The Sorrows of Young Marianne Correspondences Between Goethe and Austen - Literature Essay Samples

Johann Wolfgang von Goethe’s epistolary novel, The Sorrows of Young Werther, made waves in the German literary scene almost immediately upon its publication in 1774. Just five years later, the novel was translated into English, attaining a comparable level of popularity in England (Long 169). Celebrated British author Jane Austen was born in 1775, just a year after the novel’s initial publication. One can readily assume that Austen had the chance to read The Sorrows of Young Werther due to its immense popularity during her lifetime, her access to her father’s large library, and the following mention of it in Love and Friendship, a piece of her juvenalia: â€Å"but as we were convinced he had no soul, that he had never read the sorrows of Werter [sic]we were certain that Janetta could feel no affection for him, or at least that she ought to feel none† (Austen). Here, Austen, in her typical tongue-in-cheek fashion, describes the negative reactions of a young girl’s female friends toward one of her potential suitors. In the girls’ eyes, a man is certainly not an eligible bachelor unless he has read The Sorrows of Young Werther and thus absorbed some of its main character’s undying sentimentality. Earlier in this same letterLove and Friendship is also written in the epistolary styletwo female characters dramatically faint into â€Å"each other’s arms† at the news of a sudden departure (Austen). Already, the young Austen is unabashedly poking fun at the romantic and sensational notions that she continues to disavow in her later, more prominent works, such as Sense and Sensibility. Sense and Sensibility, though not the first novel written by Austen, was her first to be published, in 1811, under the pseudonym, â€Å"A Lady.† In earlier drafts it was an epistolary novel, like The Sorrows of Young Werther. The novel revolves around the lives of Elinor and Marianne Dashwood, two young women who, along with their mother, must relocate to a small country home due to their father’s death and an unfair allotment of his inheritance. Elinor represents the â€Å"Sense† half of the title through her extreme rationality, while Marianne embodies â€Å"Sensibility† with her heightened sensitivity and romanticism. The two girls each experience rather complicated romantic relationships, but, by the end of the novel, they are both happily married to the men of their choosingas tends to be the case in Austen novesl, all of which tend to rely heavily upon the conventions of the marriage plot. The character of Marianne parallels with that of Werther in a multitude of ways, from her capacity for intense emotions, to her overpowering love for nature, to her tumultuous relationship with John Willoughby, which, in some ways, mirrors that of Werther and Lotte. Even the name â€Å"Marianne† is also present in The Sorrows of Young Werther; one of Lotte’s younger sisters is named Marianne. However, Sense and Sensibility’s Marianne does not share the same dismal fate as Werther, although she comes dangerously close due to her neglect of her own health. These similarities should not be seen as merely coincidental. Austen had clearly become familiar with The Sorrows of Young Werther and is known for the bold critiques of other literature that are present in her own worksNorthanger Abbey, one of her two posthumously published novels, has often been read as a parody of the Gothic novel. By making Marianne so strikingly similar to Werther, but causing her to change her ways and live rather than killing herself, Austen provides a subtle yet distinct commentary on the ideas of sentimentality in Goethe’s novel. Throughout the novel, Marianne displays characteristics that strongly resemble Werther’s. But, it is only when she changes her ways that she finds happiness and true love. Thus, Austen is able to effectively point out Werther’s flaws. Perhaps the most easily discernible similarity between Marianne and Werther is their deep appreciation for and devotion to nature. At the beginning of Sense and Sensibility and The Sorrows of Young Werther, both characters have settled in new towns, and each character immediately resolves to experience the new environment firsthand. Werther, while not overly pleased with â€Å"the town itself,† finds that the nature that surrounds it has â€Å"an inexpressible beauty† (Goethe 5). In his following letter, dated May 10, he continues to describe his deeply personal experiences with the outdoors, mentioning the sense of â€Å"wonderful serenity† that being alone in nature brings him (Goethe 5). Werther is truly overpowered by nature, so much so that when he is outdoors â€Å"everything grows dim before [his] eyes† and he begins to feel â€Å"the presence of the Almighty† (Goethe 6). Notably, Werther is also quite impressed with the late Count M.’ s garden for its simplicity; he believes it was designed by a â€Å"sensitive heart† like himself (Goethe 5). This garden appears to be in the expansive, free-flowing English style rather than in the structured, symmetrical, and sometimes formulaic French style that was also common at the time. One can assume that Marianne would prefer the English style to the French as well, due to her â€Å"sensitive heart.† Marianne’s first venture into the landscape surrounding her home also leads to much admiration for nature on her part. She and her younger sister, Margaret, decide to go for a walk despite the chance of poor weather because they are no longer able â€Å"to bear the confinement which the settled rain of the two preceding days had occasioned† (Austen 26). The fair weather is â€Å"not tempting enough† to entice either her mother or elder sister out of doors, a situation which shows that Marianne’s passion for nature is far greater than theirs (Austen 27). One can also deduce that Marianne may have persuaded Margaret to accompany her on this promenade. Marianne can certainly be quite convincing, what with her spirited personality, not to mention the power an older sibling often holds over a younger counterpart. Once finally outdoors, Marianne experiences â€Å"delightful sensations† such as a â€Å"glimpse of blue sky† and â€Å"animating gales of an high southwesterly wind† (Austen 27). Overjoyed by these surroundings, she remarks to her sister â€Å"‘Is there a felicity in the worldsuperior to this?’† (Austen 27). If Werther were not alone on his aforementioned excursion, he would have certainly made a similar remark to whomever was accompanying him. However, Marianne’s joy is broken when rain begins to fall and, in the subsequent rush to return home, she missteps and falls â€Å"to the ground,† twisting her ankle in the process (Austen 27). Thus, Marianne, like Werther, is overpowered by nature, although in a much more literal senseperhaps, here, Austen is deliberately poking fun at the character of Werther. Indeed, his reaction to nature can come across as a bit hyperbolic, and is therefore tempting to satirize. Either way, both Wer ther and Marianne are shown to be so engrossed in the natural world that being in it is overwhelming and even incapacitating for them. Towards the conclusion of Sense and Sensibility, a broken-hearted Marianne will seriously jeopardize her own health by taking long, cold walks in the rain. And, while not exactly in a life or death situation, Werther ultimately fails as an artist at representing the natural world because its profound beauty is simply â€Å"more than he can bear† to put on paper (Werther 6). The resemblance between Werther’s and Marianne’s respective romantic relationships is apparent from the first times they each meet their beloveds. In their initial conversations, both couples eagerly discuss their favorite works of literature. Both Werther and Marianne are enamored with not only a new beloved, but also his or her taste in literatureif only for the sole reason that it directly corresponds with their own. Marianne and Willoughby, to their mutual delight, come to find that not only do they share the same favorite novels, but also that they even â€Å"idolize† â€Å"the sa me passages† from these novels (Austen 31). Werther, is â€Å"amazed† and â€Å"struck† by Lotte’s words, much as Marianne is with Willoughby’s, and eventually loses â€Å"all [his] reserve† after Lotte mentions Irish author Oliver Goldsmith’s The Vicar of Wakefield. This novel tells the story of a wealthy Vicar with a large family who faces many hardships but ultimately becomes successful, wealthy, and happy (Goethe 24-25). This novel, with its highly sentimental qualities, would likely appeal to Marianne and Willoughby just as much as it seems to please Werther and Lotteperhaps it is even one of the books the two discuss. Aside from their shared interests, the two couples are also able to engage with each other in a highly unrestrained and friendly manner, despite having only just met one another. Marianne and Willoughby are said to â€Å"converse with the familiarity of a long established acquaintance,† while Werther, as mentioned above, loses â€Å"all [his] reserve† almost immediately upon speaking with Lotte (Austen 31, Goethe 25). While these connections may seem meaningful at first, it is important for the reader to realize the sense of superficiality that pervades them both. In an extremely contradictory statement, Werther notes that he â€Å"was so deeply lost in the excellence of [Lotte’s] conversation that [he] often did not catch the very words by which she expressed her meaning† (Goethe 25). While this statement initially seems to merely communicate the enjoyment Werther experiences while talking to Lotte, the fact that he cannot understand her â€Å"often† reveals how shallow their connection really is (Werther 25). How can he be so enchanted by her intelligence if he can barely discern what she is saying? Additionally, the two women with whom the pair is sitting in the coach seem wholly uninterested by their conversation, sitting â€Å"with wide-open eyes, as if they [are] not there at all† (Werther 25). While the women could truly be un-intrigued by the subject matter, there is also a chance that the conversation is simply not as enthralling as Werther depicts it to be. Or, Werther could be being impolite by choosing not to include them in the discussion. Either way, the reality of the situation is not nearly as ideal as the picture Werther paints in his letter to Wilhelm. Marianne and Willoughby’s initial interaction also has its flaws. Marianne is left with the impression that Willoughby truly loves all of the literature that she adores, but the reader gets the feeling that he is perhaps only agreeing with her in order to please or impress her. The narrator states that â€Å"any young man of five and twenty must have been insensible indeed, not to become an immediate convert to the excellence of such works† after the young, beautiful Marianne enthusiastically exhorts their value (Austen 31). Willoughby, therefore, â€Å"acquiesce[s] in all her decisions,† whether he sincerely believes them or not (Austen 31). As his true character is revealed in the latter part of the novel, a discerning reader is more likely to suspect that he does not. Like Werther, he is perhaps not listening to most of the syllables that exit Marianne’s mouth; rather, he is admiring her outer beauty. Finally, and once more calling to mind Werther and L otte’s situation, Marianne and Willoughby are not alone during their talk, since her mother and sister, Elinor, are both present, yet seem to be un-included, due to either their own lack of interest or to rudeness on the part of the lovers. Right from the start, Werther and Marianne’s romantic experiences parallel each other with their seemingly strong connections underlied by a sense of falsehood and over-idealization. Another effective way to see the inherent similarities between Werther and Marianne is through a comparison of the following quotes, the former from Werther in a brief letter to Wilhelm, dated July 10, the latter from a discussion between Marianne and Elinor about Elinor’s feelings toward her beloved, Edward Ferrars:â€Å"if they ask me how I like herlike! I hate the word like poison. What sort of a person is he who likes Lotte, whose heart and mind is not completely possessed by her! Like! The other day someone asked me if I ‘liked’ Ossian!† (Goethe 44).â€Å"‘I do not attempt to deny,’ said [Elinor], ‘that I think very highly of him—that I greatly esteem, that I like him.’ Marianne here burst forth with indignation ‘Esteem him! Like him! Cold-hearted Elinor! Oh! worse than cold-hearted! Ashamed of being otherwise. Use those words again, and I will leave the room this moment.’† (Austen 13). Here, both Ma rianne and Werther have almost comically negative reactions toward the verb â€Å"like.† Neither of the two believe in doing anything by halves; they both put their entire beings into loving someone. While this notion may initially seem highly romantic and harmless, it eventually leads to much distress for both Werther and Marianne, as well as for those who care for them. As each novel continues, more and more similarities crop up between Werther and Marianne. Willoughby turns out to be engaged, thus making him just as unattainable to Marianne as Lotte is to Werther. Marianne writes deeply expressive letters to Willoughby, just as Werther does to Lotte, but they are intercepted and read by his fiancee. Though we are never entirely certain, it seems that Werther’s letters to Lotte are read by her fiance, Albert, as well. Additionally, Marianne rejects societal conventions in a Werther-like fashion, either ignoring or disrespecting her elders, like Mrs. Jennings, a woman by whom she is treated with nothing but â€Å"unceasing kindness† (Austen 237). Marianne even admits to her behavior later, saying she had been â€Å"insolent and unjust† to â€Å"every common acquaintance† (Austen 237). In a manner that parallels Werther’s initial refusal to find work and obey his mother’s wishes, Marianne leaves many of her â €Å"dut[ies] neglected† (Austen 237). Both Werther and Marianne are so blinded by their doomed passions that they neglect other important aspects of their lives. Like Werther, Marianne falls into a deep depression when she realizes that her love for Willoughby will never be requited. She begins to take long, solitary walks in the evenings, despite cold weather and rain. While this act alone could be detrimental to her health, Marianne also indulges in the â€Å"greater imprudence of sitting in her wet shoes and stockings† for hours after her walks (Austen 209). While not as extreme as putting a bullet in her head, this endangerment of her health is comparable to Werther’s decision to take his own life. Once she is recovered, Marianne even acknowledges this, saying to Elinor, â€Å"[m]y illnesshad been entirely brought on by myself, by such negligence of my own health†¦[h]ad I died, it would have been self-destruction† (Austen 236). Ergo, Marianne and Werther come extremely close to sharing the exact same tragic fatean untimely death that brings misery to all of those who care about them. After first learning of Werth er’s suicide, Lotte is so disturbed that she â€Å"faint[s]† and falls â€Å"to the ground† at her husband’s feet (Goethe 166). By the time the funeral occurs, she and Albert are unable to attend because her life is said to be â€Å"in danger† due to her grief (Goethe 167). Marianne, in a discussion with Elinor, notes that had she died, she would have left a â€Å"peculiar misery† to both Elinor and her mother, not to mention her extended circle of family and friends (Austen 237). Why, then, does Marianne escape with her life, when she seems in almost every other way to be Werther’s double? During her illness, she is faithfully tended to by Elinor, who stays by her bedside almost constantly. As an exemplar of rational thought, perhaps Elinor somehow infuses some of her â€Å"sense† into Marianne, allowing her to recover from the sickness brought about by her excessive sensibility. Werther, on the other hand, had no such presence in his life, preferring to spend his time alone. Although he did manage to make friends, such as Count C and Fraulein von B, he eventually loses them though his own misconduct. Perhaps if he had had an Elinor in his life, he would not have had such a fateful demise. After her near-fatal illness, Marianne has an epiphany of sorts and undergoes a remarkable transformation into a more rational form of her previous self. She swears that, from now on, her â€Å"feelings shall be governed and [her] temper improved† (Austen 237). Elinor, in all of her remarkable prudence, serves as a shining example of the kind of person that Marianne desires to become. In this light, Marianne can be seen as not a double but a reincarnation of Wertherone that is capable of evolving, as he is decidedly not. It is also possible that Austen, who is often seen as a proto-feminist for her portrayals of witty, intelligent, and nuanced women, could be making a point about the strength and adaptability of women. Either way, Marianne goes on to live a happy life by marrying Colonel Brandon, a man who truly loves her, and she him. While their romance is not as initially passionate or striking as her and Willoughby’s or Werther and Lotte’s, it outlasts both o f those relationships, proving that â€Å"liking† someone before you love them is not as cold-hearted as Werther seems to think. A dose of rationality can often triumph over fiery passion. Works Cited Austen, Jane. Love and Freindship. Project Gutenberg, 24 Aug. 2008. Web. 23 Apr. 2016.Austen, Jane. Sense and Sensibility. New York: Dover Publications, 1996. Print.Goethe, Johann Wolfgang Von, Elizabeth Mayer, Louise Bogan, and W. H. Auden. The Sorrows of Young Werther, and Novella. New York: Random House, 1971. Print.Long, Orie W.. â€Å"English Translations of Goethes Werther.† The Journal of English and Germanic Philology 14.2 (1915): 169–203. Web. 23 Apr. 2016

Essay Topic - Making the Right Choice

Essay Topic - Making the Right ChoiceMost of the time, students are required to submit their own thesis to a course in order to be eligible for class credit. In doing so, students have the option of choosing a topic based on their particular field or the area of study, if they chose a particular topic. Yet, there are many instances when a student is required to use one of several pre-determined essay topics, either by the instructor or the class organizer.Whenever students are asked to write a definitive statement on an article or a paper, one of the most common questions they ask is what the word choices should be. At the same time, there are many that find it difficult to make the right choice. Moreover, there are other students who wish to make sure that the sentence composition and language used in the essay are precise. So how can these two be accomplished?First, students should take into consideration the guidelines stated above in order to ensure the above choice. Secondly, th ey should think about the situation and the specifics of the paper. Therefore, even if they are not asked to choose a specific topic for their essay, they must still consider the paper and the topic of the paper. In the event that they are allowed to, they should make sure that all word choices adhere to the guidelines set out above.As an example, if a student is assigned to write an essay based on a research paper for school, the first thing that they must think about is what a key word would be, as well as what a key phrase would be. Once the student has decided on these two things, they should also know what other words would be included in the sentence, as well as what the alternative would be if they did not use these words. The latter part of this is where students must think about what the order of events would be in the argument. If they are only allowed to address one issue or if the argument is relatively simple, they may wish to skip over this part of the essay.Additional ly, they should also think about the order of ideas and the order of words that they would use, as well as how they will get across their ideas. For example, a student may want to use the word 'reason' in the first paragraph of the argument. While the reasons may vary from the reader's point of view, one could probably identify the reasons that this phrase would work. But for the argument, the student would rather utilize the phrase 'insufficient evidence to infer a causal relationship between our use of the phrase 'reason' and the offense.' This makes more sense in the context of the paper and allows the student to make more effective use of the argument, while also limiting the argument to one sentence.In addition, students should also think about the emotions that they feel when addressing a certain subject. For example, a student might use phrases such as 'our feelings when using the phrase,' and may also want to ensure that the argument comes across as non-biased and that it is n't too obviously telling the student or the reader what to think. Again, students should think about their own emotions, as well as the emotions of the people who are reading their essay. For example, if they were a teacher, they might wish to make sure that their reasoning and expression of emotion were clear.Students should also know how to formulate a logical argument when writing for a particular topic, and this is why a professional essay writer is helpful. When writing for a topic that they are not familiar with, an assignment writer may provide the student with the kind of writing experience that he or she is seeking. However, at the same time, the student should be wary of committing the mistakes of having a standard number of word choices.

Learn More About Edgar Allan Poes The Raven

Edgar Allan Poes The Raven is the most famous of Poes poems, notable for its melodic and dramatic qualities. The meter of the poem is mostly trochaic octameter, with eight stressed-unstressed two-syllable feet per lines. Combined with an end rhyme scheme and the frequent use of internal rhyme, the the refrain of nothing more and nevermore give the poem a musical lilt when read aloud. Poe also emphasizes the O sound in words such as Lenore and nevermore to underline the melancholy and lonely sound of the poem and to establish the overall atmosphere. Story Summary The Raven follows an unnamed narrator on a dreary night in December who sits reading forgotten lore by a dying fire   as a way to forget the death of his beloved Lenore. Suddenly, he hears someone (or something) knocking at the door.   He calls out, apologizing to the visitor he imagines must be outside. Then he opens the door and finds†¦nothing. This freaks him out a little, and he reassures himself that it is just the wind against the window. So he goes and opens the window, and in flies (you guessed it) a raven. The Raven settles in on a statue above the door, and for some reason, our speakers first instinct is to talk to it. He asks for its name, just like you usually do with strange birds that fly into your house, right? Amazingly enough, though, the Raven answers back, with a single word: Nevermore.   Understandably surprised, the man asks more questions. The birds vocabulary turns out to be pretty limited, though; all it says is Nevermore. Our narrator catches on to this rather slowly and asks more and more questions, which get more painful and personal. The Raven, though, doesnt change his story, and the poor speaker starts to lose his sanity. Study Guide Questions for The Raven The Raven is one of Edgar Allan Poes most memorable works. Here are a few questions for study and discussion. What is important about the title of the poem, The Raven? Why does he use the title?What are the conflicts in The Raven? What types of conflict (physical, moral, intellectual, or emotional) do you read?How does Edgar Allan Poe reveal character in The Raven?What are some themes? Symbols? How do they relate to the overall flow or meaning of the poem?Does the poem end the way you expected? How? Why?What is the central/primary purpose of the poem? Is the purpose important or meaningful?How does the work relate to Poes other works of supernatural and horror literature? Would you read it at Halloween?How essential is the setting? Could the poem have taken place in another place or time? Do you get enough of a sense of where and when the poem takes place?What is the significance of the raven in mythology and literature?How is madness or insanity explored in the poem?Would you recommend this poem to a friend?

Music Therapy and Child Abuse - 2013 Words

Literature Review The purpose of this study is to assess the relationship between survivors of child abuse in music therapy sessions on reported self-esteem and perceived locus of control. Sawyer and Judd (2012) define child abuse as a â€Å"tragedy that harms children psychologically, emotionally and physically while disrupting healthy development.† Survivors of childhood trauma must live in fear of the accused perpetrator, go to numerous court proceedings, and manage complications associated with changes in family dynamics. Even though it is typically paired with abuse, because child neglect is legally separated, it will not be included in this study when referring to typical abuse (Sawyer Judd, 2012). As cited in an article by Sawyer and†¦show more content†¦These traditional therapies help with client’s psychosocial needs, but often fail to take into account the victims broken relationship with their physical body. Dance is another universal language, simi lar to music therapy (Miles Daniluk, 2002). This study found that a body-inclusive counseling approach is important when working with survivors of child trauma. It is only natural for music therapy to be used to treat survivors of childhood trauma. Music therapy has already been widely used with abused women and men. Hernà ¡ndez-Ruiz, 2005, studied the effect of music therapy on anxiety and sleep patterns of abused women in shelters. Domestic violence effects 22.1% of the women in the United States Hernà ¡ndez-Ruiz, 2005; those who have been abused are more likely to abuse others (Myers, 2005). In this study, Hernà ¡ndez-Ruiz states that these women have the following symptom: Post-Traumatic Stress Disorder (PTSD), maladaptive coping mechanisms, perceived absence of support, anxiety and depression. These are similar symptoms that are suggested for victims of child abuse. 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Nelson Mandela Human Rights Defender Essay - 874 Words

David D’Errico September 29, 2017 Mr. Abrams Period 2 Human Rights H Nelson Mandela: A Human Rights Defender A â€Å"Human Rights defender† is a term used to represent people who act individually or with others to promote or protect our god given rights. Many Human Rights defenders look for the promotion and protection of our civil and political rights, as well as our social, economic, and cultural rights. The â€Å"defenders† are active in their community promoting the rights to life, food, water, health support, education, freedom of movement, non-discrimination and adequate housing (ochr.org). These people are viewed to be the most influential members in our society as they are presumed to be the role models in our modern world. With†¦show more content†¦As one may know, in Article 11 of the UDHR, it briefly explains the rights to protest and provides means with public expression. With an interest in politics, he joined the African National Congress in 1944. This was the foundation of the ANC Youth League (nelsonmandela.org). After the ANC was banned in 1960, N elson Mandela debated whether or not to set up a militia part of the ANC. In June of 1961, an executive of the ANC presumed his violent ideas as justified and agreed to become involved in Mandela’s campaign. This led to the creation of â€Å"Umkhonto we Sizwe.† While forming these groups, Mandela was arrested in 1962 and sentenced to five years of imprisonment with guaranteed hard labor (nobelprize.org). The next year, many group members of the ANC were also arrested, he was allowed to stand trial with them. Many government officials believe he was ready to throw over the existing government with violence. On June 12, 1964, eight people were proven guilty, one being Mandela, and that they were sentenced to life in prison. He was in prison for sixteen years after realizing he had to stand up for his human rights. Life in prison for Mandela was a time for change. His reputation developed as he was now widely accepted as the most influential black leader in South Africa. He became a symbol of resistance asShow MoreRelatedComparison of Civil Disobedience Essay3692 Words   |  15 Pagesto end the racial hatred, or at least end the violence, he chose to fight in a non-traditional way. Rather than giving the white people the pleasure of participating in violent confrontations, King believed if they fought without violence for their rights, they would have a faster success rate. King also saw Birmingham as the major problem in America.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If Birmingham could be cracked, the direction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  of the entire non-violent movement in the South   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  could take a significantRead MoreA Critical Review of â€Å"the Ambiguities of Football, Politics, Culture, and Social Transformation in Latin America† by Tamir Bar-on.14147 Words   |  57 Pagescorresponding win-at-all-costs philosophy. In the future, the worlds most popular game will continue to be utilized as a political tool of mass manipulation and social control: a kind of mass secular pagan religion. As a footnote not mentioned in the essay, the 1998 World Cup in France, a worldwide event with 32 countries and an estimated 2.5 billion fans watching the matches in the stadiums and on television, will be used by the international French Evangelical Alliance called Sport et Foi MondialRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesAssociation TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright  © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael Peter Adas for the American Historical Association. p. cm.—(Critical perspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1

Health Care Delivery System - 901 Words

In the past, managed care in the United States took the form of voluntary programs. Such programs date from about 1850, when managed care was provided chiefly by cooperative mutual benefit and fraternal beneficiary associations. Limited coverage by commercial companies was also introduced during that period, and subsequently many plans were established by industries and labor unions. Advocacy of government managed care in the United States began in the early 1900s. Theodore Roosevelt made national managed care one of the major planks of the Progressive party during the 1912 presidential campaign, and in 1915 a model bill for managed care was presented, but defeated, in numerous state legislatures. After 1920 opposition to†¦show more content†¦Unlike insurers, HMOs provide care directly to patients; HMOs were viewed as low-cost alternatives to hospitals and private doctors. In 1997 approximately 651 HMOs provided care to 66.8 million people. In the 1980s and 90s political lea ders again advanced a variety of national managed care proposals. There has been to date really limited empirical assessment of the impacts of these laws. One plan backed by leading Democrats was known as pay or play because it would have forced employers to provide managed care or pay into a national fund that would cover uninsured workers. A second, advanced by President G. H. W. Bush in 1992, would have provided tax breaks, vouchers, and other incentives to employers to extend managed care benefits. A third proposal, based on the Canadian model and nationalized health care, was opposed by most doctors and the insurance industry. In 1993, President Clinton, who had been elected on a promise of health-care reform, proposed a national managed care program that would have ultimately provided coverage for most citizens, but opposition by insurance, medical, small-business, and other groups killed it. 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Concrete Lab Report free essay sample

Engineering B45 Concrete Lab Report Introduction: Concrete is a mixture of sand and rock or similar inert material (aggregates) held together by a cementing material. Usually the cementing material is Portland cement, but sometimes binders such as asphalt or gypsum are used, in which case the concrete may be called asphaltic concrete or gypsum concrete. Properties of concrete are governed not only by the properties of its ingredients (cement, water, sand, and coarse aggregate) but also, to a great extent, by the relative proportions of these ingredients. The proportions must be so selected as to produce a concrete mixture of desired workability, strength, durability, and economy. The most common aggregates are gravel and crushed stone, although cinders, blast-furnace slag, burned shale, crushed brick, or other materials may be used because of availability, or to alter such characteristics of the concrete such as workability, density, appearance, or conductivity of heat or sound. We will write a custom essay sample on Concrete Lab Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Usually aggregate which passes a sieve with 0. 187-inch openings (No. 4 sieve) is called fine aggregate, but that retained by a No. sieve is coarse aggregate, although the division is purely arbitrary. If all the particles of aggregate are of the same size, or if too many fine particles are present, an excessive amount of cement paste will be required to produce a workable mixture; a range of sizes aids in the production of an economical mixture. The best concrete for a given use is usually the one which will provide the necessary strength and the desired workability at the lowest cost. Unless otherwise indicated, strength, as applied to concrete, refers to the ultimate compressive strength of the moist-cured concrete at the age of 28 days. Most concretes are batched to provide an ultimate compressive strength of 2500 to 4000 psi after 28 days. The figure below shows a typical strength curve of concrete with the passage of time. The modulus of elasticity of concrete is about 1000 times the ultimate compressive strength. The strength of concrete depends chiefly on the water-cement ratio, with a low ratio producing a strong concrete. While only a small amount of water is required to complete the chemical reactions of setting concrete, more than this is used to make the concrete more workable. The workability of concrete is usually measured by its slump. The standard method of measuring slump consists of placing the freshly-mixed concrete in a mold in the form of a truncated cone, 12 inches high, 8 inches in diameter at the bottom, and 4 inches in diameter at the top. The concrete is placed in the slump cone in three layers, each layer rodded thoroughly to compact it. When filled, the mold is immediately withdrawn by lifting it gently, and the slump of the concrete is measured at the vertical distance from the top of the mass to its original 12 inch height. An increase in the amount of mixing water will increase the slump, but it will also decrease the strength and increase the tendency of the ingredients of the concrete to segregate unless more cement is added. Increasing the amount of cement paste increases the cost, so all three factors- strength, workability, and cost-are interrelated in a complex way. Procedure: 1. Concrete mixtures are commonly given as volume ratios as cement: sand: gravel. You will make two concrete mixtures at ratios given to you by the instructor.