Essay about The Growing Problem of Bullying - 2552 Words

A common question asked by people every day is, are parents and schools doing enough to prevent bullying in the United States. So, are they? Many facts and statistics prove that the answer to this question is no. Bullying is an everyday occurrence in society. How could anyone be doing enough if it is still constantly happening? It is nearly impossible to end all bullying because not all situations and people, especially children, are able to be controlled. However, there is much more that can be done about it than there is. It is ubiquitously known throughout America that bullying is a significant problem that continues to get worse every year. Children that have been bullied are often traumatized or â€Å"act out† in a variety of ways, the†¦show more content†¦Yet they often do nothing about it except for â€Å"talk† to their kids. It has been proven that just talking to children about bullying is not enough and action needs to be taken. Many surveys have been conducted to determine how many students in schools are actually bullied, how often bullying occurs, etc. One analysis specifically compared education support professionals and teachers and discovered that teachers were more likely to witness bullying and also more likely to see bullying as a growing and important problem at their school. (Banks) The problem is that not bullying is an unknown problem, but that there is not enough being done to prevent it. A high percentage of teachers have reported witnessing bullying and have had many students report bullying to them; however, the percentage of teachers that have actually reported this bullying to a higher authority or have taken action in stopping it is much smaller. There are many various types of bullying, so many that it sometimes becomes hard to determine what could be declared as bullying and what would not be declared as bullying. â€Å"Bullying can be comprised of direct behaviors of those such as teasing, taunting, threa tening, hitting, and stealing that are initiated by one or more students against a victim† (Banks). Millions of young Americans have been bullied in their life-time,Show MoreRelatedBullying Is A Growing Problem1000 Words   |  4 PagesBullying in schools has become an increasing problem in American society. Bullying is the repetitive, aggressive behavior from one person to another. This can include leaving someone out intentionally, spreading rumors, assaulting a person physically and verbally, and threatening someone. Bullying can be executed in many different ways: online, physically, and verbally. The article, â€Å"Bullying in Schools: An Overview†, states, â€Å"According to John A. 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Cyberbullying has been a growing problem seeing that technology has grown more advances and popular among peopleRead MoreThe Effects Of Bullying On Everyone s Bullying1220 Words   |  5 Pages2016 The Effects of Bullying on Everyone Bullying and in its many various ways effects everyone in a lot of ways. A lot of the people are being humiliated and hurt. Victims of bullying commit suicide because people that are being bullied think bullying will not stop. Bullying is a big problem in many countries, it is a problem that everyone can experience at anytime and anywhere. Bullying can be the number one problem everyone experiences in daily basis. Bullies think that bullying is fun. Bullies are

Algebr No Reasoning Without Algebra - 1311 Words

No Reasoning Without Algebra I am a math major, I love and excel at math, and I failed my first algebra test. I know of many people who hate math, who struggled with math, who could not get past algebra, no matter how hard they tried. Yet we cannot blame them—and we cannot blame algebra either. I got past that test and I passed the class, and algebra has helped me in countless ways, and it has made me a better student. It is the responsibility of schools to prepare students for the working world, to prepare them to be a thoughtful, skillful, and knowledgeable member of our society. Some people mistake a lack of technical, specific abilities as a weakness, but the focus on general knowledge like algebra allows for a breadth of tools to be opened up for students to learn in the future. Schools should teach students to reason abstractly, to acquire skills to be used in many contexts, and to learn to solve practical problems. Algebra does this. Before we even consider the benefits of algebra, and the ben efits of abstract skills, there is an elephant in the room that must be discussed: why is algebra so difficult for students? In â€Å"Is Algebra Necessary?† (2012), Andrew Hacker claims â€Å"algebra is an onerous stumbling block for all kinds of students,† saying that algebra â€Å"blocks further attainment for much of our population† due to high dropout rates coupled with low math scores on transcripts. He believes that forcing students to take algebra means that fail will be

Animal Farm Essential Questions Free Essays

This is a historical, political and social allegory, that is, a story whose characters and events represent or symbolize ideas and events. George Orwell, who worked creating propaganda for the British government during World War II, saw the rise of socialism and Marxism, and the eventual dominance of Communism in the sass’s. This book is Rowel’s response to the world around him. We will write a custom essay sample on Animal Farm Essential Questions or any similar topic only for you Order Now How do some gain power over others? What enables them to succeed? Some gain power over others for many reasons. They may have better leadership skills and will aka charge or they could be the smartest and the most trustworthy. What enables them to succeed is if they lead correctly their followers will do the same causing success What is propaganda and what is the relationship between propaganda and power? Propaganda is communications to the public that are designed to influence the opinions. The relationship between propaganda and power is that propaganda can be used to maintain power or gain power. Why does propaganda work? Propaganda works because our minds are easily persuaded and any information even out by the more powerful people will be taken as true. How often In today’s world are the weak exploited by the strong? Are utopias possible? I believe utopias are not possible because I think there will always be someone who will want to be different and could be greedy and change the look of the utopia. Is Animal Farm a relevant novel for the 21st century reader? All civilizations begin with a utopian society in mind but some where along the way they falter and stumble and finally fall only because of faults In human character. How to cite Animal Farm Essential Questions, Papers

Leader Emotional Intelligence and Climate †MyAssignmenthelp.com

Question: Discuss about the Leader Emotional Intelligence and Climate. Answer: Introduction Emotional intelligence can be describe as the self-perceived ability, competence or capability to manage, recognize and assess the emotions of other people, groups and ones self. The individuals who have a high degree of EI can effectively sense the emotion of other individuals as well as also know oneself in an in-depth manner. They are optimistic, resilient and affable in nature. Emotional Intelligence is not such an old behavioural approach but a recent one. There are specific components of emotional intelligence developed by Daniel Goleman which have gained huge recognition and are also discussed in several researches and thesis. By developing the EI, the individuals can be developed as more successful and productive in the work they perform and can also help others to gain more success and growth (Goleman, 2011).The outcomes and process of EI development also comprises of number of factors that may result in stress reduction for the organisations as well as for the individuals b y promotion association and understanding among each other as well as fostering harmony and stability which helps in moderating conflict. The paper will present the various components of EI and its relationship with leadership effectiveness, different work setting and role of EI in successful leading and the manner in which emotional intelligence can be developed. Provide an explanation of different components of EI (based on Daniel Golemans definition) and explain how each factor is linked to leadership effectiveness in general. There are diverse set of individuals in an organisation and so have different needs, wants and diverse ways of showing their emotions. And to manage the diverse set of people in an organisation, there is a need to have high degree of emotional intelligence. According to the framework of Daniel Goleman, there are five different components or domains of EI that comprises of personal as well as social factor (Goleman, 2011). The social factors comprise of social awareness and social skills and the personal components comprises of self-motivation, self-regulation and self-awareness. The self awareness component of emotional intelligence comprises of three particular competences i.e. emotional awareness, self confidence and accurate self-assessment. The individuals with the emotional awareness competence have a knowledge regarding ones emotions and feelings. They realize the connection among their actions and words with their feelings. They recognize that in what manner their feelings are affecting their individual performances. The individuals with the accurate self-assessment competence are highly aware of their weaknesses and strengths and learn from their past experiences (Sadri, 2012). These individuals are always open for receiving feedbacks as well as for self-learning and self development. The individuals who possess the self-confidence competence have a sense of surety in them regarding their capabilities and self-worth and take actions at individual level for a right thing. Thesesorts of individuals take improved and fast decisions in uncertain situatio ns (Ramchunder and Martins, 2014). There is a direct link of this component of emotional intelligence with leadership effectiveness as the leaders who possess the competence of self awareness are able to manage the organisation and the organisational workforce. The leadership effectiveness develops as the leaders have a more in-depth and better understanding of the emotions of themselves and thus they behave in such a manner that their emotions do not affect the performance of other individuals of the organisations. as well as the self-confidence in the leaders helps them in dev eloping the efficiency and effectiveness of their decisions as in the dynamic situations, the leaders do not get panic and take correct decisions which are beneficial for themselves, the employees and the organisation. They take use of their strengths in achieving better productivity and motivation of the employees (Druskat, Mount andSala, 2013). The self regulation component of emotional intelligence comprises of five particular competences i.e. self-control, innovativeness, trustworthiness, adaptability and conscientiousness. The individuals with the self-control competence are effective in amending theirs tress level as well as the distress emotion as they remain calm with a clear set of thinking and staying focused under pressure. The individuals with the trustworthiness competence always work with an ethical approach by having extensive authenticity and reliability in their work. These people follow principles and standards and raise their voice against the unethical conducts in the organisation (Khalili, 2012).Theindividuals with the conscientiousnesscompetenceremain accountable for their work and work hard to accomplish their commitments. These people are organized in nature. The individuals with the adaptability competence are very much flexible to the various situations as well as can handle in a smooth manner. The i ndividuals who have innovativeness competence are full of fresh and pioneering ides which makes them creative and help them in solving any issue with a diverse set of ideas. There is a direct link of this component of emotional intelligence with leadership effectiveness as the leaders who possess the competence of self-regulation are much confident and self-disciplined in managingthe organisational workforce (Xiao-Yu and Liu, 2013).The leadership effectiveness is developed when the leaders have self-control on their emotions as they manage their individual stress in an effective manner so that it does not hamper the success of theorganisation and other employees. The leaders with their emotional intelligence develop a sense of trustworthiness where all the organisational employees have a trust on the leader and so follow the decisions and instruction given by him. The leader himself takes the charge of the completion of the organisational goals and objectives and remains flexible at the time of various dynamic situations. The adaptability of the leader shows the effectiveness of handling diverse set of employees by listening to them and understanding the ir views. The leaders with such component of EI are also efficient in finding out innovative ideas for managing the organisation and to have an improved productivity with their pioneering ideas (McCleskey, 2014). The self-motivation component of emotional intelligence comprises of four particular competences i.e. achievement drive, optimism, initiative and commitment. The individuals with the achievement drive competence are very much result oriented and set challenging tasks for them and always strive hard to improve their performance. The individuals with the commitment competence have sacrifices even the personal goals for attainment of organisational objectives and are always committed to the success of the organisation. The initiative competence emphasizes them to seek for potential opportunities so that sustainable success could be achieved. The individuals who have high level of optimism remain positive and are always full of hope. They try to muster the courage and come up with a positive hope to sustain the failure (Holman, 2002). There is a direct link of this component of self motivation with leadership effectiveness as the leaders who possess the competence of self-motivation always remain motivated to work hard and on a continuous basis to achieve the organisational goals with upsurge level of effectiveness. There is a sense of achievement in the leader which also motivates other employees to achieve their personal as well as organisational goals. The leaders with this emotional intelligence works upon developing an alignmentof the organisational goals and the personal goals so thatthere can be attained increased level of commitment. Such leaders take an initiative to seize the opportunities so that there can be achieved ladders of success on a continuous basis by taking advantage of new opportunities. The effectiveness of the leaders also develops as in various negative circumstances or uncertain situations they remain positive and also develop a positive spirit in the employees to remain motivated and do not constraint due to failure (Phipps, Prieto andNdinguri, 2014). The social awareness component of emotional intelligence comprises of five particular competences i.e. empathy, developing others, service orientation, political awareness and leveraging diversity. The individuals who possess the component of empathy have a sense of belongingness and sensitivity to the feelings of others and have a better understanding of the needs of others. The competence of service orientation of EI develops a sense of understanding among the individuals in order to offer the best of services to the customers and to satisfy the customers (Greenockle, 2010). The competence of developing others emphasis the individuals to recognize others for their achievements so that they develop more as well as also offer constructive feedback and coaching sessions which can help other in developing. The competence of leveraging diversity emphasises the individuals to respect the individuals who are from diverse cultures, there is a sense of equality and raising voice agenising b iasness in order to leverage a culture of diversity. If the individuals possess the competence of political awareness then it results in having knowledge of the external factors and having an influential power to manage the organisations (Jayakody and Gamage, 2015). There is a direct link of this component of social awareness with leadership effectiveness as the leaders who possess the competence of social awareness are more emphasized to the needs of the organisational employees and try them to meet their personal needs. The effectiveness of the leaders also develops if they possess the service orientation competence of EI as they out more efforts in meeting, recognizing and assessing the needs of the customers (Amram, 2009). The leaders with high emotional intelligence give rewards and recognitions to the employees for their hard work as well as motivate others by giving them reviews on their performances in the form of feedback so that there can be continuous development of all the organisational employees. The leaders maintains the organisational culture by having a respect to diverse cultural groups as well as cultivating a number of opportunities by having diverse set of people in eth organisation. The competence of political awareness als o supports the leader and develops as more effective by taking use of power relationship in the organisation in managing the workforce (Chan and Mallett, 2011). The self-motivation component of emotional intelligence comprises of eight particular competences i.e. influence, leadership, building bonds, team capabilities, communication, change catalyst, collaboration and cooperation and conflict management. The individuals who have high degree of emotional intelligence with the social skills component, all these competences are developed in that individuals which helps the person in not only having a sound social existence but also few key characteristics for influencing others (Goleman, 2011). There is a direct link of this component of social skills with leadership effectiveness as the leaders who possess the various competences of the component of social skills are more effective and efficient. The effectiveness of the leaders develops as they possess an influential characteristic which helps them in influencing the organisational employees to involve in change as well as to follow the decisions. The leaders take use of convincing and clear messages for inspiring the group of employees to manage and initiate an organisational change with an effective management of the various conflicts through sound negotiations. The leaders with high EI nurture instrumental associations through working together with high level of cooperation collaboration so that the overall team capabilities could be develop and the aims of the organisation can be achieved (Radhakrishnan and UdayaSuriyan, 2010). Pick any two work settings you want. Ideally, they should be very different from each other so you can compare and contrast between the two. For each setting, discuss which components of EI would be the most important for a leader to be successful. The two diverse work setting selected is private organisation or private sector workplace and a non-profit organisation. Both the work settings are entirely different from each other and require leaders which are diverse in nature for effectively managing the working and the organisational workforce. In successful leading at both the work setting, there is a need to possess different components of emotional intelligence (Hong, Catano and Liao, 2011). The component of emotional intelligence which will work best for the leaders at the private organisation will be social skills and self-regulation. These two components of EI are the most required and needed components for the leaders as discussed above the various competencies of both the components, the leaders are essential to possess this aspect to manage the working in the private organizations. In most of the private organisations, there is a need to have innovativeness, adaptability, conscientiousness, trustworthiness and self-control so that the employees can be managed a proper execution of tasks could be there (Burbach, 2004). The need of social-skills component is also very much required s there are various aspects of social skills that regulates the working of the private organisations. the co potencies of being influential and have a sound communication with the employees is a vital factor for achievementofthe objectives ofthecompany as well as there are number of times when situations of conflict occurs, thus at that point of time, the leaders are required to manage the conflict with the emotional intelligence. Thus, for having successful leadership in private organisations, both the components are required (Harms and Cred, 2010). The component of emotional intelligence which will work best for the leaders at the non-profit organisation will be social awareness and self motivation. These two components of EI are the most required and needed components for the leaders as discussed above the various competencies of both the components, the leaders are essential to possess this aspect to manage the working in the non-profit organizations. In most of the non-profit organisations, there is a need to have empathy as in these types of organisations; the working is based on understanding the feeling of other and comprehending their emotions and perspectives (Goleman, Boyatzis and McKee, 2013). The non-profit organisation do not work for revenues, thus the leader is required to be service oriented and the component of social awareness is necessary to be there of emotional intelligence to remind services oriented and met the needs of the consumers in an effective manner. The competence of developing others and leveragin g diversity are two other key competencies which are required to ebb there in a successful leadership trait for managing eth working at non-profit organisations. Thus, for having successful leadership in non-profit organisations, both the components are required to be there in a leader (Palmer, Walls, Burgess and Stough, 2001). Can EI be taught or developed? If so, how? In the personal as well as the professional lives, individuals strive hard to have high emotional intelligence but there are several researchers that state that it is not possible to increase the level of EI. But opposing to it, numerous authors, theorists and researchers have stated that the emotional intelligence is firm but not rigid and can be increased with certain efforts (Kafetsios, Nezlek and Vassiou, 2011).There are various ways by which emotional intelligence can be taught as well as developed among the individuals. Following are few of those ways by which it can happen: Coaching programs are considered as a vital aspect in enhancing the level of emotional intelligence in the individuals. Coaching can be understand as a form of development where an individual denoted as a coach supports the development of another individuals or a learner for attaining a particular goal through continuous guidance and training. The coach offers impartial feedbacks, pay close observation and assess the individual needs of the individual in order to develop the person and increasing the level of emotional intelligence. Coaching thus, plays a key role in developing the emotional intelligence of the individuals if taken seriously with extreme attention and with zeal to learn and develop. Thus, the various sessions or learning can help the people to develop their EI and have better productivity and outcomes at the workplace (Sitter, 2004). The next significant way of developing the emotional intelligence is receiving accurate feedbacks. The feedbacks are the considered as one of the vital tool in an organisation and in the workplace of employees. The constructive as well as accurate feedbacks can play a major role in the way an employee performs. When the performance of an individual is analysed and reviewed by another person such as a manger then there are huge chances of development when the managers offers a correct set of feedback to the individual (Bratton, Dodd and Brown, 2011). The positive s well as negative, both the feedbacks helps in increasing the level of EI when the employees are explained that at what all points they are lacking behind or there can be improvements in their performances. Thus, feedbacks could help in developing the level of emotional intelligence among the individuals (Legier, 2007). There are various other techniques also other than coaching which can be sued for developing eth level of emotional intelligence in the individuals such as dealing with uncertain and unexpected situations. It is one of the best ways to develop psychological flexibility and emotional intelligence. Thus, dealing with the organisational uncertaintiesof an organisationsupport the individuals in achieving an increased level of emotional intelligence (Thomas, 2011). Conclusion There is a vital role of emotional intelligence in developing effective leadership. Emotional intelligence not only impacts the effectiveness of the leaders but also the productivity of the employees and the organisation. The report concludes that there is a vital aspect in developing a bon and understanding among theorganisational employees and the organisational leaders. There are various components of emotional intelligence that are required to be there in developing eth effectiveness of the leaders and managing the workplace. From the various insights, it is also concluded that according the work settings, the leaders are required to possess the competences of emotional intelligence. The various components of emotional intelligence help the leaders in achievingthe organisational goals, motivating employees and developing a balanceamong the personal and theorganisationalneeds. Thereport concludes that it is not necessary that the emotional intelligence is an inherent feature which cannot be taught or developed rather ether are various ways by which there can be development of emotional intelligence such as effective coaching, accurate feedbacks and dealing with uncertainties. References Amram, J. Y. (2009).The contribution of emotional and spiritual intelligences to effective business leadership(Order No. 3344514). Available from ABI/INFORM Collection. (288240505). Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/288240505?accountid=31524 Bratton, V. K., Dodd, N. G., Brown, F. W. (2011).The impact of emotional intelligence on accuracy of self-awareness and leadership performance.Leadership Organization Development Journal,32(2), 127-149. Burbach, M. E. (2004).Testing the relationship between emotional intelligence and full -range leadership as moderated by cognitive style and self -concept(Order No. 3126944). Available from ABI/INFORM Collection. (305161433). Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/305161433?accountid=31524 Chan, J. T., Mallett, C. J. (2011).The value of emotional intelligence for high performance coaching.International Journal of Sports Science Coaching,6(3), 315-328. Druskat, V. U., Mount, G., Sala, F. (2013).Linking emotional intelligence and performance at work: Current research evidence with individuals and groups.Psychology Press. Goleman, D. (2011).Leadership: The Power of Emotional Intellegence. Northampton, MA: More than Sound. Goleman, D., Boyatzis, R. E., McKee, A. (2013).Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press. Greenockle, K. M. (2010). The new face in leadership: Emotional intelligence.Quest,62(3), 260-267. Harms, P. D., Cred, M. (2010). Emotional intelligence and transformational and transactional leadership: A meta-analysis.Journal of Leadership Organizational Studies,17(1), 5-17. Holman, S. J. (2002). The EQ edge: Emotional intelligence and your success.Training Journal,, 35. Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/202944311?accountid=31524 Hong, Y., Catano, V. M., Liao, H. (2011). Leader emergence: The role of emotional intelligence and motivation to lead.Leadership Organization Development Journal,32(4), 320-343. Jayakody, T., Gamage, P. (2015). Impact of the emotional intelligence on the transformational leadership style and leadership effectiveness: Evidence from sri lankan national universities.Journal of Strategic Human Resource Management,4(1) Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/1733218748?accountid=31524 Kafetsios, K., Nezlek, J. B., Vassiou, A. (2011).A multilevel analysis of relationships between leaders' and subordinates' emotional intelligence and emotional outcomes.Journal of applied social psychology,41(5), 1121-1144. Khalili, A. (2012). The role of emotional intelligence in the workplace: A literature review.International Journal of Management,29(3), 355. Legier, J. T., Jr. (2007).Assessing leadership effectiveness: The relationship between emotional intelligence and leadership behaviors on group and organizational performance(Order No. 3291656). Available from ABI/INFORM Collection. (304829425). Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/304829425?accountid=31524 McCleskey, J. (2014). Emotional intelligence and leadership.International Journal of Organizational Analysis,22(1), 76-93. doi:https://dx.doi.org.ezproxy.myucwest.ca/10.1108/IJOA-03-2012-0568 Palmer, B., Walls, M., Burgess, Z., Stough, C. (2001). Emotional intelligence and effective leadership.Leadership Organization Development Journal,22(1), 5-10. Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/226920171?accountid=31524 Phipps, S. T., Prieto, L. C., Ndinguri, E. N. (2014). Emotional Intelligence: Is it Necessary for Leader Development?.Journal of Leadership, Accountability and Ethics,11(1), 73. Radhakrishnan, A., UdayaSuriyan, G. (2010).Emotional intelligence and its relationship with leadership practices.International Journal of Business and Management,5(2), 65. Ramchunder, Y., Martins, N. (2014). The role of self-efficacy, emotional intelligence and leadership style as attributes of leadership effectiveness.SA Journal of Industrial Psychology,40(1), 1-11. Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/1530410034?accountid=31524 Sadri, G., PhD. (2012). Emotional intelligence and leadership development.Public Personnel Management,41(3), 535-548. Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/1664817423?accountid=31524 Sitter, V. L. (2004).The effects of a leader's emotional intelligence on employees' trust in their leader and employee organizational citizenship behaviors(Order No. 3146726). Available from ABI/INFORM Collection. (305058665). Retrieved from https://search-proquest-com.ezproxy.myucwest.ca/docview/305058665?accountid=31524 Thomas, D. 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Algernon and Jack Essays

Algernon and Jack Essays Algernon and Jack Essay Algernon and Jack Essay The Importance of Being Earnest By Oscar Wild was first performed on the 14th of February 1895, St Valentines Day. It is a play about love and romance in the upper classes, it is set in the present (1890s). It is drawing room comedy, otherwise known as comedy of manors. Oscar Wild is one of the worlds literary greats, he wrote this play shortly before he was imprisoned for gorse indecencies. This play is divided into 3 acts; I will be discussing and contrasting scenes one and two from the first act. It is a play about two idle young men, Algernon and Earnest (otherwise known as Jack), who in attempt to marry two very attractive young ladies pretend that there names are Earnest. In the first act the key relationships between Algernon and Jack are as friends who have not seen each other for a period off about a week. It is in the first scene that Algernon discovers that his friends name isnt earnest, its Jack. In the second scene Earnest proposes to Gwendolyn but gets refused by her mother and Algernon decides to go visit Jack in the country. I believe that too correctly portray the relationships between the two characters I need to show differences between; mood, tone, dress and personality. The first act, scene 1, opens with Algernon talking to his manservant in a very incoherent manor; I would portray Algernon as a man who is not very interested in anything but himself. Algernon is constantly talking in the first person always with emphasis on the word I this referring to himself, this gives the audience helpful insight into what really matters in life, him! Jack enters dressed in a smart but not ostentations attire, Algernon in contrast is dressed in an ostentatious suit with large cuffs and is eating. The men talk idly; Algernon is a dandy, he see only the pleasures in life and has no worries, I as Algernon would constantly smile, raise my eyebrows and lounge around on the couch or chair, crossing my legs and eating in a most informal manor. Jack is much more serious and formal, his clothes are a darker colour, he has come up too town to propose to her [Gwendolyn] this is making him nervous, but he is a complete gentlemen. He is easily manipulated by Algernon, the tone of his voice is slightly deeper then Algernons and I would portray his personality at this point as one who is board but as the same time is nervous. Jack confesses that his name isnt Earnest at all, its Jack, to Algernons amazement. At this time I, as Algernon, stand up horrified with looks of shock and stunned indignation upon my face and my tone would go up a note to signify surprise, I place my hand on my hips and stair at Jack up in arms that he did not tells this to me sooner. Lady Bracknell enters with Gwendolyn (Jacks bride to be) and I watch with pleasure as Jack squirms and blushes in front of Ms Fairfax (Gwendolyn) I leave the room to allow Jack to propose. Algernon is constantly trying to get one over on his naive friend but in contrast Jack (formally known as Earnest) has shown that in some ways such as; mood, tone and personality he is quite similar to Algernon and is not so naive and easily manipulated as one might think. Scene two, in mid proposal, on bended knee Lady Bracknell enters and is shocked at what she sees, I as Jack am even more shocked and suddenly start with absolute fright as the colour drains out of my face. Lady Bracknell begins to interview me as to my suitability to be married to her only daughter, I am extremely nervous, fiddling with my hand, running fingers through my hair and playing with my cuffs to show the audience just what an unpleasant situation it is. My voice is shaking. As the interview digresses I (Jack) starts to fell more comfortable with some of the questions, I starts to relax and gain more control over my emotions. Aunt Augusta then asks about my parentage (Jack is adopted) and I hurriedly confess that I have none, to her abhorrence lady Bracknell leaves and Jack is left looking stunned and shocked. Shakespeare wedding march can be heard coming from Algernons piano and he walks in very gay and debonair strutting and swinging his arms, he suddenly sees that his friend is very upset and his temperament changes to one of compassion, Gwendolyns always refusing people as if to tell Jack that he is not the only one. Jack confesses that it was Aunt Augusta that refused him, in contrast to the first scene Jack becomes less of a Gentleman and displays his anger by distributing Aunt Augusta, I as Jack have a very upset tone and am pacing, which is one of Algernons mannerisms. Gwendolyn enters and confesses her love to Jack, Jack is pleased and blushes, and he is once more his chivalrous self. Algernon confesses that his Aunt would not like this meeting taking place and is hurriedly told by Gwendolen to turn his back and give them privacy. I (Algernon) am not used to being told what to do especially in my own house, I pace over to the fireplace and start eavesdropping on there convocation in full view of the audience, I am trying to find Jacks address in the country and am behaving slightly sly about it. The scene ends with Jack rushing out on Algernon telling him that there meeting has not been a grate success, Jack is flushed, red in the face and peeved that is friend is acting so languidly about the whole situation. Jack leaves via stage right leaving Algernon and his manservant Lane occupying the stage. I look pleased and tell Lane to bring me some sherry, I am smiling, quite in contrast to Jacks last portrayal of his emotions, I stand up and confess in contrast to Jacks statement that the whole situation has been a great success and tell Lane, smiling and arrogantly, to fetch my suits as I am going to go visit Jack in the country and propose to his beautiful young ward whom I am in love with. I believe that as an actor the relationship between Jack and Algernon is not a complicated one. I as Algernon want to be married to Jacks excessively pretty young ward. Jack wants to be wed to my excessively pretty cousin, in this case are wants are similar. We both want to live happy, aimless lives with the woman we love. In my opium the only differences between Algernon and Earnest are there moods, personality, dress and tone; they both want the same things. As an actor I would portray this relationship kindly, in the first scene we are good friends and in slight contrast the second scene we are friends who have had a dispute but both know that we cannot stay exasperated at each other for ever and indeed in the final act, not to give the conclusion away, our relationship concludes, happily.

Tips on Writing a Law Personal Statement Essays

Tips on Writing a Law Personal Statement Essays Tips on Writing a Law Personal Statement Essay Tips on Writing a Law Personal Statement Essay In order to take admission in a good law college you have to pass different sorts of pre-requisites. One such pre-requisite that you have to write is a law personal statement. This particular statement provides the applicant a golden opportunity to demonstrate his/her personality and potential to the admission committee. Here you can also shed some light on your background and other important things that deserve the attention of the committee. The law personal statement is the only part of the admission process where you can leave aside your LSAT or GPA score and inject your character, your true traits and qualities. Usually, such particular statement helps the applicant in answering: Why he/she wants to pursue law degree? Why makes him/her different from other applicants? Why makes him/her fit for the law college? Remember that, admission committees of law colleges mainly focus on checking the dynamic qualities of the applicant. They check the personal interest, unique traits and experience of the applicant to evaluate whether his/her contribution in the law community will be beneficial or not. They also want to check whether you will be a good fit for their law college or not. The statement should also underline your reason for choosing this school. To write an impressive law personal statement, it is very necessary that you should adhere to the below listed important tips. First of all you need to determine why you desire to attend a law college and why you want to choose only the college which you are applying to. Therefore, it is necessary that you learn more about the place where you are applying at such as their objectives, ideals, standards, etc. Secondly you must also include your accomplishments and any other interesting things in the statement. Since it is already obvious that you are applying to the college because you have interest in law, the admission committee wants to see what other diverse hobbies or interest you have other than law studies. Start your law statement with an interesting quote or a unique sentence. Since the admission committee already has hundreds of applications to go through they usually don’t give much attention to those applications that have a poor or uninteresting opening. Normally such uninteresting applications end up getting rejected. If you don’t wish to let that happen to your personal statement you have to make it interesting by starting it with a hook or an interesting sentence. Talk about yourself in the statement. Tell the admission committee what makes you different from the rest of the crowd. If you have overcome different sorts of financial crisis to take admission in the law school, you should include it in the personal statement. This will exhibit to the committee how much passion you have for law studies. Tell them about your inspiration. Review your personal statement a couple of times to recheck whether all the important things included in the statement or not. Produce a first draft and let it be assessed by a person who has some experience with writing personal statements.

Future of Cataloging, Resource Description, Indexing And Abstracting Essay

Future of Cataloging, Resource Description, Indexing And Abstracting - Essay Example The knowledge base comprises of information professionals who add their valuable info to pool up the system and for all this is for the achievement of a relatively better efficiency. The problem is how to acquire the relevant information or how to extract the required from the pool. This was once an issue in the past as record searching was very tedious and at times it took days for individuals to come up with the adequate set of retrievals. This was aided by the term ‘Cataloging’. Cataloging meant giving an appropriate identification of the item from where it can be easily retrieved. Cataloging can easily be understood if we take into account a library containing many books and journals and you step inside to search for data on economic facts in the World War II era. To get this information you needed to approach the librarian who will present you a book that is compiled of many abstracts from the various books that contain information about the desired World War II facts. This item is called as the catalog and it contains the description of the different books or journals referring to your search. From this catalog you can filter out your choices easily and as there is adequate resource description you could also go for different writer choices. Thus once decided which to choose, you look down at the catalog to find the location of the desired information tool (Book/journal). Thus the catalog acts as a fa ir assistant to you in minimizing your search time and effectively grants you the opportunity to identify your needs well. Cataloging has facilitated searching immensely. An important terminology within the catalog is the resource description. The catalog contains every bit of information required about the resource and therefore again is regarded as an effective tool for information handling purpose.

Experience Working in the medical environment Essay

Experience Working in the medical environment - Essay Example The institution’s location is also suitable for learning. My background study into the institution also identifies competent staffs that are ready to mentor students in the profession’s scope and in leadership. Consequently, studying in the institution, instead of an alternative institution, will improve my chances of completing the program and my chances of securing a job and advancing in the field, besides empowering me with operational and leadership for the field. Compassion for patients is, however, my main reason for pursuing the field of study and this developed from an experience in which care personnel mistreated my friend during our early adolescence. The friend had collapsed and when we took him to the nearest health facility, the personnel appeared preoccupied with other patients and presumed that the friend could have been under influence of drugs and that we could be an illegal gang. This treatment hurt me and I purposed to work in an environment in which I can interact with patients in such a condition and offer them the necessary services. My secondary objective into the field is to play a leadership role and ensure that medical assistants offer patients proper treatment.Working in the medical environment has been my dream and the scope of work of a medical assistant, that involves clinical service, seems to offer an opportunity to fulfilling this dream.

Short Critical Reflection Paper Essay Example | Topics and Well Written Essays - 750 words

Short Critical Reflection Paper - Essay Example Those factors, which make information age different from other ages, include ease of communication, easy and fast transfer of knowledge from one person to another, ease of information storage, quick processing of data, instant access to information, business expansion, increase in awareness about different issues, easy banking processes, e-commerce, and increase in entertainment in the form of computer games. All these factors make information age much more reliable, efficient, and progressive as compared to other ages. Ease of communication is one of the major advantages of information age. People can now easily communicate with each other through internet and other telecommunication facilities. Internet is one of the major developments of information age. People can upload, download, and view desired information on the internet, which is one of the key advantages of information age. Globalization is another major achievement of information age, which refers to the economic and soci al integration of different countries. Therefore, we can say that information age is truly one of the most influential movements of the last century due to its widespread advantages over all other ages. The founder of Wikipedia had the noble mission of sharing all available information with everyone. Wikipedia provides information regarding every subject to the people. It provides the users with the historical background of every subject that they want to explore. The content is full of such links that help the people get a deeper understanding of related issues and topics (Heron, 2006). Wikipedia has been a great source of information since its development. It includes information on films, education, technology, history, aviation, politics, sports, automobiles, cultures and traditions, and on many other subjects. Wikipedia provides in-depth information on all subjects. For example, if a person opens a webpage containing information on any specific movie, Wikipedia will

Role of a Coach in Athlete Development

Role of a Coach in Athlete Development Jarod Pender The famous basketball coach of UCLA that set the record for most championships, John Wooden once said I think the teaching profession contributes more to the future of our society than any other single profession. Coaches play an important role in the development of young athletes that carries on with them as the becoming adults. The most important factor in an athletes development is how they are treated by the coach. As we will see coaching is an important building point in the lives of young athletes and this is a main factor in how they develop into adults. From being a parent like mentor to these athletes and showing them important skills it is important that coaches take good care of their athletes. An important point made by John Wooden is that Young people need models, not critics. John wooden was a pioneer in coaching and clearly his methods worked because he had an astounding record and many titles to his name from his success at the UCLA. He broke the record of winning 7 c hampionships in a row and won ten in twelve years. His coaching standards have been changed from modern times but he set a winning standard in coaching, and many of these ideals in the following were his ideals. From many of the points that will be brought up in this paper you will be able to distinguish the difference from acceptable coaching to poor coaching. Firstly, Coaches have an important part in the development of the physical growth of young athletes. Coaches have a strong say in how much athletes exercise and stay in shape. Many coaches have their athletes highly active in lifting weights or conditioning. Some coaches have their athletes work too hard and they put their bodies at risk for injury that they have to continue in fear of losing playing time. Many athletes do not realize that they can speak up about the pain and that they think they have no say in the matter, but they do its their body. If an athlete is too scared to speak up about an injury then the coach is putting too much pressure on the athlete and is putting them at high risk for injury. An athlete has a right to keep his own body safe and healthy, but if the coach only wants to win then they might feel pushed to keep playing through the pain. As we look throughout this paper we will see this is only one of many bad characteristics of a bad coach and this alone ca n not only risk the athletes health, but it can ruin the ability for the athlete to trust people close to them. It is common in basketball for coaches to run their athletes until they puke or just about. When coaches do this they put their athletes in danger of exhaustion, heat stroke, and possible sicknesses. Coaches need to understand where to draw a line between improvement and damage. It is the same way for lifting weights if an athlete is doing too much they can put themselves at risk. Also coaches of all sports need to realize that they need safe, but aggressive drills to keep their athletes safe and allow them to last the whole season without excessive injuries. Secondly, Coaches have an important part in the development of the mental growth of young athletes. Coaches can play many roles for athletes in life such as: father or mother figures, mentors, a boss, or friend. Based on this we can see how the coach will develop the athletes mental growth. If the athlete thinks of the coach as a father or mother figure the athlete probably is a positive, but strong influence on the athlete pushing them to succeed allowing them just enough pressure to grow, but not letting them break. If the coach is viewed as a boss the athlete probably does not expect much from the coach besides coaching and improving as an athlete, they will not look for support or encourage from this coach. If the coach is viewed as a friend, then the athlete just wants encourage from the coach and will not likely want this coach putting lots of pressure on them. As athletes get older they can handle more information, stress, and other things that come with being an athlete, but certain coaches control when they grow into this. Many athletes experience a coach when they are young that is considered a bad coach, one who puts winning above his players, this grows into the player over the years. What many players do not realize is maybe that middle school coach or even younger set them up for how they handle pressure in the future from a development in their young years. With this mental growth can come the ability to play mind games with the athletes which indeed can cause damage to the athlete in their ability to trust people long term without worries of alternative motives? Thirdly, Coaches have an important part in the development of the spiritual growth of young athletes. Many athletes in Christian demographics look to their coach for guidance as they can relate to being a Christian athlete, but this can get tricky. Depending on the coach whether or not they are Christian can affect the role they play on the athlete. Obviously if he or she does not give good spiritual advice because he or she is not a faith oriented coach it is going to cloud the judgment of the athlete. Another issue is if the coach is a Christian and he or she pushes Christian ideals, but he or she does not follow them when he or she coaches his or her athletes. Many people would agree with the statement do not talk the talk, if you can not walk the walk because if you tell your students you need to be encouraging as a person to be a Christian, but are a jerk coach then you set a horrible example. Like many things even if it is not spiritual, if you can not follow your own rules you set for your players then you should not force your athletes to follow them. In a world where hypocrisy is flourishing it makes it hard to set a standard and follow it, but if you can not absolutely follow the rules you set for your athletes maybe you need to seek help so you can fix this problem you have. At these youth and teen ages many kids are looking for a spiritual mentor and if someone ruins this for them at a young age then it might ruin how they grow up in the faith, which could force them from it all together. We all need someone to guide our way if we do not then we can fall prey to the random evils around us everywhere. Most kids if they do not have good role models in cities where crime can be a problem they can get involved with the wrong kids or crowd and lead a poor lifestyle. When these kids follow these poor lifestyle choices it can lead to drugs, abuse, gang activity, jail time, or just a poor life because they did not take things seriously and they let it go to waste. Fourthly, Coaches have an important part in the development of young athletes self-esteem. Many studies show that if a child is supported as a child that he or her will have a better chance of being confident growing up. It is the same for children who are constantly put down they will have confidence issues when they grow up. While yes some kids can be supported still growing up not confident in themselves or the complete opposite make an adult of themselves after being left alone. While these studies are evident I think there is one thing that can link many of these cases together, many people in their lives attempt to play at least one sport. While many people play on sport in their life it is often they quit after one sport because they are discouraged and thus do not feel like they want to be bad at something. Many of these people lacked one thing in their experiences: a good coach to encourage them to keep trying, motivating parents, or the drive to succeed. While you do not al l three to be a good athlete have a coach that encourages can make up for the lack of the other too. While not everyone can have supportive parents it is important that coaches can play a little bit of that parenting role by being there for the athlete and supporting them. While there may be a lack of studies proving that coaches play such a high role in the development of athletes I really believe in the next ten years it will be clear and evident how coaching effects these athletes long term. When we see these effects we will be able to identify who had good, moralistic coaches and those who had the bad coaches through their development. While yes there will be variations and deviations from the pattern like the successful business man or woman, or whatever genders will exist in ten years, who pushed through the abuse and degradation of his skills, attitude, or himself from his high school coach to use it as a motivation to succeed and be better. Fifthly, Coaches have an important part in the development of how young athletes handle pressure. If young athletes are giving large amounts of pressure this can over load how they handle things, while it may prepare them for the future you should never put too much pressure on a youth athlete. If you put too much pressure on a young athlete he or she might quit the sport, become discourage, or just easily become frustrated. Pressure management is an important role in coaching youth as they are the future of our sports and world. Growing up playing sports I can agree when a coach puts too much pressure on an athlete a couple of things may happen: one the athlete overcomes the pressure pleasing the coach, the athlete does an average job not over impressing the coach, or the kid completely crumbles under the pressure. If the athlete completely crumbles under the pressure it could leave a lasting impression on the athlete mentally and emotionally, which could stay with them way until th ey are a grown adult making big decisions. If an athlete can consistently succeed under pressure the coach will obviously put more focus and effort into coaching this athlete over others because he or she will help the team more. Most athletes fall into the middle category they complete the task, but it is not as impressive and does not leave wow factor. These athletes are going to either grow into people who can take pressure more than before, will stay as mediocre, or some will fall into the problem of crumbling under pressure. It is important while these young athletes are growing to realize that how much pressure we put on them can affect them for the rest of their lives, but if we take it for granted we can let our goals come before the development of these young athletes we are trying to grow. While pressure can come from good or bad coaching it is how these coaches handle the pressure they give and how they react to the outcome of the athletes response to pressure. Some coach es may put pressure on the athletes to try out a starting spot for multiple athletes, which develops competition which helps develop aggressiveness for fighting for the spot. On the opposite spectrum a coach could put too much pressure on an athlete and then freak out on the athlete when he or she is not good enough for the coachs expectations. Many criminals and addicts have something in common, they were missing a role model in life. Many of these people realize that your parents can not always be your role model, that it where coaches come into play. Many sources believe that the longer that athletes stay in sports the more likely they are to stay out of trouble, which is due to the fact in sports kids have to have decent grades, stay drug free and stay out of trouble in school to stay eligible for their sport. Even to the fact that people admit if they would have stayed in sports they would not have gotten hooked on drugs, joined a gang, or even just kept on a better path. In my life I have personally seen friends who have stopped playing sports and their lives really took a turn for the worst. Luckily I have not had any friends fall into drug addiction, but while I have not experienced this there can be 15 people in Adrian alone who have seen or been in this exact situation. Sixthly, the development of young athletes can be drastically changed by the effects of bad coaching. While many coaches work hard to improve the lives of the many young athletes that come through their programs, it does not matter how many good coaches there are because there will always be bad coaches. What is considered a bad coach you may ask? Well if you do more than one of the following you may be a bad coach: yell at players constantly, do not encourage them, pressure them into playing through injuries, lack patience, are hypocritical in your coaching, play favorites, play mind games, force them to keep what happens in practice a secret, coach with a negative attitude, say your team is the worst you have coached, degrade players. If you take part in one or more of these activities in practices, games, workouts, or any other setting where you are the coach then you may be a bad coach. While many coaches who are completely awful coaches may not know they are a bad coach, there a re a few who do realize what they do. If you realize you bully your athletes you need to either change or quit, because you are only helping yourself with the salary if all you do is breakdown your athletes every day in and out. These tendencies can easily be passed down if you ingrain it into the minds of your athletes. One of the main problems is that many coaches who partake in these problems have good teams or programs so while they are awful coaches, they still get wins which makes them look unlikely to get fired. It can seem impossible for some coaches who bully their athletes who coach in a good program to get fired but as soon as they have a bad season they have good chances of getting fired. With these chances sometimes being slim it can be difficult for parents to deal with these hard to work with, devil like beings, the best thing you can do is try and encourage your athlete and try and make sure to keep the coach in check as much as possible. While you may be tempted to talk to the athletic director sometimes the athletic director is very bias towards protecting who he or she has hired and will not do anything against the coach even if he or she is truly wrong which happens commonly at schools all crossed the country. Seventhly, the development of young athletes can be drastically improved by the effects of good coaching. While it might be easier said than done if you just say be the opposite of the last paragraph, it is not that simple. To be a good coach you have to have a love for three things: God, your athletes, and the programs development. Having a strong spiritual structure can help make your coaching easier because following the bibles teaching helps your be more encouraging. Also none of the things that make a bad coach are good in the bible so it is easy to stay on track. The other step of having a love for your athletes. To be a good coach you need to truly love your athletes, not the jerry Sandusky type of love, but the type of love that you view the athletes as sons or daughters. If you view the athletes in your programs like sons and daughters it makes it much easier to make the right decisions for these young athletes, which in the long run will make you a better coach then before. If you love someone like a daughter or son you will treat them with respect, tough love, and will want the best for them. Lastly you need to have a love for the program. A good coach just does not care about his current team, but he or she cares about the future of the program. Good coaches constantly have camps for the future of the program so they can develop their future teams better. If the coach only cares about the current team and not the future of their program they may lose young athletes to other programs or schools simply because they payed more attention to the young athletes. This has become a growing trend in many programs in the past years as they need the future to succeed in weaker years. Many good coaches use this technique to build solid programs for many years because if a varsity coach works with elementary kids they will be more likely to stay and possibly bring friends to the school as well. Also if a younger athlete has better skills to improve to future tea ms the more likely the coach will keep his job if he or she has multiple years off success. The problem with this is in year of skill and ability drought he or she may decide to play under classmen more than upper classmen to look for the future of his program, because he or she can make up for a bad year this year if he or she has a great season the following year. In conclusion, from all the papers and information I have read over the past couple of weeks it is clear and obviously how to define a good, moralistic person who is a coach. A coach is not defined by the wins he or she gets on the court, field, or arena; but by the athletes he or she develops while they are in his or her program. From the many parts of coaching we hit in this paper many of them seem to boil down to who the coach is morally, if he or she are morally a bad person they will not most likely be a good coach. From building these athletes in to the person they will develop in to as a man or woman, these coaches lay the building blocks for these boys and girls. If they lay the foundation poorly either it will affect the structure immediately and someone will have to fix it or it will build up until it all collapses later in life. It is very important that when they men and women are given the opportunity to lay the foundation of the lives of our boys and girls that they mak e the right, moralistic decisions that will make them grow in amazing men and women. It is important if you are going to build a house to put in a correct, secure foundation; because if you do not then the possibility of the house being damaged later on is more of a higher possibility. That is why when you go to build a house or a building you make sure you have good, competent builder to secure a foundation that will last for generations. In this metaphor the coach being the builder and the boys and girls being the foundation of a house really works well as it shows the possibilities of where the coaching will take the athletes in their futures. When we look for someone to coach our young boys and girls we should take more care to look into the person to verify they will the type of person to make our boys and girls in to the best kids they can be and if they become good athletes too then that is the bonus. We live in the era of people looking for a coach who is going to get wins, but this is a faulty ideal because if the coach mistreats the athletes or does not grow them then you can be doing more harm than good. We need to be more focused on a coach that develops hard work through encouragement, not through punishment. I do think sometimes punishment is needed, but some coaches use punishment as a fear tactic to push athletes in the wrong way. This idea of coaching definitely will cause some athletes to perform, but others definitely will not respond well to this coaching style. As we continue through this new generation of athletes I think more data will come out after seeing the effects of coaching on the last few generations of athletes, at this point we will find out just what the poor coaches caused and what the good coaches created out of these boys and girls.

Othello - Compared To Twelfth Night :: essays research papers

"She loved me for the dangers I had pass'd, and I loved her that she did pity them" (Othello, I.iii 166-167). William Shakespeare’s tragedy "Othello," is pervaded by a dominant theme, one of love. Othello, the Moor of Venice falls madly in love with a woman named Desdemona. They marry and are very happy together. Othello and Desdemona face many trials during the course of their nine-month marriage. The most notable one occurs when Barbanzio, Desdemona’s father accuses Othello of getting his daughter with witchcraft. During a court hearing, Desdemona confesses her love for Othello and Barbanzio is forced to let her go. "I am hitherto your daughter: but here's my husband, and so much duty as my mother show'd to you, preferring you before her father, so much I challenge that I may profess due to the Moor my lord" (Othello, I.iii 184-188) As the course of events shift, Othello and Desdemona end up in Cyprus together. Iago, ensign to Othello, in his lust for power, tricks Othello into believing that Desdemona has had an affair. Othello is overcome by jealousy, the "green eyed monster." "O, beware, my lord, of jealousy; it is the green-eyed monster which doth mock the meat it feeds on†¦" (Othello, III.iii 169-171) In his rage, Othello charges Iago with the killing of Cassio, his lieutenant who supposedly slept with his wife. Othello then plans to kill Desdemona. Even during the course of the killing, Othello maintains his love for Desdemona (although this might seem a contradiction.) He refuses to defile her body in any way. "Yet I'll not shed her blood; nor scar that whiter skin of hers than snow, and smooth as monumental alabaster." (Othello, V.ii 3-5)He then proceeds to choke or smother her to death. The theme of love in Othello changed from puppy love, the lighter side of love, to jealousy, the darkest side of love. In stark contrast to the dark and tragic "Othello," is one of Shakespeare’s lightest and funniest comedies, "Twelfth Night." The theme of love is presented in a highly comical manner. Shakespeare, however, once again proves himself a master by interweaving serious elements into humorous situations. "Twelfth Night" consists of many love triangles, however many of the characters who are tangled up in the web of love are blind to see that their emotions and feelings toward other characters are untrue. They are being deceived by themselves and/or the others around them.

Night World : Secret Vampire Chapter 14

â€Å"YOU see,I like James,† Ash said. â€Å"I think he'sa little soft on vermin, but I don't want to seehim in trouble. I certainly don't want to see him dead.† Poppy felt the way she had last night when herbody was starving for air. She was frozen, too stillto breathe. â€Å"I mean, do youwant him dead?† Ash asked, as ifit were the most reasonable question in the world.Poppy shook her head. â€Å"Well, then,† Ash said. Poppy got a breath at last. â€Å"What are you saying?†Then, without waiting for him to answer, she said, â€Å"You're saying that they're going to kill him if theyfind out about me. But they don't haveto find out about me. Unless you tell them.† Ash glanced at his fingernails thoughtfully.. Hemade a face to show that this was as painful for himas it was for her. â€Å"Let's go over the facts,† he said. â€Å"You are, in fact,a former human.† â€Å"Oh, yeah, I was a vermin, all right.† He gave her a droll look. â€Å"Don't take that so seriously. It's what you are now that counts. But Jamesdid, in fact, change you without clearing it with anybody.Right? And he did, in fact, break cover and tellyou about the Night World before you werechanged. Right?† â€Å"How do you know? Maybe he just changed mewithout telling me a thing.† He shook a finger. â€Å"Ah, but James wouldn't dothat. He's got these radical permissive ideas abouthumans having free will.† â€Å"If you know all about it, why ask me?† Poppysaid tensely. â€Å"And if you've got a point-â€Å" â€Å"The point is that he's committed at least two capital offenses. Three, I bet.† He flashed the wild, handsome smile again. â€Å"He must have been in love withyou to have done the rest.† Something swelled in Poppy like a bird trapped inher rib cage and trying to get out. She blurted, â€Å"I don't see how you people can make laws about not falling in love! It's insane.† â€Å"But don't you see why? You're the perfect example. Because of love, James told you and then hechanged you. If he'd had the sense to squash hisfeelings for you in the beginning, the whole thingwould have been nipped in the bud.† â€Å"But what if you can'tsquash it? You can't forcepeople to stop feeling.† â€Å"Of course not,† Ash said, and Poppy stoppeddead. She stared at him. His lips curved and he beckoned to her. â€Å"I'll tellyou a secret. The Elders know they can't really legis late how you feel. What they can do is terrorize youso that you don't dare show your feelings-ideally, so you can't even admit them to yourself.† Poppy settled back. She'd seldom felt so at a loss.Talking to Ash made her head whirl, made her feel as if she were too young and stupid to. be sure of anything. She made a forlorn and helpless gesture. â€Å"Butwhat do I do now? I can't change thepast†¦.† â€Å"No, but you can act in the present.† He jumpedto his feet in a lovely, graceful motion and beganpacing. â€Å"Now. We have to think fast. Presumably everyone here thinks you're dead.† â€Å"Yes, but-â€Å" â€Å"So the answer is simple. You have to get out of jthe area and stay out. Go someplace where youwon't be recognized, where nobody will care ifyou're new or illegal. Witches. That's it! I've got some cross-cousins in Las Vegas that will put you up. Themain thing is to leave now.† Poppy's head wasn't just whirling, it was reeling.She felt dizzy and physically sick, as if she'd juststepped off Space Mountain at Disneyland. â€Å"What? Idon't even understand what you're talking about,†she said feebly. â€Å"‘I'll explain on the way. Come on, hurry! Do youhave some clothes you want to take?† poppy planted her feet solidly on the floor. Sheshook her head to try and dear it. â€Å"Look, I don'tknow what you're saying, but I can't go anywhereright now. I have to wait for James.† â€Å"But don't you see?† Ash stopped his whirlwindpacing and rounded on her. His eyes were green andhypnotically brilliant. â€Å"That's just what you can't do. James can't even know where you're going.† , what?† â€Å"Don't you see?†Ash said again. He spread hishands and spoke almost pityingly. â€Å"You'rethe only thing putting James in danger. As long as you're here, anybody can look at you and put the piecestogether. You're circumstantial evidence that he's committed a crime.† Poppy understood that. â€Å"But I can just wait and James can go away with me. He would wantthat.† â€Å"But it wouldn't work,† Ash said softly. â€Å"It doesn'tmatter where you go; whenever you're together,you're a danger to him. One look at you and anydecent vampire can sense the truth.† Poppy's knees felt weak. Ash spoke soberly. â€Å"I'm not saying that you'll bemuch safer yourself if you leave. You bring your owndanger with you, because of what you are. But aslong as you're away from James, nobody can connect you with him. It's the only way to keep him safe. Do you see?† â€Å"Yes. Yes, I see that now.† The ground seemed tohave disappeared beneath Poppy. She wasfalling,not into music, but into an icy dark void. There wasnothing to hold on to. â€Å"But, of course, it's a lot to expect, to ask you togive him up. You may not want to make that kindof sacrifice-â€Å" Poppy's chin came up. She was blind and empty and giddy, but she spoke to Ash with utter contempt,spitting out the words. â€Å"After everything he sacrificedfor me? What do you think I am?† Ash bowed his head. â€Å"You're a brave one, littledreamer. I can't believe you were ever human.† Then he looked up and spoke briskly. â€Å"So do youwant to pack?† â€Å"I don't have much,† Poppy said, slowly, becausemoving and speaking hurt her. She walked towardthe bedroom as if the floor was covered with broken glass. â€Å"Hardly anything. But I have to write a notefor James.† â€Å"No, no,† Ash said. â€Å"That's the last thing you wantto do. Well, after all,† he added as she swiveledslowly to look at him, â€Å"James being so noble andlovestruck and everything-if you let him knowwhere you're going, he'll come right after you. Andthen where will you be?† Poppy shook her head. â€Å"I†¦ okay.† Still shakingher head, she stumbled into the bedroom.She wasn't going to argue with him anymore, but she wasn't going to take his advice, either. She shut the bedroom door and tried as hard as she could toshield her mind. She visualized a stone wall around her thoughts. Stuffing her sweat pants and T-shirt and whitedress into the duffel bag took thirty seconds. Thenshe found a book under the nightstand and a felt-tippen in the drawer. She tore the flyleaf out of thebook and scribbled rapidly. Dear James, I'm so sorry, but if I stay to explain this to you, I know you'll try to stop me. Ash has made me understand the truth-that as long as I stick around I'mputting your life in danger. And I just can't do that.If something happened to you because of me, I woulddie. I really would. I'm going away now. Ash is taking me somewherefar away where you won't findme. Where they won'tcare what I am. I'll be safe there. You'll be safe here.And even if we're not together, we'll never really beapart. I love you. I'll love you forever. But I have to dothis. Please tell Phil goodbye. Your soulmate, Poppy. She was dripping tears onto the paper as shesigned it.She put the flyleaf on the pillow and went outto Ash. â€Å"Oh, there, there,† he said. â€Å"Don't cry. You'redoing the right thing.† He put an arm around hershoulders. Poppy was too miserable to shrug it off. She looked at him. â€Å"One thing. Won't I be putting youin danger if I go with you? I mean, somebodymight think youwere the one who made me an ille gal vampire.† He looked at her with wide, earnest eyes. They happened to be blue-violet at the moment. â€Å"I'm willing to take that risk,† he said. â€Å"I have alot of respect for you.† James took the stairs two at a time, sending probing thoughts ahead of him and then refusing to believe what his own senses told him. She had to be there. She hadto be†¦. He pounded on the door at the same time as hewas thrusting the key into' the lock. At the same timeas he was shouting mentally. Poppy! Poppy, answer me! Poppy! And then, even with the door flung open and hisown thoughts ricocheting off the emptiness in theapartment, he stilldidn't want to believe. He ran around, looking in every room, his heart thudding louder and louder in his chest. Her duffel bag was gone. Her clothes were gone. She was gone. He ended up leaning against the glass of the livingroom window. He could see the street below, andthere was no sign of Poppy. No sign of Ash, either. It was James's fault. He'd been following his mother's trail all afternoon, from decorating job to decorating job, trying to catch up with her. Only to find,once he did catch up, that Ash was already in Elcamino, and had, in fact, been sent over to James'sapartment hours ago. With a key. putting him alone with Poppy. James had called the apartment immediately. Noanswer. He'd broken all speed limits getting backhere. But he was too late. Ash, you snake, he thought. If you hurt her, if youput one finger on her †¦ He found himself roving over the apartment again,looking for clues as to what had happened. Then, in the bedroom, he noticed something pale against the light brown of the pillowcase. A note. He snatched it up and read it. And gotcolder and colder with every line. By the time he reached the end, he was made of ice and ready tokill. There were little round splashes where the felt-tippen had run. Tears. He was going to break one of Ash's bones for each one. He folded the note carefully and put it in hispocket. Then he took a few things from his closetand made a call on his cellular phone as he was walking down the stairs of the apartment building. â€Å"Mom, it's me,† he said at the beep of an answering machine. â€Å"I'm going to be gone for a few days. Something's come up. If you see Ash, leave me amessage. I want to talk with him.† He didn't say please. He knew his voice was clippedand sharp. And he didn't care. He hoped his tone would scare her. Just at the moment he felt ready to take on hismother and father and all the vampire Elders in theNight World. One stake for all of them. He wasn't a child anymore. In the last week he'dbeen through the crucible. He'd faced death andfound love. He was an adult. And filled with a quiet fury that would destroyeverything in its path. Everything necessary to getto Poppy. He made other phone calls as he guided the Integraswiftly and expertly through the streets of El Camino.He called the Black Iris and made sure that Ashhadn't turned up there. He called several other blackflower dubs, even though he didn't expect to find anything. Poppy had said Ash was going to take her far away. But where? Damn you, Ash, he thought. Where? Phil was staring at the TV without really seeing it.How could he be interested in talk shows or infomercialswhen all he couldthinkabout was his sister?His sister who was maybe watching the same showsand maybe out biting people? He heard the car screech to a stop outside and wason his feet before he knew it. Weird how he wasabsolutely certain of who it was. He must have cometo recognize the Integra's engine. He opened the door as James reached the porch.†What's up?† â€Å"Come on.† James was already heading for the car.There wasa deadly energy in his movements, abarely controlled power, that Phil had never seen before. White-hot fury, leashed but straining. â€Å"What's wrong?† James turned at the driver's side door. â€Å"Poppy'smissing!† Phil threw a wild glance around. There was nobodyon the street, but the door to the house was open.And James was shouting as if he didn't care whoheard. Then the words sank in. â€Å"What do you mean,she's-† Phil broke off and jerked the door to thehouse shut. Then he went to the Integra. James already had the passenger door open. â€Å"What do you mean, she's missing?† Phil said assoon as he was in the car. James gunned the engine. â€Å"My cousin Ash has taken her someplace.† â€Å"Who's Ash?† â€Å"He's dead,† James said, and somehow Phillip knew he didn't mean Ash was one of the walkingdead. He meant Ash was going to bedead, completelydead, at some point very soon. â€Å"Well, where's he taken her?† â€Å"I don't know,† James said through his teeth. â€Å"Ihave no idea.† Phil stared a moment, then said, â€Å"Okay. Okay.† He didn't understand what was going on, but hecould see one thing. James was too angry and toointent on revenge to think logically. He might seem rational, but it was stupid to drive around at fifty five miles an hour through a residential zone with no idea of where to go. It was strange that Phil felt comparatively calmit seemed as if he'd spent the last week being wacko while James played the cool part. But having someone else be hysterical always made Phil golevelheaded. â€Å"Okay, look,† he said. â€Å"Let's take this one step ata time. Slow down, okay? We might be going in exactly the wrong direction.† At that, James eased up on the gas pedal slightly. â€Å"Okay, now tell me about Ash. Why's he taking Poppy somewhere? Did he kidnap her?† â€Å"No. He talked her into it. He convinced her thatit was dangerous for me if she stuck around here. Itwas the one thing guaranteed to make her go withhim.† One hand on the wheel, James fished in his pocket and handed a folded piece of paper to Phil. It was a page torn out of a book. Phillip read thenote and swallowed. He glanced at James, who wasstaring straight ahead at the road. Phil shifted, embarrassed at having intruded on private territory, embarrassed at the sting in his eyes. Your soulmate, Poppy?Well. Well. â€Å"She loves you a lot,† he said finally, awkwardly.†And I'm glad she said goodbye to me.† He folded the note carefully and tucked it under the emergency brake handle. James picked it up and put it in hispocket again. â€Å"Ash used her feelings to get her away. Nobodycan push buttons and pull strings like he can.† â€Å"But why would he want to?† â€Å"First because he likes girls. He's a realDon Juan.†James glanced at Phil caustically. â€Å"And now he's gother alone. And second because he likes to play withthings. Like a cat with a mouse. He'll fool around with her for a while, and then when he gets tired ofher, he'll hand her over.† Phillip went still. â€Å"Who to?† â€Å"The Elders. Somebody in charge somewherewho'll realize she's a renegade vampire.† â€Å"And then what?† â€Å"And then they kill her.† Phil grabbed the dashboard. â€Å"Wait a minute.You're telling me that a cousin of yours is going tohand Poppy over to be killed?† â€Å"It's the law. Any good vampire would do thesame. My own mother would do it, without a second thought.† His voice was bitter. â€Å"And he's a vampire. Ash,† Phil said stupidly. James gave him a look. â€Å"Allmy cousins are vampires,† he said with a short laugh. Then his expression changed, and he took his foot off the gas. â€Å"What's the-hey, that was a stop sign!† Philyelped. James slammed on the brakes and swung into aU-turn in the middle of the street. He ran over somebody's lawn. â€Å"What is it?† Phil said tightly, still braced againstthe dashboard. James was looking almost dreamy. â€Å"I've just realized where they've gone. Where he'd take her. Hetold her someplace safe, where people wouldn't carewhat she was. But vampires wouldcare.† â€Å"So they're with humans?† â€Å"No. Ash hates humans. He'd want to take hersomeplace in the Night World, someplace where he'sa big man. And the nearest city that's controlled bythe Night World is Las Vegas.† Phil felt his jaw drop. Las Vegas? Controlled by theNight World? He had the sudden impulse to laugh. Sure, of course it would be. â€Å"And I always thoughtit was the Mafia,† he said. â€Å"It is,† James said seriously, swerving onto a freeway on-ramp. â€Å"Just a different mafia.† â€Å"But, look, wait. Las Vegas is a big city.† â€Å"It's not, actually. But it doesn't matter anyway. Iknow where they are. Because all my cousins aren'tvampires. Some of them are witches.† Phil's forehead puckered. â€Å"Oh, yeah? And how didyou arrange that?† â€Å"I didn't. My great-grandparents did, about fourhundred years ago. They did a blood-tie ceremonywith a witchfamily. The witches aren't my realcous ins; they're not related. They're cross-cousins.Adopted family. It probably won't even occur tothem that Poppy might not be legal. And that'swhere Ash would go.† â€Å"They're cross-kin,† Ash told Poppy. They weredriving in the Rasmussen's gold Mercedes, which Ashinsisted his aunt Maddy would want him to take.†They won't be suspicious of you. And witches don'tknow the signs of being a new vampire the way vampires do.† Poppy just stared at the far horizon. It was evening now, and a lowering red sun was setting behind them. All around them was a weird alien landscape: not as brown as Poppy would have expected a desertto be. More gray-green, with clumps of green-gray. The Joshua trees were strangely beautiful, but alsothe closest thing to a plant made up of tentacles as she'd ever seen. Most everything growing had spikes. It was oddly fitting as a place to go into exile. Poppy felt as if she were leaving behind not only herold life, but everything she'd ever foundfamiliarabout the earth. â€Å"I'll take care of you,† Ash said caressingly. Poppy didn't even blink. Phillip first saw Nevada as a line of lights in thedarkness ahead. As they got closer to the state line,the lights resolved into signs with blinking, swarming, flashing neon messages. Whiskey Pete's, they an nounced. Buffalo Bill's. The Prima Donna. Some guy with a reputation for being a Don Juanwas taking Poppy in thisdirection? â€Å"Go faster,† he told James as they left the lightsbehind and entered a dark and featureless desert.†Come on. This car can do ninety.† â€Å"Here we are. Las Vegas,† Ash said as if makingPoppy a present of the whole city. But Poppy didn'tsee a city, only a light in the clouds ahead like the rising moon. Then, as the freeway curved, she sawthat it wasn't the moon, it was the reflection of city lights. Las Vegas was a glittering pool in a flat basinbetween the mountains. Something stirred in Poppy despite herself. She'dalways wanted to see the world. Faraway places. Ex otic lands. And this would have been perfect-if onlyJames had been with her. Up close, though, the city wasn't quite the gem itlooked from a distance. Ash got off the freeway, and Poppy was thrown into a world of color and lightand movement-and of tawdry cheapness. â€Å"The Strip,† Ash announced. â€Å"You know, whereall the casinos are. There's no place like it.† â€Å"I bet,† Poppy said, staring. On one side of her wasa towering black pyramid hotel with a huge sphinxin front. Lasers were flashing out of the sphinx'seyes. On the other side was a sleazy motor inn with a sign saying â€Å"Rooms $18.† â€Å"So this is the Night World,† she said, with a twingeof cynical amusement that made her feel very adult. â€Å"Nah, this is for the tourists,† Ash said. â€Å"But it'sgood business and you can do some fairly seriouspartying. I'll show you the real Night World, though.First, I want to check in with my cousins.† Poppy considered telling him that she didn't reallycare to have himshow her the Night World.Something about Ash's manner was beginning to bother her. He was acting more as if they were out on adate than as if he were escorting her into exile. But he's the only person I know here, she realizedwith a dismayed sinking in her stomach. And it's notas if I have any money or anything–not even eighteen dollars for that crummy motel. There was something worse. She'd been hungry for some time now, and now she was starting to feel breathless. But she wasn't the dazed, unthinking animal she'd been last night. She didn't want to attacksome human on the street. â€Å"This is the place,† Ash said. It was a side street,dark and not crowded like the Strip. He pulled intoan alley. â€Å"Okay, just let me see if they're in.† On either side of them were high buildings withcinder-block walls. Above, tiers of power lines obscuredthe sky. Ash knocked at a door set in the cinder blocka door with no knob on the outside. There was no signon the door, either, just some crudely spray-paintedgraffiti. It was a picture of a black dahlia. Poppy stared at a Dumpster and tried to controlher breathing. In, out. Slow and deep. It's okay,there's air. It may not feel like it, but there's air. The door opened and Ash beckoned to her. â€Å"This is Poppy,† Ash said, putting an arm aroundher as Poppy stumbled inside. The place looked likea shop–a shop with herbs and candles and crystals. And lots of other weird things that Poppy didn't recognize. Witchy-looking supplies. â€Å"And these are my cousins. That's Blaise, andthat's Thea.† Blaise was a striking girl with masses ofdark hair and lots of curves. Thea was slimmer and blond. They both kept going out of focus as Poppy's vision blurred. â€Å"Hi,†she said, the longest greeting she couldmanage. â€Å"Ash, what's wrong with you? She's sick. What have you been doing to her?† Thea was looking atPoppy with sympathetic brown eyes. â€Å"Huh? Nothing,† Ash said, looking surprised, as ifnoticing Poppy's state for the first time. Poppyguessed he wasn't the type to worry about other peo ple's discomfort. â€Å"She's hungry, I guess. We'll haveto run out and feed-â€Å" â€Å"Oh, no, you don't. Not around here. Besides,she's not going to make it,† Thea said. â€Å"Come on,Poppy, I'll be a donor this once.† She took Poppy by the arm and led her through abead curtain into another room. Poppy let herself betowed. She couldn't think anymore-and her wholeupper jaw was aching. Even the word feedsharpenedher teeth. I need†¦I have to †¦ But she didn't know how. She had. a vision of her own face in the mirror, silvery eyes and savage canines. She didn't wantto be an animal again ,and jump on Thea andripher throat. And she couldn'task how-that would give her away as a new vampire for sure. She stood, trembling, unable to move.

Word Choice Reluctant vs. Reticent

Word Choice Reluctant vs. Reticent Word Choice: Reluctant vs. Reticent â€Å"Reluctant† and â€Å"reticent† are both adjectives that mean â€Å"unwilling.† They also look similar written down, so it’s no wonder people use these terms interchangeably. But there is a difference between â€Å"reluctant† and â€Å"reticent,† so check out our guide to make sure you can use them correctly. Reluctant (Unwilling or Slow to Do Something) To be â€Å"reluctant† is to be unwilling or hesitant to do something. For example: I was reluctant to leave before the fireworks. You can use this term in any situation where someone is resistant to something, so it has a wide range of possible uses. This flexibility is reflected in the origins of this term, which comes from a Latin word meaning â€Å"struggle.† As such, if we are struggling to bring ourselves to do anything, we can say we feel â€Å"reluctant† about it. Reticent (Unwilling to Speak) While â€Å"reticent† also implies being unwilling or hesitant about something, it applies specifically to speaking or revealing our thoughts and feelings: Tom was reticent about why he left the party. Here, we’re not saying that Tom was â€Å"reluctant† to leave a party. We’re saying he was unwilling to tell us why he left the party. We can also use â€Å"reticent† to describe someone’s character in general: Hannah has been reticent for as long as I’ve known her. Even in this case, though, the word â€Å"reticent† suggests that Hannah is quiet and reserved in particular. It does not mean she is â€Å"unwilling† in other ways. And we would not use reluctant to describe a personal trait like this. Again, looking at the origins of this word can help us understand how it is used in modern English: â€Å"reticent† comes from reticere, which means â€Å"silent† in Latin. Thus, if we are â€Å"reticent,† we are being quiet about something. Reluctant or Reticent? Although some now use â€Å"reticent† to mean â€Å"unwilling† in any context, it would be a mistake to do this in formal writing. So to avoid errors, remember that â€Å"reticent† has a more specific meaning than â€Å"reluctant†: To be reluctant is to be unwilling to do something. To be reticent is to be unwilling to speak or reveal your thoughts. If you can remember this distinction, you should be able to use these terms correctly. But if you want to be extra sure that your writing is error free, you can also submit a document to our outstanding proofreading service.

The Cost Of Living Essays - Arundhati Roy, Bengali People

The Cost Of Living Essays - Arundhati Roy, Bengali People The Cost Of Living Question #1 With the 3600(A. Roy 16) hydroelectric dams either going up or already built in India, there will undoubtedly be over 33,000,000 people displaced by the big dams reservoirs (16), most of which are Adivasi or Dalits (18), natives of India. Without a proper resettlement program in place, many are left with no place to go. Much of the land thats needed for the reservoirs was confiscated, scammed away, or bullied into being sold by the government. And what land the government did buy, not everyone received the money they were supposed to. The resettlement programs that are in place, are best described by Roy I can warrant that the quality of their accommodation is worse than in any concentration of the Third Reich(20). From what I gather from Roy, these resettlement sites sound pretty inhumane and Im really surprised actions like that of the Indian government arent under fire of the U.N. Granted this doesnt seem to be the most publicized nor well documented ongoing incident. As for the Nuclear weapon problem that faces India, Roy didnt seem to address it in great detail. And if she did, I read right through it. With lack of proper storage facilities and the threat of contaminating Indias extraordinarily expensive drinking water. It might be wise decision for the Indian government to either discontinue their nuclear weapons program or properly address these issues. Question #2 I guess I really have no other choice but to agree with Roys opinions. Maybe if we were given some type of written response from the Indian government or anything from a different viewpoint. Anyone that has read this book, without any outside information, would have to have something against the Adivasi or seen something in the book that probably 99% percent of the people that have read it missed to disagree with Roy on the problems in India. The only people profiting from the dams are in the government, part of World Bank, Jai Prakash Associates, and anyone with enough money that needs the water. Moreover, it doesnt appear that any of the rural citizens of India will be sharing in any of the profits or even get water for quite some time. Question #3 The cautious equation Roy calculates on pg. 17 that estimates 33,000,000 people have been displaced by big dams is a huge strong point in Roys argument. To add insult to injury, the people that are even lucky enough to get resettled, are put in tin shacks on inhospitable land, a far cry from what there used to. Before the dams, the displaced were self-sufficient and doing all right for the lifestyle they led. All of the evidence Roy offers about the Indian government points to a total disregard for human life or a great degree of incompetence. Either way, something drastic must happen before anything is really going to change. To be honest, I failed to recognize any weaknesses in Roys arguments. Im not trying to say there arent any, but I didnt find any. Question #4 I chose to label as coming Roy from a social conflict perspective. I basically did this through the process of elimination. She is definitely not a structural-functionalist. She was certainly not trying to be objective, in the loosest sense of the word, while writing this book. This is another of the states tested strategies. It kills you with committees., she sounds pretty involved in that sentence while describing one of the committees suppose to conduct an independent review. Her equations, monetary reports, and percentages give her a little symbolic interaction flavor, but she definitely is more into the way her people are being treated Bibliography The cost of living by andretti roy