“White Man’s Burden” Essay -- Literary Analysis

Rudyard Kipling’s 1899 poem â€Å"The White Man’s Burden† epitomizes the European man’s view on imperialism, Euro-centrism and social Darwinism. Four centuries before 1899, such ideas were briefly hinted in the letter from Christopher Columbus to King Ferdinand and Queen Isabella, however by 1899 these attitudes strengthened and developed fully into their complete meaning. The U.S and Europe’s imperialism in the nineteenth century were the most influential ever in the history of human civilization. The immense motive for imperialism came from social factors including religion and Social Darwinism. Missionaries frequently rushed to Africa and Asia to convert its people to Christianity. On the other hand, social Darwinism argued the survival of the fittest- applying science to racism, which fed ideas of European racial superiority. After landing on the African continent, Europeans felt they had a duty to civilize Africa, which is explicitly indicated by â€Å"The White Man’s Burden.† When white men invaded countries in Africa, they saw a new group of people who wore very little clothing and lived in simple buildings. This gave the Europeans the idea and need to help these people become more developed and evolve socially (Bentley and Ziegler 912). Rudyard Kipling’s "The White Man's Burden" encouraged the United States to impose colonial rule in the Philippines. Stanzas like â€Å"To wait in heavy harness,†¨ On fluttered folk and wild – Your new-caught, sullen peoples, †¨Half-devil and half-child†, indicates that Kipling believed main taining oversea colonies was a burden for the colonial empire because the empire was responsible for the inferior people. His reference to Filipinos as being both half devil and half child explicitly means that new ca... ...entley, J. H., Ziegler, H. F. Traditions & Encounters: A Global Perspective on the Past. Vol II – From 1500 to the Present. Fourth Edition. McGraw Hill, 2007. 2. Reilly, K. Worlds of History: A Comparative Reader. Third Edition. Bedford / St. Martin’s, 2007. 3. â€Å"Napoleonic Wars (1799-1815).† History of War. 2000. Dugdale-Pointont. 27 April, 2008 . 4. â€Å"Convention Revising the General Act of Berlin, February 26,1885, and the General Act and Declaration of Brussels, July 2,1890.† American Journal of International Law. 1921, 15(4), 314-321. 5. â€Å"Social Darwinism.† Explore the World of Replicators. 2000. Think Quest. 27 April, 2008 . 6. â€Å"Age of Discovery.† HCS-OSU. 1992. OSU. 27 April 2008 .

Death of a Hired Man

Subject Matter The subject matter of the poem is of a couple that live on a farm. Mary is sat waiting for Warren to arrive home. When she sees him she tells him that Silas is back. The two start talking about Silas and Mary tells Warren how worn out he looks. They talk about how he used to work on the farm and the boy that used to work with him, who is now a scholar to Silas's dislike. Mary then tell warren that Silas has come here to die and how he sees this place as his home. Warren mentions Silas rich brother and how Silas wont go to see him because of his pride.Warren goes inside to how Silas is doing and when he returns out side he tell Mary that he is dead. Themes The themes that are present in this poem is life as well as death, Family & Friendship, Home and belonging. Life & Death The sense of death is set when Mary says â€Å"he has come home to die:/ you needn't be afraid he'll leave you this time† and the couple start to reminisce of Silas's life and the things that he used to do. Character Development Mary’s character is shown us from the first line.Although the day has been busy—busy enough that she and her husband had to go their separate ways to get everything done, with Warren returning from the market at or after dark, Mary just waits at the table, being close to Silas should he wake up, but not occupied with end-of-day tasks such that she might miss the sound of Warren’s approach. She does not dare miss Warren at the door, and prepare him for what he will find in the kitchen. Mary is a mixture of kindness, firmness, and resolve. She advises her husband to â€Å"Be kind† then â€Å"you mustn’t laugh at him† and then â€Å"Go look. See for yourself. Yet she only does this after she has softened Warren’s hard crust. She is concerned that Warren will hurt Silas’ feelings. She dragged Silas into the house, gave him tea, tried to make him smoke, urges him to talk about his situation. Sh e is comforting to the wayward worker. And his sorry condition â€Å"hurt [her] heart the way he lay/ And rolled his old head on that sharp-edged chair-back. † Yet, she is firm and resolved. Before Warren ever gets home and gives her consent, she has fed and entertained Silas, and made up a bed for him. She seems fairly certain that she can convince Warren that Silas must stay.Yet, she also trusts her man. While he has that crust she must break through, she allows him time alone with Silas and seems sure that Warren will do the right and charitable thing. Warren's Character Warren’s Character Contrasts with Mary’s in â€Å"The Death of the Hired Man† Warren returns from the market, probably at late twilight, expecting to find dinner on the table, and instead finds the next-to-worthless Silas returned, in the dead of winter, at a time when farm hands are not really needed. He hears that Silas plans to â€Å"ditch the meadow† this time, something tha t apparently has come between them before.Warren sees himself as a kind man. He has put up with Silas in times past, perhaps for several seasons. The words imply several cycles of hiring, leaving for better wages or for whatever, return in the off-season, and re-hiring. Warren, rather than interfere when Silas argued the value of education with the young farm hand working a summer while in college, stayed â€Å"well out of earshot† and let them argue. He has been kind. Yet he is cynical. He smiled at Mary’s description of Silas as â€Å"a miserable sight,† drawing from her a mild rebuke. Will Silas really work this time?Mary describes his condition as poor, and thinks he might be past his working days. Warren disputes that sight unseen. If Silas is to stay with them he is to work for his keep. Warren is not uncharitable; he just believes Silas' brother, whom he thinks is well-to-do, should be the one to provide care. Silas, the Unreliable Hired Man Although Sila s never speaks in this poem, much is revealed about him. He has a disdain for learning. He has trouble staying with a job when he thinks he can make more money elsewhere. He takes advantage of peak labor times to sell himself to the highest bidder.He makes promises he cannot keep, such as â€Å"ditching the meadow. † This is a curious phrase. What does it mean? Is the meadow poorly drained and in need of having some ditches cut—hard, backbreaking labor? If so, it appears Silas abandoned Warren and Mary when they needed him most. Or is this some kind of useless task that Silas thought needed doing but which Warren had no intention of paying for? Either way, although it is a point of contention between the farm couple and the laborer, the fact that Silas is fixated on it declares his stubbornness.Conflict Handled Through Words and Actions, not Telling The conflict between Warren and Mary reaches a peak when Mary says, â€Å"he has come home to die,† and Warren say s, â€Å"Home is the place where, when you have to go there, they have to take you in. † Mary seems to bristle at this and gives a sharp reply: â€Å"I should have called it/ Something you somehow haven’t to deserve. † What does this mean? Is it a generic description of home, that no one has to do something to deserve what should be theirs?Or is she saying that Warren is not deserving of the home he has, a stronger statement? The conflict is sharp enough that Warren leaves the front steps and does something meaningless: he walks a few feet, picks up a small stick, brings it back to the steps, breaks it, and throws the parts away. He seems to be doing something physical as a means of breaking the tension with his wife. The poem ends with the three main characters well developed, mostly through dialog but also through a minimum of actions. Much can be learned about them in these few lines excellently crafted.

Essay on Crowdsourcing AOL case - 630 Words

MIS Management Information System Crowdsourcing at AOL Case Analysis 1. A brief analysis of the case study AOL engaged in what is called â€Å"micro-tasking†, and is believed to revolutionize the virtual workforce. Micro-tasking is what Daniel Maloney, an AOL executive, applied when he was faced with inventorying a vast video library. He broke the large job into small pieces and utilized a crowdsourcing IT platform, Mechanical Turk, in order to describe each task that he required to be done. Each worker was asked to find web pages containing a video and identify the video’s source and location. The project started within a week and completed in a couple of months. The total labor cost was as low as it would‘ve been to hire two man-month†¦show more content†¦He assembles and controls the entire project. 2-3. What factors should be considered when deciding whether or not to crowdsource a particular part of a business? I think the following three points implies factors to decide. 1) Any tasks that require advanced knowledge in a certain area should not be crowd sourced. Because managers controls a large number of workers and review the quality of services, critical functions related to company’s brand should not be crowd sourced. 2)Even if each company has its strategic capability, crowdsourcing vital areas that sustain company’s capabilities might lead a company to lose its advantage. 3) Crowd sourcing is more suitable for non-creative, simple works to be break into micro tasks. 2-4. Describe the advantages and disadvantages of crowdsourcing. I consider that the advantages of crowdsourcing not only reduce cost, but also provide working opportunities with a large number of general people. For example, 1) Total labor cost can be reduced. 2) It’s generally faster than hiring temp staff or traditional outsourcing firms 3)Mothers, who quit working even if they have working experiences, can utilize working opportunities in order to work as a part time job. 4) Crowdsourcing provide NEET (Not in Education, Employed and Trained) people with opportunities to join something social activities. On the other hand, disadvantage implies that 1) Dishonest companies maliciously utilize people without caring forShow MoreRelatedMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 Pages 16) When demand is ________, it implies that more customers would like to buy the product than can be satisfied. A) latent B) irregular C) overfull D) full E) negative Answer: C Page Ref: 8 Objective: 2 Difficulty: Easy 17) In the case of ________, consumers dislike the product and may even pay a price to avoid it. A) nonexistent demand B) overfull demand C) irregular demand D) negative demand E) declining demand Answer: D Page Ref: 8 Objective: 2 Difficulty: Easy

Teenage Immigrants and problems they face - Free Essay Example

Sample details Pages: 6 Words: 1681 Downloads: 7 Date added: 2017/09/24 Category Education Essay Type Argumentative essay Tags: Problems Essay Teenager Essay Did you like this example? America was founded as a nation of immigrants. With the exception of Native Americans, who predate recorded history, Americans are descendants of people born elsewhere. Over the past 500 years, millions of people from different countries have come to the United States seeking freedom, peace, and the opportunity promised by the American Dream. Between the fifteenth and eighteenth centuries people came to America seeking everything from greater physical space to freedom from political or religious persecution. During this era there were also thousands of Africans arriving to America in chains. They were sold as slaves to plantation owners. In the twentieth century millions of Europeans sailed to America seeking better opportunities. Although many laws have been implemented throughout the years to regulate entrance to this country, people continue to come in great numbers seeking similar dreams. In fact, over one million immigrants enter the United States each year (PBS, 2009 ). Passig describes the four main difficulties experienced by immigrants upon entrance to the U. S. as the language barrier, social difficulties, emotional imbalance, and mental difficulties. Most immigrants are not fluent in the English language. This heightens their feelings of loneliness and alienation. The added pressures of learning a new language and deciphering Americas behavioral patterns and social norms can pose many emotional and mental difficulties for immigrants. Passigs research suggests that the ages between 11 and 22 years are not optimal for coping with these difficulties. It is believed that teen immigrants have more difficulty coping with immigration than adults because they are simultaneously coping with the physiological and psychological changes resulting from age-related development (Passig, Eden, Heled, 2007). According to the U. S. Census Bureau, around 400,000 people try to enter the United States illegally each year. Of this group, about 10 percent are minors. Many endure hardships Teen Immigrants 1 coming to America. A 19-year-old high school student who emigrated from Mexico described his illegal journey to the U. S. in an interview published in The Grady Journal: â€Å"I walked a ton and we suffered because there was no water and it was very hot†, â€Å"A man who came with the group died on the way, but when we crossed the border I was happy. My American dream had become reality. † (2009). A 16-year-old student also interviewed in The Grady Journal shared her family’s experience working with coyotes to come to America from Mexico when she was eleven years old. Coyotes are American citizens that charge money to bring foreigners into the U. S. Coyotes have been known to drop immigrants off in the middle of nowhere, keeping their money and leaving them to die. The student described walking through the desert four days. She also said the coyotes were bad to her family and did not even provide them wit h water to drink. She recalled feeling sad, scared and worthless during her. However, she considered herself and her family members to be lucky to have survived the journey since thousands of immigrants have died while trying to enter the country illegally. Teens such as these suffer to make it safely to the U. S. nd later struggle to fit in to a new culture (2009). Regardless of their method of journey to the U. S. , teen immigrants face a wide range of acceptance, rejection and disregard. They leave behind friends, family and all aspects of life in their native countries in the hopes of making better lives for themselves in America. For many immigrant youths, the transition to high school is the most challenging of their obstacles. Besides learning a new language, immigrant teenagers have to make friends, and adjust to the different technology that is used in American schools. Many immigrant teens also struggle with conflicts posed by their parents’ desire for them to re main faithful to native cultural traditions and their individual desires to acclimate to the cultural traditions of American teens (Sridhar, 2008). For many teenage immigrants, American schools are their first experience with formal education. In most developing countries poverty and cultural tradition limit the opportunities of female youths to obtain a formal education. Many families, especially those with many children, can not afford the incidental expenses associated with educating their children. The cost of voluntary contributions, uniforms, books, and bus fares can make even free education expensive. When the costs are weighed against the limited opportunities for educated females to obtain paying jobs, most families choose to keep daughters at home. There she is able to contribute to the household by cleaning, cooking, collecting wood and water, and looking after younger children. According to the UNICEF League Table of Girls Out of School, the percentage of primary scho ol age girls out of school in the region of Sub-Saharan Africa is as high as ninety- four percent, with a regional average of fifty percent. The regional average of Middle East and North Africa, as well as, Asia and Pacific is twenty-two percent. When these numbers are compared to the seven percent regional averages of the Americas rand Europe, it is clear to see the disparity amongst nations (UNICEF, nd). In a January New York Times article, Jennifer Medina discusses the educational impacts of teenage immigrants in New York City schools. Medina estimates that of the 150,000 non- English speaking students in the city, more than 15,000 have had little or no formal schooling, and are often illiterate in their native languages. Stephanie Grasso, an English teacher in the South Bronx, explained to Medina that many immigrant teens have not learned do not have a notion of what it means to be a student. In addition to the expected challenges immigrants face, these children have the a dded disadvantage of having to learn how to be a student how to ask questions and understand things for themselves (Medina, 2009). The State of New York has established a formal classification for teenage immigrants new to the educational experience Students with Interrupted Formal Education. Statistics from New York City’s Department of Education show a fifty percent increase in the number of Students with Interrupted Formal Education over the past ten years. In 2007, the graduation rate of these students was a mere twenty-nine percent against the city’s overall sixty-two percent average. A study was performed during this same timeframe, through which Elaine Klein, a linguistics professor at City University of New York, followed ninety-eight Students with Interrupted Formal Education. Within twelve months, Professor Klein reported that only forty- eight of the students had remained in school. The other fifty students had either returned to their home countries , left school for unskilled jobs, or disappeared. The State of New York does not offer any additional financing for Students with Interrupted Formal Education. In 2008 New York City provided $2. 5 million to fifty-three schools with a large population of these students; however, this only equated to $165 dollars extra per student. As a result of these limited resources and the negative impact these children have on school ratings, many school administrators are allowing these children to fall through the cracks. A principal at a Queens high school was quoted as saying â€Å"Look, you have to understand my position: what this group does for my school is bring down my numbers† (Medina, 2009). With many administrators adopting a similar attitude to that expressed by the Queens principal, many are left to ponder the question of who is going to serve these children. To address this issue, Norma Vega, a New York City social worker and former principal, established Ellis Prep Sch ool. Ellis is an acronym for English Language Learners and International Support. In addition to the State’s standard per-pupil funding, Ms. Vega was able to secure a four year, $200,000 grant from the Institute for Student Achievement, and $76,000 from New York City. In addition to teachers, Ms. Vega’s staff includes academic coaches to sit at students’ sides in class to walk them through lessons. Ellis students are organized into small groups, compiled in such a way as to provide newer students the benefit of working with more experienced students on which they can rely for explanations and translations. The Ellis curriculum includes English, math, history, science, and electives including violin and dance. Ellis has the same graduation requirements as other high schools. Although it is too soon to report on the success of Ellis’ academic program, Ms. Vega is confident that it will better serve Students with Interrupted Formal Education than the t raditional public school system. Ms. Vega has said, â€Å"If they were all sent to regular high schools, they would simply be lost† (Medina, 2009). Interviews with teenage immigrants prove that aside from all the obstacles they face, teen immigrants find plenty to be happy about. One freshman immigrant from Mexico joked that what he liked most about this country are the cute girls. Many others appreciate the better schools and jobs. One student summarized his American experience simply: â€Å"I like freedom. † (The Grady Journal, 2009). References Barnard, A. (2009). Voicing pain through performance. (2009, Apr 13). New York Times. Retrieved October 23, 2009 from https://www. nytimes. com/2009/04/13/nyregion/ 13websloan. html Blasingame, J. , Lipski, L. (2004). [Review of First crossing: stories about teen immigrants]. Journal of Adolescent Adult Literacy, 48, 2, 74-175. Retrieved October 23, 2009 from https://mylibrary. wilmu. du:2053/ehost/pdfvid=4hid=102sid=3df 20c5c-59de-43ac- a978-c24333faeb49%40sessionmgr104 Medina, J. (2009). In school for the first time, teenage immigrants struggle. (2009, Jan 24). New York Times. Retrieved October 23, 2009 from https://www. nytimes. com/2009/01/25/ education/25ellis. html Passig, D. , Eden, S. , Heled, M. (2007). The impact of Virtual Reality on the awareness of teenagers to social and emotional experiences of immigrant classmates. Springer Science + Business Media, LLC. Retrieved October 23, 2009 from https://mylibrary. wilmu. edu:2053/ehost/pdf? id=5hid=102sid=3df20c5c-59de -43ac-a978-c24333faeb49%40sessionmgr104 Sridhar, P. (2008). Teen immigrants face unique challenges. Medill Reports, Northwestern University. Retrieved October 23, 2009 from https://news. medill. northwestern. edu/ washington/news. aspx? id=90033 The Grady Journal. (2009). Immigrants struggle to fit in at U. S. high schools. Retrieved October 23, 2009 from https://www. gradyjournal. com/? p=3176 UNICEF. (nd). League Table of Gir ls Out of School. Retrieved October 25, 2009 from https://www. unicef. org/pon96/leag1edu. htm Teen Immigrants 7 Don’t waste time! Our writers will create an original "Teenage Immigrants and problems they face" essay for you Create order

Japan, South Korean, And America Management Practices

Japan, China, South Korean, and America Management Practices Every country has different management practices. They all have unique approaches that have been found to be the most adequate or efficient way in accomplishing specific objectives. We have heard the English terms culture, management terms, and business culture, which are commonly used business terms in America. Nonetheless, we don’t have much knowledge about international business terms. International business terms such as â€Å"wa†, â€Å"quanxi†, and â€Å" inhwa†, which are essential management terms in Japan, China, and South Korea. In this paper I will be analyzing my findings on the words culture, management terms, business culture, â€Å"wa†, â€Å"quanxi†, â€Å"inhwa†, what would be similar terms to describe American management practices, and if these terms sufficiently capture American management practices. Culture is a very broad word with multiple definitions. It can be defined as the knowledge, experience, beliefs, attitude and values passed from one generation to another. Culture can also be interpreted as a certain way of thinking and behavior that prevail in a place or organization. On the other hand, management is the act of controlling and most importantly making business decisions. Whereas term, is an expression used to indicate a concept in a specific kind of language or branch of study. If we combine the two words, management and terms, from the definition provided, the term refers to certain terminology used in theShow MoreRelatedHuman Management Practices At Japan, China, And South Korea1218 Words   |  5 Pagesdifferent management practices. They all have unique approaches that have been found to be the most adequate or efficient way in accomplishing specific objectives. We have heard the English terms culture, management terms, and business culture, which are commonly u sed business terms in America. 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Alston article, each society has its separate, distinctive philosophy which leads to specific behavior appropriate to the setting and having knowledge of their principles is not only helpfulRead MoreSouth Korea4993 Words   |  20 PagesCountry report South Korea – Electronic Yu Ming Lin Country Profile In February 1945 the end of World War II, Korean Peninsula divided into North and South Korea. South Korea also name Republic of Korea, 99,392 sq. km, has a population of almost 50 million, and has its capital at Seoul, the largest city in Korea. The second largest city is Busan, which is the country’s main port, has wonderful nature harbor beside the delta of Nakdong River. The major industrial prior 1948 was agriculture inRead MoreWal-Mart International Failure1896 Words   |  8 PagesWal-Mart in a strip mall in this western German city. 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Organizational Theory Attainments and Experience

Question: Discuss how organizational theory can be used effectively to manage people in projects, identifying cases as examples and project management approach. Answer: Introduction Project managementis the diligence of works on, formulation, knowledge, attainments and experience to accomplish theprojecttargets. Generally, aprojectis an unequaled, ephemeral strive, contracted to attain designed objectives, which could bedelimitatedin terms of production and results or gains. PMP theory Organizational theoryanalyzes establishments to determine the forms and structures they apply to resolve problems, increase skillfulness and output, a relationship of the managers and experts in the organization and meet the desires of investors. It also explains strategies in which an establishment can header with rapid change. Examples Theory X AND Y Google gives its employees freedom and makes sure they love their work. Google enables their employees to work flexibly. It also ensures that the workplace is comfortable, with everything from therapists to cereal bars. It also allows its employees to be creative. Employees are encouraged to stay and be productive. This business look at their employees as independent, and assume that they enjoy their work. Work is self-fulfilling, and self-actualizing. These businesses do not micromanage their employees, because they prefer them to be creative and take ownership of their work. Genencor Company-which is a biotechnological company was also ranked as the best place to work by the human resource management in 2005. This company uses theory y mode of management. It allows its employees to reward their fellow colleagues with on the spot rewards for their outstanding work. The company is a model of innovation, teamwork and productivity. Motivation- Hygiene Theory Good policies and administration within the work organization will enable increased productivity. Workers will also be motivated by a good salary, achievement in production through increased sales and recognition by their seniors for their good work. A study was carried out in Hong Kong hotel employees to determine the job related motivators that were important to them. The study used Kovach 1980 motivators as a reference list. The results of the study were in line with those of Herzberg et. al 1959. They found out that factors that motivated the employees included: the work being interesting, the opportunity for them to advance and develop and the feeling of being involved in the workplace. This lead to increased productivity and job satisfaction. Maslow's Hierarchy of Needs This theory depicts that there are basic needs an individual needs to meet first before they can move to other needs. This needs start with peace of mind-psychological. The worker should also be content with the security so as to be comfortable. The working environment should also be free to enable socialization. The management should then improve their workers esteem through complementation. This will lead to self-actualization leading to increased productivity. The theory is implemented in all elementary schools. Before a student's cognitive demands have to be met they first must fulfil their basic physiological needs. For instance a tired and hungry student will find difficulties in focusing and learning. Students should to feel emotionally and physically safe and consented within the classroom to build up and achieve their full potential. Maslow theory also depicts that students must be shown that they are appraised and respected in the classroom and the instructors should also create an appurtenant environment. Students with low self-esteem should be guided to enable them realize their potential. Vrooms Theory Vroom explains that an individual is motivated at the workstation knowing that their effort will result in the desired outcome. Employees are motivated by knowing that if they increase their effort will enable them being rewarded. In many banks, individuals are encouraged to do their savings. This will attract an interest that they will be paid at the end of the year. For financial bonuses, it signifies that individuals need to understand that their increased effort will enable them to get the bonus. Or, if no added effort is added, the individual will receive a low bonus. This entails creating a balance by making it achievable. Project Management Approach The project manager should act as a servant leader since he is the voice of the team. He/she should clarify issues and guide the team appropriately. This includes listening to their opinions. Proper scheduling of work, ensuring validation and verification of the project and continuous improvement of the process. The manager should ensure accountability, based on trust, ability to have productive conflict, commitment and encouraging the team. The ability to solve conflicts is also crucial. Enabling a conducive working environment and encourage team building in order to have a highly performing team.

Women At War Essays - Women In The United States Navy,

Women At War Women at War Since the creation of human's, women have never had the opportunity to be that a contributing factor in the starting or stopping of a war. Not even until recently, was it even convincing to hear of women working in a career field in the military that had the slightest chance of going into a combat zone. When you think about an image of war, what do you see? If you are like most, you see a battlefield that is filled with men fighting each other and in the distant background are the women. In centuries past, men and women have had different responsibilities. It was up to the men to get the food and to protect the family while women were in charge of taking care of the household. Over time this old adage held true, but at the outbreak of World War I, there was a need for more manpower so women were being allowed into the military to serve in certain career fields. During the buildup for the start of America's involvement in World War I, the military was trying to solve an emerging manpower crisis. In 1917, Secretary of the Navy Josephus Daniels found a small loophole in the Naval recruiting regulations. He brought up the question of Is there any regulation which specifies that a Navy yeoman be a man? In no time at all, the Navy was enlisting women into such fields as clerks, radio electricians, chemists, accountants, telephone operators, and nurses. This move also got the Army to look at their own recruiting openings. When the Army began to recruit women, they decided to take a more conservative approach by allowing just nurses as well as a small number of occupational therapists and dieticians (Women were vital to military success in war). Many other firsts came about as a result of World War I. This was the first time that both the Army and Navy nurse corps were activated. Physicals were being performed on all soldiers. So before they could be inducted, they had to be cleared as fit for Service. Because of this, women could no longer disguise themselves as soldiers as many had done in wars in the past. And this was also the first time that women served in the Navy, the Marine Corps, and the Army Surgical Corps openly. Laura Frost Smith, a nurse during WW I, is the oldest known American veteran still living. World War I is a war that marked the first time that women were officially allowed to serve in the military. Mrs. Smith, unlike most of her colleagues, was able to survive and tell her story of her experience through the letters that she had wrote during the war and in a family memoir that she had written while in her 90's. Many of these stories tell a tale that is fearful to say the least. Do I look bad? the soldier pleads. Half his face is gone. Laura Frost hurriedly dresses the raw shreds that remain. There are still men moaning on gurneys in the rain outside the operating tent. Her hands shake from the chilling damp that seeps through the canvas walls. Her thin leather boots are coated with mud. Blood is smeared across her nurse's uniform. She tries to block out the sound of limbs dropping into enamel pails as surgeons saw through mangled flesh and bones. For a moment she presses her hand against her eyes. Sometimes the men in their misery make her cry (WW I left its enduring mark). Eventhough eighty years went by, she still feels emotional and begins to cry whenever she recalls that sight. Laura Frost Smith was just one of over 25,000 women that had served overseas during World War I. Another 15,000 worked as civilians through individual drive or with numerous volunteer agencies. Many of these were American nurses who went to serve in British, French, Serbian, Russian, and even German organizations during the war. Another 13,000 had joined the Navy with over 300 enlisting in the Marine Corps. These women did not go overseas, but they supported the cause of the war just as enthusiastically as those who did. These women worked in primarily clerical work. Some