Employability Skills Assignment Paper

Employability Skills Assignment Paper Order Instructions:

Employability Skills Assignment Paper Sample Answer

Introduction

Effective career readiness for college students requires the acquisition of excellent skills in terms of academic knowledge, technical experience and a collection of set competencies, referred to as employability skills (US Department of Education 2016).

Employability Skills Assignment Paper
Employability Skills Assignment Paper

Employability skills can be defined as work competencies, which can drive success across all levels of employment in the labor market. The skills include the ability to assess personal responsibilities and evaluate your performance, ability to improve interpersonally, ability to understand the dynamics of work relationships, and the ability to develop effective strategies for solving work-related problems. However, the question is about how one can acquire or develop effective employability skills. The objective of this paper is to discuss the most effective strategies for developing employability skills.

1.1 How to determine own responsibility

As a Practice Educator in Gold View Hospital, my duties are planning objectives, and monitoring team performance. In addition, I am tasked with the role of coordinating various departments, organizing meetings, and providing an enabling environment for employees to work better. Generally, my duty is to enhance a performance objective.

How to enhance performance objective

Performance objective can be enhanced by improving one’s capabilities such as communication skills, problem-solving skills, work, and team management skills et cetera.

Effective Communication skills: As a practice educator, my strategy for effective communication involves good listening skills, use of verbal and non-verbal messages. In addition, I should be able to relate well with issues and know when to speak.                                 Problem-solving techniques: The best approach of solving problems includes: problem definition, problem analysis, developing options for solving the problem, selecting the most suitable option, implementing the option, evaluating the outcome, and learning from the problem.

Decision-making skills: Before making a decision, it is important to learn and develop your decision within the work requirements. This often calls for embracing intuition approach by applying experience and personal values. Furthermore, the process should encourage reasoning and comprehensiveness of ideas without attaching emotional aspects to the decision.

Organizing work: The best approach to handling any given assignment is by writing down every detail needed as well as any related information that you think might be useful to you. Develop a time schedule to ensure that all tasks are prioritized and accomplished within the set timeframe. Consult your friends, tutor, or anyone who might provide important information regarding your assignment.

Embrace leadership skills: Observe good relationship with coworkers and the institution at large. Make use of negotiation, influence, and persuasion techniques in the case of divergent views.

Team management skills: This is equally an important aspect of increasing performance objective. The skills include effective communication, establishing team virtues, effective decision-making approach, and developing suitable conflict resolution techniques.

Work Ethics: Virtues such as credibility, honesty, industriousness, and respect for others are also important factors in developing performance objective.                                                             However, the above-highlighted skills are to some extent too general to bring out an efficient objective performance. Therefore, they can be effective or not depending on a person’s nature and state of mind. However, the efficiency of these skills can be enhanced by addressing several factors considered to be obstacles to their effectiveness. For instance, to promote aspects of effective communication skills, one should develop effective stress management skills (Robinson, Segal &Smith 2016).  Stress and emotions can lead to misinterpretation of other people or project. According to Robinson, Segal &Smith (2016), to deal with stress while communicating one is required to:

  • Take a moment of calm before you decide whether to continue the conversation or postpone it.
  • Carry out stress managing activities such as taking some deep breaths, relaxing and clenching muscles, and recalling a sensory image, which is soothing and rich in your memory.
  • Using humor in the conversation to ease tension and release emotions
  • Be able to appreciate the concerns of others even though may not appear so big to you

On the other hand, problem-solving techniques can be made better by applying the psychological theory of problem-solving such as the Herzberg’s Motivation-Hygiene Theory (Cooper 2014). Team management, building, and work ethics can be enhanced by introducing motivation and morale-boosting factors. According to Herzberg’s Motivation-Hygiene Theory, it is believed a happy and motivated person is more productive as compared to an unsatisfied person. Some requirements such as incentives and rewards to recognize people’s efforts will motivate them to be more committed to their work.

1.2 How to monitor and evaluate performance objective

Mind Tools (2016) outlines that the best approach to monitoring and evaluating performance objective is by embracing the SMART technique, which is an acronym for:

S- Specific

M- Measurable

A-Acceptable

R- Relevant

T-time bound

Specific: This describes a project or work regarding what should be done, how it should be done, and the project outcomes in the most observable manner.

Measurable: It describes the objectives of the project in terms of quantitative and qualitative measures, frequency, project costs, and timeframes among others. This is to ensure that the project meets the expectations.

Acceptable/achievable: The aspect of ‘achieving’ involves ensuring that the team is in a position to carry out the assignment, and has the necessary experience and technical skills. In addition, it evaluates whether the objective can be attained within the given timeframes, opportunities, and resources.

Relevant: The techniques applied in carrying out the assignment should be relevant to the objectives and the implementation plan.

Time-bound: This determines the way of achieving the objectives within the set timeframe. It evaluates the progress of the project at specific time intervals. More often than not, timeframes are put in place to create a sense of urgency to help the team to complete the work on time.

1.3 Recommendation

Dubinsky, Jennings & Brans (2010) states that to improve the performance quality in the work environment, the following recommendations should be implemented:

Adoption of performance appraisal techniques: Appraisal techniques such as 360-degree performance appraisal should be adopted to help keep employees on track towards their assignments. It involves the process of gathering feedback on individual performance from a variety of sources. It includes self-appraisal, management, appraisal, subordinate appraisal, and peer appraisal. Self-appraisal enables employees to evaluate their performance, strengths and weaknesses, and achievements. Management appraisal involves the rating of employees’ performance by the senior management. Subordinate appraisal involves the evaluation of employees’ communication and motivating skills, their ability to deliver desirable results, and their leadership qualities.

Salary increments and bonus: This is a motivational approach of getting employees committed to their work. It improves the relationship between employees and management.

Promoting strengths and minimizing weaknesses: This can be done through a S.W.O.T analysis. It helps to explore new efforts or problem-solving techniques. In addition, it helps in identifying threats, which is a mechanism of minimizing weaknesses.

Developing training programs: Regular training will help to improve the skills of team members.

Rating responsibilities: This includes introducing different ranks and carrying out a paired comparison. The aim is to motivate the employees to put in more efforts in order to attain a higher rank.

1.4 Quality improvement through motivational techniques

Motivational theories- Abrahams Maslow’s Need Hierarchy Theory

Hierarchy of need theory is essential in understanding motivational factors, human management, training programs, and employee development.  Maslow’s theory helps in creating a working environment, which encourages self-actualization (McLeod.  2014). The hierarchy is summarized below;

Fig 1: The Maslow’s Hierarchy of Needs theory.Source:studyob.com

Motivational approaches

Developing a conducive work environment

This includes motivating employees by providing necessary tools and means of performing duties. In addition, management should encourage teamwork, sharing ideas and amicable problem-solving.

Setting Goals

Management should help the junior officers to establish and develop professional goals and objectives. The goals should be idealistic and attainable to prevent people from getting disillusioned.

Giving Incentives

Incentives motivate employees and make them appreciate the nature of their work. They include financial incentives such as cash prizes and rewards as well as non-financial incentives, which include vacation days, or choice of working offices and parking spots.

Achievement recognition

Employees’ achievements should be celebrated through issuing of awards such as employee-of-the-year awards. Achievements should be appreciated by issuing certificates of exemplary performance. Team accomplishment should be celebrated as well.

Sharing Profits

Motivate the team by providing bonus resulting from the accrued profits. This encourages a sense of ownership and pride.

2.1 Developing solutions to work-related problems in a health care environment

Hicks (2016) recommended the following steps of developing a suitable solution to work-related problems: identifying and defining the problem and appreciating the problem as an opportunity and using a checklist to identify particular aspects of the problem. In addition, explore the root cause(s) of the problem -analyze the root facts of the problem to find out the most relevant information regarding the problem. Develop options for solving the problem- create several options for problem-solving by being mindful and inclusive of other people’s ideas. Moreover, decide on the most suitable approach- evaluate options and decide on the most appropriate approach to statutory requirements. Implement the technique- follow the project management guidelines while keeping in mind the consequences of the outcome. Finally, evaluate the outcome and learn- evaluate the effectiveness of the solution and recommend which areas are in need of improvements

To effectively apply the above steps, one should develop and employ the following interpersonal skills:

  • Personal effectiveness- one should embrace leadership qualities such as being impartial, mindful of other people’s ideas, nonjudgmental, influential et cetera
  • Team player- it is crucial in identifying the unique characteristics of an individual. It is significant in choosing the kind of approach to handling work-related problems.
  • Uses of negotiation skills- this involves engaging parties in a negotiation process. Dialogue should be embraced to reach an agreement. This is a win-win outcome for all parties.
  • Assertiveness – it involves being confident, aggressive and assured that you can effectively manage the problem.

2.2 Effective communication in a health care environment

Verbal and non-verbal communication-Verbal communication can be enhanced through the use of effective communication skills such listening skills, assertiveness, mindfulness, and responsiveness. Non-verbal communication involves the use of electronic means such as e-mails and the use of written messages in a professional manner to convey the message (Robinson, Segal & Smith 2016). Using body language -It includes, posture, maintaining eye contact, body gestures, tonal variation, and facial expression to enhance effective means of conveying important messages.

Sending and receiving formal and non-formal feedback from colleagues- this will serve as a reminder to keep the team updated on the activities to be done.                                                  Use of ICT as an effective medium of communication – ICT is the most effective way of passing information to a large group of people within the shortest time possible. In a Hospital setting, use of informatics facilitates sharing data, ideas, and conveying important messages within the working environment.

Organizing regular team meetings-Regular meetings provide a medium to discuss the emerging issues, evaluate work progress, and foster the unity of the team.

2.3 Employing Time management strategies

Prioritizing workload- prepare a working schedule of accomplishing duties. Apply the working schedule in a systematic manner.

Setting up work objectives- set up clear objectives to guide the team from straying away from the real issue. It creates a sense of focus by allowing team members to work towards the set goals; thus, reduce time wastage.

Developing appointment schedule- appointment schedules help reduce interference during working hours. Working in a steady as opposed to an erratic manner is essential.

Setting time for learning enables one to improve working skills; thus, improving the quality of work as well as reducing time as a result of uncertainties (Mind Tools, 2016). A reliable estimate of the project creates a sense of urgency and assists in keeping the team focused on accomplishing the assigned duties.

3.1 Working together through team and team building activities

Assigning specific roles to every team member- working together is an inclusive process requiring the active participation of every member.

Mixing skills and styles- this is the best opportunity to explore new skills and styles of developing quality work. In this case, members have an opportunity to showcase their skills.

Identifying roles for the team- team roles and objectives are emphasized to keep members focused.

Stages of team development such as loyalty, dedication, identity, common practices, and health assessment- these stages are essential in reminding members of the best protocol to follow in developing career skills;

  • Action planning- include time schedules for every activity
  • Monitoring and feedback- it involves team progress evaluation and results from an analysis
  • Exchanging constructive feedback- members give their views on how the process has been conducted

Successful teamwork calls for the development of leadership skills, which includes setting direction, setting the pace and standards, being influential, practicing effective communication, being a motivator, innovative, reliable and consistent. In a healthcare environment, effective leadership involves the provision and justification of objectives and contribution; motivating teams and team members to exhibit exemplary commitment, and pay attention to developing quality system performance (Cooper2014).

Based on health-care, an effective leadership recommends:

  • Providing and justifying clear aim and benefits
  • Motivating teams and individuals to work effectively
  • Concentrating on enhancing the performance of the system

3.2 Team dynamics in Children wards

  • Communication barrier– children are unable to express Embrace good listening skills to understand explanations by parents
  • Informal and formal setting- the children ward consists of both professionals and civilians. Interpersonal skills are encouraged to meet the objective
  • Objectives of teams and groups like long-term purposes/strategies
  • Problem-solving and temporary projects
  • Flexibility- must be willing to assist whenever called upon. Children need a lot of care which requires one to be flexible to handle them

3.3 Alternative ways of accomplishing tasks in a health care environment

According to Borrill, West & Dawson (1998), tasks in a healthcare environment can be accomplished by;

  • Setting clear objectives, active participation by individual team members, highlighting on quality patient service through innovation
  • Develop stress management techniques for team members
  • Embracing quality meetings, effective integration, and communication processes to develop improved service of patient care
  • Adopt clear leadership skills to enhance the relationship with patients
  • Observe work ethics

Good leadership skills include setting the course, standards, inspiring, innovative, response, open communication, trustworthy, and reliable (Messum, Wilkes & Jackson 2011).

4.1 Evaluate the tools and methods of developing the solution to a problem

According to Hicks (2016), the general problem-solving techniques include the following

  • Identity and define the problem- appreciate the problem as an opportunity. Use a checklist to identify particular aspects of the problem
  • Explore the root cause(s) of the problem-analyze, the root facts of the problem, to find out the most relevant information regarding the problem.
  • Develop options for solving the problem- create several options for problem-solving by being mindful and inclusive of other people’s ideas
  • Decide on the most suitable approach- evaluate options and decide on the most appropriate approach to the statutory provisions
  • Implement the technique- follow the project management guidelines while keeping in mind the consequences of the outcome
  • Evaluate the outcome and learn- evaluate the effectiveness of the solution and recommend which areas need improvements

 4.2 Problem-solving techniques apply to different scenarios.

Consider the following settings:

Scenario 1

A member of the team is involved in an accident and that causes him to take some time off for several months. How would the team react initially and how would they handle it as the months go by? As a team leader, I will take the responsibility of informing the team members about one of us getting involved in a road accident. I will organize a compassionate pay visit and encourage all members to participate. During the visit, I will find out doctor’s recommendations involving the anticipated date of recovery and communicate to the team on the expected date of return to work.

I will reassign some of his/ her responsibilities to a relevant group member. At first, the team members will feel remorseful and easily accept taking up of his/her responsibilities. However, as time goes by, the member assigned the duties might start feeling overburdened by the workload.  Therefore, I shall design makeshift roles to ensure that his or her responsibilities are shared out to several team members. For the duties that need his /her personal presence, I will reschedule until further notice. Upon recovery, I will lead the team to welcome back our member.

4.3 The potential impact of the problem on the business of Gold view hospital on the implementation of the strategy

The problem wills definitely affecting the quality of service provided. The interim team members will not be able to deliver the most desirable results for lack of enough experience in that particular work. Similarly, some services which require his/her physical presence will not be provided. Furthermore, the members selected to step in will have increased workload as well as less focus on their designated duties. I can say that the solution was partially solved and therefore recommend that we have more members of staff within one docket such that in the absence of one member, team operations are not affected.

Employability Skills Assignment Paper Conclusion

Based on the issues outlined in the paper, it is evident that employability skills depend on determining an individual’s responsibility and ways of enhancing performance to meet the objectives.  To this effect, a performance objective must be monitored in line with the SMART model, motivational methods such as profit sharing and bonus et cetera. In terms of developing solutions to work-based issues in the health care setting, it is necessary to define and identify the problem; establish the main causes of the problem; choose the appropriate alternative; implement the alternative, and assess the results. In the long run, communication can only be effective through the use of not only verbal and non-verbal techniques but also through good listening, assertive, mindful and responsive skills.

Employability Skills Assignment Paper References

Borrill. C, West, M & Dawson, J 1998. The Effectiveness of Health Care Teams in the National Health Servicehttp://homepages.inf.ed.ac.uk/jeanc/DOH-final-report.pdf

Cooper, B. 2014, Psychological Theories To Help You Communicate Better With Anyone. Available from:https://blog.bufferapp.com/3-psychological-theories-communication-insigh, [24th May 2016].

Dubinsky, I. Jennings, K &. Brans, B. 2010.  360-Degree Physician Performance Assessments for quality improvement Healthcare Quarterly Vol.13 No.2 2010 71

Hicks, T 2016, Seven Steps for Effective Problem Solving in the Workplace. Available from: <http://www.mediate.com/articles/thicks.cfm>, [24th May 2016].

 McLeod, S. 2014, Maslow’s Hierarchy of Needs. Simply Psychology. Available from <http://www.simplypsychology.org/maslow.html>, [24th May 2016].

Mind Tools 2016, Effective Scheduling Planning to Make the Best Use of Your Time. Available from: <https://www.mindtools.com/pages/article/newHTE_07.html>, [24th May 2016].

Messum, D., Wilkes, L. & Jackson, D.E., 2011. Employability skills: Essential requirements of health manager vacancy advertisements. Verified OK.

Mind Tools 2016, Golden Rules of Goal Setting. Available from <https://www.mindtools.com/pages/article/newHTE_90.htm>, [24th May 2016].

Robinson, L., Segal, J., & Smith, M 2016, Effective Communication, Help Way Guide. Available from http://www.helpguide.org/articles/relationships/effective-communication.htm.>, [24th May 2016].

The U.S Department of Education 2016, College- and Career-Ready Standards. Available from <http://www.ed.gov/k-12reforms/standards>, [24th May 2016].

Fire Fighter Safety and Emerging Technologies

Fire Fighter Safety and Emerging Technologies Discuss the topic that you have chosen for your term paper. Why did you choose these topics over other topics that have been discussed?

Fire Fighter Safety and Emerging Technologies
Fire Fighter Safety and Emerging Technologies

Discuss three new and emerging technologies and how they improve safety in the fire and emergency services. How has your organization been able to utilize
new and emerging technology?
Discuss the challenges involved in implementing technology in the fire service. What factors must be considered when integrating emerging technology into the fire and emergency services? Presenters focused on the changes to new national standards that require all coil-top stoves manufactured after June 2018 to incorporate technology designed to prevent stove-top fires.

Comments Analysis and Constructive Criticism

Comments Analysis and Constructive Criticism Order Instructions: The writer will have to read each of these articles and react to them by commenting, analyzing and supporting with relevant articles.

Comments Analysis and Constructive Criticism
Comments Analysis and Constructive Criticism

The writer will have to read carefully before giving constructive comments on the article. APA and in-text citation must be used as each respond to the two articles must have in-text citations with a peer review article to support your comments. The writer will have to use an article to supports his comments in each of the articles. It is important that the writer for each paragraph give constructive feedback and avoid “ I agree, and I you are correct as the only response.

The writer should use proper grammar and also proofread the paper as APA is critical.

Comments Analysis and Constructive Criticism Sample Answer

Comments and constructive criticism

Without a doubt, project management lifecycle has a number of processes, and the RBS (requirements breakdown structure) helps determine the most appropriate PMLC. The RBS helps identify gaps and the requirements’ completeness, and I agree that this can cause PMLC to change. The different PMLC’s choices are used based on RBS’s completeness. Cunningham (2012) indicated that the extreme, adaptive, iterative, incremental, and linear are the PMLC models and their differences are dependent on solution uncertainty. Basically, uncertainty increases with risk management need, and it increases the need for higher client involvement and just-in-time planning. There is a great need for managers to consider different factors so as to choose the correct PMLC (Hsieh et al., 2010). The kind of project ultimately determines the approach to be used.

Comments Analysis and Constructive Criticism References

Cunningham, S. (2012). Stimulating innovation systems by moving from innovation to innovation systems. Management Today, 30, 8, 30-37.

Hsieh, T.-J., Chen, Y.-J., Wu, W.-L., & 2010 Portland International Conference on Management of Engineering & Technology (PICMET). (2010). Does business group affiliation make firm innovation different? Evidence from Taiwan. 1-9.

Agreeably, Wysocki (2014) asserted that the projects management approaches are the traditional, agile, and extreme. The medical hardware company’s marketing campaign can be developed using the traditional approach. Based on the fact that companies associated with this approach are seen as complex mechanisms, it is without the doubt that rigorous hierarchy can work best. This would mean the management being accountable for every move and causes being linked to the effects. The teams involved in such an approach are ultimately skilled and experienced, and there are low complexity and risk, and few change requests.

On the other hand, the agile approach can fit best for the inventory control software system’s installation since this requires initiative and responsibility distribution, and project situations are more uncertain and complex. Undoubtedly, Wysocki (2014) noted that this approach would promote adaptability and flexibility, and Ouf and Nasr (2015) indicated that it can promote higher productivity and promote meeting the quality standards.

Comments Analysis and Constructive Criticism References

Wysocki, R. (2014). Effective Software Project Management, Wiley Publishing, Inc., p.48.

Ouf, S., & Nasr, M. (April 01, 2015). Cloud Computing: The Future of Big Data Management. International Journal of Cloud Applications and Computing (ICAC), 5, 2, 53-61.

Applying Standardized Terminologies in Practice

Applying Standardized Terminologies in Practice Order Instructions: Integration of standardized terminologies in nursing practice. Applying Standardized Terminologies in Practice

Applying Standardized Terminologies in Practice
Applying Standardized Terminologies in Practice

Guidelines with Scoring Rubric
Purpose
This assignment is designed to help students
•apply standardized terminologies; and
•develop an appreciation of the relationship between standardized terminologies and the data-information-knowledge-wisdom continuum.

Applying Standardized Terminologies in Practice Course Outcomes

Through this assignment, the student will demonstrate the following ability.
(CO 4) Assess the value of standardized terminologies in supporting nursing in all four practice settings. (POs 5, 11)

Total Points Possible: 200
Requirements
For a selected patient scenario, identify related NANDA, NIC, and NOC elements. Describe in detail the data, information, knowledge, and wisdom that guided you. The scenario is one that you choose and is in a context familiar to you so that you can provide the detail requested and apply your learning from this point forward.
PREPARING THE PAPER
1. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.
2. All aspects of the paper must be in APA format as expressed in the 6th edition.
3. The paper (excluding the title page and reference page) is 3–5 pages in length.
4. Ideas and information from professional sources must be cited correctly.
5. Grammar, spelling, punctuation, and citations are consistent with formal academic writing.

Category Points % Description
Introduction 45 22.5 Introduction presents a brief overview of the scenario and of the parts of the paper.
NANDA, NIC, and NOC Elements 45 22.5 Clearly identifies related NANDA, NIC, and NOC elements.
Data, Information, Knowledge, and Wisdom 45 22.5 Describes in detail the data, information, knowledge, and wisdom that guided you.
Conclusion 45 22.5 Concluding statements summarize insights about the key elements of the paper gained during the assignment.

APA Style 6 3 Text, title page, and reference page(s) are completely consistent with APA format.

Citations 7 3.5 Ideas and information from other sources are cited correctly.

Writing Mechanics 7 3.5 Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work, and page restrictions are met.

Total 200 100%
A quality assignment will meet or exceed all of the above requirements.

GRADING RUBRIC
Assignment Criteria Exceptional
(100%)
Outstanding or highest level of performance Exceeds
(88%)
Very good or high level of performance Meets
(80%)
Competent or satisfactory level of performance Needs Improvement
(38%)
Poor or failing level of performance Developing
(0)
Unsatisfactory level of performance
Content Possible Points = 180 Points

Introduction 45 Points 40 Points 36 Points 17 Points 0 Points
Introduction presents a brief overview of the scenario and names the key parts of the paper.
Introduction presents one of the two required elements.
Introduction does not include either of the two required elements.
Minimal attempt at introduction. No introduction is present.

NANDA, NIC, and NOC Elements 45 Points 40 Points 36 Points 17 Points 0 Points
NANDA, NIC, and NOC elements are clearly identified for a selected patient scenario. Only two of the three elements are clearly identified for a selected patient scenario.
Only one of the three elements is identified for a selected patient scenario. Mention of one of the elements but not for a selected patient scenario. Does not make an attempt at criteria.
Data, Information, Knowledge, and Wisdom 45 Points 40 Points 36 Points 17 Points 0 Points
Provides a detailed description of the data, information, knowledge, and wisdom that provided guidance through the selected scenario with support from scholarly literature. Provides a partial description of the data, information, knowledge, and wisdom that provided guidance through the selected scenario. DIKW are discussed but not analyzed. There are major gaps in the identification/analysis of DIKW. Does not make attempt at criteria.
Conclusion 45 Points 40 Points 36 Points 17 Points 0 Points
Provides a summary of key points of the paper as well as insights gained during the assignment.
Provides a summary of key points and a partial summary of insights gained during the assignment. Concluding statements are present but do not address insights.
Minimal concluding statement. No conclusion.

Content Subtotal_____/180 Points
Format Possible Points = 20 Points
APA Style 6 Points 5 Points 4 Points 2 Points 0 Points
0–1 APA format errors in text, title page, and references.
2-3 APA format errors in text, title page, and references.
4-6 APA format errors in text, title page, or references.
7-9 APA format errors in text, title page, or references.
10 or more APA format errors in text, title page, or references.

Citations 7 Points 6 Points 5 Points 3 Points 0 Points
0–1 errors in identifying ideas, and information from other sources are cited. 2-3 errors in identifying ideas, and information from other sources are cited.
4-6 errors in identifying ideas, and information from other sources are cited.
7-9 errors in identifying ideas, and information from other sources are cited.
10 or more errors in identifying ideas, and information from other sources are cited.

Writing Mechanics 7 Points 6 Points 5 Points 3 Points 0 Points
0–3 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing AND page limits are met. 4–6 errors in grammar, spelling, word usage,
punctuation, and other elements of formal academic writing
AND page limits are met. 7–9 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing
OR
page limits are not met. 7–9 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing
AND
page limits are not met. 10 or more errors in grammar, spelling,
word usage, punctuation, and other elements of formal academic writing.
Format Subtotal_____/20 Points
Total Points____/200 Points

Applying Standardized Terminologies in Practice Sample Answer

Introduction

Nursing professionals has developed standardised terminologies in order to improve communication between nurses and other healthcare professionals. The terminologies help in describing assessments, patient’s interventions and the patient outcomes.  This helps nurses from different healthcare settings to understand a patient’s report. This ensures that patient information is easily accessible which promotes rapid delivery of care.  It also promotes ubiquity (Bickley, 2013).

With the increased dynamics in patient’s demand, it is important for the healthcare providers to rapidly access patient’s information. The standardization of terminologies also improves longevity, i.e. it is used beyond immediate clinical encounters to evaluate the effectiveness of the healthcare facility’s policies.  Lastly, standardization of terminologies promotes re-usability of patient information for a range of purposes. Without standardized terminologies, the nurses run at a risk of becoming invisible. This is because it becomes difficult to quantify the effectiveness of nursing practice. Our unique contribution will remain unrecognized.  Additionally, the absence of standardized terminologies would impede the development of nursing knowledge which would result in a delay in the integration of evidence based care (Ho, Bryson, and Rumsfeld, 2010).

Standardized terminologies facilitate the accumulation of data which describes the effectiveness of interventions used in clinical decision making processes. ANA recognizes about 12 standardized nursing terminologies. However, the most commonly used are NANDA-1, Nursing Intervention Classification (NIC) and Nursing Outcome Classification (NOC). This is attributable to the fact that these terminologies are widely recognized in nursing practice. The contributions of the standardized terminologies facilitate the identification, categorization, and classification of  nursing knowledges (Dains, Bauman, and Scheibel, 2012).

Integration of standardized terminologies in nursing practice

The concepts of nursing process have transformed over the past six decades. Initially, the nursing processes focused on disease management, particularly in diagnosis. The current concept of nursing processes focuses on a patient centred care. Most of the healthcare facilities (including my work place), apply these terminologies to diagnose and guidelines when making clinical decisions.  The integration of the nursing Standardized terminologies in health informatics has facilitated quick delivery of care. This is because they replace the conventional method where nursing notes were done manually. This increases the probability to medical errors associated with poor communication and interpretation errors.   This paper samples out a Diabetic Mellitus type II patient using NANDA-I, NIC and NOC terminologies.

The patient, Mrs. BG visited the healthcare facility for regular check-ups. However, the patient had complaints of general weaknesses and fatigues. The patient has a history of cardiovascular diseases and obese (Azzolin et al., 2013).

NANDA-I is a global force that focuses on developing standardized terminologies to ensure that patient safety is maintained as illustrated by the evidence based care. NANDA-I is generally patient diagnoses/ assessment strategies used by nurses to reach to their clinical judgement on the patient’s health condition.  Diabetes Mellitus (DM) is a health condition characterised by defective metabolism of carbohydrates, which is normally characterised by abnormal levels of glucose in blood circulation. The patient type of diabetes is associated with the patient’s body inability to effectively use insulin. The NANDA-I diagnosis of the disease includes insulin deficiency, abnormal levels of glucose levels, weight loss, high frequency of urine elimination and fatigue.  Imbalanced nutrition is occurs because of reduced metabolism of carbohydrates. This is attributable to insulin deficiency. Fluid deficit is associated with polyuria.  Impaired skin integrity and activity intolerance are also common to patients diagnosed with diabetes mellitus Type II (Young, 2011).

NOC describes the expected outcome of the proposed interventions.  NOC development is done through teamwork of the healthcare professionals such as nurses, dieticians, the psychiatrist and general practitioners.  NOC is aligned in a manner that ensures that patient health and social functioning is improved.  The NOC domains that were applied in this case study were meant to improve the patient’s physiologic, functional and physiological health. To begin with, the patient must be educated on nutrition to ensure that they digest amount of calories in right quantity to balance energy levels needed (Park, 2010).

For the fluid Volume Deficit, the patient must be treated until she demonstrate stable vital signs, skin turgor gets normal, well-defined capillary refill, and balanced electrolytes concentration.   For activity intolerance, the patient must be advised on physical activity to improve her muscle strengths.  At the end of treatment regimen, the patient can withstand 30 minutes of physical activeness at-least five times a week.  The other nursing outcomes are increase patient knowledge through patient education/training on how to manage and control her sugar levels. This is aimed at empowering the patients with effective coping strategies by transforming the patient’s attitudes and perception. The patient should also be enrolled in support groups within the healthcare facility in order to improve her social functioning (Hasan, Zodpey & Saraf, 2012).

NIC is basically the nursing interventions designed to enhance a patient outcome.  Designing of a patient’s intervention is done through inter-profession collaboration.  Seven domains of interventions are established for this patient. The physiological domain consists of nursing interventions that supports homeostatic regulations. This was restored using insulin lispro protamine. Other medications include furosemide (Lasix) 80 mg each morning, Digoxin 0.25 mg per day   and Cardizem CD180 mg daily. These medications help improve the patient condition and protect the patient from adverse reactions or harm (safety domain.  Coping strategies are enhanced if the patient has supportive social functioning. This calls for the family domain which involves integration of the patient’s close friends and relatives in care. The psychosocial domain facilitates lifestyle modification, so that the patient adapts the best attitudes to cope with the disease. Other interventions included  non-therapeutic and therapeutic interventions such as emotional and economic support of the patient, fluid monitoring, cardiac acer, control of infection and nutritional support (Young, 2011).

Undeniably, NANDA-I, NOC and NIC interact and link with each other during the delivery of care. For example, a patients knowledge deficit (NANDA-I) demands patient education (NIC) in order to empower and deliver quality care (NOC). The linkages are well illustrated in the table 1.1 below;

Table 1: Indicating the linkages between NANDA-I, NOC and NIC

(Source Park, 2010)

Applying Standardized Terminologies in Practice Conclusion

The studies objectives were to evaluate the benefits of integrating standard terminologies in care plan for a patient diagnosed with DM type II. This is particularly vital as the increase in technologies and health complexities make demands of healthcare to increasingly become diverse and complicated.  This calls for accurate diagnoses, designing of interventions and nursing outcomes. Therefore, by applying the terminologies, a large amount of information can be gathered, which will guide the healthcare providers to make their most effective decisions. The standardized terminologies are important in the nursing profession as they facilitate development of an individualised care plan based on nursing theoretical perspectives. This helps by creating clear communication between the healthcare providers promoting teamwork and effective delivery of care.

Applying Standardized Terminologies in Practice References

Azzolin, K., Mussi, C., Ruschel, K., de Souza, E., de Fátima Lucena, A. and Rabelo-Silva, E. (2013). Effectiveness of nursing interventions in heart failure patients in home care using NANDA-I, NIC, and NOC. Applied Nursing Research, 26(4), pp.239-244.

Bickley, I.S .(2013). Bates Guide to physical examination and history taking .Wolters Kluwer/ Lippincott Williams&Wilkins.

Dains, J.E., Bauman, L.C., and  Scheibel, P. (2012). Advanced Health Assessment and Clinical Diagnosis in Primary Care.

Hasan, H., Zodpey, S., & Saraf, A. (2012). Diabetologist’s perspective on practice of evidence based diabetes management in India. Diabetes Research And Clinical Practice, 95(2), 189-193. http://dx.doi.org/10.1016/j.diabres.2011.09.021

Ho, M., Bryson,  C., and Rumsfeld, J.,  (2010). Key issue in outcome research. Circulation 119: 3028-3035

Park, Hye Jin. (2010).  “NANDA-I, NOC, and NIC linkages in nursing care plans for hospitalized patients with congestive heart failure.” Retrieved from .http://ir.uiowa.edu/etd/570.

Young, D. (2011). Diabetes management can be safely transferred to practice nurses. Evidence-Based Nursing, 15(1), 17-17. http://dx.doi.org/10.1136/ebn.2011.100168

Personal Wellness Inventory and Reflection

Personal Wellness Inventory and Reflection Order Instructions: Personal Wellness Inventory and Reflection

Personal Wellness Inventory and Reflection
Personal Wellness Inventory and Reflection

View Rubric  Details

Part I: Inventory

Spiritual and Emotional:
1.Refer to “Chapter 4: Inventory of Spiritual/Emotional Maturity,” from The Emotionally Healthy Church reading.
2.Complete the survey and reflect on your own results. Analyze the structure and assumptions behind the assessment.

Burnout:
1.Refer to the “Are You Heading for Caregiver Burnout?” quiz.
2.Complete the survey and reflect on your own results. Analyze the structure and assumptions behind the assessment.

Part II: Reflection on Personal Wellness Inventory and Reflection

Using the results from the resources, write a 200-250 word reflection on your results and how you plan to combat compassion fatigue and burnout, and how you plan to promote your own spiritual growth.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Personal Wellness Inventory and Reflection Sample Answer

After taking the inventory survey, my results showed that am an emotional adolescent. According to this category, I do not like to be questioned; I make quick interpretations and judgments on the behavior of other people. I keep records subconsciously on the love I have shown people, at times I am too busy to nourish my spiritual life, and I talk in little silence when praying or listening to God.

From the results of my burnout quiz, I found out that am a feverish type. This is a category that is characterized with a high risk of burnout. It is essential for us to address burnout since it can result in diminished health, poor work performance, and psychological distress. Even more significant, burnout can affect the quality of care that clinicians provide to the patients (Romano et al., 2013). As a result, it is crucial for healthcare practitioners to know the signs of burnout and how it can be overcome effectively.

Burnout out is common. It can however be reduced easily through the following. I will start by addressing workplace stress. Romano et al proved that employees can perform better when they have proper facilities and enough staff support (Romano et al., 2013). I will ensure that I have enough time to rest between shifts.

Employees are less likely to burnout when they are able to solve their daily challenges with good cheer and competence. Therefore, I will visit counselors and stress management workshops whenever I feel I have concerns from work or home. It is also important to manage emotions. It has been proven that workers that make an effort of managing their emotions are less likely to experience job burnout compared to those who cover up what they feel or even pretend to possess emotions they do not truly feel. For instance, I can take time daily or weekly and ask what I feel and what can make become more in tune with my emotions. 

Spiritual nourishment is an important aspect on the general well-being of an individual. People should therefore, design strategies of improving their spiritual being. Some of the techniques that I can use to promote my spiritual well being include participating in Bible studies, engaging in personal prayer, engaging in community activities, and maintaining worship experiences from time to time

Personal Wellness Inventory and Reflection References

Romano, J., Trotta, R., & Rich, V. L. (2013). Combating compassion fatigue: An exemplar of an approach to nursing renewal. Nursing administration quarterly37(4), 333-336.

Positively and Negatively Skewed or Normal

Positively and Negatively Skewed or Normal Order Instructions: I don’t need any references, just an answer for each of the six examples given.

Positively and Negatively Skewed or Normal
Positively and Negatively Skewed or Normal

Please state whether they are positively skewed, negatively skewed, or normal. And just a very brief explanation why for each.

Positively and Negatively Skewed or Normal Sample Answer

  1. Income:

Positively skewed: This is mainly because income is bounded below usually by minimum income, with low-income levels being plausible, yet very large maximum income is very well known to occur (mostly in extents of magnitude higher values), with a significant number being in the middle making the difference between minimum income and maximum income levels extremely varied which is characterized by long tail on the positive side of the skew.

  1. Mileage on used cars for sale: 

Positively skewed: This is mainly because income is bounded below usually by minimum mileages, with low mileage being plausible, yet very large maximum mileages are very well known to occur (mostly in extents of magnitude higher levels), but most of the mileages lying within the middle region of the distribution which is characterized by long tail on the positive side of the skew.

  1. House prices:

Positively skewed: This is mainly because income is bounded below usually by minimum prices, with low prices being plausible, yet extremely high prices are very well known to occur, but a significant number of prices being in the middle making the difference between minimum income and maximum prices extremely varied which is characterized by long tail on the positive side of the skew.

  1. Scores on an easy test: 

Normally distributed: This is attributed to the fact that an easy test provides a random measure of students’ knowledge in which a similar platform is universally applied meaning that there is no outside influence to interfere with scores.

  1. Scores on a test that students are motivated: 

Positively skewed: This is because the students will tend to score higher due to the available motivation which might be informed of reward attributable to the extra effort put by the students in order to get the reward.

  1. Age at death in developed countries:

Negatively skewed: This is because most national statistical agencies do not conclusively cover the extremely old ages in their age bins, where for instance most of them go up to between 95>  or 100> years yet there are older people making the final bin uncomfortably wide hence resulting to negative skew.

Articles Comments and Constructive Criticism

Articles Comments and Constructive Criticism Order Instructions: The writer will have to read each of these articles and react to them by commenting, analyzing and supporting with relevant articles. The writer will have to read carefully before giving constructive comments on the article.

Articles Comments and Constructive Criticism
Articles Comments and Constructive Criticism

The writer should write one paragraph of at least 150 words. APA and in-text citation must be used as each respond to the two articles must have in-text citations. The writer will have to use an article to supports his comments in each of the articles. Address the content of each article below in one paragraph each, analysis and evaluation of the topic, as well as the integration of relevant resources.

Articles Comments and Constructive Criticism Sample Answer

Comments and constructive criticism

Article 1: Success of the SCADA EMS project

In this article, the student has discussed in an exhaustive manner how the project was undertaken by General Electric (GE) Energy at an electric utility company in Atlanta, Georgia was successfully implemented. The name of the project was Supervisory Control and Data Acquisition (SCADA) Energy Management System (EMS). The student has properly described how GE Energy’s executives and project management office ensured the success of this project. To ensure the success of the SCADA EMS project, GE Energy first appointed a dedicated project manager, which is important as the project manager would provide effective leadership and guidance to the project team thereby steering the project to success (Staskiewicz, 2015). A Project Charter was also developed early on. The project charter was helpful as it provided an outline of the responsibilities and roles of both the project manager and the project team members, and specified the project cost, schedule, and scope (Patel, Bosela & Delatta, 2013). The student also accurately took note of the importance of GE project manager involving each of the concerned stakeholders and working with them closely during the initial stages of the project. In essence, involving the project team and other key stakeholders in the early stages of any project would result in setting clear project scope and enables everyone to clearly understand the project requirements beforehand (Staskiewicz, 2015).

Article 2: Tesla Software 7.0

In this article, the student eloquently discusses a new technology developed by Tesla Motors, an automaker that specializes in the production of eco-friendly electric cars. In the project, Tesla Motors developed software version 7.0 in which this carmaker sought to introduce a technology dubbed autonomous driving that allows a Tesla car to have autonomous or autopilot driving capabilities such as auto park, automatic emergency steering, side collision warning, and auto lane change abilities. The student has correctly articulated why this carmaker implemented the novel, ground-breaking project. The need for software version 7.0 was derived from the desire by the senior executives at Tesla Motors to introduce autonomous driving for the average car owners (Blanco, 2015). Prior to implementing this autonomous driving project, the student clearly indicates that Tesla Motors conducted a thorough study to determine the need for the new technology in the marketplace. On the whole, before a company commits resources into pursuing a particular project, it is important to first establish the need for the project in the marketplace and its potential value to the company (Chen, 2011).

Articles Comments and Constructive Criticism References

Blanco, S. (2015). Tesla software 7.0 brings big autopilot updates. Retrieved from http://www.autoblog.com/2015/10/14/tesla-software-7-big-autopilot-updates/

Chen, H. L. (2011). Predictors of project performance and the likelihood of project success. Journal of International Management Studies, 6(2), 1. Retrieved from http://www.jimsjournal.org/11%20Hong%20Long%20Chen.pdf

Patel, A., Bosela, P. A., & Delatte, N. J. (2012). 1976 Montreal Olympics: Case Study of Project Management Failure. Journal of Performance of Constructed Facilities, 27, 362-369. doi:10.1061/(ASCE)CF.1943-5509.0000332

Staskiewicz, J. (2015). Dust collection projects: 8 tips to ensure success. Plant Engineering, 69, 60-62.

System Analysis Assignment Available

System Analysis
System Analysis

System Analysis

System Analysis

Order Instructions:

I’ll email my file.

SAMPLE ANSWER

Question 1

System analysis refers to a technique that is usually used to solve the various problems that arise in a particular system. It usually involves a very detailed study of the system and all its components with an aim of understanding the role played by every component so as to enhance the effectiveness of the system (Hoffer, 2012). There are various phases of system development processes that are analysis based; these are as discussed below.

The first phase is the system study. This involves the detailed investigation of the system to understand fully what it lacks and how it can be improved and made more efficient (Dennis et al, 2015). A lot of research is usually invested here, and the output should be a system that is executable.

The second phase is the feasibility study. Here, various factors should be put into consideration to ensure that the system is executable. The system’s workability and financial implications are some of the factors that should be considered. The output should result in the system being implemented as it is or whether it should be redrafted (Kersting, 2012).

The next phase is the detailed system analysis. It is the process of collecting factual data, understand the processes involved, identifying problems and recommending feasible suggestions for improving the system functioning (Dennis et al, 2015). The input here is the creativity of the system analyst while the output is a logical system design.

The last phase involves testing and implementation of the system. Having ensured that all the above factors are rightly executed, the system should, therefore, be tested and all other execution issues addressed. The implementation of the entire system then takes place. The output here is the final and very efficient system.

Question 2

Systems design is the process of defining the physical processes, the components, and all the input that is involved in ensuring that a system satisfies all its requirements and meets its objectives. It can also be defined as the application of various system theories with an aim of coming up with a final product (Hoffer, 2012).There are various phases of system development processes that are design based; these are as discussed below.

The first phase involves pulling together of all physical and technical data, trying to come up with a clear work plan that is aimed at helping execute the particular system. The greatest input here is the strong analytical skills as all the factors considered at this stage must be geared towards the success of the system’s implementation.

In this next phase, the actual system designing therefore takes place. Here, the software system design is prepared with close emphasis put on the guidelines discussed in the first phase above (Khalili & Duecker, 2013). This stage specifies the hardware and other system requirements. It also helps in defining the overall system architecture. The input here is the various hardware that are used to try come up with the final system.

The third phase is the coding phase, here, on receiving the various system design work plans and executable procedures, the work is divided into units and actual coding is started. Since, in this phase the code is produced, it is the main focus for any system designer (Khalili & Duecker, 2013). It is also the longest phase of the system development process.

The last phase involves system maintenance. Here, the execution of the entire system is put under close supervision, and any issues that may arise are handled as promptly as possible.

Question 3

Modeling refers to how data should be used to meet the requirements of a given system. It involves structuring and organizing data so as to be executed in a particular database management system. Modeling, therefore, outlines all the rules for data handling in a particular system (Hoffer, 2012). Modeling can be used in the designing phase as it will be very handy in trying to influence the overall system software.

There are three types of modeling, and each is meant to achieve a particular objective in the final system structure. The first type of modeling is referred to as data-centric modeling. It is all about turning the numbers into knowledge. Here you assess all the assets you have at your disposal, the assets, in this case, are regarding the various hardware you will use in the entire system (Kersting, 2012).

Question 4

In essence, a successful project is one which achieves the purpose. The purpose being did the project accomplish what it was supposed to do? In this sense, there are a few things to consider. For instance, if the project was in the form of the design of a system to solve a certain problem in an organization. In this case, the phone would judge a successful project as one which upon accomplishment it has effectively addressed the issues at the organization (Satzinger et al, 2011). Furthermore, regarding the organization, a project is supposed to cost as affordable as in the range of the organization’s economic capability. Moreover, the project should, in fact, have taken an appropriate amount of time to be accomplished.

The requirements for the analysis and design process are many. However, these requirements are categorized into three categories. The functional requirements, non-functional and requirements specification. The functional requirements refer to what the system is supposed to do. It defines the functionality of the system in the organization (Satzinger et al, 2011). Therefore, the functional requirement gives an idea of what the system is supposed to do. Non-functional requirements, on the other hand, dictate how the system is supposed to look. This takes into account requirements like usability among other non-functional requirements. Requirements specification is a category of requirements that are involved in defining how the system will do what it was supposed to do. It goes into the finer details of the structure of the system in respect to the specific problem the system is supposed to solve (Satzinger et al, 2011).

The most important things during the analysis and design phase in software development lifecycle are the design activities, feasibility studies, CASE tools, types of designs and the cost-based analysis.

The design activities are three. They include, design architecture, detailed design and lastly the design testing. Design architecture refers to the design of the system to conform to the functional requirements of the organization (Hoffer, 2012). Detailed design involves the specific algorithms, data structures and the data to be implemented in the system. Design testing is the final process of the design. It includes the process of validating the design by ensuring it conforms to the functional and non-functional requirements of the system. These design activities are the steps to ensure coming up with a good design. A good design takes less time to implement, is cost-effective, meets the user’s requirements, easily maintainable and can be reused for the design of other systems.

Feasibility studies are required and very significant in the analysis and design phase. The study entails ensuring the viability of the system in different dimensions. There are three categories of feasibility studies. They include technical feasibility, economic and operational feasibility. The technical feasibility study is carried out to find out whether the system is viable in the technological perspective (Satzinger et al, 2011). Operational feasibility studies are done to find out whether the system is going to fit into the structure and operations of the specific organization it is begin built for. The economic feasibility finds out whether the cost of the system will fit into the economic hurdles of the organization. The above three types of feasibility studies are important to an IT practitioner when he or she is designing and building and developing systems to be used in the different organization.

CASE tools are there to make use of technology to simplify the process of developing a system for an organization. Essentially the significance of using CASE tools cannot be ruled out at any point. These tools can be used at different phases of the system development lifecycle (Khalili & Duecker, 2013). The CASE tools help improve the development process, reduce the time for development of a computer program. They also improve the documentation of the development process.

The development of a system is made easier by understanding the different design methodologies that are used to design good systems. Essentially, this will help in creating a good system design. Lastly, a cost-based analysis is an important tool in the creation of a good system product. This will help determine if the design is effectively in the perspective of the cost it will take to finish the whole project (Kersting, 2012).

  1. A
  2. B
  3. C

References

Dennis, A., Wixom, B. H., & Tegarden, D. (2015). Systems analysis and design: An object-oriented approach with UML. John Wiley & Sons.

Hoffer, J. A. (2012). Modern Systems Analysis and Design, 6/e. Pearson Education India.

Kersting, W. H. (2012). Distribution system modeling and analysis. CRC press.

Khalili, N. R., & Duecker, S. (2013). Application of multi-criteria decision analysis in design of sustainable envronmental management system framewrk. Journal of Cleaner Production, 47, 188-198.

Satzinger, J., Jackson, R., & Burd, S. D. (2011). Systems analysis and design in a changing world. Cengage Learning.

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Performance Management Paper Available

Performance Management
Performance Management

Performance Management

Performance Management

Order Instructions:

•Reflect on your prior knowledge of and experience with performance management in organisations, as an employee, a line manager or an HR professional.

•Write a critically reflective paper (550 words) on the following:

oYour prior knowledge of and experience with the module’s concepts and themes, including those you have identified as particular areas of personal or professional interest

oYour personal biases and assumptions about key module topics

oYour current practice related to key module topics

oPotential areas for your personal development and strategies to continue this growth (this could include your work or future studies)

SAMPLE ANSWER

Performance Management

Performance management has become a buzz word for most managers. However, as Marr and Gray (2012) say, this is one of the management principles that are most misunderstood. Most people do appreciate that performance management is about increasing the performance of either an individual employee or a team of employees with the aim of increasing organisational performance. They focus on the technical aspect of it and consider it to means that the output is the most important thing. In this kind of thinking, when considering an employee’s performance, what seems to matter the most is the output of the employees work. However, according to Khajji (2013), performance management is not only about the productivity of the employee, it is also about the process. The management of performance should not only focus on increasing productivity, hut should also focus on the soft aspects, such as whether the right processes are being applied and whether ethics have been adhered to.

In this regard, performance management should be aligned with organization’s objectives and strategies. Employees should not just be pushed towards increasing their output, but must be sensitized on the need to make sure that their process of works is acceptable. To achieve this, HR policies should be supportive of the Performance management in the organisation.

There are a number of issues that come up with regard to why many organizations fail to have a successful Performance management policy. As Marr and Gray (2012) point out, performance management fails if the organization use a one-way and top-down structure in its implementation. In such a situation, the employees end up being on the receiving end and they do not have a way to give their own feedback. This asymmetric relationship between the employees and the supervisors only leads to resentments by the employees. It also leads to the supervisors not being able to properly help the employees to become better. At the same time, performance management fails because those involved are not aware of the objectives of the performance management or the objectives for which their performance is supposed to achieve. They therefore perceive the process as threatening and unnecessary. Many employees therefore end up perceiving the performance management as an intimidation method that the firm uses to intimidate them.

This is even more when the performance management is directly associated with appraisal and pay. In such a case, associating the performance management to appraisal can affect its effectiveness. Poorly implemented performance management can lead not only in the PM being ineffective, but also lead to other problems such as high employee turnover rates and poor work relationships in the organization. At the same time, it can lead to low motivation to perform and low innovativeness among the employees. If the employees felt like they are being over scrutinized in everything they are doing and being judged on it, they may prefer to play safe and focus on their technical job description as opposed to taking a little risk to come up with better ideas (Weiss, 1997).

As  (Jackson, Schuler, & Werner, 2011)says, the other mistake that most organisations make is to focus their attention on the formal requirements of performance management systems. However, the most effective performance management is one that focuses on people and their abilities as opposed to focusing on the processes and bureaucracies. In this regard, organisations that succeed in implementing performance management are the ones that focus on helping the employees to improve their skills in line wit what the organisation wants to achieve.

Reference list

Jackson, S., Schuler, R., & Werner, S. (2011). Managing Human Resources. London, UK: Cengage Learning.

Khajji, P. (2013). Performance Management Systems and Strategies. Mumbai, IN: Pearson Education India.

Marr, B., & Gray, D. (2012). Strategic Performance Management. London, UK: Routledge.

Weiss, T. (1997). Reengineering Performance Management Breakthroughs in Achieving Strategy Through People. New York City, NY: CRC Press.

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Sleepy Hollow Essay Paper Available

 

Sleepy Hollow
Sleepy Hollow

Sleepy Hollow

Sleepy Hollow

write an essay based on the outline. Follow required organizational outline listed afterwards. The essay should be formatted in the MLA style. Include a
works cited page in which you use minimally two additional sources along with your story. I?d suggest critics who have evaluated your author?s work generally
or more specifically by reviewing the short story at hand.
Length: 700-1000 words or 3-4 pages typed, double-spaced
Additional Resources: MLA formatting defined/reviewed in SG, pp. 341-352 in your lit. textbook; any online site that shows you visually the look of an MLA
typed paper. Google abounds with these. Purdue?s OWL is a good starting place.
Outline of Essay. Follow paragraph numbers exactly. Use analysis suggestions only if work for your short story.
Paragraph 1: The opening paragraph should get your reader?s attention. Start with an interesting quotation or a strong opinion. Follow this hook, the mention
of your author and the name of the short story in which you?re analyzing. Remember to place the short story title within quotation marks. End the paragraph
with a summative thesis sentence that tells the point you are making about your author?s work.
Paragraph 2: Biography of your author. Make this paragraph special with details that are compelling and interesting. The traditional cradle-to-the-grave
information is boring and can be had very easily from Wikipedia.
Paragraph 3: Offer a selected plot summary of the work in which you?re focusing. Choose only details that are demonstrative of your thesis. One early
drafting technique will be to think of the story as a play and to number each act. Look for clues how the plot establishes, builds, complicates, or resolves
a central conflict. Note where the action rises, where the climax or turning point occurs, and how the story is resolved.
Interpret the plot?s realism. Consider the logic and consistency of the events and whether they can be understood in a cause/effect terms. Compare events to
?real life? as you know it.
Paragraph 4-5: Analysis of Character. You might comment on a few of these things only if they back your thesis. Pick and choose. You won?t be able to use
all:
Their name(s), physical appearance, personality, and mannerisms. What they say, do, think, feel and the narrator and others say/think about them. Consider
what each character might stand for and what role he/she plays in the story. Compare what they say to they think. Compare how others think of themselves to
how they think of themselves. Don?t expect characters to fit into consistent, neat categories. Look for complications, contradictions.
Interpret characters psychologically: Examine their motivations, their inner conflicts and doubts and whether they learn or change from experience. Take a
look on their relationships. Look for and comment on doubles or opposites.
Interpret characters ethically: Compare and contrast their virtues and vices, their beliefs and values, how their actions correspond with their words.
Interpret characters from a social perspective. Consider how that fit into are defined by society?in terms of class, ethnicity, gender, and so on. Ask who in
the story has power and knowledge and whether the balance of power shifts at all in the social dynamic.
Paragraph 6: Setting. Write a paragraph on the setting of the story as it relates to your thesis statement.
Before you write: When first reading your story, mark passages where place and time are indicated, noting any scene changes. Highlight visual and other
sensory details (shape, color, texture, sounds, smells); references to weather, season, time of day; patterns of opposition (light/dark, warm/cold,
sound/silence, open/closed).
Try to shape the final paragraph to show one of the following. But be sure your comments on setting relate to your thesis:
An interpretation of setting in relation to the action and to the characters: Consider how setting signals what?s happening and whether it comments (possibly
ironically) on the action. Notice how the setting heightens tensions or foreboding. Look for cause/effect connections between the setting and what the
characters are thinking.
Interpret the setting historically or culturally. Possibly comment how the historical period or cultural context in which the story is set might affect what
happens and does not happens and what it all means. Imagine how the meaning might be different if the historical time or cultural situation were different.
Interpret the setting metaphorically or symbolically. Consider setting as representing how one of the characters thinks and feels. What would it tell you
about that character?s state of mind? Also consider what it might imply if the setting symbolized the social power dynamics of the story.
Paragraph 7: You should review the criticism of your author using the library’s databases. Include quotations from two critics who has commented on your
writer. Sum up their conversation, noting similarities or differences. Note if you agree or disagree. There may not be criticism on your chosen short story,
so you should choose to look generally at what critics have said about your author and then apply this criticism to your short story.
Paragraph 8: Closing Paragraph. Restate thesis. End with not allowing your reader to say ?so what? to your ideas.
Works Cited page. Should be a separate page placed after your work.
The Legend of Sleepy Hollow
by Washington Irving
An illustration for the story The Legend of Sleepy Hollow by the author Washington Irving
Found among the papers of the late Diedrech Knickerbocker.
A pleasing land of drowsy head it was,
Of dreams that wave before the half-shut eye;
And of gay castles in the clouds that pass,
Forever flushing round a summer sky.
– Castle of Indolence.
In the bosom of one of those spacious coves which indent the eastern shore of the Hudson, at that broad expansion of the river denominated by the ancient
Dutch navigators the Tappan Zee, and where they always prudently shortened sail and implored the protection of St. Nicholas when they crossed, there lies a
small market town or rural port, which by some is called Greensburgh, but which is more generally and properly known by the name of Tarry Town. This name was
given, we are told, in former days, by the good housewives of the adjacent country, from the inveterate propensity of their husbands to linger about the
village tavern on market days. Be that as it may, I do not vouch for the fact, but merely advert to it, for the sake of being precise and authentic. Not far
from this village, perhaps about two miles, there is a little valley or rather lap of land among high hills, which is one of the quietest places in the whole
world. A small brook glides through it, with just murmur enough to lull one to repose; and the occasional whistle of a quail or tapping of a woodpecker is
almost the only sound that ever breaks in upon the uniform tranquillity.
I recollect that, when a stripling, my first exploit in squirrel-shooting was in a grove of tall walnut-trees that shades one side of the valley. I had
wandered into it at noontime, when all nature is peculiarly quiet, and was startled by the roar of my own gun, as it broke the Sabbath stillness around and
was prolonged and reverberated by the angry echoes. If ever I should wish for a retreat whither I might steal from the world and its distractions, and dream
quietly away the remnant of a troubled life, I know of none more promising than this little valley.
From the listless repose of the place, and the peculiar character of its inhabitants, who are descendants from the original Dutch settlers, this sequestered
glen has long been known by the name of SLEEPY HOLLOW, and its rustic lads are called the Sleepy Hollow Boys throughout all the neighboring country. A
drowsy, dreamy influence seems to hang over the land, and to pervade the very atmosphere. Some say that the place was bewitched by a High German doctor,
during the early days of the settlement; others, that an old Indian chief, the prophet or wizard of his tribe, held his powwows there before the country was
discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power, that holds a spell over the minds of
the good people, causing them to walk in a continual reverie. They are given to all kinds of marvelous beliefs; are subject to trances and visions, and
frequently see strange sights, and hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight
superstitions; stars shoot and meteors glare oftener across the valley than in any other part of the country, and the nightmare, with her whole ninefold,
seems to make it the favorite scene of her gambols.
The dominant spirit, however, that haunts this enchanted region, and seems to be commander-in-chief of all the powers of the air, is the apparition of a
figure on horseback, without a head. It is said by some to be the ghost of a Hessian trooper, whose head had been carried away by a cannon-ball, in some
nameless battle during the Revolutionary War, and who is ever and anon seen by the country folk hurrying along in the gloom of night, as if on the wings of
the wind. His haunts are not confined to the valley, but extend at times to the adjacent roads, and especially to the vicinity of a church at no great
distance. Indeed, certain of the most authentic historians of those parts, who have been careful in collecting and collating the floating facts concerning
this spectre, allege that the body of the trooper having been buried in the churchyard, the ghost rides forth to the scene of battle in nightly quest of his
head, and that the rushing speed with which he sometimes passes along the Hollow, like a midnight blast, is owing to his being belated, and in a hurry to get
back to the churchyard before daybreak.
Such is the general purport of this legendary superstition, which has furnished materials for many a wild story in that region of shadows; and the spectre is
known at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.
It is remarkable that the visionary propensity I have mentioned is not confined to the native inhabitants of the valley, but is unconsciously imbibed by
every one who resides there for a time. However wide awake they may have been before they entered that sleepy region, they are sure, in a little time, to
inhale the witching influence of the air, and begin to grow imaginative, to dream dreams, and see apparitions.
I mention this peaceful spot with all possible laud for it is in such little retired Dutch valleys, found here and there embosomed in the great State of New
York, that population, manners, and customs remain fixed, while the great torrent of migration and improvement, which is making such incessant changes in
other parts of this restless country, sweeps by them unobserved. They are like those little nooks of still water, which border a rapid stream, where we may
see the straw and
bubble riding quietly at anchor, or slowly revolving in their mimic harbor, undisturbed by the rush of the passing current. Though many years have elapsed
since I trod the drowsy shades of Sleepy Hollow, yet I question whether I should not still find the same trees and the same families vegetating in its
sheltered bosom.
In this by-place of nature there abode, in a remote period of American history, that is to say, some thirty years since, a worthy wight of the name of
Ichabod Crane, who sojourned, or, as he expressed it, &quot;tarried,&quot; in Sleepy Hollow, for the purpose of instructing the children of the vicinity. He
was a native of Connecticut, a State which supplies the Union with pioneers for the mind as well as for the forest, and sends forth yearly its legions of
frontier woodmen and country schoolmasters. The cognomen of Crane was not inapplicable to his person. He was tall, but exceedingly lank, with narrow
shoulders, long arms and legs, hands that dangled a mile out of his sleeves, feet that might have served for shovels, and his whole frame most loosely hung
together. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snipe nose, so that it looked like a weather-cock perched
upon his spindle neck to tell which way the wind blew. To see him striding along the profile of a hill on a windy day, with his clothes bagging and
fluttering about him, one might have mistaken him for the genius of famine descending upon the earth, or some scarecrow eloped from a cornfield.
His schoolhouse was a low building of one large room, rudely constructed of logs; the windows partly glazed, and partly patched with leaves of old copybooks.
It was most ingeniously secured at vacant hours, by a *withe twisted in the handle of the door, and stakes set against the window shutters; so that though a
thief might get in with perfect ease, he would find some embarrassment in getting out, –an idea most probably borrowed by the architect, Yost Van Houten,
from the mystery of an eelpot. The schoolhouse stood in a rather lonely but pleasant situation, just at the foot of a woody hill, with a brook running close
by, and a formidable birch-tree growing at one end of it. From hence the low murmur of his pupils’ voices, conning over their lessons, might be heard in a
drowsy summer’s day, like the hum of a beehive; interrupted now and then by the authoritative voice of the master, in the tone of menace or command, or,
peradventure, by the appalling sound of the birch, as he urged some tardy loiterer along the flowery path of knowledge. Truth to say, he was a conscientious
man, and ever bore in mind the golden maxim, &quot;Spare the rod and spoil the child.&quot; Ichabod Crane’s scholars certainly were not spoiled.
I would not have it imagined, however, that he was one of those cruel potentates of the school who joy in the smart of their subjects; on the contrary, he
administered justice with discrimination rather than severity; taking the burden off the backs of the weak, and laying it on those of the strong. Your mere
puny stripling, that winced at the least flourish of the rod, was passed by with indulgence; but the claims of justice were satisfied by inflicting a double
portion on some little tough wrong headed, broad-skirted Dutch urchin, who sulked and swelled and grew dogged and sullen beneath the birch. All this he
called &quot;doing his duty by their parents;&quot; and he never inflicted a chastisement without following it by the assurance, so consolatory to the
smarting urchin, that &quot;he would remember it and thank him for it the longest day he had to live.&quot;
When school hours were over, he was even the companion and playmate of the larger boys; and on holiday afternoons would convoy some of the smaller ones home,
who happened to have pretty sisters, or good housewives for mothers, noted for the comforts of the cupboard. Indeed, it behooved him to keep on good terms
with his pupils. The revenue arising from his school was small, and would have been scarcely sufficient to furnish him with daily bread, for he was a huge
feeder, and, though lank, had the dilating powers of an anaconda; but to help out his maintenance, he was, according to country custom in those parts,
boarded and lodged at the houses of the farmers whose children he instructed. With these he lived successively a week at a time, thus going the rounds of the
neighborhood, with all his worldly effects tied up in a cotton handkerchief.
That all this might not be too onerous on the purses of his rustic patrons, who are apt to considered the costs of schooling a grievous burden, and
schoolmasters as mere drones he had various ways of rendering himself both useful and agreeable. He assisted the farmers occasionally in the lighter labors
of their farms, helped to make hay, mended the fences, took the horses to water, drove the cows from pasture, and cut wood for the winter fire. He laid
aside, too, all the dominant dignity and absolute sway with which he lorded it in his little empire, the school, and became wonderfully gentle and
ingratiating. He found favor in the eyes of the mothers by petting the children, particularly the youngest; and like the lion bold, which whilom so
magnanimously the lamb did hold, he would sit with a child on one knee, and rock a cradle with his foot for whole hours together.
In addition to his other vocations, he was the singing- master of the neighborhood, and picked up many bright shillings by instructing the young folks in
psalmody. It was a matter of no little vanity to him on Sundays, to take his station in front of the church gallery, with a band of chosen singers; where, in
his own mind, he completely carried away the palm from the parson. Certain it is, his voice resounded far above all the rest of the congregation; and there
are peculiar quavers still to be heard in that church, and which may even be heard half a mile off, quite to the opposite side of the mill-pond, on a still
Sunday morning, which are said to be legitimately descended from the nose of Ichabod Crane. Thus, by divers little makeshifts, in that ingenious way which is
commonly denominated &quot;by hook and by crook,&quot; the worthy pedagogue got on tolerably enough, and was thought, by all who understood nothing of the
labor of headwork, to have a wonderfully easy life of it.
The schoolmaster is generally a man of some importance in the female circle of a rural neighborhood; being considered a kind of idle, gentlemanlike
personage, of vastly superior taste and accomplishments to the rough country swains, and, indeed, inferior in learning only to the parson. His appearance,
therefore, is apt to occasion some little stir at the tea-table of a farmhouse, and the addition of a supernumerary dish of cakes or sweetmeats, or,
peradventure, the parade of a silver teapot. Our man of letters, therefore, was peculiarly happy in the smiles of all the country damsels. How he would
figure among them in the churchyard, between services on Sundays; gathering grapes for them from the wild vines that overran the surrounding trees; reciting
for their amusement all the epitaphs on the tombstones; or sauntering, with a whole bevy of them, along the banks of the adjacent mill-pond; while the more
bashful country bumpkins hung sheepishly back, envying his superior elegance and address.
From his half-itinerant life, also, he was a kind of traveling gazette, carrying the whole budget of local gossip from house to house, so that his appearance
was always greeted with satisfaction. He was, moreover, esteemed by the women as a man of great erudition, for he had read several books quite through, and
was a perfect master of Cotton Mather’s &quot;History of New England Witchcraft,&quot; in which, by the way, he most firmly and potently believed.
He was, in fact, an odd mixture of small shrewdness and simple credulity. His appetite for the marvelous, and his powers of digesting it, were equally
extraordinary; and both had been increased by his residence in this spell-bound region. No tale was too gross or monstrous for his capacious swallow. It was
often his delight, after his school was dismissed in the afternoon, to stretch himself on the rich bed of clover bordering the little brook that whimpered by
his school-house, and there con over old Mather’s direful tales, until the gathering dusk of evening made the printed page a mere mist before his eyes. Then,
as he wended his way by swamp and stream and awful woodland, to the farmhouse where he happened to be quartered, every sound of nature, at that witching
hour, fluttered his excited imagination, –the moan of the whip-poor-will from the hillside, the boding cry of the tree toad, that harbinger of storm, the
dreary hooting of the screech owl, to the sudden rustling in the thicket of birds frightened from their roost. The fireflies, too, which sparkled most
vividly in the darkest places, now and then startled him, as one of uncommon brightness would stream across his path; and if, by chance, a huge blockhead of
a beetle came winging his blundering flight against him, the poor varlet was ready to give up the ghost, with the idea that he was struck with a witch’s
token. His only resource on such occasions, either to drown thought or drive away evil spirits, was to sing psalm tunes and the good people of Sleepy Hollow,
as they sat by their doors of an evening, were often filled with awe at hearing his nasal melody, &quot;in linked sweetness long drawn out,&quot; floating
from the distant hill, or along the dusky road.
Another of his sources of fearful pleasure was to pass long winter evenings with the old Dutch wives, as they sat spinning by the fire, with a row of apples
roasting and spluttering along the hearth, and listen to their marvellous tales of ghosts and goblins, and haunted fields, and haunted brooks, and haunted
bridges, and haunted houses, and particularly of the headless horseman, or Galloping Hessian of the Hollow, as they sometimes called him. He would delight
them equally by his anecdotes of witchcraft, and of the direful omens and portentous sights and sounds in the air, which prevailed in the earlier times of
Connecticut; and would frighten them woefully with speculations upon comets and shooting stars; and with the alarming fact that the world did absolutely turn
round, and that they were half the time topsy-turvy!
But if there was a pleasure in all this, while snugly cuddling in the chimney corner of a chamber that was all of a ruddy glow from the crackling wood fire,
and where, of course, no spectre dared to show its face, it was dearly purchased by the terrors of his subsequent walk homewards. What fearful shapes and
shadows beset his path, amidst the dim and ghastly glare of a snowy night! With what wistful look did he eye every trembling ray of light streaming across
the waste fields from some distant window! How often was he appalled by some shrub covered with snow, which, like a sheeted spectre, beset his very path! How
often did he shrink with curdling awe at the sound of his own steps on the frosty crust beneath his feet; and dread to look over his shoulder, lest he should
behold some uncouth being tramping close behind him! and how often was he thrown into complete dismay by some rushing blast, howling among the trees, in the
idea that it was the Galloping Hessian on one of his nightly scourings!
All these, however, were mere terrors of the night, phantoms of the mind that walk in darkness; and though he had seen many spectres in his time, and been
more than once beset by Satan in divers shapes, in his lonely perambulations, yet daylight put an end to all these evils; and he would have passed a pleasant
life of it, in despite of the Devil and all his works, if his path had not been crossed by a being that causes more perplexity to mortal man than ghosts,
goblins, and the whole race of witches put together, and that was–a woman.
Among the musical disciples who assembled, one evening in each week, to receive his instructions in psalmody, was Katrina Van Tassel, the daughter and only
child of a substantial Dutch farmer. She was a booming lass of fresh eighteen; plump as a partridge; ripe and melting and rosy-cheeked as one of her father’s
peaches, and universally famed, not merely for her beauty, but her vast expectations. She was withal a little of a coquette, as might be perceived even in
her dress, which was a mixture of ancient and modern fashions, as most suited to set of her charms. She wore the ornaments of pure yellow gold, which her
great-great-grandmother had brought over from Saar dam; the tempting stomacher of the olden time, and withal a provokingly short petticoat, to display the
prettiest foot and ankle in the country round.
Ichahod Crane had a soft and foolish heart towards the sex; and it is not to be wondered at, that so tempting a morsel soon found favor in his eyes, more
especially after he had visited her in her paternal mansion. Old Baltus Van Tassel was a perfect picture of a thriving, contented, liberal-hearted farmer. He
seldom, it is true, sent either his eyes or his thoughts beyond the boundaries of his own farm; but within those everything was snug, happy and well-
conditioned. He was satisfied with his wealth, but not proud of it; and piqued himself upon the hearty abundance, rather than the style in which he lived.
His stronghold was situated on the banks of the Hudson, in one of those green, sheltered, fertile nooks in which the Dutch farmers are so fond of nestling. A
great elm tree spread its broad branches over it, at the foot of which bubbled up a spring of the softest and sweetest water, in a little well formed of a
barrel; and then stole sparkling away through the grass, to a neighboring brook, that babbled along among alders and dwarf willows. Hard by the farmhouse was
a vast barn, that might have served for a church; every window and crevice of which seemed bursting forth with the treasures of the farm; the flail was
busily resounding within it from morning to night; swallows and martins skimmed twittering about the eaves; an rows of pigeons, some with one eye turned up,
as if watching the weather, some with their heads under their wings or buried in their bosoms, and others swelling, and cooing, and bowing about their dames,
were enjoying the sunshine on the roof. Sleek unwieldy porkers were grunting in the repose and abundance of their pens, from whence sallied forth, now and
then, troops of sucking pigs, as if to snuff the air. A stately squadron of snowy geese were riding in an adjoining pond, convoying whole fleets of ducks;
regiments of turkeys were gobbling through the farmyard, and Guinea fowls fretting about it, like ill-tempered housewives, with their peevish, discontented
cry. Before the barn door strutted the gallant cock, that pattern of a husband, a warrior and a fine gentleman, clapping his burnished wings and crowing in
the pride and gladness of his heart, –sometimes tearing up the earth with his feet, and then generously calling his ever-hungry family of wives and children
to enjoy the rich morsel which he had discovered.
The pedagogue’s mouth watered as he looked upon this sumptuous promise of luxurious winter fare. In his devouring mind’s eye, he pictured to himself every
roasting-pig running about with a pudding in his belly, and an apple in his mouth; the pigeons were snugly put to bed in a comfortable pie, and tucked in
with a coverlet of crust; the geese were swimming in their own gravy; and the ducks pairing cosily in dishes, like snug married couples, with a decent
competency of onion sauce. In the porkers he saw carved out the future sleek side of bacon, and juicy relishing ham; not a turkey but he beheld daintily
trussed up, with its gizzard under its wing, and, peradventure, a necklace of savory sausages; and even bright chanticleer himself lay sprawling on his back,
in a side dish, with uplifted claws, as if craving that quarter which his chivalrous spirit disdained to ask while living.
As the enraptured Ichabod fancied all this, and as he rolled his great green eyes over the fat meadow lands, the rich fields of wheat, of rye, of buckwheat,
and Indian corn, and the orchards burdened with ruddy fruit, which surrounded the warm tenement of Van Tassel, his heart yearned after the damsel who was to
inherit these domains, and his imagination expanded with the idea, how they might be readily turned into cash, and the money invested in immense tracts of
wild land, and shingle palaces in the wilderness. Nay, his busy fancy already realized his hopes, and presented to him the blooming Katrina, with a whole
family of children, mounted on the top of a wagon loaded with household trumpery, with pots and kettles dangling beneath; and he beheld himself bestriding a
pacing mare, with a colt at her heels, setting out for Kentucky, Tennessee, –or the Lord knows where!
When he entered the house, the conquest of his heart was complete. It was one of those spacious farmhouses, with high- ridged but lowly sloping roofs, built
in the style handed down from the first Dutch settlers; the low projecting eaves forming a piazza along the front, capable of being closed up in bad weather.
Under this were hung flails, harness, various utensils of husbandry, and nets for fishing in the neighboring river. Benches were built along the sides for
summer use; and a great spinning-wheel at one end, and a churn at the other, showed the various uses to which this important porch might be devoted. From
this piazza the wondering Ichabod entered the hall, which formed the centre of the mansion, and the place of usual residence. Here rows of resplendent
pewter, ranged on a long dresser, dazzled his eyes. In one corner stood a huge bag of wool, ready to be spun; in another, a quantity of linsey-woolsey just
from the loom; ears of Indian corn, and strings of dried apples and peaches, hung in gay festoons along the walls, mingled with the gaud of red peppers; and
a door left ajar gave him a peep into the best parlor, where the claw-footed chairs and dark mahogany tables shone like mirrors; andirons, with their
accompanying shovel and tongs, glistened from their covert of asparagus tops; mock- oranges and conch – shells decorated the mantelpiece; strings of
various-colored birds eggs were suspended above it; a great ostrich egg was hung from the centre of the room, and a corner cupboard, knowingly left open,
displayed immense treasures of old silver and well-mended china.
From the moment Ichabod laid his eyes upon these regions of delight, the peace of his mind was at an end, and his only study was how to gain the affections
of the peerless daughter of Van Tassel. In this enterprise, however, he had more real difficulties than generally fell to the lot of a knight-errant of yore,
who seldom had anything but giants, enchanters, fiery dragons, and such like easily conquered adversaries, to contend with and had to make his way merely
through gates of iron and brass, and walls of adamant to the castle keep, where the lady of his heart was confined; all which he achieved as easily as a man
would carve his way to the centre of a Christmas pie; and then the lady gave him her hand as a matter of course. Ichabod, on the contrary, had to win his way
to the heart of a country coquette, beset with a labyrinth of whims and caprices, which were forever presenting new difficulties and impediments; and he had
to encounter a host of fearful adversaries of real flesh and blood, the numerous rustic admirers, who beset every portal to her heart, keeping a watchful and
angry eye upon each other, but ready to fly out in the common cause against any new competitor.
Among these, the most formidable was a burly, roaring, roystering blade, of the name of Abraham, or, according to the Dutch abbreviation, Brom Van Brunt, the
hero of the country round which rang with his feats of strength and hardihood. He was broad-shouldered and double-jointed, with short curly black hair, and a
bluff but not unpleasant countenance, having a mingled air of fun and arrogance From his Herculean frame and great powers of limb he had received the
nickname of BROM BONES, by which he was universally known. He was famed for great knowledge and skill in horsemanship, being as dexterous on horseback as a
Tartar. He was foremost at all races and cock fights; and, with the ascendancy which bodily strength always acquires in rustic life, was the umpire in all
disputes, setting his hat on one side, and giving his decisions with an air and tone that admitted of no gainsay or appeal. He was always ready for either a
fight or a frolic; but had more mischief than ill-will in his composition; and with all his overbearing roughness, there was a strong dash of waggish good
humor at bottom. He had three or four boon companions, who regarded him as their model, and at the head of whom he scoured the country, attending every scene
of feud or merriment for miles round. In cold weather he was distinguished by a fur cap, surmounted with a flaunting fox’s tail; and when the folks at a
country gathering descried this well-known crest at a distance, whisking about among a squad of hard riders, they always stood by for a squall. Sometimes his
crew would be heard dashing along past the farmhouses at midnight, with whoop and halloo, like a troop of Don Cossacks; and the old dames, startled out of
their sleep, would listen for a moment till the hurry-scurry had clattered by, and then exclaim, &quot;Ay, there goes Brom Bones and his gang!&quot; The
neighbors looked upon him with a mixture of awe, admiration, and good-will; and, when any madcap prank or rustic brawl occurred in the vicinity, always shook
their heads, and warranted Brom Bones was at the bottom of it.
This rantipole hero had for some time singled out the blooming Katrina for the object of his uncouth gallantries, and though his amorous toyings were
something like the gentle caresses and endearments ofa bear, yet it was whispered that she did not altogether discourage his hopes. Certain it is, his
advances were signals for rival candidates to retire, who felt no inclination to cross a lion in his amours; insomuch, that when his horse was seen tied to
Van Tassel’s paling, on a Sunday night, a sure sign that his master was courting, or, as it is termed, &quot; sparking,&quot; within, all other suitors
passed by in despair, and carried the war into other quarters.
Such was the formidable rival with whom Ichabod Crane had to contend, and, considering, all things, a stouter man than he would have shrunk from the
competition, and a wiser man would have despaired. He had, however, a happy mixture of pliability and perseverance in his nature; he was in form and spirit
like a supple-jackyielding, but tough; though he bent, he never broke; and though he bowed beneath the slightest pressure, yet, the moment it was away–
jerk!–he was as erect, and carried his head as high as ever.
To have taken the field openly against his rival would have been madness; for he was not a man to be thwarted in his amours, any more than that stormy lover,
Achilles. Ichabod, therefore, made his advances in a quiet and gently insinuating manner. Under cover of his character of singing-master, he made frequent
visits at the farmhouse; not that he had anything to apprehend from the meddlesome interference of parents, which is so often a stumbling-block in the path
of lovers. Balt Van Tassel was an easy indulgent soul; he loved his daughter better even than his pipe, and, like a reasonable man and an excellent father,
let her have her way in everything. His notable little wife, too, had enough to do to attend to her housekeeping and manage her poultry; for, as she sagely
observed, ducks and geese are foolish things, and must be looked after, but girls can take care of themselves. Thus, while the busy dame bustled about the
house, or plied her spinning-wheel at one end of the piazza, honest Balt would sit smoking his evening pipe at the other, watching the achievements of a
little wooden warrior, who, armed with a sword in each hand, was most valiantly fighting the wind on the pinnacle of the barn. In the mean time, Ichabod
would carry on his suit with the daughter by the side of the spring under the great elm, or sauntering along in the twilight, that hour so favorable to the
lover’s eloquence.
I profess not to know how women’s hearts are wooed and won. To me they have always been matters of riddle and admiration. Some seem to have but one
vulnerable point, or door of access; while others have a thousand avenues, and may be captured in a thousand different ways. It is a great triumph of skill
to gain the former, but a still greater proof of generalship to maintain possession of the latter, for man must battle for his fortress at every door and
window. He who wins a thousand common hearts is therefore entitled to some renown; but he who keeps undisputed sway over the heart of a coquette is indeed a
hero. Certain it is, this was not the case with the redoubtable Brom Bones; and from the moment Ichabod Crane made his advances, the interests of the former
evidently declined: his horse was no longer seen tied to the palings on Sunday nights, and a deadly feud gradually arose between him and the preceptor of
Sleepy Hollow.
Brom, who had a degree of rough chivalry in his nature, would fain have carried matters to open warfare and have settled their pretensions to the lady,
according to the mode of those most concise and simple reasoners, the knights-errant of yore, — by single combat; but lchabod was too conscious of the
superior might of his adversary to enter the lists against him; he had overheard a boast of Bones, that he would &quot;double the schoolmaster up, and lay
him on a shelf of his own schoolhouse;&quot; and he was too wary to give him an opportunity. There was something extremely provoking, in this obstinately
pacific system; it left Brom no alternative but to draw upon the funds of rustic waggery in his disposition, and to play off boorish practical jokes upon his
rival. Ichabod became the object of whimsical persecution to Bones and his gang of rough riders. They harried his hitherto peaceful domains, smoked out his
singing- school by stopping up the chimney, broke into the schoolhouse at night, in spite of its formidable fastenings of withe and window stakes, and turned
everything topsy-turvy, so that the poor schoolmaster began to think all the witches in the country held their meetings there. But what was still more
annoying, Brom took all Opportunities of turning him into ridicule in presence of his mistress, and had a scoundrel dog whom he taught to whine in the most
ludicrous manner, and introduced as a rival of Ichabod’s, to instruct her in psalmody.
In this way matters went on for some time, without producing any material effect on the relative situations of the contending powers. On a fine autumnal
afternoon, Ichabod, in pensive mood, sat enthroned on the lofty stool from whence he usually watched all the concerns of his little literary realm. In his
hand he swayed a ferule, that sceptre of despotic power; the birch of justice reposed on three nails behind the throne, a constant terror to evil doers,
while on the desk before him might be seen sundry contraband articles and prohibited weapons, detected upon the persons of idle urchins, such as half-munched
apples, popguns, whirligigs, fly-cages, and whole legions of rampant little paper game-cocks. Apparently there had been some appalling act of justice
recently inflicted, for his scholars were all busily intent upon their books, or slyly whispering behind them with one eye kept upon the master; and a kind
of buzzing stillness reigned throughout the schoolroom. It was suddenly interrupted by the appearance of a negro in tow-cloth jacket and trowsers. a round-
crowned fragment of a hat, like the cap of Mercury, and mounted on the back of a ragged, wild, half-broken colt, which he managed with a rope by way of
halter. He came clattering up to the school-door with an invitation to Ichabod to attend a merry – making or &quot;quilting-frolic,&quot; to be held that
evening at Mynheer Van Tassel’s; and having, delivered his message with that air of importance and effort at fine language which a negro is apt to display on
petty embassies of the kind, he dashed over the brook, and was seen scampering, away up the Hollow, full of the importance and hurry of his mission.
All was now bustle and hubbub in the late quiet schoolroom. The scholars were hurried through their lessons without stopping at trifles; those who were
nimble skipped over half with impunity, and those who were tardy had a smart application now and then in the rear, to quicken their speed or help them over a
tall word. Books were flung aside without being put away on the shelves, inkstands were overturned, benches thrown down, and the whole school was turned
loose an hour before the usual time, bursting forth like a legion of young imps, yelping and racketing about the green in joy at their early emancipation.
The gallant Ichabod now spent at least an extra half hour at his toilet, brushing and furbishing up his best, and indeed only suit of rusty black, and
arranging his locks by a bit of broken looking-glass that hung up in the schoolhouse. That he might make his appearance before his mistress in the true style
of a cavalier, he borrowed a horse from the farmer with whom he was domiciliated, a choleric old Dutchman of the name of Hans Van Ripper, and, thus gallantly
mounted, issued forth like a knight- errant in quest of adventures. But it is meet I should, in the true spirit of romantic story, give some account of the
looks and equipments of my hero and his steed. The animal he bestrode was a broken-down plow-horse, that had outlived almost everything but its viciousness.
He was gaunt and shagged, with a ewe neck, and a head like a hammer; his rusty mane and tail were tangled and knotted with burs; one eye had lost its pupil,
and was glaring and spectral, but the other had the gleam of a genuine devil in it. Still he must have had fire and mettle in his day, if we may judge from
the name he bore of Gunpowder. He had, in fact, been a favorite steed of his master’s, the choleric Van Ripper, who was a furious rider, and had infused,
very probably, some of his own spirit into the animal; for, old and broken-down as he looked, there was more of the lurking devil in him than in any young
filly in the country.
Ichabod was a suitable figure for such a steed . He rode with short stirrups, which brought his knees nearly up to the pommel of the saddle; his sharp elbows
stuck out like grasshoppers’; he carried his whip perpendicularly in his hand, like a sceptre, and as his horse jogged on, the motion of his arms was not
unlike the flapping of a pair of wings. A small wool hat rested on the top of his nose, for so his scanty strip of forehead might be called, and the skirts
of his black coat fluttered out almost to the horses tail. Such was the appearance of Ichabod and his steed as they shambled out of the gate of Hans Van
Ripper, and it was altogether such an apparition as is seldom to be met with in broad daylight.
It was, as I have said, a fine autumnal day; the sky was clear and serene, and nature wore that rich and golden livery which we always associate with the
idea of abundance. The forests had put on their sober brown and yellow, while some trees of the tenderer kind had been nipped by the frosts into brilliant
dyes of orange, purple, and scarlet. Streaming files of wild ducks began to make their appearance high in the air; the bark of the squirrel might be heard
from the groves of beech and hickory- nuts, and the pensive whistle of the quail at intervals from the neighboring stubble field.
The small birds were taking their farewell banquets. In the fullness of their revelry, they fluttered, chirping and frolicking from bush to bush, and tree to
tree, capricious from the very profusion and variety around them. There was the honest cockrobin, the favorite game of stripling sportsmen, with its loud
querulous note; and the twittering blackbirds flying in sable clouds, and the golden- winged woodpecker with his crimson crest, his broad black gorget, and
splendid plumage; and the cedar-bird, with its red tipt wings and yellow-tipt tail and its little monteiro cap of feathers; and the blue jay, that noisy
coxcomb, in his gay light blue coat and white underclothes, screaming and chattering, nodding and bobbing and bowing, and pretending to be on good terms with
every songster of the grove.
As Ichabod jogged slowly on his way, his eye, ever open to every symptom of culinary abundance, ranged with delight over the treasures of jolly autumn. On
all sides he beheld vast store of apples: some hanging in oppressive opulence on the trees; some gathered into baskets and barrels for the market; others
heaped up in rich piles for the cider-press. Farther on he beheld great fields of Indian corn, with its golden ears peeping from their leafy coverts, and
holding out the promise of cakes and hasty- pudding; and the yellow pumpkins lying beneath them, turning up their fair round bellies to the sun, and giving
ample prospects of the most luxurious of pies; and anon he passed the fragrant buckwheat fields breathing the odor of the beehive, and as he beheld them,
soft anticipations stole over his mind of dainty slap-jacks, well buttered, and garnished with honey or treacle, by the delicate little dimpled hand of
Katrina Van Tassel.
Thus feeding his mind with many sweet thoughts and &quot;sugared suppositions,&quot; he journeyed along the sides of a range of hills which look out upon
some of the goodliest scenes of the mighty Hudson. The sun gradually wheeled his broad disk down in the west. The wide bosom of the Tappan Zee lay motionless
and glassy, excepting that here and there a gentle undulation waved and prolonged the blue shallow of the distant mountain. A few amber clouds floated in the
sky, without a breath of air to move them. The horizon was of a fine golden tint, changing gradually into a pure apple green, and from that into the deep
blue of the mid- heaven. A slanting ray lingered on the woody crests of the precipices that overhung some parts of the river, giving greater depth to the
dark gray and purple of their rocky sides. A sloop was loitering in the distance, dropping slowly down with the tide, her sail hanging uselessly against the
mast; and as the reflection of the sky gleamed along the still water, it seemed as if the vessel was suspended in the air.
It was toward evening that Ichabod arrived at the castle of the Heer Van Tassel, which he found thronged with the pride and flower of the adjacent country
Old farmers, a spare leathern- faced race, in homespun coats and breeches, blue stockings, huge shoes, and magnificent pewter buckles. Their brisk, withered
little dames, in close crimped caps, long waisted short-gowns, homespun petticoats, with scissors and pin-cushions, and gay calico pockets hanging on the
outside. Buxom lasses, almost as antiquated as their mothers, excepting where a straw hat, a fine ribbon, or perhaps a white frock, gave symptoms of city
innovation. The sons, in short square-skirted coats, with rows of stupendous brass buttons, and their hair generally queued in the fashion of the times,
especially if they could procure an eelskin for the purpose, it being esteemed throughout the country as a potent nourisher and strengthener of the hair.
Brom Bones, however, was the hero of the scene, having come to the gathering on his favorite steed Daredevil, a creature, like himself, full of mettle and
mischief, and which no one but himself could manage. He was, in fact, noted for preferring vicious animals, given to all kinds of tricks which kept the rider
in constant risk of his neck, for he held a tractable, wellbroken horse as unworthy of a lad of spirit.
Fain would I pause to dwell upon the world of charms that burst upon the enraptured gaze of my hero, as he entered the state parlor of Van Tassel’s mansion.
Not those of the bevy of buxom lasses, with their luxurious display of red and white; but the ample charms of a genuine Dutch country tea-table, in the
sumptuous time of autumn. Such heaped up platters of cakes of various and almost indescribable kinds, known only to experienced Dutch housewives! There was
the doughty doughnut, the tender olykoek, and the crisp and crumbling cruller; sweet cakes and short cakes, ginger cakes and honey cakes, and the whole
family of cakes. And then there were apple pies, and peach pies, and pumpkin pies; besides slices of ham and smoked beef; and moreover delectable dishes of
preserved plums, and peaches, and pears, and quinces; not to mention broiled shad and roasted chickens; together with bowls of milk and cream, all mingled
higgledy- pigglely, pretty much as I have enumerated them, with the motherly teapot sending up its clouds of vapor from the midst– Heaven bless the mark! I
want breath and time to discuss this banquet as it deserves, and am too eager to get on with my story. Happily, Ichabod Crane was not in so great a hurry as
his historian, but did ample justice to every dainty.
He was a kind and thankful creature, whose heart dilated in proportion as his skin was filled with good cheer, and whose spirits rose with eating, as some
men’s do with drink. He could not help, too, rolling his large eyes round him as he ate, and chuckling with the possibility that he might one day be lord of
all this scene of almost unimaginable luxury and splendor. Then, he thought, how soon he ‘d turn his back upon the old schoolhouse; snap his fingers in the
face of Hans Van Ripper, and every other niggardly patron, and kick any itinerant pedagogue out of doors that should dare to call him comrade!
Old Baltus Van Tassel moved about among his guests with a face dilated with content and goodhumor, round and jolly as the harvest moon. His hospitable
attentions were brief, but expressive, being confined to a shake of the hand, a slap on the shoulder, a loud laugh, and a pressing invitation to &quot;fall
to, and help themselves.&quot;
And now the sound of the music from the common room, or hall, summoned to the dance. The musician was an old gray-headed negro, who had been the itinerant
orchestra of the neighborhood for more than half a century. His instrument was as old and battered as himself. The greater part of the time he scraped on two
or three strings, accompanying every movement of the bow with a motion of the head; bowing almost to the ground, and stamping with his foot whenever a fresh
couple were to start.
Ichabod prided himself upon his dancing as much as upon his vocal powers. Not a limb, not a fibre about him was idle; and to have seen his loosely hung frame
in full motion, and clattering about the room, you would have thought St. Vitus himself, that blessed patron of the dance, was figuring before you in person.
He was the admiration of all the negroes; who, having gathered, of all ages and sizes, from the farm and the neighborhood, stood forming a pyramid of shining
black faces at every door and window; gazing with delight at the scene; rolling their white eye-balls, and showing grinning rows of ivory from ear to ear.
How could the flogger of urchins be otherwise than animated and joyous? the lady of his heart was his partner in the dance, and smiling graciously in reply
to all his amorous oglings; while Brom Bones, sorely smitten with love and jealousy, sat brooding by himself in one corner.
When the dance was at an end, Ichabod was attracted to a knot of the sager folks, who, with Old V an Tassel, sat smoking at one end of the piazza, gossiping
over former times, and drawing out long stories about the war. This neighborhood, at the time of which I am speaking, was one of those highly favored places
which abound with chronicle and great men. The British and American line had run near it during the war; it had, therefore], been the scene of marauding and
infested with refugees, cow-boys, and all kinds of border chivalry. Just sufficient time had elapsed to enable each story-teller to dress up his tale with a
little becoming fiction, and, in the indistinctness of his recollection, to make himself the hero of every exploit.
There was the story of Doffue Martling, a large blue-bearded Dutchman, who had nearly taken a British frigate with an old iron nine-pounder from a mud
breastwork, only that his gun burst at the sixth discharge. And there was an old gentleman who shall be nameless, being too rich a mynheer to be lightly
mentioned, who, in the battle of White Plains, being an excellent master of defence, parried a musket-ball with a small-sword, insomuch that he absolutely
felt it whiz round the blade, and glance off at the hilt; in proof of which he was ready at any time to show the sword, with the hilt a little bent. There
were several more that had been equally great in the field, not one of whom but was persuaded that he had a considerable hand in bringing the war to a happy
termination.
But all these were nothing to the tales of ghosts and apparitions that succeeded. The neighborhood is rich in legendary treasures of the kind. Local tales
and superstitions thrive best in these sheltered, long settled retreats; but are trampled under foot by the shifting throng that forms the population of most
of our country places. Besides, there is no encouragement for ghosts in most of our villages, for they have scarcely had time to finish their first nap and
turn themselves in their graves, before their surviving friends have travelled away from the neighborhood; so that when they turn out at night to walk their
rounds, they have no acquaintance left to call upon. This is perhaps the reason why we so seldom hear of ghosts except in our long-established Dutch
communities.
The immediate cause, however, of the prevalence of supernatural stories in these parts, was doubtless owing to the vicinity of Sleepy Hollow. There was a
contagion in the very air that blew from that haunted region; it breathed forth an atmosphere of dreams and fancies infecting all the land. Several of the
Sleepy Hollow people were present at Van Tassel’s, and, as usual, were doling out their wild and wonderful legends. Many dismal tales were told about funeral
trains, and mourning cries and wailings heard and seen about the great tree where the unfortunate Major Andre was taken, and which stood in the neighborhood.
Some mention was made also of the woman in white, that haunted the dark glen at Raven Rock, and was often heard to shriek on winter nights before a storm,
having perished there in the snow. The chief part of the stories, however, turned upon the favorite spectre of Sleepy Hollow, the Headless Horseman, who had
been heard several times of late, patrolling the country; and, it was said, tethered his horse nightly among the graves in the churchyard.
The sequestered situation of this church seems always to have made it a favorite haunt of troubled spirits. It stands on a knoll, surrounded by locust, trees
and lofty elms, from among which its decent, whitewashed walls shine modestly forth, like Christian purity beaming through the shades of retirement. A gentle
slope descends from it to a silver sheet of water, bordered by high trees, between which, peeps may be caught at the blue hills of the Hudson. To look upon
its grass-grown yard, where the sunbeams seem to sleep so quietly, one would think that there at least the dead might rest in peace. On one side of the
church extends a wide woody dell, along which raves a large brook among broken rocks and trunks of fallen trees. Over a deep black part of the stream, not
far from the church, was formerly thrown a wooden bridge; the road that led to it, and the bridge itself, were thickly shaded by overhanging trees, which
cast a gloom about it, even in the daytime; but occasioned a fearful darkness at night. Such was one of the favorite haunts of the Headless Horseman, and the
place where he was most frequently encountered. The tale was told of old Brouwer, a most heretical disbeliever in ghosts, how he met the Horseman returning
from his foray into Sleepy Hollow, and was obliged to get up behind him; how they galloped over bush and brake, over hill and swamp, until they reached the
bridge; when the Horseman suddenly turned into a skeleton, threw old Brouwer into the brook, and sprang away over the tree-tops with a clap of thunder.
This story was immediately matched by a thrice marvellous adventure of Brom Bones, who made light of the Galloping Hessian as an arrant jockey. He affirmed
that on returning one night from the neighboring village of Sing Sing, he had been overtaken by this midnight trooper; that he had offered to race with him
for a bowl of punch, and should have won it too, for Daredevil beat the goblin horse all hollow, but just as they came to the church bridge, the Hessian
bolted, and vanished in a flash of fire.
All these tales, told in that drowsy undertone with which men talk in the dark, the countenances of the listeners only now and then receiving a casual gleam
from the glare of a pipe, sank deep in the mind of Ichabod. He repaid them in kind with large extracts from his invaluable author, Cotton Mather, and added
many marvellous events that had taken place in his native State of Connecticut, and fearful sights which he had seen in his nightly walks about Sleepy
Hollow.
The revel now gradually broke up. The old farmers gathered together their families in their wagons, and were heard for some time rattling along the hollow
roads, and over the distant hills. Some of the damsels mounted on pillions behind their favorite swains, and their light-hearted laughter, mingling with the
clatter of hoofs, echoed along the silent woodlands, sounding fainter and fainter, until they gradually died away, –and the late scene of noise and frolic
was all silent and deserted. Ichabod only lingered behind, according to the custom of country lovers, to have a tete-a-tete with the heiress; fully convinced
that he was now on the high road to success. What passed at this interview I will not pretend to say, for in fact I do not know. Something, however, I fear
me, must have gone wrong, for he certainly sallied forth, after no very great interval, with an air quite desolate and chapfallen. Oh, these women! these
women! Could that girl have been playing off any of her coquettish tricks? Was her encouragement of the poor pedagogue all a mere sham to secure her conquest
of his rival? Heaven only knows, not I! Let it suffice to say, Ichabod stole forth with the air of one who had been sacking a henroost, rather than a fair
lady’s heart. Without looking to the right or left to notice the scene of rural wealth, on which he had so often gloated, he went straight to the stable, and
with several hearty cuffs and kicks roused his steed most uncourteously from the comfortable quarters in which he was soundly sleeping, dreaming of mountains
of corn and oats, and whole valleys of timothy and clover.
It was the very witching time of night that Ichabod, heavy hearted and crest-fallen, pursued his travels homewards, along the sides of the lofty hills which
rise above Tarry Town, and which he had traversed so cheerily in the afternoon. The hour was as dismal as himself. Far below him the Tappan Zee spread its
dusky and indistinct waste of waters, with here and there the tall mast of a sloop, riding quietly at anchor under the land. In the dead hush of midnight, he
could even hear the barking of the watchdog from the opposite shore of the Hudson; but it was so vague and faint as only to give an idea of his distance from
this faithful companion of man. Now and then, too, the long-drawn crowing of a cock, accidentally awakened, would sound far, far off, from some farmhouse
away among the hills–but it was like a dreaming sound in his ear. No signs of life occurred near him, but occasionally the melancholy chirp of a cricket, or
perhaps the guttural twang of a bull-frog from a neighboring marsh, as if sleeping uncomfortably and turning suddenly in his bed.
All the stories of ghosts and goblins that he had heard in the afternoon now came crowding upon his recollection. The night grew darker and darker; the stars
seemed to sink deeper in the sky, and driving clouds occasionally hid them from his sight. He had never felt so lonely and dismal. He was, moreover,
approaching the very place where many of the scenes of the ghost stories had been laid. In the centre of the road stood an enormous tulip-tree, which towered
like a giant above all the other trees of the neighborhood, and formed a kind of landmark. Its limbs were gnarled and fantastic, large enough to form trunks
for ordinary trees, twisting down almost to the earth, and rising again into the air. It was connected with the tragical story of the unfortunate Andre, who
had been taken prisoner hard by; and was universally known by the name of Major Andre’s tree. The common people regarded it with a mixture of respect and
superstition, partly out of sympathy for the fate of its ill- starred namesake, and partly from the tales of strange sights, and doleful lamentations, told
concerning it.
As Ichabod approached this fearful tree, he began to whistle; he thought his whistle was answered; it was but a blast sweeping sharply through the dry
branches. As he approached a little nearer, he thought he saw something white, hanging in the midst of the tree: he paused, and ceased whistling but, on
looking more narrowly, perceived that it was a place where the tree had been scathed by lightning, and the white wood laid bare. Suddenly he heard a groan–
his teeth chattered, and his knees smote against the saddle: it was but the rubbing of one huge bough upon another, as they were swayed about by the breeze.
He passed the tree in safety, but new perils lay before him.
About two hundred yards from the tree, a small brook crossed the road, and ran into a marshy and thickly-wooded glen, known by the name of Wiley’s Swamp. A
few rough logs, laid side by side, served for a bridge over this stream. On that side of the road where the brook entered the wood, a group of oaks and
chestnuts, matted thick with wild grape-vines, threw a cavernous gloom over it. To pass this bridge was the severest trial. It was at this identical spot
that the unfortunate Andre was captured, and under the covert of those chestnuts and vines were the sturdy yeomen concealed who surprised him. This has ever
since been considered a haunted stream, and fearful are the feelings of the school-boy who has to pass it alone after dark.
As he approached the stream, his heart began to thump he summoned up, however, all his resolution, gave his horse half a score of kicks in the ribs, and
attempted to dash briskly across the bridge; but instead of starting forward, the perverse old animal made a lateral movement, and ran broadside against the
fence. Ichabod, whose fears increased with the delay, jerked the reins on the other side, and kicked lustily with the contrary foot: it was all in vain; his
steed started, it is true, but it was only to plunge to the opposite side of the road into a thicket of brambles and alder-bushes. The schoolmaster now
bestowed both whip and heel upon the starveling ribs of old Gunpowder, who dashed forward, snuffling and snorting, but came to a stand just by the bridge,
with a suddenness that had nearly sent his rider sprawling over his head. Just at this moment a plashy tramp by the side of the bridge caught the sensitive
ear of Ichabod. In the dark shadow of the grove, on the margin of the brook, he beheld something huge, misshapen and towering. It stirred not, but seemed
gathered up in the gloom, like some gigantic monster ready to spring upon the traveller.
The hair of the affrighted pedagogue rose upon his head with terror. What was to be done? To turn and fly was now too late; and besides, what chance was
there of escaping ghost or goblin, if such it was, which could ride upon the wings of the wind? Summoning up, therefore, a show of courage, he demanded in
stammering accents, &quot; Who are you?&quot; He received no reply. He repeated his demand in a still more agitated voice. Still there was no answer. Once
more he cudgelled the sides of the inflexible Gunpowder, and, shutting his eyes, broke forth with involuntary fervor into a psalm tune. Just then the shadowy
object of alarm put itself in motion, and with a scramble and a bound stood at once in the middle of the road. Though the night was dark and dismal, yet the
form of the unknown might now in some degree be ascertained. He appeared to be a horseman of large dimensions, and mounted on a black horse of powerful
frame. He made no offer of molestation or sociability, but kept aloof on one side of the road, jogging along on the blind side of old Gunpowder, who had now
got over his fright and waywardness.
Ichabod, who had no relish for this strange midnight companion, and bethought himself of the adventure of Brom Bones with the Galloping Hessian, now
quickened his steed in hopes of leaving him behind. The stranger, however, quickened his horse to an equal pace. Ichabod pulled up, and fell into a walk,
thinking to lag behind, –the other did the same. His heart began to sink within him; he endeavored to resume his psalm tune, but his parched tongue clove to
the roof of his mouth, and he could not utter a stave. There was something in the moody and dogged silence of this pertinacious companion that was mysterious
and appalling. It was soon fearfully accounted for. On mounting a rising ground, which brought the figure of his fellow-traveller in relief against the sky,
gigantic in height, and muffled in a cloak, Ichabod was horror-struck on perceiving that he was headless! but his horror was still more increased on
observing that the head, which should have rested on his shoulders, was carried before him on the pommel of his saddle! His terror rose to desperation; he
rained a shower of kicks and blows upon Gunpowder, hoping by a sudden movement to give his companion the slip; but the spectre started full jump with him.
Away, then, they dashed through thick and thin; stones flying and sparks flashing at every bound. Ichabod’s flimsy garments fluttered in the air, as he
stretched his long lank body away over his horse’s head, in the eagerness of his flight.
They had now reached the road which turns off to Sleepy Hollow; but Gunpowder, who seemed possessed with a demon, instead of keeping up it, made an opposite
turn, and plunged headlong down hill to the left. This road leads through a sandy hollow shaded by trees for about a quarter of a mile, where it crosses the
bridge famous in goblin story; and just beyond swells the green knoll on which stands the whitewashed church.
As yet the panic of the steed had given his unskilful rider an apparent advantage in the chase, but just as he had got half way through the hollow, the
girths of the saddle gave way, and he felt it slipping from under him. He seized it by the pommel, and endeavored to hold it firm, but in vain; and had just
time to save himself by clasping old Gunpowder round the neck, when the saddle fell to the earth, and he heard it trampled under foot by his pursuer. For a
moment the terror of Hans Van Ripper’s wrath passed across his mind, –for it was his Sunday saddle; but this was no time for petty fears; the goblin was
hard on his haunches; and (unskilful rider that he was!) he had much ado to maintain his seat; sometimes slipping on one side, sometimes on another, and
sometimes jolted on the high ridge of his horse’s backbone, with a violence that he verily feared would cleave him asunder.
An opening, in the trees now cheered him with the hopes that the church bridge was at hand. The wavering reflection of a silver star in the bosom of the
brook told him that he was not mistaken. He saw the walls of the church dimly glaring under the trees beyond. He recollected the place where Brom Bones’
ghostly competitor had disappeared. &quot;If I can but reach that bridge,&quot; thought Ichabod, &quot; I am safe.&quot; Just then he heard the black steed
panting and blowing close behind him; he even fancied that he felt his hot breath. Another convulsive kick in the ribs, and old Gunpowder sprang upon the
bridge; he thundered over the resounding planks; he gained the opposite side; and now Ichabod cast a look behind to see if his pursuer should vanish,
according to rule, in a flash of fire and brimstone. Just then he saw the goblin rising in his stirrups, and in the very act of hurling his head at him.
Ichabod endeavored to dodge the horrible missile, but too late. It encountered his cranium with a tremendous crash, –he was tumbled headlong into the dust,
and Gunpowder, the black steed, and the goblin rider, passed by like a whirlwind.
The next morning the old horse was found without his saddle, and with the bridle under his feet, soberly cropping the grass at his master’s gate. Ichabod did
not make his appearance at breakfast; dinner-hour came, but no Ichabod. The boys assembled at the schoolhouse, and strolled idly about the banks of the
brook; but no schoolmaster. Hans Van Ripper now began to feel some uneasiness about the fate of poor Ichabod, and his saddle. An inquiry was set on foot, and
after diligent investigation they came upon his traces. In one part of the road leading to the church was found the saddle trampled in the dirt; the tracks
of horses’ hoofs deeply dented in the road, and evidently at furious speed, were traced to the bridge, beyond which, on the bank of a broad part of the
brook, where the water ran deep and black, was found the head of the unfortunate Ichabod, and close beside it a shattered pumpkin.
The brook was searched, but the body of the schoolmaster was not to be discovered. Hans Van Ripper as executor of his estate, examined the bundle which
contained all his worldly effects. They consisted of two shirts and a half; two stocks for the neck; a pair or two of worsted stockings; an old pair of
corduroy small- clothes; a rusty razor; a book of psalm tunes full of dog’s-ears; and a broken pitch-pipe. As to the books and furniture of the schoolhouse,
they belonged to the community, excepting Cotton Mather’s History of Witchcraft, a New England Almanac, and book of dreams and fortune-telling; in which last
was a sheet of foolscap much scribbled and blotted in several fruitless attempts to make a copy of verses in honor of the heiress of Van Tassel. These magic
books and the poetic scrawl were forthwith consigned to the flames by Hans Van Ripper; who, from that time forward, determined to send his children no more
to school; observing that he never knew any good come of this same reading and writing. Whatever money the schoolmaster possessed, and he had received his
quarter’s pay but a day or two before, he must have had about his person at the time of his disappearance.
The mysterious event caused much speculation at the church on the following Sunday. Knots of gazers and gossips were collected in the churchyard, at the
bridge, and at the spot where the hat and pumpkin had been found. The stories of Brouwer, of Bones, and a whole budget of others were called to mind; and
when they had diligently considered them all, and compared them with the symptoms of the present case, they shook their heads, and came to the conclusion
chat Ichabod had been carried off by the Galloping Hessian. As he was a bachelor, and in nobody’s debt, nobody troubled his head any more about him; the
school was removed to a different quarter of the Hollow, and another pedagogue reigned in his stead.
It is true, an old farmer, who had been down to New York on a visit several years after, and from whom this account of the ghostly adventure was received,
brought home the intelligence that Ichabod Crane was still alive; that he had left the neighborhood partly through fear of the goblin and Hans Van Ripper,
and partly in mortification at having been suddenly dismissed by the heiress; that he had changed his quarters to a distant part of the country; had kept
school and studied law at the same time; had been admitted to the bar; turned politician; electioneered; written for the newspapers; and finally had been
made a justice of the ten pound court. Brom Bones, too, who, shortly after his rival’s disappearance conducted the blooming Katrina in triumph to the altar,
was observed to look exceedingly knowing whenever the story of Ichabod was related, and always burst into a hearty laugh at the mention of the pumpkin; which
led some to suspect that he knew more about the matter than he chose to tell.
The old country wives, however, who are the best judges of these matters, maintain to this day that Ichabod was spirited away by supernatural means; and it
is a favorite story often told about the neighborhood round the winter evening fire. The bridge became more than ever an object of superstitious awe; and
that may be the reason why the road has been altered of late years, so as to approach the church by the border of the mill-pond. The schoolhouse being
deserted soon fell to decay, and was reported to be haunted by the ghost of the unfortunate pedagogue and the plough-boy, loitering homeward of a still
summer evening, has often fancied his voice at a distance, chanting a melancholy psalm tune among the tranquil solitudes of Sleepy Hollow.