VALCANOES Essay Example For Students

VALCANOES Essay Well of lava This paper will characterize and talk about the fountain of liquid magma to include: kinds of volcanoes, arrangement of a spring of gushing lava, and components of a spring of gushing lava, for example, magma, rock sections, and gas. This paper likewise informs a smidgen regarding volcanic action in various pieces of the world. What is a spring of gushing lava? A fountain of liquid magma is a vent in the earth from which liquid stone and gas eject. The liquid stone that ejects from the well of lava frames a slope or mountain around the vent. The magma may stream out as a thick fluid or it might detonate from the vent as strong or fluid particles. Sorts of Volcanic Materials Three fundamental materials that may emit from a spring of gushing lava are; 1. magma, 2. rock sections, and 3. gas. Magma Lava is the name for magma that has been discharged onto the Earths surface. At the point when magma goes to the Earths surface, it is intensely hot and may have temperatures of in excess of 2012 degrees Fahrenheit. We will compose a custom exposition on VALCANOES explicitly for you for just $16.38 $13.9/page Request now Liquid magma streams quickly down a wells of lava slants. Clingy magma streams all the more gradually. As the magma cools, it might solidify into a wide range of arrangements. Profoundly liquid magma solidifies into smooth, collapsed sheets of rock called pahoehoe. Stickier magma cools into harsh, rough sheets of rock called aa. Pahoehoe and aa spread enormous zones of Hawaii, where the terms started. The stickiest magma structures streams of stones and rubble called square streams. It might likewise frame hills of magma called arches. Other magma arrangements are splash cones and magma tubes. Scatter cones are steep slopes that can get up to 100 feet high. They develop from the splash of fountain like ejections of thick magma. Magma tubes are burrows shaped from liquid magma. As the magma streams, its outside covering cools and solidifies. Be that as it may, the magma beneath keeps on streaming. After the streaming magma depletes away, it leaves a passage. Rock Fragments Rock part are normally called tephra and are shaped from clingy magma. This magma is clingy to such an extent that its gas can not effectively get away from when the magma moves toward the surface or focal vent. At long last, the caught gas develops so much weight that it shoots the magma into parts. Tephra comprises of volcanic residue, volcanic debris, and volcanic bombs, (from littlest to biggest size molecule). Volcanic residue comprises of particles short of what one-hundredth inch in distance across. Volcanic residue can be conveyed for significant stretches. In 1883, the emission of Krakatau in Indonesia shot residue 17 miles into the air. The residue was hefted around the Earth a few times and created splendid red dusks in numerous pieces of the world. A few researchers accept enormous amounts of volcanic residue can influence the atmosphere by diminishing the measure of daylight that arrives at the Earth. Volcanic debris is comprised of pieces short of what one fifth inch in breadth. About all volcanic debris tumbles to the surface and gets welded together as rock called volcanic tuff. Some of the time, volcanic debris joins with water in a stream and structures a bubbling mudflow. Mudflows may accelerates to 60 miles for each hour and can be astoundingly breaking. Volcanic bombs are huge sections. A large portion of them extend from the size of a baseball to the size of a ball. The biggest bombs can match multiple feet across and weigh up to 100 short tons. Little volcanic bombs are for the most part called ashes. Gas spills out of volcanoes in enormous amounts during practically all emissions. The gas is made up especially of steam, however may likewise incorporate carbon dioxide, nitrogen, sulfur dioxide, and different gases. A large portion of the steam originates from a springs of gushing lava magma, however some steam may likewise be delivered when rising magma warms water in the ground. Volcanic gas conveys a huge aggregate of volcanic residue. .u9ca939d45e78e60286d2a8d01bd126fc , .u9ca939d45e78e60286d2a8d01bd126fc .postImageUrl , .u9ca939d45e78e60286d2a8d01bd126fc .focused content zone { min-tallness: 80px; position: relative; } .u9ca939d45e78e60286d2a8d01bd126fc , .u9ca939d45e78e60286d2a8d01bd126fc:hover , .u9ca939d45e78e60286d2a8d01bd126fc:visited , .u9ca939d45e78e60286d2a8d01bd126fc:active { border:0!important; } .u9ca939d45e78e60286d2a8d01bd126fc .clearfix:after { content: ; show: table; clear: both; } .u9ca939d45e78e60286d2a8d01bd126fc { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; progress: mistiness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .u9ca939d45e78e60286d2a8d01bd126fc:active , .u9ca939d45e78e60286d2a8d01bd126fc:hover { obscurity: 1; change: darkness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .u9ca939d45e78e60286d2a8d01bd126fc .focused content zone { width: 100%; position: relative; } .u9ca939d45e78e60286d2a8d01bd126fc .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-beautification: underline; } .u9ca939d45e78e60286d2a8d01bd126fc .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u9ca939d45e78e60286d2a8d01bd126fc .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-stature: 26px; moz-outskirt span: 3px; text-adjust: focus; text-embellishment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u9ca939d45e78e60286d2a8d01bd126fc:hover .ctaButton { foundation shading: #34495E!important; } .u9ca939d45e78e60286d2a8d 01bd126fc .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u9ca939d45e78e60286d2a8d01bd126fc-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u9ca939d45e78e60286d2a8d01bd126fc:after { content: ; show: square; clear: both; } READ: Professional Wrestling Essay This coalition of gas and residue appears as though dark smoke Types of Volcanoes The magmas that are the most melted eject unobtrusively and stream from the vent to frame slanting shield volcanoes, a name that is considered on the grounds that they resemble the shields of antiquated German warriors. The magma that streams from shield volcanoes is generally just one to ten meters thick, however the magma may reach out for huge spans from the vent. The volcanoes of Hawaii and Iceland are commonplace shield volcanoes. Magma with high gas substance and high viscosities are typically more dangerous than the magma that streams from shield volcanoes. This gas-rich magma in numerous events is blown extremely high into the air during an emission. The magma falls as volcanic bombs, which aggregate around the vent and structure steep-sided however moderately little soot cones. volcanic bombs extend in size from fine-grained debris to house-size squares. Ash cones most regularly comprise of volcanic parts anyplace from debris to little stone size which is under three centimeters in distance across. The vast majority of the tallest volcanoes are composite volcanoes, which are likewise called stratovolcanoes. These structure a pattern of calm ejections of liquid magma followed by touchy emissions of gooey magma. The liquid magma makes a disintegration safe shell over the dangerous flotsam and jetsam, which structures, solid, steep-sided volcanic cones. Previously, goliath emissions of amazingly familiar basaltic magma from broad frameworks of crevices in the Earth have happened. These arrangement of emissions shaped huge levels of basaltic magma. In India, the Deccan basalts spread 260,000 square kilometers, and in Oregon and Washington the Columbia Plateau basalts spread roughly 130,000 square kilometers. No ejections of this degree have ever been seen during recorded occasions. Significantly progressively voluminous aggregations of basaltic magma, by the by, are as of now being shaped at the mid-sea edges. How a fountain of liquid magma is shaped The Beginning A spring of gushing lava starts as magma inside the Earth. This magma is made from extraordinary temperatures in the Earths inside. Most magma structures 50 to 100 miles underneath the Earths surface. Some magma creates at profundities of 15 to 30 miles beneath the Earths surface. The magma, which is currently loaded up with gas from joining with the other stone inside the Earth, logically ascends toward the Earths surface since it is less thick than the strong stone around it. As the magma rises, it softens holes in the encompassing stone and structures an enormous room as close as two miles to the surface. The magma room that is framed is the store from which volcanic materials emit. The Eruption The gas-filled magma in the repository is presently under extraordinary tension from the heaviness of the strong stone around it. the weight makes the gas impact or dissolve a direct in a broke or debilitated piece of the stone. The magma presently travels through the channel to the surface. At the point when the magma gets close to the surface, the gas in the magma is discharged. The gas and magma impact out an opening called the focal vent. A large portion of the magma and other volcanic materials at that point emit through this vent. The materials progressively heap up around the vent, and structure a volcanic mountain, or a fountain of liquid magma. After the ejection stops, a bowllike hole typically frames at the highest point of the fountain of liquid magma. The vent lies at the base of the pit. When a well of lava has shaped, not all the magma from later emissions arrives at the surface through the focal vent. As the magma rises, some of it might get through the channel divider and branch out into littler directs in the stone. The magma in these channels may escape through a vent made in the side of the fountain of liquid magma, or it might rest beneath the surface. Volcanoes are extremely wondrous and astonishing. .u96da93c2aaa94e91001dbb46c3d030a7 , .u96da93c2aaa94e91001dbb46c3d030a7 .postImageUrl , .u96da93c2aaa94e91001dbb46c3d030a7 .focused content region { min-stature: 80px; position: relative; } .u9

Why the Best Writers Should Write Every Day

Individuals regularly expect that the best journalists have a characteristic ability for delivering incredible chips away at request. In any case, as anybody does it professionally knows, that’s basically not the case more often than not. Composing is a procedure and it takes a great deal of training and difficult work to remain capable. That’s why one thing that the greater part of the best authors share for all intents and purpose is that they compose each day. Experiences from Writing Giants The essayist of Charlotte’s Web, E.B. White, once said in a meeting that he make an effort not to let his condition meddle with his composition: â€Å"A author who trusts that perfect conditions under which will work will kick the bucket without putting a word on paper.† Ernest Hemingway and Kurt Vonnegut consistently composed early every morning. Today, numerous productive journalists do likewise. They don’t sit tight for the â€Å"right moment† to compose, they simply compose, frequently promptly toward the beginning of the prior day other day by day undertakings dominate. At the point when you start composing each day, it turns into a piece of your daily practice and fortifies your composing ability. You could compose for an entire seven continuous hours in a single day, however composing for an hour each day of the week is most likely a superior methodology. It fortifies your order as an author and is more averse to prompt wear out. Like physical exercise, recurrence †not amount †is progressively viable over the long haul. The Many Benefits of Daily Writing Clears Your Mind You don’t just need to compose pieces that are intended to be distributed †they can simply be fun notes for yourself. The way toward composing is an incredible method to diminish pressure and unclog your psyche. When your considerations are put on the page or screen, you let loose your brain to be progressively inventive or have the option to concentrate on new thoughts. Hones Your Writing Skills The capacity to convey unmistakably and viably break down without training. Composing as often as possible will improve your jargon and the progression of your composition with the goal that you can convey all the more succinctly. Building up a composing timetable will assist you with safeguarding significant composing time. It will likewise urge you to smooth out your every day timetable to amplify your composing yield. Disposes of Writer’s Block At the point when we battle to compose, it’s regularly on the grounds that we’re terrified of composing severely. This inclination can increment on the off chance that you haven’t composed for a couple of days. In any case, try to simply compose †regardless of how â€Å"badly† †and alter it later. As essayist Jodi Picoult stated: â€Å"You probably won't compose well each day, however you can generally alter an awful page. You can’t alter a clear page.† Compose for Yourself The incredible thing about composing each day is that it doesn’t fundamentally must be for another person †you can compose anything you desire. Here are a couple of thoughts on what you can compose for the sake of entertainment. The Morning Purge Before anything else, record everything without exception that comes into your head. Don’t alter as you go, simply dump every one of your musings onto the page. It assists with clearing your psyche, lift your disposition and start your day with a fresh start. Love It, Hate It Pick an article or an action and expound on it from the point of view of completely adoring it. At that point expound on it as if you truly detest it. For instance, expound on the amount you love TV and afterward expound on why you truly don’t like it. Investigate Your Senses Think about an article and attempt to portray it utilizing all your five faculties of sight, hearing, taste, smell and contact. It doesn’t matter in the event that you can’t truly sense it †simply use words to best portray the envisioned sensation. For instance: â€Å"The sun’s light consumes my eyes. Its light waves smell like consuming coals upon my face. At the point when I contact its surface, the warmth pulsates through my veins, I can hear the dry leaves splitting under its warmth and the air around me tastes likes cardboard on my tongue.† A Different Perspective Streak Fiction Compose a short story utilizing around 250 words. It must contain a start, center and end †yet make the most of each word. Come the story down to its pith by expelling whatever doesn’t add to the mind-set, uncover character, advance the plot or make the peruser care. To assist you with getting into the propensity for composing day by day, recollect: Focus on it. More than once per week is too inconsistent to even think about helping you structure a propensity. No reasons, simply compose something consistently! Put aside time to compose, at an ordinary time that works best for you. Start little. Indeed, even 100 words are something. You can generally expand the word check after some time. Wipe out interruptions. Put your telephone on quiet. Close your Internet program. Simply plunk down, or stand up, and compose. Continue Writing Great composing originates from training and difficult work. Indeed, even the best journalists take a very long time to build up their aptitudes. Be that as it may, the one thing they all share for all intents and purpose is that they continue composing, through various challenges. For quite a while. On the off chance that you’re battling with composing, recollect that the more you do it, the better you’ll become. Customary composing won't just lessen your dread of the clear page yet additionally assist you with building up your style and your composing limit.

Steering Clear of Title Loans (3 of 3) What to do if Youre Already Trapped

Steering Clear of Title Loans (3 of 3) What to do if Youre Already Trapped Steering Clear of Title Loans (3 of 3): What to do if Youre Already Trapped Steering Clear of Title Loans (3 of 3): What to do if Youre Already TrappedAny risky venture can always take a turn for the worse. If you go camping, you might get lost. If you go hang gliding, you might wind up stuck in a tree. If you enter a demolition derby, you might end up totaling your car â€" actually, you’ll definitely end up totaling your car. If you care about your car, there are two things you should never do: enter a demolition derby and take out a title loan.If you’ve already taken out that title loan, though, you may feel like it’s too late. Maybe you’re behind on payments and you’re worried that you won’t ever be able to repay the loan. You might be on the verge of losing your car. But don’t worry, you still have options.Option 1: Pay what you owe as soon as you canThese predatory loans typically have extremely high interest rates that build up the longer you take to pay them off. In some states, borrowers are allowed to rollover their loans, meaning they can extend the due date for an additional fee. But a lot of states have outlawed this practice as it leads to borrowers sinking deeper and deeper into debt. So if you have the funds, pay sooner rather than later.Option 2: Cancel or Modify the Loan“Woah, woah, woah. I can cancel my loan?” Well, maybe. Many secured loans contain grace periods. If you’re within this grace period, you may be able to cancel the loanâ€"the problem is that grace period is usually only 3 days from the date the loan was taken out. So if it’s not too late, you’ll need to do this immediately.Loan Modification is different. If you can show that your car is worth much less than what you owe you’re lender, you may be able to broker a compromise with your lender. The laws that mandate this are different state by state, so you’ll have to do your research before you try this method.1Option 3: Get outside counselCheck your loan’s paperwork and make sure you know all of the terms. Don’t rely on a pr edatory title lender to tell you what your rights are, read the paperwork for yourself. They may not be telling you the truth about every detail, and even keeping your options from you.Also, consider contacting a credit counselor. Not-for-profit credit counselors can be found at www.nfcc.org and elsewhere; they can help you restructure your debt and potentially negotiate with your lender. They’ll also advise you going forward on how to repair or minimize the damage done by predatory lenders. Learn more about picking a credit counselor in the blog Bad Credit Helper: How To Shop for a Credit Counselor.If you need a better loan that won’t risk your ride, consider a personal installment loan from OppLoans. We offer loans from $1,000-$5,000 with interest rates that are 70-125% lower than other personal lenders. You can apply at OppLoans.com and if you’re approved you can receive your money as soon as the next business day. We offer fast, safe loans that can help build your credit.Y ou won’t have to put your car on the line to take out one of our loans, so you can use your ride to enter a demolition derby instead! Or don’t. Actually definitely don’t, just use your car to drive to work and go on road trips and stuff. Stay away from demolition derbies all together. And stay away from title loans too.References:1. Lacoma, Tyler. “What to do when You’re Stuck in a Predatory Title Loan.” Ehow.com. https://www.ehow.com/info_8568423_do-stuck-predatory-title-loan.html Accessed 5.6.16Blog Series: Steering Clear of Title LoansPart 1: Three Must-Know FactsPart 2: Dont Risk Your RidePart 3: What to do if Youre Already Trapped

The Five Marginal Seas of the Arctic Ocean

The Arctic Ocean is the smallest of the worlds five oceans with an area of 5,427,000 square miles (14,056,000 sq km). It has an average depth of 3,953 feet (1,205 m) and its deepest point is the Fram Basin at -15,305 feet (-4,665 m). The Arctic Ocean is between Europe, Asia, and North America. In addition, most of its waters of the Arctic Ocean are north of the Arctic Circle. The Geographic North Pole is at the center of the Arctic Ocean. While the South Pole is on a landmass the North Pole is not but the area that it inhabits is usually made up of ice. Throughout most of the year, much of the Arctic Ocean is covered by a drifting polar icepack that is an average of ten feet (three meters) thick. This icepack normally melts during the summer months, which is being extended due to climate change. Ocean or Sea Due to its size, many oceanographers do not consider the Arctic Ocean to be an ocean at all. Instead, some think it is a Mediterranean sea, which is a sea that is mostly enclosed by land. Others believe it to be an estuary, a partially enclosed coastal body of water, of the Atlantic Ocean. These theories are not widely  held. The International Hydrographic Organization does consider the Arctic to be one of the worlds seven oceans. While they are located in Monaco, the IHO is an intergovernmental organization representing hydrography, the science of measuring the ocean. Does the Arctic Ocean have seas? Yes, even though its the smallest ocean the Arctic does have its own seas. The Arctic Ocean is similar to the worlds other oceans because it shares borders with both continents and marginal seas which are also known as Mediterranean seas. The Arctic Ocean shares borders with five marginal seas. The following is a list of those seas arranged by area. The Arctic Seas Barents Sea, Area: 542,473 square miles (1,405,000 sq km)Kara Sea, Area: 339,770 square miles (880,000 sq km)Laptev Sea, Area: 276,000 square miles (714,837 sq km)Chukchi Sea, Area: 224,711 square miles (582,000 sq km)Beaufort Sea, Area: 183,784 square miles (476,000 sq km)Wandel Sea, Area: 22,007 square miles (57,000 sq km)Lincon Sea, Area: Unknown Exploring The Arctic Ocean Recent developments in technology are allowing scientists to study the depths of the Arctic Ocean in brand new ways. This study is important to help scientists study the catastrophic effects of climate change on the area. Mapping the Arctic Ocean  floor could even lead to new discoveries like trenches or sandbars. They may also discover new species of lifeforms found only at the top of the world. It is truly an exciting time to be an oceanographer or a hydrographer. Scientists  are able to explore this treacherous frozen part of the world in-depth for the first time in human history. How exciting!

Effects of Online Dating on Society - 1875 Words

Technology has become a huge part of everyday life in today’s society. Everywhere you look someone is using their smart phone, computer, or tablet. Technology has become a primary means of communication for most people. Why would meeting new people and dating be any different? A concept of meeting people without the face to face interaction is something that is more than appealing to a large group of people. While this concept is not new and has been around for years, it has had a dramatic increase over the past few years. According to a study done by Patti M. Valkenburg and Jochen Peter the number of dating sites has increased by 17% in the past two years and about 37% of single Americans that use the internet have gone to a dating site†¦show more content†¦According to an article on the Truth about Lying in Online Dating Profiles by Jeffrey Hancock, Catalina Toma, and Nicole Ellison 86% of online dating participants felt others misrepresented their physical appearan ce (Fiore Donath, 2005). Online dating has become such a huge part of society that research on these subjects has become very common. Studies on all aspects of online have been conducted. These studies include ones that simply study the people who are using online dating sites, why online dating seems like the best fit for people and even studies that show the negatives of online dating. A study called â€Å"Who Visits Online Dating Sites? Exploring some Characteristics of Online Daters† by Patti M. Valkenburg and Jochen Peter explains what type of users that visit online dating sites and why (Valkenburg Peter, 2007). This study talks about several different previous studies that have been conducted that show negative correlations between internet usage and social involvement but also shows that recent studies are showing the opposite results. In this study there are two hypotheses that are used to explain why people are likely to use online dating sites to find partners. The First hypothesis this study explains, is the social compensation hypothesis, which shows that online dating is beneficial for dating anxiety. The second is the rich-get-richer hypothesis that explains that people who alreadyShow MoreRelatedOnline Dating And Its Effect On Society874 Words   |  4 PagesOnline dating in the past verses now has changed drastically in a sense that itâ€⠄¢s users has broaden. 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With society revolving around the internet, it is clear that the digital age can have both beneficial and harmful impacts on the 21st Century world, including communications, addictions, dating, schooling, work, savings, and hobbies and pastimes. One of the most affected and obvious impacts of the internet is on communications. The internet does make it easier to reach out to other humans both in and outside of our cultures;Read MoreTechnology Is Too Reliant On Technology1539 Words   |  7 Pagesadvancement for mankind, however becoming too reliant on technology can severely damage some of the basic aspects of life that are slowly being diminished by technology. Today’s society is becoming too reliant on technology because it is causing increasing health issues, strained relationships with loved ones, a problematic online dating life, and serious money problems. Becoming too reliant on technology is an awful fate for the health of many people of all ages. Years ago, children played outside moreRead MoreOnline Dating - Breanna Social Media1598 Words   |  7 PagesOnline Dating - Breanna Social Media has become the new thing to be used for online dating. In this day and time, it is not uncommon to meet someone over the internet through various sites that have been created for the public to do just that, COMMUNICATE! Aside from meeting people on your normal sites like Facebook, Instagram, or Twitter, there are now special sites that have been around for some time now that are geared solely towards online dating. These sites have even wentRead MoreSocial Dating is a Modern Phenomenon in our Society937 Words   |  4 Pagesor through face to face interactions. One of the areas in which they are influenced most is dating. Dating is a modern phenomenon which has only recently been brought up in the last century. Not only is dating the norm in the United States, but also in many other modern societies around the world. Courting has become a thing of the past and society has become more and more aware of the idea of dating. Dating is not only recent, but looking throughout history we see that in most cases the only way

Real Life Situation Free Essays

My Real Life Situation Back home, I was working as a teaching assistant ,and still is, with limited authorities. At the end of the semester, we usually have the finals week. Our department starts to fall apart as usual, the schedule was a mess; in one day we have 4 exams and on the other day none. We will write a custom essay sample on Real Life Situation or any similar topic only for you Order Now It’s a typical end of the semester when all this madness happens , and we struggle every semester to find a solution. This usually happens because of our head department lack of attention or lack of management skills due to his soft personality. I talked to him and asked him if I can step up and fix it once and for all by bringing a standard test schedule that can last for many semesters where no proctors/students will face any troubles in terms of knowing their schedule and the classes . after a long discussion with the head department, he finally decided to give me his permission. I knew that this was my chance to show him my sense of leadership. So I started to define my strategy and how am I going to solve this problem. I put a list for all courses and the name of professors whom are teaching it, then ,I put a second list with all the classes rooms In the building, furthermore, I put a third list with all the proctors names that we have in staff . Finaly , I organized the schedule besd upon the priority and student /proctors necessity. I gathered the staff and show them the new changes in a theme that show how simple the procedure will be in the future if we followed the new enhanced schedule. ven thought we had some disagreements in terms of proctors duties and dates, I managed to solve them and at the end every one know his responsibility and was pleased with the solution . My university is stil using my planned schedule and never made any changes in the past three years which means that my plans worked flawlessly . In this dilemma I used a persuasive technique to persuade the committee about how importnant is to have a standerd agenda for future years which can help students to prepare ahead to t heir tests and for proctors to know their duties upfront . I explained also to the committee that I added a pack up plan for proctos in case one of them had to take a day off or missed a test day for personal excuse by easy switch from one proctor to another which defintly worked to my benefit and their agreement. In conclusion, I learned that Good listening is essential for good management so listening to others opinions and suggestions will help you to reach a full agreement thus gaining the respect from others because of paying attention to their needs. How to cite Real Life Situation, Essay examples

Marigolds free essay sample

Were almost there Gabriel, were going to be okay. Honestly Jonas didnt even know where or what was going to happen. Jonas remembered he could lie but he didnt want to lie to Gabriel, but he realized that he would be lying to himself too. Jonas looked around, he realized it was a hill. Him and Gabriel struggled getting to the top of the hill. Jonas felt a chill crawl up his spine, remembering the nice chill feeling. He knew he was almost there. He didnt know exactly where, but knew he was almost there. They both struggled getting up to the top, but as soon as he got higher and higher he felt the temperature dropped ten degrees each time. Jonas couldnt take the cold anymore and he assumed Gabe did as well. Jonas sprinted as fast as he could up the hill, trying not to let Gabe fall out of his cradled hands. We will write a custom essay sample on Marigolds or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jonas felt Gabes body cool up as he got higher. His eyes were shut closed and as soon as the tip of his foot touched the top of the hill he went back; back from where everything started The community. The sitting down. The hands on his back. The memories. The color. The pain. The love. The Giver. Although Jonass eyes were closed he could see everything. He saw the sled beside him, the sun shining, the snow white covered hill, he could even see little Gabriel smiling. He took a step forward. CRACK Did you hear that? We made it. We did it. Jonas said, telling Gabe and The Giver. He felt accomplished but not a hundred percent. There was something missing. He wondered about the Giver, Did he hear the first step of our achievement? Jonas wondered, wondered about the community, all of them suffering, but yet them iscovering color, memories. Love. Jonas finally opened his eyes. He felt the cool swift breeze and saw the bright snow and the shining sun, Gabriel smiling, and icicles hanging from the trees that stood across the view. He felt happiness, he thought, Wow, Im actually here. He was so distracted with all the thoughts cluttered in his head he forgot about Gabriel. He looked down. Gabriel was pale, paler than the snow white hill and his hands, they were colder than the icicles hanging from the trees. Jonas had panicked so hoped for the best and went down the hill, trying to hink of warmness and giving more of it to Gabriel but he had no more of the memory. Jonas hugged Gabe as tight as he could and tried giving him body warmth. He got to the bottom and saw houses, they were different, different from the Sameness at the community. Jonas saw people coming out of the houses, they were all different. They had long, short, straight, curly, different colored hair, all different shapes and sizes. It was so different from what Jonas was used to, he had never seen so much differences. Even though he wanted to explore he knew he had to go get help from someone. Jonas felt the touch of ice. He looked down and Gabe was pale white, his smile had been wiped off. The world had stayed still for a moment, and Jonass heart had dropped. Gabe was dead? Was he? Jonas fell to the ground crying out for help. Someone help!! Please! Help. Tears were rolling down Jonass face and everybody had crowded around him helping him get up and pick up Gabe. Jonas was frightened, feeling the pain he thought he had got rid of. He picked up Gabe he was lighter, paler, weaker. Jonas kissed him on his forehead whispered in his ear, l love you Gabe a teardrop fell and landed onto Gabes cheek.

The eNotes Blog Remembering Mary Oliver

Remembering Mary Oliver The beloved American poet Mary Oliver (1935–2019) died today, leaving behind a rich and vast body of literary work. Oliver was arguably the most popular poet of her generation, best known for her poems of the natural world.   Her style is quickly recognizable; at once sublime and grounded, her language conveys sweeping spiritual states through tactile and terrestrial detail. In her signature blend of breathless reverence and plain-spokenness, Oliver carries forward the voices of the American literary past: Emerson and Thoreau, Dickinson and Whitman. Oliver was a gifted prose writer as well, producing volumes of prose poems, such as Blue Pastures, and books of insightful essays, such as Upstream. Her slim, lucid volume on poetics, A Poetry Handbook, should be required reading for any poet or lover of poetry. In remembrance of Mary Oliver, we’ve gathered a handful of her poems that offer a glimpse into her indelible contribution to American literature: Music Lessons Sometimes, in the middle of the lesson, we exchanged places. She would gaze a moment at her hands spread over the keys; then the small house with its knickknacks, its shut windows, its photographs of her sons and the serious husband, vanished as new shapes formed. Sound became music, and music a white scarp for the listener to climb alone. I leaped rock over rock to the top and found myself waiting, transformed, and still she played, her eyes luminous and willful, her pinned hair falling down - forgetting me, the house, the neat green yard, she fled in that lick of flame all tedious bonds: supper, the duties of flesh and home, the knife at the throat, the death in the metronome. *** Oliver turns a memory of piano lessons into a meditation on the transformative power of music as well as the tug of time. In a synesthetic twist, music becomes earth, â€Å"a white / scarp for the listener to climb // alone.† The enjambment before â€Å"alone† is both clever and affecting, as is the poem’s unforgettable final phrase, â€Å"the death in the metronome.† Wild Geese You do not have to be good. You do not have to walk on your knees for a hundred miles through the desert repenting. You only have to let the soft animal of your body love what it loves. Tell me about despair, yours, and I will tell you mine. Meanwhile the world goes on. Meanwhile the sun and the clear pebbles of the rain are moving across the landscapes, over the prairies and the deep trees, the mountains and the rivers. Meanwhile the wild geese, high in the clean blue air, are heading home again. Whoever you are, no matter how lonely, the world offers itself to your imagination, calls to you like the wild geese, harsh and exciting -                                                                            over  and over announcing your place in the family of things. *** Like many of Oliver’s best poems, â€Å"Wild Geese†- from Oliver’s volume Dream Work- handles spiritual themes with clarity and directness. Oliver’s speaker confronts the question of belonging, of finding a place for oneself in the vastness of creation. Oliver, ever the poet, offers â€Å"imagination† itself as the key. Morning Glories Blue and dark blue                        Ã‚  rose and deepest rose                                                white and pink they are everywhere in the diligent                           cornfield rising and swaying                                                 in their reliable finery in the little                         fling of their bodies their                                                gear and tackle all caught up in the cornstalks.                        The reaper’s story is the story                                                of endless work of work careful and heavy but the                        reaper cannot                                              separate them out there they are in the story of his life                        bright random useless                                              year after year taken with the serious tons                        weeds without value humorous                                              beautiful weeds. *** â€Å"Morning Glories,† from Oliver’s collection White Pine, beautifully mimics its subject matter. The morning glories, with their tendency to sprawl and entangle themselves, are reflected in Oliver’s lines, which flow ever onward, unhindered by punctuation or line breaks. *** For long-standing lovers of Mary Oliver’s work, today invites us to remember her poems and prose pieces- and the epiphanies and lessons to be found there. For those new to Oliver, hopefully these poems have piqued your curiosity and opened the door to her writings.

What Are the Score Choice Policies at Ivy Leagues

What Are the Score Choice Policies at Ivy Leagues SAT / ACT Prep Online Guides and Tips Many students assume colleges will see every score they've earned on the SAT and ACT when they apply. However, while some top-tier schools do require your full testing histories, many don't. Some even allow score choice for the SAT, which allows you to send only the scores you want them to see, or they allow you to pick your best ACT test date. If you're aiming for a top-tier school like an Ivy League, Stanford, or MIT, read this guide to learn how they evaluate standardized tests to help you best prepare. What's in This Guide We're dividing this list of prestigious schools into two categories: colleges that require you to send all scores, and colleges that do not. We are including quotations from their admissions websites about not just their policies on multiple scores, but how they evaluate multiple test scores in general. We will also link to each school's admissions website so you can read more in-depth about their policies. We will also highlight colleges that specifically allow for College Board's Score Choice (or the ACT's similar option). Plus, we will include application tips for the two categories to help you create a smart test-taking strategy. Colleges in Guide Brown University Columbia University Cornell University Dartmouth College Duke University Massachusetts Institute of Technology (MIT) Princeton University Stanford University University of California System University of Chicago University of Pennsylvania Vanderbilt University Yale University Colleges That Require You to Send All Scores As companies that make standardized tests have made it easier to pick and choose which scores you want to send to colleges, fewer schools have required you to send all your test scores. Currently, only one of the Ivy Leagues (Yale) does. In these cases, the colleges require you to send your full testing history (sometimes called "testing record"), either for the ACT or SAT. In the past, some colleges have even required your testing history from both tests. Even though colleges often say they will "focus" on the highest score, colleges that require all scores will take each score they receive into consideration. Yale University "Applicants who have taken the SAT or ACT exam multiple times should report all scores from whichever test they choose to report. Applicants who choose to report scores from both the SAT and ACT should report all scores received on both tests....When assessing SAT results, admissions officers will focus on the highest individual section scores from all test dates. For example, if an applicant took the SAT twice, the highest Evidence-Based Reading and Writing and Math scores will be considered individually. When assessing ACT results, admissions officers focus on the highest ACT Composite from all test dates while also considering individual ACT subscores." If you take both the SAT or ACT, you can choose which test to send. But whichever test you pick, you have to send all of your scores. They will also superscore the results of whichever exam you decide to submit; however, remember that they will see all your scores, even if "officially" they only use the highest score from each section. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Strategy for "All Scores" Schools While we never recommend taking the ACT or SAT until you are confident you will get your target score- either for the first time or on a retake- you need to be especially careful about retakes if any of the above schools are top choices for you. In particular, do not take the ACT or SAT once "for practice" before studying for a higher score on a retake. These colleges will see that lower "practice score" and take it into consideration. Instead, make full-length, strictly-timed practice tests an important part of your study regimen, so you have a more confident idea of what your score will turn out to be before you take the ACT/SAT for the first time. Also, be careful about retaking the SAT/ACT with the goal of improving one of the sections. For example, if you got a low Critical Reading score the first time around on the SAT, don't exclusively study for CR before your retake. If your other scores (Math and Writing) go down by a lot, that could make for a lower composite score the second time, which doesn't look great. You should also be careful of retaking the SAT or ACT more than three times, since again, they will see every score date and it won't look good if your scores don't improve markedly. Some final bits of advice: if you're taking the SAT, take the PSAT during your sophomore year so you can get real, scored SAT practice before you take the SAT. And if you're taking the ACT, keep in mind you have the option of deleting records from a particular test date. You can't send scores that no longer exist! Colleges That Don't Require All Scores Colleges that don't require all scores to be sent often have admission policies in place in which they only consider the highest scores, either from a single test date or by superscoring. This is why they don't require all scores- because they won't consider the lowest ones anyway. Many of these colleges also accept College Board's Score Choice feature, which allows you to pick and choose which scores to send. (Read more about Score Choice here.) ACT doesn't have Score Choice, but it does allow you to pick which test date to send. You can put your best scores forward at "score choice" schools. By the way, "superscoring" means combining the best section results from different test dates to create your highest possible composite score. Many of the schools on this list superscore for the SAT, however, for the ACT, it's more common to just look at the highest composite score. Brown University "We accept Score Choice. We will super score within both current and redesigned SAT, but will not super score using results from both versions of the test. For the ACT, we consider the highest scores submitted for each section; however, we do not calculate a super scored ACT Composite score." If you take the SAT more than once, Brown will automatically consider your highest section scores (provided all scores are from either the old or the redesigned SAT), but you may also use Score Choice to decide which scores to submit. For the ACT, they will focus on the highest score for each section, but won't calculate a "superscored" composite. You can choose your best ACT test date(s) to send with that in mind. Columbia University "Applicants may select the Score Choice option for the SAT or choose to submit specific ACT composite scores....When evaluating applicants, we consider only the highest testing results reported from individual sections of the SAT or the highest composite score on the ACT." Columbia's policy is very similar to Brown's. You can use Score Choice for the SAT or pick your best ACT composite to submit. Cornell University "Note that Cornell participates in the College Board Score Choice program. For the SAT, Cornell considers the highest section scores across test dates. For the ACT, Cornell considers the highest composite score across all ACT test dates. As a reminder, ACT does not create new records by combining scores from different test dates." Cornell doesn't require you to send all scores, and it'll combine section scores of different SAT exam dates, but only composite scores from different ACT test dates, not section scores. Dartmouth College "Dartmouth does permit the use of Score Choice....We consider the highest component scores from the SAT, even if these results are from different dates. For the ACT, the committee considers the highest composite score and does not combine sub-scores from multiple test dates. We don't recommend excessive testing." Like fellow Ivies Brown and Columbia, they will look at the highest SAT sections from different dates but only the highest ACT composite. Duke University "Students who have taken multiple tests may choose which scores to send to Duke. For students who elect to send multiple test scores Duke will use whichever score is highest." For Duke, you have total control over what scores to send! And if you do send multiple scores, they will use whichever score is best. This is actually a recent change to their policy- they used to require all scores. Harvard College "You are free to use the College Board's Score Choice option or the similar option offered by ACT when applying to Harvard." Harvard doesn't say they automatically focus on the highest scores if they get more than one SAT score or ACT score. However, they do say "we do not admit by the numbers" and "we take into account your educational background when reviewing scores." This is part of holistic application review, trying to take into account the whole applicant. Still, Harvard is one of the most competitive schools in the country, so we suggest putting your best scores forward either with Score Choice or by sending your best ACT test date. MIT "Students are free to use the College Board's Score Choice option and the ACT's option to submit the scores of your choice." MIT does say that they superscore test results, so Score Choice can be a bit redundant. They even superscores across the old and new SAT, which is unusual. They superscore the ACT as well, saying that they "consider the highest score achieved in each section" for both the SAT and ACT. This means if you have taken the ACT more than once, and your best section scores are spread out between test dates, it might be more advantageous to send all your ACT dates so MIT will superscore them. Princeton University "We allow applicants to use the score choice feature of the SAT and accept only the highest composite score of the ACT, but we encourage the submission of all test scores." Like the other Ivies in this section, Princeton is fine with College Board's Score Choice and its ACT equivalent. Stanford University "We recommend that you simply self-report your highest scores in the testing section of the application. You can also have official scores sent to Stanford, but this is not required for us to review your application. If you are offered admission and choose to enroll, official scores that match your self-reported scores will be required. In order for test scores to be considered official, they must be sent directly from the College Board or the ACT." Stanford allows for Score Choice, and it also superscores for both the SAT and the ACT. University of California System "In the College Board's Score Choice module, we encourage you to send all official scores to UC. We will use the highest scores from a single administration. There is no disadvantage to submitting all scores....For the ACT with Writing test, we will focus on the highest combined score from the same test administration...For the SAT with Essay, we will focus on the highest total score from a single test date." They stop short of explicitly requiring all scores, but they make it clear they'd prefer to see all your scores. This means if you're applying to any schools in the UC system (these include Berkeley, UCLA, and UC Davis), you're encouraged to send all your scores, since lower scores won't hurt your admission chances. University of Chicago "If you have chosen to submit SAT or ACT test scores, we recommend you send us all of your test scores. Only your best testing results- your highest sub-scores and the best result of the two testing options, if you've taken both the SAT and ACT- will be considered in the review of your application. Lower test scores submitted will not be used in the review of your application." UChicago doesn't forbid Score Choice, but they do recommend you send all of your scores, since they only look at the highest ones. University of Pennsylvania "Although we permit Score Choice, we do encourage students to submit their entire testing history on both ACT and SAT exams." Much like Dartmouth and Princeton, UPenn allows you to send whichever scores you like, but prefers you send them all. It's also worth noting that they superscore for both the SAT and ACT, so you will often benefit from sending multiple scores. Vanderbilt University "Only your highest [SAT] section scores will be considered as part of the final admissions decision...We will treat ACT scores in the way as what we're describing here with the SAT Reasoning (i.e., considering only the highest composite ACT score in our final admissions decisions). The only difference between the two is that we do not "super-score" the ACT, whereas we do with the SAT Reasoning." So for the SAT, even though Vanderbilt encourages you to send all scores, they don't require it. For the ACT, they're more flexible. Since they will only look at the highest composite score, you can just submit your highest ACT composite. Strategy for Score Choice Schools Unlike the "all scores" schools, you are free to send scores from one test date for the ACT or use score choice to combine scores from multiple dates for the SAT. This means there is less pressure to get a super high composite each time you take the SAT- so if you need to, you could go into a retake aiming for a better math score and not worry too much about Critical Reading and Writing. You also don't need to stress out about only testing two or three times because you won't have to send each test date (though still, if you're studying carefully, you shouldn't have to retake the SAT or ACT more than two or three times). Basically, for the SAT, your goal should be to create the single highest composite you can, and not worry as much about some of your lower scores. However, for the ACT, it's important to note that while some schools (MIT and UChicago) will superscore the ACT, most schools are just looking at the highest overall composite. So you don't have to worry about retaking the ACT, since you only have to send your highest composite to these schools. However, it does mean each time you take the ACT, you need to study all sections to maximize your final composite (the ACT's composite is averaged, so a lower section could drag down your composite). What's Next? So how high should your SAT/ACT scores be for the Ivy League, anyway? See our guide to which scores will get you in- and which ones are too low. We also have a guide to SAT Subject Test scores for the Ivy League. Don't consider these an afterthought! Need help preparing for your retakes? Check out the best SAT and ACT prep websites you should be using. Disappointed with your scores? Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

FAMILY HISTORY Essay Example | Topics and Well Written Essays - 750 words

FAMILY HISTORY - Essay Example In a well-documented case of Hawkins versus Town of Shaw, the town was alleged to have contributed towards racial discrimination, particularly against the African Americans. The main argument was led by the grounds regarding municipal services in African American dominated neighborhoods (Ellington and Jones, 1971). On average, African Americans households had low access to water sewers as compared to their White town-dwellers. Also, African Americans were deliberately settled in areas with low water pressure which reduced the volume of water for their usage. As the case progressed in court, the city showed signs of unrest as African Americans endeavored to acquire equal municipal services as opposed to their current inferior water system. Tensions in the town heightened later that year. The Hawkins versus Town of Shaw had already brought the small town into the limelight. Only a year later, my great-great-great grandfather and grandmother – named Willie and Hattie Sanders – moved out from the town travelling a distance of more than 650 miles to make it to Chicago. They sought to find peace in a larger city like Chicago and their move was mainly motivated by an attempt to escape from the trouble spot. Chicago being a comparatively larger city was relatively peaceful and provided greater job opportunities for my ancestors. They ultimately found a job, bought a home, and settled in the city to allow their coming generations to thrive in the city. Since then the family has settled quite well in Chicago that out family identifies with the city though it also remembers where it came from. I am often told by my uncle that diabetes runs in our family. My great grandfather and grandfather died of diabetes and a few years ago my uncle was diagnosed with diabetes. All of them had Type II diabetes which is characterized by a hereditary factor. The fact that my uncle has also been diagnosed with diabetes, even though he is in his mid-30s, points towards the genetic

Nursing Assignment Essay Example | Topics and Well Written Essays - 1500 words

Nursing Assignment - Essay Example (Delaune 2006, p. 4). Female nurses, on the other hand, dominate the nursing profession. Females are also the gender being first thought by the public when nursing profession is being talked about. Both of these gender reported inequalities in different health care settings in terms of strength, knowledge and skills, as well as salary issues. But of all gender-related equality issues, the effect of Florence Nightingale to the image of nursing profession affects the male population more. Men have fared in a profession traditionally dominated by women and most of the male population suffered from gender inequality. Most of the nursing care during eleventh to thirteenth centuries was rendered by men. It was not until late nineteenth century that females dominated the nursing profession. Florence Nightingale created a big impact in excluding men from the field of nursing. Nightingale’s work had proved that nursing is a profession fit for the female discipline. Florence Nightingale left behind the contributions of men in nursing and view men’s role as physical support aid or a patient’s assistant. The Industrial Revolution also plays a role in the exit of men from nursing. During this time, science-related profession such as medicine shall be taken by the male population and nursing to the female population (Chitty 2005, p. 71). In late 1800, Mills Nursing School for Men in New York and McLean Asylum Training School in Massachusetts were the first two nursing schools established for men. The only field being considered for them is psychiatric nursing because this requires strength and stamina. In 1901 and 1908, the US Congress established the Army Nurse Corpse and Navy Nurse Corpse. However, this was restricted to women so men find it difficult to enter the military nursing. In addition, during 1941, only 68 out of 1,303 schools accepted men as nursing student (Chitty 2005, p. 71). After World War II, the efforts of men to join the field of nurs ing were recognized. GI Bill helped to increase the number of male students by providing funds for education and training. Men entering nursing schools increase after the World War II. Men have truly suffered from gender inequality It is evident from nursing leaders influence, public perception, school discrimination, and military restrictions. In the contemporary age, there are also cases of gender inequality throughout the world but there are no restrictions for male nurses in whatever field in nursing they would like to take. Men can choose from several nursing schools today without fear of being rejected. The public also views both men and women as part of the nursing profession with men, being equally caring, competitive, and compassionate as women. Gender inequality issues still occur in some areas but with the influence of contemporary era, cases reported were minimal. Nursing profession of today does not look into gender differences but to the knowledge, skills, and motivati on related to nursing care. Nursing Image: Professional Nurses Dress Code The professional nurses’ dress code reflects the nursing image. During the early times, one can easily distinguish a person belonging to the nurse profession. But now, the public found it difficult to know who exactly are the registered nurses. The New York Training School for Nurses at Bellevue Hospital was the first school to adopt a standard uniform for student nurses. In

Influence of Culture in Nursing Curriculum | Research

Influence of Culture in Nursing Curriculum | Research Amber Hussain Abstract: The aim of this study is to identify the influence of culture in nursing curriculum. 30 nursing instructors participated in the study. A questionnaire was distributed, which included five thematic categories. Findings revealed that teachers view definition of culture differently and they are aware of its importance in nursing in order to provide cultural sensitive patient care, but they view student diversity as challenging in classroom setting. Introduction: Development of curriculum plays a vital role in creating educational change. In order to improve classroom practices and students learning, large-scale curriculum reforms are instigated but these often fall short. There can be variety of reasons for these shortfalls, among which cultural influence is one. To develop and implement a high quality curriculum, a culture-sensitive approach to curriculum development is necessary (Nijhuis, Pieters Voogt, 2013). This approach have equal or even more importance in the field of nursing, as nurses are the one who are confronted with patients who belong to different cultural backgrounds. According to Spritzer et al. (1996), in order to improve nurse’s cross-cultural awareness, major efforts have been made to develop culturally sensitive theoretical knowledge. To develop this awareness, teacher has to play a major role as; teachers’ multicultural competency is becoming an increasingly vital element in educational curriculum (Malta, 2012). Therefore, a teacher’s role is to be aware of their own culture, student’s culture and make students sensitive to cultural diverse patient care, which can be implemented by using varied teaching strategies in classroom setting. According to Maltby (2008), there are a variety of teaching techniques that can be used to engage students in the process of becoming culturally competent such as role plays, using exemplars and web-based interactions. Methodology Using convenience sampling, 30 nursing instructors of more than 1 year experience, participated in study. The participants teach at different teaching institutions of nursing i.e. Ziauddin college of Nursing, Baqai College of Nursing and Aga Khan University School of Nursing. A survey questionnaire was given to rate responses according to five broad aspects: definition of culture, cultural content, students’ diversity, teachers own cultural values and classroom pedagogies on 3 point likert scale (refer Appendix A). Results The study found that the definition of culture is perceived differently by different teachers. 83% view it as lifestyle of people, 33% believe that it is transformed from one generation to another and 37% perceive it as identity of people. 77% teachers disagree that cultural diverse patient care is incorporated in nursing curriculum taught in Pakistan and almost the same percentile (80%) of teachers agreed with the consensus that the curriculum is adapting from west and it diverts students from own culture. 73% stated that diversity among students creates conflict and it arise difficulty in students learning.100% teachers perceive that they are aware of their own culture, 93% knew that it is their responsibility to know about student’s culture and therefore 83% believe that it is important to train teachers regarding cultural diversity. 80% believe that they also face challenge to teach multicultural class. Majority of teachers use different teaching pedagogies like ice breake r (90%), case studies (77%), internet/videos (70%), reflections (67%) and group work (86%), still there are few who are not using these pedagogies. Discussion To investigate what teachers think about the role of culture in teaching and learning in nursing curriculum, questions were asked from them. Results are presented in appendix B and C. The results suggest that teachers in nursing schools perceive the understanding of culture differently. Majority view it as life style of people and few perceive it as identity of people and few believe that it is transformed from one generation to another .There are various understandings regarding culture. According to Stephens (2007, as cited in Nijhuisetal., 2013), culture gives meaning to beliefs and actions of individual and societies. It is an ideational tool which can be used to describe and evaluate that action. Nijhuis, Pieters and Pieters (2013) view culture as static or fixed phenomena. For nursing content part, results show that 77% of the teachers disagree with the opinion that the curriculum present in local context provides enough cultural information. These finding indicated that the kind of information available on the textbooks is not sufficient to teach the culture, which indentifies a gap in the curriculum content that expose students to foreign culture. Maltby (2008) also questioned the depth of cultural content taught in nursing curriculum. Moreover 80% agree that, nursing curriculum is adapted from western culture and it diverts students from their local culture. The idea emphases that, as most of the textbooks of nursing are adapted from foreign culture, they may cause learners to lose their own cultural identity. According to Thomas (1997) Poor contextual curriculum leads to cultural mismatches on the level of local context. In relation to the cultural diversity in students, majority of instructors reported that their classroom students are culturally diverse, and they believe that this creates challenge for both students and teachers, for example for teachers it would be difficult to respect and inculcate each individual student’s cultural needs and use teaching strategies accordingly, whereas, for students, diversity creates difficulty in reaching to a consensus. According to Phuntsog (2001) diversity in student directs teachers to provide equal opportunities to all students irrespective of their culture, caste and learning style. On the other hand, according to Marshall (1995) many institutions value cultural diversity but find it as challenging in a group work because there is a probability of developing a false consensus, as one think differently than other. Moreover, Majority of teachers have reported that they are familiar with their own cultural values and responsible towards knowing student cultural values. This brings forward the idea of culturally responsive teachers who takes the cultural identities of the students in the classroom into account. This would help teachers to teach in a way that recognizes that each learner is an individual, with a particular cultural inheritance, who may rely on a different ways of knowing. According to Malta (2012) by recognizing student diversity it would be possible for teachers to become aware of cultural barriers and learn to teach from a culturally sensitive perspective. Apart from this, majority of teachers had consensus on importance of receiving cultural training, since course trainings would help them to handle cultural themes and topics in more ease due to gaining proficiency in the subject area. Lastly, the study shed light on what kind of activities teachers practice in their Classrooms. Majority of teachers agree that they use different teaching methodologies i.e. icebreakers, case studies, videos, internets, reflection writing and group work, in order make students understand their own culture, be socially comfortable and understand aspects of foreign culture. These findings are parallel to that of Gonen and Saglam (2012) whereby teachers use different channels of information which expose students to foreign culture. Therefore, teachers develop a critical view towards foreign culture and these various sources of information a use to foster understanding of diverse culture. Conclusion In conclusion, culture has an influence in nursing curriculum in the area of content, teaching and learning. In the field of nursing, there is a lack of in depth content regarding culturally diverse patient care and that limited knowledge is mainly adapted from foreign culture due to which we tend to neglect the aspect of native culture. Moreover, students and teachers’ diverse cultural background and values are also affecting the learning outcome in classroom setting. Therefore, it is important for teachers to incorporate those teaching pedagogies which foster the concept of cultural sensitive patient care and respect among each other. References Davidhizar, R., Giger, J.N. (2002). Teaching culture within nursing curriculum using the GigerDavidhizar model of transcultural nursing assessment. Journal of Nursing Education, 40 (6), 282-284. Flintoff, V.J., Rivers, S. (2012). A reshaping of counseling curriculum: responding to the changingcultural context. British Journal of Guidance and Counseling, 40 (3), 235-246. Malta, B.V. (2012). Am I culturally competent? A study on multicultural teaching competencies among school teachers in Malta. The Journal of Multiculturalism in Education, 8 (1), 1-43. Maltby, H.J. (2008). A reflection on culture over time by baccularte nursing students.Contemporary Nurse, 28 (1), 111-118. Marshall, S.P. (2006).Cultural competence in nursing curricula: How are we doing 20years later? Guest Editorial, 45(7), 243-244. Nijhuis, C.G., Pieters, J.M., Voogt, J.M. (2013). Influence of culture on curriculum development in Ghana: an undervalued factor? Curriculum Studies, 45(2), 225-250. Phuntsog, N. (2001). Culturally responsive teaching: what do selected United States elementary School teachers think? Intercultural Education, 12, 51-64. Ruth, L.A. (2003). A critical way of knowing in a multi cultural nursing curriculum. Intuition a Way of Knowing, 24 (3), 129-134. Sairanen, R., Richardson, E., Kelly, L., Bergknut, E., Koskinen, L., Lundberg, P., Muir, N., Olt, H., Vlieger, L. (2013). Putting culture in the curriculum: A European project. Nurse Education in Practice.13, 118-124. Simunovi, V.J., Hren, D., Ivanis, A., Dorup, J., Krivokuca, Z., Ristic, S., verhaaren, H., Sonntag, H., Ribaric, S., Tomic, S., Vojnikovic, B., Selescovic, H., Dahl, M., Marusic, A., Marisic, M. (2007). Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments. Curriculum Reforms among Medical Teachers, 29, 833-835. Spitzer, A., Kesselring, A., Ravid, C., Tamir, B., Granot, M., Noam, R. (1996). Learning about another culture: project and curricular reflections. Journal of Nursing Education, 35 (7), 322-328. Thomas, E. (1997). Developing a culture-sensitive pedagogy: tackling a problem of melding ‘global culture’ within existing cultural contexts. International Journal of Educational Development, 17(1), 13–26. Vikers, D. (2010). Social justice: A concept for undergraduate nursing curricula. Southern Online Journalof Nursing Research, 8(1). Appendix A: Questionnaire used for data collection along with consent form: Purpose: The purpose of this project study is to identify the influence of culture on nursing curriculum. In this study, culture refers to values, beliefs, language and customs of a particular people that impact the area of nursing education and practice. The project basically analyze the presence of cultural content in nursing curriculum and its significance, effects of students diverse cultural characteristic in classroom learning and teachers competency in relation to culture. Consent: This is a project being conducted by Amber Hussain MSCN student in a course of Curriculum, Teaching and Learning at IED (institute of Educational Development). You are invited to participate in this project because you are associated with teaching in nursing profession. Your participation in this study is voluntary. The procedure involves filling a questionnaire. Your responses will be kept confidential and the results of this study will be used for research purpose. Participant Signature: ______________________ Appendix B: Compilation of the responses received by respondents on a 3 point likert scale: Appendix C: Graphical representation of the responses based on 5 broad categories: Graph 1: The above graph depicts that 83% of the teacher’s view culture as a lifestyle of people and about one third of the respondents view it as people identity and a permanent phenomena which is transformed from one generation to another. Graph 2: The above graph shows that 77% of the teachers believe that nursing curriculum taught in Pakistan does not provide opportunities for culturally diverse patient care but 77% of the respondents agreed that the nursing curriculum reflect patient’s values and beliefs. Around 80% of the respondent’s view that nursing curriculum is adopted from western culture and it alienates students from native culture. Graph 3: The above graph depicts that more than 77% of the teacher’s agreed that the student body in classroom is culturally diverse. Around 70% of the respondents also agreed that the language barriers create difficulty in learning and diversity creates conflicts in classroom. Graph 3: Graph 5: The above graph depicts that more than 70% of the teacher’s use the above teaching methodologies frequently in order to achieve different learning objectives.

Shifting Experiences of Work and Non-Work Life

Work, Employment & Society http://wes. sagepub. com/ Life after Burberry: shifting experiences of work and non-work life following redundancy Paul Blyton and Jean Jenkins Work Employment Society 2012 26: 26 DOI: 10. 1177/0950017011426306 The online version of this article can be found at: http://wes. sagepub. com/content/26/1/26 Published by: http://www. sagepublications. com On behalf of: British Sociological Association Additional services and information for Work, Employment & Society can be found at: Email Alerts: http://wes. sagepub. com/cgi/alertsSubscriptions: http://wes. sagepub. com/subscriptions Reprints: http://www. sagepub. com/journalsReprints. nav Permissions: http://www. sagepub. com/journalsPermissions. nav Citations: http://wes. sagepub. com/content/26/1/26. refs. html >> Version of Record – Feb 17, 2012 What is This? Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 Beyond redundancy: article Life after Burberry: shifting experiences o f work and non-work life following redundancy Work, Employment and Society 26(1) 26–41  © The Author(s) 2012Reprints and permission: sagepub. co. uk/journalsPermissions. nav DOI: 10. 1177/0950017011426306 wes. sagepub. com Paul Blyton Cardiff University, UK Jean Jenkins Cardiff University, UK Abstract This article sheds new light on neglected areas of recent ‘work-life’ discussions. Drawing on a study of a largely female workforce made redundant by factory relocation, the majority subsequently finding alternative employment in a variety of work settings, the results illustrate aspects of both positive and negative spillover from work to non-work life.In addition, the findings add to the growing number of studies that highlight the conditions under which part-time working detracts from, rather than contributes to, successful work-life balance. The conclusion discusses the need for a more multi-dimensional approach to work-life issues. Keywords part-time work, po sitive/negative spillover, redundancy, re-employment, work-life balance Introduction Recent discussion of the relationship between work and non-work life – much f it focused on the notion of work-life balance – has tended to give preference to two aspects of that relationship over others. First, there has been a marked tendency to consider the impact of work on non-work life to a much greater extent than vice versa. Second, as Corresponding author: Jean Jenkins, Cardiff University, Aberconway Building, Colum Drive, Cardiff CF10 3EU, Wales, UK. Email: [email  protected] ac. uk Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 27 Blyton and JenkinsGuest (2002: 260) has pointed out, there has been an equal tendency to explore ‘work-life conflict’ rather than examine possible positive associations within that relationship. For Guest (2002: 263), this reflects a widely held view that over the past generation the pressure of work has be come a more dominant feature of many people’s lives, as a result of among other things perceived increases in work demands and a widespread expectation to show commitment by working long hours (see, for example, McGovern et al. , 2007; Perlow, 1999).Coupled with the growth in female labour market participation, particularly among women with dependent children, this is seen to increase pressure on non-work activity by reducing the time and/or energy available to fulfil outside responsibilities. Where the possibility for positive ‘spillover’ (Staines, 1980) between work and nonwork life has been examined, this has mainly been undertaken by social psychologists, generally approaching the issue both from an individual perspective and with the non-work focus primarily on the family.Examples include studies that have identified a positive association between an individual’s job satisfaction and their satisfaction with family life (for example, Near et al. , 1987 ). Less attention has been addressed to more aggregate levels of analysis more typically explored by sociologists, such as the influence of the work group or workplace community on life outside work (for a notable exception, see Grzywacz et al. , 2007, and for earlier sociological accounts, see Horobin, 1957; Tunstall, 1962).Yet, despite the attention given to the potential for positive spillover of individual-level factors, even among psychologists the clear direction of travel has been to examine possible conflictual rather than beneficial relationships between aspects of work and non-work life. In their meta-analysis of 190 studies of associations between work and family, for example, Eby et al. (2005) found almost three times the number of studies focusing on the unfavourable effects of one sphere on the other, compared to those considering possible favourable effects.Even more starkly, of all the studies examining the effects of work on family or vice versa, less than one in fi ve of the studies entertained the possibility of the relationship being characterized by both favourable and unfavourable effects. A recent study involving a largely female manufacturing workforce made redundant by factory relocation, most of whom subsequently found alternative employment in a variety of work settings, allows for examination of some of the neglected aspects of the relationship between work and life outside work.In several respects the nature of this study in terms of the workplace and its location – a large clothing manufacturer, Burberry, in the Rhondda Valleys of South Wales – is somewhat distinctive. In earlier times the plant had been one among a cluster of factories in its locality, but the decline of coal and manufacturing meant that it had become the biggest employer for a relatively isolated community in an economically depressed area. Thus, while in operation, the factory exerted a considerable impact on the non-work lives (both in terms of fa mily and community) of its workforce.Indeed, there was a symbiotic relationship between community and workplace in our case that resonates with Cunnison’s (1966) earlier garment factory study. Such windows on the interaction of factory and community are becoming increasingly rare in the context of manufacturing decline in the UK and the changing nature of what a ‘workplace’ has become. The study provides insight into the journey of a redundant manufacturing workforce into new Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 28 Work, Employment and Society 26(1) mployment in the contemporary labour market. In this, there are clear points of reference to be drawn with Bailey et al. ’s (2008) study of redundancy at the MG Rover plant at Longbridge, Birmingham, UK, even though that study dealt with respondents from a quite different demographic and skills base. Manufacturing employment in Britain has typically involved workers employed fulltime and this pattern also prevailed in clothing factories, including our case (see Kersley et al. , 2006: 78; also Phizacklea, 1990: 66).Factory closure and the paucity of good jobs in the immediate locality gave workers limited choice and the subsequent employment experience of many of our female respondents (the majority of whom were over 45 years of age) involved part-time jobs in the service sector. Their responses usefully contribute to discussions (led by Walsh, 2007; Walters, 2005; Warren, 2004, among others) on the extent to which (and conditions under which) part-time working may contribute to (or detract from) a successful work-life balance.It is evident from the present sample that both part-time employment – particularly the lower incomes deriving from that work – and the lack of stability in the hours worked, had a significant negative impact on different aspects of non-work life. What emerges is a picture that highlights the obstacles to positive sp illover in part-time, low wage service sector occupations which fail to offer workers stability and security in terms of contracts, hours or earnings.To explore these issues, the remainder of the article is divided into five sections. First, the context of the study is outlined: the nature of the community and the closure of the factory that was the focus for our enquiry. Second we describe our investigation and our maintained connection with a sample of the workforce made redundant and their trade union representatives. The third and fourth sections trace the changing nature of the relationship between workplace and life outside work: the shift from a largely positive o a more problematic association as employment experiences altered. While the third section examines the association between Burberry and broader features of workers’ lives, the fourth explores work and non-work experiences of workers following the Burberry closure. This fourth section explores, among other thi ngs, the effects of parttime working and unpredictable work hours on the families and social lives of our respondents.The final, fifth section reflects on the findings and underlines the value of work-life enquiries adopting a more context-sensitive and multi-dimensional approach to the interconnections between work, family and community. The context: the locality and the factory This study centres on the experiences of women and men employed by Burberry, until the closure of its manufacturing plant in South Wales in 2007. The Burberry factory studied was located in Treorchy, a former coal-mining town in the Rhondda Valleys.This region saw ‘permanent structural change’ during the last quarter of the 20th century, due to the acute decline of coal mining and steel (Williams, 1998: 87, 121). Regeneration has been a regional government priority but the relative geographical isolation of valley towns like Treorchy presents particular challenges for individuals in travelling for work and also for agencies charged with attracting alternative sources of investment (Bryan et al. , 2003).Founded in 1939, the factory changed ownership more than once, with Burberry being a customer throughout its history and taking full ownership in the late Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 29 Blyton and Jenkins 1980s. At its height, the factory employed 1500 employees and though employment levels had contracted to around 300 by 2007, it remained a key employer in the area. As was the case in Cunnison’s (1966) study, the community outside the workplace entered the factory gates in the form of amilial ties, friendships and long-established associations and over time the plant had acquired a strong local identity as an example of the surviving manufacturing sector and a bastion of ‘jobs in the Valleys’. The factory’s workforce was overwhelmingly female, reflecting the gender profile of the clothing sector gener ally (Winterton and Taplin, 1997b: 10). Low levels of recruitment in latter years had resulted in an ageing workforce, with the majority of workers at the factory being 45 years or older.As part of a ‘buyer-driven’ global value chain (Gereffi, 1994), the British clothing industry has experienced structural change associated with outsourcing and outward processing of production (Jones, 2006: 101). While Burberry had formerly set itself apart from the trend to off-shoring by ‘focussed differentiation and niche marketing’ (Winterton and Taplin, 1997a: 194) of its high value garments as ‘quintessentially British’, in 2006 it joined the ranks of other producers and gave notice of its intention to relocate the Treorchy plant’s production to China in the interests of cheaper labour costs.The shock of the notice of closure was deeply felt in a community with limited prospects of alternative work and within a workplace with a strong social networ k. In his earlier study of garment workers, Lupton (1963: 72–3) comments that factory life was made tolerable by the sociable groupings that evolved within their walls, and that workers’ attachment to the company ‘sprang very largely from [their] emotional attachment to the small group of friends rather than any love for work that had little intrinsic value, or for their employer’.As well as the loss of these sorts of relationships, the Burberry workers also feared the loss to the local community of a factory which had, over its 70-year history, become emblematic of secure employment and was regarded, as one respondent commented, as a ‘guaranteed job †¦ a job for life’. Thus, when Burberry made its announcement, the workforce reacted with outrage and disbelief. A fierce campaign attracted considerable media attention, but the plant closed in March 2007 (for a discussion of the closure campaign, see Blyton and Jenkins, 2009).For the majori ty of our respondents, closure meant the end of their workplace community and the rupture of friendships and associations that had been built up over lifetimes. It also meant entry into a new world of job search or enforced ‘retirement’ in the context of low pay and limited choice. The study Using survey, interview and observational methods, we have examined several aspects of the redundancies, and individuals’ subsequent employment experiences, over a longitudinal research period which had key stages in 2007, 2008 and 2009.The research began in January 2007, and initially concentrated on the workers’ campaign against closure of the plant. Regular interviews were held with full-time and lay union representatives, and shop-floor staff, and a short survey was issued to employees in February 2007, while the plant was still open. A further survey of the effects of redundancy was issued in March 2008 (one year after plant closure) and interviews with union repr esentatives have continued up to the present. In addition, the authors attended various public and trade union meetings and workers’ reunions occurring since the plant closure. Downloaded from wes. sagepub. om at University of Bath on March 21, 2013 30 Work, Employment and Society 26(1) As the initial 2007 survey sought information specifically on employees’ response to the union campaign against closure, it has only a limited contribution to make to this article’s focus on the effects of redundancy. The 2008 survey and interviews conducted in 2009 provided the main sources of information about the effects of redundancy. It was in this phase of the research that the focus was on workers’ employment experiences since redundancy as well as aspects of their previous employment and comparisons were drawn between life ‘before and after Burberry’.The 2008 survey was posted to the homes of 191 former shop-floor staff (all the staff we were able to s ecure home addresses for) and 80 usable replies were received (a response rate of 42%). Reflecting the lower levels of recruitment at the factory in latter years, 70 per cent of the respondents were 45 years or older (74% were married or living with a partner, and 70% had no children living at home). Of the 80 respondents, 71 (89%) were female. The full-time union representative for the largest union in the plant, the GMB,1 estimated the ratio of female to male employment within the factory at 80:20.Employment records could not be obtained to verify this estimate but it was a good reflection of the profile of shop-floor union membership, which stood at around 80 per cent density. In January 2009, the 28 respondents to the 2008 survey who had indicated their willingness to participate in ongoing research were contacted and asked to participate in interviews about their experiences since redundancy. Eleven agreed and semistructured interviews took place, focusing on their experiences while employed at the factory and the way their lives had changed in the two years since the closure.Interviews took place in respondents’ own homes and lasted, on average, one hour and 40 minutes. Two interviewees were male, nine were female. Despite the predominance of female respondents in the survey and interviews, male workers at the plant participated in all phases of the research in rough proportion to their representation at the workplace, and work-life issues for both men and women in the study were negatively impacted by low paid, insecure work in the prevailing labour market environment.In terms of its representativeness and relevance for wider social enquiry, it is acknowledged that this study has many distinct features in terms of workplace and location, but it contributes to the building of generalizations (see Gerring, 2004: 341, 352) in two areas. First, Burberry’s own cost-focused rationale for closure highlights the workings of the garment value chain and the fact that low paid female workers in a mature economy are now ‘too expensive’ to manufacture garments – even those at the high end of the retail market.Thus, what is examined in this case is a particular instance of the ‘new forms of inequality’ (Glucksmann, 2009: 878) which result from an international division of labour where labour is casualized and ‘recommodified’ in the service sector of the global north (see Standing, 2009: 70–78) as manufacturing relocates for cheaper people and more favourable regulatory regimes elsewhere. Second, the respondents’ experiences of job search contribute to analysis and understanding of the contemporary British labour market and the increasing phenomenon of nvoluntary part-time working, particularly among women (Yerkes and Visser, 2006: 253). In this respect, Bailey et al. ’s (2008) study of job search and re-employment of Longbridge workers is a useful comparator for th e present enquiry even though their respondents differed from the Burberry workforce in that 90 per cent were male and were mainly professional, skilled, semi-skilled or technical workers. The Longbridge results indicate that, post-closure: Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 31 Blyton and Jenkins igher earning occupations were more likely to travel for work and were consequently much better placed to cope with job loss; men were more likely to find alternative full-time jobs; redundant workers needed ongoing support and training; women were more likely to be found in part-time employment in the service sector; and those workers moving from manufacturing into public services in education, health and social care (as did the majority of the Burberry respondents) reported the largest decline in salary, which Bailey and colleagues (2008: 54) refer to as a particular indicator of ‘growing labour market polarization and inequality’.In det ailing key factors in successful efforts at re-employment, Bailey et al. ’s findings help to illuminate what was absent from the demographic and skills profile of the Burberry respondents and highlight the factors which limited their prospects for re-employment. It is evident in the Burberry case that low paid, full-time female manufacturing workers classed as unskilled became low paid, part-time service sector workers out of necessity not choice.The majority of workers could not travel for work due to a range of factors, among which low earnings, job insecurity and the close intersection between their work and non-work lives were prime considerations. While it was perhaps the very legacy of poor pay and the marginalization of women’s work as ‘unskilled’ at the Burberry plant which presented the greatest challenges for e-employment, the factory had undoubted compensations: it offered a working week that had fixed boundaries of time and effort, perceived jo b security, norms of employment that followed women’s life patterns and strong sociable groupings, all of which allowed workers to make positive accommodations between their paid and unpaid working lives. In the contemporary ‘low-skilled’ labour market outside the plant, most of these compensations were absent and the combined effects of low hourly rates of pay and unpredictable part-time hours in their changed employment eroded any positive spillover from work.The following sections examine these factors in greater detail. The changing relationship between work and life outside work: Burberry and community integration As the majority of employees and our respondents were female, a key issue in the findings related to the intersection of paid and unpaid work in the lives of women workers. Working near to home in a close-knit workplace had helped women manage the integration of their work and non-work lives in various ways; these were explored in interviews at the time of the closure, in unstructured discussions at public events, and in the interviews conducted in 2009.Five factors in particular were most commented on in relation to ways in which the factory was positively interconnected with the lives of the workers in the community. First, frequent reference was made to the advantages of the workplace’s proximity to their homes: No bus fare to pay, on the doorstep. I could leave the house at 25 to eight and be clocking on at a quarter to. We used to finish at 4. 40 and I’d be home by 4. 45. I could get on with my ironing before tea. I absolutely hated it the day I started, but it was so convenient – you’d finish at 4. 0 and be home at five. Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 32 Work, Employment and Society 26(1) This proximity was also helpful in coping with unforeseen domestic emergencies: We didn’t earn a lot but I had a job where I was near to home. I could cope w ith all the commitments in my private life, if my mother was taken ill [for example]. The second most commonly referred-to factor was the reliability of the company as a source of employment, with relatives able to ‘have a word’ with Personnel to secure employment for other family members.Interviewees referred to relatives made redundant several times from other manufacturing jobs before getting ‘security’ in a job at Burberry. Many had several members of their family working at the factory. It was like a family – when I started work, my mother worked there, her sister worked there, my father’s sister worked there, my own sister worked there and I had two or three cousins there. Out of the 14 houses in my street, 10 of them had Burberry workers living in them.Such was the prevalence of familial ties throughout the plant that one interviewee commented that her husband always referred to his mother by her first name when inside the factory, sayi ng that there was no point in calling her ‘Mam’ because ‘there were so many mothers and children on the shop-floor’. A number of people met their future spouses at the plant and patterns of life-time work within the factory traditionally facilitated exit and re-entry into work, following childbearing.The expectation of a job being available resulted in many women giving up work to have families, in the knowledge – accurate up to the last years – of re-employment at a later date. A third advantage for life outside work was perceived to be the factory’s predictable working hours. Almost all staff (over 95%) at Burberry were employed full-time, with the factory operating Monday to Friday, 7. 45 a. m. to 4. 40 p. m.As one respondent commented after the closure, she ‘really missed the Monday to Friday routine’ – this routine being something else that was seen to compensate for the low wage rates paid at the factory (and a routine absent from many jobs subsequently obtained, as discussed below). Fourth, many references were made to the social aspects of work, with interviewees and survey respondents using terms such as their ‘Burberry family’ and ‘one big family’, where they saw their neighbours every day.Though aspects of the work routines were reported as ‘strict’, the work atmosphere was clearly punctuated by ‘all the laughs’ they had, and the everyday chat. Comments on the latter included: Officially we were supposed to start at 7. 45 but some of us used to go in 15 minutes early for a chat before we started work. Once you’d done your number [piecework target] you could take a break and go upstairs to the toilets for a chat.As in Lupton’s study (1963: 72–3), the workers did not idealize the tensions or the work of factory life at the Burberry plant, which was hard and low paid, particularly for the majority of female workers who earned little more than the national minimum wage. Comments about their ‘Burberry family’ were made alongside derogatory remarks about Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 33 Blyton and Jenkins their former employers. Thus nostalgia for factory life was reserved for memories of events and those friendships and people that had characterized workers’ experience of employment at the plant.There were also more organized social activities such as charity fund-raising events, works trips and parties which were clearly valued (and missed) and, in combination with the informal relations between workers, had contributed significantly to the ongoing contact with others in the community. In addition to these four aspects of positive connection between work and non-work life, respondents identified two further, related attributes of their work that had relevance for life outside the factory.First, several commented on the skills they had acquired at Burberry and the positive feelings that this had given them (‘pride at being a Burberry worker’). Examples of reported skills were numerous, including the interviewees who pointed out ‘hand-sewers’ still working at the plant in 2007, and indicated their level of skill in comments such as ‘we used to prove the methods’ (‘proving a method’ involved transferring a design from planning into full production, something necessary from time to time with difficult garments, and requiring considerable expertise).Several referred to the national awards for excellence won by the factory, to the long hours they had worked beyond their contracts, and being always keen to ‘get the work out’. Closely associated with the pride in their skills, a number of respondents reported an acquired status that reflected responsibilities held within the factory which they felt had been undermined by job loss. The quest to maintain social status and social identity has been recognized in studies of redundancy among men, such as former steel workers (Harris, 1987: 36).From several ex-Burberry respondents came comments that they were shocked to find themselves treated in the job search process as ‘low skilled’ or ‘unskilled’ (as a result of generally lacking certified or accredited qualifications), with their former status within the plant often being replaced by alternative employment in junior-level service sector jobs. One interviewee, for example, who had held supervisory responsibilities at Burberry, commented that her next employer (the retail chain Argos) entrusted her with virtually no responsibility: ‘they didn’t know me or what I’d done’.In their study, Bailey et al. (2008: 50) comment on the crucial influence of the local labour market for re-employment, together with accredited skills, the need for ongoing training support and help with travelling for work. Our findings lead us to agree that the propensity to travel and retrain for work are key determinants of success in job search, and this former supervisor at Burberry was an example of what occurs when low paid, insecure, unpredictable work makes travel too costly.Though she had taken advantage of short-term training courses offered by local employment services, she was unable to gain recognition for the skills she had acquired over 40 years of factory working and had been able to obtain only two temporary jobs since factory closure. She described the consequent effects on her sense of purpose and identity and the negative physical and emotional effects of being a ‘job-seeker’ for the first time in her life in her mid-50s, as ‘devastating’ and the cause of depression.All told, our respondents (even those who said they had grown to enjoy their new employment and were earning more) expressed regret at the loss of the social factors that have been d iscussed in this section, which constituted significant compensations for the comparatively low wage rates at the Burberry plant. After closure, the legacy of years of low pay and particularly the marginalization of women’s work as ‘unskilled’ meant that Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 34Work, Employment and Society 26(1) job search was an activity that prioritized the local labour market. Once workers entered new forms of employment, however, they did so without the supporting structure of the social network and sense of identity that (for them) had defined the experience of being a Burberry worker. The changing relationship between work and life outside work: redundancy, re-employment and social isolation The vast majority of the redundant Burberry workers restricted their job search to their own locality.This choice was partly facilitated by the building of a new Wal-Mart Asda store, along with the availability of care work with the local authority. Data from the local Job Centre Plus confirmed our finding that the majority of Burberry workers prioritized proximity of alternative employment over other factors such as remaining in similar occupations or moving for alternative manufacturing opportunities elsewhere. The context of low pay made relocation financially unrealistic, even if it had been desired. In 2007 the local jobs market was dominated by part-time hours, relatively low earnings and little perceived security.These criteria fall far short of an incentive to move established households and lose the support network of family, community and friends. As well as the risk of not finding better or secure employment elsewhere, workers faced the constraints of the housing market and the low property values characteristic of deindustrialized areas, which effectively trap people in regions of high unemployment (McNulty, 1987: 42). Relocation was therefore an unrealistic option for the majority of our respondents, but this did not prevent it being proposed for consideration during the process of job search.One male interviewee recounted his first visit to a local Job Centre Plus, where he was faced with a question he found outrageous: Do you know the first thing they [Job Centre staff] said to me was, ‘Are you prepared to move? ’ Can you believe that? Why would I want to move away? I said no, I wouldn’t. This reaction was typical of the majority of our respondents. While the plant was still open but under notice of closure, Burberry provided employment consultants to help with job search and vacancies were posted on the factory notice-board.One interviewee described how she and other workers used to ‘have a laugh’ about the jobs being advertised hundreds of miles outside Rhondda, many of which were also part-time at minimum wage rates. Several interviewees commented (during the run-up to closure and in later interviews) that they regarded the posting of such jobs as not only ridiculous but also a cynical ploy to misrepresent their situation, feeling that Burberry could claim it was doing all it could to meet its responsibilities to a workplace community that could find alternative work if only it took up the opportunities the company had researched on their behalf.For workers though, not only relocation but the option of daily commuting was constrained by the precise nature of work available. The costs and difficulties of travel for variable shifts and short daily hours spread over 24 hours and five or seven days of the week were not likely to be sustainable on a low income. All these factors made relocation and travelling for work to different degrees economically impracticable. Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 35 Blyton and Jenkins Table 1.Summary of patterns of work and earnings for former Burberry workers one year after redundancy Respondents Male (n=9) Female (n=71) As % of total respondents 11% 89% Working patterns prior to factory closure, March 2007 No. and proportion employed full-time 9 (100%) 68 (94%) Working patterns following factory closure, March 2008 No. of respondents in paid work 7 46 No. and proportion employed full-time 7 (100%) 19 (41%) No. and proportion in part-time work 0 27 (59%) Proportion of respondents in paid work, 28% 23% eporting an increase in weekly earnings Proportion of respondents in paid work, 71% 56% reporting a fall in weekly earnings All (n=80) 100% 77 (95%) 53 26 (49%) 27 (51%) 24% 59% At the time of our 2008 survey, just over two-thirds of the respondents were in paid work with the remainder divided roughly equally between those who had retired and those still seeking employment. The majority of those in work were in the same job that they found on leaving Burberry, while 15 respondents had had two or more jobs since their redundancy.The areas of paid work entered by our sample were mainly in the manufacturing, home -care or retail sectors; two-thirds of respondents in paid work entered relatively low-skill service sector employment. Table 1 highlights the study’s findings on the nature of re-employment patterns. Just over half of the respondents in paid work were employed part-time, on hours ranging from six to 30 per week (and with a mean and mode of 20 hours).Most (88%) of those with part-time jobs reported that their actual hours varied week by week. Those in care work and retail jobs were especially likely to hold part-time contracts with variable hours. The care contracts, for example, typically began as (effectively) zero-hour contracts with no hours guaranteed until a training period was completed. After that, just 16 hours per week were commonly guaranteed, though workers could be asked to work as many as 30 hours in a week depending on demand.The same was true of retail work, though attaining a 30-hour week was far less common in that sector. For many, their parttime status (ra ther than their hourly rate of pay) was the principal reason why their weekly earnings were lower than they had been at Burberry. In several subsequent interviews, respondents commented that making ends meet while working part-time was only made viable by supplementary state benefits and that part-time employment dominated available opportunities rather than being a chosen option.Both from survey responses and interview comments, it was also clear that many were subject to working time patterns that not only varied from week to week but were also highly unpredictable, in terms of both timing and duration. For those on variablehours contracts, their shifts could be scheduled during the daytime, evening or weekends, and for many their forthcoming weekly schedule was known only at the latter end of the previous week. In interviews, the majority of respondents commented on the difficulties Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 6 Work, Employment and S ociety 26(1) created in their home lives by the variability and unpredictability of their new work commitments. One interviewee, for example, employed full-time as a hotel receptionist in 2008 had had her hours cut to 20 per week when interviewed in 2009, and she received just ? 120. 00 gross weekly pay. Though contractually her employer undertook to issue shift patterns and times one month in advance, in practice working patterns were given to her weekly. Shifts ran from 7 a. m to 3 p. m. , 10 a. m. to 6 p. m. , and 3 p. m. o 11 p. m. , and it was quite normal to have to undertake ‘back-to-back’ shifts finishing at 11 p. m. and starting work again at 7 a. m. She commented that the ‘worst thing’ about the job was the timing and unpredictability of the shift work: You can’t plan anything. I’ve just had to cancel a dentist’s appointment because they’ve called me in for a shift and I can’t make another appointment because I w on’t know what I’m working next week. Without her parents’ help, this interviewee commented that she could not have coped with caring for her daughter.It was family support that allowed her to achieve any sort of balance, however imperfect, between her paid and unpaid working life and the tax-credit state benefit (effectively acting as a subsidy for a low paying employer) was an essential factor allowing her to afford to travel to work and keep her employment. A further example of the negative impact of unpredictable hours concerned another respondent who now worked for the local authority (via their care work agency) and was a married mother of two children.Her employment was typical of work in this sector in that it began (in 2007) as a zero-hour contract, with actual hours of work determined wholly by demand. She received notice of her hours each weekend, for the following week. Her shifts were normally based on notional patterns of 8 a. m. to 10. 30 a. m. an d 4. 30 p. m. to 6 p. m. over a seven-day period, but she never knew exactly how many hours she would be given (or which days she would work) for the week ahead. As a new employee, in common with all new recruits, she was classed as ‘casual’ and therefore had no guaranteed hours of work.The interviewee explained that this meant that she sometimes had four hours’ work for a week, but that this could just as likely be twenty or thirty, depending on what her supervisor assigned. ‘Permanent’ status was necessary to attain guaranteed minimum income equivalent to 16 hours’ work per week. As a ‘casual’, she said that planning her income or any sort of family event was impossible; even knowing her hours one week in advance did not help as ‘they can call you, phone you, any time and ask you to come in’.And as a worker hopeful of allocation to a permanent team and reliant on the support of her line manager, this interviewee did not feel she had the scope to refuse any such request. In January 2010, she had still not been upgraded from casual status and could depend on just three hours’ work a week. Unpredictable work patterns were not the sole preserve of women workers. Men were more likely to obtain full-time work but, anecdotally, were more prone to lay-off or seasonally influenced working patterns.One of our male respondents found a seasonal, 40-hour a week job marginally above the national minimum wage rate after several months of unemployment. With no security of contract or predictability of hours, he worked entirely according to the employer’s demand. In the summer he could work as many as 65 hours a week, reducing to 20 at other periods, and was laid off altogether in Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 37 Blyton and Jenkins the coldest months.Hours of work were notified one week in advance, but were frequently subject to change on the day. He re garded placing his time completely at the employer’s disposal as essential to keep his employment. This interviewee had a history of 30 years of regular employment at Burberry and commented that his new working life was a source of anxiety for the future. Jobs with such variable and unpredictable hours have become common in sectors such as retailing (Backett-Milburn et al. , 2008; Henly et al. 2006; Lambert, 2008; Zeytinoglu et al. , 2004) and care (Henninger and Papouschek, 2008; Rubery et al. , 2005). It is also clear that further variability occurs in ‘real time’ as employees are requested at short notice to stay on, or leave early, to reflect particular work circumstances. For management, this access to variable hours offers a means of deploying labour to shadow fluctuations both in demand and available staff but for the people we were interviewing, this variability and unpredictability had many drawbacks.In particular these disadvantages included: a general uncertainty over their work schedule, making it difficult to plan activities outside work; for some, increased problems of organizing childcare and maintaining a consistent care arrangement; a disruption to domestic routines such as meal times; and a lack of stable income as earnings fluctuated with actual hours worked. In the 2008 survey, questions were also asked about changes in other areas of respondents’ non-work lives since the factory closure. Responses to a question about socializing and friendships since the closure showed a marked deterioration.Almost three in five (58%) indicated that this aspect of their life had got worse, compared to 30 per cent saying it had stayed the same and a minority reporting an improvement. In subsequent interviews, several commented that they saw friends and neighbours much less now that Burberry had closed and female interviewees remained emotional about their changed situation even two years after the closure: I miss the company †¦ I can pick the phone up and speak to people, but it’s not the same. Now, I have no social life. There are no friends passing here nd although people say they will keep in touch, they don’t. A similar picture was evident in relation to community involvement. Over two in five of the survey respondents reported a decline in their community involvement since the factory closure, compared to approximately one in seven who reported an increase (the remainder reporting no change). Both in comments on the survey and in interview comments, several references were made to having ‘less money for going out’, compared to former full-time earnings at Burberry.This was especially the case for part-time workers. Those working part-time were more likely (compared to their counterparts in full-time jobs) to indicate that both their level of friendships and community involvement had deteriorated in the time since the factory closure. From comments in interviews, it was ev ident that reduced involvement with friends and the community were issues related to the break up of the workplace community (which had acted as a conduit to wider community involvement), lack of income and the consequence of more fragmented work patterns.Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 38 Work, Employment and Society 26(1) Conclusion While other responses made by the former Burberry workers indicated that the clothing factory was far from an ideal place to work, the factory nevertheless engendered a strong sense of workplace community which in turn extended to various aspects of workers’ non-work lives. As a consequence, the workplace had a number of positive spillover effects into the non-work lives of its workforce.The frequency of interpersonal contact, access to employment for family members, the sense of pride, skill and status that the work generated and the proximity of work to home: all were seen to create a beneficial effect on the workers’ lives more generally. The way that, for many, these factors later diminished, further underlines what the workers had gained from working at Burberry. Subsequent work, much of it part-time and/or with irregular and unpredictable hours, undermined the stability of contact, interaction and social life that had prevailed hitherto.Widespread reductions in earnings exacerbated this situation with less disposable income to spend on a social life. These insights into work to non-work spillover contribute to the work-life debate in two ways. First, they underline the limitations of couching the discussion, as has been common, in terms of the negative impact of work on non-work life. It was clear among this group of workers that their former work experience at Burberry had generated various positive spillover effects, these only diminishing as they moved to other employment after the factory closed.Second, as was discussed at the head of the article, any attention tha t has been given to positive spillover from work to home has focused largely on the influence of individual work-related variables such as job satisfaction. Aspects of these individual-level factors were certainly present among the ex-Burberry workers: a sense, for example, that the status acquired through responsibilities in the factory also had meaning in the non-work community.Importantly, what the present study underlines are more group level, sociological factors positively affecting areas of non-work life: the importance, for example, of interaction among the workforce, reinforced by chat, gossip and ‘having a laugh’. Further, the way the factory represented a source of family, rather than solely individual, employment and the proximate location of the factory in the Treorchy community further reinforced a sense of community both inside and outside the factory.The study’s findings also contribute to the discussion on the extent to which parttime working can contribute to work-life balance or, put differently, the way part-time work reflects a preference for a particular balance of time between work and non-work (Hakim, 2000). Several authors (for example, Walsh, 2007; Walters, 2005; Warren, 2004) have already pointed to the shortcomings of using part-time work as an indicator of a preference and a strategy for achieving work-life balance – noting in particular that this fails to take into account the heterogeneity of part-time work and that, for ome, working part-time is not a means to achieve work-life balance but rather a source of low pay and poor-quality jobs. The present study further underlines the need for a more differentiated view of part-time working. In our sample, while many working part-time in principle had more time available for non-work activities – even when taking longer travelling times into account – this did not translate into more time for friends or community activity. On the contrary, part -time working was associated with work-life Downloaded from wes. sagepub. com at University of Bath on March 21, 2013 9 Blyton and Jenkins impoverishment for this group more than work-life balance. For most of those on part-time contracts who had been used to working full-time, part-time work was an undesirable consequence of the kind of paid work available within the local labour market. The lower earnings that the part-time jobs generated and the variability and unpredictability of many working patterns detracted from, rather than contributed to, the quality of workers’ non-work lives. Overall, these findings signal the value of a nuanced approach in discussions around ‘work-life balance’.In focusing on the associations of work to non-work life, this article has identified the ways in which associations may be positive or negative and has indicated that the nature of those associations may vary over time and from one context to another. As a result of tracing t he subsequent employment experiences of the former garment workers in this study, it became clear that there is a continuing need for wider recognition not only of the heterogeneous nature of part-time work, but also the reasons why people are working part-time and the degree to which it is a voluntary, employeedriven choice.It was also clear that variable and unpredictable work patterns may exert a significant deleterious influence on the ability of workers successfully to organize and fully enjoy their lives outside work. Acknowledgements The authors would like to acknowledge and thank the union representatives and former Burberry employees who participated in this research. We would also like to express our gratitude to the editor and three anonymous referees for their helpful comments on an earlier draft of this article. 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In: Taplin IM and Winterton J (eds), Rethinking Global Production: A Comparative Analysis of Restructuring in the Clothing Industry. Aldershot: Ashgate, 1–17. Yerkes M and Visser J (2006) Women’s preferences or delineated policies?The development of p art-time work in the Netherlands, Germany and the United Kingdom. In: Boulin J-Y et al. (eds) Decent Working Time: New Trends, New Issues. Geneva: International Labour Office, 235–61. Zeytinoglu IU, Lillevik W, Seaton IMB and Moruz J (2004) Part-time and casual work in retail trade: stress and other factors affecting the workplace. Relations Industrielles 59(3): 516–43. Paul Blyton is Professor of Industrial Relations and Industrial Sociology at Cardiff Business School and Research Associate in the ESRC Centre for Business Relationships, Accountability, Sustainability and Society (BRASS) at Cardiff University.His research interests include employee responses to organizational change, working time and work-life balance. Recent publications include The Sage Handbook of Industrial Relations, co-edited with Nicolas Bacon, Jack Fiorito and Edmund Heery (Sage, 2008); Ways of Living: Work, Community and Lifestyle Choice, co-edited with Betsy Blunsdon, Ken Reed and Ali Dastmal chian (Palgrave Macmillan, 2010); Reassessing the Employment Relationship, co-edited with Edmund Heery and Peter Turnbull (Palgrave Macmillan, 2011) and Researching Sustainability, co-edited with Alex Franklin (Earthscan, 2011).Jean Jenkins is a lecturer in HRM at Cardiff Business School. Her research interests include labour conditions and unionization in the global garment sector, working time and union-management partnership. Recent publications include Work: Key Concepts, with Paul Blyton (Sage, 2007). Date submitted January 2010 Date accepted November 2010 Downloaded from wes. sagepub. com at University of Bath on March 21, 2013