Of Mice And Men Homework Essay Sample

The story of Of Mice and Men presents a compelling and vivid portrayal of rural American life. It tells the tragic tale of George Milton and Lennie Small, who are both lonely and nomadic laborers with no sense of belonging. George takes on the responsibility of safeguarding Lennie, who is mentally disabled but physically powerful, against theft and deceit from ranch bosses and fellow workers. However, by doing so, George significantly diminishes his own chances of achieving independence and tranquility.

To please his overly enthusiastic companion, George has created a fantasy where they both run a farm and Lennie is responsible for caring for the rabbits. This imaginative scenario quickly calms any worries the gentle giant has and provides solace for the otherwise practical and cynical George. Upon reaching their latest farmhouse, Lennie dutifully pledges his obedience and good behavior to his friend. With some skepticism, George arranges employment for both of them, solidifying the future of these traveling friends.

Curley, a paranoid sadist, immediately dislikes Lennie solely because of his strength. After a series of confrontations, Lennie is moved to assert dominance over Curley. Due to his inability to control his immense strength, the naive brute unintentionally breaks Curley’s hand before his colleagues can intervene. This incident serves as a turning point, as Curley begins plotting his revenge. Tragically, the perfect opportunity arises in the form of Curley’s wife – a coarse yet desperately lonely individual who frequently seeks attention from the ranch workers to alleviate her monotonous existence.

Driven out of the bunkhouse by her jealous husband, the young woman waits for the other men to leave the ranch. Alone with Lennie, she begins talking to him without realizing the danger he poses. Lost in her own sadness, the girl talks about an opportunity she had to be in Hollywood movies and invites Lennie to touch her hair, which she describes as soft. Initially hesitant, Lennie eventually gives in to her friendly insistence.

Suddenly, she finds herself trapped in his incomprehensible grasp and shortly after, her lifeless body collapses to the floor of the bunkhouse. When George and… (The entire section is 1382 words.) Subscribe to Read More » Of Mice and Men: George and Lennie Print PDF Cite The relationship between the intelligent yet weak George Milton and the mentally challenged yet physically strong Lennie Small is the central focus of Steinbeck’s novella, and an initial reading strongly suggests that “friendship” or “personal commitment” is one of the prominent themes in this work. As the simple-minded Lennie dutifully states, the two men stand out among all the other characters in the story “because I have you to take care of me, and you have me to take care of you, and that’s why.” (p. 15). The initial conversation with the ranch boss emphasizes the unusual nature of their bond, and Slim, the chief mule driver, later echoes his employer’s confusion when he remarks to George, “‘It’s strange how you and him stick together.’” (p. 43). George reveals that he and Lennie are not actually relatives but rather have known each other since they were in school.

They share a common history, a shared vision of the future, and their current circumstances bring them closer together. This implies a foundation of mutual fondness. However, their relationship is symbiotic in nature. They are brought together out of necessity rather than genuine emotional connection. Lennie relies entirely on his longtime friend and the mere idea of George leaving him causes the childlike giant to panic. It is clear from the beginning that Lennie would struggle to survive in their harsh world without George, who holds his companion’s work permit and speaks on his behalf.

Crooks, the stable buck, accurately states that without George’s constant guidance, Lennie would end up confined like a dog in an institution for the intellectually disabled. Lennie not only dresses like George, but also copies his movements. The depth of Lennie’s emotional connection with George becomes evident in the final chapter of the novel when his troubled conscience manifests as a huge rabbit speaking in Lennie’s voice, echoing George’s words. Similarly, just as Lennie requires mice, puppies, and rabbits to care for, George relies on Lennie for companionship.

George and Slim share a deep bond. To strengthen their connection, George asked Slim to jump into the Sacramento River. However, Slim ended up needing to be rescued. Despite this incident, Lennie brings an object of significance to George, making him feel important. Additionally, George uses Lennie as a way to justify the struggles he faces. The rest of the section discusses various themes and concerns related to social realism in “Of Mice and Men.” To read more, subscribe.

The presence of motif and pattern in Of Mice and Men is discussed in sources such as eNotes.com, a valuable resource used by numerous students, teachers, professors, and researchers. We welcome you to join our community and explore the insights provided.

Nursing Shortage And Quality Of Care

With the increasing geriatric population of “Baby Boomers,” there is an elevated requirement for additional registered nurses. The nursing workforce’s size and expertise have a direct impact on the safety and quality of patient care. Unfortunately, hospitals have been unable to meet the rising demand for nurses, resulting in nurses working under unfavorable conditions. Inadequate staffing creates tension and stress among nurse assistants, staff nurses, charge nurses, and nursing administrators.

Insufficient staffing has negative effects on multiple areas, such as patient safety, infection rates, patient satisfaction, and staff satisfaction. Hospital administrators and lawmakers are increasingly seeing patient care as a quantitative measure. According to Morgan (2004), The Joint Commission on Accreditation of Healthcare Organizations requires hospitals to develop a staffing plan that considers the necessary skill mix, competency levels, and effectiveness for the services provided.

Patients with varying diagnoses and ages may have different levels of attention and time required from nurses. The significance of delivering excellent care in hospitals for public safety has long been acknowledged. Nursing leaders grapple with the dilemma of balancing cost reduction and quality enhancement. In certain situations, hospitals may opt to assign extra responsibilities to nurses instead of utilizing ancillary staff as a means to cut costs during periods of low patient numbers or budget constraints.

The significance of nurses in healthcare is irreplaceable, resulting in a greater emphasis on nurse-to-patient ratios in acute care environments. Legislatures, healthcare providers, and the public are advocating for suitable levels of staffing, specifically for registered nurses (RNs). These ratios consider patient acuity and set minimum staffing mandates for all hospitals. However, depending solely on legislated staffing determined by acuity or nurse-to-patient ratios may not be the ultimate solution due to multiple factors.

It is important for direct care nurses to participate in staffing decisions as it leads to improved outcomes when they have control over their workload (Anonymous, 2005). Ensuring sufficient staffing should be a top priority for all healthcare professionals. Although mandated nurse to patient ratios come with pros and cons, the primary focus should always be on the safety and well-being of patients. The aging population, combined with the growing number of baby boomers reaching old age, will create a greater need for nurses. Additionally, the rapid transformations occurring in healthcare further contribute to the shortage.

In recent years, the average acuity of patients has increased, yet there remains a shortage of nurses. Rather than addressing the fundamental need for more nurses to ensure safe and effective healthcare, many lawmakers concentrate on proposed staffing formats. Regardless of whether we consider acuity or ratios, it is necessary to have more nurses available so that each nurse can care for fewer patients. Staffing based on patient acuity involves determining the required number of nursing hours based on specific diagnoses or types of patients.

In healthcare facilities, nurses often care for multiple patients at once in less critical areas. This is because the acuity score of these patients is lower compared to those in intensive care or step-down units. Healthcare systems that base staffing on acuity aim to determine a safe patient load for nurses at various levels. However, some worry that administration may manipulate these numbers to maintain a high nurse-to-patient ratio.

Although Acuity is not comprehensive in patient encounters, it may not consider certain factors. For example, a dementia patient’s acuity might be low in terms of nursing care because they usually don’t have indwelling lines or invasive procedures. However, this same patient may need significant support with daily activities, decision making, and education. Therefore, staffing based on acuity can be a subjective approach to nurse staffing. In California, nurse-to-patient ratios are required to determine the number of patients assigned to each nurse.

California state guidelines dictate that the nurse-to-patient ratios in acute care facilities are determined by the specific types of patients being treated. The legislation mandating these ratios was approved in 1999, but it took four years for it to be put into effect. In the case of medical-surgical patients, one nurse is assigned to five patients, whereas in intensive care units, one nurse attends to a single patient. However, California has encountered various challenges concerning these ratios, such as extended transfer durations for patients, heightened instances of emergency room bypassing, and delayed elective surgeries.

California has seen 12 hospitals close or reduce services due to the implementation of ratios. Patients have unique needs and nursing units vary, so ratios do not consider factors such as nurse experience or unit layout. In my opinion, patient-to-nurse ratios can be helpful in reducing accidents, staff burnout, and job dissatisfaction. Additionally, ratios can also improve the overall quality of care for patients.

Considering the advantages and disadvantages of ratios, I believe a more proactive approach would involve incorporating both the acuity level and the actual patient census when determining staffing for a unit or facility. Facilities that solely rely on an improvised method of acuity for staffing assignments may result in overwhelmed nurses. Conversely, failing to take acuity into account increases the risk of complications, accidents, and lower mortality rates for patients. This legislation has been adopted in various states and countries.

Some legislatures have implemented laws to establish hospital-wide nursing care committees that recommend staffing plans based on patient care needs (Huston, 2010, p. 173). In addition, certain states require annual evaluations of these plans. It is crucial for all states to consider the impact on nurses and patients, as their satisfaction directly affects the efficiency of the healthcare system and ultimately benefits all patients.

Features Of Learning A Foreign Language

Rationale The common approach of lower level language learners is to focus on reading every word and understanding every word of a text. The reader analyses every single word, but instead he gets a general idea from the text, because he is not focused in reading for specific detail. Instead of reading each word, the reader takes words in chunks, that is to say, sets of words that give meaning to the text, such as phrases, clauses or even whole sentences. It is also important to state that like adults, most of our reading is silent.

When we read silently, we save the time spent on articulating words, and read in groups of words instead of one word at a time. However, a lot of people like students, are prone to reading for detail, which in the academic context for example, can be counterproductive if they are due to read just for an overall idea. The same happens with students who are learning a foreign or second language, and the most effective way to deal with this is by providing appropriate class activities intended to help the students’ speed reading skills.

By doing so, they will be more focused on skimming to get the general idea from a text, rather than reading for detail. Receptive skill 2: reading for specific information Procedure Tell your students that now they will have 3 minutes to read the article for a second time to search for specific information. Tell the students they can read and do the activity at the same time. Match statements 1-8 to where they are mentioned in sections A-D of the reading: 1. The bank was angry at Lance and wanted their money to be returned. (D)

2. He paid for a video, a soda, and a gift. (C) 3. The first banker confirmed the conversion rate and informed him that he would receive less than $20. (B) 4. There were consequences that nobody could have imagined as a result of the note being fake. (A) 5. The boy was advised that the best opportunity for him to know how much the note was worth was by going to the bank. (A) 6. Once they were notified that the note was reliable, the cashier prepared a cheque. (B) 7. The happy boy let his mother take care of the money. (C) 8.

Lance was asked where he got the note. (C) ‘Do not pass go, do not collect $151’ Dargaville The Christchurch Press 11. 03. 2005 A. When 13 year old Lance Auckett of Pouto, south of Dargaville, was told to clean out his bedroom before the start of the school term, the results had repercussions no-one could have envisaged. When he pulled out a box of school books from under his bed and thumbed through them, out fell a 10,000 yen note. “Mum, do you reckon this is real? ” he asked. Lance was then told that the only way to find out was to take it to a bank.

B. At the first bank he went to he asked if the note was real and, if so, how much it was worth. While the teller was speaking to him, the manager telephoned Auckland and was advised not to pay out without sending the note through for verification. Meanwhile, the teller checked the conversion rate and told the boy he could expect to get about $15. He tried another bank and the amount went up to about $49. As his mother was still shopping, Lance and his mate decided to try yet another bank.

They were told the note appeared to be real and the teller arranged to have a cheque made out for it, but Lance had one more bank to visit. C. At the Dargaville branch of the National Bank he was given the best rate of $151. 20, which he accepted. A delighted Lance gave the money to his mother to look after, and they returned to Pouto. During the next couple of weeks he spent some of the money on a tape, a soft drink, and a wedding present. No-one expected the next development.

Lance went off to school as usual when he was called into the principal’s office, where a police officer was waiting. Lance was asked where he got the note. He told them. D. At this point his mother was brought back into the picture and asked to contact the National Bank because, on sending the money to Japan, they had discovered it was Japanese Monopoly money – worthless. Now the bank would like its money back and the parents feel they should not be responsible for paying it because the boy had not intended to defraud.

He had asked if the note was real. The back declined to comment. (This attachment is not taken into account for the word count). Make a backup of your instructions on the whiteboard; elicit ICQs of the instructions given, and handout the worksheet. Materials: Adapted article ‘Do not pass go, do not collect $151’ Dargaville The Christchurch Press 11. 03. 2005 Answer sheet for the activity. Aims: To give the students the opportunity to practice their ability to scan for specific information in a reading. Rationale:

By doing this kind of activity focused on reading for specific information, the students not only focus their attention on details in a specific text, but they also gain understanding. It is known that experts in this field state that reading for detail reinforces receptive skills, creating a positive and necessary habit where language learning is concerned. Creating this important habit helps students broaden their horizons in regard to language learning, confidence, and determination for an overall proficiency in communicational skills. (Scrivener 1994:188).

Productive skill: speaking Procedure: Tell the students they will be organized into 2 groups to debate the following: Should the boy’s mother assume the responsibility of giving the money back to the bank, or should they keep it? Organize groups and set students on the task. While students talk to each other, monitor their conversations, taking notes for possible error correction. After 10 minutes complete the task with a whole class feedback. Finish the lesson with a brief error correction session if necessary. Materials: No especial material for this practice activity.

Aims: To generate interest in the topic and set the appropriate environment for speaking, so that the students feel motivated to interact with each other in a freer activity to enhance their speaking skills. Rationale for speaking: Sometimes people set out to learn English and come across a common situation, in which they may already have some background information about the language such as mental lists of vocabulary and grammar rules, but they do not know how to put their ideas across when it comes to speaking confidently with other English speaking people.

This is basically due to their lack of practice, which generates nervousness, and lack of self-confidence when trying to speak. Fortunately, as teachers of English, we have specific methods to deal with this issue in an effective way. The most important is to ensure that the students will be involved in a pressure-free environment. This activity not only provides background information to support their ideas, but it also helps them to practice fluency and confidence. (Scrivener 1994:147-148).

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