The Economy Of The Phillipines Essay Example For Students

The Economy Of The Phillipines Essay Per Capita Income: Since I am the first person reporting, I would like to explain what per capita income means. The per capita income of a certain country is the GDP of that country divided by the total population. In the Phillipines the per capita income is approximately $700. When compared to the per capita income of the United States, which is about $22,000, it is easy to tell that the economy of the Phillipines is ver poor. GDP: Growth: 5.7%GDP= 82.8% FROM AGRICULTURE: 17.1 IMPORTANT% FROM MANUFACTURING: 18.9% FROM SERVICES: 39.2 MOST IMPORTANT% FROM GOVERNMENT: 7.9Exports: Traditionally, the Phillipines has been primarily an exporter of raw materials and an importer of manufactured goods. This is the role that many third world countries play in the global economy. Electronic and automotive parts, along with garments are the leading merchandise exports of the country. However, the Phillipines also relies heavily on import inputs. The country also exports bananas, coconuts, copper, gold, lumber, pineapples and sugar. We will write a custom essay on The Economy Of The Phillipines specifically for you for only $16.38 $13.9/page Order now Imports: The Phillipines mostly imports manufactured goods. Certain items remain subject to import regulations such as narcotic drugs, firearems, ammunition, etc. Their chief imports include chemicals, machinery, and petroleum. Trading Partners: The Phillipines, like any other country, cannot produce everything that it needs. Instead, it relies heavily on foreign trade. Specialization in production allows for each nation to produce what it produces best, and to trade for products which it cannot produce as well (In case your teacher asks, this means that if you are better at one thing and I am better at another, rather than each of us trying to do both, we would each do what we are best at. Then, we would exchange what we had produced and both be better off than had we tried making both things on our own). It trades mainly with Japan and the United States. The Phillipines maintain high tariff rates and protective barriers on sensitive agricultural products. Major Economic Activities: The Phillipines has embarked on economic reforms and market liberalization measures in the past two years. As a result of this the Phillipines has started to show signs of recovery (FROM WHAT). Even though the unemployment rate is very high, it has dropped from 10.5% to 9.8%, a considerable move for a two year period. In the Phillipines, the minimum age for employment is 15. Their constitution prohibits forced labor. All workers have the right to join unions. The prices are generally determined by free market forces, with only a few exceptions. Conclusion: **IF THIS PROJECT IS ABOUT CAPITALISM AND FREE MARKETS**Although the Phillipines economy is weak, and the unemployment rate is high, the Phillipines is showing some signs of life. It has recently become a more open economy, allowing for more free trade and free market forces. As this process continues, trade with the Phillipines will increase, and eventually, a more capitalistic and successful economy will emerge.

Free Essays on Cleopatra

Cleopatra VII Cleopatra The Queen of Egypt "Life of Cleopatra" by Craig T. Staunton Cleopatra VII's family had been ruling Egypt since 305 B.C., when Ptolemy I declared himself King of Egypt sometime after Alexander the Great's death. The Ptolemy family was of Macedonian decent, not of Egyptian. The capital city which they ruled from, Alexandria, had been established by Alexander and is a port city on the Mediterranean and Nile River. This made Alexandria very important commercially, and it also became an intellectually and artistically important city as well. Cleopatra VII's father was Ptolemy XII Neos Dionysos "Auletes", who began his rule of Egypt in 80 B.C. He was not well respected and thought weak, as is exhibited by his popular nickname "Auletes", which means "flute-player" in Greek. Cleopatra VII's mother could possibly be Cleopatra V Tryphaena, who either died or disappeared in 68 B.C., right after Cleopatra VII's birth in 69 B.C. Cleopatra VII had two older sisters, Cleopatra VI and Berenice IV, and one younger sister, Arsinoe IV. She also had two y! ounger brothers, Ptolemy XIII and Ptolemy XIV. In 58 B.C. Berenice IV (and perhaps Cleopatra VI) took over the kingdom, forcing Ptolemy XII "Auletes" to flee to Rome. Berenice IV ruled the kingdom until Ptolemy XII "Auletes" regained the throne in 55 B.C. Berenice IV was beheaded, and Cleopatra VI disappeared in the intervening time between 58 and 55 B.C. Ptolemy XII "Auletes" then ruled until his death in 51 B.C. His will named Cleopatra VII and Ptolemy XIII as heirs to the throne. Leaders in Rome were named as guardians and were to uphold the choice of Ptolemy XII for the two to marry and jointly rule Egypt. These brother-sister marriages had been established as custom by Ptolemy II when he married his sister Arsinoe II. (From now on Cleopatra VII will be referred to simply as Cleopatra unless otherwise indicated) Cleopatra and Ptolemy XIII ruled jointly and did marry, thou... Free Essays on Cleopatra Free Essays on Cleopatra Cleopatra VII Cleopatra The Queen of Egypt "Life of Cleopatra" by Craig T. Staunton Cleopatra VII's family had been ruling Egypt since 305 B.C., when Ptolemy I declared himself King of Egypt sometime after Alexander the Great's death. The Ptolemy family was of Macedonian decent, not of Egyptian. The capital city which they ruled from, Alexandria, had been established by Alexander and is a port city on the Mediterranean and Nile River. This made Alexandria very important commercially, and it also became an intellectually and artistically important city as well. Cleopatra VII's father was Ptolemy XII Neos Dionysos "Auletes", who began his rule of Egypt in 80 B.C. He was not well respected and thought weak, as is exhibited by his popular nickname "Auletes", which means "flute-player" in Greek. Cleopatra VII's mother could possibly be Cleopatra V Tryphaena, who either died or disappeared in 68 B.C., right after Cleopatra VII's birth in 69 B.C. Cleopatra VII had two older sisters, Cleopatra VI and Berenice IV, and one younger sister, Arsinoe IV. She also had two y! ounger brothers, Ptolemy XIII and Ptolemy XIV. In 58 B.C. Berenice IV (and perhaps Cleopatra VI) took over the kingdom, forcing Ptolemy XII "Auletes" to flee to Rome. Berenice IV ruled the kingdom until Ptolemy XII "Auletes" regained the throne in 55 B.C. Berenice IV was beheaded, and Cleopatra VI disappeared in the intervening time between 58 and 55 B.C. Ptolemy XII "Auletes" then ruled until his death in 51 B.C. His will named Cleopatra VII and Ptolemy XIII as heirs to the throne. Leaders in Rome were named as guardians and were to uphold the choice of Ptolemy XII for the two to marry and jointly rule Egypt. These brother-sister marriages had been established as custom by Ptolemy II when he married his sister Arsinoe II. (From now on Cleopatra VII will be referred to simply as Cleopatra unless otherwise indicated) Cleopatra and Ptolemy XIII ruled jointly and did marry, thou... Free Essays on Cleopatra According to Theophile Gautier ," Cleopatra is a person to be wondered at (†¦) whom dreamers find always at the end of their dreams." The story of Cleopatra’s life has been told in many different forms. Cleopatra in all forms was a woman of mystery, power, sin, and eroticism. When you think of the name Cleopatra what comes to mind? Many people may think that she was a saint for not just reason and that she committed suicide in the face of adversity. Other people may think that she was a deceiving, power hungry killer that had an obsession with men. In the two thousand years since Cleopatra’s death the vision of her has changed immensely (Hughes-Hallet 1). According to Lucy Hughes –Hallett, â€Å"the vision of Cleopatra has been recreated over and over again, each time in a form that fits the prejudices and fantasies of the age that produced it â€Å"(1). For example, Cecil B. Demille created a movie about her life making her â€Å"the wickedest woman in history â€Å" (1). According to George Bernhard Shaw she was an emotionally disturbed sex kitten; to the painters of the Renaissance she was a helpless victim; to the poets of Romanticism she was a terrifying femme fatale, and to Arabic historian Al- Masudi she was a scholar and a sag e (1). Cleopatra’s personality was one of the things about her that people liked in ancient Egypt, and as of today. In ancient Egypt women were often not considered intelligent and didn’t participate in the arts. Cleopatra, however, was an exception to the old tradition (Thomas 4). According to historian Henry Thomas, Cleopatra was very intelligent and often read literature with scholars in the palace library. She could have intelligent conversations about painting, sculpture, poetry, theology, statecraft, philosophy and religion with some of the most looked up to men of her time (4). Above all of Cleopatra’s sought -after traits her hunger for power overruled. She had a marvelous passion for the g... Free Essays on Cleopatra Cleopatra VII’s life has been proven to be very interesting, but also weird. The Ptolemy’s and Cleopatra were very clever at manipulating people. Cleopatra also had many affairs with men such as Julius Caesar and Mark Antony. Cleopatra was born in the capitol of Egypt, Alexandria in 69 BC. Cleopatra was the daughter of the pharaoh of Egypt, Ptolemy XII, who was also nicknamed Auletes, and his Queen, Cleopatra V Tryphaena. Cleopatra V was Auletes’ sister but it was perfectly normal for those of the Ptolemaic dynasty to marry their siblings. Many people may think it is very gross and wrong, but what they don’t understand is that they were in a whole different time; in their day and time it was just normal. Cleopatra’s father wasn’t a strong ruler at all; he was actually pretty weak. He was also proven to be a heartless ruler. That is why in 58 BC he had been overthrown by the Plebeians. In 55 BC he had regained his thrown and had his daughter, Berenice and her husband beheaded since they had taken over after he was overthrown and then ran off to Rome. Cleopatra had five sibilings. She had two younger brothers named Ptolemy XIII and Ptolemy XIV. She had two older sisters named Cleopatra VI, Berenice, and one younger sister named Arsinoe. Cleopatra VI had died of anonymous reasons that we do not know. Arsinoe died at Cleopatra’s request. She made a deal with Mark Antony, a man that became her husband and true love, she would finance his attack on Parthia and he would help to fight off her enemies and kill her sister Arisnoe. He did come back to her later too, to ask her to feed his men and round him up a fleet. She did this in exchange for Lebanon, Turkey, Syria, and Jordan. Cleopatra and her brother, Ptolemy XIII inherited the throne in 51 BC after their father died. Cleopatra was just about around 18 years old when she married brother, Ptolemy XIII who was about 12 years old, but it was just a marriage of convenienc...

READ THIS Before You Enroll in KDP Select!

READ THIS Before You Enroll in KDP Select! READ THIS Before You Enroll in KDP Select! We get it: writing a book requires a lot of your time, effort, and money. Taking a book from inception to completion is intense work, and by the time you’re ready to publish you might find yourself referring to your manuscript as â€Å"my baby.†Of all the big decisions you have to make in your journey as a self-publishing author, one of the biggest is whether or not to enroll your ebook in Amazon's KDP Select: a program which offers authors bonus incentives in exchange for granting Amazon exclusivity.But going exclusive is a big deal. Are you sure you want to let Amazon put a ring on it before your book has had a chance to test out the other options? Is Amazon's Select program the right choice for you? That’s what we’ll answer in this post, covering all the points in the table of contents (to your left).Let’s get started with the basics. The great "KDP Select or not" debate: where do you stand? What is Kindle Direct Publishing?Kindle Direct Publishing (KDP) is Amazon’s ebook publishing unit, which allows authors to sell their books directly to Amazon’s readers. The Kindle and KDP were launched concurrently in 2007, laying the groundwork for Amazon’s ebook empire which now holds more than 80% of the market in the United States and United Kingdom.Success stories from authors self-publishing through Amazon KDP began to roll out around 2011, with the popularity of Andy Weir’s The Martian and Wool by Hugh Howey. But they’re not without company: in 2018, Jeff Bezos revealed that over 1,000 authors had earned over $100,000 through Kindle Direct Publishing.While numbers like these are not the norm for the average writer, KDP has become the heavily preferred route for self-publishing authors - many of whom also decide to enroll in Amazon's Select program. Speaking of which...What is KDP Select?KDP Select is a program available to all authors willi ng to grant Amazon exclusive rights to sell their ebook through the Kindle store only.By agreeing not to sell the digital file of their book through any other retailers, authors are given access to a variety of promotional tools - the most significant of which is Kindle Unlimited -   and the opportunity to earn higher royalties (in some cases, more on that later).The KDP Select program lasts 90 days, after which authors can either choose to opt out of the program, or auto-renew for another 90-day commitment.While digital copies of the book must only be sold through Amazon:A 10% sample of the book can be made available outside of the Kindle Store;Print (or any other non-digital) versions can be distributed elsewhere; andCopies of the book can be emailed to reviewers for editing purposes.So, a higher percentage of sales and additional book marketing tools: sounds pretty good, right? Why would an indie author not want those things? Well, the question of whether to grant Amazon exclu sivity or to â€Å"go wide† is a constant talking point amongst self-publishing authors, as both options come with their own sets of pros and cons. The biggest and most important pro of enrolling in Amazon's Select program is undoubtedly the access to Kindle Unlimited. So before we get too far into discussing pros and cons, let's quickly cover exactly what Kindle Unlimited is.What is Kindle Unlimited?Kindle Unlimited (KU) is an â€Å"all-you-can-read† service that allows subscribers to read as many ebooks as they’d like for $9.99 a month (if you’re thinking â€Å"Netflix for books,† you’re on the money). When authors enroll in Amazon's Select program, their books are automatically made available to readers on KU. (For a comprehensive guide to KU, check out our post right here.) With all of this in mind, remember that whether you decide to go with KDP Select or open publishing, you’ll get out of it what you put into it. If you use KDP Select’s Countdown Deals or Free Promotions but don’t spend any time advertising your promotions, they won’t lead to much exposure - the whole point of these tools.If you decide to forgo the increased visibility that can come with Kindle Unlimited, make sure you spend time getting acquainted with the aggregators out there or developing various book marketing strategies - or else the benefits of going wide will end up falling flat.We hope this post has been helpful in considering the pros and cons of KDP Select vs. going wide, and that you feel more confident in leveraging the route you choose for your book’s success.Are you enrolled in KDP Select or considering it? Let us know your thoughts and questions in the comments below!

The birth and rise of islam Essay Example | Topics and Well Written Essays - 750 words

The birth and rise of islam - Essay Example God, provides the basis for a collective sense of loyalty to God that transcends race, nationality, class and even differences in religious practice. Thus, all Muslims belong to one community, the umma, irrespective of their ethnic or national background Muhammad was born in Mecca, Saudi Arabia, about 570 C.E. His father, ‘Abd Allah, died before Muhammad’s birth. His mother, Aminah, died when he was about six years old. At that time the Arabs practiced a form of worship of Allah that was centered in the Mecca valley, at the sacred site of the Kabah. A simple cube like building where a black meteorite was revered. As Muhammad grew up, he questioned the practices of his day. At age 25, Muhammad married Khadija, a well-to-do, 40-year-old woman. At age 40, during a retreat in the hills outside Mecca, Muhammad had his first experience of Islam. The angel Gabriel appeared to a fearful Muhammad and informed him that he was Gods chosen messenger. Gabriel also communicated to Muhammad the first revelation from God. Terrified and shaken, Muhammad went to his home. His wife became the first person to accept his message and convert to Islam. After receiving a series of additional revelations, Muhammad started preaching the new reli gion, initially to a small circle of relatives and friends, and then to the general public. The Meccans first ignored Muhammad, then ridiculed him. As more people accepted Muhammads call, the Meccans became more aggressive. After failing to sway Muhammad away from the new religion they started to persecute his less prominent followers. When this approach did not work, the opposing Meccans decided to persecute Muhammad himself. By this time, two main tribes from the city of Yathrib, about 300 km (200 mi) north of Mecca, had invited Muhammad to live there. The clan leaders invited Muhammad to Yathrib as an impartial religious authority to arbitrate disputes. In return, the leaders pledged to accept Muhammad as a prophet and thus support the new

PACKED DISTILLATION COLUMN Essay Example | Topics and Well Written Essays - 500 words

PACKED DISTILLATION COLUMN - Essay Example In order to achieve the initial heat loss rate of the system, there was fixing of the output voltage to its maximum value and setting the reflux divider to total reflux. Once the measurement is achieved, there was changing of the reflux values to 1, 2, 4, 6, and 8 with the help of reflux divider situate on the control panel and the rate of feed flow altered to a maximum value of 70 cc/min. Waiting period of 20 minutes was recommended upon the change of reflux ratios and system reaching its steady state. It was then possible to identify the time at which the system reached its steady state by checking at the temperature indicators with the help of a thermocouple selectors. To obtain the heat loss rate of the initial experiment for every reflux ratio specific values, it was recommended to obtain the feed samples and to identify the top products with respect to the namesake valves. These parameters were obtained in the cylinders used for measuring and cooling in the refrigerator finally followed to temperatures of 15-16oC. Once the required temperature was achieved, the solutions specific gravity was measured by use of a hydrometer. Matching the reading obtained followed to a closer figure of the charts specific gravity giving approximate alcohol percentage in the solution. In addition, the amount of fluid passing through a given time interval was measured to obtain top product flow rates. A constant feed rate supply is maintained by channelling the supply from a head tank and backing it up with the help of feed tank as indicated in the start-up procedure. The other pipes are used to supply the liquid from top product tank to bottom product tank and finally to feed tank. To constitute the feed, return the products collected from the top, the bottom, and any sample that had been taken for measurements back to the feed tank (McKeown and Chalfant, 2000).   The interlock of the system are used to protect condenser coils of the glass from thermal shock when water

Figuring Fixed Costs Essay Example for Free

Figuring Fixed Costs Essay 10.1 The highest number of meals served was 4,900 in December, with the lowest of meals being 3,500 in July making a difference of 1,400 of meals served, between the two months. The cost per meal variable is 1400à ·$5500.00 for a total of $3.93 (WHDM’s) fixed cost is computed as follows $20,500.00-(3,500*$3.93) =$6,745.00 According to the following â€Å"formula: PX=A+Bx 5.77x=$6,745+$3.93† 5.77-$3.93=$6,745+ ($3.93-$3.93) 1.84x=$6,745 1.84x*1.84x=$6,745*1.84x â€Å"X=3,666 Monthly BEP 3,666*12= 43,992 BEP for the fiscal year† (Oppapers.com, 2012), for the Westchester Home- Service Meal Delivery program, since the program received 45,000 meals to serve and only needed 43,992 of them their profit is going to come from selling the other 1008 meals at a . 84 per meal making a profit of $1,854.72. 10.2 NRCC and Its BEP Annual revenue = $20.00 per subscription Annual variable rise for â€Å"making and mailing six bimonthly issues has risen 4.50 â€Å"(Martin, L., 2001) (NRCC) annual fixed cost is 6,000 + 3,900 = 9,900 Per subscription (NRCC’s) annual margin would be 20-4.5 for a total of 15.5 Making their BEP as follows 9,900/15.5 equaling 639 PX = A+Bx 20x=6,000+3,900+4.50x 20x=9,900+4.50x 20x-4.50x=9,900+ (4.50x-4.50x) 15.5x=9,900 15.5x/15.5x=9,900/15.5x X=639 No way is this feasible, because there are two staff members, who are all ready at the maxim capacity of 650, leaving no capacity for any kind of slack. References: Martin, L. (2001). Financial Management for Human Services Administrators. Needham Heights, MA: Allyn Bacon http://www.oppapers.com, 2012 http://www.studymode.com,2013 University of Phoenix. (2001). Financial Management for Human Service Administrator. Retrieved from University of Phoenix, HSM 260 website.

The Traditional School Schedule :: essays papers

The Traditional School Schedule The traditional School schedule is set up so students go to school for 9 months and then have a 3-month summer Vacation. This system dates back to a time when most people's lively hood was farming; therefore, the educational schedule was built around the times of harvest and planting. But in modern day, with so little farmers this schedule is severely out dated. The long break in the summer encourages students to forget knowledge that they learned that previous year, forcing teachers to review information for 4-6 weeks, time that could be well used teaching students new and enriching things. This schedule also isn't very cost effective, for three months schools stand empty and unused, which is ridicules due to how over crowded the educational system is. Does it really make sense to use an outdated schedule when with every other aspect of our lives we want the newest and the best? Year Round Education The year round educational (YRE) system was implemented in 1904, to solve the problem of overcrowded schools.( Bemis & Palmer ,1998)Now this system is used to solve many other problems that the educational system has been facing. A YRE schedule allows students the same amount of time in school as the traditional calendar. But instead of a 3-month vacation, students in year round school have smaller breaks throughout the year. YRE can also be made into a single or multi-track facility of education this allows more students in schools and also gives teachers a way to earn a living in the summer months. Optional Plans Available There are several plans that schools offer in order to distribute the vacation throughout the year in many smaller breaks then in one three month block. Examples of these plans would be 45-15,60-20, and 60-15. The 45-15 plan is the most widely used plan, it is the simplest plan to use at any level of education, and also can be used for a multi track school. With the 40-15 plan student's go to school for 45 days and then have a 15-day break. Next the 60-20 plan follows the same pattern as the 45-15, students go to school for 60 days and then have a break for 20. Most teachers like this plan because it allows them a little more time on a particular subject. The Traditional School Schedule :: essays papers The Traditional School Schedule The traditional School schedule is set up so students go to school for 9 months and then have a 3-month summer Vacation. This system dates back to a time when most people's lively hood was farming; therefore, the educational schedule was built around the times of harvest and planting. But in modern day, with so little farmers this schedule is severely out dated. The long break in the summer encourages students to forget knowledge that they learned that previous year, forcing teachers to review information for 4-6 weeks, time that could be well used teaching students new and enriching things. This schedule also isn't very cost effective, for three months schools stand empty and unused, which is ridicules due to how over crowded the educational system is. Does it really make sense to use an outdated schedule when with every other aspect of our lives we want the newest and the best? Year Round Education The year round educational (YRE) system was implemented in 1904, to solve the problem of overcrowded schools.( Bemis & Palmer ,1998)Now this system is used to solve many other problems that the educational system has been facing. A YRE schedule allows students the same amount of time in school as the traditional calendar. But instead of a 3-month vacation, students in year round school have smaller breaks throughout the year. YRE can also be made into a single or multi-track facility of education this allows more students in schools and also gives teachers a way to earn a living in the summer months. Optional Plans Available There are several plans that schools offer in order to distribute the vacation throughout the year in many smaller breaks then in one three month block. Examples of these plans would be 45-15,60-20, and 60-15. The 45-15 plan is the most widely used plan, it is the simplest plan to use at any level of education, and also can be used for a multi track school. With the 40-15 plan student's go to school for 45 days and then have a 15-day break. Next the 60-20 plan follows the same pattern as the 45-15, students go to school for 60 days and then have a break for 20. Most teachers like this plan because it allows them a little more time on a particular subject.

Communication in Nursing Essay

To listen to another person is the most caring act of all. Listening and attending are by far the most important aspect of being a nurse (Burnard 1992). One of the basics of good nursing is good communication skills with patients. Being unable to communicate well with a patient immediately can destroy the nurse/patient relationship and therefore the patient may not trust the nurse (Anon 2007). The purpose of this essay is the realise the importance of communication in nursing. Without communication nurses would be unable to provide the correct care, but improving communication is a life-long developmental process (Ewles and Simnett 2005). I will draw on my personal experience from the clinical area to show how well the theory relates to the practical side of nursing and use the process recording sheet for structure and guidance. In accordance with The Nursing and Midwifery Council (2008) Code of Conduct, nurses must respect people’s right to confidentiality. Therefore for the purpose of this essay the patient discussed is referred to as Miss C., and any personal or identifiable information has also been altered so as to protect her privacy and dignity which are also enshrined in the Nursing and Midwifery Council (2008) Code of Conduct.. I asked Miss C. for explicit permission to use our interpersonal relationship in my communications essay and advised her of my obligations on my professional conduct to which I am bound by the Nursing and Midwifery Council (2008), regarding professional, moral and safe practice. Miss C., was in agreement to be involved with my assignment and on no account was her physical care at risk during this interaction. I was nearing the end of my placement in a general medical ward within a large general hospital. The ward had a variety of medical complaints including diabetes, gastrointestinal disorders, stroke and alcohol liver disease. A young 21 year old female was admitted to the ward, now known as Miss C., with an increased weight loss and she was in need of pain management. Miss C., was awaiting heart surgery, replacement hips and replacement knees at major surgical hospital in another area of the country. Her health status was poor as she suffered from rheumatoid arthritis, psoriasis, and had a congenital heart defect. Miss C’s., pain was managed with oramorph, ketamine and fentanyl patches, but these proved to have little relief. Miss C., spent the majority of time in bed due to her severe pain, and due to this she cried  out a lot. Her head was bowed and she had difficulty in making eye contact. She talked slowly and quietly and sometimes mumbled, she was also a very sad person. I thought that communication would be difficult with Miss C., as she was mostly in pain but I also believed that she would like someone to talk to but that person would need to be a good listener. It is important to remember that nurses have the duty to provide care holistically, for the whole person, not just for their physical needs but their mental and social needs too (Kenworthy et al. 2002). Miss C., liked to be washed in her bed every morning as movement for her was difficult. The bay that she was in was busy with little privacy only the curtains for seclusion. I went into wash her one morning and because of her psoriasis she needed special creams applied religiously. She spoke quietly about her illness and explained her difficulties to me. Talking about her family, her illness and when she was younger made her sad and she was crying. I felt that Miss C’s ability to communicate was linked to how she felt about herself. She was over-critical about herself and underestimat ed her abilities. This lack of self-confidence reflected her ability to communicate (Ewles and Simnett 2005). She was in so much pain, her head was bowed and she could not make eye contact. I was leaning in close to her bedside, touch was not good, her body was too sore. I tried to show empathy towards Miss C., by giving her time to talk, being patient and listening to her. Was she crying because she was in so much pain or was it because she was recalling happy memories from before she fell ill? I was desperately trying to understand how she may be feeling. According to Arnold and Boggs (2003), empathy is the ability to be sensitive to and communicate understanding of the patient’s feelings. Being compassionate is similar to being empathetic in a way that it is important to recognise that Miss C’s feelings belong to her and not to me. I was interested in Miss C’s illness, to learn more about her condition and hear about her difficulties. She was very independent and wanted to do a s much as she could by herself. Help was minimal and she only asked when she was struggling to re-position her feet. I used active listening to allow to her speak without interrupting but I paid close attention to her facial expressions and body language. Argyle (see Kenworthy et al. 2002) suggests â€Å"facial expressions provide a running commentary on emotional states†. I asked Miss C. open questions about her illness as I thought this would allow me to encourage her to talk. It also allowed Miss C to describe her experiences, feelings and understandings. â€Å"Open ended questions are used to elicit the client ‘s thoughts and perspectives without influencing the direction of an acceptable response† (Arnold and Boggs 2003 p.241). I wanted to try and take her mind off her pain as it was upsetting to see her being so unhappy, so I commented on some magazines that were lying on her table and asked her about her taste in music. This was a good subject, her eyes lit up and she smiled. We finally made eye contact. Using the semiotic school of thought, Miss C and myself were exchanging verbal and non-verbal communication in order to understand each other’s feelings. According to Kozier (2008) non-verbal communication can include the use of silence, facial expressions, touch and body posture. Miss C was keen to talk about her taste in music and became very chatty, in fact, she became sort of excited. I put some cd’s on for her to listen to and as I did this she asked me questions about my taste in music. There was now no barriers to our communication as we both shared the same taste in music. When the music was playing Miss C was in a different world, she was more relaxed. I took her hand and held it gently, her eyes were closed, she was smiling and she appeared more content. By holding her hand, I felt as though I was comforting and reassuring her. This was an indication that I really did care and that I wanted to help her. â€Å"Using touch skilfully and thoughtfully can convey that you are able to ‘be with’ your patient† (Benner 2001 p.57). Communication can be therapeutic and the music playing was not a barrier in communications, it was in fact beneficial. Therefore, it is argued that effective communication is more than delivering high quality patient-centred care; but it also allows patients to feel involved in their care, which can make a significant difference to their outlook on their treatment (Collins 2009). Reflecting back I realised that I was really quite worried about the communication difficulties I was facing during my interaction. Miss C., was a very strong willed person who knew exactly what she needed and yet she desperately wanted to be as independent as possible. I wanted her to allow me ‘in’ and for her to be comfortable with me. I am glad I eventually gained her trust and we both became more relaxed. In fact, the impact that this interaction had on our relationship was that as the days went on we became very good friends and she was very special to me. Sully and Dallas (2005), suggests  that to have an empathetic understanding of our patient’s needs we must recognise their need for comfort and we respond to this compassionately. It was important to be non-judgemental, I accepted Miss C., for who she was no matter what her circumstances were and my main concern was to care for her in a professional and beneficial way and in a manner that she preferred. Putting the interaction into perspective, I originally found Miss C very demanding, always calling out and constantly pressing the call buzzer. Some staff were very reluctant to go to her because her personal care was very time consuming. It was time consuming but it was because she was in a lot of pain. Surely this was a barrier to communication as so me staff did not take the time to listen to what Miss C required and as health promoters, we need to develop skills of effective listening so that we can help people to talk and express their needs and feelings (Ewles and Simnett 2005). From recording and analysing my interactions I have learned to accept people for who they are as each of us have had different experiences throughout life and these experiences make us who we are. It was also important to acknowledge Miss C’s point of view, her emotions and thoughts without judgement as being aware of these helped to appreciate her perspective and needs (Silverman et al. 2005). I have also learned to be a good listener and an active listener. Ewles and Simnett (2005) suggest that this means taking note of the non-verbal communication as well as the spoken words. It is important to maintain eye contact, observe the body language, listen properly and pick up on non-verbal signs as well as verbal signs. The environment is important too, along with being sensitive, honest and compassionate (Anon 2007). Collins (2007) argues that judgemental attitudes can stand in the way of getting to know your patient and that labels attached to individuals such as ‘demented’ can act as a language barrier. Effective nursing requires us to be assertive, responsible and to help our patients achieve the best possible health status (Balzer Riley 2008). In conclusi on, the key points that have been discussed in this essay are that of the importance of communicating in nursing and how nurses can improve their communication skills and maintain their effectiveness. We must provide holistic care for our patients and the goal is to listen to the whole person and provide them with empathetic understanding. Another key point is that we must be non judgemental no matter what the patient’s circumstances are. Overall communication during this interaction was positive, therapeutic and helped to build a relationship. This essay has shown how personal experience from the clinical area relates the theory to the practical side of nursing and how it is imperative that communication is clear, understandable, appropriate and effective. 1819 words Read more: http://www.ukessays.com/essays/nursing/communication-in-nursing-nursing-essay.php#ixzz2fJpdOIza

Reading strategy Essay

The SQ3R strategy which stands for survey, question, read, recite, and review. This five step strategy can be integrated into many areas. students can learn more effectively by engaging in the pre-reading, during-reading, and post-reading steps of this strategy. There are five strategy of reading to better understand the material. The strategy contain survey, question, read,recite and review. In survey, it contains chapter titles, introductory paragraphs, bold face, italicized headings and summary paragraphs. Question includes turn section headings into questions; have questions for which answers are expected to be found in the passage. In read purpose is to answer the questions. In recite also allow to answer question without referring to the text or notes. In review includes reviewing the material by reading parts of the text or notes to verify answers.The SQ3R is great way to actively read difficult material. It does not promise to make it student love or even like the subject but it facilitate the student to reading and ultimately, teach learning. with time and practice find this approach great study skill to develop.These students can benefit from using the SQ3R because it requires them to activate their thinking and review their understanding throughout their reading. It also helps students from waiting and then cramming for tests since the five steps requires them to review information and create notes during their initial reading. Their notes from the initial reading become their study guides. The SQ3R strategy which stands for survey, question, read, recite, and review. This five step strategy can be integrated into many areas. students can learn more effectively by engaging in the pre-reading, during-reading, and post-reading steps of this strategy. There are five strategy of reading to better understand the material. The strategy contain survey, question, read,recite and review. In survey, it contains chapter titles, introductory paragraphs, bold face, italicized headings and summary paragraphs. Question includes turn section headings into questions; have questions for which answers are expected to be found in the passage. In read purpose is to answer the questions. In recite also allow to answer question without referring to the text or notes. In review includes reviewing the material by reading parts of the text or notes to verify answers.The SQ3R is great way to actively read difficult material. It does not promise to make it student love or even like the subject but it facilitate the student to reading and ultimately, teach  learning. with time and practice find this approach great study skill to develop.These students can benefit from using the SQ3R because it requires them to activate their thinking and review their understanding throughout their reading. It also helps students from waiting and then cramming for tests since the five steps requires them to review information and create notes during their initial reading. Their notes from the initial reading become their study guides.

Iditarod History and Overview of The Last Great Race

Iditarod History and Overview of The Last Great Race Each year in March, men, women, and dogs from around the world converge on the state of Alaska to take part in what has become known as the Last Great Race on the planet. This race is, of course, the Iditarod and though it doesnt have a long official history as a sporting event, dog sledding does have a long history in Alaska. Today the race has become a popular event for many people throughout the world. Iditarod History The Iditarod Trail Sled Dog Race officially started in 1973, but the trail itself and the use of dog teams as a mode of transportation has a long and storied past. In the 1920s for example, newly arrived settlers looking for gold used dog teams in the winter to travel along the historic Iditarod Trail and into the gold fields. In 1925, the same Iditarod Trail was used to move medicine from Nenana to Nome after an outbreak of diphtheria threatened the lives of nearly everyone in the small, remote Alaskan town. The journey was nearly 700 miles (1,127 km) through incredibly harsh terrain but showed how reliable and strong dog teams were. Dogs were also used to deliver mail and carry other supplies to the many isolated areas of Alaska during this time and many years later. Throughout the years, however, technological advances led to the replacement of sled dog teams by airplanes in some cases and finally, snowmobiles. In an effort to recognize the long history and tradition of dog sledding in Alaska, Dorothy G. Page, chairman of the Wasilla-Knik Centennial helped set up a short race on the Iditarod Trail in 1967 with musher Joe Redington, Sr. to celebrate Alaskas Centennial Year. The success of that race led to another one in 1969 and the development of the longer Iditarod that is famous today. The original goal of the race was for it to end in Iditarod, an Alaskan ghost town, but after the United States Army reopened that area for its own use, it was decided that the race would go all the way to Nome, making the final race approximately 1,000 miles (1,610 km) long. How the Race Works Today Since 1983, the race has ceremonially started from downtown Anchorage on the first Saturday in March. Starting at 10 a.m. Alaska time, teams leave in two-minute intervals and ride for a short distance. The dogs are then taken home for the rest of the day to prepare for the actual race. After a nights rest, the teams then leave for their official start from Wasilla, about 40 miles (65 km) north of Anchorage the next day. Today, the route of the race follows two trails. In odd years the southern one is used and in even years they run on the northern one. Both, however, have the same starting point and diverge approximately 444 miles (715 km) from there. They join each other again about 441 miles (710 km) from Nome, giving them the same ending point as well. The development of two trails was done in order to reduce the impact that the race and its fans have on the towns along its length. The mushers (dog sled drivers) have 26 checkpoints on the northern route and 27 on the southern. These are areas where they can stop to rest both themselves and their dogs, eat, sometimes communicate with family, and get the health of their dogs checked, which is the main priority. The only mandatory rest time however usually consists of one 24-hour stop and two eight hour stops during the nine- to twelve-day race. When the race is over, the different teams split a pot that is now approximately $875,000. Whoever finishes first is awarded the most and each successive team to come in after that receives a little less. Those finishing after 31st place, however, get about $1,049 each. The Dogs Originally, sled dogs were Alaskan Malamutes, but over the years, the dogs have been crossbred for speed and endurance in the harsh climate, the length of the races they participate in and the other work they are trained to do. These dogs are usually called Alaskan Huskies, not to be confused with Siberian Huskies, and are what most mushers prefer. Each dog team is made up of twelve to sixteen dogs and the smartest and fastest dogs are picked to be the lead dogs, running in the front of the pack. Those who are capable of moving the team around curves are the swing dogs and they run behind the lead dogs. The largest and strongest dogs then run in the back, closest to the sled and are called the wheel dogs. Before embarking on the Iditarod trail, mushers train their dogs in late summer and fall using wheeled carts and all-terrain vehicles when there is no snow. The training is then the most intense between November and March. Once they are on the trail, mushers put the dogs on a strict diet and keep a veterinary diary to monitor their health. If needed, there are also veterinarians at the checkpoints and dog-drop sites where sick or injured dogs can be transported for medical care. Most of the teams also go through a large amount of gear to protect the dogs health and they usually spend anywhere from $10,000-80,000 per year on gear such as booties, food, and veterinary care during training and the race itself. Despite these high costs along with the hazards of the race such as harsh weather and terrain, stress, and sometimes loneliness on the trail, mushers and their dogs still enjoy participating in the Iditarod and fans from around the world continue to tune in or actually visit portions of the trail in large numbers to partake in the action and drama that is all part of The Last Great Race.

Case Study of the Changes in Farming and Industries in Northampton

Case Study of the Changes in Farming and Industries in Northampton Introduction The objective of this project is to define revolution in a political/social context and to explain in two sections the processes of the Industrial and Agricultural revolutions in England. I have take the opportunity to study the effects of the Industrial revolution in Northampton. This project is written in five main sections. The first will define revolution. The second section will discuss the Agricultural revolution, providing statistics, and discussing the cause and effect of the Agricultural revolution in England. It will also explain what happened in the Agricultural revolution and what changed, explaining how farming methods changed. The third section will discuss the Industrial revolution and its cause and effects. It will show the effects of factory working on the social structure of English life. The fourth section provides an example of the industrial age in Northampton a town that had made shoes for hundreds of years and how the Industrial revolution effected its shoe making techniques. My conclusion, summarises the project and argues if revolution is a good thing and if the effect it had on England changed it for the better or the worse. It will also show the where all the information has come from, (references). 2. What is Revolution? There have been revolutions throughout the history of civilisation and England has not been the only country to experience revolution though they take different forms. From America to Russia there have been revolutions, changing the world we live in today. Some have been violent and claimed many lives and others have just been changes in the way we live and how our community functions. A revolution can be, violent although a revolution is a change of some kind and does not have to be violent. A revolution could be a change in the social structure of a community, a change in political power and government structure, or a religious change. A revolution could also be an advance in industry or agriculture as featured in this project. A revolution can be a sign of discontent or civil disobedience although if a peaceful revolution is taking place, people who do not like what is happening sometimes become violent and cause trouble. The revolt or change must be successful to be a revolution, after a revolution everybody lives in an idealistic dream, but it does not work because the winning party (s) split and the goals fade and a totalitarian regime can take control. After this happens the entire social structure is changed and the community can often end up worse than it was before the revolution began. Plato defined a revolution as; Any attempt by subordinate groups through the use of violence to bring about; 1) A change of government or its policy. 2) A changed of regime 3) A change of society, whether this attempt is justified by reference to past conditions or to an as yet unattained future ideal. The term REVOLUTION is normally used to describe a rapid change, but this is not always so, as we will discover in this report. For example the Industrial Revolution happened over a number of years, and some could argue it took up to a century to finish but according to Platos definition this is not a revolution, but could be described as evolution. My final definition is; A revolution is a typically violent rapid change, in regime, a government or its policy, technology, science or in society. 3. The Agricultural Revolution 3.1 Why did it happen? Unlike many revolutions the Agricultural Revolution worked as an incremental change, one thing happened, which then led to the next and the next. It began in the 1700s with the first enclosure laws and scientists experimenting with new farming methods. Then better breeding techniques were developed, creating bigger and better livestock realising lasting economic benefits. Better farming methods came into action like crop rotation, and then machines, first horse drawn and then with the help of the Industrial Revolution, steam powered. Because of the Industrial Revolution people started moving from the country to the towns and here there was better personal hygiene and new medicines were discovered, bringing around a population increase. Because of fertilisers and better techniques prices dropped and food became easier to obtain, economic growth had begun. For 100s of years economic development had stood still, the modern growth era had begun. Before the 1700s there were few changes in farming but after 1700 people started to make changes to farming, with new scientific investigations, better plants were grown and animals bred. These main factors brought about the Agricultural Revolution and brought about a significant increase in wealth. Before the revolution there was one main farming technique and that was strip farming. This kind of farming was when the land was divided into strips and each peasant had a strip of land to farm. This was not productive so land was fenced off, in 1495-1603 the first enclosure law was passed for sheep. A new law passed between 1750-1831 declared that land was to be farmed in large fields and fenced off. After the strips had been fenced off, crop rotation was used, this is when the crops on fields are changed each year, this provided food for cattle as well as stopping the need for a fallow year (when the land was left unused for a year to regain its nutrients). This was because certain cro ps planted put important elements back into the soil. Crop rotation worked in this way; wheat, root crop, barley, clover. The wheat was used for making bread and feeding people, the root crop was mainly turnips, which would mainly been used for cattle feed, then barley which would have been used for cattle feed as well as for humans, and then clover was planted, the main crop for replacing vital elements in the soil. During the agricultural revolution three million hectares of land was enclosed and farmed with crop rotation. The Agricultural Revolution experienced a number of new inventions and animal breeds. In 1799 Joseph Boyce invented the reaper and in 1701 Jethro Tull invented the horse drawn drill. This invention changed farming for the better, instead of ploughing the land and then just scattering the seeds it ploughed the seeds into the land and covered them. By 1790 the first threshing machines were developed first powered by horse and then by steam. New fertilisers were used like guano, lime gypsum, sandy clay and marl. In 1793 the agricultural society was established and in 1741-1820 Arthur Young informed Europe and America of Englands new discoveries. In 1710 the average weight of cattle was 144Kg but by 1795 it had nearly trebled to 360Kg. Wealthy landowners like Thomas Coke, Earl of Leicester, encouraged experimental breeding of sheep and cattle, to produce new, improved, more profitable strains. Every year Coke held a grand assembly at Holkham Hall, his country house. Guests came from all over Europe to discuss new farming ideas. This following quote outlines the main changes of English farming; to give a review of the husbandry which makes this country so famous. Great improvements have been made by means of the following: First: by enclosing without the assistance of Parliament. Second: by the use of marl (powered rock and lime) the clay. Third: rotation of crops: i) turnips; ii) barley; iii) clover; iv) wheat. Fourth: by the culture of turnips well hand-hoed. Fifth: by the culture of clover and ray-grass. Sixth: by the landlords granting long leases. Seventh: by the country being divided into large farms. From The Farmers Tour, Arthur Young, 1771 This source shows the use of machinery on the farms; Machinery was just coming into use on the land. Every autumn appeared as the farmer owned was horse-drawn and was only in partial use. In some fields a horse-drawn drill would sow the seed in rows, in other a human sower would walk up and down with a basket and fling the seed with both hands broadcast. In harvest time, the mechanical reaper was a familiar sight, but it only did a small part of the work. Flora Thompson Lark Rise to Candletord In the 1700s there was only a small population in England mainly in the south west and east Anglia but by 1901 the populati on was spread over the entire country, including Scotland and Wales with most areas with over 520 people per square mile. Between 1801 and 1851 the urban population had doubled and by 1901 it had almost doubled again because of the increasing birth-rate and migration from the country to the towns. The population also increased because between 1870 and 1914 the male and female death rates rapidly dropped. Families became smaller and from 1900 child death rates dropped too. Because of the population increase and dropping prices in farming food prices dropped and farmers became more wealthy and prosperous. There was less competition from abroad and because of a higher population more food was needed. Colonies made plantations in Africa, Asia, Pacific and the Caribbean and soon the first cash crops were made like coffee, tea, bananas and rubber. 3.2 Who lost out? There were few people who lost out in the Agricultural revolution but when the fields were changed from strips to fields the peasants lost their land and often their jobs. They often revolted in small numbers but there was never a full scale battle between the authorities and the peasants. The peasant farmers also lost out when the machines like the tractor were invented and there was less need for human labour and so man y peasants were made redundant. Who Gained? Many of the rich land lords were the main people to gain. They had large areas of land which before were unproductive and did not make them very much money, but when the new farming methods and fertilisers were introduced the land became more productive and the profits rose which made them happy and they could then afford to experiment in breeding bigger, better animals as well as developing new farming techniques. The Industrial Revolution 4.1 Why did it happen? During the industrial revolution there was a huge increase of population which was mainly based in the cities and towns. The Urban population changed from housing a minority of the population in 1801 to housing the majority by 1881 (see charts below). In the early 1700s, most people worked at home, making the slow old traditional way, usually by hand. Men were carpenters, blacksmiths, and weavers, Others were farm labourers, who worked on the land to grow crops to feed their families. Women worked in the home, looked after the animals, cleaned sheep fleeces, and spun wool into yarn for clothes. By the middle of the 19th century, all this had changed, Many British people now lived in towns, and worked in large factories, or in shops, offices, railways and other businesses designed to serve the resident workers of the industrial centres. British inventors continued to develop new machines, which performed the traditional tasks of spinnin g and weaving much faster than by hand. Machines were also used to make iron and steel. These metals were in turn used to make more machines and also to make weapons and tools. Factories housing the new machines made Britain the workshop of the world (a common phrase used by foreign traders). Four main factors helped to bring this change: coal mining, a canal system, money and cheap labour. Coal was used to smelt iron and steel, and to make steam power to power the new machines. Barges carried bulky raw materials and finished goods along the canals. The profits from Britains colonies overseas and years of peace at home meant there were merchants who had money to invest in industry. Poor farm workers, tired of starvation flocked to the towns to find work although they were sometimes worse off than before (see 4.2). Many would still argue that we are still going through an industrial revolution, i.e. it is a progressive continuous change (evolution), that of the computer and space exploration. This extract is called: The marvel of a cotton-spinning factory, 1835 We see a building with a 100 horse power steam engine with the strength of 880 men, working 50, 000 spindles and all the auxiliary machines. It needs only 750 workers to produce as much yarn as would have been spun by 200,000 men: one man now produces as much as 260 did in the old days. History of Cotton, Edward Baines, 1835 The Revolution changed many things like; Textiles The first multi-reel spinning machines, the Spinning Jenny, was made by James Hargreaves in 1764. At first, it was powered by hand but soon the steam version was built. Mines The First steam engine built by Thomas Newcomen in 1712 was used to pump water out of the water logged mines. Steel The Ironworks at Coalbrookdale in England produced more iron than anywhere e lse in Europe. Others were transport, electricity, light bulb and many other new inventions. 4.2 Who lost out? It was the people that moved from the country to the city to find work, who had to live in small, grotty houses with disease and no proper sanitation but the children who moved with their parents suffered too. From the age of six they were in the cotton factories pulling wool etc. out of machines with no safety systems, but worst of all young children had to go down mines where they would be beaten and worked until they were close to dying. Although the adults did suffer, I believe they were the people who gained in the revolution as I will explain in the next section. My proof children lost our in the revolution: Children aged six or seven go down the pit at four in the morning and stay there for 11 or 23 hours a day. Their work is to open and shut the doors of the galleries when the trucks pass: for this the child sits by itself in a dark gallery for all those hours. The peasants moved from a healthy country farming practice, to labourers in unhealthy cities and put in small houses where there was barely one room per person. Who gained? I believe it was the rich entrepreneurs who gained because they had capital they could invest in large factories and they could use that investment to explore new ideas and make more money. Effects of Revolution in Northampton The industrial revolution brought with it new machines and new methods of shoe making . It brought people to the towns and it made city life much more popular. Work was available even though there where machines to help with the work as people were still needed to operate them as the computer had not been invented yet. Factories started to thrive and every day of the week except Sundays the factories were jam packed with people. The machines made work a great deal easier, as the work was so easy the people at the factories could double their out puts so making Northampton a growing city with people moving in to the town for the work and people visiting to buy their shoes. One of the first machines to change shoe making was the sewing machine changed to sewing leather so the needle and thread was not needed. They now had machines to place the insoles and soles and heels onto the shoe so the hammer and nail were made redundant as these machines took over. These machines were wonderful as it made the work a lot easier for the workers. The cutting of the leather didnt change as it was still done with a knife, this is the skilled job of the Tacker. The Industrial Revolution helped to bring a new wealth to Northampton. Owners of factories and the merchants amassed personal wealth from the shoe industry they built large houses in fashionable parts of the town like the race course and Abington Park. They built attractive factories and modern terraced houses for the shoe workers that still exist today even though most of the factories have long since closed. The houses for the workers formed new suburbs around the factories, which included schools, churches, and shopping streets. These areas formed the boundaries of the town until very recently and provided almost all the manufacturing jobs. Conclusion Were the Industrial and Agricultural Revolutions really revolutions, or where they the beginning of a evolutionary process. We are still going through the Agricultural and Industrial Revolutions, new farming methods are still being developed and new technologies are still being produced. I would argue that the Industrial and Agricultural Revolutions were the beginning of an evolutionary process and not a revolution which according to many definitions is a rapid change, probably taking up to about three years. Was revolution a good thing for England? The Industrial and Agricultural revolutions were good things for the country as they gave England a new strength and knowledge that nobody else had. They helped the country expand and become more powerful, as well as strengthening our economy. The Agricultural Revolution reduced the risk of famine as the country was not well structured and food was now accessible to all. But who did these revolutions help? Well it definitely wasnt the peasants as they had to live in small cramped conditions with little privacy. They moved from farmers to industrial labourers and for that they had to pay the price of pollution, poor sanitation, long work hours, terrible working conditions. The only people that really benefited were the people with capital who invested their capital into the new factories. The Industrial Revolution helped make them money and that was all they wanted. So the Industrial and Agricultural Revolutions were good for the country and the men with capital, but they were not goo d for the peasant farmers who moved from the country. The information in this project has come from the following sources.

How did race, class and gender intersect in the imperial enterprise Essay

How did race, class and gender intersect in the imperial enterprise - Essay Example The trendy of masculinity based on professionalism, rhetoric of militarism, as well as elitism enhanced a set of attitudes and personalities to fit in the structure of imperial legitimacy in conjunction with racial dominance. Moralists at the fin-de-siecle hitherto supporters of a specific brand of inflexible gender concepts of manliness responsible for the perpetuation of a society that had a hierarchical framework. The spread of rigid gender ideologies worked to maintain power and privilege both abroad for instance in South Africa and at home. The socio-sexual framework during the Victorian Britain regime came of the intersection through race, gender, and class and in the process informed the outlined power structures that acted on behalf of the nexus of the bigger political enterprises. In the end, the rise of masculine culture in an inflated manner happened simultaneously with the exposure of the proverbial Achilles Heel for Britain. These were the vulnerabilities of the colonial mastery resulting from strong and brave claims for the power of the British. The British officers acted as competitive, aggressive, and powerful figures (Perry, 2001, p. 33). This is the reason various forums continue to debate on national identity and the imperial rule associated with two reinforcing ideologies acting in a mutually inclusive way. The concepts in the discourse are the Empire and dominant masculinity. Scholars explain the symbiotic relationship between race, gender, and class born out of fear concerning the decline of the British superior race. A series of movies, a huge quantity of literature, and a wide range of works of art often put into perspective colonization and the entire process of forming empires among them the British Imperial enterprises as male dominated adventure stories. The imperial enterprises entailed maleness (Stoddard, 2012, p. 89). However, according to the historians who studied gender, imperial maleness otherwise referred to as masculinity re quired regular and standardized substantiation and confirmation. Scholars who dwelt on the analysis of the empire found similar characteristics for the colonial rule that also constantly required confirmation and legitimization due to the permanent fear among the British white that subject in the colonial enterprises would undermine the racial as well as colonial privileges and prestige in addition to power and superiority of the colonial master. The forums of colonial discussions on gender appeared among the spaces of manifesting the instability and power structures of the empires were most visible. It is important to identify that competing interests of femininity and masculinity called maleness were significant to the normal order of the colonial master (Kent, 1987, p. 87).  However, it is not possible to comprehend them in isolation. Any analysis of the two in addition to race and class requires an overall undertaking of their history put into their contextual perspectives. Th e society constructed gender, race, and class in interplay with other categories as well themselves. They include religion, ethnicity, as well as sexuality. The intersection resulted in creating racial, sexual, and national hierarchies that provided the challenge or stabilized the imperial rule during the nineteenth and twentieth century. They intersection also offers challenge to the scholars of history to think and study