After the dust bowl, the Joad family, like so many Essay Example For Students

After the dust bowl, the Joad family, like so many Essay other families, was devastated. Forced to leave their long-time home, the family left to find a new life. California was the destination of choice. After all, it was known as the land of milk and honey. The victims of the dust bowl pictured California to be a haven where jobs were plenty, houses were big, and fruit was readily available. The dreams, hopes, and expectations the Joads bottled up for California were shattered by the reality of what life was really like there. Dreams of white houses and overabundance of fruit quickly ended after the first night the Joads spent in California. But I like to think how nice its gonna be, maybe, in California. Never cold. An fruit everplace, an people just bein in the nicest places, little white houses in among the orange trees. Mas statement was fueled by the complete lies read on handbills and other propaganda circulating the dust bowl region. Growers in California saw the victims of the dust bowl might be driven from their homes and sought to take advantage of the situation. And, as businessmen, they knew the more workers they had to pick fruit, the more fruit theyd have to sell. Prices could be lowered as well. The number of handbills sent out far outnumbered the number of available jobs, however. Many people in the dust bowl were constructing a view of California that was devastatingly false. Most of the people had to go somewhere, and all they knew was agriculture, so the natural thing was to go to the only place in the country in peak agricultural condition. This was all true in the Joads case. They had no experience with any other kind of lifestyle. Once a farmer, always a farmer seemed to be the familys philosophy. What they actually became was job hunters, starving and hungry people, and homeless vagrants. California was not a dreamland, but the exact opposite-a nightmare. During the long journey to California, the Joads and other migrant travelers encountered many warnings of what this paradise really was from migrants returning home after being destroyed by the true reality of California. One warning came when they stayed on the site of the road while Tom, Al, and Casey were fixing the car. There was a ragged man there that told a gruesome story of his experience in California. He talked of good, yet unfarmed land, of the Hoovervilles, and of the dirty living situation of the migrants. He told of how his own children died because he couldnt get a job to feed them. Sompin it took me a year to find out. Took two kids dead, took my wife dead to show me The Joads were warned again right near the border of California, by the river, where they stopped to camp. The men go down to the river to get cool and encounter a man and his son. They tell of how bad it is in California and how theyre returning home. Of course what the Joads hear doesnt in the slightest encourage them to turn back. They cant. They lives back home have been destroyed in the dust and they only have one chance at a good future. Its not that they dont believe these warnings, they dont want to believe them. The Joads continue on to California, despite the warnings, because there is no other possible future for the family. Upon entering California, the Joads got a glimpse of the unused farmland and their first taste that the rumors they had heard on the road about California were true. They drove down the road and would gaze at all the land that wasnt being used to produce food and crops for the people. They were amazed and though if only they could have just a little piece of land, they would turn their lives around. They encountered Hoovervilles, great camps of migrants, massive amounts of dirty tens, and beat up cars. This would be the migrants only home. .u03c1b8c64a7699d08ed5150e3e3608b8 , .u03c1b8c64a7699d08ed5150e3e3608b8 .postImageUrl , .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text-area { min-height: 80px; position: relative; } .u03c1b8c64a7699d08ed5150e3e3608b8 , .u03c1b8c64a7699d08ed5150e3e3608b8:hover , .u03c1b8c64a7699d08ed5150e3e3608b8:visited , .u03c1b8c64a7699d08ed5150e3e3608b8:active { border:0!important; } .u03c1b8c64a7699d08ed5150e3e3608b8 .clearfix:after { content: ""; display: table; clear: both; } .u03c1b8c64a7699d08ed5150e3e3608b8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03c1b8c64a7699d08ed5150e3e3608b8:active , .u03c1b8c64a7699d08ed5150e3e3608b8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text-area { width: 100%; position: relative ; } .u03c1b8c64a7699d08ed5150e3e3608b8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03c1b8c64a7699d08ed5150e3e3608b8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03c1b8c64a7699d08ed5150e3e3608b8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03c1b8c64a7699d08ed5150e3e3608b8:hover .ctaButton { background-color: #34495E!important; } .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03c1b8c64a7699d08ed5150e3e3608b8 .u03c1b8c64a7699d08ed5150e3e3608b8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03c1b8c64a7699d08ed5150e3e3608b8:after { content: ""; display: block; clear: both; } READ: Athens-Greece Essay They encountered the prejudice toward them from the Californians. They witnessed fellow migrants become accused of false crimes just because they werent liked. They saw the fear in .

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Example

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Introduction: The purpose of this lab was to learn how to use a spectrophotometer to measure the amount of light absorbed by different concentrations of salicylic acid, compare those concentrations to our unknown sample and to use the data collected to compile a graph showing the levels of absorbance of the different concentrations. Methods and materials: In this lab we used a spectrophotometer, a test tube filled with water to be used as a blank, six test tubes with different concentrations of salicylic acid ranging from 0 mg/dL to 5 mg/dL and one test tube with an unknown concentration of salicylic acid. We set the spectrophotometer to a wavelength of 540 nm. We adjusted the transmittance to 0%. Next we placed the test tube with the water into the spectrophotometer and adjusted the transmittance dial to 100%. We removed the test tube containing the water and replaced it with the first concentration of 0 mg/dL. We recorded the absorbance and repeated the test for a total of 5 readings. We did this for each concentration. We then calculated the average of each concentration’s absorbance readings and plotted the averages onto the graph. Once we had gathered the data for our known concentrations we then repeated the procedure for our unknown concentration. We again took the average and plotted that on the absorbance curve to determine the concentration of the unknown. Observations and Data: Calibration Standard| Absorbance Reading 1| Absorbance Reading 2| Absorbance Reading 3| Absorbance Reading 4| Absorbance Reading 5| AverageAbsorbance Reading| 0 mg/dL| 0. 007| 0. 010| 0. 007| 0. 005| 0. 006| 0. 07| 0. 5 mg/dL| 0. 032| 0. 036| 0. 037| 0. 041| 0. 038| 0. 037| 1. 5 mg/dL| 0. 098| 0. 100| 0. 098| 0. 099| 0. 096| 0. 098| 2. 5 mg/dL| 0. 150| 0. 149| 0. 153| 0. 154| 0. 150| 0. 151| 3. 5 mg/dL| 0. 234| 0. 239| 0. 237| 0. 250| 0. 229| 0. 238| 5. 0 mg/dL| 0. 286| 0. 287| 0. 288| 0. 292| 0. 291| 0. 289| Unknown A| 0. 241| 0. 238| 0. 239| 0. 241| 0. 241| 0. 239| Based on the data from the known concentrations I found our unknown to be a concentration of 3. mg/dL. Conclusions: We used a spectrophotometer to determine the conce ntration curve for the known samples then used both the spectrophotometer and the concentration curve to determine the concentration of the unknown sample. This technique can be used by toxicologists to determine the amount of drugs in a person’s blood. This can be helpful if there was an overdose or if the district attorney needed to know the concentration of drugs in someone’s system. We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Federal Regulation of Sewage essays

Federal Regulation of Sewage essays Federal Regulation of Municipal Solid Waste Landfills Municipal solid waste, MSW, is a term used to refer to a wide variety of waste sources. Generally, solid waste refers to all materials or substances discarded or rejected as being spent, useless or in excess to the owners at the time of such discard or rejection. Waste includes but is not limited to: garbage; refuse; industrial and commercial waste; sludge from air or water control facilities; rubbish; ashes; contained gaseous material; incinerator residue; demolition and construction debris; discarded automobiles and offal. The Environmental Protection Agency, or EPA, chooses to define this term slightly differently depending on the context in which it is being used. In the MSW Settlement Proposal, MSW is defined as "solid waste that is generated primarily by households, but that may include some contribution of wastes from commercial, institutional and industrial sources as well." Solid waste is generally anything discarded with several specific exceptions. Most solid waste, when it goes to a landfill, goes to a Municipal Solid Waste Landfill, MSWLF. A municipal solid waste landfill is defined by law as a discrete area of land or an excavation that receives household waste, and that is not a land application unit, surface impoundment, injection well, or waste pile. Household waste includes any solid waste, including garbage, trash, and septic tank waste, derived from houses, apartments, hotels, motels, campgrounds, and picnic grounds. An MSWLF unit also may receive other types of wastes as defined under Subtitle D of the Resource Conservation and Recovery Act, such as commercial solid waste, non-hazardous sludge, small quantity generator waste and industrial solid waste. Also allowed in municipal solid waste landfills are industrial and commercial non-hazardous process wastes, construction and demolition debris, municipal sludge, and agricultural wastes. In addition, these lan...

Philipino Scientist Arturo Alcaraz and Geothermal Energy

Philipino Scientist Arturo Alcaraz and Geothermal Energy Arturo Alcaraz (1916-2001) was a Philippino volcanologist who specialized in geothermal energy development.  Born in Manila, Alcaraz is  best-known  as the Philippines Father of Geothermal Energy Development due to his contributions to studies about Philippine volcanology and the energy derived from volcanic sources.  His main contribution was the study and establishment of geothermal power plants in the Philippines. In the 1980s, the Philippines attained the second-highest geothermal generating capacity in the world, in great part due to Alcarazs contributions. Education The young Alcaraz graduated at the top of his class from Baguio City High School in 1933. But there was no school of mining in the Philippines, so he entered the College of Engineering, University of the Philippines in Manila. A year laterwhen Mapua Institute of Technology, also in Manila, offered a degree in mining engineeringAlcaraz transferred there and received his Bachelor of Science in Mining Engineering from Mapua in 1937. After graduation, he received an offer from the Philippines  Bureau of Mines  as an aide in the geology division,  which he accepted. A year after he began his job at the Bureau of Mines, he won a government scholarship to continue his education and training. He went to Madison Wisconsin, where he attended the University of Wisconsin and earned a Master of Science in Geology in 1941.   Alcaraz and Geothermal Energy The Kahimyang Project notes that Alcaraz  pioneered in generating electricity by means of geothermal steam among areas proximate to volcanoes. The Project noted, With a vast and extensive knowledge on volcanoes in the Philippines, Alcaraz explored the possibility of harnessing geothermal steam to produce energy. He succeeded in 1967 when the countrys first geothermal plant produced much-needed electricity, ushering the era of geothermal-based energy to power up homes and industries. The Commission on Volcanology was officially created by the National Research Council in 1951, and Alcaraz was appointed Chief Volcanologist, a senior technical position he held until 1974. It was in this position that he and his colleagues were able to prove that energy could be generated by geothermal energy.  The Kahimyang Project reported, A steam from a one-inch hole drilled 400 feet to the ground powered a turbo-generator which lighted up a light bulb. It was a milestone in the Philippines quest for energy self-sufficiency. Thus, Alcaraz carved his name in the global field of Geothermal Energy and Mining. Awards Alcaraz  was awarded a Guggenheim Fellowship in 1955 for two semesters of study at the University of California at Berkeley, where he received a Certificate in Volcanology.   In  1979, Alcaraz won the Philippines Ramon Magsaysay Awardee for International Understanding for supplanting national jealousies that led to a confrontation, with increasingly effective cooperation and goodwill among the neighboring peoples of Southeast Asia.  He also received the 1982 Ramon Magsaysay Award for Government Service for his scientific insight and selfless perseverance in guiding Filipinos to understand and use one of their greatest natural resources. Other awards include  Mapua Institute of Technologys Outstanding Alumnus in the Field of Science and Technology in Government Service in 1962; the Presidential Award of Merit for his work in volcanology and his initial work in geothermy 1968; and the Award for Science from the Philippine Association for the Advancement of Science (PHILAAS) in 1971. He received both the Gregorio Y. Zara Memorial Award in Basic Science from PHILAAS and the Geologist of the Year Award from the Professional Regulatory Commission in 1980.

The No Child Left Behind Act of 2001 (NCLB) Essay

The No Child Left Behind Act of 2001 (NCLB) - Essay Example Student achievement in the most fundamental academic skills continued to decline, especially in low-income school districts. Therefore, the ESEA was designed to serve as a funding source for elementary and secondary education in the United States was designed to provide funding for better educational resources, allocate funding for public schools with a need for additional financial support and provide government-sponsored grants that would enhance the quality of state departments of education. Over the decades since the inception of ESEA, it was determined that revision of the ESEA was required to meet the needs of contemporary students in America. This need led to the implementation of the Improving America’s Schools Act of 1994 in the Clinton administration and the No Child Left Behind Act (NCLB) of 2001 which both enhanced the Elementary and Secondary Education Act to make educational reform more relevant for modern academic needs. However, there is still a need for further educational reform that surpasses the relevancy of the NCLB as there are measurable deficiencies related to this Act. This essay explores the issues associated with NCLB which mandate further revisions to this Act in order to fully address the problems in today’s public school districts. The No Child Left Behind Act of 2001, whilst a valuable piece of legislation to ensure higher quality of education, fails to address certain issues in today’s society. This revision to the ESEA does not properly address the goal of promoting bilingualism. In many of today’s public schools, there is a measurable shortage of educators with the proficiency and training to provide bilingual learning for children in elementary and secondary schools. It is estimated that there are nearly 5.1 million students in need of English-as-a-second-language instruction throughout the United States (Cuellar, De la Colina and Battle, 2007). With growth in migrant children now enrolled in public schools

MIDDLE RANGE NURSING THEORY Research Paper Example | Topics and Well Written Essays - 1250 words

MIDDLE RANGE NURSING THEORY - Research Paper Example In the same way, it is necessary for nurses to understand the different concepts of nursing strategies and various psychological and philosophical aspects of quality nursing care. Theoretical frameworks including middle range theories clearly define the nursing standards for the modern world. This paper will provide an overview of the concept and evolution of Middle Range Theories of Nursing and their applicability in today’s healthcare scenario. Concepts: Origin and Development Middle range theories are precise and moderate, and possess limited number of variables; hence, they effectively define nursing care standards. To be specific, middle range theories can be effectively applied in the field of nursing research and practice as their practicality can be directly tested. To define, â€Å"mid-range theories stand midway between the all encompassing global grand theories that address the entire discipline and hypotheses and theories that are very specific to a particular phe nomenon or population† (Lenz, 2006, n.p). As compared to grand theories, Middle range theories are more concrete and narrow. To illustrate, they are written relatively at specific level with limited number of propositions and ideas. Theory of Human Caring (Watson), Theory of Interpersonal Relations (Peplau), and Theory of the Deliberative Nursing Process (Orlando) are some of the well known middle range nursing theories. With regard to the progress of middle range theories, they are based on the results derived from practice and research that can provide clear direction for casual practice and intellectual practice in the discipline further. The past century witnessed a notable level of progress in the middle range theories. Except a few, most of the middle-range theories have come directly from clinicians’ experience. The middle-range theory helps to mark certain condition of the related signs and future approach for symptom management in caring patients. The theory al so emphasis on the result of various expressions or conditions with regard to the patient’s performance, and encourages the clear evaluation of patient’s working outcomes. Lieher and Smith (1999), has listed â€Å"the relationship between the intellectual process and the source of content related to the development of middle-range theories†; they include â€Å"Inductive theory-building theory through practice, Deductive theory. Building from grand nursing theories, Combining existing nursing and non-nursing theories, and Developing theories from clinical practice guidelines â€Å" (Source: Approaches for generating middle range theory. Para. 1. As cited Peterson & Bredow, 2009, in p. 31). Middle range theories are of mainly three types; Middle-range descriptive theories, Middle-range predictive theories, and Middle-range explanatory theories. These variations could be analyzed on the basis of their characteristics and with most relevant examples. Among these, Middle-range descriptive theories usually encompass only a single main concept to classify a phenomenon. While doing so, it simply lists the generalities observed in individuals and groups, and these theories are normally tested by means of descriptive research. The interpersonal Relations (Peplau, 1952) is an example of a middle-range descriptive theory. Peplau’s theory focused on the therapeutic relationship between the nurse and the patient, which is termed as the Nurse-Client Relationship. In contrast, Middle-range expl

Edward Estlin Cummings Essay Example for Free

Edward Estlin Cummings Essay Edward Estlin Cummings was born on October 14, 1894 in Cambridge, Massachusetts to academic parents who early on encouraged him to develop his creative gifts (Everett). His was a happy childhood; he grew up in a spacious, sunny house, his neighborhood was full of children who roamed the nearby woods and played baseball during summer or skated on a local pond in the winter (Berry, 8). When he grew up, he acknowledged the impact his parents had on him, stating that it had been â€Å"my joyous fate and supreme good fortune† to belong to such family (Berry, 8). According to Reef, Estlin once said â€Å"I did not decide to become a poet – I was always writing poetry (5)†. He did not originally start writing in the form for which he is best known today. When he was young, he wrote poetry and produced pencil drawings. His love of language was encouraged by his mother, who made up word games to encourage his creativity (Blanchard and Falcetti, 58). At the same time, his poetry is filled with descriptions and images of nature, natural elements, and natural processes (Parekh). He took his fathers pastoral background and used it to preach in many of his other poems (Eich). Estlin graduated from Harvard for his BA and MA studies. His travels took him to different places around the world. When war broke out between US and Germany in 1917, Estlin joined a Red Cross unit in France as an ambulance driver (Reef, 29). There, he and a friend were imprisoned on suspicion of espionage (www. poets. org). This experience resulted in his novel, The Enormous Room. He also traveled throughout Europe, where he met poets and artists including Pablo Picasso. He divided his life between Paris and Greenwich Village, and later between the Village and his New Hamsphire farm (Schmidt, 85). He became widely known as a whimsical and experimental poet (www. who2. com) whose radical use of â€Å"form, punctuation, spelling and syntax, abandoning traditional techniques and structures created a new, highly idiosyncratic means of poetic expression (www. poets. org)†. In addition, the landscape of New England with its animals, fields and forests influenced his poetry and infused it with images from the natural world (Shuman, 318). As Shuman succinctly point out: His poetry combines a child’s enthusiasm for the wonders of the natural world with a sophisticated adult’s wariness of official positions and conventional thinking (311). One such poem is the wonderful in just- . The poem quite simply is about the beginning of a new season: â€Å"in just-/ spring. † In this poem, Estlin â€Å"coins words, alters punctuations and invents his own typography. Thus, the poem itself represents creativity and how it spring from the earth (Phelan)†. The poem then continues on to paint a picture of Spring and embodies the themes of innocence and childhood. This poem in particular embodies his view, where Estlin himself explains: In so far as a human being is an artist, skies and mountains and oceans and thunderbolts and butterflies are immeasurable; and art is every mystery of nature (314-15). in Just- spring when the world is mud- luscious the little lame balloonman whistles far and wee and eddieandbill come running from marbles and piracies and its spring when the world is puddle-wonderful the queer old balloonman whistles far and wee and bettyandisbel come dancing from hop-scotch and jump-rope and its spring and the goat-footed balloonMan whistles far and wee e. e. cummings WORKS CITED Berry, S. L. â€Å"E. E. Cummings. † Indiana: The Creative Company, 1994. Blanchard, Mary Loving, and Cara Falcetti. â€Å"Poets for Young Adults. † New York: Greenwood Publishing Group, 2006. Cummings, E. E. â€Å"100 Selected Poems. † Atlanta: Grove Press, 1994. Cummings, E. E. â€Å"Commentary on Life and Art by E. E. Cummings. † New York: October House, 1965. â€Å"E. E. Cummings. † Academy of American Poets. 12 Dec 2008. http://www. poets. org/poet. php/prmPID/156 â€Å"E. E. Cummings. † A Who2 Profile. 12 Dec 28. http://who2. com/ask/eecummings. html Eich, Marty. â€Å"E. E. Cummings Biography. † 12 Dec 2008. http://famouspoetsandpoems. com/poets/e__e__cummings/biography Everett, Nicholas. â€Å"E. E. Cumming’s Life. † March 2001. Modern American Poetry. Dec 2008. http://www. english. uiuc. edu/maps/poets/a_f/cummings/cummings_life. htm Parekh, Pushpa N. â€Å"Nature in the Poetry of E. E. Cummings. † Spring Volume 3 1994: 63-71. Phelan, Julie. â€Å"Poetry analysis: in Just- by E. E. Cummings. † 12 Dec 2008. http://www. helium. com/items/1140501-google-yahoo-poetry-analysis-in-justby-ee-cummings-poetry-summary? page=1 Reef, Catherine. â€Å"E. E. Cummings: A Poet’s Life. † New York: Clarion Books, 2006. Schmidt, Michael. â€Å"The Great Modern Poets. † London: Quercus, 2006. Shuman, Robert Baird â€Å"Great American Writers. † New York: Marshall Cavendish, 2002.