Analysis: Ernest Hemingway’s The Indian Camp Essay

The short story â€Å"Indian Camp† is written by Ernest Hemingway. It is written in 1921 and takes place in North America. â€Å"Indian Camp† is about a young boy named Nick, who travels with his father and Uncle George to an Indian Camp to help an Indian girl, who has been in a painful labor for two days. Nick’s father performs a very primitive cesarean, and in meantime the woman’s husband commits suicide by cutting his throat. My intention with this essay is first to make a charactersation of the most important characters of the story. Afterwards I would like to make a short analysis of the structure, narrator and language. And at last I intend to make an interpretation of the theme of â€Å"Indian Camp†. The main character of the story is Nick, and the description of him is made implicit. We know that he is a boy, who has a great relationship with his father: â€Å"Nick lay back with his father’s arm around him. † p. 1, l. 9. He is a young boy, about 8-10 years, because he is old enough to see the cesarean, but not the suicide. Nick is very brave, because he tackles the whole situation without crying and screaming. He thinks a lot and reflex on life, which is seen in the end, when he keeps asking about life and death. Nick is a complex character, because he goes through a development. In the beginning of the story he is sitting next to his father in the stern of the boat, and he doesn’t really know what a birth is, but in the end he is sitting in front of his father in the boat and is sure about what life is. Nick’s father is a flat character. He is middle-age since he has a son and a long education. He is proud of being a doctor, which is seen, when he teaches Nick about the birth. He cares a lot about his son, because he apologize him for taking him to the Indian Camp. He wants to avoid making him nervous, so he only tells him a few necessary things about the trip. Uncle George doesn’t have an active role in the story. But it seems as if he has a friendly relationship with the Indians, because he is already in the camp in the beginning of the story, and he stays there after the birth. There are many signs, that he might be the father of the baby. He stands next to the woman under the birth, and when she bites him, she smiles. Her husband commits suicide. He was maybe ashamed of his wife being together with another man. Another sign could be, that in America they have a tradition that you hand out a cigar, when you become a father. â€Å"Uncle George gave both the Indians cigars. † p. 2, l. 3. Ernest Hemingway choice of narrator and languages is focused by, that we have to think self and read between the lines. He has used a 3th person omniscient narrator seen from Nick’s point of view. But sometimes the narrator changes to someone else’s point of view: Nick’s father is not â€Å"the father† but suddenly â€Å"the doctor†. Uncle George looked at his arm. † p. 4, l. 10. Nick doesn’t see this, because he isn’t in the room. The language in â€Å"Indian Camp† is objective. There isn’t used many adjectives and there is much direct speak. The whole story starts in a boat and ends in a boat. It has the structure: home-out-home, where there at home is cosmos and out chaos. Nick’s goes through his development, when he is out in chaos. The story starts in media-res and it has an open ending. Indian Camp† has many themes. Growing up is a good theme for this story, because Nick goes through the development from child to an adult. It could also be life and death, as a man dies and a baby is born. Another theme could be the bond between Nick and his father and how it clearly changes after the suicide. His father sees how important it is to protect the one you love and therefore apologizes to Nick. Ernest Hemingway’s short story is about how a child deals the â€Å"real tough† life and also about the secession process from parents and develops.

Educational Psychology study Essay

The study was done by Penny Clunies-Ross, Emma Little and Mandy Kienhuis, (2008). It is titled ‘Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior’. The study was done with primary school teachers in Australia and examined the teachers’ self-report on the behavior management strategies that they use in the classroom and how these affect their stress level and the students’ behavior. The literature reviewed for this study discussed research done in four areas which were used as the theoretical base for the study. One is the level of disruptive behavior in schools. The second is the teacher stress and its causes. Third is the relationship between the two. And fourth is the type of classroom strategies that teachers use which are categorized as proactive and reactive. The proactive strategies have been described as a more positive approach that is preventive. The reactive strategies are more negative and remedial. The proactive strategies have been found to be more effective. This study therefore aims to â€Å"investigate the relationship between primary school teachers’ self-reported and actual use of management strategies, and to identify how the use of proactive and reactive strategies is related to teacher stress and student behavior†. The hypothesis was that using reactive strategies would result in higher levels of teacher stress and lower on-task behavior of the students. Also that using proactive strategies would result in lower levels of teacher stress and higher on-task behavior of the students. The sample was obtained by contacting principals of the schools. First convenience sampling was used, and then random phone calls to ensure that five schools from each district in Melbourne were included in the study. Data was collected by questionnaires to all teachers and observations of those who volunteered to participate. The data was collected and analyzed by SPSS. In general the results showed that hypothesis one was supported while hypothesis two was not supported. The study was generally well done. The literature review was comprehensive and discussed a wide range of studies from as early as 1986 to 2003, showing the range of research on the topic over the period of time. It was also well organized into sections. The sampling technique was straightforward. Persisting until each district was represented by five schools was good. However the final sample was ninety seven participants from twenty one schools. This means an average of less than five teachers from each school. It may have been better to have surveyed fewer schools but more teachers from each school. The culture of the school often affects teacher stress so that the small number of teachers from a large number of schools may not be reflective of the levels and causes of stress in any one of the schools. The effect of the classroom management strategies used in one school may not completely relate to the teacher stress at that school. The results were analyzed as one sample, rather than analysis by school. Therefore there is no examination of whether the difference in school culture, (if in fact any differences exist) affected the study. However, the study did an analysis of the multivariate effects of gender, level of qualifications and years of teaching experience and found that they were not predictors of teacher stress. These are important variables to include as possible effectors of teacher stress. The study presented a lot of detail on the sample and the materials. However there should have been more detail on the procedure- how exactly were the observations set up and carried out. The report only says â€Å"After the 30-minute observation had been conducted in the teacher’s classroom, observation and questionnaire data were matched using the four-digit code†. The analysis of data was another section that was well presented. This section was again well organized into sub- sections which made reading and following the results much easier. All the data were represented by well-laid out and well- labeled tables which were easy to read. This structure was repeated even in the discussion so that the reader was able to follow the analysis of the results and the discussion for each research question or issue. That was in fact one of the key aspects that made this study encouraging to read- that the subsections were repeated in each part of the study- literature review, data analysis and discussion. An important aspect of this study was the use of both questionnaires (self-report) for teacher behavior and observations. It was significant to educational research on the whole to examine the relationship between the two, since generally self-reports alone cannot be relied upon for accurate measures of behavior. The significant positive correlation between the teachers’ reported use of strategies, both proactive and reactive, and what the researchers observed helps to make self-reports a more reliable tool in educational research. The study ends with two important sections- methodological limitations and suggestions for further research. Discussions in these two sections show the researchers’ awareness of the limitations of the study despite the fact that it is a good piece of research and it helps the reader to understand why certain things were not done in a particular way. One example is this study is the mention that the sampling though it seemed random in fact was not completely random as the teachers who volunteered for the study may be teachers who are not particularly stressed, or that the stressed teachers may not have been so willing to participate. Secondly the number of teachers volunteering to be observed was quite small. The study does not mention the actual number. A section that I would have liked to see included in this study was one on ethical considerations. In general the study was a useful one, well conducted and reported. It investigated the effect of proactive and reactive strategies as classroom management techniques on teachers’ stress levels. The study did in fact find that the use of proactive strategies had less effect on teachers’ stress. This would be the most important benefit to teachers to help them to keep the stress of teaching to a minimum. They could be encouraged by these results to focus on implementing activities in the classroom that would prevent classroom disruptions, rather than having to use their attention and energy intervening in classroom disruptions and losing teaching time. The study also looked at the effect of these strategies on students’ on-task behavior, and again found that the proactive strategies fostered more on-task behavior. This is also useful to the teachers to keep students focused on their work and lessen the disruptions in the classroom. Reference Clunies-Ross, P. , Little, E. and Kienhuis, M. (2008) Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior, Educational Psychology, 28:6,693 — 710

Flexible Budgets Acc543

Flexible Budgets Team ACC/543 Professor Deborah Fitzgerald Thomas University of Phoenix 2010 Team B, You have done a great job on the assignment. I have noted some minor issues to help you on future assignments. Abstract The purpose of this paper is to give an overview of the budget process. It analyzes flexible budgets, discusses the relationship between fixed and variable cost, explores the differences between static and flexible budgets, and how budgets assist in the cost-volume-profitability analysis. The Purpose of Flexible Budgets A budget is a tool used by businesses to plan for upcoming revenues and expenses.Businesses understand the difficulty of planning for the future. Circumstances inevitably arise that can change the outlook of a company’s financial picture overnight. Intelligent businesses look to increase flexibility. To do this, businesses explore the relationship between fixed and variable costs, incorporate techniques to transform static budgets, and use flex ible budgets to perform cost-volume-profit analysis. The relationship between fixed and variable costs used in a flexible budget A flexible budget is a statement of projected revenue and expenditure based on various levels of production.It shows how costs vary with different rates of output or at different levels of sales volume. The flexible budget responds to changes in activity and may provide a better tool for performance evaluation. It is driven by the expected cost behavior and cannot be prepared before the end of the period. A flexible budget adjusts the static budget for the actual level of output. It is more sophisticated and useful than a static budget. A flexible budget is compared to a company’s static budget to find variances between the levels of expected and actual spending. The following steps are used to prepare a flexible budget:   1.Determine the budgeted variable cost per unit of output. Also [Add comma here for clarity or to offset an afterthought from the rest of the sentence] determine the budgeted sales price per unit of output, if the entity to which the budget applies generates revenue. 2. Determine the budgeted level of fixed costs. 3. Determine the actual volume of output achieved (e. g. , units produced for a factory, units sold for a retailer, patient days for a hospital). 4. Build the flexible budget based on the budgeted cost information from steps 1 and 2, and the actual volume of output from step 3 (Caplan,  2009).Fixed  costs  are expenses that do not change as the activity of a business changes within the relevant period. For example, a  retailer  must pay rent and utility bills regardless of sales. Variable and fixed costs make up one of the two components of  total cost. Variable costs are expenses that do change as the activity of a business changes within the relevant period. The cost’s behavior determines whether it is fixed or variable. In a flexible budget, all costs are estimated. Variable costs are known as standard variable costs since they are the best estimate for production costs determined by management.Variable costs behave in a fixed manner when calculated on a per unit basis. Whether the number of estimate units sold increase or decrease the standard cost will remain the same. Total variable costs in relation to the number of units sold will behave in a variable manner because total variable costs increases or decreases based on the number of units sold. The differences between static and flexible budget A static budget is a budget that remains unchanged regardless of fluctuation in the volume of sales, expenses, or other relevant factors.Static budgets are produced for a given financial period and are compared to actual results. Consideration is not given to revenue changes effecting variable costs. The main budget of a company is generally a static budget, while the budgets associated with departments are more fluid (Byrne & Mather, 1997). Fluid budgets, a lso known as flexible budgets have the ability to adjust for changes in output levels or shifts in income. These budgets differ from static budgets in that they show projected expenses and revenue at a variety of levels (Edmonds, 2007).Like all budgets, the flexible budget establishes line items for expenses and revenue for a given period with a value assigned to each line. This budgeting approach allows for quick changes to line items in the event of unforeseen complications. A rigid, static budget that is based on a single set of projections, and doesn’t [Contractions are inappropriate in academic writing–write it out] readily permit adjustments could be seen as inefficient (Byrne & Mather, 1997). How a flexible budget lends itself to a cost-volume-profit analysis Flexible budgets are a very useful management tool.These types of tools can provide information needed for planning and performance evaluation. Flexible budgets are based on actual volume of activity [Add c omma here for clarity or to offset an afterthought from the rest of the sentence] which assists organizations with achieving desirable profit levels. â€Å"Managers may assess whether the company’s cash position is adequate by assuming different levels of volume. They may judge if the number of employees, amounts of materials, and equipment and storage facilities are appropriate for a variety of different potential levels of volume,† (Edmonds, 2007, p. 5).A flexible budget often compliments a cost volume profit (CVP) analysis. Both of these are tools that evaluate performance and benchmarking. It is helpful in understanding the relationships among cost, volume, and profit. Essentially CVP’s are an extension of the breakeven point. Using the CVP, a manager can calculate the breakeven point, which is a great indicator of a minimum production level. CVP goes further and shows how much to produce to earn a certain amount of profit. Also, CVP identifies the likely ch anges in profit whenever a key factor changes such as price, cost and quantity (Edmonds, 2007, p. ). Conclusion Budgets are useful and necessary tools used to plan for future saving and spending. Like everything in business, there is more than one way to achieve this. Knowledge of the relationships and techniques described in this paper are invaluable to a business. Once a business understands the process, it can increase flexibility. This allows a business to portray a more accurate financial picture and leads to more intelligent spending and a sustainable business plan.References Byrne, M. , & Mather, J. (1997). Managing the budget process. Club Management. Retrieved from https://ecampus. phoenix. edu Caplan, D. (2009). Flexible Budgeting. OSU. Retrieved from https://ecampus. phoenix. edu/secure/aapd/cwe/citation_generator/web_01_01. asp on 11/26/2010 Edmonds, T. P. (2007). Fundamental financial & managerial accounting concepts. Retrieved from https://ecampus. phoenix. edu Elmerra ji, J. (2010). How budgeting works for companies. Investopedia. Retrieved from http://www. investopedia. com/articles/07/budgetingforcompanies. asp

Emergency nursing

Speaking about the Emergency nursing, we should take into account the role of the emergency nurse in the modern hospital and to take into account the most widespread mistakes, done by the nurses in the emergency department. Also, to analyze the causes of these mistakes. To begin with, emergency nurse is usually the first person, meeting the patient in the hospital. Due to the triage system it is the nurse, who decide, according to the type of the injury, to what kind of doctor the patient should be sent. Sometimes nurses in the emergency department do play a role of the doctor as well –they can prescribe some kind of medicines and to give them to the patient. The kind of mistake in this case can be like this: 1.    Wrong diagnose. 2.    Non –well-organized work of the staff. As to the second one, here can be shown the episode from one of the hospitals, where the mistake was done according to the miscommunication of two nurses. A 50-year-old man with new atrial fibrillation was placed on a diltiazem drip in the emergency department for rate control. After arriving at the cardiac care unit (CCU), he was noted to be hypotensive and a saline bolus was ordered. The nurse asked a coworker to get her a bag of saline and went to check on another patient. When she returned to the first patient’s bedside, she noticed that an intravenous (IV) bag was already hanging from the IV pole, and thought that her coworker must have placed the saline bag there. Believing the patient required a rapid saline infusion, she opened the IV up, and the solution infused in rapidly. At that moment, her coworker arrived with the 500 cc saline bag, which caused the patient’s nurse to realize, in horror, that she had given the patient an IV bolus of more than 300 mg of diltiazem. The patient suffered severe bradycardia, which required temporary transvenous pacemaker placement and calcium infusion. Luckily, there was no permanent harm. The commentary to this case was given by Mary Caldwell, RN, PhD, MBA, and Kathleen A. Dracup, RN, DNSc. This case study raises several troubling issues. A patient was given an inadvertent overdose of diltiazem during a hypotensive episode due to a miscommunication involving two nurses. Intravenous diltiazem can cause bradycardia, hypotension, and reduced myocardial oxygen consumption, all serious side effects in an already unstable patient.Reported error rates for the administration phase of medication procedures are significant, ranging from 26% to 36%. With respect to intravenous medication preparation and administration, the possibilities for error are magnified compared with oral agents. In one large study, the investigators reported an overall error rate of 49% for intravenous medications, with 73% of those errors involving bolus injections. Providers are likely to encounter at least four complications specific to intravenous drug administration. First, the drug can be infused too quickly or too slowly, unlike oral agents, which have only one rate of administration. Second, IV pumps used to control the rate of administration can fail to operate properly or can be set up incorrectly by a nurse. Third, preparation of the drug can lead to error, as when the drug is added to an incompatible solution or mixed using the wrong ratio of drug-to-IV solution. And finally, the medication can be given through the wrong port, such as into the right atrium rather than into a peripheral vein. Intuitively, one might guess that the critical care environment would be the site of more medication-related errors than less acute units. In one study that compared intensive care unit (ICU) with non-ICU medication-related errors, preventable adverse drug events were twice as common in ICUs as in non-ICUs. However, when these data were adjusted for the number of drugs used or ordered , there were no differences between the settings. The fact that the patient-to-nurse ratio in the ICU is usually less than or equal to 2:1, while a single nurse on a medical-surgical unit may be responsible for 5 to 10 patients, may mitigate the risk of drug errors in the critical care setting. The Institute for Safe Medication Practices cites the â€Å"five rights† of medication use (right patient, drug, time, dose, and route) as touchstones to aid in the prevention of errors. In this case, following the five rights may have prevented the overdose. However, one must also recognize that many processes used to prevent errors are more difficult to design and implement in critical care units because of the rapidity with which nurses and physicians must act. Therefore, the basics of safe drug administration practice take on even greater importance. Building in manual redundancies (such as verbal read-backs, similar to those used when administering blood transfusions) may help when there are variances to standard protocol, such as an IV bolus. The high error level documented in IV bolus infusions provides important support for reviewing hospital policies related to their administration. System failures also contributed to the error in this case. If the patient was unstable enough to require a 500 cc bolus of saline, why did the nurse leave the room to check on another patient? Was the staffing inadequate? Workforce issues have been an enormous concern in recent years as nursing shortages reach crisis proportions. Nurses are stretched thin, and the shortage is felt most acutely among specialty nurses. The clinical impact of staffing shortages on increased mortality and ‘failure-to-rescue’ have been noted. A survey conducted by NurseWeek/A-ONE found that 65% of RNs felt the shortage impeded their ability to maintain patient safety. Although specific figures regarding the extent of shortages in critical care are not available, the American Association of Critical Care Nurses states that requests for registry and traveling nurses have increased substantially across the country, with a 45% increase for adult critical care, 50% for Pediatric/Neonatal ICUs, and 140% for Emergency Departments. In the past, most ICUs accepted only experienced nurses (with more than 2 years clinical post-graduate experience) as staff. However, this requirement of previous experience is often waived in times of staff shortages. Although new graduates usually participate in hospital ICU training programs, the learning curves are steep and new nurses may become overwhelmed, leading to errors in communication and execution. A recent Food and Drug Administration (FDA) report listed a number of human factors associated with medication errors. Performance deficit (as opposed to knowledge deficit), such as seen in this case, was the human factor listed most commonly (30%). Poor communications contributed another 16% to total errors. Thus, this case illustrates a common source of error—a problem of performance related to poor communication. This case study also provides an opportunity to evaluate mistakes on the personal level. A serious, commonly identified shortcoming of the current medical system is the fear of disclosing errors. When errors occur, the responsible staff member should be an active participant in an evaluative process aimed at preventing similar errors from reoccurring. Results of the evaluation on an individual, unit, and hospital level should be shared with the entire hospital so that similar errors might be prevented in the future. The tradition of morbidity and mortality conferences, used commonly by physicians, has not been adopted by nursing staff and might be an appropriate strategy if it provided a blame-free environment in which mistakes and system level issues could be discussed openly. Specific measures to prevent errors in situations similar to this case might include: Standard policy typically dictates the use of IV pumps on all vasoactive drips. (Because it was not specifically noted in this case study, we are compelled to state the obvious.) Standard policy usually dictates that vasoactive drugs be infused through a site dedicated to only that drug. Therefore, at least one other separate IV site should be used for other fluids and medications. This practice eliminates the need to use the high risk IV and the potential for an inadvertent overdose. More obvious labeling of ‘high risk’ IV drips (eg, bigger, brighter labels; duplicate labeling on IV   Ã‚  bag, pump, monitor). Independent double-checks of bolus fluids by nurses prior to administration. Reevaluation of staffing requirements if a patient becomes unstable so that the patient–nurse ratio can be appropriately adjusted. Participation of nurses as well as physicians in morbidity and mortality conferences. Sometimes the mistakes occur because of inattentiveness of the nurse. By the way, the documents, fulfilled by the nurse, have to be readable and clear not only for the nurse herself, but for the other well-educated staff as well (I mean, the doctors, etc. ). The data’s have to be collected precisely and correctly. But let’s have a look at one of the patients cards, taken from the Hospital. (Pict.1) The information is just not readable, and it is rather difficult to understand, what were the results. This patient’s card look likes an album of the child, but not as a professionally made card of the well-qualified staff.   Speaking about this case of the 72 years old woman, it is possible to suggest, that the wrong diagnoses have been done, what approximately lead to the death of the patient. As to the medicines given, it is seen, that not all the medicines needed were given to the patient (at the age of 70 there have to be given some medicines for blood –Heparin and as well some medicines for keeping the heart activity. In this case it looks like that on the base of the cough (probably pneumonia) there was a kind of heart attack (probably cardiac infarction) with the complications as pulmonary edema(or edema of lungs). 1. Bates DW, Cullen DJ, Laird N, et al. Incidence of adverse drug events and potential adverse drug events. Implications for prevention. ADE Prevention Study Group. JAMA. 1995;274:29-34. [ go to pubmed]2. Taxis K, Barber N. Ethnographic study of incidence and severity of intravenous drug errors. BMJ. 2003;326:684. 3. Cullen DJ, Sweitzer BJ, Bates DW, Burdick E, Edmondson A, Leape LL. Preventable adverse drug events in hospitalized patients: a comparative study of intensive care and general care units. Crit Care Med. 1997;25:1289-1297. ]4. Aiken LH, Clarke SP, Sloane DM, Sochalski J, Silber JH. Hospital nurse staffing and patient mortality, nurse burnout, and job dissatisfaction. JAMA. 2002;288:1987-1993. 5. NurseWeek. NurseWeek/A-ONE National Survey of Registered Nurses: NurseWeek/A-ONE; 2002. ]6. Critical Care Nursing Fact Sheet. American Association of Critical-Care Nurses. ]7. Phillips J, Beam S, Brinker A, et al. Retrospective analysis of mortalities associated with medication er rors. Am J Health Syst Pharm. 2001;58:1835-1841.

The Meeting Technologies In the Copenhagen Accord Essay

The Meeting Technologies In the Copenhagen Accord - Essay Example The primary objective of the accord is to minimize greenhouse gas emitted by human activities that is already affecting climate change. While no specific action plans were agreed to in that session, it has set the stage for a series of conferences and treaties to implement its primary objective. The most recent of conferences related to this global initiative was held last December 2009 at Copenhagen, Denmark (United Nations). It was attended by 15,000 delegates from government and non-government institutions of various countries. Assembling such a huge number of participants to meet and exchange opinions entail technology that will facilitate such meeting into a successful agreement. While there are already 15,000 delegates on site to attend the conference, some countries need more participation. Individuals are able to participate in the conference without travelling to the site by viewing a webcast. A webcast is broadcasting over the internet. It is a medium of distributing a media file, say a digitally recorded video of the proceedings of a conference or the actual live video of the conference, over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers (Webcast). A webcast is such a powerful tool to use to capture a wider audience at virtually anywhere in the globe where the Internet is accessible. Having access to the conference from the home country will help delegates even be effective contributors to the conference by getting essential feedback from their country almost instantaneously while the conference is going on. And how do delegates attending the live conference obtain such feedback from their host countries, which could be thousands of miles from where they are sitting That is the power of the Internet. Today, having connectivity to the Internet is as essential as having a pen and paper in attending a meeting. Of course connectivity is only a piece of the set-up: a personal computer and software is required to effectively be connected. When connected to the Internet, the delegate has access to a wide variety of information: both public and private to the conference. Conference-exclusive information may include documents that are being shared and discussed in the conference will not need to be printed out, instead is shared over the Internet for exclusive viewing of the delegates. The delegates may have access to a chat tool where one can privately contact a co-delegate via short messages while the meeting is going-on (like small chats, but not voicing out but writing) or chat with a small g roup, say delegates from the same region or continent who most-likely share the same concerns. Public information is accessible through search engines that help find articles in the public Internet related to any topic being searched (Search Engine). Lastly, there is the e-mail, short for electronic mail, which instantaneously sends a message to anywhere in the world to elicit an immediate reply into one's message (E-mail). Such electronic connectivity save money in printing and communication costs vs. traditional means. Conclusion With the use of these vital technologies in such a global

How is Cannery Row like a tidepool Essay Example | Topics and Well Written Essays - 1000 words

How is Cannery Row like a tidepool - Essay Example When the tide comes in again, these creatures will scatter and forage for food elsewhere, but for the duration of the pool’s existence, they are close neighbors. John Steinbeck’s novel Cannery Row is a portrait of a place in a time, a collection of vignettes and subplots that gradually cohere into a rough narrative of local vagrants trying to do something nice for the local scientist. If it lacked even that fig leaf of a plot, though, it would still stand as a beautiful and moving evocation of Monterey, California in the early 1940s, when the Depression had declined elsewhere but that sweet wartime money had yet to wash up on Monterey’s shore. In this place, a motley collection of characters are thrown together, each of them making their way as best they can with what limited resources are available, living in a mutual web of dependence that lets them all continue to get by. Nobody in the story has a whole lot, but between them all, each person seems to manage to have just enough. Steinbeck’s moral stance on charity, kindness, and the necessity of doing right by one’s fellow man is firm enough that if you shelve one of his books next to one of Ayn Rand’s, they both explode. ... The wider world exists, but far away. Doc receives orders from distant cities and mails them out, Lee Chong hides out in San Francisco once in a while, the nearby town of New Monterey can be glimpsed here and there in the narrative, but for the most part the characters have no outside resources; in this tiny place called Monterey they are all in it together. The Monterey of the novel is a place where the tide went out a long time ago and has yet to come back in. The Great Depression has not yet ended for the characters, and even the relatively successful Lee Chong exists at the leading edge of a wave of unpaid debts that never quite breaks into bankruptcy. As the narration puts it, â€Å"maybe his wealth was entirely in unpaid bills.† Dora, who runs the local brothel called the Bear Flag, probably has the most pure liquid assets of anyone in the story, but she manages to retain surprisingly little of her substantial income, instead funneling it into the community via endless c harity. When the flu strikes Monterey in the middle of her busiest season on record, she and her girls become the nursing corps of the entire community, bringing soup and solace to the bedridden and ill all over town, including people who prefer to pretend her business doesn’t exist. The similarities between the community and the tidepool are many, but the central one is this: it is a very small ecosystem full of beings that did not ask to be clustered together like this. There is not a lot of anything to go around, and nobody can leave, at least not until the tide comes back in, and as observed, the tide has been out from Monterey for a long time. It is

Brand Marketing Essay Example | Topics and Well Written Essays - 2250 words

Brand Marketing - Essay Example As the report declares marketing for B2B focuses on a rather small market. Business value influences buying decision. In addition, the goal of B2B is to convert prospects into customers. B2B managers, therefore, tend to focus on relationship building through communication. Mainly, the business in B2B is between a business and other businesses. Advertising through media becomes critical in B2B marketing. This paper discusses that most companies consider B2B and B2C markets as diverse ways of marketing that must be handled excessively especially in relation to brand personality. Of importance to note is that, most of the companies that practise these kinds of marketing have brand executives who operate differently where little sharing of information is required. According to Rajeev 2012, brand management might decide to have their brand value generated through the use of both B2B and B2C markets. In contrast, the use of B2B and B2C markets might at times hurt the brand, drastically reducing the impact of brand personality on the given company. In light of this, there is shared brand equality among the product brands especially when there is visible corporate brand that gives credibility to every product that the company owns. The goal of B2C marketing is to purely change known shoppers into buyers in an aggressive but continent manner. In fact, companies that practise B2C marketing us e more merchandise activities like coupons, which are meant to capture the interest of the customers immediately. For instance, companies with B2C marketing may use emails campaign in persuading customers to buy their products. This type of marketing has assisted various companies in realizing the importance of loyalty (Prabakaran 2012). On the other hand, the goal of B2B marketing is to purely convert prospects into customers although it is longer and more involving. Most of the companies that use B2B marketing must focus on the improvement of relationship building and communication. Of importance to note is that content is the most crucial in terms of marketing. With reference to brand personality, Howard 2009 argues that B2B and B2C require brand in ensuring that the markets have more sales as compared to