Thursday, October 31, 2019

Business Ethics Case Study Example | Topics and Well Written Essays - 1250 words - 2

Business Ethics - Case Study Example Ethics refers to the moral guidelines that define what is good or what is bad. In business, there some conducts that may be regarded as unacceptable due to their moral implications and reputation in the society. The guidelines or the principles that define such conducts are what comprise of business ethics (Lamb, Joseph and Carl, Pg. 69). The focus of this essay is to give a report regarding ethics of an organization TideeKleen Waste Management Inc. It is an organization based in Canada and is concerned with the commercial waste recycling and disposal activities. The company is known for its strong reputation and corporate responsibility. It has a number of stakeholders with the major ones being Halo Ethical Fund and a New York private equity firm known as GSG Financial. These two are the majority shareholders and any decision by TideeKleen will have a significant ramification on them. The company’s employees are important stakeholders. Stakeholders Analysis The companyâ€℠¢s major stakeholders include; its employees as well as Halo Ethical Fund and a New York private equity firm known as GSG Financial who are the majority shareholders. Employees are an important of any organizational stakeholders. They are the ones who carry out the production activities as well as any other activities within the organization and therefore they are major factors in determining the performance of a company. As such, it is important that the employer ensure that the employees are operating in a safe environment so as to ensure their maximum productivity. Employees are an important part of TideeKleen stakeholders. Any decision by the company will have a significant ramification on them and their performance. A change in the employees’ performance will be reflected in the general organizations performance. In this case, any option A, B, or C will have to be evaluated considering the effects it will have on the employees. For instance, if the company is to choose o ption A, the employees who will be moved to the new TideeKleen will be operating in a safe environment and their chances of contracting a cancer will be highly reduced. As a consequence, their performance is likely to be relatively high. This is even considering that most of these employees are to be young and energetic. The employees to be left in the old TideeKleen on the other hand will be working with the old equipment that will expose them to high risks. Any effect on their health will have a direct effect on their performance. Similarly, Option B will also expose employees to such risks and hence will affect their performance and morale. Option C on the other hand involves changing from the old facilities to the new ones. The process will take time, and during that transition period, employees will be working in a not so safe environment. If the company chooses an option that does not favour any of the employees, on top of the low productivity, there is a high possibility of i ncreased employees turn over. The effect on these to the company will be low performance. The company will spend more money looking for new employees. In addition, potential employees may be discouraged from joining the company. The other class of important stakeholders are the company’s shareholders. Any decision that the company makes is likely to have an effect on its performance an in turn will affect the price of its shares in the stock exchange. Shareholders who have a high number of shares in the company will be as well affected significantly by any change in the price of shares. For instance, the prices of shares of TideeKleen have fallen from $40 to $30. This might lead to a big loss for the company’s largest shareholder Halo Ethical Fund. In fact, the company may consider

Tuesday, October 29, 2019

Advantage of science Essay Example for Free

Advantage of science Essay Science gives us safe food, free from harmful bacteria, in clean containers or hygienic tins. It also teaches us to eat properly, indicating a diet balanced in protein and carbohydrate and containing vitamins. The results is freedom from disease and prolonged life. In pre-scientific days, food was monotonous and sometimes dangerous; today it is safe and varied. It is varied because through improved sea, land and air transport food can now be freely imported and exported. Science has also improved clothing and made it more appropriate for climatic and working conditions. Man-made fibers and versatile spinning machines, today enable us to dress in clothes both comfortable and smart without being expensive. Home, school and office all bear witness to the progress and application of science. Nowadays, most homes possess electric lighting and cooking, but many also have washing machines, vacuum cleaners and kitchen appliances, all designed to increase comfort and cleanliness and reduce drudgery. Science produces the fan which cools the air, the machinery which makes the furniture and fabrics, and hundred and one other features for good living. The books and papers are at school, and again everything from the piece of chalk to the closed-circuit television of instruction are the direct or indirect results of scientific progress. Learning is therefore easier. And clerical work is made far more speedy and efficient by the office typewriter, quite apart from the hundreds of different machines which relieve the manual worker of so much slow and monotonous toil in the factories. The first and the major advantage is that medical science is very progressive and vastly available. Without the needed technology a lot of people would struggle with their health. More complicated treatments are being carried out successfully, by means of science and technology. These include surgeries, heart and kidney transplant, artificial inseminations and many others. These treatments are saving many innocent lives. The point is to spread it, and reach with medicine help to the poor nations of the Third World. Again, advanced technology improves industry by making it more effective and, what is vital today, safer for environment. Modern technology has introduced various sophisticated machines into our industries which is increasing productivity at a very fast rate. Work that required technological advancements have made the world a smaller place to live in Dissemination : whether spreading  information, broadcasting news, or sharing knowledge, technology has made it faster, easier, and smarter. Education Disadvantage  with the new science and technology developments most people underestimate the damage it gives us. First of all, I would like to say, that with these new science and technical appliances people became to be lazy. They rarely go out to work on foot or by a bicycle. Now there are a lot of modern cars in the cities, which are said to be emitting less gas. But still their emitted gasses damage the environment, so to my mind, that is why pollution of our environment is increasing. Secondly, it seems to me, that technologies are throwing away our free time. For example, these new laptop computer or those touch-screen devices are full of entertaining programs, which are attracting people effectively. Then people forget how to communicate with others in real life, not through international communication systems like â€Å"Skype† or â€Å"Facebook†.

Saturday, October 26, 2019

Global Application Or Local Application Information Technology Essay

Global Application Or Local Application Information Technology Essay Management information system is make to handle the information create by the organization of a specific of business. There system key in the information and allow the business for work, handle and accumulate the information via the software application. Information and inquiry get from the information system and can support in the pointing, organization and decision making of administrators. MIS is a classification that offers data need to handle organizations efficiently. The first question is discussed about selecting the computer hardware and software for the organization. It means as the hardware and software of tools to manage the organization in the selecting of hardware and software. And what kind of management, organization and technology are issues faced when select the computer hardware and software. The issues that are face is management issues, staff issues, organization issues and so on. Furthermore in question two is discussing about if i were a manager in a company that operates in many countries, the criteria would i use to determine whether a new system should be developed as a global application .A global business plan determines how a business will develop and manage its operations around the world. Regularly its used by accessible companies as a plan for increasing rather than by new businesses Why is selecting computer hardware and software for the organization an important for management decision? What management, organization and technology issues should be considered when selecting computer hardware? Our choice of hardware and software will have a huge influence on the efficiency of our employees and our organizations bottom line. We need the right tools to get the job completed. Computers consist of two main elements, namely hardware and software. Hardware is basically the physical parts of the infrastructure used in running the program. They include parts like workstations and servers, tablet PC, laptops, monitors, scanners, printers, networking components like Routers and Bridges, etc. Software is the interface that we use to perform certain actions on our computer. We may ask few questions such as below to give us some idea on how to choose the hardware and software: Can this hardware and software do the job that we need it to do? How the hardware and software will suits in with other products that our organization uses? Are this hardware and software going to leave us in a proprietary niche or without support? What ups and downs can we forecast for our organization? Do we need to plan for different needs or working practices? Whats our budget? Can we pay for the hardware / software, the license, the training, and the upgrades? It is important to consider whether the hardware and software is from recognized and well established source. Software and hardware are often expensive and should come with good after-sales service and a good guarantee. For Example, wholesale computers come with bundled software packages that are not compatible with your network software, and by the time we purchase the required software we have over paid and have voided the 1 year manufacturers warranty. So we have to make sure to ask about these before choosing the products that we are going to use. Another important concern to take into account when choosing hardware and software is whether it will do the job that we require it to do and who will be using this hardware and software. Theres no point in buying hardware or software that does nothing. Each computer should complement the user and the software that is being used. For example, a business server is a different type of computer than a PC. It is used by every person, computer, printer, and any peripheral within your business. A PC does not have the components to withstand the workload of a server, and will ultimately fail resulting in company downtime that affects your bottom line. We also have to check the system requirements of hardware or software to ensure they work well. For example, some peripherals only work in Windows or Mac OS. Other might require certain software to fully function. It is essential to buy legal hardware and software and to register the products that we purchase. By registering our software, we are often able to receive additional upgrades, service and support at no additional fees. Add-ons, plug-ins, useful tools and information from the software company can benefit our organizations use of purchased software. For example, if we are using Windows then we will need to register our Windows software in order to be able to download important service packs and updates. Pirated software is hacked to take out the copy protection. This affects the performance of the software. This affects the performance of the software and can cause freezing/crashing on our PC and conflicts with other legitimate software programs. Pirated software results in our paid employees being unable to do their job, which affects their performance and our business bottom line. Security management is a vital aspect of risk control. We have to consider about the validation routines, access control and authorization. Usually basic hardware and software includes a security package including fire walls, anti-virus, anti-spam and anti-spyware for the network and computer systems themselves. The most prohibitive factor in selecting hardware or software is the cost. We have to make sure our organization can afford the hardware or software. If the product is very expensive, then we should consider alternatives that provide similar functionalities. Computer software contains of sets of instructions written in computer language to address particular tasks. In all sectors, software is used to address specific needs. For example, a Banking application handles banking operations and functions, while Human Resources software treats payroll, personnel and other employee issues. Furthermore in selecting computer hardware and software for the organization is have business strategy, organizational strategy and IS strategy. As known for the business strategy drives both organizational and information strategy and all decisions are driven by the firms business objectives. Business Strategy drives all other strategies. An organizational and Information Strategy are dependent upon the Business Strategy. IS strategy is affected by the other strategies as a firm uses and IS strategy always involves consequences. In addition for the organizational strategy includes the organizations design as well as the choices it makes in its work processes. How will the company organize in order to achieve its goals and implement its business strategy. Business Diamond is a simple framework for identifying crucial components of an organizations plan and Managerial Levers another framework for organizational design, states that successful execution of the firms organizational strategy is the best combination of organizational, control, and cultural variables. For next is IS strategy and it plan an organization uses in providing information services. IS allows business to implement its business strategy. IS also helps to determine the companys capabilities. Four key of IS infrastructure components are key to IS strategy. These key components are sufficient to allow the general manager to assess critical IS issues. What Who Where Hardware List of physical components of the system Individuals who use it Individuals who manage it Physical location Software List of programs, applications and utilities Individuals who use it Individuals who manage it What hardware it resides upon and where that hardware is located Networking Diagram of how hardware and software components are connected Individuals who us it/individuals who manage it/company service obtained from Where the nodes are located ,where the wires and other transport media are located Data Bits of information stored in the system Individuals who use it Individuals who manage it Where the information resides Information systems strategy matrix What management, organization and technology issues should be considered when selecting computer hardware Price the great equalizer, most important because it establishes the basic ground rule Performance what do you need the hardware to perform, this is where decisions are refined to meet specific needs within a specific budget. Reliability- IMHO most modern equipment is very reliable in hardware terms (software installations can be troublesome, but thats a different issue). Hardware and software costs a lot of money. IT is now critical to an organizations success so its important that the software meets the needs of the organization. Hardware needs to be sufficiently powerful to meet the demands that will be placed on it by the users. Management issues help our identify, communicate, monitor and resolve project issues. The project issue management process will help us to put in place the steps needed to quantify and report all issues within the project. Although it discuss about organization issues is about management, its not so much concerned with how to train and grade the staff as with how to build a usable system. However, it need to understand the auditors and checkout staff, or you wont be able to do even a halfway passable job. Many systems fail because their designers make unrealistic assumptions about the ability, motivation, and discipline of the people who will operate it. This isnt just a matter of one-off analysis. For example, an initially low rate of fraud can cause people to get complacent and careless, until suddenly things explode. Also, an externally induced change in the organization such as a merger or acquisition can undermine control. If you were a manager in a company that operates in many countries, what criteria would you use to determine whether a new system should be developed as a global application or local application? If I were a manager in a company that operates in many countries, the criteria would I use to determine a new system is global application. A global business plan determines how a business will develop and manage its operations around the world. Regularly its used by accessible companies as a plan for increasing rather than by new businesses. This business plan prepares a business to change its operations internally. Its also used externally for solved an investment capital that will be used for development. The criteria will I use to determine the new system is global application known as Feasibility studies purpose to goal and rationally uncover the strengths and weaknesses of the existing business or proposed venture, opportunities and threats as presented by the environment, the resources required to carry through, and ultimately the prospects for success. In its simple term, the two criteria to consider feasibility is cost require and value to be attained. Such as a well-designed feasibility study have to provide a historical background of the business or project depiction of the product or service, accounting statements, details of the operations and management, marketing research and policies, financial data, legal requirements and tax dependent. Furthermore feasibility studies preliminary technical development and project consummation. Four common criteria: Technology and system feasibility The review is based on an outline design of system requirements in terms of Input, Processes, Output, Fields, Programs, and Procedures. It can be quantifier in terms of volumes of data, trends, frequency of updating, in order to interpret whether the new system will perform sufficiently or not. Technological feasibility is carried away to specify whether the company has the capability, of term in software, hardware, personnel and proficiency, to handle the completion of the project when writing a feasibility report, the following should be taken to consideration: †¢ A brief description of the business †¢ The part of the business being looked towards †¢ The human and economic factors †¢ The possible solutions to the problem Economic feasibility An economic criticism is the most oftentimes used method for evaluate the effective of a new system. More general known as cost/benefit analysis, the instruction is to define the benefits and savings that are expect from a candidate system and compare them with costs. If advantages outweigh costs, then the conclusion is made to design and implement the system. An entrepreneur must precise weigh the cost versus benefits before taking an action. Cost-based study: It is significant to identified cost and benefit factors, which can be categorize in a Development costs, and Operating costs. It is a criticism of the costs to be occasion in the system and the utility can be derivable out of the system. Time-based study: This is a significant of the time require achieving a return on investments. In a day value of a project also will become a factor. Operational feasibility Operational feasibility is a proceeding of how well a suggest system solves the problems, and takes benefits of the opportunities identified during scope definition and how it satisfies the requirements identified in the requirements analysis phase of system development. Scedule feasibility The project will abort if it takes too long to be completed before it is useful. Exclusively this means commentary how long the system will take to development, and if it can be completed in a given time phase using some system like payback term. Schedule feasibility is a action of how reasonable the project timetable is. Other feasibility factors Resource feasibility Resource feasibility involving questions such as how much time is available to build the new system, when it can be built, whether it interferes with normal business operations, type and amount of resources required, dependencies, Cultural feasibility In this stage, the projects alternatives are evaluated for their impact on the local and general culture. For example, environmental factors need to be considered and these factors are to be well known. Further an enterprises own culture can clash with the results of the project. Financial feasibility In matter of a new project, financial viability can be judged on the following parameters: †¢ Total estimated cost of the project †¢ Financing of the project in terms of its capital structure, debt equity ratio and promoters share of total cost †¢ Existing investment by the promoter in any other business †¢ Projected cash flow and profitability Conclusion As a conclusion, first question on the assignment can be consider as easy to do and give us a lot of understanding because by finding about the selecting computer hardware and software for the organization an important for management decision and what are the issues will be when selecting computer hardware. The first question and second question provides many acknowledgements to the students because by doing the question, student is learning about the hardware and software of tools to manage the organization in the selecting of hardware and software. When choosing hardware and software is whether it will do the job that we require it to do and who will be using this hardware and software. Theres no point in buying hardware or software that does nothing By doing the assignment, students can realize management information system played an important role in technology world. For those that always support and help us in this assignment, we want to say thank you very much. Bibliography Website address: http://www.formsthatwork.com/files/Articles/5F.pdf http://www.jidaw.com/article3.html (http://answers.yahoo.com/question/index?qid=20070220193855AAZuhUY) Reference of books Business Analysis (2nd Edition), Paul, Debra Yeates, Donald Cadle, James, Publisher: British Informatics Society Limited , Date Published: 2010 Integrated Project Management, Barkley, Bruce T, Publisher: McGraw-Hill Professional Publishing , Date Published: 04/2006

Friday, October 25, 2019

Beowulf: Christian Vs Pagan Influence Essay -- Epic of Beowulf Essays

The European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the world, when the piece is written. When Beowulf was written, St. Augustine had just come over to try and convert the Anglo-Saxon people to Christianity; although the conversion succeeded it was a shallow conversion, and there were still people following the Pagan ways. The fact that Christianity and Paganism are so closely combined in the epic explains the reasons for Beowulf’s Christian and pagan influences. Blending in among Beowulf's triumphs against the three key creatures, we also see Christian virtues being instilled upon the listeners. The good qualities of loyalty, humility, sacrifice for the good of others, and sympathy for those less fortunate are seen woven into the text as well as the negative consequences from greed and pride. In a thorough analysis of Beowulf, the Christian and pagan elements, represented in the characters and their journeys through various countries, creates an epic adventure filled with superhuman qualities and Christian ideals that often parallel themselves to biblical characters and events. The pagan elements of the epic are evident in a couple of the characters’ superhuman qualities during the first two parts of the poem. Beowulf is seen as a superhero and takes it upon himself to use his strength to defeat Grendel and save the Danes from the turmoil that has haunted them for the past... ...and his mother, despite being non-human. The author of Beowulf was extremely effective in combining pagan and Christian ideas in the poem. The ability and technique of combining two different elements into his characters makes the epic interesting to read. In mixing Christian and pagan ideas, the eighth century author was able to dramatically enhance the characters with Christian values and pagan ideals. Although the pagan elements greatly influenced the story, the addition of Christian influences and parallels to the Bible make this European epic famous for the adventures, conflicts, and heroism that take place in a time of religious transition. Today, one can still see the Pagan influences in common life. Each time Beowulf succeeded he related it to either Paganism or Christianity. Whether it is one God, or many Gods, the people all had their common belief system.

Wednesday, October 23, 2019

Fragrances in textiles

Abstraction Fragrance coating of fabric stuff has been greatly expanded and used in recent old ages. It can be done by agencies of several aromatic aromas with manner design techniques as embellishment and applique. This thesis focused on aroma and interior decor. In relation to this undertaking, the subject chosen is â€Å"SPA† . SPA in the word which creates an thought of repose, composure and peaceableness in the head. It is the topographic point where aromatherapy is used. The findings provide an apprehension of different techniques and ways used to implement aromatic aroma to fabric for bed sheets. In this probes factors such as comfort ability & A ; relaxation public presentation, lastingness of aroma and laundering belongingss were investigated. The fragranced cloth can be used in place fabric application such as bed sheets, couch screen, table fabric, wall hanging. Chapter 1 Introduction 1.0 Introduction Aromatic aroma is the survey of the consequence of aroma on human behaviour to look into the relationship between feelings and emotions such as relaxation, quieting, alleviating emphasis excitement, sensualness, felicity and good being. ( 1 )Titleâ€Å"Aromatic aroma in place textile†PurposePurposes of this undertaking are to set up a physical connexion between us and aromas through day-to-day usage in place designing 1.3 AimTo analyze the benefits and side effects of aromatherapy on interior designing.To look into the usage of aroma to add olfactory property to bed linen.Explore ways to add aroma finish to textile stuffs.To develop advanced method of fabric use and embroidery utilizing several techniques ( samples )To suggest originative bed sheets and pillow instances designs.1.4 organisation of thesis ( work program ) Chapter 2 LITERATURE REVIEW 2.0 LITERATURE REVIEW This chapter consists of research work carried out harmonizing to the undertaking purpose and onjectives. It provides a brief reappraisal of the method used to add aromatic aroma to fabric and embroidery and technics used to make originative merchandises for interior decor. 2.1 Introduction Home fabric such as bed linen, pillow screens, bed sheets do non stay fresh due to mundane usage. This textile stuff contains a batch of microorganisms that gives off bad smell. Hence aroma coatings are applied. It adds a batch of values to the merchandise and aroma compound infuse a feeling of wellbeing and freshness. 2.2 AROMATHERAPY â€Å"Aromatherapy can be defined as the controlled usage of indispensable oil to keep and advance physical, psychological and religious wellbeing† . ( Gabriel Mojay’s ) Aromatherapy can be defined as the usage of volatile works oil, including indispensable oils for physical and psychological well-being ( hypertext transfer protocol: //www.geocities.com/hotspring/spa/4278/findex.html ) . Aromatic may be classified as a kind of medical intervention or a division of holistic medical specialty. At the same clip it may be believed that aromatherapy is a proved scientific discipline used in the bar and healing of disease. Aromatherapy is the curative usage of plant-derived, aromatic necessity oils to advance physical and psychological well-being. It is often utilize in combination with massage and other curative techniques as portion of a holistic intervention attack. Aromatherapy is the usage of concentrated indispensable oil extracted from flowers, herbs and other works parts for curative utilizations against different provinces. Aroma healer used more than 100 oil, which are separated under the persons which strengthen ( e.g. Rosmarinus officinalis ) , tone ( e.g. lemon grass oil ) or relax ( e.g. orange flower ) other oil usage include basil, Citrus bergamia, black Piper nigrum, camphor, cedar, camomile, fennel, olibanum, Hyssopus officinalis, jasmine, lavender Melissa, patchouly and rose, assorted aromas ( e.g. lemon apple-cinnamon ) are said to better enhanced accomplishment of mental undertakings and cut down clerical mistakes. hypertext transfer protocol: //medical-dictionary.thefreedictionary.com/Aromatherapy 2.2.1 HISTORY OF AROMATHERAPY Aromatherapy has been polished since aged times. But the existent day of the month ( or clip period ) when aromatherapy might hold been introduced is much debated. Most adept claims that the ancient Egyptian was the first to pattern aromatherapy. Ancient Egyptians disposal distinguished the physical and religious belongingss of these oils and used them in their day-to-day life. The Egyptians used these oils for their embalmment method and over clip they became cognizant of the mending belongingss of these oils ( 2 ) ( hypertext transfer protocol: //www.vanderbilt.edu/AnS/psychology/health_psychology/what_is_aromathery.html ) Egypt was considered the birth topographic point of aroma. It’s been 6,000 ago, Egypt discover the curative net incomes of rub downing with indispensable oil. The usage of aromatics spread all around history from Egypt to Israel, Rome, Greek, and the whole Mediterranean universe. Each society formed patterns of aroma utilizing oil, but during that age, a great trade about this acquisition might hold been lost. India is the lone topographic point in the universe where this usage has been ne'er lost. Essential oil landed in Europe from antediluvian states through reformers. The Europeans use this acquisition to their local workss, for illustration lavender, rosemary and thyme. These oil were non accessible to normal or mean individuals, because they were really expensive. Therefore there was a diminution used of indispensable oil. The Gallic chemist Dr. Rene-Maurice Gattefosse who is considered the â€Å"father† of modern twenty-four hours aromatherapy was the first to utilize the term â€Å"aromatherapy† in the twelvemonth 1928. He was really working in his family’s aroma concern and highly fire himself in a bad luck. He burn his manus what’s more forearm to 3rd grade. He puts his manus to the nearest VAT of cold liquid to decrease the hurting. The liquid was lavender oil. He was shocked to happen as much torment lessening and there was no inflammation, redness or rankling. He realized that lavender was mending the burn. The burn cured without a hint or a cicatrix. For Dr. Gattefosse, this started a life-time of find for him larning about indispensable oil. He began to look into lavender oil and continued continuing a big figure of other oils get downing from different workss. He learned after his many researched that the mending belongingss of workss originate in the indispensable oils. In 1937, he published a book on anti-microbial effects of the oils. An probe of history after World War 2 introduces us to Dr. Gattefosse co-worker Dr. Jean Valnet, who was a curative Doctor. He started his ain probe on the belongingss of indispensable oil during the twelvemonth after World War 1. He was a renewing physician in the Gallic armed force during World War 2. Treating assorted kind of lesion. There was an efficiency of supplies and medical specialties run out including antibiotics. He tried indispensable oils, the lesion mended rapidly and infection was lessen. Many combatants were saved due to indispensable oil. Dr. Jean Valnet has written about indispensable oil therapy and in 1964 published the art of aromatherapy and the motion in Europe had metempsychosis. Around those same clip, a Gallic adult male Albert Coureur, published a book on medical utilizations of indispensable oil and Madam Marguerite Maury, a Gallic biochemist make an exceeding system of using indispensable oil to the tegument with massage and established the 1staromatherapy centre in Paris, Great Britain and Switzerland and learned the rejuvenating belongingss of indispensable oils. â€Å"Her research was published as The Secret of Life and Youth ( 1964 ) . Micheline Arcier surveies and worked with Maury and valvet and their combined techniques created a signifier of aromatherapy that is now used around the universe. Many other Gallic medical physicians deeply skilled in curative indispensable oil followed Gattefosse and Valnet. Today thousand pattern aromatherapy in Russia, France, the Ukrain, England and many other states. Most people do non cognize how indispensable oil went to united provinces but if we look at history, we figure a 3rd coevals characteristic therapist from Switzerland, Anna Marie Butler continued the research of indispensable oil. She gets into contact with Dr. Lapraz and Dr. Durrafourd medical practician with indispensable oil. They were besides the president and General Secretary of the Gallic Phyto-Therapy and Aromatherapy association. She took her extended instruction through these and set up the â€Å"phyto-Aromatherapy† institute in the united province to go on her research on indispensable oil. â€Å"as we all hunt for good wellness and look back to the beginning of a circle. Our ascendants gathered medical workss and herbs to make place redresss for all sort of illness† . With scientific discipline exploratory promotion and the presentation of different sorts of chemical drugs, medical specialties we began to put our well-being in the custodies of the medical foundation. For a pill or medicine of some kind for about any complaint ( along with side effects ) we attempt to mend our organic structures and wellness when they are broken alternatively of maintaining them from interrupting in the first topographic point. As a consequence we distance ourselves with nature and the natural ways that could by and large assist us keep our well-being ( mentally and physically ) . Our organic structure can make good occupation at forestalling unwellness and illness if we take good attention of it and supply it with the right things. Our organic structure were non made to procedure chemicals. These same chemicals can be used in natural signifier ( from works non manufactured transcripts ) to maintain us traveling without side effects. ( 3 ) ( hypertext transfer protocol: //www.aromatherapynaturalhealing.com/ ) 2.3 ESSENTIAL OILS Essential oils are the elusive, volatile fluid that is refined from workss, bushs, flowers, trees, shrubs and seeds. They are extremely concentrated oils that have a solid aroma. They are usually made through the process of distillment which separate the oil and H2O based compound of a works by steaming. Essential oil in reverse to the word â€Å"oil† is non by and large oil feelings at all. The bulk of indispensable oil is clear. Essential oil contains the echt kernel of the works it was derived from. Essential oils are extremely concentrated. 2.3.1 DIFFERENCE BETWEEN ESSENTIAL OILS AND PERFUM Essential oils are obtain from parts of workss, aroma oils are stimulated made olfactory property or have unreal substances and do non gives the curative advantages that essential oils offer. 2.3.2 ESSENTIAL OIL APPLICATION Few common ways indispensable oils are used today:TOPICALLY Essential oil have a really little size and of the chemical weight of less than 1000m. harmonizing to scientific testing, any substance with a molecular weight below 1000m should be absorbed by the tegument. This mean that indispensable oil have the capacity to perforate the tegument and base on balls into the blood watercourse and into separate zone of the organic structure for internal curative benefits.Figure 1 locallyAROMATICALLY there is cogent evidence that indispensable oil are absorbed into the blood stream when breathed in. the extended sum of blood vass in the lungs absorbed the oils and so go around them all around the organic structure. Using a diffusor can assist you see the advantages of indispensable oil. You can spread lavender to cut down emphasis, melaleuca to cleanse the air, wild orange to better temper, olibanum for religious enlightenment.figure 2 AromaticallyIngestion indispensable oil can be used as p owerful medical specialties. Most indispensable oils are safe for internal usage but a small spot goes long manner. By and large 1-3 beads is assorted with H2O Oils like Mentha piperita, lemon, frankincense bring extraordinary internal benefit and can be taken with H2O.figure 3 consumptionPERSONAL CARE Today the fastest manner indispensable oils are being utilized by doing place made DIY personal attention merchandises. An first-class manner to take benefits of indispensable oils to heighten your beauty, place and long term well-being. Some of the best DIY formulas to utilize indispensable oil with includes ; shampoo, toothpaste, lip balm, organic structure butter and family cleansing agent.figure 4 personal attentionDr. Axe’s Essential Oils Guide(hypertext transfer protocol: //draxe.com/essential-oils-guide/ ) 2.4 AROMATIC FRAGRANCE AS HOME PERFUME Mentions ONLINE SOURCEAromachology – Wikipedia, the free encyclopaedia en.wikipedia.org/wiki/AromachologyWhat is Aromatherapyand where did it come from,Available at: hypertext transfer protocol: //www.vanderbilt.edu/AnS/psychology/health_psychology/what_is_aromathery.html ( Accessed: 20th January 2015 ) .DebraAromatherapy & A ; natural healing,Available at: hypertext transfer protocol: //www.aromatherapynaturalhealing.com/Aboutme.html ( Accessed: 28th febuary 2015 ) .Dr. Axe’s Essential Oils Guide,Available at: hypertext transfer protocol: //draxe.com/essential-oils-guide/ ( Accessed: 28th febuary 2015 ) .Sophie Borland ( 21 October 2011 )Can aromatherapy oils toxicant you? 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Tuesday, October 22, 2019

A position of usefulness Essay Essays

A position of usefulness Essay Essays A position of usefulness Essay Essay A position of usefulness Essay Essay Essay Topic: Bad Boy a Memoir Girls’ instruction has been considered a site of battle where ideals of muliebrity and domesticity are translated into course of study and patterns that seek to determine and modulate. In colonial Hong Kong. British mission societies had a important portion in supplying girls’ instruction. which was preponderantly in the custodies of European missionaries in the 19th century. The double mission of evangelizing and educating colonial topics in the Victorian epoch of imperium enlargement constituted a pertinent focal point of enquiry in the authorship of history of girls’ instruction. Pulling on selected texts on missional literature and authorities studies. this article examines in what ways a domestic political orientation framed within evangelical beliefs and the imperial regard interplayed with the political relations of race and category in determining girls’ instruction. It challenges the presumed nonpartisanship in instruction policies and patterns refering both sexes. and discusses women’s bureau in redefining individualities and boundaries in a colonial society. Keywords: colonial instruction ; gender ; individuality ; missional ; race †¦the ‘discovery’ of new stuffs is really an interpretative intercession that exposes the footings of inclusion and exclusion in the cognitions of the yesteryear. ( Women’s history. from this position. is non the simple add-on of information antecedently ignored. non an empirical rectification of the record. but an analysis of the effects of dominant apprehensions of gender in the yesteryear. a critical reading that itself has the consequence of bring forthing another ‘reality. ’ ) 1 On 27 December 1857. a missive by Lydia Smith. married woman of the first Bishop of Victoria. was sent from Hong Kong to the Society for Promoting Female Education in the East ( FES ) in London. appealing for a instructor and support to get down a girls’ twenty-four hours school in the settlement. The intent stated was clear and simple: ‘We feel’ . Smith wrote. ‘the turning necessity of educating the females as Christians. that our immature work forces may non hold the drawback of pagan wives’ . 2 This first ‘experiment’ in female instruction by the Established Church bit by bit evolved into a boarding school. which. after runing on impermanent sites for over three old ages. was officially opened in July 1863 by the Bishop and the Acting Governor in a *Email: [ electronic mail protected ]/*Ac. uk 1 Joan Scott. ‘After History? ’ . in Schools of Thought: Twenty-five Old ages of Interpretive Social Science. erectile dysfunction. Joan Scott and Debra Keates ( Princeton. New jersey: Princeton University Press. 2001 ) . 100. 2 Smith to FES. Hong Kong. December 29. 1857. The Female Missionary Intelligencer. afterlife FMI. I ( 1858 ) : 173. The first issue of the Female Missionary Intelligencer. monthly publication of the FES. was published in 1853 and the last 1 in July 1899. The issues were divided into three series: 1853–1857 ; 1858–1880 ; 1881–1899. Both the 2nd and 3rd series were called New Series and both started from Vol. I. ISSN 0046-760X print/ISSN 1464-5130 online  © 2008 Taylor A ; Francis DOI: 10. 1080/00467600802368715 hypertext transfer protocol: //www. informaworld. com 790 P. Pok-kwan Chiu freshly built school house as the Diocesan Native Female Training School ( DNFTS ) . 3 The one-year study of that twelvemonth stated that: Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 †¦ the class of instruction has embraced direction in Chinese and English reading. composing. field needlecraft. geographics. and Bible history. and more particularly a preparation in the spiritual truths and moral wonts of the Christian religion. The object aimed at has been to fix the misss for taking afterlife a place of utility in native society as the hereafter married womans and female parents of the lifting coevals of Chinese dwellers in the settlement. 4 From mission society publications to the studies submitted by authorities inspectors. the proviso of girls’ instruction in the settlement was discussed throughout the 2nd half of the 19th century through a discourse that emphasised a ‘position’ or ‘sphere’ for the female sex in society. 5 The interrelation of girls’ instruction with thoughts refering gender functions. the sensed nature of adult females. and separate public and domestic domains was a familiar context for Victorian pedagogues. Questions refering what constituted ‘really utile knowledge’ for propertyless misss. particularly the proportion of ‘academic’ larning to domestic preparation ; the quest for a ‘more serious’ instruction to fix middle-class misss to be educated female parents and competent governesses ; and the arguments generated by women’s demand for entree to higher instruction – a state of affairs that confronted decision makers in both the British and National Societies. policy-makers and single practicians – were all related to the disparate perceptual experiences of gender ideals and the political relations involved in negociating women’s ‘place’ in a fast-changing society. 6 While the domestic political orientation underlying the enlargements and restriction of girls’ instruction in Britain was characterised by category difference. 3The school was described as an experiment undertaken with much anxiousness in the First Annual Report of the local ladies’ commission. dated March 15. 1860. on history of ‘the involuntariness of the Chinese to intrust the instruction of misss to foreigners’ . W. T. Featherstone. The Diocesan Boys’ School and Orphanage. Hong Kong: the History and Records. 1869 to 1929 ( Hong Kong: Diocesan Boys’ School. 1930 ) . 14. 4FMI VII ( July 1864 ) : 143. 5Speeches emphasizing the importance of educating native misss who would in future exert moral influence as married womans and female parents can be found in assorted issues of FMI: V ( July 1862 ) : 135–7 ; X ( December 1868 ) : 181–90 ; V ( November 1885 ) : 160 ; XVIII ( August 1898 ) : 130. For treatments of female instruction in footings of ‘the female sphere’ . see the Education Reports of 1865 and 1867 by Inspector Frederick Stewart. and Inspector E. J. Eitel’s Reports for 1889 and 1890. Education Reports quoted in this article. unless stated otherwise. are taken from text reprinted in Gillian Bickley. The Development of Education in Hong Kong 1841–1897: as revealed by the Early Education Report by the Hong Kong Government 1848–1896 ( Hong Kong: Proverse Hong Kong. 2002 ) . 6See. for illustration. the treatments in Joan Burstyn. Victorian Education and the Ideal of Womanhood ( London: Croom Helm. 1980 ) ; Carol Dyhouse. ‘Good Wifes and Small Mothers: Social Anxieties and the Schoolgirl’s Curriculum. 1890–1920’ Oxford Review of Education 3. no. 1 ( 1977 ) : 21–35 ; Meg Gomersall. ‘Religion. Reading and Really Useful Knowledge’ . in Workingclass Girls in Nineteenth-century England ( Basingstoke: Macmillan. 1997 ) ; Mary Hilton and Pam Hirsch. explosive detection systems. . Practical Visionaries: Women. Education and Social Progress. 1790–1930 ( Harlow: Longman. 2000 ) ; June Purvis. A History of Women’s Education in England ( Buckingham: Open University Press. 1991 ) ; Rebecca Rogers. ‘Learning to be Good Girls and Women’ . in The Routledge History of Women in Europe Since 1700. erectile dysfunction. Deborah Simonton ( London: Routledge. 2006 ) . 93–131. Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 History of Education 791 the export and interlingual rendition of it onto colonial dirt by missionaries was loaded with spiritual reading under an imperial regard. 7 The double mission of evangelizing and educating colonial topics carried out through native girls’ instruction in the Victorian epoch. a period of booming missional motions and imperial enlargement. constituted another facet of the historical context in which DNFTS and other British mission schools for misss operated. 8 An essay entitled ‘The importance of female bureau in evangelising heathen nations’ . included in a aggregation of memoirs by female missionaries published in 1841. ‘designed particularly to involvement Christian adult females in the most elevated section of benevolent labour’ . serves as a good illustration. The writer. perchance the FES laminitis Baptist W. Noel. claimed that: ‘Christianity is the lone redress for the agonies of adult females in pagan and Mohammedan states ; and Christian instruction can be imparted on no big or efficient program. but through the interjection of their ain sex in this state. ’9 Quoting a missional in Egypt sent out by the so freshly set up FES as function theoretical account. the writer argued that apart from the rightness of using adult females to learn adult females. it was the feminine properties. such as ‘a tenderness of feeling. a deepness of compassion. a adeptness of perceptual experience. and a forgetfulness of self’ . along with Christian women’s moral influence as ‘welleducated. pious adult females. representing the appeals of societal virtuousnesss. every bit good as the attractive forces of gracious manners and cultivated heads. and all the charities of human nature when renewed after the image of Christ’ . that rendered this great benevolent mission destined for Christian adult females. 10 This discourse of domestic political orientation clothed in spiritual linguistic communication was familiar to FES agents. who comprised the bulk of British individual adult females missional pedagogues in Hong Kong by the terminal of the 19th century. It underlay the discourses and entreaties which ran through pages of the Society’s publication. 7In this article. I have adopted Rogers’s definition of ‘domestic ideology’ as a set of thoughts underscoring women’s particular qualities. imputing their place within the place. and proclaiming the importance of the place and household in society: Rogers. ‘Good Girls and Women’ . 107. For treatment of women’s instruction and societal category. see Purvis. History of Women’s Education ; Jane Martin. Women and the Politicss of Schooling in Victorian and Edwardian England ( London: Leicester University Press. 1999 ) ; Stephanie Spencer. ‘Reflections on the â€Å"Site of Struggle† : Girls’ Experience of Secondary Education in the late 1950s’ . History of Education 33 ( 2004 ) : 437–49. On gender and colonial instruction. see Rogers. ‘Good Girls and Women’ . 112–13 ; Joyce Goodman and Jane Martin. ‘Introduction: â€Å"Gender† . â€Å"Colonialism† . â€Å"Politics† and ‘Experience† : Challenging and Troubling Histories of Education’ . in Gender. Colonialism and Education: the Politicss of Experience. erectile dysfunction. Joyce Goodman and Jane Martin ( London: Frank Cass. 2002 ) . 1–22. For missionaries and girls’ instruction. see Fiona Bowie. Deborah Kirkwood and Shirley Ardener. explosive detection systems. . Womans and Missions: Past and Present: Anthropological and Historical Perceptions ( Oxford: Berg Publishers. 1993 ) . 8FES was a non-denominational women’s mission society governed by a ladies’ commission. which sent out individual adult females and supported missional married womans to work in the field of female instruction. The two large British mission societies. the London Missionary Society ( LMS ) and the Church Missionary Society ( CMS ) . besides ran girls’ schools operated by married womans of missionaries alongside their boys’ schools until the late 19th century. when both societies began to direct individual adult females as missionaries. Including other Protestant and Roman Catholic missions. mission schools provided 90 % of girls’ instruction in Hong Kong harmonizing to the 1891 statistics recorded in the Education Report of that twelvemonth. The range of this article is limited to the scrutiny of two girls’ get oning schools supported by the FES as a instance survey. 9‘The Importance of Female Agency in Evangelizing Pagan Nations’ . in Jemima Thompson. Memoirs of British Female Missionaries ( London: William Smith. 1841 ) . See besides Midgley’s treatment: Clare Midgley. ‘Can Women be Missionaries? Envisioning Female Agency in the Early Nineteenth-century British Empire’ . Journal of British Studies 45. April ( 2006 ) : 335–58. 10Ibid. Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 792 P. Pok-kwan Chiu The Female Missionary Intelligencer ( FMI ) . functioning as the standards against which missional campaigners were screened and assessed. 11 This evangelical vision of ‘woman’s mission’ was contradictory. uniting expansive vision with compressing prescriptions for adult females. This provided infinite for adult females to traverse the boundaries of public and private domains and the possibility of uniting self-sacrifice with self-fulfilment. Yet. the boosters of women’s missional activities did non openly challenge patriarchal male authorization or the political orientation of separate domains. nor did they name for female societal equality or women’s rights. as Clare Midgley argues. 12 Jane Haggis points out that it was the creative activity of a colonized ‘other’ – the native adult females portrayed in missional literature as the â€Å"heathen† agony in degrading state of affairss expecting aid from their privileged British sisters – that ‘legitimated English women’s ain release from the bounds of domesticity. and [ edge ] them tightly to the imperialist cause with their ain civilizing mission’ . 13 She claims that. ‘rather than an emancipatory battle to interrupt through the bounds of convention. it was exactly convention which enabled the devising of the female missionary’ . 14 The founding vision of the FES demonstrated the contradictions embedded in this ‘woman’s mission’ . which was instrumental in determining girls’ instruction in assorted colonial contexts: Our august male parents and brethren may encompass in their comprehensive position the mammoth work of evangelizing the whole universe. but our more limited regard and our deepest understandings may be concentrated upon the hapless girls of the East. who. shut from a engagement in the felicity we enjoy as married womans and female parents. girls and sisters. bear the heavy load of life without a consolation on Earth. or a hope in Eden. 15 Female instruction is non a concealed topic in the authorship of history of instruction in Hong Kong. 16 Nevertheless. girls’ schooling as a gendering procedure located in a colonial context 11According to informations drawn from the FES commission proceedingss and the FMI. from 1859 to 1899. FES had sent out a sum of 11 stipendiary and honorary agents to Hong Kong. with one get oning school and eight twenty-four hours schools runing under the Mission by 1899. See. for illustration. Question 4 for referees: ‘What is your sentiment of her as to anneal. good sense. judgement and prudence? Has she a cheerful and compeling temperament? Is she mild. gracious. and low in her demeanour? Has she acquired the regard and good will of those with whom she has come in contact? And has she evidenced forbearance and doggedness in her project? ’ . in ‘Mission’s ordinance. by-laws. inquiries for agents and referees’ . FMI I ( 1853 ) : 1–2. 12Midgley. ‘Can Women be Missionaries’ . 357. Alison Twells. ‘Missionary Domesticity. Global Reform and â€Å"Woman’s Sphere† in Early Nineteenth-Century England’ . Gender and History 18. no. 2 ( 2006 ) : 266–84 discusses the bureau of adult females take parting in missional philanthropic activities ‘at home’ . 13Jane Haggis. ‘â€Å"A Heart That Has Felt the Love of God and Longs for Others to Know It† : Conventions of Gender. Tensions of Self and Constructions of Difference in Offering to be a Lady Missionary’ . Women’s History Review 7 ( 1998 ) : 171–93. For the representation of native adult females in female missional studies. see Judith Rowbotham. ‘â€Å"Hear an Indian Sister’s Plea† : describing the work of 19th century British female missionaries’ . Women’s Studies International Forum 21 ( 1998 ) : 247–61. 14Haggis. ‘A Heart That Has Felt the Love’ . 172. 15The History and Correspondence of the Society for Promoting Female. Education in the East Founded in 1834 ( London: Edward Sueter. 1850 ) . 5. 16Individual research-based histories of girls’ mission schools founded in Hong Kong published in the past decennary have contributed to the recording of girls’ schooling experience. These include Kathleen Barker. Change and Continuity ( Hong Kong: St Stephen’s Girls’ College. 1996 ) ; Ying Wa Girls’ School. Ying Wa Girls’ School: the Blessed Old ages 1900–2000 ( Hong Kong: Ying Wa Girls’ School. 2001 ) ; Cindy Chu. The Maryknoll Sisters in Hong Kong. 1921–1969: In Love with the Chinese ( New York: Palgrave Macmillan. 2004 ) . Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 History of Education 793 where disparate cultural ideals and societal patterns were encountered in webs of power dealingss has non been explored. Major published plants have contributed to a rich apprehension of the political and societal dimensions of Hong Kong’s educational history. locating schooling in the settlement in the multiple dealingss between Church and State. East and West. swayers and the ruled. British and Chinese. classs which permeated the cloth of a altering society. 17 Statistical demographic informations from the Education Reports have been analysed. course of study and timetables studied. linguistic communication policy scrutinised. Chinese imposts and beliefs impacting the development of girls’ instruction identified. but ‘gender’ as a class of analysis has hitherto been absent from treatment. Missionary attempts have been recognised as the drive force behind the publicity of girls’ instruction but the multinational facets of colonial women’s instruction with respect to the political. societal and spiritual contexts of nineteenth-century Europe have been neglected. Pulling on written histories of the life narrative of four pupils from two girls’ mission schools supported by FES and attach toing ocular representations published in FMI as a instance survey. 18 and cross-referencing with modern-day treatments in the Education Reports. the undermentioned treatment examines the discourses that shaped the development of girls’ instruction in the early phase of colonial disposal from the 1850s to 1890s. I shall discourse ways in which a domestic political orientation framed by evangelical beliefs and colonial regard was reproduced through the course of study and domestic theoretical account of schooling. and research how it was transposed. represented. negotiated and contested in the preponderantly Chinese society under colonial regulation. which was marked by category and cultural differences. I shall reason that girls’ instruction was both a conservative force and a force for alteration. with respect to missional pedagogues and pupils likewise. It non merely strengthened stereotyped gender functions but besides created infinite for adult females and misss to offend the boundaries between the populace and the domestic life marked out for them and to seek for new individualities traversing traditional divides in the patriarchal societies of the Victorian and late Qing period. 19 Lydia Leung: future married woman and female parent of ‘our immature men’ Lydia Leung. the 18-year-old miss in the center of the engraving ( Figure 1 ) . was the eldest pupil and a proctor at DNFTS. With two younger pupils at her side. both elderly nine or 10. and a smaller 1 on her articulatio genuss. Leung was portrayed as a composed. caring female parent. in a manner that resonated with the narrations of her life in DNFTS that frequented the pages of FMI from the May issue of 1861. which recounted her baptism. Hailed as the first fruit of the School’s religious labor. small-footed Leung. girl of a authorities twenty-four hours school maestro. and one of the first two DNFTS pupils baptized. embodied the ideals of the 17G. B. Endacott. A History of Hong Kong ( Hong Kong: University of Hong Kong. 1973 ) ; Anthony Sweeting. Education in Hong Kong Pre-1841 to 1941: Fact and Opinion ( Hong Kong: Hong Kong University Press. 1990 ) ; Gillian Bickley. The Development of Education in Hong Kong 1841–1897: as revealed by the Early Education Report by the Hong Kong Government 1848–1896 ( Hong Kong: Proverse Hong Kong. 2002 ) ; Ng Lun Ngai-ha. Interactions of East and West: Development of Public Education in Early Hong Kong ( Hong Kong: Chinese University Press. 1984 ) . 18Pictures of ‘native’ misss and adult females from FES mission Stationss across continents were often published on the screen page of the monthly FMI. sometimes with their narratives told in the same issue. In the instance of Hong Kong. these four misss were the lone 1s who had both their portrayals on the screen and their life narratives recounted in the FMI. though in different ways and manners. 19Rogers. ‘Good Girls and Women’ . 93. Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 794 P. Pok-kwan Chiu Figure 1. Lydia Leung. Beginning: FMI VII ( January. 1864 ) . screen. Original rubric: ‘Girls in the Diocesan Native Female Training School. Hong Kong’ . DNFTS laminitiss. 20 Converted. taught and groomed by the missional instructors of DNFTS. Leung was represented as holding been transformed from the victim of a ‘barbarian’ patriarchal civilization to a topic of Divine Grace through Christian instruction. Smith described Lydia’s verification: ‘it was impacting to see them kneeling at the Communion rails with their hapless crippled pess. I have every ground to trust that these beloved misss are topics of Divine grace. ’ 21 The schooling that Leung received was non much different from her opposite numbers in England. besides the fact that she was taught in a foreign linguistic communication for most of the twenty-four hours. A typical school twenty-four hours for Leung ran as follows: Beginning: FMI VII Leung. Figure 1. Lydia ( January. 1864 ) . screen. Original rubric: ‘Girls in the Diocesan Native Female Training School. Hong Kong’ . †¦ rise early in the forenoon. arrange sleeping room. fix Chinese lessons before breakfast. first hr after breakfast devoted to household supplication. Scripture lesson ( Mimpriss ) . and repeat of anthem. Followed by English reading with oppugning both on significance of the words and on the topic of the lesson. composing. simple arithmetic or object lesson. concluded with vocalizing. geographics or the elements of grammar ; an hr in center of twenty-four hours tiffin. each miss have ten 20‘Small-footed’ was a term used for misss and adult females whose pess were bound from a immature age harmonizing to a Chinese usage largely adopted by households of the center and upper categories in the 19th century. It was a symbol of a respectable household background as hapless households needed the labor of girls in the field and the family and could non afford to hold retainers to wait on misss with limited mobility. The pattern of foot-binding and its harm to Chinese misss was systematically referred to and condemned as a barbarian civilization in different issues of the FMI. An article lucubrating the method. procedure and agony of this pattern was published in FMI XIII ( March 1871 ) : 51–3. 21FMI V ( July 1862 ) : 21–2. Leung’s earnestness and devotedness to the Christian religion was mentioned once more in a ulterior issue. FMI VI ( January 1863 ) : 2–4. History of Education 795 Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 hard currency. half a penny given her. Assu ( translator ) teaches Chinese and at the same clip explains the lesson from Mimpriss read in the forenoon. and the kids are examined and instructed upon it. Needlework occupies the balance of the afternoon. Four 30 dinner ; eight o’clock to bed. 22 During the hebdomad. the eldest miss would see to it that every miss swept and dusted in rotary motion and that two of the misss waited on the schoolmarm. Occasionally. surveies would be set aside so that a twenty-four hours or part of a twenty-four hours might be devoted to cooking. rinsing. ironing and coating needlecraft. A member of the school commission commented that the misss were really hardworking with their acerate leafs and that they were gaining some dollars by the sale of their work. On Sunday mornings the misss attended Sunday school in the Cathedral. They remained for forenoon service and in the afternoon American ginseng. read or looked at images. 23 The inquiry of how relevant and practical this ‘young ladies’ get oning school’ course of study was. as Bishop Alford subsequently remarked. for ‘the native females’ in fixing them for their future place as married womans and female parents in a Chinese society was shortly raised by Mary Ann Winifred Eaton. the first FES missionary instructor sent to the school in 1862. who peculiarly doubted the public-service corporation of learning the misss English. 24 Yet the ladies’ commission was determined. A commission member. Mrs Irwin. wrote that ‘the survey of English must exert and open the head to an extent which larning Chinese. in the mode in which it is universally taught. neer could make. and that misss therefore instructed are more likely to turn out intelligent and helpful married womans to educated boys’ . 25 Of class. the concern was merely raised at the local degree. as reflected in commission proceedingss. and went unknown to FMI endorsers. The ‘fairytale’ histories of Leung reached their extremum in the elaborate description of her nuptials in February 1864 when she eventually took up the long-anticipated ‘position of usefulness’ . The bridegroom was a Chinese helper to the Church Missionary Society ( CMS ) missional Revd Wolfe of Foochow. who personally asked the DNFTS for a suited married woman on behalf of his catechist. Soon after the twosome returned to Foochow. 500 stat mis from Hong Kong. Leung started to learn in the CMS girls’ school while endeavoring to larn the local idiom. 26 The editor of FMI commented in a ulterior issue that. ‘It may be that in the deficiency of European instruments to travel away into the small towns of China. the Lord has Himself chosen this method of distributing a cognition of the gospel†¦ . The school at Foochow is the first fruit of the Diocesan Native Female Training Schools. ’27 Praises for Leung’s model work among the misss from missionaries in Foochow appeared on occasion in the FMI until 1878. 28 Unfortunately. Leung’s instance appears more an exclusion than the norm. St Paul’s College. the boys’ school under the supervising of the Bishop of Victoria. did non bring forth as many ‘educated boys’ suited for matrimony to DNFTS misss as expected. 29 In 1865. it was reported that several DNFTS pupils were sold by their households at a higher monetary value for being 22FMI IV ( November. 1861 ) : 200–3. 23FMI IV ( May. November 1861 ) . 24‘Extracts from proceedingss of July 1st. 1863’ . Featherstone. The Diocesan Boys’ School. 25Featherstone. The Diocesan Boys’ School. 94. 26FMI VII ( August. 1864 ) : 158–61. 27FMI VII ( November. 1864 ) : 218–9. 28FMI Fourteen ( July 1871 ) : 84 ; XIX ( 1876 ) : 15 ; XXI ( 1878 ) : 85–9. 29The school founded to educate Chinese immature work forces as revivalists and instructors was 92. in bad form after Bishop Smith’s going for England in January 1864. Upon his reaching in Hong Kong in October 1867. Smith’s replacement. Bishop Alford. lamented that the school’s troubles. ‘both fiscal and educational have been really great and the chance was discouraging’ . Charles Alford. China and Japan: a Charge. delivered in the Cathedral Church of St John. Victoria. Hong Kong. February 2nd. 1869 ( London: Seeleys ; Hong Kong: Noronha A ; Sons. 1869 ) . 54. Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 796 P. Pok-kwan Chiu able to talk English ; so about all older misss came to be kept as kept womans by Europeans. 30 Demand in the ‘marriage market’ for ‘intelligent and helpful wives’ with ‘the really polish in their countenances’ produced unexpected consequences. 31 Not merely did the dirt work stoppage a lifelessly blow to a school already in problem but it later resulted in the closing of the Chinese section and its transition into an orphanhood. the Diocesan Home and Orphanage ( DHO ) . chiefly for European and Eurasiatic kids. in 1869. 32 That Chinese girls’ instruction must merely be conducted in common schools became a discourse determining the development of girls’ instruction in the undermentioned decennaries. In his studies of 1865 and 1867. the Inspector of Education in Hong Kong. Frederick Stewart. strongly criticised the instruction of English or any other alleged achievements for dividing misss from their hereafter low life-sphere. What they were taught. he commented. would ‘totally disqualify them for the domain of life in which they would otherwise of course remain. and out of which it is impossible for them to rise’ . 33 Stewart supported his thought refering the appropriate ‘sphere of life’ for Chinese misss with a study from the maestro of a authorities girls’ twenty-four hours school. where English was non taught. which confirmed that the school’s alumnuss had been creditably married in their ain native territories in mainland China. 34 Bishop Alford. the replacement of Smith. addressed the issue explicitly in his charge delivered at the Cathedral in 1869. stating. ‘English-speaking Chinese misss are placed under fortunes of curious enticement. from which it is impossible to screen them in a Colony like Hong Kong’ . 35 It took over 20 old ages before an Anglo-Chinese instruction for Chinese misss was introduced in authorities schools. Underliing the inquiry was the sensitive issue of racial boundaries and divides in a colonial society. reinforced through ordinance of native women’s gender. 36 In 1867. Stewart besides criticised the dissatisfactory moral criterions displayed by Chinese male childs having an English instruction in the authorities Central School. Yet. remedial steps were suggested alternatively of straight-out limitations as in the instance of misss. Students’ moral behavior was a changeless focal point of attending in Stewart’s studies but was defined otherwise for the two sexes. Indeed. while linguistic communication policy has been examined by historiographers of instruction in Hong Kong. gender differences have non been discussed. 37 Chinese male childs could take advantage of their English instruction and ‘some grade of Anglicisation’ to go ‘elites and middlemen’ in the 30The sale of misss was recorded in the local commission proceedingss of July 19. 1865. Featherstone. The Diocesan Boys’ School. 95. In a missive to the Colonial Secretary on July 5. 1889. E. J. Eitel stated that about every one of the misss became the kept kept woman of a European upon go forthing school. Letter no. 41. CO 129/342. 80 ff. quoted in Sweeting. Education in Hong Kong. 1990. 247–50. 31At an FES meeting in London. Bishop Smith commended the preparation of DNFTS pupils. stating that ‘the really polish in their visages told the work begun in their hearts’ . FMI VII ( August 1864 ) : 173–5. 32It was recorded in the commission proceedingss that FES missional Eaton was taken badly after an attempted onslaught by a group of stealers in December 1864 and had been in struggle with the regulating ladies’ commission. Cf FES/AM3/4250. 4251. 4263 ; Featherstone. The Diocesan Boys’ School. 94–5. Restructuring of the school was recorded in Alford. China and Japan: A Charge. 56–7 and Featherstone. The Diocesan Boys’ School. 98–9. 33Education Report 1865. paragraph 43 ; 1867. paragraph 14. 34Education Report 1867. paragraph 15. 35Alford. China and Japan: A Charge. 56. 36For a general background to racial divides and category dealingss in colonial Hong Kong. see H. J. Lethbridge. Hong Kong: Stability and Change ( Hong Kong: Oxford University Press. 1978 ) . 167–77 ; for farther treatment of the tensenesss. schemes and kineticss at drama between different racial groups to protect their rights and involvements. see John Carroll. Edges of Empire ( Cambridge. Ma: Harvard University Press. 2005 ) . 84–107. 37See. for illustration. Ng. Interactions of East and West. 65–77. History of Education 797 Downloaded By: [ HEAL-Link Consortium ] At: 12:38 12 February 2010 settlement ; their female opposite numbers. by contrast. were excluded from following a similar way. 38 Revisiting the DNFTS matrimony dirt through the gendered discourse of girls’ instruction resonates with Jane Martin’s comments on the ‘job-’ and ‘marriage-market’ divide that historically distinguished course of study in boys’ and girls’ schools. 39 It besides reveals the tenseness between ideal and world in the proviso of girls’ instruction wherever the ‘civilising mission’ met with other powerful regulative discourses in the society. 40 The local reverse was neer publicised to the endorsers of FES in Britain. and the following clip readers were introduced to pupils in Hong Kong. the focal point rested upon another group of misss at DNFTS. Their experiences are symbolised by Louisa and Bessie Rickomartz. whose life histories besides expressed the anticipated transmutation that instruction could carry through in girls’ lives. Louisa and Bessie Rickomartz: the Eurasiatic orphans made instructor and missional candidate41 In 1865. the twelvemonth the marriage-sale dirt hit DNFTS. another reverse to British missionaries’ attempts in girl’s instruction in Hong Kong shocked FES protagonists at place. Harriet Baxter. an honorary FES missionary. died out of the blue after a short unwellness in June 1865 at the age of 36. 42 Just as Lydia Smith had pioneered English instruction for middle-class misss. Baxter trail-blazed common instruction for the hapless and destitute. set uping a figure of schools within the five old ages of her short life in Hong Kong. After her decease. DNFTS took in a figure of orphaned Eurasiatic and Chinese misss. with Baxter’s merely co-worker. Mary Jane Oxlad. besides an agent of FES. transporting on the attention of Baxter’s pupils while at the same time learning at DNFTS.