Case Study #2 Essay Example | Topics and Well Written Essays - 750 words

Case Study #2 - Essay Example Health wise, in their old age, this group of people is susceptible to a variety of ailments that can negatively impact on their welfare. It can be noted that the major problem associated with large quantities of iron in bodies of older people is that it increases the risk of developing chronic diseases that are often life threatening. Conceptually, excess iron in the body has negative impacts in that it can cause chronic diseases among the elderly as stated above. However, it has to be noted that iron plays a very important role in the human body. According to Harmes (N.D.), â€Å"Iron is a mineral used by the body in the production of red blood cells. Specifically, iron is used in the production of haemoglobin which is the main protein in red blood cells and this substance carries oxygen throughout the body.† From this assertion, it can also be seen that without iron, the body will not be able to function properly given that the other parts will have inadequate oxygen. It can be argued that there are many factors, such as gender, health status, iron status, and intake of other dietary factors such as fibre that affect the way the body absorbs iron. In this case study population of the elderly American people, about one-fifth of the total daily iron intake is derived from iron-fortified cereals. However, f urther study is needed to determine which foods, including iron-fortified foods contribute to increased iron levels. Basically, there is need for a fine balance in the levels of iron in the body so as to avoid both risks associated with its inadequacy or its excessive quantities in the body. Given that the elderly are at risk of high iron stores in their bodies, it is recommendable for these elderly persons to consult a physician about their nutritional requirements before they embark on an iron supplementation programme. Consulting a physician first

Gordon’s Functional Health Patterns Assessment

Gordon’s Functional Health Patterns Assessment Lalita bhandari Overall Introduction: I am presenting here my overall health assessment by using the Gordon’s functional health patterns. Then, my stress is presented as focused assessment. This part of assessment assist me in knowing the level of stress while the internet source help me in gaining more knowledge about causes , effects of stress in normal health status and the methods to reduce the stress or its management. Finally essay on the health promotion is presented at the last. Part 1: Self Health Assessment and plan Functional Health Pattern (Gordon) Biographical Data Name: Lalita Bhandari Address: 3/5 Danica Ct., Kearneys Spring Date of Birth: 13th Feb. 1992 Place: Nepal Age: 22 years Gender: Female Occupation: Student Marital status: Single Qualification: Bachelor in nursing (ongoing) Contact number: 0404473722 Height: 162 cm. Weight: 60 kg. Health perception and management pattern: Past health history: No history of any chronic illness Present condition: Stress due to study workload and homesickness -Immunized all the vaccines which include tuberculosis, all three doses of Diphtheria, Pertusis and Tetanus, polio, measles, BCG, hepatitis and Rubella. -No habit of alcohol consumption, smoking and chewing of tobacco and no use of other injectable drugs. Nutritional-metabolic pattern: Good appetite Food intake: 2-3 times a day and many snacks No any food allergies Fluid intake: 3-4 liters of water per day Have no difficulties with eating and swallowing Vitals (at the time of doing assignment) Temperature: 36.8 deg. centigrade Pulse: 74/min. Respiration: 78/min Blood Pressure: 110/60 mm of Hg. Height: 162 cm. Weight: 60 kg. But sometimes get disturbed with stress. Elimination pattern Bowel: regular bowel at least once daily Bladder: normal frequency of menstruation and no problem associated with bladder or urination Activity-Exercise pattern No planned routine for regular exercise regime Depends upon mood and only on leisure time but rare Sleep and rest pattern Normally no problem of insomnia Have 5-6 hours of sleeping pattern Never use of any sleeping aids and sedatives to rest But sometimes, when I get stress, I suffer from insomnia Cognitive-Perceptual patterns Good sensory and auditory adequacy No difficulties in learning Good memory Oriented Self-Perception and self concept patterns I am kind, helpful and soft-hearted Show positive attitudes towards others Respect others feelings But sometimes I feel losing hope when nobody cares. Roles and relationship pattern Family life: Recently I live with my friends as a family. I have responsibility towards my parents as a daughter and sister. I can cope with the difficulties that arise among family members and have good bond among all family members. Student life: Being a student, I have responsibility towards my studies. As with the case with most of international students I need to cope with various level of difficulties like stress, anxiety and workload. Coping-Stress tolerance pattern New environment, new face, new rules, new study patterns make me stress. always listen to songs, watch pictures/photos of my cell and also talk to my close friend and family. If the stress is too severe and cannot be controlled, I cry silently and let the stress burst out with tears and feel like relaxed then after. Values-Beliefs pattern Cultural and religious beliefs Goal set to be a qualified and dedicated Registered Nurse Punctual, obedient and hardworking Never give up and learn from every mistake and move forward Part B: Focused Assessment While performing self health assessment, I found some problems in my behavior, which is mainly caused by stress due to new environment, new place, new rules and regulation. Study and distance between me and my family are the other factors that lead to stress. In this focused assessment, I am focusing in assessing level of stress. I browse internet to gain more knowledge on my stress level. I assessed my stress level using â€Å"life change index scale/ The Stress Test†, written by Thomas H. Holmes and Richard H. Rahel. This stress test has three different rows including event, impact score and my score. As event adds up, there occurs increase in score. The higher the score, the chance of becoming ill will also be higher and also the change of returning back to normal health will decrease. LIFE CHANGE INDEX SCALE : THE STRESS TEST Life Change Units Likelihood Of Illness In Near Future According to the score interpretation presented above in the table, my level of score is 100 which is less than 150 so I have less risk of illness in my near future. In this way Homes and Rahes stress life change index scale helps me to assess my level of stress and help me in reducing the stress and promote my health. References Holmes, T. H., Rahe, R. H. (1967). The social readjustment rating scale. Journal of psychosomatic research, 11(2), 213-218. Retrieved from http://www.dartmouth.edu/~eap/library/lifechangestresstest.pdf Part 3 Internet Sources While doing my individual self assessment, i determine that stress is the main cause for detoriating my healthy living and daily activities. For promoting my own health, I have selected two internet sources to reduce my stress. As per the source, i came to know that stress is determined as the physical reaction to several events of our life in our daily way of living. Both the sources provide brief information about the stress, causes, management and technique to relief or cope with the stress. According to the helpguide.org, â€Å"stress is a normal physical response to events that make you feel threaened or upset balanc e in some ways†. Also with the help of the source i came to know that stress have both merits and demerits .These both explained about the stress and mainly focused on various strategies for stress management which include 4As-Avoid unnecessary stress , Alter the situation, Adapt the streesor and Accept the things cannot be changed. Similarly the article prep ared by University of South Australia also has been presented with more information about the management of stress. This source focuses mainly in different strategies of managing stress according to our body, mind, thinking and behaviour. As both the sources have the name of the author with the date and name of publication with more information , i found these are the reliable and trustworthy for me. I found both the sources important and informative in handling with the stress. References : Managing stress Monday (2013). Retrieved April 22, 2013, from http://w3.unisa.edu.au/counsellingservices/wellbeing/stress.asp Smith, M., Segal, R., Segal, J. (2013). Stress Symptoms, signs and causes. Retrieved http://www.helpguide.org/mental/stress_signs.htm Part 4. Health Promotion Essay Health is considered to be the precious wealth of an individual. It is an important aspect of our life. According to the definition provided by World Health Organization, â€Å"Health promotion is the process of enabling people either individually or in group like community to increase control over, and to improve their health† as cited by Selekman,( 2006).Health is affected by various factors so that to promote the health a teamwork is required between health personal, community and other different sectors. Being a health person, Nurses play vital role for accessing the health of patients, identify their health needs and encourage them to promote their health in an effective way. This essay explains about the problems in student nurses health and the programs to promote their health. Nurses are the key persons to promote the health. They are well experienced either with the knowledge they gain or exposing with the patient of different health condition. According to Dempsey(2009), â€Å" Health promotion model is important for an individual to promote their health†. . According to Mary,Sally and Kathleen (2011) , the student nurse are known as the main person to identify health issues where low school performance and change in health status are found more common ,as cited by American Academy of Pediatrics Council on School Health (2008). This explains that the students are found to be more stressed which causes great changes in academic achievement and also their health status will detoriate. The student nurse may face problem like difficulty in identifying the problem in their clinical placement , sometimes hard even to understand the medical term. As per Fethiye and Fatos(2009),there are numerous factors that causes negative influence on decision making a nd nursing practices such as individual variables such as personal character traits and value , lack of knowledge and sensitivity about ethics and patients rights ,limited autonomy and unsatisfactory working . There are different approaches to health promotion and different health promotion model are in use. Health promotion model include characteristics models to promote environment where healthy decisions can be made about attaining high standard lifestyles reducing. According to Jennifer , fran and janat (2013) explain that the health-promoting behaviors of nursing students might be the key factor for their academic success and also facilitate them for post graduate practices . the health promotion behavior includes change in lifestyle , adjustment with new environment of study as well as hospital and development o, lifestyle, beliefs and thoughts, motivation health and promoting behavior. Practicing nurse can use these health f strength to cope with various people. According to Chambers and Thompson(2009), â€Å"empowerment is the other main focus on health promotion and participate† The student nurses should be encouraged to promote their health, change their behavior and also motivate them in changing their lifestyle and behavior and also reduce stress by avoiding , adapting the stressor and accepting the changes . At conclusion, there are many factors that cause stress in the student life of the nurses which causes problem in their health. There are many reasons to promote health. Encouragement helps nursing student to promote their health by brining change in their lifestyle Overall conclusion I have done my own self assessment with stress as a focused assessment. I found stress as a main factor that chauses change in my normal health status. Finally the essay on health promotion is presented at list of references the end of the assignment. List of References : Baisch, M. J., Lundeen, S. P., Murphy, M. (2011). Evidence-Based Research on the Value of School Nurses in an Urban School System. Journal Of School Health, 81(2), 74-80. doi:10.1111/j.1746-1561.2010.00563.x Retrived from http://web.a.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?sid=95fefa95-373a-4bb3-a0d3-09b4b9baaf42%40sessionmgr4005vid=0hid=4212 Bektas, M., Ozturk, C. (2008). Effect of health promotion education on presence of positive health behaviors, level of anxiety and self-concept: Social Behavior Personality: An International Journal, 36(5), 681-690. doi:10.2224/sbp.2008.36.5.681 RETIREVED FROM http://web.a.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?sid=53bd6502-3b56-4fb0-9ad8-dfe19e80ee51%40sessionmgr4005vid=0hid=4212 Bryer, J., Cherkis, F., Raman, J. (2013). Health-Promotion Behaviors of Undergraduate Nursing Students: A Survey Analysis. Nursing Education Perspectives, 34(6), 410-415. doi:10.5480/11-614 RERIEVED FROM http://web.a.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?sid=394eddc7-bbd1-4e40-9b94-3546e235556b%40sessionmgr4004vid=1hid=4212 Dempsey,J., French ,J., Hillege,S., Wilson,V.(2009) . Fundamental of Nursing midwifery: A person centered approach to care,(5th ed). Lippincott Williams wilkins, broadway, NWS Erdil, F., Korkmaz, F. (2009). ETHICAL PROBLEMS OBSERVED BY STUDENT NURSES. Nursing Ethics, 16(5), 589-598 Holmes, T. H., Rahe, R. H. (1967). The social readjustment rating scale. Journal of psychosomatic research, 11(2), 213-218. Retrieved from http://www.dartmouth.edu/~eap/library/lifechangestresstest.pdf Managing stress Monday (2013). Retrieved April 22, 2013, from http://w3.unisa.edu.au/counsellingservices/wellbeing/stress.asp Smith, M., Segal, R., Segal, J. (2013). Stress Symptoms, signs and causes. Retrieved http://www.helpguide.org/mental/stress_signs.htm 1

Emily Brontes Wuthering Heights - Not a Romance Novel :: Free Essay Writer

Wuthering Heights - Not a Romance Novel Emily Brontà «, author of Wuthering Heights, grew up in isolation on the desolate moors of Yorkshire, knowing very few people outside of her family. In the book, Brontà « contradicts the typical form of writing at the time, the romance, and instead composed a subtle attack on romanticism by having no real heroes or villians, just perceivable characters, and an added bit of a Gothic sense to the whole thing. Brontà « accomplishes this by presenting us with the anti-romantic personalities of Heathcliff and Edgar, main characters who are brutal and immoral monsters, who eventually die in the end. The novel's generally tedious atmosphere hardly creates a parallel to the typical romance where everything is laid out nice and neat and "near-perfect" to the reader, but rather takes place on the barren grasslands of England, where dreary weather and something else are present. Emily Brontà «'s utilization of the character Heathcliff contradicts the impression of romance. Heathcliff's pessimism and self-absorbtion is evident when he says, "Linton would be nothing, nor Hindley, nor all the dreams that ever I dreamt. Two words would comprehend my future - death and hell" (147, Brontà «). Heathcliff never reveals any "charm" like a romantic hero would, instead, he is abussive to everyone, " . The character Heathcliff is definitely not a romantic hero.   Edgar is also a very unromantic character. He really doesn't care what his love wants and becomes jealous and arrogant when he suggests that, "The kitchen [be] a more suitable place for [Heathcliff]" (96). Edgar hates the idea of Heathcliff being happy so he practically disallows Catherine from seeing him. Brontà «'s creation of a bleak mix of bad weather and a setting of barrenness in the story do not fit the romantic guidelines. This point is brought to attention early in the novel when Lockwood thinks that Wuthering Heights is, "So completely removed from the stir of society. A perfect misanthropist's heaven" (1). Here, she is describing what characters think of the country side, "Yesterday afternoon set in misty and cold. I had half a mind to spend it by my study fire instead of wading through heath and mud to Wuthering Heights" (14). Here again the country side is described, " there was no moon and everything beneath lay in misty darkness" (125).

“On The Rainy River” Analysis Essay

The short story â€Å"On the Rainy River† is an integral chapter in the memoir The Things They Carried written by William Timothy O’Brien. The short story is written through the perspective of O’Brien in present day and as a young man faced with a draft notice for the Vietnam War. In â€Å"On the Rainy River,† O’Brien portrays the importance of bravery of individuals in the society through the use of symbolism, powerful tone, reflective point of view, narrative devices, and through the reoccurring theme of courage. In the short story, O’Brien uses symbolism to depict the religious aspect of the Rainy River, a watercourse which segregates the land of Minnesota and Canada, a divide that tested O’Brien’s bravery to either enlist in or flee the Vietnam War. O’Brien states that â€Å"the Rainy River . . . separated one life from another [;] . . . the cold [sprayed] against [his] face . . . [as] [they] . . . passed into Canadi an waters, across that dotted line between two different worlds . . .† (1012). The Rainy River symbolizes the rebirth of O’Brien into a new world; water epitomizes the purity and renewal of a new identity. This symbol adds great significance to the anecdote because it portrays the man vs. self-conflict of O’Brien; he has to choose a life of fearing the U.S government in exile, or a life of hostility and bloodshed in a war that he does not support. The author’s use of symbolism allows the reader to construe the variation in O’Brien’s point of view as he flees to the land of Canada to evade the drafting: that in fear, he gains the courage and strength to return to the U.S and face the inevitable war. Susan Farrell communicates in â€Å"The Vietnam in Me† that â€Å"[e]ven though the young narrator believed the war was morally wrong, he was unable to defy the traditions and expectations he had been raised with [;] [h]e was afraid of what people would say about him should he flee the draft, and he could not . . . leave behind everything he knew and loved.† The narrator considers that he is reared to take responsibility and is expected of his family and the society to do the right thing: join the war; even though he does not support the battle, O’Brien feels pressured by the fear of shame and embarrassment of not enlisting. Although the symbolism of the story reflects the author’s self-conflict, tone also enhances the significance of the decision he has to make. O’Brien  creates the tone of fear in the short story; he reflects on his cowardice and dreads the fate of his life if he were caught. O’Brien expresses that there are instances in which he is overwhelmed by fear: He stays up at night envisaging being chased by the border patrol and helicopters; he sweats while envisioning himself fleeing through the woods and being thrown to the ground by police. He feels dizzy with sorrow, guilt, and regret for parting the country and not enlisting into the war; he is troubled by the lack of sleep and the sickness that consumes him. (1009) The tone is created by the character’s personal emotions towards his life decisions and his dread upon the events that are foreseeable. The tone deepens the meaning of courage because it allows for a reflection on what could have contributed to the fear and how the character’s courage would ultimately overcome it. The tone of fear supplemented to the importance of O’Brien’s decision to escape the Vietnam War; he is acting out of fear—he, â€Å"was no soldier . . . [he] hated dirt . . . and mosquitos . . . [t]he sight of blood made [him] queasy, and [he] . . . didn’t know a rifle from a slingshot.† (O’Brien 1003). Bobbie Ann Mason observes that, â€Å"[t]he litany reifies the sense of constancy the men experienced: constant conditions, constant fear and apprehension, constant movement, and constant burdens† (Mason). Mason recognizes that the narrator’s use of a long and repetitious list of complaints and problems enables the reader to perceive the burden that he feels. The tone presented in this story allows for depth and apprehension that heightens the an xiety for future events. The point of view in the short story is presented in first person; by using first person narration, the author is enabled to express his internal emotion throughout the story. O’Brien perceives that â€Å"[c]ertain blood was being shed for uncertain reasons [; he] saw no unity of purpose, no consensus on matters of philosophy or history or law . . . facts were shrouded in uncertainty . . . [w]as it a civil war [,] a war of national liberation or simple aggression† (1002). O’Brien expresses his personal views on the war: there is no purpose for it to occur or for him to engage in the battle. Tegmark states in â€Å"The Perspectives of Other Characters† that â€Å"[there is] relative importance . . . [of] the perspective of . . . [Tim O’Brien as] the protagonist . . . and that of what I call [primary]  narrat[ion] [;] in . . .†The Things They Carried†. . . O’Brien functions as [a] focalizer, constituting the main perspective from which the reader perceives the story.† Tim O’Brien is the protagonist and the primary narrator; he is able to contribute to the story as the main perspective which allows him to provide memories and anecdotes, thus deepening the plot. The first person account gives the narrative credibility because the protagonist is telling the story; he can recall past events that relate to the occurrence or contemplate on what may ensue next. The narrator experienced the emotional battle and retreat to Canada first-hand; in turn, this interesting relationship gives the reader a direct account of the topic. O’Brien writes that â€Å"[he] felt something break open in [his] chest . . . [b]ut it was real, [he] know[s] that much, it was a physical rupture- a cracking-leaking-popping feeling† (1006). O’Brien speaks directly to the reader presenting the reader an emotional perception. His narration provides a contemplative and insightful voice while relating events that have happened; he describes what is learned from the experience and how it has affected his life. The use of flashbacks is prominent throughout the short story; O’Brien switches between the past and present tense throughout the story to narr ate his memoir. By using flashbacks, shifts and reflective moments are created. O’Brien states that he remembers that when walking out of his house in the year 1968 to leave for Canada, he carefully observed all of his familiar possessions that he would leave behind, including his life (1006). This scene reveals the use of flashback and enhances the meaning of his separation from the life he had known; he feels expressively attached to his home country. This man vs. self-conflict of whether to stay or go lingers when he sees the chrome toaster, the telephone, and the bright sunshine that sparkled in the room. O’Brien uses recollections throughout the story to incorporate former events that contribute meaning and sentiment. Susan Farrell states that â€Å"[t]he [short story] alternates between present-day [narration and the scenes] that take place during [1968] . . . [the] flashbacks . . . explain how [O’Brien] arrived at [his] present circumstances.† The author uses flashbacks throughout the story to allow the reader to visualize the shifts in his voice and the change in his views between the past and the present. O’Brien creates pathos towards the protagonist by expressing the hardships of his decision of leaving his life  in the United States for a life of hiding in Canada. O’Brien mentions remembering â€Å". . . self-pity . . . driving aimlessly around town . . . feeling sorry for [himself] . . . paralyzed . . . [feeling] guilt [and] sorrow† (1003-4). O’Brien references his emotional pressure to gain the readers’ sympathy by stating â€Å"[a]nd so [he] sat in the bow of the boat and cried . . . [i]t was loud now . . . [l]oud, hard crying† (1016). He provides his audience the capability to commiserate by giving the reader a view into his distressed core. Werlock states that O’Brien was â€Å". . . faced with [a] choice and imagining a host of people, real and imaginary, on both shores encouraging him one way or the other, the fear of shame holds him back from jumping overboard and swimming to Canada . . . O’Brien cries in the boat over his future . . .† The reader sympathizes with the protagonist because he is afraid of what people might think of him; the reader is placed in his shoes and realizes that O’Brien is in a painful position. O’Brien presents the themes of courage and cowardice throughout the short story. O’Brien states that â€Å"[it] was a kind of schizophrenia . . . [a] moral split . . . [he] couldn’t make up [his] mind . . . [he] feared the war . . . exile . . . walking away from [his] whole history. . . losing the respect of [his] parents . . . the law. . . ridicule and censure† (1005). Bloom states that â€Å"[w]hen the narrator writes, ‘This is one story I’ve never told before,’ it suggests [that] [r]eaders come to learn that the narrator’s reluctance may stem from what he perceives as revealing weakness: his emotional breakdown, his lack of courage actually to desert, and a fear of his family and friends learning of his weakness.† O’Brien portrays the theme of courage and cowardice to reflect on his decision to either enter or flee the Vietnam War. He was split between choosing a life of war or fear. Because of his fear of shame and humiliation of his friends and family, cowardice consumes him and he is unable to will himself across the Rainy River into Canada. His cowardice is a vital part of the story because it conjures internal conflict, hallucinations, fear, pathos, and emotion throughout the story. The theme of shame is existent throughout the short story. In the beginning of the narrative, O’Brien reveals that he has never told this story before because of the shame and embarrassment that he would have felt if he had. O’Brien states â€Å"[what] it came down to, stupidly, was a  sense of shame [,] [h]ot, stupid shame . . . [he] was ashamed of his conscience . . . [of] doing the right thing† (1009-10). O’Brien dreads the indignity and humiliation of his friends, family, and people of great importance if he does not enlist into the war: He states that when he visualizes people of relativity and of importance on the sides of the river urging him toward one shore or the other he feels himself redden. He could not risk the disdain, ignominy, or derision and that he would go to war because he was ashamed not to. (1016) Werlock avers that â€Å"[w]hen Berdahl takes O’Brien fishing on the Rainy River, . . . he is confronted with the decision between one life or the other . . . the fear of shame holds him back.† The importance of the role of shame develops throughout the story; it is the motivating factor that prevents O’Brien from leaving to Canada. Shame held him back because he did not want his family to feel that he was a raised to become a coward. The author uses shame to enhance the emotional depth of the story; the shame compels the reader to recognize the struggle of his situation. In the end, O’Brien overcomes the barrier of shame and acquires the courage to return to the United States to fight in the Vietnam War. In the short story â€Å"On the Rainy River,† William Timothy O’Brien explores the importance of courage and shame when he evades his draft notice for the Vietnam War by fleeing to Canada. Throughout the story, the reader gains a sense of emotional perspective for what draftees distress and anticipate through O’Brien’s use of symbolism, tone, point of view, flashback, and the themes of courage and shame. O’Brien’s decision to be reborn into a new world is reflectively symbolized by the Rainy River and a penetrating tone of fear provides apprehension and unease upon the reader. The use of the first person point of view and the narrative devices of flashbacks and pathos allows O’Brien to recall the past and to provide emotion. O’Brien overcomes his fear of shame which ultimately enables him to gain his courage and fight in the Vietnam War. Works Cited Bloom, Harold, ed. â€Å"The Things They Carried.† The Things They Carried, Bloom’s Guides. Philadelphia: Chelsea House Publishing, 2004. Bloom’s Literature. Facts On File, Inc. Web. 25 Sept. 2014. Farrell, Susan. â€Å"O’Brien, Tim.† Critical Companion to Tim O’Brien: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2011. Bloom’s Literature. Facts On File, Inc. Web. 28 Sept. 2014 Farrell, Susan. â€Å"‘The Vietnam in Me’.† Critical Companion to Tim O’Brien: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2011. Bloom’s Literature. Facts On File, Inc. Web. 25 Sept. 2014. O’Brien, Tim. â€Å"On The Rainy River.† Literature Grade 10. Ed. Janet Allen. Evanston: Houghton Mifflin Harcourt Publishing Company, 2010. 999-1016. Print. Tegmark, Mats. â€Å"The Perspectives of Other Characters.† In the Shoes of a Soldier: Communication in Tim O’Brien’s Vietnam Narratives (Uppsala University, 1998): pp. 245–71. Quoted as â€Å"The Perspectives of Other Characters† in Bloom, Harold, ed. The Things They Carried, Bloom’s Modern Critical Interpretations. New York: Chelsea House Publishing, 2011. Bloomâ⠂¬â„¢s Literature. Facts On File, Inc. Web. 27 Sept. 2014. Werlock, Abby H. P. â€Å"‘On the Rainy River’.† The Facts On File Companion to the American Short Story, Second Edition. New York: Facts On File, Inc., 2009.Bloom’s Literature. Facts On File, Inc. Web. 27 Sept. 2014.

Dress for Success

Assignment #9 – Dress for Success 1. Do you think Cohen had a right to be offended? Why or why not? Cohen had not a right to be offended. She rebuked and wasn’t allowed to attend such an internal meeting; I think it is not appropriate. The older colleague could understand her that was not right dress for the company and she should not attire such dress another time. The colleague could allow her in such internal meeting for first time. The company does not provide the dress information before the meeting; it is the company’s mistake.And Cohen as a new employee, she is unable to know the dress rule for the meeting. So Cohen should have right to attend the meeting at this time. To fix the problem, the company should have dress code policies that include accessory item as well. And each employee must receive a copy of the policy. 2. Does an employer have an unfettered right to set a company’s dress code? Why or why not? Of course, the employer have an unfette red right to set a company’s dress code.The employer has the power to set a company’s dress code, based on the employees is dependency relationship to company. Although I think that the employer should consider many more factors such as belief, values of employees before setting a dress code. A distinct dress code makes a company distinct which will help the company to maintain brand retention and loyalty. When an employer hired the new employees, they should tell the rule of dress code to the new employees. To do so it can drive the employees know and willing to conform the company’s dress code.And setting a dress code in the workplace will have various benefits to the employees as well as to the company. Firstly, having a dress code will ensure that everyone understands what is expected of them and allows protection for the business. Secondly, by having a policy that stipulates what is appropriate and inappropriate this will also ensure that the business and i ts employees can be free of some forms of sexual harassment or favoritism based on a provocative style of a person's clothes.Thirdly, in order to maintain a professional appearance, managers need to dress slightly better than their employees but still within a comfortable or safe realm befitting their work area. 3. How far would you go to conform to an organization’s dress code? If your boss dressed in a relatively formal manner, would you feel compelled to dress in a like manner to manage impressions? I will be highly conformed to an organization’s dress code. An organization the power to set the dress code, I am the employee and am dependency relationship with the organization; so I have no choice beside conform to the dress code.And the dress code can be the rules of the company, I must follow the rules. Boss has the coercive, reward, and legitimate power. So there is no alternative of ingratiation to manage the impression of boss, so I will follow all the ways (exc ept unethical) to ingratiate the boss. If my boss is dressed in a relatively formal manner, I will try to follow my boss’s formality which he/she likes. But I will not feel compelled to dress in a like manner to manage impressions.