Answer questions Assignment Example | Topics and Well Written Essays - 250 words - 1

Answer questions - Assignment Example The general solutions that Swift recommends include; giving out ten repine, which is the charge of nursing a beggar’s child. The individuals he names as the donors of money are the cottagers, laborers, and four-fifths of the farmers. He also recommends that the underprivileged should be dressed skin that is artificial and the suitable person responsible for this plan is Dublin (Swift). The advantages Swift observes in his plan is that, it will reduce the number of papists, poor tenants will have something valuable of their own, country’s stock will be increased by fifty thousand per year, the food would likewise bring great custom to taverns, and lastly, it will be a great inducement to marriage (Swift). Others include the addition of thousand carcasses in the exportation of barreled beef and the enhancement of the art of making good bacon. The clues showing that Swift is not serious about his proposal is when he confesses that he is not ready in endeavoring to promote his plans and recommendations of assisting the underprivileged. He also claims that he has no children; hence, has no need to propose and request for a single penny, and his wife cannot bear children any longer

The Adventures of Huckleberry Finn Essay Example for Free

The Adventures of Huckleberry Finn Essay The Adventures of Huckleberry Finn is absolutely relating a message to readers about the ills of slavery but this is a complex matter. On one hand, the only truly good and reliable character who is free of the hypocritical nature that other whit characters are plagued with is Jim who, according to the institution of slavery, is subhuman. Thus, one has to wonder about the presence of satire in Huck Finn. Furthermore, Mark Twain wrote Huck Finn after slavery was made illegal and his choice to set this story in a pre-civil war time when slaves were still held is significant. What truly makes the thesis statement about race and slavery in Huck Finn complex is is that there are several traces of some degree of racism in the novel, including the use of the ‘N’ word. By using the word, the book portrays the atmosphere of the south and slavery at that time. David Bradley, a Mark Twain expert featured in â€Å"Born to Trouble: The Adventures of Huckleberry Finn†, says that, â€Å"The ‘N’ was a word used during that time to call black people. It was a common word† (Born to Trouble). Apart from this, when Aunt Sally hears about an explosion and she asks Huck if anybody was hurt, he responds by saying â€Å"No’m,† â€Å"Killed a slave†(Peter Salwen). These few lines of dialogue say all there is to say about how blacks were viewed at that time; that they are â€Å"nobody†, less than human, with lives that are of little or no value to anyone. The racist attitudes of the south are most evident in the character of Huck Salas 2 Finn himself and how he relates to the runaway slave, Jim. Huck is nothing but a product of his environment and upbringing. Although he reflects the cruelty and injustice of the south towards blacks, he is totally unaware that this is the wrong attitude to take (Fiskin). At first when Huck is unsure how to deal with Jim, he displays attitudes that are a reflection of his times. He plays tricks on Jim and entraps him in a dialogue that makes the latter appear especially foolish, or perhaps, to make Jim painfully aware of his own inferiority. The trick the weighed most heavily on both Huck and Jim is when, after having disappeared from the raft, Huck pretends to have been there all along. The worried Jim insists that he believed Huck had almost drowned, but Huck plays Jim for a fool, tricking him into believing that he had only been dreaming (Twain 186). Jim, in turn, is made to appear as the Negro stereotype of the times: a backward buffoon with his slave dialect and many superstitions (Gregory). It is only much later on that he takes on a more human face as we discover his admirable character, particularly his fierce loyalty to his friend Huck (Born to Trouble). Huck also reflects the white South’s belief that blacks were vastly inferior. In the conversation about King Solomon and the Frenchmen in Chapter 14, Huck ends the conversation by saying to himself: â€Å"I see it warn’t any use wasting words – you can’t learn a n†¦Ã¢â‚¬ ¦ to argue. So I quit† (Twain 104). Seemingly frustrated with the turn of the conversation, Huck ends up being dismissive of the black man’s intellectual capacity, his ability to learn, see reason or think rationally. Again, this points to the white South’s inherent belief that the black man is inferior. Salas 3 Early on this relationship, Huck is also prone to saying things that further show how deeply racist attitudes have been ingrained in him. After the trick he plays on Jim, he is reluctant to apologize to someone society dictates is far beneath him: â€Å"it was fifteen minutes before I could work myself to go and humble myself to a slave† (Twain 107). Jim must also accept the fact that as a black, he is inferior to whites in these times. Friendship doesn’t negate this rule of society; even his good friend Huck is far superior to him. Even as far into the book as Chapter 31, Huck still holds himself accountable to the strict racist rules of his community, where empowering a black man is a â€Å"low-down thing†(Twain 219). However in this course of the tale, Huck’s attitude toward his black companion begins to shift. This is a struggle for him at first, and a reader can get a definite sense of Huck grappling with how society has always forced him to think. For example, although he shows reluctance in apologizing to Jim for his trick, he really does feel like the trash Jim likens him to (Twain 107). Not only does he get over his reluctance and apologizes to Jim, but makes a firm pledge to himself not to â€Å"do him no more mean tricks; and I wouldn’t done that one if I’d knowed it would make him feel that way† (Twain 107). Another instance is when Huck encounters a group of white men looking for runaway slaves. He struggles momentarily about the morality of hiding Jim, still thinking of the latter as a stolen piece of property and not a person. Huck then swings the other way and conceals Jim from the men with a clever ruse (Twain 117). In the end after a long and hard struggle, both Huck and Jim achieve a certain degree of freedom. Not just freedom form â€Å"sivilization† for Huck Salas 4 and slavery for Jim, but freedom from the rigid mindset of the racist South. Huck learns to look at Jim not merely as a Negro, a piece of property or someone inferior and worthless, but as a human being and as a friend.

Young Goodman Brown :: Literary Analysis, Hawthorne

In the story "Young Goodman Brown", Nathaniel Hawthorne uses a dream to illustrate a young man’s loss of innocence, understanding of religion and his community. Through this dream, the main character Young Goodman realizes that the people that he surrounds himself with are not who he believes them to be. The story of â€Å"Young Goodman Brown† focuses on the unconscious mind. The characters in this short-story are able to represent the struggle of Young Goodman’s superego, ego, and id. Representing the superego is Young Goodman’s wife Faith. Her name becomes a multi-layered metaphor. Hawthorne writes, "And Faith, as the wife was aptly named, thrust her own pretty head into the street, letting the wind play with the pink ribbons on her caps while she called to Goodman Brown" (Kelly, 190). This statement suggests that Brown's wife’s name is symbolic. Faith is condensed to represent innocence, the Puritan religion and Brown’s consciousness. Since, young girls are often equated with pink. The pink ribbons in her hair serve to symbolize her innocence. When Brown meets the man in the woods he says, "Faith kept me back awhile" (Kelly, 191). In this case Faith represents the Puritan religion. The next character is Young Goodman Brown himself. His name also becomes a multilayered metaphor. Being known as â€Å"young† represents Goodman Browns innocence and virtue. He is also condensed to represent his own consciousness. But, by leaving his wife, Faith, Young Goodman Brown is giving into the unconscious. "He had taken a dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind" (Kelly, 191). Taking this path that closes behind him represents Young Goodman’s decent into the unconscious and his loss of innocence. On this journey he soon meets a man who is a condensation of several different factors. The man represents the devil, as well as Brown unconscious mind. The next character is the man who Brown meets up with in the woods. This man is described as, "one who knew the world, and who would not have felt abashed at the governor's dinner table or in King William's court" (Kelly, 191). This man can be seen as the devil. He possesses features that illustrate him as the devil. For example his walking staff is described as having "the likeness of a great black snake, so curiously wrought that it might almost be seen to twist and wriggle itself like a living serpent" (Kelly, 191-192).

Teaching Assistant Essay

Question 1 Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments. First I would speak to the class teacher I was working with and find out the following points. 1. Which percussion instruments will be needed? 2. How many students will be in the group? 3. Where will we be practising with the instruments? 4, When will the instruments be required? 5. Where the instruments are kept? 6. What is required of me during the lesson (help students? Take photographs or other tasks needing completing) 7. If the member of staff requires me to research some fun activities that can be done to build up the children’s confidence in using the instruments. Firstly I would research the fun confidence building activities if it was required by talking to a musically inclined member of staff or search the internet for age appropriate tasks that lend to the varying skills of the students. After the directions were discussed I would make the space suitable for the lesson, taking into consideration adequate space for the group of students to work comfortably with the instruments with out fear of hitting one another, I would also check the surrounding area for any other dangers present. Next I would gather the necessary equipment making sure to check that it was in working order and safe to be used by the students noting any damaged equipment that I found needing repair or replacing to inform the class teacher, also recording what equipment I have borrowed and when so that others going for the same equipment knew where it was. Then I would set out the instruments in the space the students will be using for this lesson before the teacher is ready to bring the students in so that the lesson could commence with out disturbing the students by making them have to wait for equipment to be set up. During the lesson I would do the tasks discussed with member of staff before the lesson so that they could concentrate on the lesson at hand. Finally after the lesson has finished I would gather up the equipment I had borrowed and check it again to make sure no damage had occurred and it was still in safe working order, return the items and store them safely in there correct storage space noting that the equipment had been returned. Question 2 What might your role be in organising, using and maintaining the learning resources, material and equipment for this percussion lesson? My role organising would be determined in the discussion I would have prior to the lesson with the member of staff which might be to check the amount of working instruments we have available in school and if they are available for the time we require them. I might have to record the lessons for use on a DVD or school website if parental consent has been given, meaning I would need to acquire and be proficient in the use of a digital camera or camcorder. If a CD containing music is to be used I would need to set up a CD player. Any electrical equipment needed I would check to make sure they have been tested recently by a qualified electrician. If a music CD is required to help give the students an idea of keeping timing with a rhythm or beat so this would need to be sourced and checked for scratches, making sure we have the relevant rights to use the material on the CD. In respect of using and maintaining the equipment would check all the available equipment needed for the lesson as much in advance as I could so that I would be able to inform the member of staff of damaged or broken equipment that needs repaired or replaced. Doing so in advance would be of great benefit to the teacher, as then depending on how many instruments we have in safe working order a decision could be made to either source more or maybe get the students to share. After the lesson I would gather the items we used and check them once more before I put them back into storage and inform the teacher of any change in the condition of them. Question 3 Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils? In class and also anywhere around school premises I would act in a respectful manner towards all people staff, parent or student meaning I would talk to them politely and listen carefully to what they had to say. Respect also comes in the way to approach a student I would walk over ready to help however possible instead of race over in a hurry to get a job done. I would conduct myself in a calm and collected manner where my voice would sound friendly and my body language would be welcoming so that students could feel relaxed and safe helping them to work well with myself and build a rapport. When working with students who have good standards of behaviour they would be praised verbally in front of there peers with an added bonus of maybe a sticker for a full lesson or full day of good behaviour and contribution in class giving that student a sense of accomplishment. Where as a student who does not practice good standards of behaviour would be asked in front of the other students on the table to think how that action was not appropriate and told it will not be accepted again. I would always talk to the student misbehaving with a sterner voice but never yell or shout as it would be counter productive and a form of bullying in itself, if the behaviour remained unacceptable I would refer them to the class teacher. At anytime with a student or group of students and I had to correct them for example a misspelled or incorrect pronunciation of a word, I would correct them in a way that did not make them feel unimportant or belittled because they got something wrong as it is always better to try and fail than never try at all. I would then make more of an effort to find something that the student does well and give praise for there contribution to the task at hand as well as for trying there best with the thing they got incorrect. My behaviour and approach in class and outside of class towards the people I would come into contact with would always be consistent so that the students would know what I accept in regards to standards of behaviour. Which would also help students think that I would be approachable and not over react or dismiss a problem they may have with there work or in there life. Question 4 What strategies might you employ to encourage pupils to behave appropriately? Describe how you might react to incidents of bullying and violence. I would first off read the schools behaviour policy to get an outline of what is expected from the students along with any notes on consequences and rewards for any actions, also use common knowledge of acceptable behaviour. Consistency in my standards of behaviour would be foremost in a practical example to the students of what behaviour is acceptable; giving them a model they can see to work towards in respect to how they want to act. My consistency would also breed predictability for example when I first see the students in the morning they would be greeted warmly and asked how they were feeling today, nurturing there social and empathetic development while they express there feeling. Respect will be shown at all times to who ever I interact with making it easier for students to show respect towards myself and in turn their peers. I think the student would better understand and be more likely if as a school or a class to make it more personal made a poster of what they consider good and unacceptable behaviour. This way they have contributed and feel the rules are fair as they made them not just told this is what you have to do. Confrontation should always be respectful meaning do not just start shouting at a student for there inappropriate behaviour but develop numerous ways to confront a student by discussing with staff to see which forms they believe work well. In promoting good behaviour I would reward with praise as my main reward and if I believe a student does something extra to what is normal, say opening a day to a member of staff or helping someone in their group comprehend the task they are having difficulty with I would reward them with a sticker which would serve as a visible sign of recognition to a good deed and encourage other children to do the same. The sticker would also make the student who received it feel important and appreciated for their effort, especially knowing that rewards are not given out at random but for consistent good work or behaviour, not forgetting to reward students who are trying but are not as good as others in certain areas to give a confidence boost. If I witnessed or an incident of bullying was brought to my attention I would firstly ensure I was calm and consistent to what my interaction with a student in an everyday matter would be so not to make anyone feel uncomfortable whether it be a child informing, bullying or being bullied. Then I would start a record in a note book at first of people involved and what it was about. The incident would be isolated from the other students so that no one else was involved giving a calmer atmosphere to ascertain what is happening by talking calmly to the students as always practiced in school. Once the situation has calmed down I would inform the class teacher as to what happened giving any notes taken so they could read the account. I would then be inclined to do an assembly on bullying and why it is not accepted in our school so that the messages went out to all the students and did not target any one person. This would be better learned if I got students involved in maybe suggesting how to deal with a situation before it escalates to bullying or if an incident of bullying is observed, making anti bullying posters would be a good task to perform to raise awareness. Question 5 Describe how you might appropriately observe the physical abilities and skills of a nine year old boy. I would discuss with the teacher as to what kind of observation they required as they may want a observation of where the child’s abilities are at the moment or how they develop over a set period of time. Then understanding exactly what is required from the observation and the protocols set out within the school for observing students I would plan the observation. Firstly I would plan to do it either at an active play time or when the students are all doing P.E. so that I can observe the student with out them realising it giving a more accurate account. I would make a sheet for the observation stating date, time started, time finished, student and reason for observation and have boxes for small notes regarding different aspects of physical abilities and skills such as; 1. Confidence setting up a sports game to be played.  2. Hand-eye co-ordination. 3. How they completed the task asked of them 4. Did they require any assistance during the task? 5. The way they interact with others during tasks. 6. Is the child challenged by the tasks or did they find them easy. 7. Concentration of student during task. And a conclusion along with any other points discussed with the teacher before hand. Once the observation had finished I would then make a neater copy of the notes making sure everything recorded is fact and not my interpretation of events. I would keep a blank copy of the sheet used so that I could observe the same aspects each time. At a pre arranged time I would give feedback to the member of staff in which ever way they requested be it written or talked about with or with out the student present. If the student is present I would praise there accomplishments and constructively subject areas that could be improved. The notes taken during the observation would be kept in a safe place for five years designated by the member of staff and would not be open for discussion to anyone respecting the student’s confidentiality.

American Indians

American Indians is a term that is used to refer to people whose have Indian roots but are American citizen or live in America. This citizenship is a result of early migrations of people from their mother land in search of greener fields in the United States. However, these people were not appreciated by indigenous Americans in the 18th century since they were seen be inferior compared to indigenous Americans. Short essay 1 The long term study preferred by social cultural anthropologist can be the most effective in deciding someone’s culture.This is because a long term study would address changes that occur in long period of time in a society. Cultures do change with time and so along time study could be used in solving this. This experience that is gotten in the field makes the anthropologists come into direct contact with the issues in the society and this makes them write exactly what is on the since they experience it themselves. It’s worthy noting that this approac h is totally different from that used by a journalist or a historian.Historians and journalists do not get into that direct contact with the society and so they do not get the real idea like the anthropologists. Journalist’s historians do not spend much time studying the cultures of a particular society and in most cases they study or rely on the findings of other people. Short essay 2 According to Horseman the new racial ideology of the 19th century are racial ideologies that are supported by the principles of free democratic republicanism other than innate superiority of the American Anglo-Saxon group of people who were of Caucasian race.The previous ideologies placed American Anglo-Saxons a class above other races and they believed that they were destined to bring good governance, commercial prosperity as well as Christianity to America and to the world at large. This meant that the other races were inferior and they were reduced to a subordinate status failure to which th ey were faced with a possibility of racial extinction. This new racial ideology was very different from the earlier Euro-American view of Indians. Previously, both American and Europeans took some races to be superior to others for different reasons.These reasons included biblical theories and they followed these theories despite their inconsistencies and their contradictions since they believed that they had a special continental and world mission to accomplish as a race. Both Americans and Europeans both shared a belief in the political and individual freedoms as well as a need for uniqueness in language and racial origins unlike the new racial ideology which advocated for free democratic republicanism. In the 19th and 20th century, these views towards American Indians did not change either since they were subject to enslavement.At this time, many social scientists thought that native people were inferior to the Native Americans and so were subject to them and they went ahead to p rovide the much needed scientific proof for racial distinctions. During this time also, many government officials too felt that it was the descendant of the Anglo-Saxons who played great roles in the establishment of free government and hence the justification for their superiority altitude. Due to this, the government passed policies that bound the immigrants to conform to the prevailing political, economic and social systems .These new polices from the American government led to the justification of sufferings and deaths of blacks, Mexicans and even Indians since any feelings of guilty which would come afterwards could be assuaged by assumptions of both historical and scientific inevitability. The general public also felt that Americans were the people who were destined to shape the destiny of the world and the other races were inferior and were doomed to permanent subordination or risk facing extinction. Lastly it’s worthy noting that the representation of native people he ld by social scientists, early anthropologists, the U.S. government, and the American public are not contradictory since they seem to place them high above all the other races in all aspects of life. Short essay 3 The Indian country is today faced with an uphill task of determining who true Indians are and who are not. This task has not been easy since it has been surrounded by a lot of controversies. Many criteria’s have been proposed as the best to apply when determining who the true Indians are. First, there are those who believe that the true measure of how Indian one is through the amount of ‘Indian blood’ in them.This criteria has been largely criticized since some people argue that there no true measure of the Indian blood that is present in someone since there are people who are born of one Asian parent while the other parent is from anther ethnic group. Secondly, there are others who believe that the true marker of a true Indian identity should be geneal ogy, private property and competence in civilization. This group of people argues that the true evidence of a true Indian should be based mostly on shared history between a person and other people who are known to be of an Indian background.Social ties with people from Indian or who have Indian blood in them could be acceptable as a true claim to one being an Indian. This means that one needed to trace his ancestors and prove that his roots are Indian by tracing his ancestors. Attachment to Indian culture was proposed to be criteria too for determining who true Indian was. This required someone to be aware of all cultural believes and behaviors of the Indian people. Early practices like hunting and others were argued to be very effective criteria for identifying who real Indians were.The ability to communicate in traditional Indian language was also advocated for by the people who shared this view. This controversy in the best criteria for separating true Indians and fake ones has b een a big challenge to the Indian country since there still need for identifying who the true Indians. The American government is responsible for determining whether one is an American Indian or a Native American. The blood quantum criterion is used by the American government in the administration of Indian schools and land allotments.In census reports, this method of separating Indians and non Indians is applied. The society also can decide who a true Indian is through the application of cultural believes of indigenous Indians as well as their life styles. Scholars have not been left behind either and they too can use their knowledge and principles to differentiate between the two. The federal government of America uses several methods in determining whether someone is a Native American or not. Blood quantum is one of these criteria’s and it applies the idea of determining how much of American blood a person has in their body.In America, there is a settlement that is set asi de for people of Indian origin. Any new person who may claim to be an Indian must have a proof of relationship with the already settled Indians in this land allocated to people of Indian backgrounds. The ability of some one to speak in Indian language and display cultural practices of Indians are acceptable by the federal government as true claims for an Indian. These criteria’s that are used by the government are not very different from those used by Native Americans in determining who a true Indian is.To begin with, the native communities look mostly at the cultural connection between a person and the community in question. This criterion requires someone to practice Indian cultural practices and have some ties with well known Indian families. Physical appearances as well as the ability to communicate in Indian languages are used too. Non-native Americans on their side, identify the native ones by the kind of lifestyles they lead. The language they communicate in as well as their accent too. This identity of ones race is very important in many ways.First, it’s used by the federal government in allocation of many services like education and social welfare. All these efforts in trying to determine who true Indians are pits at risk the identity of persons who are of a mixed ancestry because it makes them feel that they belong nowhere. All socialcultural anthropologies ideas have not offered any solution to solve this problem. People may have mixed ancestry hence making it hard to pick out their true identity. References 1. Deloria, Vine (1969) Custer Died for Your Sins: an Indian Manifesto, New York: Macmillan.2. Calloway, Colin G. , (1995) The American Revolution in Indian Country: Crisis and Diversity in Native American Communities ,Cambridge University Press 3. O’Donnell, James, (1973) Southern Indians in the American Revolution ,University of Tennessee Press 4. Hirschfelder, Arlene B. ; Byler, Mary G. ; & Dorris, Michael (1983) Guide to research on North American Indians, American Library Association 5. Johnston, Eric F. (2003). The Life of the Native American. Atlanta, Tradewinds Press 6. Jones, Peter N.(2005 Respect for the Ancestors: American Indian Cultural Affiliation in the American West, Boulder, CO: Bauu Press 7. Nichols, Roger L. (1998) Indians in the United States & Canada, A Comparative History, University of Nebraska Press 8. Snipp, C. M. (1989). American Indians: The first of this land, New York: Russell Sage Foundation. 9. Sturtevant, William C. (Ed. ). (1978) Handbook of North American Indians , Smithsonian Institution 10. Tiller, Veronica E (1992) Discover Indian Reservations USA: A Visitors' Welcome Guide. Council Publications, Denver, Colorado

American Revolution Essay

American Revolution Essay American Revolution Essay The American Revolution The French and Indian War 1756- 1763 oThe French and Indian War was also known as The Seven Year’s War. oBritain and France both had colonies in North America. oThe French only wanted to trade with the Native American’s who lived there. They did not want to settle on their land. oThe British wanted to trade with the Native American’s and settle on their land. oThe Native American’s liked the French because they didn’t want to settle on their land and did not like The British. oThe Native American’s and French fought against the British. oThe war ended with the signing of The Proclamation of 1763. 2 The Proclamation of 1763 oThe French and Indian War ended in 1763 when The Proclamation of 1763 was signed. oIt said the Indians owned the land they lived on and the white settlers had to leave. oThe land west of the heads of all rivers that ran into the Atlantic Ocean from the west or northwest were only for Native Americans. o This made the Native Americans happy because now settlers and traders could not enter their area without permission. oThe colonists were mad because they didn’t think they were being treated equally. oThe colonist were also upset because it seemed like Britain wasn’t doing anything that benefited or helped them. oThe Proclamation of 1763 indirectly caused the American Revolution, which formed America! 3 oThe sugar act was a tax placed on sugar, molasses, coffee , indigo ,and some wines. oThe sugar act was passed by the British Parliament as a way of paying for the French and Indian War (7 Years War). oThe colonist didn't like the tax , it made them mad and they spoke out again it. oThe colonist wrote angry letters and some people even smuggled the taxed goods into their homes oIf the colonist got caught sneaking the goods into their houses they had to go to court and paid a fine. The Sugar Act of 1765 4 The Quartering Act of 1765 oIn 1765 the British passed the Quartering Act. oThe Act allowed Great Britain's soldiers to stay in barracks and public houses in the colonies. oIf more British Soldiers needed housing than was available in barracks or public houses they could live in ale houses, inns, private houses that sold alcohol or wine and animal stables. oThe colonist were forced to provided housing and food to the British soldiers. oThis made the colonist mad because they were forced to open their homes and feed British soldiers at their own expense. oThe close contact with the British soldiers did not create good feelings between the British and the colonist. 5 oThe stamp act was passed on March 22, 1765 by the British Parliament. oThis new tax on colonist made them pay tax on every single piece of paper they used. oThe tax was on ship's papers, legal documents, newspaper, licenses and even playing cards. oThis tax was suppose to be used to pay for the cost of protecting and defending the American frontier. oThe colonist were mad because they thought England was trying to collect money in the colonies without permission from the colonial legislature Stamp Act of 1765 6 Townshend Acts of 1767 oThis Townshend acts were passed in 1767. oThis act put tax on all goods that the colonist imported. oTax was put on glass, lead, paints, paper and tea. oThe colonist didn't like this tax and thought it was unfair. oSome of the colonist smuggled the goods in because they couldn’t afforded the taxes. oThe British sent soldiers to Boston and the soldiers went into homes searching for smuggled goods. oThe colonist weren't going to take it any more so they protested. oThe protest from the colonist were so bad that the British changed the act so only tea would be taxed. 7 The Boston Massacre of 1770 oThe colonist were really unhappy with the British and there was allot of anger between them. oThe colonist felt the American Revolution Essay American Revolution Essay How revolutionary was the American Revolution? One of the most important American leaders of the American Revolution, George Washington states that the enemy (The British) leaves them no choice but to bravely resist. They either win, or they die†¦ but if they die, they are not dying for no reason but for their country’s honor. A revolution is a sudden or complete marked change in something. Some revolutions may cause little change while others can cause dramatic changes. Lets talk about revolution, in specific, the American Revolution. The American Revolution was caused by many reasons, one of them being taxation without representation, etc. The Americans revolted against Great Britain. So, how revolutionary was the American Revolution? Overall the American Revolution caused a dramatic change in everything; hence, we can say that the American Revolution was pretty revolutionary. There was a huge change politically wise, socially, and as well as a change in economics. Although, some may say that the American Revolution wasn’t as revolutionary because the rich still had more power and women still had little rights and because there were still slaves. To some extent that was true in the beginning after the American Revolution ended, but things dramatically changed over time. Before, the social class you were born into was the social class you stayed in for the rest of your life, which changed after the American Revolution. We are now able to come from a not so wealthy family and work hard to change our future and become wealthy, educated people, which you weren’t able to do before the American Revolution. Women gained rights and equality on August 18,1920. Sure, women gained rights 137 years after the American Revolution but keep in mind that it would’ve never happened if the American Revolution hadn’t occurred. America also abolished slavery on December 6, 1865 and we would’ve most likely still have slavery to this day if it weren’t for the American Revolu tion. Therefore, yes the American Revolution was pretty darn revolutionary if you ask me. There was a political change after the American Revolution in which the colonist rejected monarchy and instead adopted democracy as a form of government. Monarchy is a form of government in which a king or queen rules a country. Democracy is basically a government ruled by the people in which the people get to elect representatives and vote for laws. The colonist had enough of the British government; they felt that they were only considered British subjects when British needed them to do something that would benefit them (the British). In 1770 some slaves and colonist worked together to destroy or bring down King George the III’s statue in New York. They worked together because they had a common enemy. (Document 1) I can infer what motivated the colonist to want to destroy the kings statute which is the Boston massacre that had just happened on March 5, 1770 which only made the colonist s rage towards the king grow stronger. The Boston massacre was a street fight between British soldiers and colonist or patriots, the patriots began throwing snowballs, stones and sticks to the British soldiers and the soldiers fired into the crowd killing 5 and wounding 11 men. Also, colonist felt as if they didn’t have a say in anything. The British began raising the taxes on everything and the colonists felt it was unfair because they were not properly being represented in parliament, which is where the saying â€Å"No taxation without representation† comes from. They had someone â€Å"representing† the colonist but it wasn’t someone who knew what the colonist had to go through so nobody was really speaking up for them or for they’re needs, also they didn’t get to elect the representative, he was appointed by the British government. The revolutionary war caused a huge social revolution. People began to think of themselves as free men and w omen who had natural rights and didn’t have to be controlled

Every Great Gatsby Character You Have to Know Complete List

Every Great Gatsby Character You Have to Know Complete List SAT / ACT Prep Online Guides and Tips This articleprovides a broad overview of all ofThe Great Gatsbycharacters, their relationships and connections, and any major issues and questions surrounding them. Throughout the guide, you will find links to each character’s page, as well as links to our character analysis, compare/contrast, and quotes pages. Use this page as your jumping-off point for discovering The Great Gatsby’s major and minor players! The Great GatsbyMainCharacters Click on each character's name for a detail-rich article featuring descriptions, quotes, and character analysis - including some answers to the discussion questions listed for each character! Jay Gatsby The titular â€Å"Great Gatsby,† a selfmademan who is desparate to be seen as part of the social elite andwhose ill-gotten wealth is always on display through his lavish lifestyle. Heis convinced that he can "repeat the past" andwin back the love of his life, Daisy Fay Buchanan. Relationships with Other Characters Meets Nick and Jordan at one of his parties and becomes particularly close to Nick DatedDaisy five years before the start of the novel;has an affair with her during the novel Rivals with Tom for Daisy's love In the car with Daisy when Daisy runs Myrtleover Killed byGeorge Major Issues, Theories, and Questions Why is Gatsby so intent on reliving the past? What makes Gatsby so â€Å"great,† anyway? What does Gatsby’s infatuation with Daisy represent? Is Gatsby a tragic hero? How would the novel be different if Gatsby actually won over Daisy? Would it be as powerful? Modern theories: Gatsby is black but passing as white, or Gatsby is Jewish but hiding it. How dothese theories change a traditional reading of the novel? Nick Carraway The first-person narrator, an observant Yale graduate who moves from the Midwest to NYC to be a bond salesman and quickly falls in with Tom, Daisy, Jordan, and Jay. He ends the novel completely disenchanted with the old money elite, who turn out to be horrible people. Relationships with Other Characters Friends with Tom Buchanan from college A second cousin of Daisy’s Jordan’s boyfriend during the book, though they break up near the end Meets Myrtle and George through Tom Meets Gatsby due to moving in next to him and being invited to one of Gatsby’s parties Major Issues, Theories, and Questions Is Nick a reliable narrator? Why or why not? How does Nickchange throughout the novel? Why does Nick come to admire Gatsby so much? Modern theory: Nick is gay. If he is, how does this affect our analysis of the novel? Daisy Buchanan A passive and increasingly unhappywoman married to Tom Buchanan. She was once in love with Gatsby, and reconnects with him as a way to escape her sense of purposelessness and hopelessnes. Relationships with Other Characters Second cousin to Nick DatedGatsby five years before the novel opens; has an affair with Gatsby In an unhappy, but stable, marriage to Tom Friends with Jordan from childhood Kills Myrtle in a hit and run car accident Major Issues, Theories, and Questions Does Daisy really love Gatsby? What does Daisy stand for in the novel? (Wealth, unrequited love, the American Dream†¦) Why is Daisy’s voice described as being â€Å"full of money†? How much do we actually know about Daisy as a character? Where in the novel do we get glimpses of her emotions and motivations? Is Daisy a flapper? How is she affected by the societal expectations of women in the 1920s? Recent discussion: why is Daisy so frequently despised by modern readers? Does that harsh criticism reveal misogyny on the part of the readers/critics of Gatsby? Tom Buchanan A wealthy old classmate of Nick’s, who is married to Daisy and is cheating on herwith Myrtle Wilson. He uses his physical and social power to bully those around him, but is the only one who sees through Gatsby's fake "Oxford man" persona. Relationships with Other Characters KnowsNick from their days at Yale Married to Daisy Friends with Jordan through Daisy Rival to Gatsby Patronizes George Wilson’s garage Having an affair with Myrtle Major Issues, Theories, and Questions Tom and Daisy arepeople â€Å"who smash things up and retreat into their money†: what does Tom and Daisy’s characterization reveal about Fitzgerald’s portrayal of old money? Jordan Baker A professional golf player and friend of Daisy’s who dates Nick during the novel. Jordan is calm, cynical, and self-centered - qualities which at first attrack Nick to her, and then repel him when he realizes the extent of her cold selfishness. Relationships with Other Characters Friends with Daisy from childhood Friends with Tom through Daisy MeetsGatsby during one ofhis parties; arranges for Gatsby to meet Nick and thus reconnects Gatsbyto Daisy DatesNick Major Issues, Theories, and Questions What’s Jordan'srole in the story? How would the novel be different without her? What does the section in Chapter 4 featuring Jordan’s narration reveal about the limitations of Nick as a narrator? What would the novel be like if it was narrated by Jordan? Myrtle Wilson A woman who is dissatisfied with her working class life as a car mechanic’s wife. She is having an affair with Tom partly because it allows her to experience some degree of freedom from her marriage and to indulge her materialist desires. Relationships with Other Characters Married to George Having an affair with Tom Run over and killed by Daisy Major Issues, Theories, and Questions What does Myrtle’s life and tragic ending say about the American Dream? Why do Tom and Myrtle get together? What do they see in each other, and how does their relationship reveal each character’s motivations? What does the novel's focus on Myrtle’s body say about itstreatment of women? George Wilson A depressed and weak-willed man who runs a car garage. He loves his wife, Myrtle, and has no idea that she is having an affair. Myrtle's death completely unhinges him. Relationships with Other Characters Married to Myrtle Trying to buy Tom's car for resale Meets Nick through Tom Kills Gatsby in revenge for Myrtle's death, then kills himself Major Issues, Theories, and Questions What does George’s tragic outcome reveal about the status of The American Dream? Why is George the only person who seriously mentions God during the novel? What is the significance ofthe eyes of Doctor T.J. Eckleburgto him? The Great GatsbyMinorCharacters Below, I've listed all ofthe second-string Great Gatsbycharacters: people who appear in the novel, but aren't integral to the plot. They're grouped according to which of the main characters they're mostly closely associated with. Associatesof Gatsby Dan Cody - a millionaire who befriendedJames Gatz, hired him to work on his yacht, and taught him how to be Jay Gatsby. Cody tried to leave Gatsby his fortune, but Cody's wife managed to claim the inheritance. Ewing Klipspringer - one of Gatsby's party guests who ends up living in Gatsby's mansion full-time. He is forced to play piano to entertain Daisy when she and Gatsby reconnect. After Gatsby's death, Klipspringer refuses to come to the funeral, calling Gatsby's house only to collect his tennis shoes. Owl Eyes - another of Gatsby's party guests who wears glasses that look like owl eyes. He is floored by the expansive and expensively furnished library in Gatsby's mansion, and by the fact that none of the books has been read. Owl Eyes is the only party guest who attends Gatsby's funeral. Meyer Wolfshiem - a gangster who fixed the 1919 World Series, gave Gatsby a job at the end of WWI, and became Gatsby's business partner and the source of his immense wealth. Wolfshiem's loyalty ends with Gatsby's death, and also refuses to come to the funeral. Henry C. Gatz - Gatsby's father, a shabby and poor man who is in awe of his son's accomplishments. He comes to Gatsby's funeral after reading about his death in the newspaper, and shows Nick a self-improvement schedule that Gatsby had written as a boy. FriendsofGeorge and Myrtle Catherine - Myrtle's sister and one of the guests of the party Tom and Myrtle host in a Manhattan apartment. She roots for Tom to leave Daisy so he and Myrtle can be together forever; later, she gives evidence that Myrtle has never had an affair, so that the police report about the car accident that killed Myrtle leaves the Buchanans out altogether. Michaelis - the owner of a coffee shop near George Wilson's gas station who overhears Myrtle and George fighting just before her death, and who has a conversation with an increasingly unhinged George about the fact that the billboard of the eyes of Doctor T.J. Eckleburg isn't God. Mr. and Mrs. McKee - two of Tom and Myrtle's apartment party guests who kowtow to her. Theories of Nick's homosexuality hinge on the strange, incomplete piece of the after-party narration where it sounds like Nick and Mr. McKee went home together. Friends and Family of Daisy and Tom Pammy Buchanan - the toddler daughter of Daisy and Tom Buchanan, who is mostly raised by a nanny, according to upper-class custom. Because she serves as visual proof that Daisy has had a life outside of Gatsby, Gatsby finds her presence extremely unnerving. Sloane and his woman friend - two of Tom's rich horseback-riding friends who stop by Gatsby's house, presume on his hospitality and are rude in return. What’s Next? Want to write a great essay on one of these characters? We've got tips and writing advice for how to knock yourcharacter analysis essayout of the park! Need help comparing and contrasting these characters? Check out our articles on how to write a compare and contrast analysis of the most common character pairings, and ondissecting the romantic pairings in the novel. Interested in seeing how these characters intesect with the novel's themes and symbols? Check out our in-depth guides! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How to Become an Editor

How to Become an Editor If your email inbox is jammed with friends and family sending you little projects like resumes, reports, or other documents to review, you might already be an unofficial editor. If finding grammatical issues in public places makes you cringe, and you want to bust out your red pen every time someone uses â€Å"supposably† on Facebook, it might be time to take your hobby to the next (professional) level. Or, if you’re like me, you have an English-type degree and aren’t sure what you want to do with, but you do know that you love reading and writing, it could be the right path for you. What Does An Editor Do?There are lots of different kinds of editors. At the most basic level, an editor is someone who ensures the quality of writing- either print or digital. They may also:manage projects from start to finish.review topics in specialty areas (like medical, technical, or legal writing) for accuracy.make decisions about what content should be included in a book, public ation, or website.select books for publication.organize writing into a coherent structure.copyedit and proofread material for grammar, style, and proper usage.factcheck content before publication.work with writers to shape, develop, and refine their writing- fiction or nonfiction.rewriting content, or writing supplemental material, like introductions, headlines, notes, etc.hire content writers.consult on layout and design.develop content strategies for publications or publishers.You find editors wherever there are words presented to the public, basically. They’re employed by book publishing companies, newspapers, magazines, companies in all industries for in-house and corporate communications, websites, and other places that need to deal with content. Think of an editor as a content wrangler, in all of its many forms. Let’s look at some of the more common career paths for editors: [via PayScale]What Skills Do Editors Have?Editors are multitaskers. They have to be write rs, judges, fix-it-fast technicians, managers, and shepherds.These are some of the most crucial skill sets that you’d need as an editor:Editors are organizational enforcers. They work on deadlines (often short and unforgiving ones) and with sets of rules (like page limits or layouts) to make sure the writing is as good as it can be for the target format.Strong writing  and verbal skills are a must for editors. Sure, you may be working with other people’s writing instead of your own, but you need to be able to recognize good writing if you’re going to fix writing that needs a little help. That means you need to be able to understand what others are putting out there, and be able to revise/refine that as necessary. It also means you should be able to express your own thoughts clearly as well. Communicating back and forth is an essential part of any editor’s job.Part of being an editor is not only making tough decisions about content or writing, but also c ommunicating to the writer why you think these changes are important. This means being able to navigate sometimes difficult conversations with a broad array of personalities. Some writers are open to constructive feedback. Others†¦are not. True story: I once had an author email me on Christmas Eve, and let me know that I’d ruined her holiday by communicating a change to her book. Part of being a professional editor is being able to manage the writer/editor relationship with diplomacy and patience.Always one of the bedrock freelance careers, freelance editing is one of the best ways to dip your toes into the career if you’re new to the field, or not quite sure this is what you want to do full-time. That means you need to have some hustle in you, networking and always on the lookout for potential new jobs.You’ll need attention to detail. â€Å"Close enough† should not be in your professional vocabulary as an editor. Whether it’s a fact that seem s questionable or a stray comma, a pair of eagle eyes is one of your biggest professional assets as an editor.Being an editor often means being able to roll with new technologies. Knowing the latest design and layout programs, or editing software, will be key in finding and keeping editorial jobs. Basic coding skills are a huge plus for your resume as well. Content is a fast-moving industry, so a red pen alone just won’t cut it anymore.Content expertise is a must. There’s a big world of writing out there, and no one can be an editor for all things. Whichever lane you’re in, make sure you’re as knowledgeable as you can be. For example, if you specialize in editing medical writing for journals, read as much as you can in your field. Know your trends. If you’re an editor for an online food site, know what the latest foodie trends are.What Education Do Editors Need?There’s no hard-and-fast rule about how much education editor should have. You do n’t need any special licensing or certification to be an editor. However, most editorial jobs do require at least a college degree. A degree usually assures a base line of reading, writing, and critical thinking skills, but you don’t necessarily have to have a degree in English, Literature, Creative Writing, or similar disciplines (though those do help if you want to go into traditional book editing). The most important part is having strong writing, verbal, and communication skills, and developing experience. And in fact, if you want to specialize in an area like legal editing or medical editing, a degree in one of those subject areas might be just as useful as English or Communications.Editors should always be open to continuing education as well. Many schools, like New York University, Emerson College in Boston, and the University of Denver offer graduate programs in publishing. Many online schools, community colleges, four-year colleges and universities, and techni cal schools also offer individual classes in types of editing, proofreading, or other skill-building areas for editors. Editors may also want to take classes in graphic design, publishing software, web design, or project management to develop their supplemental skills as well. Sites like Mediabistro (which will become your new best friend, BTW, if you’re an editor) have great information about classes and training opportunities available to writers and editors.Many editors start with internships at publishing companies or specific publications, to build skills and gain experience in the field.To Freelance or Not to Freelance?While there are traditional full-and part-time jobs out there for editors, many people opt to go the self-employment route, and create a freelance editing career path for themselves. This is also the way to go if you’re adopting editing as your side hustle before you make it your career. If you’re interested in becoming a freelance editor, t wo of the first things you should do are 1) build a great resume packed with strong experience bullet points, and 2) keep growing your network.How Much Do Editors Get Paid?Let’s just say that editing is a career you choose for love, not necessarily money. That’s not to say you can’t earn a living as an editor (you can!), but, well, when was the last time you heard anyone referred to as â€Å"millionaire editor So-and-So†? (If you have heard that recently, definitely let me know. Asking for a friend.) Because there are so many different kinds of editors working on different types of projects, the compensation levels vary too.As a general group, the U.S. Bureau of Labor Statistics pegs the median editorial salary at $56,010 per year, or $26.93 per hour. PayScale puts editor salaries in an even broader range, from $32,810 to $80,595Here are some of the median pay stats for different kinds of editors:Magazine Editor: $48,509Copy Editor: $41,325Associate Book Editor: $42,761Content Manager: $53,575Book Editor: $49,332Web Editor: $48.030Variable factors include level of experience, location (cities like New York and Chicago are often hot spots for editorial jobs), and full-time salary vs. freelance or project-based rates.What is the Outlook for Editors?While the field isn’t expected to grow as much as some industries (particularly tech and healthcare), editors are a perennial need, especially as people push to have quality content available in every conceivable print and digital form.So what do you think? Are you ready to pick up your red pen (or red pen app) and start content-managing for your supper?

Qualities of Successful Marriages Personal Statement

Qualities of Successful Marriages - Personal Statement Example But they have become the best of companions while respecting and incorporating each other's differences. What I learned from my family's positive example has translated into my relationships with friends and boyfriends. I try to keep an open mind so that I can enjoy what they enjoy and really be part of their life. During my early teenage years I went through a phase of thinking that I needed to have as many friends as possible to seem "popular." This led me to choose quantity over quality and although I became "friends" with more people, the depth of each friendship became less and less. I could tell what was happening because I barely spent time with the close friends I had before. I went back to the way I was before, because being a really good companion felt better than being a companion to lots of people. This is a lesson that I hope to remember throughout my life so that all of my relationships with people are deep and meaningful. One of my first major relationships was not a very honest one. I cheated on him a lot, and lied about it. But I think I may have been hurting myself more than I was hurting him. The complications of that relationship have created problems in more recent relationships. Because I cheated on someone and he didn't know about it for such a long time, I started to think about the possibility and likelihood of it happening to me. My own actions have led me to paranoia and an inability to trust trustworthy people. Every time a boyfriend tells me about his day, I find myself questioning the reality of his story. I have noticed this in other Hispanic girls and think it may be true of me also that my parents are very overprotective of me when it comes to boys. This has led me to lie to my parents on more than one occasion about where I am and who I'm with. The lies I used to tell my parents led to a lot of hurt, both on their side and mine. What I have taken from my past is a stronger personal adherence to honesty. I have experienced first-hand the bad things that come from dishonesty and now know how important it is to be honest. I still have trouble trusting people who have done nothing bad to earn my distrust, so there is certainly room to grow. I think that as I continue being honest and surrounding myself in positive, honest relationships, I will regain my trust in other people. Responsibility Because my parents were so overprotective of me, I was always trying to prove to them and myself that I was independent. This need for independence led me to do responsible things. I started taking care of younger children as a babysitter when I was only thirteen, and got a "real job" when I was old enough. I was always on time to work and never missed a day. This responsibility was also reflected in school, as I always did my homework and made good grades. I reached a rebellious point in my life (perhaps because now my parents expected me to be responsible and I always wanted to disprove them) and I started to disregard my schoolwork and job commitments. I quickly realized that my irresponsibility had no positive benefits and only made me feel bad about myself, so my rebellious phase was short-lived. I also think that my job as a babysitter helped me know what it was like to be responsible for other people. As a youngest child, I never had any younger siblings to take care of and be responsible

Modern Business in Comparative Perspective Essay - 11

Modern Business in Comparative Perspective - Essay Example The managerial enterprise concept has been evolved from the â€Å"Theory of Firms† as proposed by Chandler. The theory of firms is linked with various managerial concepts as used in the organisations. The theory is developed with respect to large firms to explain the reason behind success. The Chandler’s model comprises of economic components that explains the causes behind the existence of large managerial enterprises. In order to develop long-term success it is essential to expand organisational capabilities with respect to professional skills. According to the â€Å"Visible hand† concept developed by Chandler the large firms exists because of increased investment in managerial hierarchy of the organisation. Such investments results into productivity gain that in turn results success for the organisation (Bucheli & et. al., 2010). It has been further stated in the theory that managers of an organisation face difficulties in predicting the market demand. The the ory also analyses the natures of investment made by the firms. According to the concept proposed by Chandler the firms should invest in production facilities to exploit the economies of scale. Apart from the need for technological development, it also focussed for the success of the large firms in the long run. A further investment in marketing and distribution of product is essential to raise the volume of sales with respect to the production capacity of the firms. The higher authority of the organisation takes the investment decisions for greater effectiveness.

Vincent van Gogh Essay Example | Topics and Well Written Essays - 750 words

Vincent van Gogh - Essay Example Vincent van Gogh lived in the period 1853-1890 and died after shooting himself in the chest at the young age of 37. In spite of the fact that he was a late starter (as aforementioned, he commenced his career as an artist at the age of 27), he was highly prolific and produced more than 2000 paintings in the last 10 years of his life. The style of Vincent van Gogh is very unique but it can be best described as post-impressionist [3]. This style was initiated as an extension of impressionism but, at the same time, a rebellion against its limitations. The use of vibrant colors, thick brushstrokes and real-life subjects were features shared with impressionism. Conversely, the emphasis of geometric forms, the distortion of reality to create an emotional effect and the unnatural use of color were novel and innovative features that allowed the subsequent development of this style into expressionism, of which van Gogh was a pioneer [4, 5]. "Looking at the stars always makes me dream . Why, I ask myself, shouldn't the shining dots of the sky be as accessible as the black dots on the map of France ...., we take death to reach a star" [5]. It was perhaps this kind of thought that urged van Gogh to paint "the Starry Night" (Saint Rmy, June 1889), one of his most iconic paintings. It is oil on canvas and it is currently housed (since 1941 it is part of the permanent collection) in the Museum of Modern Art of New York (New York, USA) [5]. The tree in the painting is a cypress, a species generally associated with cemeteries and mourning. It is in the shape of a flame and helps connect heaven, represented by a lively, striking and vibrant sky, with earth, represented by the little village at the bottom of the painting. At the same time, the village identifies order, while the stars in the sky are a explosion of colour and energy. Although some critics maintain that the village depicted in the painting is not real, others believe it represents views of Saint Rmy (Provence, France) from the neighbourhood of the asylum Van Gogh was confined to at the time the painting was made. This period is often referred to as "the Saint Rmy period". It is characterised by the use of thick, sweeping brushstrokes to create a sea of swirls and spirals, which revealed the mental turmoil he was suffering. The mental hospital was housed in a former monastery a mile and a half out of town, in a area of cornfields, olive trees and vineyards. His time at the hospital gave him the opportunity to reflect about his childhood and the values and beliefs from this time of his life. The church spire is an addition that is believed to be a reference to his childhood and his native land, the Netherlands [6]. The painting favours feeling, emotion and energy and puts aside the impressionist doctrine of truth to nature. However, Van Gogh was never very happy with the painting as he considered it a study, not a finished piece. As he

FOUNDATIONS FOR RESEARCH Essay Example | Topics and Well Written Essays - 1500 words

FOUNDATIONS FOR RESEARCH - Essay Example To amend this gap in knowledge about mood disorders in adolescents, it has been claimed that theoretical perspectives should develop from adolescents’ understanding and experiences (Griez 2005: 47). If not, the theorising process will continue to be removed from the perspectives of individuals who have really experienced mood disorders (Wolfe & Mash 2008: 83). The objective of the aforementioned study was to generate a theoretical perspective that essentially represented the perceptions of adolescents who had experienced mood disorders. Lewis (1995:372) investigated, employing qualitative methods, how participants personally experienced mood disorders, how they reached and perceived the label of mood disorder, and how they understood their experiences. In addition, Karp (1996: 91), in Speaking of Sadness, explained the identity-changing process that participants experienced as they eventually viewed themselves as depressed and carried on theorising about their own selves and h ow they acquired their mood disorders. In this paper, a thorough discussion on the different features of the grounded theory method will be provided by presenting an original research article, Meadus’s (2007) study, which contains the grounded theory method. The Application of Grounded Theory in Mood Disorder Research The grounded theory method, according to Straus & Corbin (1990), the goal of which is to form a theory that is closely related to the reality of the adolescents studied was used in the study of Meadus (2007). Through the grounded theory method, theory arises from evaluating the actual statements given by the participants, and is hence genuinely ‘grounded’ in them (Strauss & Corbin 1990: 17). However, the problem in using an inductive research method for mood disorder research, according to Griez (2005: 72), is that it inevitably results in analyses that go beyond the statements given by the participants. Stiles (1993) suggests that participants give relevant information to the researcher, but that the researcher should analyse that data to form a reflective theory. Meanwhile, reflexivity obliges the researcher to thoroughly think about the research process, which involves probing how strongly the interpretations of the researcher fit with the perspectives of the participants (Rennie, Phillips, & Quartaro 1988: 143). The grounded theory method was employed in the study of Meadus (2007) because it allowed a methodical analysis that enabled the creation of a theoretical perspective that was strongly connected to, otherwise ideally representative of, the explanations of the participants. According to Merriam (2009: 30), data analysis in grounded theory is performed using the constant-comparative method in which bits and pieces of data are compared in terms of their similarities and differences. Merriam (2009: 31-32) furthers that part of the data analysis is the identification of a core category. The core category is the central c oncept where all data revolves around and this is used to develop the substantive theory. Emphasis is given on the importance of identifying categories, hypotheses, and theories from the patterns seen among the relationships formed from the data gathered. To better understand the features of a grounded theory, the research of

The Recent Referendum for Electoral Reform in the United Kingdom Essay

The Recent Referendum for Electoral Reform in the United Kingdom - Essay Example The differences get critically ionized out and explicated in this analysis. This research focuses on ideas and opinions of both the public and the political analysts. The research focuses on analyzing the ideas, opinions and facts that lead to the choosing of FPTP over AV. The research tries to expose the hassle between the anti-AV and the pro-AV. The anti-AV’s support the current referendum, First-Past-The-Post, a system that allows a small voters’ number to do the elections. They claim that the current referendum stabilizes the government and reflects the peoples will at all time. The anti-AV and the pro-AV seem to disagree on elections done by a small number of voters. The anti-AV also complains on the complexity of the Alternative Vote referendum. The origin of the problem is the peoples need to make the voting process more democratic by handing over the voting power to the whole citizens rather than to the small representative group. Their argument is that lots of votes get wasted under the current system. This system allows a small representative group of individuals to vote thus discouraging people from voting. The major weakness this first-past-the-post system, they say, is the fact that two out of three of the MPs get elected into the Westminster while having less than half of the voters’ votes and this challenges democracy and decreases the authenticity of MPs. They claim that this system forces citizens to work harder for their votes and access a larger electorate crosssection. Weaknesses of the approach Substantial information gets sought from the public. This is a weakness because the media receives an enormous power over information, which is likely to be distorted. Voters develop the notion that the candidate receiving the highest media attention is the ones likely to win the election. A candidate new to the politics game, lacking a track record, initially tends to got support from the majority voters, eventually ceases to be one of the two popular candidates; thus receiving fewer votes, portraying them as a lower poller for the future elections, perpetuating the situation. Strengths of the approach The approach exhausts all the possible information sources. This allows for quality analysis because the information acquired is from different sources enhancing reliability. It provides the public with reliable information because the information put forward after the research has been critically analyzed and evaluated. Importance of the research approach This research approach provides information to the public and other interested parties while it enlightens them on issues concerning the AV and FTPT. Analysis of the case study It can be argued that in FTPT it is impossible to determine why a certain vote got cast, compared to the AV system. This is because the system allows casting of votes for any person even those who have no chance of winning. In this case, the people feel votes casted for other insign ificant runners have no justification and no explanation. Another argument over the FTPT is that it promotes the statement, â€Å"all votes, not for the primary candidate or the secondary favorite candidate, are votes for the primary candidateâ€Å". It simply implies that when a vote is cast for a candidate other than the two principal contenders, the vote promotes the primary candidate. Since the primary candi

Consumer Behavior Topics Research Paper Example | Topics and Well Written Essays - 2000 words

Consumer Behavior Topics - Research Paper Example This document also discusses the influence of culture on consumer behavior with reference to Hofstede’s (1980) cultural model, and the adult consumer’s decision-making process. Impact of Digital Revolution on Consumer Behavior Digital revolution means the massive change brought by the digital electronics and information and communication technology particularly since the second half of the 20th century and continues to this day. Digital revolution is sometimes also referred to as the third industrial revolution. It began with the invention of transistor in 1947 which led to the creation of more advanced and powerful digital computers. First personal computers eventually appeared in 1970s. During 1980s these computers became more familiar with the government and general public of developed nations and by the late 80s computers became a necessity of many businesses around the world. World Wide Web was released to public by 1992 and soon enough many corporations started to quote their websites in their ads. Cell phones became very common in 2000 and 3 billion people use cell phones worldwide by the end of the decade. Tablet computers and smart phones have now appeared and are expected to exceed the number of personal computers by the end of 2015. Digital revolution has made drastic changes to the overall business environment around the world. It has influenced the way consumers around the world think about the products and the way they search for the products that cater to their needs. In short the digital revolution has changed the consumer behavior to a great extent. The revolution has also promoted competition among the global firms. These changes can be seen as follows: Through internet, particularly through the websites of corporations and their products, consumers now have easy access to more information than ever before. Consumers have more choice and more power than before. The way buy and sell transaction and handled and recorded have significantly changed. Marketers can now offer better quality and greater quantity of their products and services to individual buyers. Communication between the marketers and consumers is faster and vivid which enables relationship building, exchange of ideas and negotiation. The great use of digital tools and information and communication technology is the essence of digital revolution and it continues with every new invention that supports the human life. At present day technologies like smart phones, GPS device (Global Positioning System), Notebooks and tablet PCs, social networking etc. have changed our lifestyles by how we communicate, stay up-to-date and interact with each other. Internet has made communication is faster than before and the information is on our finger tips even on the go. All these changes and innovations have had a major impact on both the consumer behavior and marketing. Through the use of latest technology in e-commerce it’s now possible for corporations to showcase their products online at their websites and the customers have the ability to purchase their required products online through credit cards. For example, it’s now possible to order a tailor-made Toyota from a Tokyo car showroom and have the car delivered to you within a short time period. Handheld devices with internet capabilities have made the tasks of end-user buying and selling quite easier. By accessing GPS they can know for sure where in the world their desired product or service is available and best suited to their requirements. Hence, the behavior of consumers has changed in a drastic manner by digital revolution. Through social networking sites like Facebook and Twitter; forums and

The Recent Referendum for Electoral Reform in the United Kingdom Essay

The Recent Referendum for Electoral Reform in the United Kingdom - Essay Example The differences get critically ionized out and explicated in this analysis. This research focuses on ideas and opinions of both the public and the political analysts. The research focuses on analyzing the ideas, opinions and facts that lead to the choosing of FPTP over AV. The research tries to expose the hassle between the anti-AV and the pro-AV. The anti-AV’s support the current referendum, First-Past-The-Post, a system that allows a small voters’ number to do the elections. They claim that the current referendum stabilizes the government and reflects the peoples will at all time. The anti-AV and the pro-AV seem to disagree on elections done by a small number of voters. The anti-AV also complains on the complexity of the Alternative Vote referendum. The origin of the problem is the peoples need to make the voting process more democratic by handing over the voting power to the whole citizens rather than to the small representative group. Their argument is that lots of votes get wasted under the current system. This system allows a small representative group of individuals to vote thus discouraging people from voting. The major weakness this first-past-the-post system, they say, is the fact that two out of three of the MPs get elected into the Westminster while having less than half of the voters’ votes and this challenges democracy and decreases the authenticity of MPs. They claim that this system forces citizens to work harder for their votes and access a larger electorate crosssection. Weaknesses of the approach Substantial information gets sought from the public. This is a weakness because the media receives an enormous power over information, which is likely to be distorted. Voters develop the notion that the candidate receiving the highest media attention is the ones likely to win the election. A candidate new to the politics game, lacking a track record, initially tends to got support from the majority voters, eventually ceases to be one of the two popular candidates; thus receiving fewer votes, portraying them as a lower poller for the future elections, perpetuating the situation. Strengths of the approach The approach exhausts all the possible information sources. This allows for quality analysis because the information acquired is from different sources enhancing reliability. It provides the public with reliable information because the information put forward after the research has been critically analyzed and evaluated. Importance of the research approach This research approach provides information to the public and other interested parties while it enlightens them on issues concerning the AV and FTPT. Analysis of the case study It can be argued that in FTPT it is impossible to determine why a certain vote got cast, compared to the AV system. This is because the system allows casting of votes for any person even those who have no chance of winning. In this case, the people feel votes casted for other insign ificant runners have no justification and no explanation. Another argument over the FTPT is that it promotes the statement, â€Å"all votes, not for the primary candidate or the secondary favorite candidate, are votes for the primary candidateâ€Å". It simply implies that when a vote is cast for a candidate other than the two principal contenders, the vote promotes the primary candidate. Since the primary candi

Childhood events about helping others Essay Example | Topics and Well Written Essays - 1250 words

Childhood events about helping others - Essay Example ly happy., the good feeling that a person can have from doing good things, the good deed that you do, and these thing can be passed on from generation to generation, teaching your children the good thing that they can do for other and how they can benefit form it also in return the good feeling they have. This essay is about parent who tech their children good thing to do in their life. What I learned from all this now is I teach my children to do the same thing I did "give, love and share" At that time, this may not have been understood, but as we grew, we found out how important these actions were and willingly, gave our belongings to others. Every year before Christmas, it was customary for my parents to ask us to give some of our toys, clothes, and anything that we wanted to give away to the homeless and poor children who did not have the lives that other children were privileged to. They taught us to love people no matter how poor, rich, greedy, big, and/or small they were. Sharing and giving was a great event in our family. We learned what giving meant, when we shared and gave away those items that we might have cared for or simply had no use for, but others could care for and/or treasure. There is a saying that what is junk for someone, is a treasure for someone else. More importantly, was to give away some of the items we dearly wanted to keep, since this meant more than those we did not want to stay with. This was a more meaningful action, according to our parents. It meant that we were not giving away the leftovers. I grew to learn and understand the importance of living with people of different walks of life, appreciate the similarities and differences, and learn to help humankind. I learned that although some people may lack material things, they are as important as those that are fortunate to have more. My parents taught us about brotherhood and sisterhood, to be able to live in peace within the community, and to cherish and appreciate that which we

The Analysis of the Escape by W.S. Maugham Essay Example for Free

The Analysis of the Escape by W.S. Maugham Essay What we call a Chicago accent is actually called the Inland North American dialect. This encompasses the major cities around the Great Lakes. The dialect used to be considered the standard American accent until the region experienced a vowel shift, now called the North Cities Vowel Shift. Who Speaks the Chicago Dialect? Or rather, who doesnt? The answer, of course, is African Americans in the Chicago region, who have their own (and infinitely more interesting) dialect. Though this may be obvious. African Americans are the largest population group in Chicago, and it would be irresponsible to overlook the fact that the Chicago dialect is not used by the largest sector of the citys population. The most salient feature of the Chicago dialect is that it is undergoing the Northern Cities Vowel Shift. This is most noticeable in words with the /ae/ vowel, which gets raised so that its close to /e/. Thus, bad sounds a bit like bed, or, beead. Another notable aspect of this vowel shift is that /o/ is fronted so that it is closer to /ah/. So hot sounds a lttle like hat. As an ongoing change, it is more prevalent and more pronounced among young people, middle-class people, and females, but it is quite widespread. nearly all white Chicagoans exhibit this vowel shift, at least to some extent. A more local vowel development is a monophthongization of /ow/ to /oh/, so that south becomes soth and down becomes don. This is more conservative and less widespread. Also we can notice that when a vowel sound moves into another vowel’s territory, the result may be a merger —as when the sound of caught comes to be pronounced with the tongue in the same region of the mouth as for cot. In a different pattern, the movement of one vowel spurs a reactive movement in a neighboring vowel. As with strangers in an elevator, one vowel shifts to keep its distance when another enters the space. These coordinated movements are heard in the Northern Cities Shift, which affects six different vowels, those appearing in caught, cot, cat, bit, bet and but. In this change, caught takes on a vowel similar to that originally used for cot. The cot vowel also shifts, becoming more like the vowel of cat. The vowel of cat takes a position closer to that ordinarily heard with bit and sometimes sounds like the â€Å"ea† in idea. Words like bit are pronounced with a vowel nearer to bet or even but whereas bet words have a vowel similar to that in cat or but, and the vowel but words comes to sound more like that of caught. When these changes are plotted according to the positioning of the tongue, the connections among them are clear and the shift resembles a clockwise rotation of the vowels in the mouth. The Northern Cities Shift: These guide words are positioned to represent where in the mouth the tongue is placed for those vowel sounds. The arrows indicate the directions of change affecting the sounds. Consonants The stereotype about Chicagoans is that they say dis instead of this, but thats not entirely accurate. The real pronunciation is somewhere in between. To approximate it, first pronounce /th/ the standard way, with the tip of your tongue between your teeth. Then, keeping your teeth apart, move the tip of your tongue to the back of your teeth. Thats the typical Chicago /th/. Contrast it with /d/, which is made with the teeth closed, and the tongue against the roof of the mouth. This is a conservative trait, and is more common among older people, working class people, and males. The unvoiced equivalent, that is, the /th/ of in the word thick is even more conservative. Vocabulary Chicago vocabulary is fairly unremarkable. As a cosmopolitan place, the vocabulary is more generalized than in rural areas, so that Chicagoans are at least familiar with words that were formerly used by dialectologists as markers of Southern dialect or Midland that is, the dialect in between Northern and Southern. Nevertheless, there are a few localisms which are worth mentioning: What other people call rubbernecking, Chicagoans call gaping thus an accident on the side of the road can cause a gapers delay or gapers block. Also, Chicagoans are more likely to use the term gym shoes. Grammar In Chicago, like in other American cities that had lots of German-speaking immigrants, with can be used more frequently as a verbal complement. Thus, while most Americans might say come with, Chicagoans can also say take with and have with. Consider the following bit of dialogue from Chicagoan David Mamets play American Buffalo,: Donny: (Talking about a gun) I dont want it with. Teach: Well, I want it with. In the 1996 film version, Donnys line sounds fine when delivered by Chicagoan Dennis Franz, but Angeleno Dustin Hoffman has trouble making Teachs line sound natural; hes clearly uncomfortable saying it.

Totalitarian Leaders: Italy and Spain

Totalitarian Leaders: Italy and Spain Katie Jones The leader of parliamentary Benito Mussolini and Spains leader is Francisco  Franco. Italy has a rich history and Spain has an extraordinary artistic classic architecture. In World War 1 Italy has been allied with Germany and Spain enjoyed neutrality, when the depression started Italy was at crisis majority and Spain is starting to slide into a full-blown economic depression. The lifestyle Italy has is a consumer segmentation and Spains official language is Spanish,also called Castilian,and it is the first language of over 72% of the population. (eyeonSpain). Paolo Gentiloni is Italys prime minister and Spains prime minister is Mariano Rajoy. Italy in WW2 remained neutral (with the constant of Hitler), but it also declared war on France and Britain on June 10, 1940. Spain in WW2 was governed by a military dictatorship,but despite Francos own pro-Axis leanings and debt of gratitude to Mussolini and Hitler,the government was divided between Germanophiles and Anglophiles. When the war started,Juan Beigbeder Atienza,an Anglophile was the Minister of Foreign Affairs. Ital y and Spain share similar lifestyles, religious values and cultural heritages. In the 1920s and 1930s, a worldwide economic depression caused many people to lose faith in democracy and capitalism. Extreme ideals arose. Communists celebrated what they saw as the failure of capitalism. Benito was an italian WW1 veteran, he also led the fascists on a march on Rome,and King Emmanuel III, who had little faith in Italys parliamentary government. General Francisco is named head of the rebel Nationalist government in Spain. He also was a career soldier who rose through the ranks until the mid-1930s. When Italy gain popular support it seemed to be slipping into chaos. Spain had their food and cultural are also large factors affecting its popularity level. Rebuilding the economy in Italy. Mussolini jingoistic fascist party allied itself with the equally fascist regime of Adolf Hitler in Germany. Spain produces large crops of wheat, barley, vegetables, tomatoes, olives, sugar beets ,citrus fruit,grapes, and cork. It is Italys Benito Mussolini who founded the fascist ideology. Mussolini sought to recreate the Great Roman Empire by use of a totalitarian rule and feeding of the fear of communism. In 1939, Hitler and Mussolini signed the Pact of Steel forming an alliance which is known as the Axis powers during WWII. Benito Mussolinis self-confessed thirst for military glory battled his acute intelligence, psychological acumen, and political shrewdness for control over his military policies. (History. com). On July 18, 1936, the Spanish Civil War begins as a revolt by right-wing Spanish military officers in Spanish Morocco and spreads to mainland Spain. (History. com). In July,1936,Franco joined the military uprising that precipitated the Spanish Civil War. Francisco took command of the most powerful segment and led it back to Spain. Italys political geography has been conditioned by this rugged landscape. With few direct roads between them, and with passage from one point to another traditionall y difficult, Italys towns and cities have a history of self-sufficiency, independence, and mutual mistrust. Visitors today remark on how unlike the town is from the one next to it,one marked differences is the cuisine and dialect that is the difference between Italy and the town next to it. Franco, however, firmly maintained his position of power, even after the assassination of Carrero Blanco in 1973. Although close to the Axis powers and despite their pressure, Franco kept Spain a nonbelligerent in World War II. He dismissed (1942) his vigorously pro-Axis minister and principal collaborator, Ramà ³n Serrano Sà ºÃƒ ±er. After the war Franco maneuvered to establish favorable relations with the United States and its allies. He further reduced the power of the Falange and erected the facade of a liberalized regime. During the next 10 years Franco enhanced his military reputation in a variety of commands and became identified politically with the conservative nationalist position. In 1934 he was appointed chief of the general staff by the rightist government, and he suppressed the uprising of the miners in Asturias. When the Popular Front came to power (Feb. , 1936), he was made military governor of the Canary Islands, a significant demotion. The similarities lifestyles of Italy are a consumer segmentation section in the report breaks down the Italys consumers by specific age groups. Spains similarities-religion plays a very important role in their lives. Italy is a nation embracing all creeds and religious where the relationships between state and church is regulated. Spains religious values are Catholic Christianity is by far the largest religion in Spain. Depression in Italy is the crisis majority influenced political and economical aspects in Italy. Spain is sliding into a full-blown economic depression with unemployment approaching levels. Works Cited Francisco Franco. . Columbia Electronic Encyclopedia, 6th Edition. US: Columbia UP, 2016. 1. History Reference Center. Web. 22 Mar. 2017. Hettinger, Laura. France, Italy, and Spain: Culturally Similar Nations, Yet Drastically by Laura Hettinger. DigitalCommonsUConn. University of Connecticut Library, 1 May 2008. Web. 22 Mar. 2017. Italy. Britannica School, Encyclopà ¦dia Britannica, 6 Dec. 2016. school. eb. com/levels/high/article/Italy/106448#27009. toc. Accessed 22 Mar. 2017. Living in Spain. Living in Spain Resources. Eye on Spain, 2017. Web. 22 Mar. 2017. Shen, Catherine. Guided History. Guided History The Aftermath of WWI The Rise of Fascism in Germany and Italy Comments. Boston University, 29 Apr. 2013. Web. 22 Mar. 2017.

Money & Debt Corporation: Project Plan Overview :: Business Management Studies Essays

Money & Debt Corporation is a mid-size company located in Northern California. Money & Debt Corporation offers a Visa and MasterCard to its customers. Recently, the company has noticed a decline in card usage by approximately 65% of its customers. Based on this decline, management at Money & Debt Corporation initiated a phone and mail survey to its customer-base to discover the reason for decreased usage of its credit cards. The results of the survey determined that many cardholders were dissatisfied with not being able to access their account information via the World Wide Web (WWW). Cardholders commented that their other credit cards have on-line services that meet the demands of their busy life styles. Based on the results of the surveys, sr. management at Money & Debt Corporation has decided to implement a project to create a customer web site. Once functional, the web-site will allow cardholders to access their account information 24 hours a day, pay their monthly bill on line, request credit increases, update personal information, and report lost or stolen cards. The web site will also have a feature for new customers to apply for credit cards. The successful implementation of a customer web site along with effective advertising will increase card usage by existing customers, while also attracting a new customer-base. Project Objectives The objectives for the implementation of Online Credit Card services for Money & Debt Corporation are: †¢ To expand their current operations to the WWW within six months †¢ To ensure that the web site is fully operational 24 hours a day †¢ To ensure that all features described in the Statement of Need function properly prior to project implementation †¢ To ensure that the web site receives appropriate advertising through television ads, mailings, and internet advertising †¢ To ensure secure transactions for the company’s clientele The time frame for project completion is six months and the project should not exceed the $200,000 budget at the time of completion. Once each objective is completed according to the WBS and timeline, the project will be evaluated. Each objective will be compared to the Mission and Goals statement for accuracy and quality assurance. A representative from the corporation will evaluate each task to ensure completion. Each component will be tested by a select group of individuals that will be using the new system. Mission and Goals of Project To expand current operation to the World Wide Web, Money & Debt will start a web site project with the following goals: 1. Personalized Customer Page This will provide the customer the ability to customize the home web page to fit their needs. The main objective is to make it their home

He can see those eyes, those beautiful blue eyes stained with blood and evil – Creative Writing

Sweating, He awoke from this nightmare. Breathing in frantic, panicked breaths. He often woke up like this. Always the same nightmare. No matter how he tried he could never get back to sleep. Those eyes he saw, they haunted him, no matter how he hated to admit it, they completely controlled his life. Ever since that night three years ago when his life was ripped to pieces†¦ just like his parents. He'd grown up in a small town called Raggs on the east coast of Germany with his Mother, Father and twin sister. To their neighbours and friends, they were a normal family, but He knew different, he knew of his father brutality and abuse towards his sister and mother. His sister would come into his room late at night, covered in bruises and shaking. She hated their father; she'd always talk about how she wished he was dead, that one day she was the one who'd kill him. That she'd kill our mother too for not protecting them, for letting him beat her. He always agreed. He thought they were just words that helped her release the pain inside herself. Until he saw it. He was walking home from football practice late at night, it was cold and there was a heavy fog. His friends had all gone home before him and he was alone. He walked as fast as he could; these streets were dangerous after 8pm. It was cloudy and the moon was hardly visible. There was something wrong about that night. It was too quiet. As he approached his front door, he could smell an awful scent, it reeked of blood. He rushed inside, the smell was overwhelming, he felt faint. All the lights were off, but he could tell someone was home, the house always smelt of fresh flowers, his mother loved flowers. It was too odd. He heard a shuffling noise in the back room, almost as though someone was dragging something. He tiptoed along the hallway, trying to be as quiet as he could, feeling along the cold walls to keep himself from tripping up. He felt something wet on his fingers; in the dim light it looked black on his fingertips. It was blood. Now that his eyes had adjusted to the darkness, he could see it. Blood everywhere, all over the carpet and the walls, drag marks going into every room. His heart was thumping inside his chest, his throat was dry. What had happened? Had his father gone mad? Was there a murderer in the house? What had happened to his sister? His mother? He crept into the back room, holding his breath, what would he do if they noticed him? He didn't know how to fight. He scanned the room with his strained eyes; the curtains were pulled; only a little moonlight lit the room. There was someone sitting there, on the sofa. Staring at him, so it seemed, though he couldn't see the persons face. The mysterious stranger stood up and started walking towards him, he could feel himself hyperventilating. From the silhouette, the stranger seemed quite short, about his height with a feminine figure and short hair. â€Å"I told you I'd do it, Ien.† The stranger whispered, getting closer. That voice. It was familiar, soft and girly, but it sounded wrong. It was too harsh sounding. Too menacing. The light filtered in through the gap in the curtains. His eyes were drawn to the figures on the floor around his feet. A stifled scream escaped his lips as he realised who they were. It was his mother and father; they were white as snow, apart from the blood painted on their skin. He looked back up at the stranger, tears spilling from his eyes. His green eyes met deep blue ones staring back at him. He knew those eyes. He knew that same green cross-shaped scar that he himself wore under his left eye. It was his sister. They weren't their real parents, but they'd adopted them when they were 6 and treated them with nothing but love and affection, until the beating started. But it was a family, and that was more than enough for Ien. He couldn't remember much of his real parents, his mother died in childbirth and his father was violent. But he couldn't remember how he got this scar, and why Lena had it too. It was a strange scar, his was a cross, like you get at a gravestone, it was tinted blue and stained under his left eye. Lena had the same, but hers was upside down, and green. It would be logical if they were born with them, but they weren't. He couldn't even remember where his dad went. Neither could Lena. They both blacked out one night, and woke up in a hospital; apparently they were comatose for 2 years. The frustration of not knowing things was too much to bear, Ien liked having answers, Lena always told him that sometimes the answers were best left to the imagination. That the answers weren't always the answers you wanted. â€Å"Lena?† He whispered. His heart was racing, what was happening? Why was she looking at him with such dreadful eyes? His father's eyes. â€Å"Lena, what did you do?† â€Å"Sometimes the answers aren't always what you want to hear.† She giggled. She started walking towards him, the weak, rotted floorboards beneath her creaking as she moved. He saw a flash of light from her hand, she was holding something. A knife. He heard the drip-drop of blood as it ran off the blade, filling the cracks in the floorboards, slowly getting closer. â€Å"And my name is not Lena. Lena wouldn't hurt a fly. She's so weak. But I'm stronger than Lena. I've seen the things she's gone through, I feel her pain. She's crying inside me. But this time I'll take over, she can't hold me back anymore.† Ien drew a long, shaky breath. He could feel the tears filling his eyes. Who was this monster? Dirtying Lena's hands with the blood of the people she loved the most? He couldn't let Lena be destroyed by this thing that is controlling her mind, but she's getting closer. He was so confused. What did she mean by ‘She won't hold me back anymore'? Were there two Lena's? Before Ien had time to figure everything out, she had the blade at his throat. The cold metal cutting into his skin and making his hair stand on end. She brought her mouth close to his ear, her cold breath chilling him to the bone, she whispered â€Å"And now it's your turn.†