T h e O p e n B o a t
1
T h e O p e n B o a t
NONE OF THEM KNEW THE COLOR OF THE SKY.
Their eyes glanced level, and remained upon the waves that swept
toward them. These waves were gray, except for the tops, which were
white, and all the men knew the colors of the sea. The line between
sky and water narrowed and widened, and fell and rose.
A man likes to take a bath in a bigger area than this boat could
provide. These waves were frightfully rapid and tall; and each boiling,
white top was a problem in the small boat.
The cook sat in the bottom, and looked with both eyes at the six
inches of boat which separated him from the ocean. He had bared his
fat arms as he worked to empty the water from the boat. Often he said,
“God! That was a bad one.” As he remarked it, he always looked toward
the east over the rough sea.
p
S t e p h e n C r a n e
The oiler, guiding with one of the two oars in the boat, sometimes
raised himself suddenly to keep away from the water that poured in. It
was a thin little oar, and it often seemed ready to break.
The correspondent, pulling at the other oar, watched the waves
and wondered why he was there.
The hurt captain, lying in the front, was feeling defeat and despair.
It was despair that comes, for a time at least, to even the bravest and most
enduring when the business fails, the army loses, the ship goes down.
The mind of the master of a vessel is rooted deep in her wood, whether
he commands for a day or many. And this captain had in his thoughts
the firm impression of a scene in the grays of dawn, with seven faces
turned down in the sea. And later the remains of the ship, washed by
waves, going low and lower and down. Thereafter there was something
strange in his voice. Although steady, it was deep with grief, and of a
quality beyond speech or tears.
“Keep her a little more south, Billie,” said he.
“A little more south, sir,” said the oiler in the back.
A seat in this boat was not unlike a seat upon a jumpy horse, and
a horse is not much smaller. The boat was much like an animal. As each
wave came, and she rose for it, she seemed like a horse leaping over a
high fence. The manner of her ride over these walls of water is a thing
of mystery. Each wave required a new leap, and a leap from the air. Then
jumping and slipping and racing and dropping down, she steadied for
the next threat.
A particular danger of the sea is the fact that after successfully get
ting through one wave, you discover that there is another behind it. The
next wave is just as nervously anxious and purposeful to overturn boats.
In a tenfoot boat one can get a good idea of the great force of the sea.
As each gray wall of water approached, it shut all else from the view of
the men in the boat. It was not difficult to imagine that this particular
wave was the final outburst of the ocean, the last effort of the deter
mined water.
The sun climbed steadily up the sky. The men k.
The ancient mariner is a poem written by Samuel Taylor Coleridge. In this poem, he talks about an old sailor who happened to stop one of the three wedding guests to listen to his woeful tale. The wedding guest was bewitched by the mariner's glittering eye and he sat down to hear his narrative of his disastrous journey he undertook.
http://getaccess.me/5-free-books-slideshare -- GET 5 FREE BOOKS
Heart of Darkness (1899) is a novella[citation needed] by Polish novelist Joseph Conrad, about a voyage up the Congo River into the Congo Free State, in the heart of Africa, by the story's narrator Marlow. Marlow tells his story to friends aboard a boat anchored on the River Thames, London, England. This setting provides the frame for Marlow's story of his obsession with the ivory trader Kurtz, which enables Conrad to create a parallel between London and Africa as places of darkness.
Central to Conrad's work is the idea that there is little difference between so-called civilized people and those described as savages; Heart of Darkness raises important questions about imperialism and racism.
Originally published as a three-part serial story in Blackwood's Magazine, the novella Heart of Darkness has been variously published and translated into many languages. In 1998, the Modern Library ranked Heart of Darkness as the sixty-seventh of the hundred best novels in English of the twentieth century.
Joseph Conrad acknowledged that Heart of Darkness was in part based on his own experiences during his travels in Africa. In 1890, at the age of 32, he was appointed by a Belgian trading company to serve as the captain of a steamer on the Congo River. Conrad, who was born in Poland and later settled in England, had eagerly anticipated the voyage, having decided to become a sailor at an early age. While sailing up the Congo river from one station to another, the captain became ill, Conrad assumed command of the boat and guided the ship to the trading company's innermost station. He reportedly became disillusioned with Imperialism, after witnessing the cruelty and corruption perpetrated by the European companies in the area. The novella's main narrator, Charles Marlow, is believed to have been based upon the author.
The ancient mariner is a poem written by Samuel Taylor Coleridge. In this poem, he talks about an old sailor who happened to stop one of the three wedding guests to listen to his woeful tale. The wedding guest was bewitched by the mariner's glittering eye and he sat down to hear his narrative of his disastrous journey he undertook.
http://getaccess.me/5-free-books-slideshare -- GET 5 FREE BOOKS
Heart of Darkness (1899) is a novella[citation needed] by Polish novelist Joseph Conrad, about a voyage up the Congo River into the Congo Free State, in the heart of Africa, by the story's narrator Marlow. Marlow tells his story to friends aboard a boat anchored on the River Thames, London, England. This setting provides the frame for Marlow's story of his obsession with the ivory trader Kurtz, which enables Conrad to create a parallel between London and Africa as places of darkness.
Central to Conrad's work is the idea that there is little difference between so-called civilized people and those described as savages; Heart of Darkness raises important questions about imperialism and racism.
Originally published as a three-part serial story in Blackwood's Magazine, the novella Heart of Darkness has been variously published and translated into many languages. In 1998, the Modern Library ranked Heart of Darkness as the sixty-seventh of the hundred best novels in English of the twentieth century.
Joseph Conrad acknowledged that Heart of Darkness was in part based on his own experiences during his travels in Africa. In 1890, at the age of 32, he was appointed by a Belgian trading company to serve as the captain of a steamer on the Congo River. Conrad, who was born in Poland and later settled in England, had eagerly anticipated the voyage, having decided to become a sailor at an early age. While sailing up the Congo river from one station to another, the captain became ill, Conrad assumed command of the boat and guided the ship to the trading company's innermost station. He reportedly became disillusioned with Imperialism, after witnessing the cruelty and corruption perpetrated by the European companies in the area. The novella's main narrator, Charles Marlow, is believed to have been based upon the author.
This is a presentation on the 2nd part of rime of the ancient mariner by S.T.Colerige. This will be useful for class 10 cbse students for their projects
Thought Provoking Leadership Activity: The Secret SharerAndrew Priestley
Award winning business coach Andrew Priestley shares a story and a powerful thought provoking activity that he has been using with business leaders for nearly 20 years. This is a richly rewarding activity if you are a business owner/manager. Enjoy.
C o l u m b u s s D e s c r i p t i o n o f t h e D i s .docxjasoninnes20
C o l u m b u s ' s D e s c r i p t i o n o f t h e D i s c o v e r y o f A m e r i c a
( 1 4 9 2 )
The passage below is taken from a version of Columbus's journals edited by Bartolomeo de Las
Casas. As you read the passage, imagine the thrill of discovery that would have been experienced
by the sailors on board Columbus's ships. For them this was truly a venture into the unknown.
For many years Columbus's landing was judged to have been made on San Salvador (Watling
Island). A recent study retracing the voyage suggests that Columbus landed on the island of
Samana Cay, more than sixty miles to the southeast of San Salvador. Many scholars will not
agree with this new assertion, and the exact location of the island does not change the nature of
the reaction shown in this journal. If you wish to examine the new evidence, see the National
Geographic 170, no. 5 (November 1986): 566–605.
. . . the Admiral requested and admonished them to keep a sharp lookout at the castle of the bow,
and to look well for land, and said that he would give to him who first saw land a silk doublet,
besides the other rewards which the King and Queen had promised, namely and annual pension
of ten thousand maravedis to him who should see it first. Two hours after midnight, the land
appeared about two leagues off. They lowered all the sails, leaving only a storm square sail,
which is the mainsail without bonnets, and lay to until Friday when they reached a small island
of the Lucayos, called Guanahani by the natives. They soon saw people naked, and the Admiral
went on shore in the armed boat. . . . As soon as they had landed they saw trees of a brilliant
green abundance of water and fruits of various kinds. The Admiral called the two captains and
the rest who had come on shore . . . and he called them as witnesses to certify that he in the
presence of them all, was taking, as he in fact took possession of said island for the king and
Queen his masters, making the declarations that were required as they will be found more fully
in the attestations then taken down in writing. Soon after a large crowd of natives congregated
there. What follows are the Admiral's own words in his book on the first voyage and discovery
of these Indies.
"In order to win the friendship and affection of that people, and because I am convinced that
their conversion to our Holy Faith would be better promoted through love than through force; I
presented some of them with red caps and some strings of glass beads which they placed around
their necks, and with other trifles of insignificant worth that delighted them and by which we
have got a wonderful hold on their affections. They afterwards came to the boats of the vessels
swimming, bringing us parrots, cotton thread in balls, and spears, and many other things which
they bartered for others we gave them, as glass beads and little bells. . . . I saw but one very
young girl, all the rest being very young me ...
Take a few moments to research the contextual elements surrounding P.docxperryk1
Take a few moments to research the contextual elements surrounding President Kennedy’s inauguration in 1961 and then critically examine this speech:
“Inaugural Address,” by John F. KennedyLinks to an external site.<
https://urldefense.com/v3/__https://nam01.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.jfklibrary.org*2FAsset-Viewer*2FBqXIEM9F4024ntFl7SVAjA.aspx__*3B!!ACPuPu0!nRyVaN_vHAO7VokwK2jIluLRE3Rbgg_zTzlKs2LU0jy7JJDLOQzoLng5O9kq8Ar2xqOxu6ASoTCCAw*24&data=02*7C01*7Cs3521396*40students.fscj.edu*7C3dbff0e6302e40df260508d83ebef2dd*7C4258f8b94f8d44abb87f21ab35a63470*7C0*7C0*7C637328337145689500&sdata=rjSnrpQbmBtBYheBjJTh*2B57JapV8a8uLTbS*2BwaXQFps*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!ACPuPu0!lzlmNESbzfxzfV0D2RFZGvC0P4JM5SVIIXnoztdLO3J83rBb44XpTJOZcRrT89Wp_du_$
> is made available by the John F. Kennedy Presidential Library and Museum. It is in the public domain.
In a short rhetorical analysis (minimum of four paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. Which important historical and social realities had an impact on this speech in 1961, and how do these contextual elements figure in President Kennedy’s organization of this speech?
2. What is President Kennedy saying about the nature of human progress (science and technology) and the challenges that we must navigate as a global community? Are these challenges unique to 1961, or relative throughout human history?
3. What are the goals of this speech? Isolate at least three aims of President Kennedy’s address, identify his strategy for supporting these goals, and critique their efficacy. Is this an effective speech? Where applicable, please include a quotation or two from the speech.
In a rhetorical analysis (minimum of eight paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. How does Jefferson organize this important document? How many subdivisions does it have, how do they operate, and how does his approach to organization impact the document’s efficacy?
2. Using at least one citation from the text, analyze Jefferson’s approach to style, voice, and tone. How does he create a sense of urgency in moving toward the conclusion of the work?
3. The complexities of this document’s reach are immense. How many different audiences was Jefferson writing to, and what were the needs of those different groups?
4. In terms of the approaches to formal rhetoric that we studied in the first learning module, which does The Declaration of Independence most closely resemble? .
Table of Contents Section 2 Improving Healthcare Quality from.docxperryk1
Table of Contents Section 2: Improving Healthcare Quality from Within Week 4
Week 4 - Assignment: Interpret Performance Measures
Week 4 - Assignment: Interpret
Performance Measures
Instructions
Course Home Content Dropbox Grades Bookshelf ePortfolio Library The Commons Calendar
You have just been appointed as the administrator of a large managed healthcare organization
with multiple facilities in your state, including facilities in city X and Y (table below). A task your
office is charged with is to reimburse facilities based on how they perform on a set of healthcare
quality measures.
Based on the information provided below, what considerations will you make in your decision-
making process? To complete this assignment, prepare a PowerPoint presentation that
highlights whether or not these two facilities (A and B) should be treated equally when
conducting your assessment. If any, what are the implications of treating these facilities as
equals for the purpose of comparison? Also, address the techniques you will use to ensure these
facilities are assessed fairly.
Measures Facility A Facility B
1
Population
characteristics
City X: Mostly people
with high economic
status and those with
more than high school
education
City Y: Mostly people
with low economic
status, minorities,
high school or less
education
2 Population served All ages
Mostly older adults
and people with
disabilities and
chronic conditions
3
Staff to patient
ratio
1:4 1:8
4
Physician and
nurses continuing
education
Required Required
5 Average number of
hours staff work
per week
50 hours 60 hours
Reflect in ePortfolio
Submissions
No submissions yet. Drag and drop to upload your assignment below.
Drop files here, or click below!
Upload Choose Existing
You can upload files up to a maximum of 1 GB.
Length: 8-10 slides (excluding title slide and references slide)
References: Include a minimum of 3-5 peer-reviewed, scholarly resources referenced on a
separate slide at the end of your presentation.
Your assignment should reflect scholarly academic writing, current APA standards,
Record
Week 4
Course Home Content Dropbox Grades Bookshelf More
Interpreting Performance Improvement Measures
and Benchmarking
As a healthcare administrator/manager, it is in your best
interest to help the facility you serve to move in the
direction charted in the National Quality Strategy (Joshi et
al., 2014). Organizations that fail to meet set standards are
known to face sanctions and sometimes required to close
shop. In consideration of this, you will want to ensure that
the facility you manage is adopting a culture of quality that
puts its patients at the center of healthcare delivery. You will
want to do this by making sure that your facility provides
quality patient care, while also keeping the facility’s
bottom-line healthy.
To ensure you are moving in the right direction, you must
measure and monitor key qual.
More Related Content
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This is a presentation on the 2nd part of rime of the ancient mariner by S.T.Colerige. This will be useful for class 10 cbse students for their projects
Thought Provoking Leadership Activity: The Secret SharerAndrew Priestley
Award winning business coach Andrew Priestley shares a story and a powerful thought provoking activity that he has been using with business leaders for nearly 20 years. This is a richly rewarding activity if you are a business owner/manager. Enjoy.
C o l u m b u s s D e s c r i p t i o n o f t h e D i s .docxjasoninnes20
C o l u m b u s ' s D e s c r i p t i o n o f t h e D i s c o v e r y o f A m e r i c a
( 1 4 9 2 )
The passage below is taken from a version of Columbus's journals edited by Bartolomeo de Las
Casas. As you read the passage, imagine the thrill of discovery that would have been experienced
by the sailors on board Columbus's ships. For them this was truly a venture into the unknown.
For many years Columbus's landing was judged to have been made on San Salvador (Watling
Island). A recent study retracing the voyage suggests that Columbus landed on the island of
Samana Cay, more than sixty miles to the southeast of San Salvador. Many scholars will not
agree with this new assertion, and the exact location of the island does not change the nature of
the reaction shown in this journal. If you wish to examine the new evidence, see the National
Geographic 170, no. 5 (November 1986): 566–605.
. . . the Admiral requested and admonished them to keep a sharp lookout at the castle of the bow,
and to look well for land, and said that he would give to him who first saw land a silk doublet,
besides the other rewards which the King and Queen had promised, namely and annual pension
of ten thousand maravedis to him who should see it first. Two hours after midnight, the land
appeared about two leagues off. They lowered all the sails, leaving only a storm square sail,
which is the mainsail without bonnets, and lay to until Friday when they reached a small island
of the Lucayos, called Guanahani by the natives. They soon saw people naked, and the Admiral
went on shore in the armed boat. . . . As soon as they had landed they saw trees of a brilliant
green abundance of water and fruits of various kinds. The Admiral called the two captains and
the rest who had come on shore . . . and he called them as witnesses to certify that he in the
presence of them all, was taking, as he in fact took possession of said island for the king and
Queen his masters, making the declarations that were required as they will be found more fully
in the attestations then taken down in writing. Soon after a large crowd of natives congregated
there. What follows are the Admiral's own words in his book on the first voyage and discovery
of these Indies.
"In order to win the friendship and affection of that people, and because I am convinced that
their conversion to our Holy Faith would be better promoted through love than through force; I
presented some of them with red caps and some strings of glass beads which they placed around
their necks, and with other trifles of insignificant worth that delighted them and by which we
have got a wonderful hold on their affections. They afterwards came to the boats of the vessels
swimming, bringing us parrots, cotton thread in balls, and spears, and many other things which
they bartered for others we gave them, as glass beads and little bells. . . . I saw but one very
young girl, all the rest being very young me ...
Take a few moments to research the contextual elements surrounding P.docxperryk1
Take a few moments to research the contextual elements surrounding President Kennedy’s inauguration in 1961 and then critically examine this speech:
“Inaugural Address,” by John F. KennedyLinks to an external site.<
https://urldefense.com/v3/__https://nam01.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.jfklibrary.org*2FAsset-Viewer*2FBqXIEM9F4024ntFl7SVAjA.aspx__*3B!!ACPuPu0!nRyVaN_vHAO7VokwK2jIluLRE3Rbgg_zTzlKs2LU0jy7JJDLOQzoLng5O9kq8Ar2xqOxu6ASoTCCAw*24&data=02*7C01*7Cs3521396*40students.fscj.edu*7C3dbff0e6302e40df260508d83ebef2dd*7C4258f8b94f8d44abb87f21ab35a63470*7C0*7C0*7C637328337145689500&sdata=rjSnrpQbmBtBYheBjJTh*2B57JapV8a8uLTbS*2BwaXQFps*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!ACPuPu0!lzlmNESbzfxzfV0D2RFZGvC0P4JM5SVIIXnoztdLO3J83rBb44XpTJOZcRrT89Wp_du_$
> is made available by the John F. Kennedy Presidential Library and Museum. It is in the public domain.
In a short rhetorical analysis (minimum of four paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. Which important historical and social realities had an impact on this speech in 1961, and how do these contextual elements figure in President Kennedy’s organization of this speech?
2. What is President Kennedy saying about the nature of human progress (science and technology) and the challenges that we must navigate as a global community? Are these challenges unique to 1961, or relative throughout human history?
3. What are the goals of this speech? Isolate at least three aims of President Kennedy’s address, identify his strategy for supporting these goals, and critique their efficacy. Is this an effective speech? Where applicable, please include a quotation or two from the speech.
In a rhetorical analysis (minimum of eight paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. How does Jefferson organize this important document? How many subdivisions does it have, how do they operate, and how does his approach to organization impact the document’s efficacy?
2. Using at least one citation from the text, analyze Jefferson’s approach to style, voice, and tone. How does he create a sense of urgency in moving toward the conclusion of the work?
3. The complexities of this document’s reach are immense. How many different audiences was Jefferson writing to, and what were the needs of those different groups?
4. In terms of the approaches to formal rhetoric that we studied in the first learning module, which does The Declaration of Independence most closely resemble? .
Table of Contents Section 2 Improving Healthcare Quality from.docxperryk1
Table of Contents Section 2: Improving Healthcare Quality from Within Week 4
Week 4 - Assignment: Interpret Performance Measures
Week 4 - Assignment: Interpret
Performance Measures
Instructions
Course Home Content Dropbox Grades Bookshelf ePortfolio Library The Commons Calendar
You have just been appointed as the administrator of a large managed healthcare organization
with multiple facilities in your state, including facilities in city X and Y (table below). A task your
office is charged with is to reimburse facilities based on how they perform on a set of healthcare
quality measures.
Based on the information provided below, what considerations will you make in your decision-
making process? To complete this assignment, prepare a PowerPoint presentation that
highlights whether or not these two facilities (A and B) should be treated equally when
conducting your assessment. If any, what are the implications of treating these facilities as
equals for the purpose of comparison? Also, address the techniques you will use to ensure these
facilities are assessed fairly.
Measures Facility A Facility B
1
Population
characteristics
City X: Mostly people
with high economic
status and those with
more than high school
education
City Y: Mostly people
with low economic
status, minorities,
high school or less
education
2 Population served All ages
Mostly older adults
and people with
disabilities and
chronic conditions
3
Staff to patient
ratio
1:4 1:8
4
Physician and
nurses continuing
education
Required Required
5 Average number of
hours staff work
per week
50 hours 60 hours
Reflect in ePortfolio
Submissions
No submissions yet. Drag and drop to upload your assignment below.
Drop files here, or click below!
Upload Choose Existing
You can upload files up to a maximum of 1 GB.
Length: 8-10 slides (excluding title slide and references slide)
References: Include a minimum of 3-5 peer-reviewed, scholarly resources referenced on a
separate slide at the end of your presentation.
Your assignment should reflect scholarly academic writing, current APA standards,
Record
Week 4
Course Home Content Dropbox Grades Bookshelf More
Interpreting Performance Improvement Measures
and Benchmarking
As a healthcare administrator/manager, it is in your best
interest to help the facility you serve to move in the
direction charted in the National Quality Strategy (Joshi et
al., 2014). Organizations that fail to meet set standards are
known to face sanctions and sometimes required to close
shop. In consideration of this, you will want to ensure that
the facility you manage is adopting a culture of quality that
puts its patients at the center of healthcare delivery. You will
want to do this by making sure that your facility provides
quality patient care, while also keeping the facility’s
bottom-line healthy.
To ensure you are moving in the right direction, you must
measure and monitor key qual.
Take a company and build a unique solution not currently offered. Bu.docxperryk1
Take a company and build a unique solution not currently offered. Build a
Lean Business Model Canvas.jpg
and present your idea using all 5 frameworks below:
1.Start with Why (by Simon Sinek)
2.Blue Ocean Strategy(by Chan Kim & Renee Mauborgne)
3.Being re"Markable"
4.The Tipping Point (by Malcolm Gladwell)
5.Story Brand (by Donald Miller)
.
Tackling a Crisis Head-onThis week, we will be starting our .docxperryk1
Tackling a Crisis Head-on
This week, we will be starting our work on Assignment 2. Go to
The Wall Street Journal
menu item and find an article about a crisis that occurred at a specific organization in the last year.
Considering the course materials for this week, answer the following:
Describe the crisis faced by the organization.
What communication tactics did the organization use to address its crisis? Refer to Jack and Warren's guidance for dealing with crises.
To what extent, if any, was the organization's crisis communication plan effective?
If you were a senior leader in the organization, would you have responded differently? Why or why not?
This week and next, continue to research this specific crisis so that you can better prepare for Assignment 2.
Post your initial response by Wednesday, midnight of your time zone, and reply to at least 2 of your classmates' initial posts by Sunday, midnight of your time zone.
1st response
The Bank of America Earnings Crisis
In 2020, many businesses experienced notable challenges due to the outbreak of the coronavirus. The Bank of America was no exception based on its reports of firm earnings in 2020. According to Eisen (2021), many large financial organizations in the United States withstood the recession due to COVID-19. However, the author explains that the banks have not been fully protected against the minimal rates brought about by the pandemic. For Bank of America, the outcomes of the COVID-19 outbreak have been felt in many ways, particularly the reduction of earnings by 22%. Additionally, lenders have also experienced significant challenges based on low-interest rates, and Bank of America is among them. Since the financial institution gains earnings on the difference between their lending payments and what they pay to depositors, the bank's interest rates downfall. The earnings crisis also affected the firm's operations in the last quarter of 2020 even though it made considerable profits.
Communication Tactics and Addressing the Crisis
Handling a crisis in organizations presents notable problems for managers and leaders that do not understand the proper ways of solving a crisis. Warren Buffet explains that there are four significant steps a leader can take to address a crisis. First, getting the crisis right and understanding why it happens and what can stop it will help address the crisis. The Bank of America leaders understood that the company needs to introduce measures that will increase the earnings. Secondly, according to Buffet, responding to the crisis fast is also a core step in managing a crisis. The Bank of America did not wait until the last quarter of 2020 to react to the earnings crisis. Rather, they resorted to ensuring the loan demands are stabilized by business consumers and focused more on investment activities (Eisen, 2021). The third and fourth steps based on Warren's advice involve getting the crisis out by dealing with it and getting over with. Th.
take a look at the latest Presidential Order that relates to str.docxperryk1
take a look at the latest Presidential Order that relates to strengthening cybersecurity that relates to critical infrastructure:
https://www.whitehouse.gov/presidential-actions/presidential-executive-order-strengthening-cybersecurity-federal-networks-critical-infrastructure/
Let’s look at a real-world scenario and how the Department of Homeland Security (DHS) plays into it. In the scenario, the United States will be hit by a large-scale, coordinated cyber attack organized by China. These attacks debilitate the functioning of government agencies, parts of the critical infrastructure, and commercial ventures. The IT infrastructure of several agencies are paralyzed, the electric grid in most of the country is shut down, telephone traffic is seriously limited and satellite communications are down (limiting the Department of Defense’s [DOD’s] ability to communicate with commands overseas). International commerce and financial institutions are also severely hit. Please explain how DHS should handle this situation.
please explain how DHS should handle the situation described in the preceding paragraph.
.
Take a look at the sculptures by Giacometti and Moore in your te.docxperryk1
Take a look at the sculptures by Giacometti and Moore in your text. Both pieces are good examples of the relationship between form, content, and subject matter. How do you feel the form of each sculpture expresses the content? What specific characteristics give us clues and communicate meaning?
Select a third work of art from the text and discuss how the form and content relate. Identify at least five visual elements and/or principles of design in your analysis of the third piece.
.
Table of ContentsLOCAL PEOPLE PERCEPTION TOWARDS SUSTAINABLE TOU.docxperryk1
Table of Contents
LOCAL PEOPLE PERCEPTION TOWARDS SUSTAINABLE TOURISM IN DENMARK1
Declaration:2
ACKNOWLEDGEMENT2
CHAPTER:15
Introduction5
1.1 Background of the study6
1.2 Problem Statement:7
1.3 Research Questions:8
1.4 Research Objectives:8
1.5 Thesis Structure8
CHAPTER:29
Literature review9
2.1 Attitudes of local people towards Sustainable tourism9
2.2 Practices of Sustainable tourism10
2.3 Sustainable tourism development.12
2.4 Involvement of people in Sustainability.14
2.5 Theoretical Framework.15
3.1 Introduction17
3.2 Research Design17
3.3 Sampling method18
3.4 Data collection18
3.5 Measurements and Variables18
3.6 Data analysis19
CHAPTER:1Introduction
Sustainable tourism is a form of tourism, which requires a tourist to respect the local culture, environment, preserving cultural heritage, and supporting local economies by purchasing local products which also benefits the people of that country. Sustainable tourism is a form of development, which is Social development, Economic development and Nature protection. According to the World Tourism Organization, Sustainable tourism is “Tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry, the environment, and host communities” UNWTO (2013). Denmark is more concerned about sustainable environment, for instance the Government is aiming at Copenhagen becoming the world’s first carbon-neutral capital by 2025. Government have put high taxation on vehicles, cars so Danes have to think twice before buying or using them. This could be the strategy of the nation. As they are on the way to gain something remarkable, they also have some challenges. The tourism industry has a million of turnover in Danish economy and Danish government puts a high effort in order to make it more sustainable. The big topic could be how the tourist react on it? All the government efforts could be result less if the customer and the business does not act smart. To the Danes, sustainability is a holistic approach that includes renewable energy, water management, waste recycling and green transportation including bicycle culture. Most of the local restaurants use re-usable things during their service also, practices waste deposable for take away.
Tourism is the best way to experience the culture however, damage and waste can occur due to inappropriate behavior of tourists. According to the Denmark statics (2019), every year tourist spends around 128 billion DKK in Denmark. Denmark is very responsible towards environment and most of the hotels are practicing Corporate Social Responsibility (CSR). For example, Scandic Kødbyen is one of the hotels practicing sustainability, first to implement CSR. It plays a significant support in sustainable tourism business, which includes hotel, restaurant and the service provided sectors. Visit Copenhagen states that 70% of hotels hold an official eco-certification and also known as the hap.
Table of Contents Title PageWELCOMETHE VAJRA.docxperryk1
Table of Contents
Title Page
WELCOME
THE VAJRACCHEDIKA PRAJÑAPARAMITA SUTRA
COMMENTARIES
PART ONE - THE DIALECTICS OF
PRAJÑAPARAMITA
Chapter 1 - THE SETTING
Chapter 2 - SUBHUTI’S QUESTION
Chapter 3 - THE FIRST FLASH OF LIGHTNING
Chapter 4 - THE GREATEST GIFT
Chapter 5 - SIGNLESSNESS
PART TWO - THE LANGUAGE OF
NONATTACHMENT
Chapter 6 - A ROSE IS NOT A ROSE
Chapter 7 - ENTERING THE OCEAN OF REALITY
Chapter 8 - NONATTACHMENT
PART THREE - THE ANSWER IS IN
THE QUESTION
Chapter 9 - DWELLING IN PEACE
Chapter 10 - CREATING A FORMLESS PURE
LAND
Chapter 11 - THE SAND IN THE GANGES
Chapter 12 - EVERY LAND IS A HOLY LAND
Chapter 13 - THE DIAMOND THAT CUTS
THROUGH ILLUSION
Chapter 14 - ABIDING IN NON-ABIDING
Chapter 15 - GREAT DETERMINATION
Chapter 16 - THE LAST EPOCH
Chapter 17 - THE ANSWER IS IN THE QUESTION
PART FOUR - MOUNTAINS AND
RIVERS ARE OUR OWN BODY
Chapter 18 - REALITY IS A STEADILY FLOWING
STREAM
Chapter 19 - GREAT HAPPINESS
Chapter 20 - THIRTY-TWO MARKS
Chapter 21 - INSIGHT-LIFE
Chapter 22 - THE SUNFLOWER
Chapter 23 - THE MOON IS JUST THE MOON
Chapter 24 - THE MOST VIRTUOUS ACT
Chapter 25 - ORGANIC LOVE
Chapter 26 - A BASKET FILLED WITH WORDS
Chapter 27 - NOT CUT OFF FROM LIFE
Chapter 28 - VIRTUE AND HAPPINESS
Chapter 29 - NEITHER COMING NOR GOING
Chapter 30 - THE INDESCRIBABLE NATURE OF
ALL THINGS
Chapter 31 - TORTOISE HAIR AND RABBIT
HORNS
Chapter 32 - TEACHING THE DHARMA
CONCLUSION
Copyright Page
WELCOME
WELCOME
BROTHERS AND SISTERS, please read The Diamond
That Cuts through Illusion with a serene mind, a mind
free from views. It’s the basic sutra for the practice of
meditation. Late at night, it’s a pleasure to recite the
Diamond Sutra alone, in complete silence. The sutra is
so deep and wonderful. It has its own language. The
first Western scholars who obtained the text thought it
was talking nonsense. Its language seems mysterious,
but when you look deeply, you can understand.
Don’t rush into the commentaries or you may be
unduly influenced by them. Please read the sutra first.
You may see things that no commentator has seen. You
can read as if you were chanting, using your clear body
and mind to be in touch with the words. Try to
understand the sutra from your own experiences and
your own suffering. It is helpful to ask, “Do these
teachings of the Buddha have anything to do with my
daily life?” Abstract ideas can be beautiful, but if they
have nothing to do with our life, of what use are they?
So please ask, “Do the words have anything to do with
eating a meal, drinking tea, cutting wood, or carrying
water?”
The sutra’s full name is The Diamond That Cuts
through Illusion, Vajracchedika Prajñaparamita in
Sanskrit. Vajracchedika means “the diamond that cuts
through afflictions, ignorance, delusion, or illusion.” In
China and Vietnam, people generally call it the Diamond
Sutra, emphasizing the word “diamond,” but, in fact,
the phrase “cutting through” is the most important.
Prajñaparamita means “per.
Take a few minutes to reflect on this course. How has your think.docxperryk1
Take a few minutes to reflect on this course. How has your thinking (e.g., worldview, knowledge, etc.) been challenged from what you thought prior to taking this course? What are your thoughts now on the significance of correctly diagnosing mental health disorders? What are your thoughts on the treatment of psychopathology? In general, what thoughts do you have about psychopathology and its impact on an individual and the family?
.
Taiwan The Tail That Wags DogsMichael McDevittAsia Po.docxperryk1
Taiwan: The Tail That Wags Dogs
Michael McDevitt
Asia Policy, Number 1, January 2006, pp. 69-93 (Article)
Published by National Bureau of Asian Research
DOI: 10.1353/asp.2006.0011
For additional information about this article
Access provided by Florida International University (9 Sep 2013 16:14 GMT)
http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html
http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html
asia p olicy, number 1 (january 2006 ), 69–93
Michael McDevitt (Rear Admiral, retired) is Vice President and Director
of the Center for Naval Analyses at the CNA Corporation. These views are his
own and do not represent the views of the CNA Corporation. He can be reached
at <[email protected]>.
keywords: taiwan; china; united states; japan; foreign relations
Taiwan: The Tail That Wags Dogs
Michael McDevitt
[ 70 ]
execu tive summary
asia p olicy
This essay explores how Taiwan has been able to seize the political initiative
from China, Japan, and the United States.
main argument
Taiwan has attained this leverage due to the interrelationship of four factors:
• Strategic considerations stemming from Taiwan’s geographic position lead
Tokyo and Washington to prefer the status quo, while leading China to
strive for reunification. China’s increasing military power, however, may
suggest a Chinese intention to change the status quo.
• Shared democratic values and the fact that the “democracy issue” has great-
ly prolonged the timetable for reunification give Taipei political influence
in both Washington and Tokyo.
• China’s constant threats of force actually empower Taipei in its relationship
with Washington, and cause the United States to plan for the worst.
• Taiwan is a litmus test of U.S. credibility as an ally, a condition that in turn
creates a perception on the island that U.S. military backing is uncondi-
tional.
policy implications
• Taipei’s high-risk diplomatic approach carries with it the very real possibil-
ity of miscalculation, which could easily lead to great power conflict.
• The United States would benefit from exploring with Beijing ways in which
to demilitarize the issue of Taiwan independence so that the threat of great
power conflict over Taiwan is greatly moderated.
• Tensions may eventually lessen substantially if Beijing can be encouraged to
substitute political deterrence for military deterrence.
• In order to ensure that the U.S. position in the region would survive a
Taipei-provoked conflict should the United States choose not to become
directly involved, Washington can undertake extensive talks with Japan de-
signed to ensure that Japan does not lose confidence in Washington.
organization of the essay
The first four sections of the essay respectively explore the four factors of the
complex U.S.-Taiwan-Japan-China relationship outlined above:
Geostrategic Issues and Considerations . . . . . . . . . . . . . . . . . ..
TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■.docxperryk1
TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■ 1700s: Training and apprenticeship under one physician was common until hospitals were founded in the mid-1700s. In 1765, the first medical school was established at the University of Pennsylvania. ■ 1800s: Medical training was provided through internships with existing physicians who often were poorly trained themselves. In the United States, there were only four medical schools, which graduated only a handful of students. There was no formal tuition with no mandatory testing. ■ 1847: The AMA was established as a membership organization for physicians to protect the interests of its members. It did not become powerful until the 1900s when it organized its physician members by county and state medical societies. The AMA wanted to ensure these local societies were protecting physicians’ financial well-being. It also began to focus on standardizing medical education. ■ 1900s–1930s: The medical profession was represented by general or family practitioners who operated in solo practices. A small percentage of physicians were women. Total expenditures for medical care were less than 4% of the gross domestic product. ■ 1904: The AMA created the Council on Medical Education to establish standards for medical education. ■ 1910: Formal medical education was attributed to Abraham Flexner, who wrote an evaluation of medical schools in the United States and Canada indicating many schools were substandard. The Flexner Report led to standardized admissions testing for students called the Medical College Admission Test (MCAT), which is still used as part of the admissions process today. ■ 1930s: The healthcare industry was dominated by male physicians and hospitals. Relationships between patients and physicians were sacred. Payments for physician care were personal. ■ 1940s–1960s: When group health insurance was offered, the relationship between patient and physician changed because of third-party payers (insurance). In the 1950s, federal grants supported medical school operations and teaching hospitals. In the 1960s, the Regional Medical Programs provided research grants and emphasized service innovation and provider networking. As a result of the Medicare and Medicaid enactment in 1965, the responsibilities of teaching faculty also included clinical responsibilities. ■ 1970s–1990s: Patient care dollars surpassed research dollars as the largest source of medical school funding. During the 1980s, third-party payers reimbursed academic medical centers with no restrictions. In the 1990s with the advent of managed care, reimbursement was restricted. ■ 2014: According to the 2014 Association of American Medical Colleges (AAMAC) annual survey, over 70% of medical schools have or will be implementing policies and programs to encourage primary care specialties for medical school students. TABLE 1-2 Milestones of the Hospital and Healthcare Systems 1820–2015 ■ 1820s: Almshouses or poorhouses, the pr.
Tackling wicked problems A public policy perspective Ple.docxperryk1
Tackling wicked problems : A
public policy perspective
Please note - this is an archived publication.
Commissioner’s foreword
The Australian Public Service (APS) is increasingly being tasked with solving very
complex policy problems. Some of these policy issues are so complex they have
been called ‘wicked’ problems. The term ‘wicked’ in this context is used, not in the
sense of evil, but rather as an issue highly resistant to resolution.
Successfully solving or at least managing these wicked policy problems requires
a reassessment of some of the traditional ways of working and solving problems
in the APS. They challenge our governance structures, our skills base and our
organisational capacity.
It is important, as a first step, that wicked problems be recognised as such.
Successfully tackling wicked problems requires a broad recognition and
understanding, including from governments and Ministers, that there are no quick
fixes and simple solutions.
Tackling wicked problems is an evolving art. They require thinking that is capable
of grasping the big picture, including the interrelationships among the full range of
causal factors underlying them. They often require broader, more collaborative
and innovative approaches. This may result in the occasional failure or need for
policy change or adjustment.
Wicked problems highlight the fundamental importance of the APS building on the
progress that has been made with working across organisational boundaries both
within and outside the APS. The APS needs to continue to focus on effectively
engaging stakeholders and citizens in understanding the relevant issues and in
involving them in identifying possible solutions.
The purpose of this publication is more to stimulate debate around what is
needed for the successful tackling of wicked problems than to provide all the
answers. Such a debate is a necessary precursor to reassessing our current
systems, frameworks and ways of working to ensure they are capable of
responding to the complex issues facing the APS.
I hope that this publication will encourage public service managers to reflect on
these issues, and to look for ways to improve the capacity of the APS to deal
effectively with the complex policy problems confronting us.
Lynelle Briggs
Australian Public Service Commissioner
1. Introduction
Many of the most pressing policy challenges for the APS involve dealing with very
complex problems. These problems share a range of characteristics—they go
beyond the capacity of any one organisation to understand and respond to, and
there is often disagreement about the causes of the problems and the best way to
tackle them. These complex policy problems are sometimes called ‘wicked’
problems.
Usually, part of the solution to wicked problems involves changing the behaviour
of groups of citizens or all citizens. Other key ingredients in solving or at least
managing complex policy problems include successfu.
Tahira Longus Week 2 Discussion PostThe Public Administration.docxperryk1
Tahira Longus Week 2 Discussion Post:
The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It alsoensuresboth the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question.
www.ilo.org ›
The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It also assures both the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question.
Tara St Laurent Post
.
Tabular and Graphical PresentationsStatistics (exercises).docxperryk1
Tabular and Graphical Presentations
Statistics (exercises)
Aleksandra Pawłowska
April 7, 2020
Glossary (part 1)
Categorical data Labels or names used to identify categories of like items.
Quantitative data Numerical values that indicate how much or how many.
Frequency distribution A tabular summary of data showing the number (fre-
quency) of data values in each of several nonoverlapping classes.
Relative frequency distribution A tabular summary of data showing the fraction
or proportion of data values in each of several nonoverlapping classes.
Percent frequency distribution A tabular summary of data showing the percent-
age of data values in each of several nonoverlapping classes.
Bar chart A graphical device for depicting qualitative data that have been sum-
marized in a frequency, relative frequency, or percent frequency distribution.
Pie chart A graphical device for presenting data summaries based on subdivision
of a circle into sectors that correspond to the relative frequency for each class.
Dot plot A graphical device that summarizes data by the number of dots above
each data value on the horizontal axis.
Aleksandra Pawłowska Tabular and Graphical Presentations
Glossary (part 2)
Histogram A graphical presentation of a frequency distribution, relative frequency
distribution, or percent frequency distribution of quantitative data constructed
by placing the class intervals on the horizontal axis and the frequencies, relative
frequencies, or percent frequencies on the vertical axis.
Cumulative frequency distribution A tabular summary of quantitative data show-
ing the number of data values that are less than or equal to the upper class limit
of each class.
Cumulative relative frequency distribution A tabular summary of quantitative
data showing the fraction or proportion of data values that are less than or equal
to the upper class limit of each class.
Cumulative percent frequency distribution A tabular summary of quantitative
data showing the percentage of data values that are less than or equal to the
upper class limit of each class.
Ogive A graph of a cumulative distribution.
Scatter diagram A graphical presentation of the relationship between two quan-
titative variables. One variable is shown on the horizontal axis and the other
variable is shown on the vertical axis.
Trendline A line that provides an approximation of the relationship between two
variables.
Aleksandra Pawłowska Tabular and Graphical Presentations
Useful tips (part 1)
1 Often the number of classes in a frequency distribution is the same as the
number of categories found in the data. Most statisticians recommend
that classes with smaller frequencies be grouped into an aggregate class
called „other”. Classes with frequencies of 5% or less would most often be
treated in this fashion.
2 The sum of the frequencies in any frequency distribution always equals
the number of observations. The sum of the relative frequencies in any
relative frequency distribution.
Table 4-5 CSFs for ERP ImplementationCritical Success Fact.docxperryk1
Table 4-5 CSFs for ERP Implementation
Critical Success Factors
Description
Management Support
Top management advocacy, provision of adequate resources, and commitment to project
Release of Full-Time Subject Matter Experts (SME)
Release full time on to the project of relevant business experts who provide assistance to the project
Empowered Decision Makers
The members of the project team(s) must be empowered to make quick decisions
Deliverable Dates
At planning stage, set realistic milestones and end date
Champion
Advocate for system who is unswerving in promoting the benefits of the new system
Vanilla ERP
Minimal customization and uncomplicated option selection
Smaller Scope
Fewer modules and less functionality implemented, smaller user group, and fewer site(s)
Definition of Scope and Goals
The steering committee determines the scope and objectives of the project in advance and then adheres to it
Balanced Team
Right mix of business analysts, technical experts, and users from within the implementation company and consultants from external companies
Commitment to Change
Perseverance and determination in the face of inevitable problems with implementation
Question 11 pts
The melody of a piece of music is
the harmony
the rhythm
the tune
the chords
Flag this Question
Question 21 pts
Chords are an element of
melody
rhythm
all of the above
harmony
Flag this Question
Question 31 pts
The distance between pitches is called
a space
an interval
a beat
all of the above
Flag this Question
Question 41 pts
Rhythmic organization in pre-Conquest Native American music was
divisive
in duple meter
in triple meter
additive
Flag this Question
Question 51 pts
Pan-Indian music often uses:
all of the above
the Navajo language
vocables
English
Flag this Question
Question 61 pts
Pre-conquest Native American musicians were primarily valued for their expertise in spiritual matters.
True
False
Flag this Question
Question 71 pts
Traditional Native American melodies have a wide melodic range
True
False
Flag this Question
Question 81 pts
Early Native American music features intervals that are:
rhythmically longer
rhythmically shorter
farther apart than what we have in the western system
closer together than what we have in the western system
Flag this Question
Question 91 pts
In the early New England colonies folk songs were:
derived from Irish melodies
derived from English melodies
all of the above
usually sung without accompaniment
Flag this Question
Question 101 pts
Early Anglo - American folks songs were:
often in polymeters
often in triple meter
often in duple meter
often in free meter
Flag this Question
Question 111 pts
Of the following, which is not a form of early Anglo-American folk songs?
ballads
lyric songs
work songs
jubilees
Flag this Question
Question 121 pts
Of the following which instrument was not brought to the Americas by European colonists?
clavichord
recorder
viol
banjo
Flag this Question
Quest.
TableOfContentsTable of contents with hyperlinks for this document.docxperryk1
TableOfContentsTable of contents with hyperlinks for this documentExcluding standard worksheets that come with the original dataSheet namePurposeNotesOnDataPrep!A1Tips and tricks for students in doing data analysis in ExcelSalaryPivotTable!A1Using a histogram of salary to compare other variables in terms of chunks of salaryDescriptiveStatsForFrequency!A1Example of producing descriptive stats for chunks of a numeric variable (grouping, frequency table as 'categories')VariableDescriptiveStatsPHStat!A1Example of descriptive stats produced by PHStat and then edited, items removed that are not neededCorrelations!A1Instructor reference for how all variables are inter-relatedRegressionAge!A1Example of regression output highighting output to pay attention toSPSSRegressionAllEnter!A1Instructor reference - regressing salary on all independent variables to discern stongest, independent predictorsPivotTableCreatePercentPolygon!A1Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygonAnalysis resultsGender univariate descriptive statisticsGenderAnalysis!A1Gender/Salary; Gender/Job Grade Classification analysis; Gender/other independent variables Salary histogram, distributionCompare gender/salary descriptive statisticsGenderCompareDescriptives!A1Comparison Table gender descriptive statistics in terms of all variables. This might be something worth doing.EthnicitySalaryAnalysis!A1Ethnicity/Salary analysisOptionalEthnicitySalaryAnalysis!A1Optional ethnicity/salary analysis - distribution of ethnicity over chunks of salary, percent polygonEthnicityJGClassAnalysis!A1Ethnicity/Job Grade Classification analysisAgeSalaryAnalysis!A1Age/Salary analysisAgeJobGradeClassAnalysis!A1Age/Job grade classification analysisYearsWorkedSalaryAnalysis!A1Years worked/Salary analysisYears worked/Job grade classification analysisRelationship between endogenous variablesJob grade classification/Salary analysisRelationship between independent variablesPercentPolygonGenderYearsWorked!A1Compare years worked distribution by gender; Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygon Standard sheets that come with the dataVariable INFO'!A1Information on variablesHuman Resources DATA'!A1DataCross-Class-Table'!A1Summary Table'!A1Histogram!A1% Polygons 2 Groups'!A1Freq. & % Distribution'!A1
Variable INFOTableOfContents!A1The data are a random sample of 120 responses to a survey conducted by the VP of Human Resources at a large company.Source:INFO 501 class at Montclair State UniversityVariablesSalaryin thousands of dollars (K)Age in years YrsWorkin years JGClassjob-grade classification of 1, 3, 5, 7, 9, 11 (lowest skill job to highest skill job)Ethnicity1=Minority0=Not MinorityGender(Male, Female)Named ranges created in this worksheet - use these names to address the data more quickly then manually selecting dat.
Tajfel and Turner (in chapter two of our reader) give us the followi.docxperryk1
Tajfel and Turner (in chapter two of our reader) give us the following definition of Social Identity Theory: "SIT proposes that individuals make sense of their social environment by categorizing themselves and others into groups that can be contrasted with others" (Oksanen et al., 2014). SIT brings order to chaos, you might say, in that individuals define themselves as being different from everyone else.
Considering what we have read about the perpetrators of group violence, how do you suppose that it is that people make the leap from their own social identity to group violence? What social and psychological mechanisms are at work that would go from simple categorization to overt violence?
.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
T h e O p e n B o a t1T h e O p e n B o a tNON.docx
1. T h e O p e n B o a t
1
T h e O p e n B o a t
NONE OF THEM KNEW THE COLOR OF THE SKY.
Their eyes glanced level, and remained upon the waves that
swept
toward them. These waves were gray, except for the tops, which
were
white, and all the men knew the colors of the sea. The line
between
sky and water narrowed and widened, and fell and rose.
A man likes to take a bath in a bigger area than this boat could
provide. These waves were frightfully rapid and tall; and each
boiling,
white top was a problem in the small boat.
The cook sat in the bottom, and looked with both eyes at the six
inches of boat which separated him from the ocean. He had
bared his
fat arms as he worked to empty the water from the boat. Often
he said,
2. “God! That was a bad one.” As he remarked it, he always
looked toward
the east over the rough sea.
p
S t e p h e n C r a n e
The oiler, guiding with one of the two oars in the boat,
sometimes
raised himself suddenly to keep away from the water that
poured in. It
was a thin little oar, and it often seemed ready to break.
The correspondent, pulling at the other oar, watched the waves
and wondered why he was there.
The hurt captain, lying in the front, was feeling defeat and
despair.
It was despair that comes, for a time at least, to even the bravest
and most
enduring when the business fails, the army loses, the ship goes
down.
The mind of the master of a vessel is rooted deep in her wood,
whether
he commands for a day or many. And this captain had in his
thoughts
the firm impression of a scene in the grays of dawn, with seven
faces
turned down in the sea. And later the remains of the ship,
washed by
waves, going low and lower and down. Thereafter there was
3. something
strange in his voice. Although steady, it was deep with grief,
and of a
quality beyond speech or tears.
“Keep her a little more south, Billie,” said he.
“A little more south, sir,” said the oiler in the back.
A seat in this boat was not unlike a seat upon a jumpy horse,
and
a horse is not much smaller. The boat was much like an animal.
As each
wave came, and she rose for it, she seemed like a horse leaping
over a
high fence. The manner of her ride over these walls of water is
a thing
of mystery. Each wave required a new leap, and a leap from the
air. Then
jumping and slipping and racing and dropping down, she
steadied for
the next threat.
A particular danger of the sea is the fact that after successfully
get-
ting through one wave, you discover that there is another behind
it. The
next wave is just as nervously anxious and purposeful to
overturn boats.
In a ten-foot boat one can get a good idea of the great force of
the sea.
As each gray wall of water approached, it shut all else from the
view of
the men in the boat. It was not difficult to imagine that this
particular
wave was the final outburst of the ocean, the last effort of the
deter-
4. mined water.
The sun climbed steadily up the sky. The men knew it was
broad
day because the color of the sea changed from gray to green and
the
2
T h e O p e n B o a t
white tops were like falling snow. From their low boat they
could not
see the sun rise. Only the color of the waves that rolled toward
them
told them that day was breaking.
The oiler and the correspondent rowed the tiny boat. And they
rowed. They sat together in the same seat, and each rowed an
oar. Then
the oiler took both oars; then the correspondent took both oars;
then
the oiler; then the correspondent. They rowed and they rowed.
The captain, hesitating in the front, after the boat had climbed a
great wave, said that he had seen the light at Mosquito Inlet.
After a
while, the cook remarked that he had seen it. The correspondent
was
at the oars then and he, too, wished to look at the lighthouse.
But his
back was toward the far shore. The waves were important, and
for some
time he could not seize an opportunity to turn his head. But at
5. last
there came a wave more gentle than the others. When at the top
of it,
he hurriedly searched the western water with his eyes.
“See it?” asked the captain.
“No,” said the correspondent slowly, “I didn’t see anything.”
“Look again,” said the captain. He pointed. “It’s exactly in that
direction.”
At the top of another wave the correspondent did as he was told.
This time his eyes found a small, still thing on the edge of the
moving
ocean. It was exactly like the point of a pin. It took an anxious
eye to
find a lighthouse so tiny.
“Think we’ll reach it, Captain?”
“If this wind stays steady and the boat doesn’t sink, we can’t do
much else,” said the captain hopefully. Then he added, “Empty
her,
cook.”
“All right, Captain,” said the cheerful cook.
It would be difficult to describe the secure bond between men
that
was here established on the seas. No one said that it was so. No
one
mentioned it. But it was on the boat, and each man felt it warm
him.
They were a captain, an oiler, a cook, and a correspondent, and
they
were friends—friends in a more strangely iron-bound strength
6. than
3
S t e p h e n C r a n e
may be ordinary.
The hurt captain, lying against the water jar in the front, spoke
always in a low voice and calmly. But he could never command
a more
readytoobey ship’s company than the other three in the boat. It
was
more than a mere recognition of what was best for their safety.
There
was surely in it a quality that was personal and heartfelt. And
after this
devotion to the commander of the boat, there was this oneness.
The
correspondent, who had been taught to be a hard judge of men,
knew
even at the time that it was the best experience of his life. But
no one
said it was so. No one mentioned it.
“I wish we had a sail,” remarked the captain. “We might try my
coat on the end of an oar. It would give you two boys a chance
to rest.”
So the cook and the correspondent held the oar and spread wide
the
coat. Sometimes the oiler had to turn sharply to keep the sea
from break-
ing into the boat. But, otherwise, sailing was a success.
7. The lighthouse had been growing slowly larger. It now almost
had
color and appeared like a little gray shadow on the sky. The
men hold-
ing high the oar could not be prevented from turning their heads
quite
often to glance at this little gray shadow.
At last, from the top of each wave, the men in the rolling boat
could see land. As the lighthouse was a shadow on the sky, this
land
seemed only a long black shadow on the sea. It certainly was
thinner
than paper.
The wind slowly died away. The cook and the correspondent did
not now have to labor to hold high the oar. But the waves
continued
pushing and turning and washing the boat.
Slowly the land rose from the sea. From a black line it became a
line of black and white—trees and sand. Finally the captain said
he
could see a house on the shore. “They’ll see us before long and
come out
after us,” said the cook.
The distant lighthouse rose high. “The keeper ought to be able
to
see us now,” said the captain.
“None of those other boats could have reached shore to give
word
of our ship,” said the oiler, in a low voice, “or the lifeboat
would be out
8. 4
T h e O p e n B o a t
hunting for us.”
Slowly and beautifully the land came out of the sea. The wind
came again. Finally a new sound struck the ears of the men in
the boat.
It was the low thunder of waves beating the shore. “We’ll never
be able
to reach the lighthouse now,” said the captain. “Swing her a
little more
north, Billie.”
“A little more north, sir,” said the oiler.
So the little boat turned her nose once more down the wind. All
except the oarsman watched the shore grow. Doubt and fear
were leav-
ing the minds of the men. The management of the boat still took
most
of their attention, but it could not prevent a quiet cheerfulness.
In an
hour, perhaps, they would be on shore. The nearness of success
shone
in their eyes. Everybody took a drink of water.
“Cook,” remarked the captain, “there doesn’t seem to be any
sign
of life about the house.”
“No,” replied the cook. “Strange they don’t see us.”
Tide, wind and waves were swinging the boat north. “Strange
9. they
don’t see us,” said the men.
The sea’s roar was here dulled, but its tone was nevertheless
thun-
dering and huge. As the boat swam over the great waves, the
men sat
listening to this roar. “We’ll overturn,” said everybody.
It is fair to say here that there was not a lifesaving station with-
in twenty miles in either direction. But the men did not know
this fact,
and so they made bitter remarks concerning the eyesight of the
nation’s
lifesavers. Four unhappy men sat in the boat and murmured,
“Strange
they don’t see us.”
The earlier lightheartedness had completely disappeared. To
their
sharpened minds it was easy to imagine all kinds of idleness and
blind-
ness, and indeed, lack of courage. There was the shore of the
land, and it
was bitter and bitter to them that from it came no sign.
The captain said at last, “I suppose we’ll have to make a try for
ourselves. If we stay out here too long, none of us will have
strength to
swim after the boat goes under.”
5
10. S t e p h e n C r a n e
And so the oiler, who was at the oars, turned the boat straight
for
the shore. There was a sudden tightening of muscles. There was
some
thinking.
“If we don’t all get to shore,” said the captain, “—if we don’t
all get
to shore, I suppose you fellows know where to send news of my
finish?”
Then they briefly exchanged some addresses and instructions.
As
for the thoughts of the men, there was a great deal of anger in
them.
They might be summed up this way: “If I am going to lose my
life to
the sea—if I am going to lose my life to the sea—why was I
allowed to
come this far to see sand and trees? Was I brought here merely
to have
my nose dragged away as I was about to taste the holy food of
life?
“It is crazy. If this old fool woman, Fate, cannot do better than
this, she should be forced from the management of men’s
fortunes. She
is an old chicken who knows not her purposes. If she has
decided to
kill me, why did she not do it in the beginning and save me all
this
trouble? The whole affair is mad—but no; she cannot mean to
kill me.
She dare not. She cannot. Not after all this work.” And then
11. each man
might have had the urge to shout at the clouds. “Just kill me
now, and
then hear what I call you!”
The waves that came at this time were more fierce. They seemed
always to break and roll over the little boat in a mass of boiling
white
and gray. The shore was still far away. The oiler was a wise
seaman.
“Boys,” he cried out, “she won’t live three minutes more, and
we’re too
far out to swim. Shall I take her to sea again, Captain?”
“Yes, go ahead!” said the captain.
The oiler, by a series of quick movements, great skill, and fast
and
steady work with the oars, turned the boat in the middle of the
tide
and took her to sea again.
There was a long silence as the boat rose and dropped over the
rough sea to deeper water. Then somebody slowly spoke: “Well,
they
must have seen us from shore by now.”
“What do you think of those lifesaving people?”
“Strange they haven’t seen us.”
“Maybe they think we are out here for sport! Maybe they think
6
T h e O p e n B o a t
12. we’re fishing. Maybe they think we are fools.”
It was a long afternoon. A changed tide tried to force them
south,
but wind and wave said north. Far ahead, where coastline, sea
and sky
met, there were little dots which seemed to indicate a city on
the shore.
“St. Augustine?”
The captain shook his head. “Too near Mosquito Inlet.”
And the oiler rowed, and the correspondent rowed. It was a tir-
ing business.
“Did you ever like to row, Billie?” asked the correspondent.
“No,” said the oiler, “I hate it!”
When one exchanged the rowing seat for a place in the bottom
of
the boat, he suffered a bodily experience that caused him to be
care-
less of everything except an obligation to move one finger.
There was
cold sea water washing back and forth in the boat, and he lay in
it. His
head was pillowed on wood within an inch of the waves along
the side.
Sometimes the sea came in and bathed him once more. But this
did
not trouble him. It is almost certain that if the boat had sunk he
would
have fallen comfortably out upon the ocean as if it were a great
soft bed.
“Look! There’s a man on the shore!”
13. “Where?”
“There! See him? See him?”
“Yes, sure! He’s walking along.”
“Now he’s stopped. Look! He’s facing us!”
“He’s waving at us!”
“So he is! By thunder!”
“Now we’re all right! Now we’re all right! There’ll be a boat
out
here for us in half an hour.”
“He’s going on. He’s running. He’s going up to that house
there.”
The distant beach seemed lower than the sea, and required a
searching glance to see the little black figure! The captain saw a
floating
stick, and they rowed to it. A white cloth was by some strange
chance
in the boat. Tying this on the stick, the captain waved it. The
man at
the oars did not dare turn his head, so he was obliged to ask
questions.
“What’s he doing now?”
7
S t e p h e n C r a n e
“He’s standing still again. He’s looking, I think. There he goes
again—toward the house. Now he’s stopping again.”
“Is he waving at us?”
“No, not now; he was, though.”
14. “Look! There comes another man!”
“He’s running.”
“Look at him go!”
“Look! There’s a fellow waving a little black flag. I’ve never
seen
anyone wave so hard! There come those other two fellows. Now
they
are talking together. Look at the fellow with the flag. I’ve never
seen
anyone wave so hard!”
“That isn’t a flag, is it? That’s his coat. Certainly, that’s his
coat.”
“So it is; it’s his coat! He’s taken it off and is waving around
his
head. But would you look at him swing it!”
“What does that fool with the coat mean? What’s he signaling
anyhow?”
“It looks as if he were trying to tell us to go north. There must
be
a lifesaving station up there.”
“No, he thinks we’re fishing. Just giving us a merry hand. See?
There, Billie.”
“I wish I could understand those signals. What do you suppose
he
means?”
“He doesn’t mean anything; he’s just playing.”
“Well, if he’d just signal us to try again; or to go to sea and
wait;
15. or go north, or go south, or go to hell, there would be some
reason in
it. But look at him! He stands there and keeps his coat turning
around
like a wheel. The fool!”
“There come some more people.”
“Now there’s quite a mob. Look! Isn’t that a boat?”
“Where? Oh, I see where you mean. No, that’s no boat.”
“That fellow is still waving his coat.”
“He must think we like to see him do that. Why doesn’t he stop
it? It doesn’t mean anything.”
“I don’t know. I think he is trying to make us go north. There
8
must be a lifesaving station there somewhere.”
“He isn’t tired yet. Look at him wave!”
“I wonder how long he can do that. He’s been swinging his coat
around ever since he caught sight of us. He’s crazy. Why aren’t
they
getting men to bring a boat out? A fishing boat could come out
here
all right. Why won’t he do something?”
“Oh, it’s all right now.”
“They’ll have a boat out here for us soon, now that they have
seen us.”
A faint yellow color came into the sky over the low land. The
shadows on the sea slowly deepened. The wind brought coldness
16. with it,
and the men felt it.
“My God!” said one, allowing his voice to express his feeling.
“If
we have to wait around out here! If we’ve got to stay out here
all night!”
“Oh, we’ll never have to stay here all night! Don’t worry!
They’ve
seen us now, and they’ll come out after us soon.”
The shore grew dark. The man waving the coat and the group of
people gradually became part of this darkness.
“I’d like to catch the one who waved the coat. I feel like hitting
him hard, just for luck.”
“Why? What did he do?”
“Oh, nothing, but he seemed so—cheerful!”
And so the oiler rowed, and then the correspondent rowed, and
then the oiler rowed. Gray-faced and bent forward steadily, turn
by
turn, they lifted the heavy oars. The form of the lighthouse was
gone
from their view, but finally a pale star appeared, just lifting
from the sea.
“If 1 am going to lose my life to the sea—if I am going to lose
my life
to the sea—why was I allowed to come this far and see sand and
trees? Was
I brought here merely to have my nose dragged away as I was
about to taste
the holy food of life?”
17. The patient captain, leaning against the water jar, was
sometimes
obliged to speak to the oarsman.
“Keep her head up! Keep her head up!”
“Keep her head up, sir.” The voices were tired and low.
9
T h e O p e n B o a t
S t e p h e n C r a n e
This was surely a quiet evening. All except the oarsman lay
heav-
ily motionless in the boat’s bottom.
A night on the sea in an open boat is a long night. As darkness
fell, the shine of the light, lifting from the sea in the south,
changed to
full gold. In the north, a new light appeared—a small blue glow
on the
edge of the waters. These two lights were the furniture of the
world.
Otherwise there was nothing but waves.
The plan of the oiler and the correspondent was for one to row
until he was no longer able. Then he would wake the other from
his
dead sleep in the bottom of the boat.
The oiler worked the oars until his head dropped forward and
the
18. overpowering sleep blinded him; and he rowed some more. Then
he
touched a man in the bottom of the boat, and called his name,
“Will
you row for a little while?” he asked softly.
“Sure, Billie,” said the correspondent, slowly dragging himself
to
a sitting position. They exchanged places carefully. And the
oiler, slip-
ping down in the sea water at the cook’s side, seemed to go to
sleep
instantly. Though the huge size of the waves had lessened, they
still
rolled the boat high. The man at the oars tried to keep her
pointing
into the waves so she would not turn over. The black waves
were silent
and hard to see in the darkness. Often one was almost upon the
boat
before the oarsman knew it.
In a low voice the correspondent spoke to the captain. He was
not sure that the captain was awake, although this iron man
seemed to
be always awake. “Captain, shall I keep her going toward that
light
north, sir!”
The same steady voice answered him. “Yes. Keep the light a lit-
tle to the left.”
The correspondent, as he rowed, looked down at the two men
sleeping underfoot. The cook’s arm was around the oiler’s
shoulders,
and with their scarce clothing and tired faces, they were the
19. babies of
the sea—a strange picture of two old babies.
After a time it seemed that even the captain slept, and the cor-
10
T h e O p e n B o a t
respondent thought that he was the only man afloat on all the
ocean.
The wind had a voice as it came over the waves, and it was
sadder than
death.
“If I am going to lose my life to the sea—if 1 am going to lose
my life
to the sea—why was I allowed to come this far and see sand and
trees?”
During the long night, a man might decide that it was really
the purpose of the seven mad gods to kill him in spite of the
awful cru-
elty of it. But it was certainly not justice to kill a man who had
worked
so hard, so hard. The man felt it would be a crime. Other people
had
died at sea since the beginning of ships, but still—
Later the correspondent spoke into the bottom of the boat.
“Billie!”
There was a slow and gradual movement. “Billie, would you
row for a
while?”
20. “Sure,” said the oiler.
As soon as the correspondent touched the cold, comfortable sea
water in the bottom of the boat and had pressed close to the
cook’s side,
he was deep in sleep in spite of the cold. This sleep was so good
to him
that it was but a moment before he heard a voice call his name
in a
tone that showed great weakness. “Will you row now?”
“Sure, Billie.”
The light in the north had strangely disappeared, but the wide-
awake captain told the correspondent how to go.
Later in the night, they took the boat farther out to sea. The
captain
told the cook to take one oar at the rear and keep the boat facing
the seas.
This plan enabled the oiler and correspondent to rest together.
“We’ll give
those boys a chance to gather some strength,” said the captain.
They curled down and slept once more the dead sleep.
When the correspondent again opened his eyes, the sea and the
sky were each of the gray color of dawn. Later, pink and gold
light shone
upon the waters. The morning appeared finally, in its splendid
form—a
sky of pure blue, and the sunlight flamed on the tips of the
waves.
On the distant sands were many little black houses, and a tall,
21. 11
S t e p h e n C r a n e
white windmill rose above them. No man nor dog appeared on
the
beach. It might have been a deserted village.
The voyagers searched the shore with their eyes. They
considered
their position. The captain said, “If no help is coming, we might
better
try to reach land right away. If we stay out here much longer we
will be
too weak to do anything for ourselves at all.” The others
silently agreed
to this reasoning.
The boat was going toward the beach. The correspondent won-
dered if anyone ever climbed the tall wind tower, and if, then,
he ever
looked at the sea. This tower was a giant, standing with its back
to the
danger of small creatures. It represented to the correspondent
the calm
of Nature against the struggles of the individual—Nature in the
wind,
and Nature in the sight of men. Nature did not seem cruel to
him then,
nor kind, nor dangerous, nor wise. But she was not interested,
com-
pletely not interested.
22. It is, perhaps, probable that a man in this situation, impressed
with the lack of concern of the world, should see the many
faults in his
own life. They may rest badly in his mind, and he may wish for
anoth-
er chance. The difference between right and wrong seems all too
clear
to him then. And he understands that if he were given another
oppor-
tunity, he would improve his conduct and his words.
“Now, boys,” said the captain, “she is going to go under. All we
can do is take her in as far as possible, and then when she sinks,
jump
out and go toward the beach. Keep cool now, and don’t jump
until she
goes under.”
The oiler took the oars. “Captain,” he said, “I think I’d better
keep
her head to the seas and back her in.”
“All right, Billie,” said the captain. “Back her in.” The oiler
turned
the boat then and, seated in the rear, the cook and the
correspondent
had to look over their shoulders to see the lonely and distant
shore.
The huge waves lifted the boat high. “We won’t get in very
close,”
said the captain. Each time a man could turn his attention from
the sea,
he glanced toward the shore, and in the expression of the eyes
there was
a remarkable quality. The correspondent, observing the others,
23. knew
12
T h e O p e n B o a t
that they were not afraid, but the full meaning of their glances
was hid-
den.
As for himself, he was too tired to fully understand the fact. He
tried to force his mind into thinking of it, but the mind was
slave now
to the muscles. And the muscles said they did not care. He
merely
thought that if he should die it would be a shame.
There were no hurried words, no apparent fears. The men
simply
looked at the shore. “Now remember to get well away from the
boat
when you jump,” said the captain.
A wave suddenly fell with a thundering roar, and the water
came
rushing down upon the boat.
“Steady, now,” said the captain. The men were silent. They
turned
their eyes from the shore and waited. Then the next wave broke
upon
them. Rolling floods of white water caught the boat and
whipped it
around. Water came in from all sides.
24. The little boat, dying under this weight of water, sank deeper
into
the sea.
“Empty her out, cook! Empty her out!” said the captain.
“All right, Captain,” said the cook.
“Now, boys, the next one will finish us,” said the oiler.
“Remember
to jump free of the boat.”
The third wave moved forward—huge, angry, merciless. It
seemed
to drink the tiny boat and, at the same time, threw the men into
the sea.
The January water was icy. The correspondent thought immedi-
ately that it was colder than he had expected to find it off the
coast of
Florida. This appeared to his dulled mind as a matter important
enough
to be noted at the time. The coldness of the water was sad; it
was very
sad. This fact was somehow mixed with opinion of his own
situation, so
that it seemed almost a proper reason for tears. The water was
cold.
When he came to the surface, he knew of little but the noisy
water.
Afterward he saw his companions in the sea. The oiler was
ahead in the
race. He was swimming strongly and rapidly. Off to the
correspondent’s
left, cook’s great back appeared out of the water. Behind him
25. the captain
was hanging with his one unhurt hand to the overturned boat.
13
S t e p h e n C r a n e
There is a certain motionless quality to a shore, and the corre-
spondent wondered that it could exist so near the awful sea. It
seemed
very desirable. But the correspondent knew that it was a long
journey,
and he swam slowly.
But finally he arrived at a place in the sea where travel was
diffi-
cult. He did not stop swimming to consider what kind of current
had
caught him, but there his progress ceased. The shore was before
him,
and he looked at it and understood with his eyes each detail of
it.
As the cook passed, much farther to the left, the captain was
call-
ing to him, “Turn over on your back, cook! Turn over on your
back and
use the oar.”
“All right, sir.” The cook turned on his back and, using the oar,
went ahead as if he were a boat himself.
The boat also passed, with the captain holding on with one
hand.
26. They passed nearer to shore—the oiler, the cook, the captain—
and following them went the water jar, sailing merrily over the
sea.
The correspondent remained in the grasp of this strange new
enemy—a current. The shore, with its white sand and green
trees, was
spread like a picture before him.
He thought: “I’m going to die. Can it be possible? Can it be
pos-
sible? Can it be possible?” Perhaps an individual must consider
his own
death to be the final act of Nature.
But later a wave pushed him out of this small, deadly current,
and
he found suddenly that he could again make progress toward the
shore.
Later still he knew that the captain had his face turned toward
him
and was calling his name. “Come to the boat! Come to the
boat!”
In his struggle to reach the captain and the boat, he realized that
when one gets tired beyond limit, death must be comfortable—
an end
of fighting accompanied by a large sense of relief.
After a while he saw a man running along the shore. He was
removing his clothes with most remarkable speed. Coat,
trousers, shirt,
everything came off him like magic.
“Come to the boat!” called the captain.
27. “All right, Captain.” As the correspondent swam, he saw the
cap-
14
T h e O p e n B o a t
tain stand on the floor of the ocean and leave the boat. Then the
cor-
respondent performed his one bit of magic of the voyage. A
large wave
caught him and threw him with ease and speed completely over
the
boat and far beyond it. He was amazed by his own performance
and by
that of the marvelous sea.
The correspondent arrived in water that reached only to his
chest,
but his condition did not enable him to stand for more than a
moment.
Each wave pushed him down again.
Then he saw the running man come leaping into the water. He
dragged ashore the cook; and then went toward the captain; but
the
captain motioned him away and sent him to the correspondent.
The
man gave a strong pull, a long drag, and a big push. The
correspondent
said, “Thanks, old man.” But suddenly the man cried, “What’s
that?”
He pointed a quick finger. The correspondent said, “Go.”
28. In the low water, face down, lay the oiler. His forehead touched
sand that was sometimes, between each wave, above the sea.
The correspondent did not know all that happened afterward.
When he reached safe ground he fell, striking the sand with
each part
of his body. It was as if he had dropped from a roof.
It seemed that instantly the beach was crowded with men bring-
ing blankets and clothes, and with women carrying coffee. The
wel-
come of the land to the sea was warm and generous. But a quiet
and
wet shape was carried up the beach. And the land’s welcome for
it
could only be the different and silent one of the grave.
When night came, the white waves rolled back and forth in the
moonlight, and the wind brought the sound of the great sea’s
voice to
the men on the shore. And they felt that they could then
understand.
15
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015_Part1Red_Badge_of_Courage_001-
015_Part2Red_Badge_of_Courage_001-
015_Part3Red_Badge_of_Courage_001-
015_Part4Red_Badge_of_Courage_001-
015_Part5Red_Badge_of_Courage_001-
015_Part6Red_Badge_of_Courage_001-
015_Part7Red_Badge_of_Courage_001-
015_Part8Red_Badge_of_Courage_001-
015_Part9Red_Badge_of_Courage_001-
015_Part10Red_Badge_of_Courage_001-
015_Part11Red_Badge_of_Courage_001-