Tainted Blood free essay sample

Camilla woke up on something hard, most likely the rough stone ground. All around was the darkness, as it engulfed all certain possibility of light. She could barely move. She thought she was paralyzed, but then realized she could easily move her legs. She twisted around and propped up on one elbow, trying to stand up. She balanced, but then fell down again, sprawled against the cold. She sighed, breathing heavily, using all her energy. She thought she could hear voices, but thought nothing of it. But then, she heard someone speaking. â€Å"Shut up and come on!† She heard a male voice snap. â€Å"I love her though!† Another voice replied. Then it was silence. Camilla held her breath, hoping they didn’t know she was here. They spoke again. â€Å"Are you serious?† The first male voice asked. â€Å"Yes,† replied the second. â€Å"Why?† â€Å"Well, because†¦ I don’t know, I can’t say, I just do. We will write a custom essay sample on Tainted Blood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † â€Å"You can’t,† the first male voice said, his voice a little high. Camilla took a quick breath and then held it again. â€Å"Why not?† The second male voice asked, confused. â€Å"Well, because, I†¦Ã¢â‚¬  â€Å"Yeah?† â€Å"It’s because I love her!† There was silence again. Camilla suddenly knew where she was. She was in the cave, the cave from her dreams. But how did she get here? Her head was aching and she felt so bleary she couldn’t remember anything. The voices began to speak again. â€Å"You can’t,† the second voice whispered. â€Å"Well, I do,† the first voice replied, almost arrogantly. â€Å"How dare you!† â€Å"What?† â€Å"You†¦ you†¦ you don’t love her! You’re just saying that!† â€Å"No, that’s not like it at all,† the first male voice answered, kind of sarcastic. Camilla was confused. She then remembered who the voices wer e. Haden and Seth. But they sounded so alike that she couldn’t remember which one the voices belonged to. â€Å"Yes, it is! You didn’t even want her to come. You wanted to abandon her back at the castle. You’re a backstabber, you know that? You pretended to be her friend. You can’t love her. You can’t even like her!† Yes! That was Haden. Haden was the one who got all jealous and angry and then he decided to – Camilla choked, thinking what was soon to happen. â€Å"She already told me that she loves me, though, too.† â€Å"No! You’re lying! You’ll just hurt her, and I won’t allow that to happen! You’re going to pay! Don’t even try to come near her!† â€Å"What? Hey, what are you doing?† Camilla could suddenly hear an earsplitting crack, as if a bone broke. She then heard that Haden and Seth were fighting. She tried to move, her hand groping out for something to pull her up. She tried to scream, but only a faint croak came out. She tried louder. It came out as a whisper. She tried and tried. The fighting then stopped, as she heard someone fall to the ground. She tried harder to scream, hoping she could stop it if she did. She then heard him crawling, and grabbing something. She heard a click. Camilla yelled. Suddenly a thunderous explosion exploded. It sounded so because it was coming from the cave. Camilla then screamed as loud as she could. She realized it was she who screamed in her dream. She cried and felt blind there in the darkness, tears streaming down her face, her heart hurting. She heard the person who was shot slump to the ground, crashing hard down. Camilla cried harder, her body shaking violently now. Her cries were uncontrollable, as she threw her head back and yelled louder. She heard someone walking slowly to her. She tried to crawl away if she could, but everything hurt too much. She saw a light, and tried crawling out, as she heard the f ootsteps going slower, but louder, every time it moved closer. Camilla realized she had made it all the way into the opening of the cave. There were many shrubs and trees and boulders in every area, and she realized that this cave was in the middle of the forest. A full moon was glowing bright ahead, and she cried. Her heart stopped, and she froze. She saw a shadow coming out of the cave. Oh my God, Camilla thought, as she shook violently again, her hands hugging her waist, as she stood on her knees. This is what it has come to. Haden will execute me or he shall capture me as his Bride. Haden has turned fanatical. Oh, woe is me! Haden did come out. Camilla’s hand flew to her mouth as she saw what she had not expected. A dark red circle was on the front if his shirt. Blood trickled from the corner of his mouth. He walked slowly towards her, his hand against his chest, soaked in the blood. He fell forward, crashing to the ground. Camilla screamed and crawled towards him. â⠂¬Å"Haden?† She turned him on his back, and saw Haden’s eyes, once dark and full of passion and mystery, now glazed over lifelessly as he stared at the sky. â€Å"Haden, talk to me,† Camilla urged, a note of panic in her voice. â€Å"Haden, what happened?† Haden turned his head to look at her, and smiled. His beautiful smile had blood all over it. â€Å"I tried to save you.† â€Å"How?† Camilla cried. â€Å"What happened?† â€Å"We were at the castle,† Haden spoke. â€Å"You got hurt. Cristofer and his gang tried to hurt all of us. Meaning Seth, you and I. We escaped through the tunnel, leading into the cave. You were unconscious, and I wanted to stay with you. Seth didn’t. â€Å"We then argued. I told him I wanted to stay, because, well, because I loved you. He then said I couldn’t because he loved you. He was lying. He tried to trick us because, Camilla, he was a vampire too, like us†¦ only one of Cristo fer’s gang. â€Å"I fought with him and tried to get him away from you. I think I snapped his neck, somewhere, which should have killed him right away, but I guess it took a while, at least a minute. And in that minute he got a gun out and shot me.† Tears stung at Camilla’s eyes, and she let them fall. They fell on Haden’s wound. He cried, and Camilla moved a bit away. â€Å"I’m sorry.† Haden smiled at her, shaking his head, pulling her close again. â€Å"No, no†¦ I want them to fall. That way a part of you will always be apart of me.† Camilla smiled, but still the tears fell. â€Å"Please don’t go, Haden,† she whispered. â€Å"Please don’t go. You can’t. You can’t die.† Haden smiled. â€Å"It’s alright. I’ll always be with you, in spirit.† Camilla moaned, clutching her heart. â€Å"No, Haden! Don’t you get it? You can’t do that because we have no soul. Vampires don’t have souls!† Haden chuckled. â€Å"Oh, we may not have souls, Cami. But we sure as hell have hearts.† He chuckled again, but felt his heart slowing. Camilla felt it too. â€Å"Oh, Haden†¦Ã¢â‚¬  she cried. Haden laughed again. â€Å"Life is hard.† Camilla tried to smile, but that hurt. â€Å"Compared to what?† Haden smiled. â€Å"Cami?† Camilla nodded. â€Å"Yeah?† â€Å"Do you love me?† â€Å"Yeah, Haden,† she replied, swallowing. â€Å"I love you, so much, dear, dear Haden.† Haden laughed again. â€Å"Cami?† Camilla bit her lip, as tears fell down, her heart screaming from the hurt. â€Å"Y-yeah?† â€Å"Did you know that I loved you? Not just because you’re beautiful, or artistic, or smart, or graceful, or compassionate, or independent, or any of that. But because of the time when I got my foot stuck in a tree, you called the ambulance for me. Or that other time when Austin broke his leg you stayed with him all day just to watch CSI shows and eat soup. Or when Marcus and Nicholas were being jerks and selfish and pretending to be better and going around school and bullying people, you made that wonderful poem saying how everyone was equal which totally changed them. Or when Gene forgot to write her English paper, you stayed up with her all night just to help her finish it. You see, Cami, I think you’re most beautiful when you care for people, or teach them, or help them. You always do that because you’re just a caring person. And do you want to know what else?† Cami nodded, as she bit hard on her lower lip, and the blood seeped through her mouth. â€Å"I love you for all of those things. And I know for sure that you’re going to become an angel when you die, because angels are beautiful, caring creatures, and you’re one of them, Cami. A beautiful and caring creature.† He breathed in harshly. â€Å"Ah†¦ Cami, it won’t be long now. I’m surprised I’m actually still alive. I should be dead by now.† Cami shook her head. â€Å"Don’t say that. Maybe you won’t die. You have to be hit in the heart after all.† Haden smiled, but it was a grim one. â€Å"This bullet was tipped in holy water and garlic powder. I felt it running through my veins and entering my heart. Or maybe all that pain was because I finally found out that you loved me too, and I feel so happy for it.† Cami shook her head, her eyes widened. â€Å"Oh, no Haden! I’ve always loved you. You just seemed so†¦Ã¢â‚¬  â€Å"Arrogant and juvenile?† Haden offered, with a smile on his sad face. Cami nodded. â€Å"I’m sorry, Haden.† Haden raised a hand, as if to silence her. He felt heavy, and his breathing her heavily. â€Å"N-no†¦ I†¦ I†¦ it’s not your fault, Cami. I’m just sorry that you’ll feel sad when I’m gone. But you have to remember, that God is a caring person, just like you. I have a good feeling he will allow me to come up there, ‘cause just because you think you may not have a soul, doesn’t exactly mean that’s true.† Cami looked up as a rain drop fell against her face. She looked down at Haden who was smiling at her. â€Å"Is that a rain drop or a tear?† Cami cried. Haden suddenly pulled himself up, using all of his energy. Cami sat beside him, crouching over on her knees and she stared at him. He suddenly touched the sides of her face, gently, as he pulled her close, their heads touching. Camilla’s pulse quickened. Haden parted his lips, and then†¦ he kissed her. It was a gentle, soulful kiss. Camilla wrapped her arms around his neck, holding him close. She never wanted to let go, and she didn’t want Haden to go. The kiss was sensual and slow, it seemed like it lasted forever, which Camilla hoped it would. It was so deep that she felt like she lost her self in it. The world seemed to disappear and time stood still. It was as if everything melted away to nothingness, and there was just the two of them. The rain pattered against them and the Earth. Haden pulled away, feeling his heart tighten. â€Å"Cami?† Cami cried louder. â€Å"Oh my god, Haden, please, don’t go! I love you so much! Please, I beg of you. Don’t go!† â€Å"Cami?† Haden asked again, and sighed, letting his head fall against the gentle, wet grass. â€Å"Valediction.† Cami couldn’t hold it in longer. She screamed and cried as she raised her head and stared into the sky, the rain pouring against her face. She pounded the Earth and fell down, lying on her back. She rolled onto her stomach and screamed into the ground. She breathed in, and screamed louder as she realized it hurt to breathe living without Haden. Actually, it hurt to live without Haden. She choked as she heard someone behind. Was Haden alive? She turned around only to stare into the eyes of Nicholas, Nicola, Adrian, Marcus, Austin and Gene. They all stared sadly down at Camilla. Gene pulled her up, and Nicola hugged her. Marcus patted her back as Austin and Adrian lifted up Haden. Nicholas murmured, â€Å"Oh my God†¦ Haden†¦Ã¢â‚¬  The seven of them, eight including the departed Haden, all headed back towards Camilla’s house. Camilla then stopped. Everyone turned to look at her. â€Å"Camilla?† Gene called. Camilla shook her head, and turned around, running as fast as she could, through the cold night air. **** Camilla didn’t know where she was going. She just wished she could go where she knew. Where she knew Haden would be. She ran over a river that after being polluted so much had turned yellowish green. Then she came to big piles and clumps of dark brown dirt, and almost fell into it. She cried harder until she got to a dark forest, and running through where the trees stood tall and bare, and the grass was a dark green. Finally she came to a large meadow that seemed pale green in the moonlight. She realized she couldn’t run anymore, and stopped, slowing crouching down and lying on the soft grass, tears flooding her face. She gasped, choked, and cried harder. She swallowed, and gasped again. She suddenly felt another present coming close to her. She tried to hide her head beneath a pile of weeds and a very tall area of grass that had not been hacked down. She heard the figure breathing, but normal breathing, only more heavier, like a man’s. She forced herself to turn her head ever so slightly to see who it was. Her heart did a little back flip, and she forgot how to breathe, but only for a second. Cristofer Cardei stood above her. He seemed, almost, uncertain of something. Maybe making second thoughts of killing her, perhaps? His usually smooth black hair was tousled, and his bright blue eyes were bloodshot. Camilla gulped, looking up at the once sophisticated and feared Cristofer, son of the terrible Great Count Cardei. He attempted a smile down at Camilla. â€Å"Hey†¦ what’s up?† Camilla said nothing, just stared. Cristofer looked away. â€Å"Um, I just wanted to say†¦ sorry.† â€Å"Ha!† Camilla laughed loud. Cristofer raised a brow. â€Å"For what happened to Haden†¦Ã¢â‚¬  Camilla nodded, looking away too. Then she shook her head, and stood up. â€Å"Shut up. Shut the hell up, you psycho! You†¦ monster! I hate you, and this is your entire fault that Haden is dead! You’re a murderer!† Now it was Cristofer’s turn to be angry. â€Å"What? I don’t think I’m the one that shot him! It was that idiot Seth’s fault. You know†¦ your boyfriend?† Camilla shook her head, turning away. Her voice was cold. â€Å"He’s not my boyfriend. He’s not even my friend.† â€Å"Which is, of course, opposed to Haden?† Cristofer smirked. Camilla sighed, and walked away, but Cristofer yelled, â€Å"Wait, I’m sorry!† Camilla turned around and walked slowly back. â€Å"Say that again?† Cristofer muttered, â€Å"Oh, don’t get me started. I’m sorry, all right? I guess, yeah, I loved power†¦ but I am definitely not a murderer†¦ I’m nothing like my idiotic father.† Now Camilla was very confused. â€Å"What? I thought you would give your life up to be exactly like old Daddy. Guess I was wrong?† Cristofer laughed. â€Å"Guess you were. Nah, I hated him to death. I just craved power so much I kind of became a bully. But never a murderer. I can promise you that.† Camilla looked down. â€Å"But how can I really trust you, Cristofer?† Cristofer shrugged. â€Å"You can’t. But you could try.† Camilla sighed. â€Å"It’s just so†¦ hard. To trust, I mean†¦ for everything. This world has turned so cruel and hopeless that you can barely try to love again.† Cristofer lifted her chin, looking into her eyes. â€Å"It’s hard to trust, I know, to do any of those things. But if everything was easy, could anyone get anywhere in life? Could we all truly succeed? And yeah, the world is cruel and hopeless, but you’ve just got to make it not cruel and hopeful. ‘Cause when one person makes a difference everything can change. You have to make the love for yourself, Camilla. ‘Cause where there’s darkness, this is always light.† Camilla gaped at him. â€Å"You know, I never knew how deep you were. Kind of reminds of Haden. It’s so sad without him.† Cristofer nodded. â€Å"Hey, Camilla?† Camilla nodded. â€Å"Yeah, Cristofer?† Cristofer laughed. â€Å"Just call me Cris. Anyhow, Camilla? Could we be friends?† Camilla smiled. â€Å"Yeah, sure Cris. Why do you ask? What about your gang?† Cristofer shook his head. â€Å"They’re not my gang. They’re not even my friends. In fact, I’d have to say you’re the first.† Camilla looked down. â€Å"Really?† Cristofer nodded. He smiled at her, and Camilla actually saw a light shine in his eyes. The bloodiness seemed to be gone, and they shone like two crystal diamonds. â€Å"Thanks, Camilla. Haden was right. You really a good and compassionate person.† Camilla smiled back. â€Å"When did he say that?† Cristofer rolled his eyes. â€Å"Long ago, when he I used to hang around. He said that everyone time you left. It got kind of annoying. But to him, it was like he was speaking about love, and what a beautiful and wonderful thing it was. In fact, I think he actually referred to you as love.† Camilla swallowed, as tears filled her eyes. But she smiled. â€Å"Yeah. He was a good guy.† â€Å"He still is,† Cristofer said. Camilla smiled. â€Å"Yeah†¦ because he’s angel.† Cristofer laughed. â€Å"Yeah. I think Haden proved that to us all.† Cristofer then stopped. He leaned close to Camilla. â€Å"You know, Camilla. I’ve heard of God actually giving vampires another chance. The good ones, I mean. Like, they can become human, once they died.† Camilla frowned. â€Å"Hmm? Right, like that’s true. I’m just going to accept the fact that Haden is an angel. Or a ghost. As long as he’s resting in peace and not getting burned up in some flames of hell.† Cristofer smiled. â€Å"Yeah†¦ let’s hope.† Camilla smiled, nudging him. â€Å"We should, because someone told me that there is always hope. In this case, I’m pretty sure he was right.† Cristofer laughed. â€Å"I’m pretty sure too.† Camilla sighed. â€Å"Yeah†¦ there’s always hope.† And as she looked at the dark sky she saw a star glimmer in the distance. That star reminded a lot of the gleam she would always miss seeing in Haden’s eyes. Camilla smiled, thinking of him. â€Å"There’s always hope,† she murmured to herself. â€Å"We should always trust in those words.† And she did.

Top 6 career options for teachers who are tired of the classroom

Top 6 career options for teachers who are tired of the classroom So you got a degree in teaching and are thinking the classroom life isn’t for you. Or maybe you’ve been teaching for years and you suddenly realize you need or want a career change. Don’t fret! If you want to do something else, you don’t have to feel fenced in by your chosen path of study or your resume worth of experience. Here are a few great career options for degreed and trained teachers who would rather not teach, but would like to put their highly transferrable skills to good use. 1. TutoringOkay, this is still teaching, but it’s more one-on-one, much more flexible schedule-wise, and the hourly pay is usually stellar (think $60–$100 an hour, depending on your subject and experience level). If you crave helping kids on a more individual basis and you want something outside of the classroom, this is a great transition. You can start by taking on some tutoring gigs while you still have a full-time job. Once you build up a solid and regular client base, it will be easier to step away from a steady teaching gig. Bonus: you can design your own hours, making this an ideal job for working parents.2. Teaching Outside of a SchoolHere’s another option if the major drawback of traditional teaching for you is having to stand in front of a class. You can definitely keep teaching but just ditch the desks, chairs, and tables. There are more and more opportunities these days to teach entirely online, or to teach homebound children or hospitalized kids. You could even contract out to groups of homeschooled kids.3. BusinessThe skills you’ve amassed in your education and work experience (being organized, efficient, collaborative, managerial, hardworking, and flexible; the ability to communicate with people of all ages; curiosity and a passion for learning) are some of the most highly valued in the business world. You can pump these skills up on your resume and throw your energy into all sorts of positions from sales and marketing, to HR, to management.4. Non-profitsTeachers have great communication skills and lots of experience collaborating with and helping people. If you want to switch to a role in the non-profit sector, consider a career as a grant writer. And  if your passion is still helping kids (but you want to leave the classroom), seek out youth-focused organizations that help kids thrive through mentorship and education.5. Inmate EducationLeave the classroom behind and switch to teaching in prisons, where you can help inmates to gather valuable skills that will help them reintegrate into society after they have done their time. Teach anything from GED prep, to art, to drama, to philosophy- use your expertise to empower and inspire. Recent studies have shown that inmates who take part in education programs are far less likely to return to prison once released.6. ConsultingIf you’ve been in the profession for a while and can confidently advise on how to make classrooms more effici ent, consider becoming an education consultant. First, you have to pick an area of focus. Do you want to advise your school district on adopting a different math pedagogy? Do you have the expertise to help schools integrate more technology in the classroom? Focus on one area of strength and look for positions in your district where you can advise and shape educational practices.

3 negros

During the reconstruction period, the status of African-Americans in South American society is steadily worsening. Since 1877, the possibility of African-American progress has almost completely disappeared. For African Americans voting rights and political power are lost due to threats such as Lynch. The remaining political and economic interests made during the reconstruction eventually weakened by the laws of the south. By the 20th century, African Americans could hardly get political, social and economic power. If it happens in a small town it will expel the citizens from their house, and it is uncomfortable, it falls behind the back of a very far place in the tobacco patch ... their 3 or 4 blacks are working, I talk to those black people, they say that the clouds are red appearance ... and they emit noises like heavy rain in the distance. In my opinion, Lebanon The reduction of specimens gathered in: Very easy to explain: We are familiar with experience, the influence of the wind , and the strength of the wind - full of damage by the wind called hurricane remaining in our memories In the fresh town, that town, the wind is blown away. Things were shipped for 10 or 20 miles. There are other winds called whirlwinds that have the ability to lift the substance into the air and transport them far away As early as the great era of the United States, the term nobility black was applied to black males who dared to leave the space defined by the white order dominated social order. In order to overcome the white obstacle of the Jim Raven era, Uppity Negroes encountered a violent purpose. Uppity Negroes is fighting for voting rights. Uppity Negros aims to learn and learn to use system rules to transform the system itself. Recently, some serious Uppity Negroes tried to announce the value of Black Lives in Ferguson, Missouri. Calling on this country to achieve its vision is always the mission of Uppity Negro. When a black child reached working age, he found that the US of fered him much less than the whites he offered. The unemployment rate of black adults is twice the white job unemployment rate, but the unemployment rate of black youth is about three times that of white teenager. The annual average income of black men who graduated from the university for four years was only $ 110 higher than white men with only high school diplomas. Blacks occupy 11.5% of the population, but 2% of lawyers and judges, 2% of doctors, 3% of dentists, 1% of engineers and 6% of professors of universities and universities .

MGMT Assignment Example | Topics and Well Written Essays - 750 words

MGMT - Assignment Example Performance appraisal is a very beneficial process. It is a positive experience and can contribute to the overall wellbeing of the company and organization if implemented properly it helps individuals to perform better, raise their confidence and give them motivation. On the whole it strengthens the relations between management and their subordinates within the organization and paves way for commitment. Performance evaluation is not something which can be ignored and taken lightly (J.Daniels) 2. What are the best performance management practices? Like (Feedback, communication, reword) Some of the best management performance practices are: 1. Performance Appraisals and Feedback 2. Communication For performance appraisals to be effective and produce the desired results, clear cut objectives need to be chalked out. They should have a clear objective of why it is done and what for. Performance appraisal is a process. As stated by Northhouse in his account on performance appraisals that i t is most likely to fail if its objective is not linked to good personnel management and is implemented with a vague purpose and line of thought. (NorthHouse) Different arguments have been put forward by different authors. Kelly believes that Communication of performance is a very integral part of the entire process. (Kelly) She has further argued that anyone who is leading and directing the activities of others under him should know the art of conducting an effective performance review meeting. It should not be taken lightly. It should be seriously and should not be considered as a meaningless chit chat. It should be sought for as an opportunity for improvement by both the manager as well as his sub ordinates. 3. What are the Career Success key elements? Career success key elements are sustained hard work, sincerity to one self and to the organization and commitment to organizational goals. It is important to ensure that the employees are aware of what direction they are treading o n and how effective they have been so far. Employer feedback helps immensely and has a major role to play in the career success. 3. How to conduct a Performance Management Assessment Performance Management is an entire process as mentioned above. However the final phase of the performance management cycle is the performance management Assessment. It offers an excellent opportunity for one to communicate past performances to the employee, evaluate his job satisfaction and chalk out plans for his future performance. During the assessment it is important to develop a supporting environment that states clearly the purpose of the discussion. Key areas of responsibility should be discussed and examples of specific results need to be cited. Similarly clarifying questions need to be asked and employee performance should be acknowledged wherever needed be. Past performances that could have been done better should be discussed with a clear focus on future performance. It is important to ensur e that the employee has an understanding of future expectations regarding performance. It should be concluded on a positive note with an emphasis on the benefits of the conversation. 4. What the traditional approaches to performance management describe succinctly with meaning Following are the traditional approaches to performance management: 1. Essay Appraisal Method: In this the description of the performance of the employee is provided by his superior 2. Straight Ranking Method:

Occupational Safety and Health Administration; A case study analyzing Thesis

Occupational Safety and Health Administration; A case study analyzing US workplace illness and injuries. Has OSHA contributed to reduced incidents in the workplace - Thesis Example For government workers, however, the rates are higher with 6.3 cases for every 100 workers. These statistics still indicate an imperative need for improvements to be made in the workplace3. This paper shall evaluate the US workplace illnesses and injuries and shall determine if OSHA has contributed to the reduced incidents in the workplace. This paper shall use statistics and graphs in order to determine the pattern of incidence rates of workplace injuries and fatalities in the United States. Through these statistics, a thorough analysis of the subject matter can hopefully be implemented. In the 1970s, the workplace was a dangerous place to be. At this time, an estimated 14,000 deaths in the workplace in a year were seen; and in 1970 alone about 2.5 million workers became disabled and occupational diseases registered at 300,000 for 1970 alone4. These alarming statistics prompted the United States Congress to enact passage of the Occupational Safety and Health Act of 1970 which then led to the establishment of the Occupational Safety and Health Administration (OSHA). The act was passed in order to cover all employees in the United States as well as its colonies. Each state was allowed to develop its own safety plans so long as they were in accord with the provisions of the Act. In 1971, the enforcement of the act began5. During its initial phase, some of the actions and policies of the agency were successful, others were not so successful. Because of limited resources, the agency targeted the protection of workers in a worse-case-first approach; hence, those who were in the most dangerous and most unhealthy workplaces were targeted first6. During its first three years, the agency imposed the implementation of the provisions of the act immediately – August 1971 – instead of using the two year phase period which the law would have allowed7. The

Gambling among Adolescents in North America Essay Example for Free

Gambling among Adolescents in North America Essay Lottery, card games, sports betting and money wagers. These are a few kinds of gambling that adults engage in; however, the youth of today are also found to be gambling more than adults (Derevensky Gupta, 2002; Huang Boyer, 2007). According to Derevensky Gupta (2002), there is an alarmingly high percentage of children and adolescents engaged in gambling activities. In a long-term analysis between 1984 to 1999, it was found that the prevalence of youth gambling in North America increased from 45% to 66% and that the proportion of the youth who have serious gambling-related problems have increased as well from 10% to 15% in the same time period (Huang Boyer, 2007). In the past 25 years in the United States and Canada, it has been found that the youth is significantly associated with gambling-related problems; the percentage of youth classified under the Sub-clinical or problem gambling (Level 2) and the pathological gambling (Level 3) were at 14. 6% and 4. 8% respectively in 2006, which is more than twice of the adults who only have a percentage of 2. 5% and 1. 5% each (ibid). Among the youth, it has also been found that more young men gamble more than women and they are also identified to be problem gamblers than young women and even among adults (Huang Boyer, 2007). In North America today, approximately 80% of adolescents have participated in some form of gambling for money within in their lifetime (Felsher, Derevensky Gupta, 2003; Messerlian Derevensky, 2005). This is an alarming rate. The number of youth who are engaged in adolescent gambling is higher today more than ever before and it is starting to become a serious public health issue that many nations, especially the United States and Canada, are trying to address (Messerlian Derevensky, 2005). Considerable research by psychologist and sociologists are being conducted regarding this problem. This paper will identify the causes of adolescent gambling, its consequences and what psychologists and the government are doing to treat this issue. Causes of Adolescent Gambling The availability and accessibility of gambling increased progressively in the United States and Canada from 1984-1999, which was also the time that an increase in youth gambling also occurred (Derevensky Gupta, 2002). This increase in youth gambling has been attributed to the support of the two governments in the lucrative gambling industry. Political economy theories of Sauer maintain that this is due to the need for revenue generation of the large governments (Messerlian Derevensky, 2005). The youth have become exposed to numerous gambling establishments, directly and indirectly (Felsher et al, 2003). The widespread legalization of the different kinds of gambling in North America has greatly exposed the youth to the addictive game (ibid; Huang Boyer, 2007). Gambling has already become a â€Å"well-established recreational form of entertainment† (Felsher et al, 2003) and there is already an estimated 15. 3million adolescents in North America who have engaged in gambling activities and 2. 2 million of these are problem or pathological gamblers (Huang Boyer, 2007). Among 12-17 year old Americans, 4%–8% of them are already pathological gamblers and another 10%–15% of the youth are at risk of developing a serious problem (Felsher et al. , 2003; Messerlian Derevensky, 2005). Adolescents gamble because they are tempted by the â€Å"lure of excitement, entertainment, and potential financial gain associated with gambling† (Messerlian Derevensky, 2005). Increased exposure to gambling will teach the kids to gamble, and the social learning theory of Albert Bandura points out the role of observation and imitation in the acquisition and maintenance of socially desirable and undesirable characteristics (Felsher et al. , 2003). The increased exposure they have in gambling influences them to do the same. Family and friends are the primary reference groups, but it is the parents who have a stronger influence since they occur earlier than the peer group (ibid). The parents are observed to be having fun and adolescents surveyed said they gamble because their parents play for enjoyment and excitement, and it is the parents who play their children and engage them in gambling (ibid). In the social learning theory, there are six mechanisms identified that is involved in the development of gambling and these are: 1) affective states such as anxiety or depression; 2) cognitive distortions about gambling; 3) behavioral reinforcement schedules; 4) social and institutional determinants such as opportunity to gamble; 5) sub-cultural conditions like prevailing attitude towards gambling and values of the adolescent’s social context and reference groups (as seen in the preceding paragraph); and 6) internal fantasy relationships with personifications like the parents or â€Å"lady luck† (Upfold, 2007). Lottery is the most favored form of gambling by adolescents because of its ease of accessibility and the minimal amount of money required to participate in the draw (Felsher et al. , 2003). Parents purchase the lottery tickets and they include their children in their gambling activity by asking for their advice, such as what number/s they should pick, let them carry the money, fill in the lottery stubs, scratching the numbers, etc. (ibid). This observation and direct participation of gambling from significant reference groups, such as the parents, influences the youth’s participation in gambling activities (Messerlian Derevensky, 2005). The parental acceptance of gambling as a recreational activity further encourages the youth to partake in it (Felsher et al. , 2003). Adolescents who gamble say that they have learned it from their parents. 15% of children made first bet with their parents and another 20% with other family members (Messerlian Derevensky, 2005). Parents gamble in close proximity to their children and they have a poor understanding of the negative consequences that this will have on their child (ibid). The Cognitive-Behavioral Model, which is part of the social-learning theory, may explain this cause. The model is based on the principles of learning from imitation, observation, schedules of enforcement and cognition or how the youth would interpret and draw conclusions about the events around him or her (Upfold, 2007). They are enforced to gamble since the adolescents report that their parents are aware of their gambling and that they do not object to it; 50% of parents are aware and are not worried, disregarding the age of the child (Felsher et al. , 2003). 58. 5% of children in the study of Felsher et al. (2003) also say that they wager money with their parents, hence they are taught to gamble; some parents even purchase lottery tickets for their child’s behalf and it has been found that the more severe gambling a child is doing, the more tickets there are purchased by parents. Also, adolescents who were found to be regularly gambling report that they gamble with their family members and 40% say they do it with their parents (Messerlian Derevensky, 2005). â€Å"Problem gambling is governed by a complex set of interrelating factors, causes, and determinants: biological, familial, behavioral, social, and environmental† (ibid). Under environmental, ease of access of online-gambling sites on the Internet is a new problem since the youth can easily access it and can be enticed by the visual appeals of Internet gambling (ibid). Another important reference point and part of the environmental factor which indirectly teaches gambling to children and reinforces it is the school. There are schools who promote gambling through fundraising activities including lottery, raffle draws, bingo, casino nights, and by permitting card playing within schools (ibid). Another explanation for causes of gambling is the Psychodynamic Model, which proposes that personal problems â€Å"lie within the psyche and are an attempt at self-healing or a strategy of resolving unconscious psychic conflicts†¦beyond voluntary control,† (Upfold, 2007), hence the individual continues to engage in gambling. There are three main components in this model and they are: 1) Gambling is an unconscious substitute for aggressive outlets; 2) Gambling involves an unconscious desire to lose- a wish to be punished in reaction to guilt; and 3) Gambling is a medium for continued enactment of psychological conflict (ibid). Adolescents do not engage in gambling for money but for excitement and enjoyment; through video lottery terminals, sports betting, cards, lotteries, bingo and other forms of gambling, adolescents with a gambling problem exhibit a number of dissociative behaviors such as escape into another world where they have altered egos (Derevensky Gupta, 2002). Their personality traits that are correlated with risk-taking behavior such as excitable, extroverted, anxious and lower self-discipline show that they have poor coping and adaptive skills, so when they cannot cope with many hardships in their life or the stress of being a teenager, they gamble to â€Å"escape from the realities of daily life† (ibid). Gambling has been a way for adolescents who experience negative life events and use emotional-coping strategies to escape their problems, even if they have claimed to have social support from their peers (ibid; Bergevin, Gupta Derevensky, 2006). The Trait Theory of Gambling is also part of the psychodynamic model and it show that there are certain personalities that is related to the problem of gambling such as depression, anti-social personality disorder- particularly for pathological gamblers, and narcissism- as seen in the compulsive gamblers (Upfold, 2007). Other identified risk factors that may lead to adolescent gambling include male gender, alcohol and drug use, deviant peers, family history of gambling, and impulsive behavior (Pietrzak, Ladd Petry, 2003). Consequences of Adolescent Gambling The consequences of adolescent gambling are somewhat similar to that of adult gamblers; they not only affect themselves but society as a whole. Adolescent gambling does not only affect the individual adolescent but their families, peers, communities and health services (Messerlian Derevensky, 2005). The consequences the adolescent gamblers face are widespread and affects their psychological, behavioral, legal, academic, family and interpersonal domains- they become delinquent, have poor academic performance, impair their academic performance or even drop out from school, disrupt their relationship with family and friends, and display criminal behavior (ibid). They face negative health, psychological, social, personal and financial consequences that is why gambling is becoming a public health issue (ibid). It has been found that there is a strong correlation between adolescent gambling and the increased likelihood to drink alcohol, smoke tobacco and use drugs (Hardoon, Gupta Derevensky, 2004). Huang Boyer (2007) also says that adolescent gamblers are more likely to experience psychiatric problems, especially substance use disorders. The common factors that lead to this among adolescents are low self-esteem, depression, suicidal thoughts, victim of abuse, poor school performance, history of delinquency, poor impulse control, being male, early onset of gambling, parental history of gambling, and community/family acceptance of gambling (ibid). This will greatly affect the future of the youth since all that they indulge in is gambling. They become dissociated from the real world and spend much of their time gambling that they do not get to develop themselves as individuals anymore. They become more susceptible to suicide ideation and attempts, they replace their old friends with their gambling associates and they have a higher risk to develop an addiction or poly addictions (Gupta Derevensky, 2002). In the study of Felsher et al. (2003), they found that 94% of young male gamblers and 93% of young female gamblers are not afraid to get caught. This shows their lack of concern on what may happen to them if they are caught and this may also show the acceptance of their parents. Since parents and most institutions fail to recognize gambling as a serious problem or certain activities to be gambling (Derevensky and Gupta, 2002), the adolescents are at a higher risk to further develop their gambling addiction. The course of gambling varies from one individual to another; however, the social learning theory shows that since gambling behavior is acquired it can be thought of as a continuum or stages from problem-free gambling all the way to pathological gambling (Messerlian Derevensky, 2005; Upfold, 2007). Messerlian Derevensky (2005) states that â€Å"as gambling escalates and one moves along the continuum of gambling risk, the negative outcomes begin to outweigh any potential benefits† and this is when they would start experiencing different kinds of impaired personal, health, financial and social consequences. Treatments to Adolescent Gambling The numerous psychosocial costs of gambling to the individual, his/her family and to the community shows that this is a problem that must be addressed and treated (Derevensky and Gupta, 2002). Some adolescents do not know that they have a gambling addiction or disorder and this prevents them from getting proper treatment (ibid) however, with the intervention of family, friends or event the school, the adolescent may get treated. There are several kinds of treatment for adolescents who are already problem or pathological gamblers. Before these are discussed, prevention models for gambling will be discussed first since prevention is better than cure. Government policies should be stricter regarding gambling, particularly On-line gambling since that is readily accessible to the youth. Public policies that can influence the social environment and minimize unhealthy gambling behavior such as â€Å"legislation on advertising and promotion, laws regulating minimum age-requirements and their enforcement, provision of programs for harm minimization, fiscal measures, and regulation of the availability of products† should be balanced with the economic gains of the gambling industry (Messerlian Derevensky 2005). Other prevention models suggested by Derevensky Gupta (2002) include the need for awareness of the problem; activities that increase knowledge on adolescent gambling; programs to help modify and change attitude that gambling is not harmless; teaching of effective coping and adaptive skills to prevent problematic gambling; changing inappropriate conceptions about skill and luck, the illusion of control and independence in gambling activities; and identification, assessment and referral of students who are indicative of being at risk to gambling problems. Psychosocial approaches are one of the methods used to treat pathological gambling and this for adults this includes Gamblers Anonymous (Pietrzak et al. , 2006). For the adolescents several youth groups have been formed such as youthbet. net in Canada and wannabet. org in the United States; these website are managed by youths and non-governmental organizations to offer assistance and collaboration to adolescents (Messerlian Derevensky, 2005). Piertzak et al. (2006) found that cognitive-behavior therapy (CBT) and eclectic therapy have been helpful in reducing problematic gambling behaviors. CBT involves altering the inaccurate perceptions, beliefs and attitudes of adolescents about gambling. The eclectic therapy is the individual approach to treating gambling problems and consists of: detailed assessment, acceptance of the problem, development of effective coping skills, restructuring of free time, involvement of family and social supports, cognitive restructuring, establishment of debt payment plans and relapse prevention (ibid). The motivational enhancement therapy (MET) is also used and is based on the concept that behavior change occurs through identifiable stages: pre-contemplation, contemplation, action and maintenance (ibid). In this approach, the therapist is non-confrontational and elicits the adolescent’s understanding of the consequences of gambling and strengthens the commitment to change the ways of the individual; since it has a shorter duration that CBT and other therapies, MET is recommended for onset problems (ibid). A disease model is also sometimes used to treat gambling problems. In this approach, the compulsive gambler is made to embrace abstinence from gambling, to participate in self-help groups and to maintain abstinence by going through therapy to deal with previous or latent psychological problems (Upfold, 2007). There is also the Ecological Approach wherein gambling behavior is viewed from multiple perspectives and addresses the behavior from an individual and socio-environmental level where interventions are made at five levels that affects an individual to gamble: biological, familial, behavioral, social and environmental (Messerlian Derevesnky, 2005). Internal and external factors cause an adolescent to gamble. Occasional gambling is harmless but once exposed to gambling especially at a young age, gambling problems may occur and develop into an addiction, which may affect the social, academic and personal life of the adolescent. Treatments vary such as cognitive-behavioral therapy, eclectic therapy, motivational-enhancement therapy and ecological approach; however, prevention of adolescent gambling is still the best and this can be done through increased awareness about the public health problem and stricter government policies regarding access of adolescents to gambling venues, especially online gambling. Bibliography Bergevin, T. , Gupta, R. and Derevensky, J. (2006). Adolescent gambling: Understanding the role of stress and coping. Journal of Gambling Studies, (22), 195-208. Derevensky, J. L. and Gupta, R. (2002). Youth gambling: A clinical and research perspective. The Electronic Journal of Gambling Issues. Retrieved April 9, 2008 from http://www. camh. net/egambling/issue2/feature/index. html Felsher, J. R. , Derevensky, J. L. , Gupta, R. (2003). Parental influences and social modelling of youth lottery participation. Journal of Community Applied Social Psychology, 13: 361-377. Hardoon, K. K. , Gupta, R. and Derevensky, J. L. (2004). Psychosocial variables associated with adolescent gambling. Psychology of Addictive Behaviors, 18 (2), 170 – 179. Huang, J. H. and Boyer, R.. (2007). Epidemiology of youth gambling problems in Canada: A national prevalence study. The Canadian Journal of Psychiatry, 52 (10). Messerlian, C. and Derevensky, M. (2005). Youth gambling: A public health perspective. Journal of Gambling Issues (14). Pietrzak, R. H. , Ladd, G. T. and Petry, N. M. (2003). Disordered gambling in adolescents: Epidemiology, diagnosis and treatment. Pediatr Drugs, 5 (9), 583 – 592. Upfold, Darryl. (2007). An introduction to conceptual models of problem gambling. Center for Addiction and Mental Health. Retrieved April 13, 2008, from http://www. problemgambling. ca/EN/ResourcesForProfessionals/Pages/AnIntroductiontoConceptualModelsofProblemGambling. aspx

Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma :: Expository Cause Effect Essays

Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma Set aside the moral imperatives, the screams and shouts of the conservative masses, the legislators on Capitol Hill who know what's best, and religious scripture that denounces physical pleasure and there exists a very basic premise: Human beings have a preoccupation with sex. It was once stated that "our concern with sex is innate, as much a part of is as the blood and bone with which we were born." An absolutely truthful statement, the subject of sex has become prevalent in today's society. Prevalent, because every aspect, voice, form of communication, law passed, and free thought, expresses the opinion on the subject. Maybe centuries of society's need for "sexual oppression" which led to the "sexual revolution" of the twentieth century, is the cause for the entrance of human sexuality into the mainstream. Regardless of the when's, why's, and how's, the bottom line is that sex and the issues revolving, affect every human life, from pornography and abortion, teen pregnancy and laws concerning sexual violence. These heavily weighted issues that plague the minds of parents, lawmakers, teenagers, and religious leaders, often operate under the premise that everyone is having sex, and that no one believes in abstaining until marriage. So where is the lost voice that cries out and defends the small minority of young people that want to wait, and further doesn't anyone believe there are benefits to waiting to have sex? Those who condemn teenage sex and support abstinence are the same people who answer "yes" to the question. Unfortunately, that voice is not the voice that represents the teenage population. Young people who chose to wait have many different reasons why, and believe that there do exist positive effects of abstaining from sex until marriage. One of the most important reasons young people wait, is to avoid the risk of poor or unfavorable physical health. Sexually transmitted diseases, pregnancy, and AIDS are all factors that claim the lives of millions of people every year. Avoidance of these health risks is an incentive to young people and probably the most positive effect of abstaining. No one doubts that sexual desire and needs do not exist, but there are alternatives to sexual intercourse. Teenagers can have a very healthy and active physical relationship with their partner and not have sex. These activities, which can be just as satisfying, carry a 100% less risk factor that sexual intercourse. Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma :: Expository Cause Effect Essays Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma Set aside the moral imperatives, the screams and shouts of the conservative masses, the legislators on Capitol Hill who know what's best, and religious scripture that denounces physical pleasure and there exists a very basic premise: Human beings have a preoccupation with sex. It was once stated that "our concern with sex is innate, as much a part of is as the blood and bone with which we were born." An absolutely truthful statement, the subject of sex has become prevalent in today's society. Prevalent, because every aspect, voice, form of communication, law passed, and free thought, expresses the opinion on the subject. Maybe centuries of society's need for "sexual oppression" which led to the "sexual revolution" of the twentieth century, is the cause for the entrance of human sexuality into the mainstream. Regardless of the when's, why's, and how's, the bottom line is that sex and the issues revolving, affect every human life, from pornography and abortion, teen pregnancy and laws concerning sexual violence. These heavily weighted issues that plague the minds of parents, lawmakers, teenagers, and religious leaders, often operate under the premise that everyone is having sex, and that no one believes in abstaining until marriage. So where is the lost voice that cries out and defends the small minority of young people that want to wait, and further doesn't anyone believe there are benefits to waiting to have sex? Those who condemn teenage sex and support abstinence are the same people who answer "yes" to the question. Unfortunately, that voice is not the voice that represents the teenage population. Young people who chose to wait have many different reasons why, and believe that there do exist positive effects of abstaining from sex until marriage. One of the most important reasons young people wait, is to avoid the risk of poor or unfavorable physical health. Sexually transmitted diseases, pregnancy, and AIDS are all factors that claim the lives of millions of people every year. Avoidance of these health risks is an incentive to young people and probably the most positive effect of abstaining. No one doubts that sexual desire and needs do not exist, but there are alternatives to sexual intercourse. Teenagers can have a very healthy and active physical relationship with their partner and not have sex. These activities, which can be just as satisfying, carry a 100% less risk factor that sexual intercourse.

The Categories of Value

It’s easy to assign Importance factors or risk categories to inanimate objects such as buildings, bridges, airplanes, dams, cars, and buses. It is agreeable to say that the structural integrity of a hospital is more important than that of a single family residence; especially, in the case of an emergency. When assigning importance or value to individual lives, we are confronted by an overwhelming social dilemma: How does society assign value to someone’s life?The essence of life or simply living and given the opportunity to become a contributing member of society is priceless and has an unsurmountable monetary value; however, within the constraints of the society we live in, we are forced to assign a monetary value to an individual life. If we strip away what makes us human – our souls— we can assign value and categorize human life by the sum of their contributions to society and the impact their absence would make. Those that commit horrible crimes and co ntribute negatively to society belong to the first category.Those who contribute very little or haven’t had the chance to contribute to society belong to the second category. Those contributors whose sudden absences affect a small amount of people belong to the third category. Those whose sudden absence affects many people belong to the fourth. Finally, those whose sudden absence can affect an entire society for generations to come belong to the fifth category. Murderers and individuals who wish harm on innocent people belong in the first category. They are in the first category due to their lack of contribution and harm to our society.Truly without them there would be less damage and fear in today’s world. You can easily distinguish the difference between the first and second category in the perspective of comparing them to someone in the second category, such as children and individuals whose lives were cut short, and sadly unable to even begin to contribute to socie ty; the ones in the first category are the ones who usually end up in prisons for violent crimes or serious violations, while the ones in the second category generally contains young people who haven’t had a chance to make a difference in society.Individuals in the third category would be the ones whose deaths would affect a small amount of people such as a blue collar worker who supports their family with their salary. The sudden loss of this person would be saddening but only the immediate family will typically need monetary compensation to cover any expenses left behind. In comparison, the ones in the fourth category whose deaths would affect a much larger amount of people such as, owners of important businesses whose death may result in the layoff of many employees.The individuals in the fifth category are the ones who have a huge contribution to our society, such as individuals who find cures to devastating diseases, physicist on the verge of making a great breakthrough, world leaders, and important policy makers. Without them our society let alone the whole world, would not be the same, they are the ones who make a difference in people’s lives. In the article, â€Å"What Is the Value of a Human Life? † by Kenneth Feinberg, he explores the moral problem with assigning different values to different members of society.The author finds it troubling that the compensation for someone’s death be related to that person’s financial situation. For example, someone in the fourth category mentioned above will most likely be a wealthy business owner while the person in the third category may be a modest middle class individual and would receive compensation accordingly. At the end of the article he states that in the future, he will provide equal compensation regardless of the person’s financial circumstances or status in society.I believe that monetary compensation should only cover funeral expenses and enough income to allo w their immediate families time to adjust to the loss and become self-sustaining. It is okay for a society that is based on capitalism to compensate and assign a monetary value to individuals. It is our souls and humanity that will always be in conflict with manmade laws and forged societies. That is why this debate will never end. The day that currency becomes obsolete will be the day that society will truly discover that the only thing worth valuing is life itself, not money.

Written Task Dolls House

Outline Prescribed question: Power and privilege: â€Å"How and why is a social group represented in a particular way? Title of text for analysis: A Doll’s House by Henrik Ibsen, Norway 1879. Task is related to course section: Part 3: Literature texts and context Task focus: This essay focuses on Ibsen’s way of representing women, it explains why does he represent them in that specific particular way and how the time, era and context he lived in affected this aim. It states that women are represented as capable and independent individuals because of Ibsen’s concern of society’s acceptance of this new role of women.It compares women showed in â€Å"A Doll’s House† with the actual women of that time. It uses examples and quotation from the text in order to prove Ibsen’s posture towards the topic, and to answer the question of how and why women are represented in that particular way. Written Task: Henrik IIbsen was a Norwegian playwright , very concerned of women and human rights in general. Because of his thoughts and worries he wrote a play, â€Å"A Doll’s House† in 1879, which took him to being one of the most important Norwegian drama playwright. In this play he expresses his thoughts of how unfair women were treated in those days.The typical female stereotype was the mother and wife that usually stayed at home and took care of the children and house cleaning, the ones that sacrificed their lives and their personal goals for what society expected women to be. Ibsen’s idea for the play was to show how this stereotype had to change by accepting women as equal individuals as men. For this he created different women characters that expressed how wrong it was to follow this stereotype because of society. Throughout the play we will see women breaking this ideal stereotype, proving men and society wrong.In this essay we will reveal the how and why were women represented in this particular way. We already know that Ibsen had concerns of how women were treated, this was because of the context and time he lived in. Through all his life he lived in a society that showed women as unequal individuals. For some reason this did not make sense to him. He did not understand why women had to be treated differently. This was one of the main reasons of why he wrote â€Å"A Doll’s House† referring to society as an actual Doll’s House, were women were manipulated and to make people reconsider women’s role in society.The characters he created all alluded to how women were treated in those days. For example, Nora, the principal character, at the beginning of the play, was shown as a submissive wife: the typical woman stereotype. As the story continues she starts showing a new hidden side of her, that showed she was not going to follow societies expectations any more. Ibsen creates a situation in which Nora has to sacrifice for her family, because of Torvaldâ€℠¢s (her husband) sickness, by breaking the stereotype she should follow. She asks for a loan and lies to Torvald; she tells him that her father gave her the money.In order to pay for the loan she had to secretly work. When Torvald finds out that she lied, he judges her and tells her that it’s unbearably wrong. Nora realizes that Torvald does not really love her but he always loved the fact that she was dependent of him, the moment she stopped being dependent because of trying to save his life, he couldn’t take it. This led Nora to leave him; she was tired of being treated like this, she knew she was capable of much more. â€Å"I have been performing tricks for you, Torvald†¦ It’s because of you I’ve made nothing of my life. Here we can see how determined Nora is of her capacities, she blames Torvald because of her failure in life. She also points out that she’s been â€Å"playing tricks† all her life, for Torvald and society, acting as expected. Ibsen also reveals how a woman at that time, was impaired to find out who she is, in this case, Nora, really was and all she was capable of doing, not only for herself but in benefit of her family. Through having to tell lies, to her husband about how she obtained the money when he was ill, and to Krogstad, about her father? signature, she comes to realize that she is a valuable and more than capable person, although her ways of doing things was not correct. Her final goal was so important to her, protecting her family, she knew she had to do whatever was necessary, even if that meant not being true to her husband or society. In the end, she realizes that it was more important to her husband his reputation, than what it had meant to Nora, all she had done for the love of her family, concluding to the raw truth that her husband didn? really love her: he loved what she represented before society, a loving, faithful wife that compelled to all his expectations. She knew that to love her children, she needed first to understand and love herself, a thought way beyond and ahead of time, for a woman in the late 1800? s. Another woman, having a different role in society, such as Nora? s friend, Christine Linde, a childless widow, that proves to be an individual capable of surviving on her own, in a society who thought that a respectable women should be married and dependent of her husband. She once had been a â€Å"doll† like Nora.She also shows that she is a resourceful woman. When Nora tells Christine what is happening with Krogstad, Christine tells Nora not to worry that she will help her dissuade Krogstad (and she does), because she was once in love with him, but didn’t marry him since she needed money to help her sick mother and family. She proves here that a woman can act on her own, not being manipulated by men as it usually occurred, but being able to influence a man for her own purposes or even to help a friend. Nora, like a lot other women definitely felt like a â€Å"doll† being â€Å"played† by men and society.We can conclude that in the play women are represented in a particular way, women that could be independent and totally capable individuals with the intention to prove men and society of those times wrong. Ibsen’s posture towards this subject is so definite in that women should be treated as equal, that we can understand why he represented women like this; it was just the way he wanted society to accept them. Maybe one of the few ways of expressing this kind of thoughts was by creating a fictional drama play that showed women, as he wanted them to be accepted by an equal society. Word Count: Outline 151 Written task 1000

Free Essays on A History Of Christianity In Egypt

The history of Christianity in Egypt dates back verily to the beginnings of Christianity itself. Many Christians hold that Christianity was brought to Egypt by the Apostle Saint Mark in the early part of the first century AD. Eusebius, Bishop of Caesarea, in his Ecclesiastic History states that Saint Mark first came to Egypt between the first and third year of the reign of Emperor Claudius, which would make it sometime between AD 41 and 44, and that he returned to Alexandria some twenty years later to preach and evangelize. Saint Mark's first convert in Alexandria was Anianus, a shoemaker who later was consecrated a bishop and became Patriarch of Alexandria after Saint Mark's martyrdom. This succession of Patriarchs has remained unbroken down to the present day, making the Egyptian Christian, or Coptic, Church one of the oldest Christian churches in existence. Evidence for this age comes in the form of the oldest Biblical papyri discovered in remote regions of Upper Egypt. These papy ri are written in the Coptic script and are older than even the oldest Greek copies of the Bible ordered by Constantine in AD 312. The Egyptians before Christianity had always been a deeply religious people, and many readily embraced the young religion, having had their old beliefs effectively destroyed by the coming of the Roman Empire and the final dethroning of the god-king Pharaohs. Many of the concepts of Christianity were already familiar to the Egyptians from their ancient religion, such as the death and resurrection of a god, the idea of the judgement of souls and a paradisiacal afterlife for the faithful. The ankh too, the Egyptian symbol for eternal life, is very similar to that of the cross revered by Christians (especially in the form of the Coptic cross, seen at right), itself also a symbol for eternal life. Furthermore, the belief that God had chosen Egypt as a safe place for His infant son to hide him from Herod was a great source of pride to... Free Essays on A History Of Christianity In Egypt Free Essays on A History Of Christianity In Egypt The history of Christianity in Egypt dates back verily to the beginnings of Christianity itself. Many Christians hold that Christianity was brought to Egypt by the Apostle Saint Mark in the early part of the first century AD. Eusebius, Bishop of Caesarea, in his Ecclesiastic History states that Saint Mark first came to Egypt between the first and third year of the reign of Emperor Claudius, which would make it sometime between AD 41 and 44, and that he returned to Alexandria some twenty years later to preach and evangelize. Saint Mark's first convert in Alexandria was Anianus, a shoemaker who later was consecrated a bishop and became Patriarch of Alexandria after Saint Mark's martyrdom. This succession of Patriarchs has remained unbroken down to the present day, making the Egyptian Christian, or Coptic, Church one of the oldest Christian churches in existence. Evidence for this age comes in the form of the oldest Biblical papyri discovered in remote regions of Upper Egypt. These papy ri are written in the Coptic script and are older than even the oldest Greek copies of the Bible ordered by Constantine in AD 312. The Egyptians before Christianity had always been a deeply religious people, and many readily embraced the young religion, having had their old beliefs effectively destroyed by the coming of the Roman Empire and the final dethroning of the god-king Pharaohs. Many of the concepts of Christianity were already familiar to the Egyptians from their ancient religion, such as the death and resurrection of a god, the idea of the judgement of souls and a paradisiacal afterlife for the faithful. The ankh too, the Egyptian symbol for eternal life, is very similar to that of the cross revered by Christians (especially in the form of the Coptic cross, seen at right), itself also a symbol for eternal life. Furthermore, the belief that God had chosen Egypt as a safe place for His infant son to hide him from Herod was a great source of pride to...

Depression of the 1890s Essay Example | Topics and Well Written Essays - 750 words

Depression of the 1890s - Essay Example On the state of political affairs in the U.S at the turn of the century, however, the four-year depression reflected through – (1) debates over bimetallism; (2) protests raised by the National Farmers’ Alliances and Industrial Union which eventually drove the Farmers Alliances to enter politics; as well as (3) incessant political corruption. To Americans, the initial stages of achieving an industrial economy occurred to have formed a revolutionary social order that only raised confusion especially among the working class, making them suspiciously ponder and react upon the possible outcomes of social development for the nation. It entailed a notion that such approach to spontaneous progress determines allocation of power and social security as via socio-political strength. In this perspective, reformists of the period were led to conceive that potential peril exists with the significant concern that as a response to it, people of the lower class may act in tumultuous agg ression in exercising their democratic right over to suppress individual economic growth thinking that liberty of acquisition of rights to property, particularly with those who could afford, would only emphasize inequality among social divisions and thus create on appropriating amount of common interests. Through the practice of commodity money regime that used to be popular until its initial decline in 1873, the period of depression witnessed how political parties tackled the issue of remedying the incompetent monetary supply by considering replacement or linkage between and one of two precious metals. In 1894, when Republican arguments on the predicament of bimetallism triumphed over those of Democrats, the political tension was carried on by the Populists who found the need to support the Democrats based on the pressure set upon the Congress in having to authorize the Treasury to release currency that may be held in equivalence to either gold or silver. As a consequence, neverthe less, political efforts led to dollar devaluation on adopting back the concept of bimetallism. Similarly, the impact of depression of the 1890s particularly brought farmers to seek acquisition of role or position in the government. Apparently, this resulted out of the failure for cooperatives to be managed and capitalized adequately so by becoming a political member, the establishment of the People’s Party among the farmers was expected to provide financial aid in combating the state of depression. Farmers, in this regard, sought after commodity credit system with the help of the Populists in order to be allowed storage of crops in the federal warehouse until such time the produce bears the capacity to attract good market. Concerns toward personal economy further resonated in politics even after the era of Reconstruction the latter 19th century depression was also witnessed to characterize corruption by the state authorities and widespread operation of fraudulent activities i n the U.S. government. Unsettled personal economic interests had inevitably allowed democratic freedom to scandalize certain officials suspected of such misdeed or crime against the nation

Performance against the Project baseline Research Paper

Performance against the Project baseline - Research Paper Example This involves Earned Value Management technique is employed to measure the project performance against the planned baselines and to forecast any deviations from the planned activities to bring project variations within acceptable limits. Planned expenditures, budgeted expenditures and actual expenditures form the basis of Earned Value calculations. In 1960’s, US Navy formally began to use this technique in their projects. It was later made more user-friendly based on define set criteria by National Defense Industrial Association to effectively employ this technique in public and private sector projects (David, 1994). Earned Value Management is the most commonly employed method, which relates project scope, cost and schedule for measurement of project performance. The most common metrics used to measure the project performance are Cost Variance (CV) and Schedule Variance (SV). The variance in CV and SV decreases as more work is accomplished towards project completion. Also values of acceptable variances in CV and SV can be determined early during the project planning (Charles, 2010). 3.4 Cost Variance (CV). Difference in Earned value (EV) and actual cost (AC) gives the cost variance. At the project completion, cost variance can be calculated as difference of Budget at Completion (BAC) and Actual Cost incurred. 3.6 Cost Performance Index (CPI). Cost Performance Index (CPI) is a ratio of Earned Value (EV) to Actual Cost (AC). CPI value is a cost efficiency indicator showing either a cost overrun (less than 1) or a cost underrun (greater than 1). 4.1 Project Baseline. Earned Value Techniques relate Earned Value against the project baselines. More accurate the project baseline is, more beneficial would be outcome of earned value management, Thus, cost overruns would occur if project is under budgeted and scope creep would occur if project scope baseline is not