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LAVC Sterilization Race Immigration & Reproductive Control in Modern California Report

LAVC Sterilization Race Immigration & Reproductive Control in Modern California Report.

I’m working on a history discussion question and need support to help me learn.

Sterilization in the name of health: Race, immigration and reproductive control in modern California1717 unread replies.1717 replies.Grade Rubric:5 points for a 50-word summary. 1 point for each question answered 2 points for one classmate reply. 10 possible points.3 point deduction for late assignments.Please submit a 50-word summary. Here is the format.Title:Author:Source:Short Quote:50-word summary: (Your summary must have the following. Who, What, When, Where, Why and How)You also have to answer the following discussion questionssterelization and race.pdf (Links to an external site.)1. It is okay for a government or society to dictate who should have babies and who should not?2. Why was American targeting immigrants from Mexico, Asia, and Eastern Europe for sterilization?3. How would you feel if someone in your family went through the sterilization process?Reply to a classmate View the following video for reference. (Links to an external site.)Loading media…Minimize embedded contentSearch entries or author Filter replies by unreadUnread Collapse replies Expand replies ReplyReply to Sterilization in the name of health: Race, immigration and reproductive control in modern California
LAVC Sterilization Race Immigration & Reproductive Control in Modern California Report

Kishwaukee College Use of Marijuana for Clinical Treatment Response.

Explain why you agree with their position using evidence to support your positionThe use of illicit drugs such as medical marijuana has been one of the most controversial topics to be discussed. Over the years, the healing benefits of medical marijuana have contributed to its legalization in over 25 states in the United States. As a result, medical marijuana has been used to treat diseases such as cancer, seizures, glaucoma, terminal illnesses, epilepsy, and multiple sclerosis. Apart from the relief that patients get from using medical marijuana, it helps reduce the use of prescription drugs, which may have more concerning side effects. A more recent study by Jett and his colleagues showed that marijuana extracts may help kill certain cancer cells in the body and reduce their size. (Jett et al., 2018)According to Wiese and Wilson-Poe (2018), common opioids such as oxycodone and morphine were addictive in comparison to medical marijuana. In fact, legalization of marijuana in many states has not led to any increase in its use or misuse in states such as Colorado (Wiese & Wilson-Poe, 2018). While one may not overlook some of the side effects of medical marijuana, it is important to note that its benefits are based on how the plant is administered, and under what circumstances one needs to use it for (Jett et al., 2018).In a nutshell, debates on the use of illicit drugs may go on for a long time; however, medical marijuana has proven to be beneficial to the human health. Although it has not been legalized globally, medical marijuana can provide relieve for those suffering from various diseases. More recently other illicit drugs such as MDMA and Ketamine have started to be utilized as alternative treatments for PTSD and depression. I actually have a co-worker with severe post partum depression that has failed traditional treatments. The co-worker was referred into a ketamine trial. They do specified doses of ketamine given via nasal spray at a clinic every day for a course of at least seven days. The co-worker researched this option extensively before committing to the trial. It’s incredibly expensive and not yet covered by any insurance companies. I’m incredibly interested to see how my co-workers ketamine trial goes and I’m especially hopeful that it will be successful.I absolutely agree with the use of illicit drugs to manage medical conditions but I also feel that the use those drugs need to be supported through research. Over prescribing or leniently prescribing things like medical marijuana can create negative public opinion and only works to discredit legitimate applications. ReferencesJett, J., Stone, E., Warren, G., & Cummings, K. (2018). Cannabis Use, Lung Cancer, and Related Issues. Journal Of Thoracic Oncology, 13(4), 480-487., B., & Wilson-Poe, A. (2018). Emerging Evidence for Cannabis’ Role in Opioid Use Disorder. Cannabis And Cannabinoid Research, 3(1), 179-189.
Kishwaukee College Use of Marijuana for Clinical Treatment Response

BUS 318 Ashford University Week 1 Changing Organizational Culture Paper.

BUS318: Organizational Behavior Contains 4 separate questions. Please answer each one individually and cite individually. There is no word count for either question. Required Resources: Wk 1 Text Uhl-Bien, M., Piccolo, R. F., & Schermerhorn Jr., J.R. (2020). Organizational behavior (2nd ed.). Wiley. Chapter 1: Introducing Organizational BehaviorChapter 2: OB in Context Articles Duffus, L.R. (2004). The personal strategic plan: A tool for career planning and advancement. International Journal of Management, 21(2), 144-148. Kotter International (2012, September 27). The key to changing organizational culture (Links to an external site.). Forbes.… Week 1 – Discussion Forum 1 Changing Organizational Culture Based upon a review of the article presented by Kotter International titled The Key to Changing Organizational Culture (Links to an external site.), how is organizational culture usually formed? Who’s ultimately responsible for how or if it changes? Why do change attempts typically fail? Use and cite the course textbook in your initial post. Week 1 – Discussion Forum 2 Career Planning Prior to beginning work on this discussion forum, read The Personal Strategic Plan: A Tool for Career Planning and Advancement article. Describe how career planning is useful throughout one’s career and is not just carried out during initial entry. Use and cite the course textbook in your initial post. Required Resources: Wk 2 Text Uhl-Bien, M., Piccolo, R. F., & Schermerhorn Jr., J.R. (2020). Organizational behavior (2nd ed.). Wiley. Chapter 3: Individual DifferencesChapter 4: Perception and EmotionChapter 5: MotivationGive an example of how the ERG theory could be used to explain your motivation to work in a job you have had. Be specific. Week 2 – Discussion Forum 1 ERG Theory Week 2 – Discussion Forum 2 Attribution Theory Your boss has recently heard a little about attribution theory and has asked you to explain it to him in more detail, focusing on its possible usefulness in managing your department. How do you address his request? Please make sure you indicate your department. Use and cite the course textbook in your initial post. Required Resources: Wk 3 Text Uhl-Bien, M., Piccolo, R. F., & Schermerhorn Jr., J.R. (2020). Organizational behavior (2nd e Week 3 – Discussion Forum 1 Managing a High-Performance Team While surfing the Internet, you encounter this note posted in your favorite discussion group: “Help! I have just been assigned to head a new product design team at my company. The division manager has high expectations for the team and me, but I have been a technical design engineer for four years since graduating from college. I have never ‘managed’ anyone, let alone led a team. The manager keeps talking about her confidence that I will create a ‘high-performance team.’ Does anyone out there have any tips to help me master this challenge? Help! [signed] Pat.” As a good citizen of the Internet, you decide to answer. What message will you send out? Use and cite the course textbook in your initial post. d.). Wiley. Chapter 6: Work Well in TeamsChapter 7: Be an Effective Leader and FollowerWhy is it important to view leadership in a relational process and what traits have you found to be the associated with effective leadership? What has been your experience in leadership positions? What worked well and what was not as effective? Week 3 – Discussion Forum 2 Leadership Traits and Effectiveness
BUS 318 Ashford University Week 1 Changing Organizational Culture Paper

I need a reply to this discussion. the reply must be at least 250 words. Do not just say “good job” or “I learned something from your post.” Replies are not a cheering exercise. Instead, your replies. the reply must be at least 250 words. Do not just say “good job” or “I learned something from your post.” Replies are not a cheering exercise. Instead, your replies must be substantial, reflecting what you learned from reading the post, offering an extension, or correcting a mistake. Use what you learned in researching for your post (or knowledge gained from other classes or personal experience) to either supplement or critique the post you are writing about. For this discussion, I have chosen the valuation of early-stage technology companies model, for this seems to be a very common business we see sprouting today and throughout the entire country. The method itself as described by Hitchner, to “analyze share-based compensation, financial statement disclosure, obtaining capital, estate planning and litigation.” (2017, p. 1044) As this model only pertains to early-stage companies, there is still a very broad span of issues and challenges that appraisers and valuators face during this process. One of the topics looked at is the share-based compensation, which is looked at under the share value, is strictly looking at the shares available outstanding, versus those already apart of the shares that are diluted, such as the treasury method states. (BarenbaumI need a reply to this discussion. the reply must be at least 250 words. Do not just say “good job” or “I learned something from your post.” Replies are not a cheering exercise. Instead, your replies

Steps for Active Listening Process

Active Listening Process Bernell E. Bryant Active listening is a vital tool of the communication process. According to Hallett, “Many of us don’t listen as well as we could. Active listening helps us make a conscious effort to hear and understand what people are saying.”(Hallett). This is a concise definition for active listening as it is essential in understanding what a speaker is trying to convey. It is also an acquired skill that can be developed with practice since it requires using all of our senses. Active listening has important steps that can easily be used by the listener, however, it can often be difficult because of the “active listening blockers” that may occur. The overall goal of effective active listening is to give the speaker undivided attention. In applying active listening, the steps included are eye contact, avoiding distractions, and interaction with the speaker. Based on Schilling’s views, active listening also includes, “keeping an open mind, being attentive, and trying to feel what the speaker is feeling.”(Schilling) Steps in Listening Process There are many steps in listening actively. The most basic steps are as follows: Make Eye Contact The first step in active listening is making eye contact. The listener must first be attentive and relaxed. It may be hard to focus on what someone is saying if one is anxious, preoccupied, or not feeling up to par. Since active listening is interactive, the listener needs to look at the speaker in the eyes as this is a basic ingredient of effective communication. Keep an Open mind Listen to speaker without prejudice. Do not judge or criticize what the person is saying no matter how shocking it may be. Listen without jumping to conclusions while refraining from trying to determine what the speaker will say in advance. Concentrate on what’s being said no matter how uninteresting it may be. Ask Questions For better understanding, feel free to ask questions of the speaker. This is essential in getting better clarification of the speaker’s message. Pennington suggests that one should, “maintain an internal dialogue with the speaker and focus on the main ideas without getting lost in details.”(Pennington) In cases of counseling or therapy sessions, asking questions is a very effective tool in providing a basis for good feedback. Be empathetic Although, this may take a lot of energy and concentration, try to feel what the speaker is feeling as he/she speaks. Convey that connection through facial expressions like smiling, nodding your head or raising an eyebrow from time to time. It is imperative to let the speaker know that you have a sense of what they are feeling at the time. Observe Non-verbal Signs Oftentimes, what a speaker does not say is just as important as what he does say. Hence, body language is a key ingredient in the listening process. Body language displays emotions, motives, and thoughts so it follows that it goes hand in hand with changes in facial expressions, gestures, or noticeable changes in posture or body positions. Tabares wrote that, “an important function of body language is to express our feelings about what we are discussing.”(Tabares). Sometimes the speaker will say one thing, yet the body language is saying something else. Shrugging shoulders, leaning forward or looking over their glasses are just a few demonstrations of non-verbal communications. Keep in mind that 70% of our communication is achieved nonverbally (Tabares) so we can assume that nonverbal communication is more accurate than our actual words. Active Listening Blockers We have talked about many steps in completing the active listening process, yet there are still many blockers that keep us from using these steps in the most effective manner. Active listening blockers include the following: Environmental issues Perhaps the room is too cold or hot, the rain has depressed the listener or outside noises are drowning out the speaker’s voice. In any of these instances, relaxation for better focus and concentration must be practiced. Side conversations When the listener begins talking to others around him, this is a big distraction for both the speaker and the listener. The speaker may get distracted or discombobulated when others are talking over him. On the other hand, the listener cannot actively listen to the speaker while talking to others. Besides the fact that having side conversations is very rude to the speakers as well as others present in the audience. Non-responsive listener Being non-responsive is a no win situation for both speaker and listener. Blatantly not focusing on the speaker by exhibiting offensive behavior or by making offensive facial expressions are a complete waste of time for both the speaker and listener. In fact, any intentional, unruly behavior is a major hindrance to the active listening process for all involved. According to Young, there are other incidents that serve as blockers in the communication process. Mindreading, filtering, judging, daydreaming, and sparring can also affect the active listening process.(Young) Mindreading involves the listener assuming he knows what the speaker is feeling and thinking, but does not know for sure. Filtering occurs when the listeners only grasps relevant information given by the speaker and ignores all the rest (aren’t we all guilty of that?), judging involves making an assumption about the speaker without understanding them how they really feel. The listener that spars is the one who argues or debates with the speaker, unnecessarily. In this instance, there is no way the listener can truly receive the speaker’s message while arguing. Finally, we have all been guilty of daydreaming. We get caught up or preoccupied with other issues, memories when we should be listening to what others are saying. Situations for Active Listening Without a doubt, there are various situations in which active listening steps can be applied. For instance, it is required in a classroom, training, or any learning environment. Listening is essential in order to grasp whatever is being taught. Active listening techniques can be applied when listening to any teacher, instructor, or facilitator. Since everyone does not learn at the same pace, applying good listening steps is a key ingredient for the successful student or trainee. From a religious standpoint, the priest that listens to personal confessions must listen actively. In this type of situation, the priest has to free himself from judging, assuming, or sparing with the person confessing. In this situation, the priest is unable to see any non-verbal communication by the confessor so he has to listen actively. Trust is very important here to the person confessing. Finally, active listening is required in group counseling. Each participant has different issues so the facilitator must be able to hear all of them. Not only does the facilitator have to rely on active listening, he also has to ensure that all participants actively listen to whoever is speaking. And just like the priest, the facilitator over a group counseling session must not judge or assume or become distracted in any manner as he is responsible for helping everyone present. The confessor trusts that the priest will listen to him and advise him without actually seeing him. In conclusion, we have discussed the steps involved in active listening. We now know what blockers can intercede our effective listening and the listening of others. This information tells us that we are not listening as well as we could. Utilizing the ideas presented here gives us more insight about how important communication is. It also brings awareness to the fact that actively listening is our responsibility. References Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L.,

Health Promotion and Disease Prevention

term paper help Share this: Facebook Twitter Reddit LinkedIn WhatsApp Health Promotion is the process of motivating people and empowering communities to adapt lifestyle and behavioural changes to improve their health. This process involves various interventions to reach individuals, high-risk groups, communities, health sectors and law makers to engage in adapting behaviours relative to improved health and wellness. Disease Prevention concentrates on ways or strategies to lessen the risk of growing continual illnesses and other incidence of morbidities. It consists of different levels of prevention that involves measures to eradicate diseases, diagnose diseases, learn the causal factors and signs to look after, treatment, rehabilitation and reduction of disability to live a normal lifestyle as possible. Health promotion and disease prevention addresses different health determinants (personal, social, environmental,

TUM Timbuk2 Textile Company Dilemma of Outsourcing Case Study

TUM Timbuk2 Textile Company Dilemma of Outsourcing Case Study.

This is a short case study article for you to read. You need to analyze this article and find the value and non-value elements this small manufacturer must have stumbled upon and how they began to adjust to continue business. You need to write a page or two (using Microsoft Word or another text editor that will open. File Extensions of .ODT do not open) doing these things: 1. Quickly summarize what the company is and does.2. Explain what the dilemma is the company is trying to accomplish.3. Talk about what you might imagine the company is facing when you look at Value versus Non-Value added elements in their small business.4. What did they eventually end up doing? (You may need to venture out to the web and look at their website and other documents you may find. You have to be the investigator).
TUM Timbuk2 Textile Company Dilemma of Outsourcing Case Study

Jo March from Louisa May Alcotts

The past half century saw a critical re-evaluation of Louisa May Alcott’s written works by feminist critics. They saw in her writings elements of subversive and highly emotional feminism contrasting with a strong patriarchal tradition that places emphasis on female submissiveness (Eiselein, “Louisa May Alcott”). Much of the critical attention is devoted to Alcott’s Little Women; first published in September 1968, it remains the most famous of her literary works (The Louisa May Alcott Encyclopedia). A commercial success during its first publication in 1868, the novel has since been released in 50 languages, selling millions of copies and becoming a basis of many other works of art (Rogers). Even after Alcott’s death in 1888, Little Women remained a staple among young girls’ bookshelves. In 1925, the novel topped the list of books the Federal Bureau of Education believe should be read by children before they reach sixteen (Sicherman 245). A 1927 survey also showed the book as the most influential among its high school respondents (Critical Reception, 20th-Century 69) Its enduring popularity among readers is largely attributed to the novel’s realism in depicting the life and characters of the era, particularly its women, making it highly relatable among middle-class women who saw themselves in the characters (Sicherman 252). The character of Jo March, in particular, is one of the first representations of the female tomboy and reflected the era’s evolving notions of what it means to be a growing woman (Sicherman 255). By 1869, Louisa May Alcott’s Little Women was a certified literary hit, and readers wanted more. The second volume, Good Wives, was released April 14 and sold thirteen thousand copies almost immediately (Morrow 1). Set three years after the events of the first volume, Good Wives sees Jo working in New York as a governess while pursuing her writing career, marrying Proffesor Bhaer and establishing a school with him (The Louisa May Alcott Encyclopedia 179). Critics and readers alike noticed the shift of Jo March from impulsive adolescent to a more maternal and domestic young woman. Jo seemed tamed and outright conformist in her actions in the second volume, particularly in her decision to marry a much older man. While it can be argued that this is simply a creative direction made for the story to move along, much is known of the autobiographical nature of Alcott’s work. Alcott, whose own traits, beliefs and philosophies often reflected on Jo’s life and actions, never settled for a domestic life with any man. So why did the character take the course she did? What does Good Wives accomplish with Jo March’s story? Did Jo’s shift retroactively undermine the feminism and other progressive themes of the first book? This paper hopes to answer these questions by providing various critical interprations of the two texts in question, as well as looking into Alcott’s own life and experiences. Jo March in Little Women Character Description Under Alcott’s pen, Jo March is a strong-willed, non-conforming, hot-tempered and independent spirit possessing writerly aspirations. (Jo March 161). She has steely gray eyes and long and bluntly cut hair framing her thin and tall physique (Stern 176). She also loves cats, apples and reading novels in her own room in an attic, and works on her writing skills by enacting plays with her sisters and establishing a newspaper for their Dickens-inspired Pickwick Club (Sands-O’Connor 23). Jo spent most of the book exploring her writing passions while coping with an absent father and taking on responsibilities to help support her family. Amidst all this, Jo remains a playful, strong-willed and provocative figure, whose actions display a charming boyishness, endearing her to her neighbor young Laurie Laurence (Jo March 161). Towards the end of the book, readers find Jo rejecting the marriage proposal of a smitten Laurie, only to do a complete turnaround by submitting to an engagement with a much older Professor Bhaer instead. This ending was highly unconventional at the time, especially for young adult literature, where heroines are expected to marry their romantic lead and not an erstwhile side character (Sicherman) Louisa May Alcott and Jo March Compared It is a well-documented fact that a significant portion of Jo March’s characterization is based on Louisa May Alcott herself. Just as Jo is the second child in the March household, so is Louisa among the four Alcott sisters (Eiselein). The fictional and the real also shared many of the same beliefs and experiences, and Alcott has a particularly deep well to draw from. Alcott’s childhood was, by most accounts, unconventional. Her father, Amos Bronson Alcott, was an idealist and intellectual who often struggled in providing for his family. A particular episode happened when Alcott was ten, where the family moved to an experimental settlement called Fruitlands ravaging their already meager resources (Rogers). This led the young Louisa to work jobs as a governess, companion, and later on using her writing talents to support her family. Similarly, Jo March had to deal with a largely absent father and meager resources by working as a companion to her wealthy aunt and selling her stories to different publications and joining literary competitions. Further, Jo March – and to a lesser extent, her three other sisters – also served to mirror Alcott’s core beliefs, specifically in relation to women’s issues and their standing in society of the time. Alcott, a strident feminist,hoped to portray women as complete individuals, with desires, idiosyncrasies, weaknesses and abilities outside of domestic life (The Louisa May Alcott Encyclopedia). She developed her ideal model in Jo March, who was as capable of helping her family as she was an independent thinker with strong literary talents. Encompassing Themes in Little Women Within the narrative of Little Women and the character of Jo, in particular, Alcott was able to present many of the running themes that occuppied much of her other lesser known works. Her writings often bear prominent marks of her feminism and concerns with gender roles, so it can be argued that her decision to base Jo March on herself was not so much influenced by the write what you know dictum of writing as it is an opportunity to present her views on womanhood. On the surface, at least, the book is a pleasant, often funny, collection of stories about the four young girls of the March househould, but its structure bears its intention to impart lessons to its readers on how to be little women. Every few chapters focus on how one of the siblings learns an important lesson: Amy learns a lesson a bout selfishness, Beth on her shyness, Meg with her vanity and obsession with society and Jo with her quick temper (The Louisa May Alcott Encyclopedia 179). This theme of domestic lifeaccented by moral lessons targeted at its younger readers is essentially a convention present in most other children’s literature at the time. What sets Little Women apart from others of its kind is its portrayal of strong women that protect, care and provide for their families (Eiselein 6). Jo March eventually assumes the role of man of the house due to the circumstances of an absent father and difficult finances, which is undoubtedly informed by Alcott’s own experiences as a young breadwinner for a family with an unreliable paternal figure (Sicherman 258). Jo March in Good Wives In Good Wives Jo and her sisters inch ever closer to full adulthood and farther away from each other – all four are confronted with their own set of struggles. Beth is slowly wasting away due to a serious illness, Amy goes to Europe to accompany her aunt, while Meg marries Mr. Brooke and leaves the March household. As for Jo, she leaves for New York to try her luck with her writing and work as a governess to earn her keep. The Transformation of Jo March For part of the book’s narrative, Alcott explores the possibility of Jo succeeding in New York as a writer (White 35). But Beth’s worsening health soon forced her to return home to take over the care of her ailing sister. This proved to be a turning point for the character, as Beth, being represented essentially as Jo’s conscience, invokes her sister to take her place as their parent’s caretakers when she passes saying “You’ll be happier in doing that than writing splendid books or seeing all the world.” Jo promised to try, and after Beth’s death, she questions her own ambitions, eventually giving much of it up and instead marrying a decidedly patriarchal figure in Professor Bhaer and establishing a school for boys with him. Good Wives ends with Jo describing herself ‘thin as a shadow’ and having ‘nothing to complain of.’ She even apologizes to her mother after a slang-y remark saying “living among boys, I can’t help using their expressions now and then.” These statements explicitly suggest a happy and fulfilled Jo March; harried with the rigors of daily domestic life yet supremely confident in the contentment and peace it offers. Running Themes in Good Wives Scholars note that Jo’s marriage and assumption of mothering roles in Good Wives mark a fundamental shift in Alcott’s intentions. While Little Women concerned itself with the relationships between mothers, daughters and siblings, Good Women seemed to gradually focus itself on heterosexual pairings and relationships, specifically that of Jo and Professor Bhaer (Watanabe 703). Particularly, Good Wives seemed to suggest an inherent and important value in self-denial and self-sacrifice, even if it means forsaking long cherished goals and ambitions. Further, that self-denial bears its own rewards. Critical Interpretation of Little Women and Good Wives This shift between the two books prompted much discussion and debate among later critics, especially in feminist circles. Martha Saxton, for example, considers Little Women and other young adult stories by Alcott as regressive exercises in pandering to middle-class ideals (Eiselein 8). This interpretation bears some weight, as Alcott herself admits receiving substantial pressure from readers to have Jo marry Laurie by the end of Little Women. Alcott initially rejected the idea, proclaiming that she’ll never let Jo marry anyone, although she eventually did relent through Jo’s engagement and subsequent marriage to Professor Bhaer. In this, Alcott may have found a suitable compromise between her vision and the not insignificant demands of being a bestselling author. She subverted typical 19th century convention of having the male and female leads marry each other, while still giving her readers the satisfaction of seeing their idolized Jo settling down and becoming a mother. Sicherman even suggests that this ‘misstep’ is responsible for the books’ longevity and influence. She argues that had Alcott gottern her way and kept Jo a spinster or if she followed her readers’ desire to see Jo and Laurie get married, Little Women and its second part would not have been as successful or memorable (251). On the other hand, Watanabe also points to how the books’ titles summarized both the stereotypical definitions of being little women and good wives and the feminism-laden narratives within each. This contradiction is what many critics find problematic. Why portray a young Jo March to be a decidedly rebellious force against subservience to gender norms only to have her reinstated to domestic life? But when taken as two halves of one work, some critics see Little Women and Good Wives considerably richer precisely because of their many contradictions, from rebellion and submission, to gender bending characterizations and complicated dynamics of Alcott’s feminism and the partriarchal tradition (Eiselein 8). Conclusion While critics continue to quibble and argue over Alcott’s motivations for Jo March’s metamorphosis, many readers then and since, persist in seeing Jo as that ambitious, belligerent young tomboy with a healthy appetite for mischief. In popular media, most references to the character also point to the Jo March of Little Women. Perhaps, this holds the key in reconciling the two Jos of Little Women and Good Wives. That Jo the rebel, Jo the writer, and Jo the strong-willed tomboy is the definitive Jo of many generations of readers suggests that there is a common aspiration to be such a character. That readers, women especially, continue to be inspired by Jo in spite of her ‘metamorphosis’ and the many questions it raised about its validity as a positive role model is proof enough that the Jo March of Little Women transcends evolving notions of femalehood towards becoming a near-universal symbol of femininity. This is not to say that the Jo March of Good Wives failed to live up to the standards set by the first book. Inarguably, the Jo March of Good Wives delivered a realistic example of the female experience. Then and now, the push and pull between traditional feminine roles and the desire to break free from its perceived clutches is a relevant and important struggle. Thus, it can then be argued that one Jo does not necessarily undermine or defeat the other. As such, the Jo of the two books represent what is often hoped and what then often happens, what is ideal and what is reality. From the first page of Little Women to the last page of Good Wives, Jo March is the same Jo March, only different. In conclusion, where Little Women and Good Wives succeed in doing is not in being a successful example of feminism per se, but in becoming a document that relates the all too common and all too human struggle of balancing one’s personal aspirations and the expectations that surround her. The books’ continued popularity and influence among readers and critics only confirm its universality, power and relevance.

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