Students will float to the mark you set

Rose's thesis states that â€Å"Students will float to the mark you set. † † Vocational education has aimed at increasing the economic opportunities of students who do not do well in our schools. Some serious programs succeed in doing that, and through exceptional teachers – like Mr. Gross in Horace's Compromise – students learn to develop hypotheses and trouble shoot, reason through a problem, and communicate effectively – the true job skills. The vocational track, however, is most often a place for those who are just not making it, a dumping ground for the disaffected.† Rose attempts to persuade his readers by showing how dysfunctional the vocational students are and how mediocre or unchallenging their studies are. He also persuades the readers by exemplifying the instructor's poor attempts to care about the quality of learning the vocational education students are receiving. His argument is that the instructors are not inventive in their teaching methods and do not work hard at education through use of their imaginations. â€Å"The teachers have no idea of how to engage the imaginations of kids who were at the bottom of the pond.† I agree with Rose's point stating that † You're defined by your school as â€Å"slow†; you're placed in a curriculum that isn't designed to liberate you but to occupy you, or, if you're lucky, train you, though the training is for work the society does not esteem.† This seems to be the norm at all schools. But, I think at all levels, be it high school or college, the instructors teaching these types of programs should be trained to use more imaginative methods of teaching the vocational level students. Obviously, these students each learn at a different pace, but their minds still need to be challenged. They should receive education that stimulates their minds so they do not lose interest. The vocational education system is used as simply as Rose put it, as a â€Å"dumping ground for the disaffected.† I also understand the point Rose made referring to the fact that if a student is trained in a mediocre way he will do nothing but turn into a mediocre student. Resulting in boredom, indifference, tuning out, ignorance, and finally a lack of job skills society deems necessary. I think Rose was correct in the comment â€Å"Champion the average.† Although that is assuming that every vocational student has the courage to rely on his/her own good sense and put the fear behind him or her. Only most of them lack the courage or self-esteem to stand up for themselves, be it only in their own mind. Moreover, many would not take themselves seriously if they did so. Students Will Float to the Mark You Set Mike Rose is a professor in the School of Education at UCLA , earned multiple awards during his career ; Distinguished Research in the Teaching of English, the American Educational Research Association's Distinguished Lectureship, UCLA’s Distinguished Teaching Award, a Guggenheim Fellowship, the Grawemeyer Award in Education, and the Commonwealth Club of California Award for Literary Excellence in Nonfiction. As a child Rose grew up in a poor family in Los Angeles, during his high school years he was placed on vocational classes on accident, by mixed up test scores from another student with the same last name. In the essay â€Å"I Just Wanna Be Average† by Mike Rose, he describes his observations with his students and teachers during his accidentally placed vocational classes, the teachers were showing no interest in teaching and his class mates were not showing any interest in their education, Rose implies in his essay â€Å"The vocational track, however, is most often a place for those who are just not making it, a dumping ground for the disaffected† (Rose 13) Rose shows how the school system has written off students who have potential, his analysis of the school system specifies multiple reasons for the failure of students that go through high school misunderstood from their difficulties learning, it showed that the students were lacking the effort to learn. In Rose’s essay he talks about one of his classmates Ken Harvey, he describes this open conversation in this classroom, the topic was about working hard and being an over achiever, when in it was Harvey’s turn to talk he answered â€Å"I wanna be average†. Ken Harvey’s â€Å"I just wanna be average† quote immediately picked up Rose’s attention! He later goes revealing how this student was gasping for air in their educational environment, as Rose Mentions in the book â€Å"No matter how bad the school, you’re going to encounter notions that don’t fit with the assumption and beliefs that you grew up with- maybe you’ll hear these dissonant notions from teachers, maybe from other students, and maybe you’ll read them† (Mike Rose 14) Since the vocational track is the dumping ground for those students who can’t make it, Harvey was discouraged because in his school he was labeled â€Å"slow†, as that could’ve lowered his morale, Harvey was rotecting himself from the pressure of school by defying himself as a regular person, and it doesn’t help that the fact that the teachers in the vocational track did nothing to help motivate the student. Rose states that ther e was hardly any who worked hard at their education, however Brother Slattery used his stern voice and his weekly quizzes to engage the imagination of those kids who were at the â€Å"bottom of the pond†. One of my academic weak points is algebraic related activity , during my Senior year I was taking a junior math class Algebra 3-4, my first period class that I would get through in the morning, me a morning person? I would show up half asleep, if I stayed awake I was zoning out. The high school that I graduated from had the block schedule system so the classes would have been two hours and thirty minutes long, I dreaded the block schedule system especially when I had Algebra, as furthermore it would feel like an eternity. I’ve spent a good 75% doing something else that would contradict my learning, doodling on my notes or socializing with the people around me. Every time we would learn a new course I tried to give my full attention to the lesson because it would almost be like a fresh start but in the end it would ended up with me not fully understanding the lesson, so a new course would come up this pattern would repeat itself, so I would get a little frustrated every time that would develop. It got to the point where the requirements of the new course would require the information from the previous course to learn it, that’s how I got stuck along with the interest to care anymore. Unfortunately that type of not caring was labeled as â€Å"Senioritis† it happens to every Senior they say, but I wasn’t going to blame it on â€Å"Senioritis† because I have experience that similar uninteresting feeling for my education before my Senior year. I can’t remember the name of my Algebra 3-4 teacher but I do remember a friend that I made there who sat next to me, his name was Adam he seemed very brilliant and strong academically but he wasn’t so good with the ladies. My algebra teacher never took the time to grade our homework, what she would do was make the student plus the person sitting next to you grade each other’s homework, she would put out the answers on her white board, as she would expect every student to grade the other students homework. Adam and I had an alliance with each other, as we took advantage of that situation, I would scratch his back and he would scratch mine by writing the correct answers down or just filling out the homework right there, sometimes I didn’t even take the time to do my homework I would let Adam fill out the paper for me. Adam continued to perfectly learn in that class he would sometimes end up with one or two mistakes in his homework, but he really wanted straight A’s, I would correct his mistakes for him as he would do the same for me. That homework grading system seemed to me as a huge flaw for her students learning, if she took the time to look at our answers, study our equations that we wrote down she could’ve traced the mistake, point it out, ask why we messed up and showed us the correct way to solve the problem I think that would’ve helped some people out. So the fourth quarter finally arrives, my Algebra 3-4 grades are on the edge of failing, my counselor advocated that I should stay after school with a tutor, which I hated the fact that I had to stay after school for more math, which the thought in my mind was â€Å"I’m not going to learn anything and just waste time†, that was quite the opposite of what was going to happened, I met a tall man with glasses always seemed full of energy, I think his name was Larry (I can’t remember names). Every day after school I would meet up with Larry in a classroom with a few other kids from every type of different math class ranging from basic math to trigonometry, Larry would sit down and help every single student one by one, he seemed like he was vey content teacher, every time Larry would sit next to me I would actually learn or understand all this gibberish that we call algebra, he would approach me with a different attitude way different compared to my Algebra teacher. Now when I think about that situation I was in, I would sit in my first period class for 2 hours and 30 minutes while having difficulties understanding, but now in my tutoring class I would only sit for 45 minutes and everything seemed clear to me. The situation that those students from Rose’s essay they’re intelligence are not limited, a bad teacher can make school such a frustrating experience student won’t learn much, understanding t a teacher’s teaching style can sometimes not w ork with the students.

The Hunters: Phantom Chapter 34

We didn't weaken it, not enough!† Meredith shouted to her friends over Jealousy's shouts. The phantom, if anything, appeared stronger as it crossed the garage in one great leap and backhanded Meredith across the face. Meredith felt a searing pain, saw a bright flash of light, and felt herself slam against the wal . Dazed, she staggered back onto her feet. The phantom was coming toward her again. More slowly this time, with a smile of anticipation. The spell must be doing something then, Meredith thought groggily, or it wouldn't care if I finished my part or not. Meredith gripped her fighting stave. She wasn't going down easily, not if she could prevent it. Alaric had cal ed her a superhero. Superheroes kept fighting, even when the odds were stacked against them. She sliced out viciously, expertly, with the end of the fighting stave. Al those hours of practice paid off, because the phantom didn't seem to expect the blow, and rather than the stave passing harmlessly through mist, Meredith caught the phantom in its solid form, just above the rose in its chest. The blade at the end opened a deep wound in the phantom's chest, and when Meredith pul ed it back for a second blow, viscous green fluid dripped from the end of her weapon. As she swung again, Meredith's luck ran out. The phantom reached out toward her, its hand moving so fast that Meredith didn't see it until the phantom was holding the other end of the stave. Sharp as the stave was, poisonous as the coating of al those bits of silver and wood and iron were, the phantom held it lightly and easily, and pulled. Meredith went skidding across the garage floor toward the phantom, fast and helpless, and the phantom reached out lazily with its other hand to catch her, a sneer of contempt and anger on its glassy face. Oh no, Meredith's internal voice babbled, not like this. It can't end like this. Just before it touched Meredith, though, the phantom's face changed, suddenly blossoming into an expression of confusion. It let go of the stave, and Meredith yanked herself back and caught her balance, wobbling furiously, gasping for breath. The phantom stared past her, Meredith forgotten, at least for the moment. The phantom's glassy teeth were bared, and there was an expression of terrible rage on its greentinted face. As Meredith watched, the muscles in its icysolid arms seemed to strain, then dissolve to swirls of armshaped mist, then solidify again, stil in the same tense stil ness. She can't move, Meredith realized. She turned to look behind her. Mrs. Flowers stood straight and tal , her blazing blue eyes fixed on the phantom. She held out her hands in front of her, her face set in strong, determined lines. Several strands of her gray hair had escaped from her bun, standing out in al directions as if caught by static electricity. Mrs. Flowers's lips moved soundlessly, and, as the phantom strained to move, Mrs. Flowers strained, too, looking as if she was struggling to support something cripplingly heavy. Their eyes, cool intent blue and glacierclear green, were locked together in silent battle. Mrs. Flowers's eyes were steady, but her arms were shaking violently, and Elena didn't know how much longer the older woman would be able to hang on and keep the phantom under control. Not long, she suspected. The battle with the kitsune had taken a lot out of Mrs. Flowers, and she hadn't recovered ful y yet. She wasn't ready for a new fight. Elena's heart was thumping like crazy, and she couldn't stand to look at the bloody figures of Damon and Stefan on the other side of the garage, because the one thing she knew she couldn't do right now was panic. She needed to be able to think. â€Å"Meredith,† Elena said crisply, with such a tone of authority that her friends al turned away from watching the struggle between Mrs. Flowers and the phantom to look at her. â€Å"Finish your part of the ceremony.† Meredith looked at Elena blankly for a moment and then snapped into gear. That was one of the many wonderful things about Meredith: She could always be relied upon, no matter what, to pul herself together and get on with the job. â€Å"I have fed the phantom of jealousy,† Meredith said, looking down at the floor where her brown candle stil burned, â€Å"but now I cast my jealousy away.† Meredith's words rang with truth, and the candle went out. The phantom flinched and grimaced, flexing its fingers angrily. The deep red of the rose in its chest dul ed to a dark pink for a moment before flushing back to crimson. But†¦ it didn't seem like it was defeated; it seemed merely irritated. Its eyes never left Mrs. Flowers's, and its ice-sculpted muscles stil were straining forward. Almost al the candles were out. Only two flames were flickering, from the blue and red candles, only two victims feeding the phantom with their jealousy. So, with almost al its victims torn away from it, shouldn't the phantom be weaker? Shouldn't it be sick and struggling? Elena turned to Alaric. â€Å"Alaric,† she whispered. â€Å"What did the book say? Shouldn't the spel be starting to kil the phantom by now?† Alaric was watching the silent showdown between Mrs. Flowers and the phantom again, his own fists clenched and his body straining as if he could somehow lend Mrs. Flowers his strength, and it took a little time – time we don't have, thought Elena furiously – for him to drag his attention to Elena. When he did and she repeated her question, he turned a more analytical gaze on the phantom, and a new worry dawned in his eyes. â€Å"I'm not entirely sure,† he said, â€Å"but the book did suggest†¦ the book said something like, ‘Every word truly spoken by its victims, each dark emotion wil ingly rejected, wil draw back to them the life the phantom has stolen from their thoughts and deeds. The creature wil crumble with every honest word spoken against it.' It could be just rhetoric, or maybe the person who wrote down the spel had heard about the ritual without seeing it performed, but it sounds†¦Ã¢â‚¬  He hesitated. â€Å"It sounds like the spel ought to be kil ing the phantom by now,† said Elena flatly. â€Å"It sounds like this isn't working right.† â€Å"I don't know what's going wrong,† said Alaric unhappily. The world shifted and everything snapped into focus. â€Å"I do,† said Elena. â€Å"It must be because this is an Original, not an ordinary phantom. We didn't create it with our emotions, so we can't destroy it just by taking them away. I think we're going to need to try something else.† Stefan and Damon were stil locked in combat. They were both bloody and battered. His hurt arm dangling at an unnatural angle, Stefan moved as though something inside him had been damaged, but they were both stil attacking each other viciously, Stefan no less than Damon. Elena reasoned that they must be fighting on their own initiative now. The phantom, absorbed in its battle with Mrs. Flowers, was no longer muttering poisonous encouragement to them. If Damon and Stefan weren't being seduced by Jealousy's voice, maybe they could be persuaded to listen to someone else. Elena, trying not to catch the phantom's attention, eased her way toward the fighters. Damon was bleeding from his neck and a long cut on his head, and the skin around both his eyes was bruising up. He was limping, but he was clearly gaining the upper hand. Stefan, circling warily now just out of arm's reach, was not only curled forward to protect whatever was injured inside him but had a long strip of torn skin hanging from his cheek. Damon was grinning savagely at him, moving closer with every shift of his feet. There was an alertness to Damon's eyes that spoke only of the predator within, of his joy in the hunt and in the kil . Damon must have forgotten in the pleasure of the fight who he was battling, Elena told herself. He would never forgive himself, once he was himself again, if he real y seriously hurt Stefan, or even kil ed him. Although, something inside her whispered, part of him has always wanted this. She shoved the thought aside. Part of Damon might want to hurt Stefan, but the real, whole Damon did not. If there was anything that fighting the phantom had shown her, it was that the dark emotions everyone hid in their depths weren't al of who they real y were. They weren't their true selves. â€Å"Damon,† she shouted. â€Å"Damon, think! The phantom is influencing you! It's making you fight.† She heard her voice rise pleadingly. â€Å"Don't let it beat you. Don't let it destroy you.† Damon didn't seem to hear her, though. He stil wore that feral smile, and prowled a little closer to Stefan, edging him farther and farther toward the corner of the garage. Pretty soon Stefan would be trapped, boxed in and unable to run. And, catching a glimpse of the defiant expression on Stefan's poor, battered face, Elena realized with a sinking heart that Stefan wouldn't run, even if Damon gave him the chance. The part of Stefan that hated Damon was in control of him now. Stefan bared his teeth in a ferocious snarl. Damon pul ed back his fist to deliver a powerful blow, his canines extending in anticipation of drinking his brother's lifeblood. More quickly than she had ever moved before, at least as a human, Elena flung herself between them as Damon's fist swung forward. Eyes squeezed closed, she threw her arms wide to protect Stefan and awaited the impact. Damon was moving so fast by the time she jumped in front of him that momentum was carrying his whole body forward. With his inhuman strength, it was a punch that would break her bones and crush her face. But Damon stopped in time, as only a vampire could. She could feel the rush of displaced air from the blow, even the brush of his knuckles against her face, but there was no pain. Gingerly Elena opened her eyes. Damon stood poised, coiled to strike, one arm stil raised. He was breathing hard, and his eyes glittered strangely. Elena returned his gaze. Was there a tiny bit of relief shining in Damon's eyes? Elena thought so. The question was, was it relief that he had stopped himself before he kil ed her, or that she had stopped him from kil ing Stefan? Surely Damon could have thrown her out of the way by now and attacked Stefan again, if that was what he real y wanted. Elena took a chance and reached out toward Damon's fist, folding those battered knuckles within her own smal er hand. He didn't resist as she lowered his fist to his side, passively al owing himself to be moved. â€Å"Damon,† she said softly. â€Å"Damon, you can stop now.† His eyes narrowed and she knew he could hear her, but his mouth was tight and fierce, and he didn't answer. Without letting go of Damon's hand, Elena turned toward Stefan. He was close behind her, his eyes fixed on Damon. He was panting rapidly, and he wiped the back of his hand absently against his mouth, smearing blood across his face. Elena reached out and took his hand, sticky as it was with blood. Damon's hand tensed in hers, and she glanced at him to see he was staring at her other hand, the one that was holding Stefan's. Stefan saw where Damon was looking, too, and the corners of his swol en mouth drew up in a bitter little smile. Behind them, the phantom snarled as it fought Mrs. Flowers's power. It sounded louder, fiercer. â€Å"Listen,† she said urgently, looking from one brother to the other. â€Å"The phantom's not focusing on you now, so you can think for yourselves. But Mrs. Flowers won't be able to hold her for long. So you need to do it; you need to start thinking now, instead of just acting. I need to tel you†¦ um.† She cleared her throat uncomfortably. â€Å"I never told you this, but when Klaus was keeping me prisoner, after Katherine's death, he used to show me†¦ images. Memories, I guess, Katherine's memories. How you both were with her, back when you were human. When you were young and alive and loved her. How much you loved her. I hated it, seeing how real that love was. And I knew that you noticed me at first only because of the love you had for her then. It's always bothered me a little bit, even though I know your love for me now is deeper.† Both brothers were looking at Elena now, and Stefan's lips parted to speak. Elena shook her head briskly and went on. â€Å"No, let me finish. It's bothered me a little bit. It hasn't destroyed me, and it hasn't changed what I feel†¦ for either of you. Because I also know that you might have noticed me for Katherine's sake, but that once you got past it, you both saw me, Elena. You don't see Katherine in me anymore.† She had to venture into dangerous territory now, so she proceeded cautiously, trying to lay out her argument with logic and sensitivity. â€Å"So, I know that, right? But when the phantom spoke to me, it dredged up that old jealousy and made it burn inside me again. And the other things the phantom said to me are partly true, too. Yes, I'm jealous sometimes of girls with† – she smiled despite herself – â€Å"normal love lives. But in my most centered moments, I know I wouldn't want to be them. What I've got is amazing, even if it's hard.† Elena swal owed. â€Å"And so I know that what the phantom said to you is partly true. You're jealous of each other. You're angry about things from the past, and you're upset that I love both of you. But I also know that's not all there is. It's not the most important thing, either. Not anymore. Things have changed since the days when jealousy and anger were the only emotions between you. You've worked together, and you've protected each other. You've become brothers again.† She gazed into Damon's eyes, searching for a response. â€Å"Damon, Stefan was devastated when he thought you were dead. You're his brother, and he loves you, and he didn't know what to do with you gone. You're a big part of his life – past and present. You're the only one who's been there with him throughout his history.† She swung to look at Stefan. â€Å"Stefan, Damon didn't hide from you the fact that he was alive because he wanted to make you suffer, or to be free of you, or whatever the phantom was convincing you of. He wanted to be able to come back in a way and at a time that he could show you things were going to be different. That he was capable of changing. And you were the person he wanted to change for. Not me. You. You're his brother and he loves you, and he wanted things to be better between you.† Elena paused for breath, and to gauge what effect, if any, her speech was having on the brothers. At least they weren't currently trying to kil each other. That had to be a good sign. They stared at each other now, their faces unreadable. Damon licked the blood from his lips. Stefan reached up and careful y ran his free hand over the torn skin on his face and chest. Neither one said a word. Was there a connection left between them? Damon was looking at the cuts on Stefan's neck with an almost soft expression in his black eyes. Elena let go of them and threw up her hands. â€Å"Fine,† she said. â€Å"If you can't forgive each other, then just think about this. The phantom wants you to fight. It wants you to kil each other, to hate each other. Your jealousy is what's feeding it. One thing I know about you – about both of you – is that you've never given your enemies anything they wanted, not even if it would have saved you. Are you going to give in to what this phantom, this manipulative monster, wants? Is it going to control you, or are you going to control you? Does either of you real y want to murder your brother for someone else?† At the same exact moment, Damon and Stefan blinked. After a few seconds, Stefan cleared his throat awkwardly. â€Å"I'm glad you're not dead after al ,† he offered. The corner of Damon's mouth twitched. â€Å"I'm relieved I didn't manage to kil you today, little brother,† he answered. Apparently, that was al they had to say. They held each other's eyes for a beat longer, then turned to Elena. â€Å"So,† said Damon, and he was beginning to smile, a wild, reckless smile that Elena recognized. Damon the unstoppable, Damon the antihero, was back. â€Å"How do we kil this bitch?† Mrs. Flowers and the phantom were stil locked in their silent, almost motionless battle. Mrs. Flowers was beginning to lose ground to the phantom, though. The phantom's stance was wider; its arms had spread out. It was gradual y gaining the power to move, and Mrs. Flowers's hands and arms were shaking with strain. Her face was pale, and the lines of age around her mouth seemed deeper. â€Å"We have to hurry,† Elena said to Damon and Stefan. They skirted around Mrs. Flowers and the phantom, and joined the others who, white-faced and wary, were watching them approach. In front of them, only two candles stil burned. â€Å"Stefan,† Elena said. â€Å"Go.† Stefan stared down at the dark blue candle stil burning on the floor of the garage. â€Å"I've been jealous of everyone lately, it seems,† he said, the shame evident in his tone. â€Å"I've been jealous of Matt, whose life seems so simple and good to me, who I know could have taken Elena out of the shadows and given her the uncomplicated life she deserves. I was jealous of Caleb, who seemed like the kind of golden boy who would be a good match for Elena, so much so that I distrusted him even before I had reason to, because I thought he was after her. And especial y, I was jealous of Damon.† His gaze left the candle and settled on his brother's face. Damon looked back at him with an inscrutable expression. â€Å"I suppose I've always been jealous of him. The phantom was tel ing the truth when she said that. When we were alive, he was older, faster, stronger, more sophisticated than I was. When we died† – Stefan's lips curled up in a bitter smile of remembrance – â€Å"things only got worse. And, even more recently, when Damon and I found we could work together, I've resented how close he was to Elena. He has a piece of her that I'm not a part of, and it's hard not to be jealous of that.† Stefan sighed and rubbed the bridge of his nose between his thumb and forefinger. â€Å"The thing is, though, I love my brother. I do.† He looked up at Damon. â€Å"I love you. I always have, even when we were at our worst. Even when al we wanted to do was kil each other. Elena's right: We're more than the bad parts of ourselves. I have fed the phantom of jealousy, but now I cast my jealousy away.† The blue candle flickered and went out. Elena was watching the phantom closely, and saw the rose in its torso dul for a moment. The phantom flinched and snarled, then renewed its struggle against Mrs. Flowers's spel . As it gave a powerful twist, the older woman staggered backward. â€Å"Now!† Elena muttered quietly to Damon, looking at him meaningful y and wishing more than ever that she had her powers of telepathy. Distract her, she hoped her eyes said. Damon nodded once, as if to say he understood her message, then cleared his throat theatrical y, drawing every eye to him, and picked up the dark red candle, the last one burning in the line. He dabbed a line of his blood down its length and spent a few seconds posed with his head lowered pensively, his long, dark eyelashes brushing his cheeks. He was milking the moment for every drop of drama. Once every eye was fixed on him, Elena touched Stefan and indicated for him to help her approach the phantom from either side. â€Å"I have been jealous,† Damon intoned, staring down at the flame of the candle he held. He flicked his eyes up quickly at Elena, and she nodded encouragingly. â€Å"I have been jealous,† he repeated, frowning. â€Å"I have coveted that which my brother has, over and over again.† Elena slipped closer to the phantom, coming up beside it on its right side. She could see that Stefan was inching nearer on its left. Mrs. Flowers saw them, too. Elena could tel , because the older woman raised her eyebrows fractional y and began to mutter her spel more loudly and fiercely. Damon's voice rose, too, everyone in the room competing for Jealousy's attention, to keep it from noticing Stefan and Elena's machinations. â€Å"I don't need to go into every single detail of my past,† Damon said, his familiar smirk appearing on his battered face, a smirk that Elena found oddly reassuring. â€Å"I think there's been enough of that here today. Suffice it to say there are things I†¦ regret. Things that I would like to be different in the future.† He paused dramatical y for a moment, his head thrown back proudly. â€Å"And so I admit that I have fed the phantom of jealousy. And now I cast jealousy out.† In the moment that Damon's candle went out – and thank God it had gone out, Elena thought; Damon was apt to cling to his worst impulses – the rose in the phantom's chest dul ed again to a dark pink. Jealousy snarled and wobbled ever so slightly on its feet. At that same instant, Stefan lunged for the cut across the phantom's chest and got his hand inside it, inside the phantom's torso, and grabbed for the rose. A gout of green, viscous fluid spurted from the wound as Stefan squeezed the rose, and then the phantom screamed, a long, unearthly howl that made al the humans flinch. Bonnie clapped her hands over her ears, and Celia moaned. For a moment, Elena thought they were going to win that easily – that by attacking the rose at the phantom's heart, Stefan had defeated it. But then the phantom steadied itself and, with a huge flexing of muscle, pul ed suddenly out of Mrs. Flowers's control, and in one smooth motion ripped Stefan away from its side, his hand coming empty out of its chest, and threw him across the garage. Stefan hit the wal with a muffled thump, slid to the floor, and lay stil . Evidently exhausted by her battle with the phantom, Mrs. Flowers also sagged backward, and Matt rushed to catch her in his arms before she hit the ground. The phantom smiled slowly at Damon, showing its sharp teeth. Its glacier-clear eyes glittered. â€Å"It's time to go, Damon,† Jealousy said softly. â€Å"You're the strongest one here. The best of al of them, the best of anyone. But they'l always fawn over Stefan, the weakling, the brat, your useless baby brother. No matter what you do, no one wil ever care for you the way these mortals do for him. The way everyone, for hundreds of years, has always cared for Stefan. You should leave them behind. Make them suffer. Why not leave them in danger? They'd do the same to you. Elena and her friends traveled through dimensions, faced slavery, braved the greatest perils, to save Stefan, but they left you lying dead, far from home. They came back here and were happy without you. What loyalty do you owe them?† Damon, his face in shadow now that al the candles were out, gave a dark, bitter little laugh. His black eyes gleamed in the dimness, fixed on the phantom's clear ones. There was a long silence, and Elena's breath caught in her throat. Damon stepped forward, stil holding his candle. â€Å"Don't you remember?† he said, his voice cool. â€Å"I cast you out.† And with superhuman quickness, before anyone could even blink, he lit his candle again with a flick of Power and threw it, straight and true, directly into the phantom's face.

A Perfect Couple - What remains for Amy

The play A Perfect Couple by Brooke Berman focuses on themes of friendship, love, and betrayal among friends Amy, Isaac, and Emma. The title itself is an ironic representation of the plot where the relationship comes crashing down because of a secret that should or should not have been divulged. Amy, (Dana Eskelson) and Isaac (James Waterston) are engaged to be married after a long and rather rocky relationship as the couple dated precariously that lasted for fifteen years until decided to tie the knot. They decided to have an informal gathering at Isaac’s inherited house, just to talk about redefining their lives and enjoying their friendship. Amy, the bossy and assertive fiancà © discovers a diary in the house, which used to belong to Isaac’s eccentric grandmother, a diary that changes their whole relationship with each other. When Amy discovered this she immediately berates Isaac for not having to tell her, though Isaac does not know of the diary’s existence. Amy is then torn by two nagging issues – that his fiancà © once loved Emma (Annie McNanamara), her long time college friend, and that Emma had visited Isaac in his upstate home. Naturally, after dating on and off for a long time, Amy felt furious as she shouted trying to vent out her frustration. She kept waving the diary in Isaac’s oblivious face, trying to search for an answer that was never going to come. During the early parts of the play, Amy and Emma were talking about their college days, and how Amy met Isaac, how their careers blossomed leading to their desired lifestyles and eventually marriage.   During their conversation, as an audience, one could surmise that the three friends had a strong relationship. Emma was a witness between Amy and Isaac’s relation and she chose to say nothing that would otherwise destroy the couple. Indeed, the friends trusted each other and their relationship seemed unbreakable. Amy advises the single Emma to settle down and have a family rather than enjoying one-time relationships with random men. During the course of the play, Amy’s own thoughts and advice turns her paranoid and convinces herself that Emma chooses to remain single because Isaac. Their conversation is on a mature scale even though it defies sense logic but their continued arguments force them to show their different personalities and principles in life. The common ground between their conversation and arguments is the friend’s belief in love. During the play’s finer points, Amy is devastated of Isaac and Emma’s secret relationship. She leave the house without any pretence and runs to their next-door neighbour’s house. Josh (Elan Moss-Bachrach) neighbor and recent college grad student, was there to comfort the suffering Amy. Leaning on Josh’s shoulder she poured her heart out, she was at a loss on what to do. The one-act play was straightforward and direct to the point. Amy’s act is worth mentioning since Eskelson perfectly suits the role, finding easily to produce a comic and quirky character while maintaining her sensible and somewhat secretive character. Her voice was crisp, audible and understandable that could have been otherwise hard to determine her role in the plot. Her performance espoused what her role is, her plight despite the smiles and laughs she had among her closest friends. During a point in the play where Emma was having a conversation with Amy about their happy college experiences, her voice was high- spirited and cheery as though she was relieving her college days right then and there. Her character is also flexible as presented during their argument with regard the diary. Her character, after an uncertain emotional status, becomes angry and frail, fed up of trying to mending and maintaining relationships after many years. In addition, her episode at Josh’s house, she became cool, as though she had already decided what to do. Already bordered by uncertainty, Amy’s fun and quirky character transforms into a distressed and enraged fiancà © into a hopeless yet purposeful woman in the end. There is already a hint of emotional imbalance that can be derived from her rocky dating life with Isaac. But when Isaac had proposed to her, she was finally convinced that it was already the real thing and gave her enough reason to believe that Isaac wanted the marriage to. She had affirmed herself of their relationship and thus have settled for happiness that she thought would not be destroyed. But the diary changed everything and her emotional stability, already hanging by a thread, comes crashing down. In the end, she breaks down emotionally, and settles for the consolation of their next door neighbour. Amy intensely showed most of five stages of psychological grief shock, anger, negotiation, depression, and acceptance. Ms. Eskelson’s acting was precise and she was clearly in character as she portrayed her character’s suffering from emotional grief.   At first, she experienced natural shock from the diary’s contents. But this did not cause her denial, instead she sought the truth from Isaac. When he did not give an answer, she was forced to take the diary seriously even though it mean that Isaac’s stepmother was either lying or twisting the truth. She relied too much on the diary, but this is justified because of her paranoia, coming from her assurances that her relationship with Isaac was going to be perfect because of their engagement. When Amy knew, she needed someone to support her since her two friends lied to their face. She had no choice but to express her feelings to Josh. Naturally, this level of betrayal unhinges her and goes into depression, hurt by the two people she trusted most. Finally she accepts her situation. In the end, she decides to break up with Isaac and leave his house. When Emma asked how theirI thoroughly enjoyed the whole performance for the issues that revolved around the story can certainly be found in normal relationships: the love triangle among the three friends, issues on betraying friendships, heartbreaks and a nagging uncertainty of the future in the end. Also, the diary also played an essential role for the whole plot. From the unproven entries of Isaac’s grandmother, claiming that Isaac really loved Emma, is a modern day interpretation of Pandora’s box. It is a secret that hovers on exposing truth or concealing it, as one consequence would be the destruction of their unique friendship, and, for Amy and Isaac, their marriage that took 15 years in the making. On the other hand, the diary’s concealment would forever torture the three friends as Amy lives in a blind happiness, unknown to the secret relationship Emma and Isaac had. It was indeed a test on their friendship. The performance moved me and inspired me to think about what has the greater importance, whether friendship or love. The play also empathizes with audiences on how to confront or overcome unexpected problems in a middle of a relationship and friendship.   I sympathized with Amy’s situation. Her dilemma was beyond that of Isaac and Emma. If Isaac had told Amy about their brief experience at his house, she would have not been upset that much. She would have been better off knowing the truth rather than living knowing nothing. But they hid the truth whether or not it was intentional, but as a good friend it would have better for Amy. The truth is people get hurt by telling the truth but the greatest hurt comes from friends who decide it is better to lie rather than betraying them with the truth.

Assignment Example | Topics and Well Written Essays - 1500 words

Assignment Example He points out that globalization was sort of pre-destined and inevitable. However, it is not only the ancient societies that resisted globalization but also neo-conservative societies like China abound were against it. The solution to this might be the need for tough American guidance coercing them towards democracy and stiff international economic competition might be the cure. Wrights states that, as perceived against the scenery of history, manifest destiny is powerful and continuous. He argues that the challenge emerges from history since it is self evident that globalization goes back to ancient history when early expansion of commerce was technologically driven. For instance, the early advances in transportation were an extremely important component in doing deals as well during wars. As such was information technology, which acted as a bastion of commerce. Writing originated from prehistoric Asia especially Mesopotamia, which has, records of what took place. All this informati on was grounded in human nature and deeply seated in how they went about their business. Since human nature involves the quest for profit and advances, both economic and technological advances meant a better, faster, more efficient role-playing hence globalization was an inevitable outcome. The flop side of this structure is that it might be a difficult situation at times. For instance, as commerce expands, its interdependence deepens. The ancient society saw both sides of the coin. They viewed success and prosperity stretch but also saw enormous disaster like the collapse across the Eastern Mediterranean. The main reason this trouble travels so fast is that it uses the same conduits of transport as the economic and the communication system. For instance, a good example is the downfall 1200BC raiders who used to kidnap commercial ships. Wright and Kaplan argue that in the ancient history times as it is today, protecting and expanding realm of independence is through governance. The Roman Empire for instance, secured its commercial routes. This was replicated in the middle ages where German traders in German formed the Hanseatic League to fight pirates, kidnappers, and brigades while securing their business. They argue that although global governance sounds radical, but it is not because commerce is liberating the world. They point out that today globalization of commerce and the threats emanating from the same has called for agents of global governance. With these advances, there is the need to police the world dangerous materials such as nuclear materials. This they say is just history taking its cause since globalization calls for stringent measures and plans to ensure that the avenues open for expansion of the global economy and technology are not exploited by other forces out to wreck havoc. This is only possible if there are well laid out rudiments of international governance. Wright and Kaplan state that, with the expansion in commerce, growth has not be en limited to governance but also of morality. Wright describes morality as acknowledging the humanity of people even amidst the cutthroat activities that entail business. He points out that prehistoric relations featured open hostility between groups with violence being justified by moral degradation and even dehumanization of victims. Although Wright and Kaplan slightly differ in their emphasis of morality, the key points bring them together and they tend to agree on the major

Concepts of Caring Essay Example | Topics and Well Written Essays - 1750 words - 1

Concepts of Caring - Essay Example The staff must look at the use of their body language as well. According to (Justice, 2006) the staff must watch how they use body language and more importantly the way the voice is used. â€Å"These are known as linguistic, non-linguistic and paralinguistic communication skills. The staff must watch their tone, pitch, and loudness. The staff must also watch their body posture, proximity and facial expressions. All of these features are very necessary to make sure that the staff comprehends what is going on in the case.† The staff must show that you know what you are doing right from the start or you will not make any progress with the patient. In your immediate observation of the patient the staff will notice that she is highly anxious. The other subjective signs could be that she could be holding the abdominal area. Emma could also be crying or yelling out. The staff has to build a rapport and gain trust with the patient in order to gain the basic information you need to gai n a diagnosis. The staff will need to feel confident in their decisions, for example if you would decide to call her parents about her location and her problem. The staff will have to decide about the issue of confidentiality and informed consent. Remember In the medical profession or any profession ‘Do No Harm’. Emma will need to be handled with care body, mind and soul. She needs to be told what to do to bring understanding of her physical and emotional health even if she doesn’t want to hear it. 5. Self-Actualization- The nurses can try to teach and tell her that it is not her fault that her parents separated, if that has happened. The nurse can also try to teach her that running away is not the answer to any problem. The nurse must try to talk to her about the abdominal pain she is feeling could mean. When she starts to calm down

Mission, Vision, Social Responsibility, Strategic Planning Term Paper

Mission, Vision, Social Responsibility, Strategic Planning - Term Paper Example The quality of JetBlue Airlines’ mission statement is low compared to that of Southwest Airlines because it does not provide how the business will operate or what exact services will be offered or why exactly the airline does its business which will make it unique in its own way and attract the customers. The mission statement of Southwest Airlines in contrast fits the qualities of a mission statement which require it to elaborate a bit about its business in a way that will convince the customers of its values and assure them of their services. The mission statement of Southwest Airlines with its specific focus clearly drives the strategic decisions that will be made in that they will always aim to provide warmth and friendliness to its customers and extend the company spirit (Lauer, 2010). This is however not the case in JetBlue Airlines whose vague mission does not provide its employees with exact issues to focus on in its customer service which portrays the organization as mediocre and hence not even good in strategic decision making. The quality of the mission statement of Southwest Airlines does not need recommendations. This however is not the case with JetBlue Airlines whose leadership should review and reword the mission statement to make it more specific to its exact services that it aims to provide hence ensuring that it will make strategic decisions in future. The vision of both companies is to be the best airline in their category of airlines that are cheap and hence can be said to be headed in the same direction though using different approaches to ensure that. The company is involved deeply in issues of corporate social responsibility with its areas being in environment, youth and education and even the community. It engages in tree planting and environment cleaning exercises, holding partnerships with

Opera houset promotion Assignment Example | Topics and Well Written Essays - 500 words

Opera houset promotion - Assignment Example The company should create a compelling advert that convinces the customers that the service at Opera Houset Company is the best. Adverts should deliver a proper message to the people, enhance the company’s image, draw more people to the business while holding and keeping the existing customers (Belch and Belch 12). Promotion should be done in different ways, this will include the print media, electronic media and digital media. Print media, which include magazines and newspapers to advertise (MacRury 8). The magazines and newspaper should provide information about the company’s location, its service, and the cost of their tickets. It should bring out the company as the best in providing service. The advert should be placed in the newspapers like the New York Times. Opera Houset Company should involve in promotion through electronic media, which include the use of televisions and radios to advertise on their information (Clow and Baack 11). This media is considered the best as it can reach targeted groups like teenagers. This will involve advertisement for about 30 seconds about Opera Houset Company. Advertisement through television will be the best as it creates impact on the viewer through sight of the opera company their quality halls, dinning, and best services. Trade paper advertisement will be through publishing of information about Opera Houset Company in business papers. This business books are of better production quality, high prices and large (Belch and Belch 15). They put advertisement adds on them to promote Opera Houset Company. Opera Houset Company needs to incorporate this system to obtain more customers. Digital media advertisement includes methods like social Medias, social networking, and social sites to promote information should also be used. This is a modern way of advertising information and it provides a platform to interact with customers as it advertises (Lin 16). Information from digital media is from

Patricia Benner Essay Example | Topics and Well Written Essays - 1250 words

Patricia Benner - Essay Example Benner went on to work as nurse for several years, including a period in an intensive care unit, an emergency room, as a staff nurse, and in home care. She then returned to academia, as a researcher at the University of California. In 1984, she authored the work which set out the basic principles of her influential theories – From novice to expert – Excellence and Power in Clinical Nursing Practice. Benner had become very interested in the Dreyfus model of skills acquisition, and, in this work, adapted this to nursing. Her main intention in doing so was to answer the question ‘how do nurses learn to do nursing?’ (enursescribe.com). This book was based on 21 sets of interviews Benner had conducted with newly-graduated nurses and their preceptors. Additionally, Benner interviewed or observed some 51 experienced clinical nurses, a further 11 newly-graduated nurses, and 5 senior nursing students, hoping ‘to further delineate and describe characteristics of nurse performance at different levels of education and experience’ (Benner, 1996, p.xiv). Among Benner’s many other works are the 1996 book Expertise in Nursing Practice: Caring, Clinical Judgement, and Ethics, with Christine Tanner and Catherine Chesla, and Caregiving, with Suzanne Gordon and Nel Nodding, published in the same year. Her work has had an enormous influence on nursing training and practice, and already in 1985, the year after the publication of From novice to expert, she was elected to the fellowship of the American Academy of Nursing. Benner has also been elected an honorary fellow of the Royal College of Nursing. This influence has also spread well beyond the United States. For example, Benner’s work has provided the basis for a redesigned system of nursing practice and education in three states in Australia (earthlink.net). Benner proposed that a

Tata Coffee, Starbucks Near Deal for Stores Essay

Tata Coffee, Starbucks Near Deal for Stores - Essay Example This is the fundamental concept of Supply and Demand Paradox (Fisher, 2007, p. 8). Today’s market is largely influenced by technology advances, globalization and rigorous competition between suppliers and therefore companies are seeking for an effective strategy that can help it stay competitive. Discovering new market and newer opportunity will be far effective way than identifying the existing demands and satisfying consumer wants accordingly. This piece of research paper reviews the literatures regarding factors affecting demand and supply and explain what is price as well as income elasticity in relation to the recent attempt of Starbuck to come in alliance with Tata Coffee. This paper also explains how discovering new market would be a better economic strategy to foster demands from the example of Starbucks’s attempt to deal with Tata Coffee. Economic perspectives of Demand and Supply Demand and supply are perhaps the names of the most important models in all of ec onomics and these two are normally used for providing insights on the movements in price and output. The basic underlying concept of economics assumes that there is a market, where sellers and buyers contact for trade. Sellers are expected to bring goods or services to the market wherefrom consumers are assumed to bring money to it to buy the goods or services they demand (Guell, 2008, p. 20). From the economic point of view, demand is a schedule or curve or any other graphical presentation of the various amounts of a product that consumers are willing and able to purchase at each of the series of possible prices during a specific period of time (McConnell and Brue, 2004, p. 40). Demand is the quantity of a product or service that will be purchased at different possible prices when other things stay unchanged. Quantity demanded shows how much consumers are willing and able to buy the goods or services at a particular price during a specific period of time (Guell, 2008, p. 22). Accor ding to the law of demand, price and quantity demanded are inversely related and therefore an individual’s demand schedule will be downwardly sloping in its curve, as depicted in the graph. As price falls, the quantity demanded rises and as price rises, quantity demanded falls. When other market variables are remaining constant, consumers will be tended to buy more of a product as its price declines. Quantity supplied is the maximum quantity that sellers want to sell at a given price. The law of supply states that the quantity supplied will increase when the price rises and will decrease when the price falls, because a supplier will be able to produce and supply more when he expects to gain more profits or other advantages due to price hike (Wessels, 2006, p. 37). As shown in the figure, producers will be producing more of the product or services when price of the same increases in the market. Most of the Economics literatures (Wessels, 2006, McEachern, 2011, Lipsey and Chrys tal, 2007 etc) explained that producers are tended to supply more when they expect an extra earning from the price hike or from any other factors that may lead to the same. When it comes to the case of Starbuck’s attempt to work in alliance with Tata Coffee in India, as Ahmed (Oct, 2011) wrote in Wall

Accounting for strategic management & control - Research-based Case Study

Accounting for strategic management & control - Research-based Assignment - Case Study Example Last, two mind maps presenting the Hotel’s problem and the article’s main arguments are also included. The above mind (appendix 2) map shows the key problems facing Boutique Hotel, which could be blamed for the recent decline in the financial performance. First, lack of interaction between the organization and the financial department, situated in the parent company, is a sign of ineffective management. A company’s financial manager should maintain constant interaction with the organization’s manager in order to facilitate a deep analysis of the organization’s current financial situation (Case study, 2014). Ave-Co’s financial department has failed to conduct a deep financial analysis using various methods such as ratios. The current key performance indicators used in the organization are occupancy percentage and the return on investment. From economic and financial point of view, the two performance indicators are overly weak. The occupancy rate for the year 2011 to 2014 were 266.45, 277.4, 295.65 and 299.3 respectively, showing an increase in the occupancy rate. on the other hand, the return on investments for the same years were 6.665%, 9.483%, 13.84%, and 11.95 respectively, showing an increase followed by a decrease in the asset utility rate. Some critical aspect of the company’s performance, such as costs and liquidity is left unevaluated (Case study, 2014). Therefore, both the occupancy and asset utility rate represent a skeleton analysis of the company. The absence of the financial analysis of the company has clouded both the management’s and the financial department’s view to realize the insufficiency of the performance indicators implemented in the company. Consequently, the same old strategy has been in action leading to the decline of the company’s financial performance (Case study, 2014). Second, the preparation of budget is important for planning and controlling, coordinating, communication

American Literature Essay Example for Free

American Literature Essay Characteristics The literature is as diverse as the cultures that created it, but there are often common elements such as stories explaining creation or natural forces. Major Writers or Works Oral narratives: Myths; legends; songs; creation stories from groups such as the Zuni, Aztec, Navajo, Lakota, Seneca, Tlingit, Cherokee, Blackfoot, Cree, Inuit, and many more. †¢Exploration Period, 1492-1607 Characteristics The first European writings about North America are written in this period. European writings describe the explorers travels and impressions of the continent and its Native  people. Major Writers or Works Prose: Christopher Columbus, Alvar Nunez Cabeza de Vaca, Bernal Diaz del Castillo, Thomas Harriot, and Samuel de Champlain. Oral narratives: Seneca legend How America was discovered. †¢Colonial Period, 1607-c. 1765 Characteristics The Colonial period was dominated by Puritan beliefs and thus literature of this period is usually historical, religious, or didactic. The most common genres were tracts, polemics, journals, narratives, sermons, and some poetry. The first slave narratives were written at this time. Imaginative literature was rare; in some colonies, it was banned for being immoral. Major Writers or Works Poetry: Michael Wigglesworth, Anne Bradstreet, Edward Taylor. Prose: John Smith, Roger Williams, Cotton Mather, Jonathan Edwards Sinners in the Hands of an Angry God, Benjamin Franklins Poor Richards Almanacks. Narratives: Mary Rowlandsons A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. †¢Revolutionary Period, 1765-1790 Characteristics This period begins with the passing of the Stamp Act in England and ends in 1790. The Revolutionary period usually refers to writings that are politically motivated, either in support of British rule, in support of American patriotism and independence, or relating to the Constitution. Major Writers or Works Prose: Thomas Jeffersons Autobiography, Declaration by the Represent-atives of the United States of America, Thomas Paines Common Sense, Alexander Hamilton and James Madisons Federalist Papers. Drama: Royall Tylers The Contrast. Verse and Ballads: Yankee Doodle, The Liberty Song. †¢Early National Period, 1775-1828 Characteristics. During this period, a body of distinctly American imaginative literature began to emerge. As with the novel, poetry, essays, and sketches also began to flourish. The publishing world and readership in America also began to grow. Slave narratives were published with increasing frequency. This period is sometimes called the Federalist period after the conservative federalists in power at the time. Major Writers or Works Poetry: Phillip Freneau, William Cullen Bryant, Phillis Wheatley. Prose: Judith Sargent Murray, Mercy Otis Warren, Washington Irving, Lydia Maria Child. Narratives: Olaudah Equianos The Interesting Narrative of the Lfe of Olaudah Equiano. Novels: Hannah Webster Fosters The Coquette. †¢Romantic Period, 1828-1865 Characteristics The Romantic period covers the period between Jacksonian democracy to the end of the Civil War. This period was the first major explosion of a distinctly American body of literature; for this reason, this period is also referred to as the American Renaissance. Many of American literatures most well-known writers emerged during this time. Readership increased significantly and the 1850s saw a number of immensely popular novels. Issues and subjects addressed in the literature of this time ranged from the American identity, to the slavery debate, to historical narratives, to poems and narratives inspired by romanticism, to prose works examining national unity. Major Writers or Works Poetry: Henry Wadsworth Longfellow, Lydia Sigourney, Edgar Allan Poe, Walt Whitmans Leaves of Grass, Emily Dickinson. Prose: Edgar Allan Poe, Nathaniel Hawthorne, Rebecca Harding Davis, William Lloyd Garrison. Narratives: Frederick Douglass, Harriet Jacobs Incidents in the Life of a Slave Girl. Novels: James Fenimore Cooper, Nathaniel Hawthorne, Catharine Maria Sedgwick, Herman Melville, Susan Warner, Maria Susanna Cummins The Lamplighter, Harriet Beecher Stowes Uncle Toms Cabin, William Wells Brown, Harriet E. Wilson. Drama: George Aikens play, Uncle Toms Cabin, based on Stowes novel. †¢The Age of Transcendentalism, 1836-1860 Characteristics Transcendentalism, though varied, investigated the relationship between nature, humanity, society, and the divine. Major Writers or Works Prose: Ralph Waldo Emersons Nature, Self-Reliance, and The American Scholar, Margaret. Fullers Woman in the Nineteenth Century, Henry David Thoreaus Walden, Bronson Alcott. †¢Realism, 1865-1900 Characteristics The post-Civil War period was an era of increased industrialization and urbanization as the nation attempted to recover emotionally, culturally, and politically from the aftermath of the war. Though there were still elements of romanticism, this period was considered realistic in its emphasis on unidealized and truthful depictions. Major Writers or Works Poetry: Walt Whitman, Paul Laurence Dunbar, Emily Dickinsons poems published posthumously. Prose: Sarah Orne Jewett, Mary E. Wilkins Freeman, Zitkala-Sa, Charlotte Perkins Gilmans The Yellow Wallpaper, George Washington Cable, Kate Chopin. Novels: Mark Twains The Adventures of Huckleberry Finn, William Dean Howells, Bret Harte, Louisa May Alcotts Little Women, Henry James, Helen Hunt Jacksons Ramona, Frances E. W. Harpers Iola Leroy. †¢Naturalism, 1900-1914 Characteristics An offshoot of realism, naturalism claimed to give an even more realistic and unflinching depiction of contemporary life. Naturalism was characterized by a pessimistic view of humanity and human existence. Major Writers or Works. Prose: Frank Norris, Jack London, Stephen Crane, Hamlin Garland. Novels: Frank Norris McTeague, Theodore Dreisers Sister Carrie, Jack Londons The Sea-Wolf, Stephen Cranes Maggie: a Girl of the Streets. †¢Modern Period, 1914-1939 Characteristics A period in British and American literature spanning the years between WWI and WWII. Works in this period reflect the changing social, political, and cultural climate and are diverse, experimental, and nontraditional. Major Writers or Works Poetry: Robert Frost, Carl Sandburg, Wallace Stevens, William Carlos Williams, T. S. Eliot, Edna St. Vincent Millay, e.e. cummings, H. D. Novels: Edith Wharton, Willa Cather, Sherwood Anderson, John Dos Passos, F. Scott Fitzgerald, William Faulkner, Sinclair Lewis, John Steinbeck, Ernest Hemingway. Drama: Eugene ONeills. The Emperor Jones, Susan Glaspells, Trifles, Clifford Odets. †¢Harlem Renaissance, 1920s and 1930s Characteristics The Harlem Renaissance was the first major burgeoning of visual, literary, and performing arts by African Americans concerned with African-American life, art, culture, and politics. The influence of the Harlem Renaissance remained strong for the remainder of the 20th century. Major Writers or Works Poetry: Langston Hughes, Countee Cullen, James Weldon Johnson, Claude McKay. Prose: W. E. B DuBois, Jean Toomer. Novels: Zora Neale Hurston, Nella Larsen, Passing, Jessie Redmon Fauset, James Weldon Johnson, Claude McKay. Drama: Randolph Edmonds, Langston Hughes. †¢Lost Generation, 1920s Characteristics After WWI, a group of American writers grew increasingly disillusioned by, and resistant to, what they saw as hypocrisy in dominant American ideology and culture. Many of these writers left America in search of a more artistic life in London or Paris. Major Writers or Works. Poetry: Ezra Pound, T. S. Eliot. Prose: Gertrude Stein, T. S. Eliot. Novels: F. Scott Fitzgerald, Ernest Hemingways The Sun Also Rises. †¢Beat Writers, 1950s Characteristics Beat Writers writing was generally anti-traditional, anti-establishment, and anti-intellectual. Major Writers or Works Poetry: Allen Ginsbergs Howl, Lawrence Ferlinghetti. Prose: Gertrude Stein, T. S. Eliot. Novels: William Burroughs, Jack Kerouacs On the Road. †¢Postmodern or Contemporary, 1940-present Characteristics In British and American literature, the postmodern period refers to literature written after WWII. The postmodern period reflects anxieties concerning, and reactions to life in the 20th century. Postmodern works are often highly experimental and anti-conventional. Major Writers or Works Poetry: Sylvia Plath, Marianne Moore, Robert Penn Warren, Anne Sexton, Gwendolyn Brooks, Adrienne Rich, Philip Larkin. Prose: Eudora Welty, Raymond Carver, John Cheever, Alice Walker. Novels: Saul Bellow, Ralph Ellison, John Updike, Kurt Vonnegut, Jr. , Richard Wright, Thomas Pynchon, E. L Doctorow, James Baldwin, Toni Morrison. Drama: Edward Albee, Arthur Miller, Tennessee Williams, Lorraine Hansberry, August Wilson, David Mamet.

Italian Culture and Work Ethics Essay Example for Free

Italian Culture and Work Ethics Essay History teaches us that it is through the family that new generations are equipped with ethics and values regarding work. The advent of bourgeois society, with its characteristic openness towards other social classes, appears to have relegated the promotion of working values by families to the background. This study sets out to test the hypothesis according to which the family continues to maintain an important role in the transmission of working values. Based on data from the Work Importance Study (Super and Sverko, 1995: Life Roles, Values, a n d Careers, San Francisco, Jossey-Bass), two subgroups were compared (working adults, and high school and university students), considered as representing two different generations (youths vs adults). Some results from cluster anatysis show how substantial similarity exists between adults and youths in terms of ideal values, expressing what would be important in an ideal world. The difference between the subgroups lies in expectations (termed expected values) relating to what would be important in my actual work environment. Here, relatively more important values for young people are relatively less important for working adults. Another result presented concerns the relationship existing betiveen value typobgies (classed into six categories) and personal character associated with birth order. What emerges is that the only children are prevalently the tough type, while the first bom, considered by some to be custodians of family traditions, tum out to be more independent than the second or third bom, identified above all by their calm and sociable characters. Introduction: the work ethic and the family ethic This study presents the results of a survey conducted nationaUy in 1995 on a sample of 1523 subjects (represendng the three main geo-cultural areas of Italy: North, Centre and South—see BeUotto, 1997). The objecdve of the survey was to determine values associated with work. For this a quesdonnaire, a values scale (VS) was used, devised by an intemadonal team pardcipadng in a world-wide survey called the Work Importance Study—WIS (Super and Sverko 1995). With the data coUected, a profile of the value judgements of Italian families was formulated. The importance of working values within the family context has been little explored from a psychological point of view. Yet the family is characterized by the ethical nature of the reladonships it contains, hence its values (Boszormeny-Nagy and Spark, 1973; Cigoli, 1992). The family is rightly placed in that class of insdtudons that Hegel indicated as the ethical horizon of human society. There are very few Italian studies on the processes of value transmission within families, not to mendon the handing down of working values. While one of the principal funcdons recognized as typical of families is the socializadon of the individual, studies regarding the socializadon by families with regard to work are rarely encountered. 1351-1610/99/040583-13 Â © 1999 Interdisciplinary Centre for Comparative Research in the Social Sciences 584 Massimo Bellotto and Alberto ^atti The lack of research in this field can be partly explained by the relatively recent history of the concept of the family as a scientific subject for study in social psychology. At least until the end of the 1940s, families were considered as a group typology (Lewin, 1951). Successively, interest focused on the pathology of family relationships (Bateson et al. , 1956; Epstein et al. , 1982; Bamhill, 1979; Watzlawick et al. , 1967). It was only in die 1970s that the so-called normal family was considered worthy of psychological investigation as a scientific subject (Scabini, 1985). In recent years, however, the theme of values and the ethical importance of families has emerged strongly in a variety of fields, from individual and family psychotherapy to organizational psychology. In this article we would like to propose that a terminological distinction be made between ethics and morality. Ethics are, as the etymology of the word suggests, the study of the customs (ethos), the social habits, the relational practices of a people or social grouping. Morality relates more to the theme of how much certain behaviour corresponds to a reference model. In this sense, it is important to distinguish between ethics and morality when studying the customs and habits, in a word, the ethics of families (and not their morality). This is to avoid the pitfalls associated with referring to a particular set of values held by the family being analysed. What exacdy are the working values held by families? What relationship exists between these values and family needs? What are the motivations that stir the family organization? And which family values can be linked, even indirecdy, with work? Let us seek some answers to these important questions. Families in history have also been units of production. The peasant family, craft guilds, the factory worker families of the first and second industrial revolutions (Manoukian, 1976) are the most emblematic examples. In medieval society the chances of changing ones profession from the one inherited from the family were rather hmited. Children continued the working traditions of the family without having much choice in the matter. The transmission of working values within family groups, historically speaking, seemed to go without saying. However, it would be worthwhile to pose the question of how families educate their members today with regard to work. Families in Westem society have changed profoundly. The social mobility intrinsic to the very idea of bourgeois society (Weber, 1904) has led to the privatization of family relationships (Aries, 1960) and to the specialization of family practices to the sentimental sphere. The educational role of families is becoming more and more marginal, being delegated to collective institutions such as schools. Moreover, from the viewpoint of economic history, families have become increasingly characterized as units of consumption, losing in part their role as units of production. From a macrosocial perspective, a fundamental problem emerges in Italy: the percentage of youth unemployment is one of the highest in Europe, especially in the South. Working Values and the Italian Family 585 majority of young people between the ages of 15 and 24 live at home: 82. 4% of males and 72. 5% of females. In the next age bracket, 25-34, many more young men sdU live at home with their parents (33. 6%) compared with young women of the same age (22. 9%). According to some demographic projecdons to the year 2000, these percentages wiU touch 36. 3% for young males and 34. 2% for young females. There are cultural and ideological reasons for this phenomenon, such as the idea that marriage is the only proper route towards adult independence (8 males out of 10 and 9 women out of 10 leave the family only foUowing marriage). However, social factors also make a contribudon, in particular, high youth unemployment and a shortage of rental accommodadon. The result is that families coundng a young adult as a member are a socially significant category. Psychological factors and value systems also play an important role. The working values tradidonaUy handed down in Italian families place heavy emphasis on permanent and full-dme employment. The definidve departure from the family is often condidonal on minimizing the risks of independence. Among others, for these two factors (permanent fuU-dme employment and minimum risk of independence), life-dme employment in government and union employment policies have come to be considered as a necessary and sufficient prerequisite for the attainment of adulthood. The quest for so-caUed guaranteed employment has led Italian society to one of the most cridcal paradoxes in its history: the creadon of a barrier to occupadonal access for youth. Thus, the one prerequisite considered a vital and sufficient condidon for the evoludon of Italian families, life-dme employment, has become one of the major obstacles to the same end. By disallowing generational change in employment, it has become impossible for young generadons to enter the workforce, and hence to reach independence. * Following on these consideradons, we decided to use the results of a study on working values (WIS 1995) to shed some light on value differences between young students and adult workers. As mendoned above, very few studies have been carried out in Italy on the transmission of values within families. While the WIS study was not designed for this purpose, we believed that it could give some indicadons regarding the generadon gap (youths vs adults) and differences in social status (students vs workers). The underlying hypothesis to tjiis study is therefore that working adult values can be considered as being similar to those of parents; likewise, those held by young students can be considered as being similar to those of offspring. The WIS survey.

Corporate Social Responsibility in Banking

Corporate Social Responsibility in Banking Abstract: In todays global economy, corporate social responsibility (CSR) is a core component of corporate strategy. As a result CSR emerge as a safeguard to protect financial scandals and diminish reputation of the banks. It also advocates and works to minimize the conflicts with stakeholders. Corporate Social Responsibility (CSR) designed to respond to huge unmet needs of the society in the achievement of long term and persistent business value. Especially commercial banks play an important role in implementing various social and philanthropic programs to help disadvantaged people of the country. To reinforce, CSR activities, banks have focused the area of market place, work place, community and environmental policy. The analysis in the study was targeted to understand the overall corporate responsibility status in the banking sector of Bangladesh. Keywords: Corporate Social Responsibility, Commercial Banks, Bangladesh. Introduction: Now-a-days corporate strategy planner focuses their concentration on wealth maximization rather than profit maximization. The main cause is the intense market competition. So, they divert mentality from conventional business to social business. In addition, recent financial scandals eg, Enron, Parmalat, Worldcom etc have forced corporate executives, globally, to contemplate a broader strategy beyond the focused view of stockholders wealth maximization. The impact of business on the society has become a crucial issue. As a result, banks are emphasized on social, ethical and environmentally responsible approaches to business activity. Bank examine the environmental effect of projects in loan approval process and no projects are approved which are detrimental to the environment. Commercial banks are well aligned with Bangladesh Banks guidance on this aspect. They believe in the need to focus on poverty alleviation through education and health care, for long run benefit of the nation. Recent theories of CSR (Baron (2001), McWilliams and Siegel (2001), Bagnoli and Watts (2003)) assert that firms engage in profit-maximizing CSR. That is, companies are assumed to be socially responsible because they anticipate a benefit from these actions. The World Business Council for Sustainable Development (WBCSD) has given the following definition of CSR: CSR is the task of a business to contribute to sustainable economic development, working together with workers, their families, the local community and society in general to improve quality of life. Barnea and Rubin (2005) demonstrate that the decision to invest in CSR is negatively related to insider ownership, and interpret this finding in the light of an overinvestment hypothesis. CSR is good for shareholder value, up to a given level, but insiders may have an interest to overinvest in it to improve their reputation, and they are more likely to do so when their ownership share is lower. Literature Review: There is a growing trend for investors to direct their money towards explicitly socially responsible organizations. According to Peter A. Heslin and Jenna D. Ochoa (2008) The amount invested in green mutual funds in the U.S. rose 695% in the last six years. During the last three years, the amount of money invested in clean energy has reached U.S. $70.9 billion globally. The primary goal of any economy is to maximize the material wealth of nations (Adam Smith), production and distribution of wealth (John Stuart Mill), to maximize material wealth and material welfare (Alfred Marshall), satisfaction of the human needs with the scarce means (Lionel Robbins). But now a day, the objective of a firm is not only consistent with those scholars but also incorporates social, ethical and environmental concerns. Therefore the primary objective, the purpose or use for which, firms exist is to ensure the subsistence of mankind and sustenance of the Earth containing the mankind. Some authors have argued that the stakeholder perspective of CSR ought to extend to the concept of accountability. Drawing from the works of other academics (e.g. Gray et al. 1987; Williams 1987; Roberts and Scapens, 1985), Swift (2001:17) broadly describes accountability as the requirement or duty to provide an account or justification for oneÊÂ ¹s actions to whomever one is answerable and narrowly as being pertinent to contractual arrangements only, where accountability is not contractually bound there can be no act of accountability. According to Lantos (2001), ethical CSR is a firms mandatory fulfillment of economic, legal and ethical responsibilities. It is akin to the first three components of Carrolls typology. Altruistic CSR is the same as philanthropic responsibility of Carrolls typology but differed from it in the sense that Lantos argued that it would only be possible for private firms to be philanthropic and irresponsibility on the part of public corporations since they do not have the rights to use the funds of shareholders (who might also be involved in private philanthropy) for public philanthropy. As argued by Konz and Ryan (1999: 200): People are searching for meaning in work that transcends mere economic exchanges between isolated, autonomous individuals. (and) a way to connect their work lives with their spiritual lives, to work together in community, to be unified in a vision and purpose that goes far beyond making money. In modern era, business activities moving around the society visualizing sustainable development. It is not only a promotional activity but also an ethical dilemma. Some of the authors findings are given below: Author Findings Sethi (1975) corporate activities should be stable over time definitions of various categories should be applicable across firms, industries, or even social systems, making comparative analysis possible. Carroll (1991, 2004) CSR is made up of the following components in a bottom-up order: (1) economic responsibility be profitable (2) legal responsibility obey the law (3) ethical responsibility be ethical (4) philanthropic responsibility -be a good global corporate citizen Lantos (2001) Identified the following strands of CSR: (a) ethical CSR, (b) altruistic CSR and (c) strategic CSR CPD (December, 2002) Following issues have been identified under corporate responsibility framework:- Sustainable Development Business Ethics Human Rights Legal Compliance Corporate Governance Fair Employment Health Safety Labor Standards Community Relations Environmental Responsibilities Objectives of the Study: The objective of the study is to investigate a definite structure and concept of Corporate Social Responsibility (CSR) in the area of banking sector. It deals with early history of corporate social responsibility, banking mission, and the area of social welfare. Besides these, it has some special objectives. These are: To get an idea of banking role in sustainable development. Evaluate transparency and accountability of corporate as well as public entities. To learn business ethics, safety and ergonomic issues. To learn banks responsibility to community. To know standard conduct that includes employment fair policy and all core labor standards. Methodology of the study: The paper is constructed to synchronize theoretical and practical exposure of CSR in Banking perspective. As a result, the paper is descriptive in nature. Most of the information are generated by evaluating Secondary Sources like: Annual report of different commercial Banks Study related books and journals Web sites Collected data have then processed compiled with the aid of MS Word, Excel other related computer software. Necessary tables have been prepared on the basis of collected data and various statistical techniques have been applied to analyses on the basis of classified information. Evaluation and Findings: In Bangladesh, there are forty eight scheduled banks and out of them forty six had engagement in CSR practices in some form or other in 2009 (Review of CSR Initiative-2008-09). Due to intense competition in the banking sector, it is essential for a bank to behave in a responsible manner towards the society. This sense stimulates business activities in a long term and persistent social value. To attain this intrinsic quality banks should: Focus on vision based strategy (wealth maximization rather than profit maximization). Draw their attention to internal and external components of the CSR activities like; fair salary structure, employee benefit, corporate governance, labor standards etc. They need to trust their shareholder-customers, shareholders, employees and society. Behaving responsibility towards society and the environment strengthens this trust. Their commitment has always been to behave ethically and to contribute towards changing the quality of life of their people, the local community and generally the society. Corporate social responsibility focuses on: Figure 3.2: Area of Social Responsibility Work Place Environment Market Place Area of CSR Community Source: Annual Report of National Bank Ltd (2009) In 2004 and 2005, several banks adopted meticulous CSR policies to limit lending related to destructive projects. The intense pressure from environmental activists and shareholders, different banks agreed to not finance projects in endangered or high conservation value forests or where illegal logging is occurring. Environmental concerns have grown steady during the past several decades. Goldman Sachs was the first global investment bank to adopt a comprehensive environmental policy. The natural environment is the major worldwide issue facing the business and the public. World concern continues to mount about the depletion of the Earths ozone layer and the resulting green house effect, a dangerous warning of the Earth. In the year 2007, There is a greater concentration in the field of disaster relief, both in participation and expenditure wise, was observed mainly because of the cyclone Sidr. Whereas, in the year 2009, the Education and Health sectors were getting more attention and appeared to be the most popular area for CSR activities as huge investments are being made by several banks in these segments. These shifts point to the responsiveness of the banking community to the changing need of the society. Despite progress made by many companies, adoption of CSR policies and reporting are still in its early stages at most corporations. Our Corporate Social Responsibility Program engages companies to adopt strong social and environmental policies, and follows us to ensure that commitments are kept. Corporate social responsibilities may provide added advantages to the business like as Balanced Score Card. Because pushing incentives in the base level (Work Place, Market Place, Community and Environment) will increase bottom line figure (Profit) of the statement. The positive attitude towards the focused element (Table-03) is the way of getting added advantages from the society. Major Areas Focused Element Added Advantages Work Place Working Environment Enhance employee satisfaction, confidence, productivity and loyalty Employee Benefit Training Job Security Gender Discrimination Staff welfare Day-care Center for children of bank employee Market Place Customer Service Attain customer fidelity, and retention New Product Introduce new technology Community Education Secure public confidence, interaction, positive attitude and devotion Employment Sports Cultural Activities Health Care Disaster Relief Environment Forestation Allure public attention through ethical behavior Financing on eco-friendly firm (Financial Inclusion) Fig: Added Advantages received by practicing CSR The Financial sector in turn can contribute hugely by catalyzing CSR practices in their real sector corporate clients, promoting inclusive economic and social development. In terms of direct monetary expenditure, engagements of banks in CSR initiatives are increasing, particularly following issuance of BB guidance (DOS Circular No 01 Dated 1st June 2008): CSR expenditures of banks have thus far largely been in the form of passive grants and donations. Apart from one-off grants and giveaways, some banks have engagements in longer term continuing support commitments, in areas of education and healthcare. Besides the passive engagements by way of grants/donations (Table 1, Section B, page 2), banks are now getting actively engaged in socially responsible business operations, by way of increased lending to under-served economic sectors like agriculture and SMEs, towards fuller financial inclusion and faster poverty eradication. The June 2008 BB Guidance circular suggested that banks could begin reporting their CSR initiatives in a modest way as supplements to usual annual financial reports, eventually to develop into full blown comprehensive reports in GRI format. Banks are yet to adopt separate reporting of their CSR activities in comprehensive formats such as the GRI format. Recommendations: The ultimate conclusion is that corporate responsibility is a changing philosophy of business. The demands for social responsibility have provoked enthusiastic discussion and debate on what new roles, if any, business firms should play in the social system. Banks should not attempt to minimize the expectations of the society; rather they need to respond to them more efficiently. The corporate responsibility practices can play positive role in improving competitiveness in the corporate entities in Bangladesh as well as improve working and living environment for the workforce. Whether is for the government, the community, shareholders, directs, top management, employees or the general public, a corporate organization that intends to effect changes in the environment must always perform a number of socially responsible actions. Formulate uniform rules and regulations: Government or regulatory bodies should formulate uniform rules and regulation regarding CSR practices in banking sector. Tax Shield: All social contribution by the banks should be tax exempted. As a result, social contribution will increase gradually. Change corporate values: In most of the cases, social contribution treated as enhance reputation only. But, they have to change their values and try to think its their responsibility too. Improving Business and Social Productivity: A societys productivity depends on how efficiently it uses resources. If the naturally human and financial resources are combined and managed effectively by business forms then the productivity of both business and society can be high. Balancing Ethics and Economics:A serious social challenge to business is to integrate ethics and economics. How much more profit is desirable and what cost to the customers? What about product quality? Is the customer being cheated through poor measurement or abrasive advertisement? Ethical behavior and economics are the opposite sides of a bad coin. There should be a balance. References: Carroll, A. B. (1991). The pyramid of corporate social responsibility: Toward the moral management of organizational stakeholders. Business Horizons, 34(4):39-48 Carroll, A. B. (1999). Corporate Social Responsibility: Evolution of a Definitional Construct. Business Society, 38(3):268-295 Carroll, A. B. (2004). Managing ethically with global stakeholders: A present and future challenge. Academy of Management Executive, 18(2):114-119 Lantos, G. P. (2001). The boundaries of strategic corporate social responsibility. Journal of Consumer Marketing 18(7): 595-630 Konz, G. N. P Ryan, F. X. (1999). Maintaining an organizational spirituality: no easy task. Journal of Organizational Change Management, 12(3):200-210. Peter A. Heslin and Jenna D. Ochoa , Understanding and developing strategic corporate social responsibility, Vol. 37, No. 2, pp. 125-144, 2008 www.sciencedirect.com

Alvin Ailey :: Biography Biographies

Alvin Ailey Alvin Ailey was born on January 5, 1931, in Rogers Texas. His family was a very religious family. He attended Sunday school and church at the Baptist Young Peoples Union. When he was in junior high school, his class went on a trip to the ballet, and that's what inspired him to dance. Seeing the ballet and having his dance teacher, Lester Horton, he was off to a good start. Watching and meeting dancers and actors like Martha Grahm, Doris Humphrey, Charles -Weidman, and Hanya Holm motivated him to pursue a career in dancing. Watching the actors helped him a lot because dancing is very similar to acting; you have to be in, and feel your character. After Lester Horton's death (Ailey's choreographer), Ailey became the director of Horton's dance studio, but in 1958, Ailey founded his own studio and named it, "The Alvin Ailey Dance Company." The purpose of this dance company is "to enrich American modern dance heritage and preserving the uniqueness of black cultural expression" (Willinger 1). The big break for Ailey's dance company was the dance Revalations. which people from all over loved. Since the start of the Dance Company "the Dance Theater has performed for and estimated 19,000,000 people in forty-eight countries and on six continents, earning the Company a reputation as one of the most popular international ambassadors of American Culture." ( Alvin Ailey Dance Company 7). Most African Americans and many races respected Ailey because he was "A leading figure in modern dance, whose dances reflected his black Southern Heritage and are set to jazz or gospel music." (The New Book of Knowledge 587). In Ailey's dance company, there was one dancer that Ailey admired. Her name was Judith Jamison. She provided the inspiration for Ailey to dance to a solo piece, named Cry. Cry was for Alieys mother; dedicated to" all Black women everywhere-mothers." (Alvin Ailey Dance Company 3). Alvin Ailey :: Biography Biographies Alvin Ailey Alvin Ailey was born on January 5, 1931, in Rogers Texas. His family was a very religious family. He attended Sunday school and church at the Baptist Young Peoples Union. When he was in junior high school, his class went on a trip to the ballet, and that's what inspired him to dance. Seeing the ballet and having his dance teacher, Lester Horton, he was off to a good start. Watching and meeting dancers and actors like Martha Grahm, Doris Humphrey, Charles -Weidman, and Hanya Holm motivated him to pursue a career in dancing. Watching the actors helped him a lot because dancing is very similar to acting; you have to be in, and feel your character. After Lester Horton's death (Ailey's choreographer), Ailey became the director of Horton's dance studio, but in 1958, Ailey founded his own studio and named it, "The Alvin Ailey Dance Company." The purpose of this dance company is "to enrich American modern dance heritage and preserving the uniqueness of black cultural expression" (Willinger 1). The big break for Ailey's dance company was the dance Revalations. which people from all over loved. Since the start of the Dance Company "the Dance Theater has performed for and estimated 19,000,000 people in forty-eight countries and on six continents, earning the Company a reputation as one of the most popular international ambassadors of American Culture." ( Alvin Ailey Dance Company 7). Most African Americans and many races respected Ailey because he was "A leading figure in modern dance, whose dances reflected his black Southern Heritage and are set to jazz or gospel music." (The New Book of Knowledge 587). In Ailey's dance company, there was one dancer that Ailey admired. Her name was Judith Jamison. She provided the inspiration for Ailey to dance to a solo piece, named Cry. Cry was for Alieys mother; dedicated to" all Black women everywhere-mothers." (Alvin Ailey Dance Company 3).

Mountain Dew Essay -- Soft Drinks Soda Essays

Mountain Dew It's cool and refreshing. It's satisfying and invigorating. It's Mountain Dew. But it's not just regular pop. It's a lifesaver that keeps many college students alert during strenuous moments in their college life. Mountain Dew is a favorite of many students on the GC campus because it is relatively cheap to purchase and not difficult to come across. This power drink can be found in the cafeteria, at the Leaf Raker, and in many of the vending machines on campus. Students can get free refills at the cafeteria and may purchase this drink for 99 cents at the Leaf Raker and $1 from vending machines. It comes in cans and in plastic bottles of various sizes. One can buy it in bulk from places like Wal-Mart and other supermarkets. Why do students prefer this suspicious-looking, yellow-colored beverage to other popular drinks like Coca Cola or Pepsi? Many students say they like it because it tastes good and keeps them awake. They find this extremely sweet and caffeine-packed solution appealing and refreshing to taste. Senior Zach Bougner said he likes the citrus taste of Mountain Dew. "I used to drink a can every day before school in high school," said Bougner. "I drove with my left hand and drank with my right." Mountain Dew has the highest caffeine content of all the other pops. While Coca Cola has 45.6 mg of caffeine per 12 oz and Pepsi has only 37.2 mg of caffeine per 12 oz, Mountain Dew contains 55 mg of caffeine per 12 oz. If you are a student who is accustomed to staying up 48 hours straight while battling to block out the enticing call from your bed, this beverage is the way to go. Not only is it high in caffeine, it is also highly concentrated with sugar and other carbohydrates. A sin... ...of hours at a time. What alternatives do people have to stay awake? Should Mountain Dew even be an option? Foster feels it is okay to drink it. "People get addicted to coffee as with Mountain Dew," he said. "For something that isn't as life-hampering [as drug addiction, for instance], I don't think it's that big a deal." He feels there should not be restrictions, except for kids because they are already energetic. On the other hand, Foster says his caffeine tolerance is so high that nothing can really help him stay awake. "It's my own motivation, my own drive, that keeps me awake," he said. Perhaps other students can learn from Foster. Depending on Mountain Dew or other caffeinated beverages may not always be advisable. Sometimes they work and at other times they don't. There comes a time when people just have to make "dew" with what they've got.

The Impact of Pirates and of Piracy on the Spanish Empire Essay

The Impact of Pirates and of Piracy on the Spanish Empire When the word pirate is mentioned, many people think of ship carrying men across the seas as they pillage other ships. While this is true to some extent there was much more to the lives of the men that were known as pirates. Pirates were mostly men from French, English or Dutch heritage, and were privateers or merchants. Many of these men were sanctioned by their government. By the Spanish they were call piratas or unsanctioned sea-raiders, and would have a heavy influence of trade in the Caribbean and on the Spanish Empire. The first pirates were known as corsairs and appeared at the end of the 15th and into the beginning of the 16th century. It was at this time between 1530-60 when Spain began to transport the newly discovered riches in the New World. Large amounts of gold, sugar, tabacco and pearls were being sent back to Spain. In 1523 a French Corsair by the name of Jean Florin over took several weakly protected Spanish ships and captured a cargo that held 62,000 ducats in gold, 600 marks of pearls and several tons of sugar. This brought pirates into the Caribbean (Lane 16). Spain was forced to protect the cargo ships that transported the riches that they were obtaining in the New World and the cost was very great. Trade ships were required to travel in convoys and be armed. Also a Spanish fleet was formed that traveled the seas twice a year, patrolling the trade routes for pirates. There was great hesitation to form a navy that would patrol the Caribbean seas because of costs, but much would be lost because of this hesitation. Not only were merchant ships being pick off and there cargo taken, unprotected Caribbean towns were being raided and the colonists gains... ...story were used mainly for the raiding and capturing of Spanish colonies. These events would take place until the early 1670’s when governments attempted to phase out pirates. Laws were made in an attempt to make pirates give up the profession voluntarily (Lane 126). For the most part this worked, but there are many cases of raids and such after. The effect that piracy held on trade and the Spanish Empire was over after the sufficient damage that it caused. Damage that was highly influential in shaping the Caribbean and the Empires of Europe into what they are. Works Cited Kelsey, Harry. Sir Francis Drake The Queen’s Pirate. Yale University Press: New Haven. 1998. Lane, Kris E. Pillaging the Empire Piracy in the Americas. M.E. Sharpe: New York. 1998. Williams, Neville. The Sea Dogs Privateers, Plunders and Piracy in the Elizabethan Age. Macmillian: New York. 1975.