. ‘Get up here! You’re to carry the stuff down to the cellar and put it away, all right? And bring a couple of gallons of milk through to me in the cafe. You got that?’ ‘Yeah †¦ Mr Mollison,’ said Andrew’s voice from below. Howard walked slowly back inside to fetch the inhaler that he kept in his jacket, which was hanging up in the staff room behind the delicatessen counter. Several deep breaths later, he felt much better. Wiping his face on his apron again, he sat down on one of the creaking chairs to rest. Several times since he had been to see her about his skin rash, Howard had thought about what Dr Jawanda had said about his weight: that it was the source of all his health problems. Nonsense, obviously. Look at the Hubbards’ boy: built like a beanpole, and shocking asthma. Howard had always been big, as far back as he could remember. In the very few photographs taken of him with his father, who had left the family when Howard was four or five, he was merely chubby. After his father had left, his mother had sat him at the head of the table, between herself and his grandmother, and been hurt if he did not take seconds. Steadily he had grown to fill the space between the two women, as heavy at twelve as the father who had left them. Howard had come to associate a hearty appetite with manliness. His bulk was one of his defining characteristics. It had been built with pleasure, by the women who loved him, and he thought it was absolutely characteristic of Bends-Your-Ear, that emasculating killjoy, that she wanted to strip him of it. But sometimes, in moments of weakness, when it became difficult to breathe or to move, Howard knew fear. It was all very well for Shirley to act as though he had never been in danger, but he remembered long nights in the hospital after his bypass, when he had not been able to sleep for worry that his heart might falter and stop. Whenever he caught sight of Vikram Jawanda, he remembered that those long dark fingers had actually touched his naked, beating heart; the bonhomie with which he brimmed at each encounter was a way of driving out that primitive, instinctive terror. They had told him at the hospital afterwards that he needed to lose some weight, but he had dropped two stone naturally while he was forced to live off their dreadful food, and Shirley had been intent on fattening him up again once he was out †¦ Howard sat for a moment more, enjoying the ease with which he breathed after using his inhaler. Today meant a great deal to him. Thirty-five years previously, he had introduced fine dining to Pagford with the elan of a sixteenth-century adventurer returning with delicacies from the other side of the world, and Pagford, after initial wariness, had soon begun to nose curiously and timidly into his polystyrene pots. He thought wistfully of his late mother, who had been so proud of him and his thriving business. He wished that she could have seen the cafe. Howard heaved himself back to his feet, took his deerstalker from its hook and placed it carefully on his head in an act of self-coronation. His new waitresses arrived together at half-past eight. He had a surprise for them. ‘Here you are,’ he said, holding out the uniforms: black dresses with frilly white aprons, exactly as he had imagined. ‘Ought to fit. Maureen reckoned she knew your sizes. She’s wearing one herself.’ Gaia forced back a laugh as Maureen stalked into the delicatessen from the cafe, smiling at them. She was wearing Dr Scholl’s sandals over her black stockings. Her dress finished two inches above her wrinkled knees. ‘You can change in the staff room, girls,’ she said, indicating the place from which Howard had just emerged. Gaia was already pulling off her jeans beside the staff toilet when she saw Sukhvinder’s expression. ‘Whassamatter, Sooks?’ she asked. The new nickname gave Sukhvinder the courage to say what she might otherwise have been unable to voice. ‘I can’t wear this,’ she whispered. ‘Why?’ asked Gaia. ‘You’ll look OK.’ But the black dress had short sleeves. ‘I can’t.’ ‘But wh – Jesus,’ said Gaia. Sukhvinder had pulled back the sleeves of her sweatshirt. Her inner arms were covered in ugly criss-cross scars, and angry fresh-clotted cuts travelled up from her wrist to her inner arm. ‘Sooks,’ said Gaia quietly. ‘What are you playing at, mate?’ Sukhvinder shook her head, with her eyes full of tears. Gaia thought for a moment, then said, ‘I know – come here.’ She was stripping off her long-sleeved T-shirt. The door suffered a big blow and the imperfectly closed bolt shot open: a sweating Andrew was halfway inside, carrying two weighty packs of toilet rolls, when Gaia’s angry shout stopped him in his tracks. He tripped out backwards, into Maureen. ‘They’re changing in there,’ she said, in sour disapproval. ‘Mr Mollison told me to put these in the staff bathroom.’ Holy shit, holy shit. She had been stripped to her bra and pants. He had seen nearly everything. ‘Sorry,’ Andrew yelled at the closed door. His whole face was throbbing with the force of his blush. ‘Wanker,’ muttered Gaia, on the other side. She was holding out her T-shirt to Sukhvinder. ‘Put it on underneath the dress.’ ‘That’ll look weird.’ ‘Never mind. You can get a black one for next week, it’ll look like you’re wearing long sleeves. We’ll tell him some story †¦Ã¢â‚¬â„¢ ‘She’s got eczema,’ Gaia announced, when she and Sukhvinder emerged from the staff room, fully dressed and aproned. ‘All up her arms. It’s a bit scabby.’ ‘Ah,’ said Howard, glancing at Sukhvinder’s white T-shirted arms and then back at Gaia, who looked every bit as gorgeous as he had hoped. ‘I’ll get a black one for next week,’ said Sukhvinder, unable to look Howard in the eye. ‘Fine,’ he said, patting Gaia in the small of her back as he sent the pair of them through to the cafe. ‘Brace yourselves,’ he called to his staff at large. ‘We’re nearly there †¦ doors open, please, Maureen!’ There was already a little knot of customers waiting on the pavement. A sign outside read: The Copper Kettle, Opening Today – First Coffee Free! Andrew did not see Gaia again for hours. Howard kept him busy heaving milk and fruit juices up and down the steep cellar steps, and swabbing the floor of the small kitchen area at the back. He was given a lunch break earlier than either of the waitresses. The next glimpse he got of her was when Howard summoned him to the counter of the cafe, and they passed within inches of each other as she walked in the other direction, towards the back room. ‘We’re swamped, Mr Price!’ said Howard, in high good humour. ‘Get yourself a clean apron and mop down some of these tables for me while Gaia has her lunch!’ Miles and Samantha Mollison had sat down with their two daughters and Shirley at a table in the window. ‘It seems to be going awfully well, doesn’t it?’ Shirley said, looking around. ‘But what on earth is that Jawanda girl wearing under her dress?’ ‘Bandages?’ suggested Miles, squinting across the room. ‘Hi, Sukhvinder!’ called Lexie, who knew her from primary school. ‘Don’t shout, darling,’ Shirley reproved her granddaughter, and Samantha bristled. Maureen emerged from behind the counter in her short black dress and frilly apron, and Shirley corpsed into her coffee. ‘Oh dear,’ she said quietly, as Maureen walked towards them, beaming. It was true, Samantha thought, Maureen looked ridiculous, especially next to a pair of sixteen-year-olds in identical dresses, but she was not going to give Shirley the satisfaction of agreeing with her. She turned ostentatiously away, watching the boy mopping tables nearby. He was spare but reasonably broad-shouldered. She could see his muscles working under the loose T-shirt. Incredible to think that Miles’ big fat backside could ever have been that small and tight – then the boy turned into the light and she saw his acne. ‘Not half bad, is it?’ Maureen was croaking to Miles. ‘We’ve been full all day.’ ‘All right, girls,’ Miles addressed his family, ‘what’ll we have to keep up Grandpa’s profits?’ Samantha listlessly ordered a bowl of soup, as Howard waddled through from the delicatessen; he had been striding in and out of the cafe every ten minutes all day, greeting customers and checking the flow of cash into the till. ‘Roaring success,’ he told Miles, squeezing in at their table. ‘What d’you think of the place, Sammy? You haven’t seen it before, have you? Like the mural? Like the china?’ ‘Mm,’ said Samantha. ‘Lovely.’ ‘I was thinking about having my sixty-fifth here,’ said Howard, absent-mindedly scratching at the itch Parminder’s creams had not yet cured, ‘but it’s not big enough. I think we’ll stick with the church hall.’ ‘When’s that, Grandpa?’ piped up Lexie. ‘Am I coming?’ ‘Twenty-ninth, and what are you now – sixteen? Course you can come,’ said Howard happily. ‘The twenty-ninth?’ said Samantha. ‘Oh, but †¦Ã¢â‚¬â„¢ Shirley looked at her sharply. ‘Howard’s been planning this for months. We’ve all been talking about it for ages.’ ‘†¦ that’s the night of Libby’s concert,’ said Samantha. ‘A school thing, is it?’ asked Howard. ‘No,’ said Libby, ‘Mum’s got me tickets for my favourite group. It’s in London.’ ‘And I’m going with her,’ said Samantha. ‘She can’t go alone.’ ‘Harriet’s mum says she could – ‘ ‘I’m taking you, Libby, if you’re going to London.’ ‘The twenty-ninth?’ said Miles, looking hard at Samantha. ‘The day after the election?’ Samantha let loose the derisive laugh that she had spared Maureen. ‘It’s the Parish Council, Miles. It’s not as though you’ll be giving press conferences.’ ‘Well, we’ll miss you, Sammy,’ said Howard, as he hauled himself up with the aid of the back of her chair. ‘Best get on †¦ all right, Andrew, you’re done here †¦ go and see if we need anything up from the cellar.’ Andrew was forced to wait beside the counter while people passed to and from the bathroom. Maureen was loading up Sukhvinder with plates of sandwiches. ‘How’s your mother?’ she asked the girl abruptly, as though the thought had just occurred to her. ‘Fine,’ said Sukhvinder, her colour rising. ‘Not too upset by that nasty business on the council website?’ ‘No,’ said Sukhvinder, her eyes watering. Andrew proceeded out into the dank yard, which, in the early afternoon, had become warm and sunny. He had hoped that Gaia might be there, taking a breath of fresh air, but she must have gone into the staff room in the deli. Disappointed, he lit up a cigarette. He had barely inhaled when Gaia emerged from the cafe, finishing her lunch with a can of fizzy drink. ‘Hi,’ said Andrew, his mouth dry. ‘Hi,’ she said. Then, after a moment or two: ‘Hey, why’s that friend of yours such a shit to Sukhvinder? Is it personal or is he racist?’ ‘He isn’t racist,’ said Andrew. He removed the cigarette from his mouth, trying to keep his hands from trembling, but could not think of anything else to say. The sunshine reflected off the bins warmed his sweaty back; close proximity to her in the tight black dress was almost overwhelming, especially now that he had glimpsed what lay beneath. He took another drag of the cigarette, not knowing when he had felt so bedazzled or so alive. ‘What’s she ever done to him, though?’ The curve of her hips to her tiny waist; the perfection of her wide, flecked eyes over the can of Sprite. Andrew felt like saying, Nothing, he’s a bastard, I’ll hit him if you let me touch you †¦ Sukhvinder emerged into the yard, blinking in the sunlight; she looked uncomfortable and hot in Gaia’s top. ‘He wants you back in,’ she said to Gaia. ‘He can wait,’ said Gaia coolly. ‘I’m finishing this. I’ve only had forty minutes.’ Andrew and Sukhvinder contemplated her as she sipped her drink, awed by her arrogance and her beauty. ‘Was that old bitch saying something to you just then, about your mum?’ Gaia asked Sukhvinder. Sukhvinder nodded. ‘I think it might’ve been his mate,’ she said, staring at Andrew again, and he found her emphasis on his positively erotic, even if she meant it to be derogatory, ‘who put that message about your mum on that website.’ ‘Can’t’ve been,’ said Andrew, and his voice wobbled slightly. ‘Whoever did it went after my old man, too. Couple of weeks ago.’ ‘What?’ asked Gaia. ‘The same person posted something about your dad?’ He nodded, relishing her interest. ‘Something about stealing, wasn’t it?’ asked Sukhvinder, with considerable daring. ‘Yeah,’ said Andrew. ‘And he got the sack for it yesterday. So her mum,’ he met Gaia’s blinding gaze almost steadily, ‘isn’t the only one who’s suffered.’ ‘Bloody hell,’ said Gaia, upending the can and throwing it into a bin. ‘People round here are effing mental.’ How to cite Part Four Chapter III, Essay examples