How does Steinbeck present the character of Crooks Essay

In the novel â€Å"Of Mice and Men†, the character of Crooks is used by John Steinbeck, the author, to symbolise the downgrading of the black community occurring at the time in which the novel was set. Crooks is also significant as he provides an insight into the reality of the American Dream and the feelings of the people in the ranch; their loneliness and need for company. Steinbeck presents Crooks as a victim of racism and throughout the book, he is called by the name ‘nigger’. Being black, Crooks is hated on the ranch. â€Å"Ya see, the stable buck’s a nigger†. The use of this word dehumanises Crooks and shows how black people at the time, had no rights at all. He also says, â€Å"If I say something, why it’s just a nigger sayin’ it† and this shows his anger about being brutalised. However, another quote shows how threatened violence is used against black people and how the same term ‘nigger’ is repeated throughout the book. â€Å"Listen nigger(†¦ ), you know what I can do if you open your trap? (†¦ )I could get you strung up on a tree so easy it ain’t even funny†. Curley’s wife takes advantage of Crooks having a go at her and threatens Crooks into getting lynched. Lynching was very common in the 1930’s and Crooks ‘seemed to grow smaller’. The use of this oxymoron emphasises how he tries to fight back yet Curley’s wife’s social status was better than Crooks’ mainly because of his race. Furthermore, Curley’s wife uses the word ‘nigger’ and it also dehumanises Crooks and puts him ‘in his right place’. Curley’s wife is also near the bottom of the social ladder as well as Crooks worldly Despite the fact that Crooks is a victim of racism, Steinbeck presents Crooks as a dignified human being. At first glance, this is not obvious as Crooks sleeps in what is described as ‘a long box filled with straw’. This quote shows how he is presented as an animal because black people at that time, were treated as slaves. Not only does Steinbeck give him a life and a voice, but he tries to show Crook’s life in the book with how black people were treated in real life. Steinbeck also tries not to represent Crooks as ‘just a slave’. Steinbeck tries to defend Crooks by writing about how he stood up for his rights against Curley’s wife when she entered his private space, â€Å"I had enough (†¦ you got no rights comin’ in a coloured man’s room. You got no rights messing around in here at all. † This quote shows how Curley’s wife tries to use her superior social status against Crooks as well as dehumanising him. Another quote shows how not only does he care about himself and how he treats himself, but he also cares for the horses and the other animals in the barn. â€Å"Crooks has his apple box over his bunk, and in it a range of medicine bottles, both for himself and for the horses†. It also shows that he is well organised and that he cares for the animals like he cares for himself. He also takes pride in what he does. Another quote shows how even though he knows he has rights, they are still worth nothing, â€Å"And he had books too; a tattered dictionary and a mauled copy of the California Civil Code for 1900’s†. This quote also shows that he is worried about his education and that he is intelligent even though others on the ranch thought that black people aren’t clever. The books must have been used a lot and so he knows the rights that he should have. Therefore, Crooks is presented as a dignified human being despite the fact that he is disregarded and mistreated by others on the ranch. Although Crooks is a dignified human being, Steinbeck also presents him as a cruel and unpleasant man at times. This is shown most obviously when Lennie attempts to make friends with him in part four of the novel. At first, when Lennie tries to enter his room, Crooks says, â€Å"you got no rights to come in my room. This here’s my room†, and he becomes very defensive. The fact that he repeats the phrase ‘my room’ shows he is feeling vulnerable. His room is the only place where he can have some privacy and have a sense of safety and this is important to Crooks because he doesn’t have much and is frequently abused by those around him. Steinbeck also writes, ‘Crooks said sharply’ and the word ‘sharply’ supports this idea because it shows it is an immediate reaction to the intrusion. It is also like a defence mechanism as he feels slightly paranoid about what is about to happen. He lets Lennie in his room eventually but he continues to torment him, ‘his voice grew soft and persuasive’. Crooks tries to use persuasive language in order to insult Lennie and take advantage of his condition. â€Å"Sp’ose George don’t come back no more(†¦ )what’ll you do then? † Crooks takes the chance to fight back from how he has been tortured in the past. He also wanted to make Lennie feel how he has been feeling for most of his life; lonely and isolated. Yet Lennie tries to fight back and Crooks gets scared and tries to carm him down. Crooks is also presented as powerless, as previously discussed it is perhaps this lack of power that leads to his bitterness. One quote shows how Curley’s wife threatens him and Crooks sits down and doesn’t fight back, â€Å"Crooks had reduced himself to nothing. There was no personality, no ego-nothing to arouse either like or dislike†. Steinbeck tries to use metaphorical language to show that Crooks doesn’t want to be seen and that he fears for himself. It also shows that he is at the bottom of the social hierarchy mainly because he is the only black person on the ranch. The repetition of the word ‘no’ and ‘nothing’ dehumanises Crooks and makes him feel like he has nothing and he has no rights. He is also paradoxical because sometimes he insists on himself having some rights yet he is still lonely. This is why when Lennie tries to enter his room, he has a go at him explaining them. It wasn’t until after he spoke that he realised that he could finally have some company. In those days, black people were presented as ‘lower class’ compared to others and Steinbeck embeds this in the novel to make Crooks feel powerless Another quote shows how Crooks does have some rights even though he doesn’t like them, â€Å"A coloured man got to have some rights even if he don’t like them. It shows how Crooks knows he has rights and that it is a defence mechanism against others being racist towards him. However, when Curley’s wife interrupts them, he tries to defend himself explaining his rights but they were all worth nothing and after she went, when Crooks said do Candy that he was ‘jus’ foolin’ yet on the inside, he knows that he can never get out of the situation others put him in. When Steinbeck presents Crooks as powerless, this also links in with him being lonely and isolated. When Crooks is talking to Lennie, he explains how a black person like him has no friends and no company, â€Å"Books ain’t no good. A guy needs somebody-to be near him,’ he whined, ‘A guy goes nuts if he ain’t got nobody†. This shows how he is a symbol of loneliness and Crooks tries to express his feelings. Out of all the people in the ranch, the only person he could express his feelings to was Lennie, who cannot fully sympathise or understand Crooks’ situation. Not only is Crooks a symbol of loneliness, but so are Candy and Curley’s wife because they are also marginalised in the ranch. The way Steinbeck doesn’t give Curley’s wife a name dehumanises her and makes her feel lonely. Another quote goes to Crooks’ past and how things in those days were the same, yet he didn’t know. â€Å"I ain’t a Southern Negro†¦ I was born right here in California†¦ The white kids come to place at our place, an’ sometimes I went to play with them†¦ My ol’ man didn’t like that. I never knew till long later why he didn’t like that. But I know now. † Racism was a big issue in those days and that’s why Crook’s dad didn’t like him mixing with the other white kids. The way he says ‘I ain’t a Southern Negro’ shows that he isn’t the ‘typical slave’ that other black people were in the 1930’s and that most of the black people in America were from the South. He soon became aware of racial prejudice and he doesn’t mix easily with others on the ranch, â€Å"He kept his distance and demanded that other people kept theirs†. Crooks is also separated because he can’t sleep in the bunk house with the others mainly because of his race. Crooks is also presented as weak and damaged as he suffers both physical and emotional pain. His name represents how he has a crooked back, â€Å"His body was bent over to the left by his crooked spine, and his eyes lay deep in his head†¦ And he had thin, pain-tightened lips which were lighter than his face†. Steinbeck tries to emphasise how Crooks is in a lot of pain, yet he is still treated badly by the ranchers. His physical disabilities parallel with other characters including Lennie who is taken advantage of by Crooks because he behaves like a child. Crooks is also the only person in the novel who doesn’t have any hopes or dreams. One moment in chapter four shows how Crooks has high hopes when Lennie and Candy talk about the dream but he dismisses it after Curley’s wife destroys him verbally, â€Å"I never seen a guy really do it, I seen guys nearly crazy with loneliness for land†¦ If you†¦ guys would want a hand to work for nothing-just his keep, why I’d come an’ lend a hand†. Crooks talks about how he has seen many people who have passed through the ranch with dreams yet most of them have failed. When Candy spreads their dream, he has high hopes, but when Curley’s wife interrupts them, she reminds him that he has no hope of sharing the dream. In my opinion, Steinbeck does present Crooks as a victim of racism as he is like an outcast because of his colour and Steinbeck used him to show the hatred of black and white people in the 19th century. He also presents him as a dignified human being because unlike most black people at the time, Crooks did have an education. He likewise presents him as cruel and unpleasant because he enjoys torturing Lennie because he is weakened by his mental illness and he is also powerless because he is treated like all the other black people in America at the time, he has no rights at all. He is also presented as lonely and isolated because he is dehumanised and separated from the other ranchers mainly because of his race, and he is also presented as weak and damaged both physically and mentally because of his crooked back and the loneliness that he feels. Ultimately, Crooks is a very complex character, one who has suffered and slightly gained but he is definitely presented as a victim of society. Crooks Crooks is a lively, sharp-witted, black stable-hand, who takes his name from his crooked back. Like most of the characters in the story, he admits that he is extremely lonely. When Lennie visits him in his room, his reaction reveals this fact. At first, he turns Lennie away, hoping to prove a point that if he, as a black man, is not allowed in white men’s houses, then whites are not allowed in his, but his desire for company ultimately wins out and he invites Lennie to sit with him. Like Curley’s wife, Crooks is a disempowered character who turns his vulnerability into a weapon to attack those who are even weaker. He plays a cruel game with Lennie, suggesting to him that George is gone for good. Only when Lennie threatens him with physical violence does he relent. Crooks exhibits the corrosive effects that loneliness can have on a person; his character evokes sympathy as the origins of his cruel behavior are made evident. Perhaps what Crooks wants more than anything else is a sense of belonging—to enjoy simple pleasures such as the right to enter the bunkhouse or to play cards with the other men. This desire would explain why, even though he has reason to doubt George and Lennie’s talk about the farm that they want to own, Crooks cannot help but ask if there might be room for him to come along and hoe in the garden.

Quality Assurance Review Essay

Questions 1. How did the staff member introduce themselves to the client and the teacher? It is important to know how the staff member initially introduces themselves to the client and the teacher. The first impression of our staff members to our clients is very important because we would like our clients to feel comfortable and excited about the services that we provide. 2. Did the staff member explain the services that were going to be provided to the client? We want our clients to be able to understand the services that are being provided to them. The services that we provide should be simple and easy to understand especially to our clients and their family members. We like to know that our clients are satisfied and comfortable with the services being provided. 3. Were their any communication problems between the staff member and the client or the teacher? If so, how did the staff member resolve them? We believe that communication is a key element between our staff members and our clients. Communication helps us build a client and staff relationship and we want our clients to be able to express themselves the best way they know how. Our clients should be able to feel comfortable with our staff. It is also important to understand how the staff member dealt with any communication problems during the services because it helps us better  understand the different types of approaches to communication that can be successful when working with clients. 4. What is the clients perception of the staffs overall services? We pride in our services and what our client’s feedbacks entail. Knowing that clientele is satisfied with our rendering of services provides us with confidence and allows us to use such references for future clients. 5. How and what would the client change about his or her experience with our services? Reviews are golden when clients provide their feedback about what they believed helped and if otherwise; how they would have felt more assisted by us. Our promise to clients is to evolve constantly to pursue customer satisfaction. 6. Was the staff up to the standards of the expectations? Recognizing our areas of opportunity is important; therefore addressing the staff with important issues and concerns is priority for us, especially if this comes from the clients. 7. Would you consider coming back to our facilities and recommending others for assistance? Knowing that we have completed a good job and creating healthy relationships with clients is important for us. We understand that despite the assistance provided; some situations would create triggers and thus the desire of help may be neglected, everyone needs help sometimes. 8. Is the documentation being done in timely manner? Medical records can be seen as legal documents either written or computer- Generated. Medical Records serve with proof of care patients get, including Response to such care. Recently, Medical Record has come into use as Clinical Record comprising all contributions from every healthcare service Provider giving care for the patient. 9. How is the documentation being filed? For protecting you in a legal way, you need to follow established set of rules for documentation while knowing the way for documenting appropriately. 10. Are mistakes accepting? Depends on the mistakes, which is why we document everything with the client, is very important not to make any mistakes. PART 2 The Scenario In the given scenario, I would communicate to the teacher who notified the agency, the client as well as my staff. The client suffered from communicable diseases and was treated. It can impact the way this client acted while relaying the data. Staff member should have been knowledgeable about the client getting treatment with services being done on any other day. Feedback from teacher is significant and can be useful as the teacher knew and worked with clients regularly. This relationship can be mended by full attention being given to students and accepting feedbacks. This student has to see professional care being there for assisting him. To stop this from taking place once again, client’s record need to be checked before services are made for ensuring there is no sort of negative changes or interventions on the client’s part.

Agricultural Change And Intensification In Britain Environmental Sciences Essay

Throughout the past century, the British agricultural system has experienced considerable changes in footings of direction patterns and attitudes to environmental protection. The most dramatic and influential alterations occurred in the late fortiess, with post-war mechanization. Following World War 2, concerns over nutrient security grew, motivating the Government to promote increased nutrient production. Emphasis was placed upon the usage of modern and intensive agricultural patterns to increase end product, ensuing in enhanced mechanization, enlargement and intensification ( Dobbs and Pretty, 2004 ) . However, a move to big scale agri-business resulted in profound and inauspicious effects on rural biodiversity and farming area home grounds with the over-exploitation of their valuable resources. Habitats underwent considerable debasement, peculiarly with hedge remotion to suit larger machinery, destructing extremely good nutrient beginnings and engendering home grounds for wildlife. Additionally, technological promotions led to the widespread execution of man-made chemical weedkillers and pesticides to increase outputs, which resulted in terrible damaging effects to flora, zoologies and H2O quality. Furthermore, the debut of larger and more sophisticated agricultural machinery and cultivated land procedures resulted in significant decreases to dirty quality, through compression and eroding. With 75 % of UK land classed as agricultural, cumulatively these damaging effects sparked major concern ( Montemayor et al. , 2010 ) .1.2 The Rise of Modern EnvironmentalismAs a consequence of the widespread debasement of agricultural ecosystems during the post-war period, the coming of modern environmentalism in the 1970s and 1980s focussed consciousness on the importance of extenuating the inauspicious impacts of agricultural intensification. The publication of Rachel Carson ‘s ‘Silent Spring ‘ in 1962 is thought to hold been a major landmark in the outgro wth of environmental consciousness ( Dunlap, 2008 ) . Carson highlighted the considerable damaging side-effects of pesticide use, peculiarly DDT. Concern was sparked amongst ecologists over the possible for bioaccumulation of DDT within ecosystems and its harmful generative impacts, peculiarly for birds. Doctors and the general population besides feared the harmful effects of indiscriminate DDT usage, due to toxicity and carcinogenic effects ( Carson, 1962 ) . Therefore, the publication of ‘Silent Spring ‘ instigated the modern environmental motion, and people became more cognizant of the jobs faced within the agricultural sector.1.3 The Common Agricultural PolicyThe European Union Common Agricultural Policy ( CAP ) provides agricultural subsidies to member provinces in order to advance sustainable agribusiness ( European Commission, 2010 ) . The CAP is made up of 2 pillars ; pillar 1 encompasses market support steps and direct payments for run intoing cross-compliance c riterions chiefly for the environment, nutrient safety and animate being public assistance. Pillar 2 nevertheless is focussed upon rural development programmes ( House of Lords, 2005 ) . The early CAP of the 1950s was focussed upon pillar 1 steps, for increasing autonomy through the proviso of inducements to husbandmans in order to promote greater productiveness. However, with the rise of modern environmentalism, the agricultural accent shifted towards environmental sustainability, doing a bifurcation of the function of land directors with the demand to non merely supply agricultural efficiency, but besides to integrate environmental protection ( ref ) . With increasing accent on environmental saving, and a realization of the potency of agro-ecological procedures, the United Kingdom introduced the first agri-environmental strategy in 1987, named the Environmentally Sensitive Areas strategy ( ESA ) . This was superseded by the Countryside Stewardship Scheme ( CSS ) in 1991 which was a consequence of the major CAP reforms of the 1990s, aimed at supplying for the altering demands of both the agricultural sector and the wider community ( Natural England ) . Figure 1.1 clearly illustrates the alterations to UK agri-environment strategies which took topographic point between 1973 and 2000, foregrounding the important changes to agricultural precede nces. Figure 1.1: Changes in UK agri-environment strategy subsidies from 1973 – 2000 ( beginning: Monetary value, 2003, p.122 ) . Degree centigrades: UsersEmPicturesimg010.jpg Since so, the demand to extenuate clime alteration has been progressively recognised, in order to restrict dirt and H2O debasement and to control the loss of biodiversity. Whilst direct pillar 1 subsidy payments still exist under the Single Farm Payment Scheme, accent has been shifted to pillar 2 policies ; redesigned to non merely crippled environmental harm, but heighten the agricultural landscape through the publicity of more sustainable agriculture patterns that will make a natural environment that is better suited to defy the impacts of climatic alteration.1.4 Environmental StewardshipThe Environmental Stewardship ( ES ) strategy was introduced in 2005, as a agency to counterbalance husbandmans for supplying specific environmental criterions that go beyond the cross-compliance standard of the CAP. ES strategies are administered for the authorities ‘s Department for Environment Food and Rural Affairs ( DEFRA ) by Natural England, and are a cardinal constituent of the Europe an Union funded Rural Development Programme for England 2007-2013, conveying together the old CSS and ESA strategies ( Natural England ) . As keepers and stewards of the rural landscape, husbandmans have an intuitive ethical duty to continue and enrich farming area ecosystems ; nevertheless this is frequently non realistic in footings of fiscal viability ( ref ) . With the major challenges posed by clime alteration, and subsequent nutrient security issues, it has become progressively of import that support and counsel is made available for husbandmans and land directors. This enables the bringing of effectual environmental protection, whilst keeping premier agricultural land, to heighten the part of agribusiness to climate alteration extenuation through diminishing nursery gas emanations and bettering dirt C segregation ( Natural England ) . Environmental Stewardship strategies are presently the primary beginning of pecuniary inducements, dwelling of Entry Level Stewardship ( ELS ) , Higher Level Stewardship ( HLS ) , Organic Entry Level Stewardship ( OELS ) and Uplands Entry Level Stewardship ( UELS ) . It is recognised that little graduated table husbandmans must stay the focal point of such enterprises, explicating the demand for 4 different multi-objective strategies. The chief aims of Environmental Stewardship are to: preserve biodiversity maintain and enhance landscape quality protect the historic environment promote public apprehension and entree protect natural dirt and H2O resources ( Natural England, 2010 ) ELS enchiridion ) This survey will concentrate merely upon ELS and HLS ; explained in the undermentioned subdivisions.1.4.1 Entry Level StewardshipThe ELS strategy is a 5 twelvemonth understanding, open to all land directors in England, and offers a broad scope of options for simple yet effectual environmental direction. 30 points per hectare must be chosen from over 50 options, in order to have a payment of & A ; lb ; 30 per hectare per twelvemonth. Management options include the usage of buffer strips, assorted stocking, screen harvests, harvest rotary motion and watercourse fence ( Natural England ELS enchiridion ) . ELS is a wide and shallow, high uptake attack with environmental demands that are comparatively easy to run into without significantly changing direction patterns.1.4.2 Higher Degree StewardshipHLS normally builds upon ELS, OELS or UELS, offering a higher tiered direction strategy. It is more complex and demanding, necessitating well greater input, which is reflected in the higher comp ensation payments for direction input and capital plants. Emphasis is placed upon specialized land direction to supply important environmental addition in high precedence countries. HLS understandings last for 10 old ages, and are a competitory and discretional, narrow and deep attack with a lower application success rate. In add-on to the sweetening of ELS aims, HLS provides chances for bettering public entree and carry oning educational visits ( Natural England: HLS handbook 2010 ) .1.5 PurposesThis research undertaking aims to supply an original penetration into the effectivity of the Environmental Stewardship strategy. While other surveies focus upon the motivations of participants and the obstructions that limit engagement, this probe will turn to an underexplored, yet extremely relevant subject which relates non merely to agricultural patterns, but to wider environmental and anthropogenetic clime alteration concerns that remain at the head of current arguments.1.6 Research Que stionsThis probe aims to specifically turn to the undermentioned research inquiries: Are the ecological benefits to vegetations and zoologies well better under the Higher Level Stewardship Scheme when compared to the Entry Level Stewardship Scheme? Is there a pronounced sweetening of flora species richness under HLS when compared to ELS? Is H2O quality and therefore aquatic species diverseness enhanced under HLS? Does macrolepidoptera copiousness and composing exhibit significant sweetening under higher tiered direction schemes? Are dirt features significantly altered under different direction grades? 2. Overall, is Environmental Stewardship an effectual manner to pull off the rural landscape, and can the high fiscal input required be considered cost effectual in footings of the environmental return?1.7 AimsTo ease the scrutiny of the purposes and research inquiries the undermentioned aims will be used: 1. Identify 4 appropriate survey sites ; 2 ELS and 2 HLS managed farms in South Devon on which the necessary research can be conducted. 2. Undertake macroinvertebrate, dirt, flora and macrolepidoptera trying at each survey site. 3. Identify all species observed and collate informations obtained from each location. 4. Process informations utilizing appropriate graphical and statistical techniques. 5. Discourse the consequences that are obtained in order to derive a reasoned and representative rating of the effectivity of the different Environmental Stewardship direction grades. In order to carry through these aims, a literature reappraisal will be undertaken to supply farther penetration into the subject, and inform the informations aggregation, analysis and treatment chapters.

Article Critique - Advancement and Equity for Women in the Business

Critique - Advancement and Equity for Women in the Business World - Article Example First, it discusses barriers that limit women from achieving better leadership positions in business entities. The traditional view of a woman distracts her from making the normal advancement to the top position. Traditional norms look down up on women for being good managers or chief executives. Secondly, it is from the article that men are perceived as default leaders while depicting women as typical leaders. This aspect deny capable women leaders the ability to serve in capacities which they fit. They take men to be managers and executive officers in different business corporations (Evans, 2011). Thirdly, the article brings out serious effects of gender disparities to companies that observe and practice the traditional norms. For instance, they deny women their rightful positions in business area. As a result, the companies lose great ideas and collaborative leadership from women. Additionally traditional beliefs deny the businesses better services from experienced women thus unde rutilizing their female top talents. Fourth, the article explains widely to prove that women in leadership can make tremendous changes, which brings valuable leadership skills that can help promote economic status of business firms. There are several reasons why women are sidelined from getting the top positions in business organizations. Gender stereotypic issues give advantages to men over women. For instance, men are biased against promoting women to top management positions within their companies. They really degrade women basing on gender factor failing to realize that women have the capability to make better collaborative decisions in companies. There exist other barriers, which deter women from attaining their full possession of top management positions. They include; inadequate role models for women, inadequate flexibility at their working places and inadequate strategies to develop women as leaders. Mercer provides

Harrison Bergeron by Kurt Vonnegut Essay Example | Topics and Well Written Essays - 1000 words

Harrison Bergeron by Kurt Vonnegut - Essay Example It appears that in a world where no superficial handicaps were added, Hazel would have had less-than-average intelligence, which was the reference point for other people’s abilities in the current world. She cannot think about things for long periods of time and seems to lack any ambitions concerning her future; therefore, she is not a threat to the powers that be. They do not have to worry about her because her mental abilities would not be a potential threat to the status quo as seen through her assertions. On the bottom paragraph of page 1, Hazel talks about how envious she is of her husband who gets to hear all this different sounds, and even suggests that she would have used chimes on Sunday to respect religion. Such sentiments would only come from a person whose mental abilities are highly wanting; she even confessed that she has no idea what normal means. George is highly burdened by his handicaps because they cause severe exhaustion and unusual vigilance on his part; if he lets go of these handicaps or even lightens the load, he might face the possibility of imprisonment or huge monetary fines. In an effort to make everyone mentally equal, the authorities have had to impose undue burden on the physical aspects of average and above average intelligent people. George has to carry the handicaps everywhere he goes even when he wants to sleep, yet people like Hazel bear no such burden. In essence, true equality has not been achieved because one segment of society; that is, the majority, has to live life with heavy loads, constant surveillance and intrusive noises while another section does not. The author describes Harrison as something akin to the god â€Å"Thor†; he is physical fit, tall and quite handsome; one can deduce this from the excess handicaps placed on him as well as the other artificial deformities that disguise his physical

The United States from the 1880s to the 1930s Essay

The United States from the 1880s to the 1930s - Essay Example These poor working conditions are eminent throughout the novel, indicating that the poor working conditions for the workers persisted during the period 1880s to 1930. The poor working conditions would see most industrial workers move from one industry or factory to the other, in search for more favorable working conditions. This can been seen from this novel, where Joe tells George that his family is moving to Cherry Alley, where life is more expensive, but it is worth, just for the sake of getting away from the cinder dump (Bell, 53). The working conditions of the industrial workers during this period were such dangerous, that losing life for the workers was a normalcy. Another social issue facing the industrial workers during this period is lack of adequate health facilities, despite the dangerous working conditions they were operating in, which leaves the workers either ill or injured (Foner, 26). While George is lucky to get some employment, he notices some deep boom on the floor of the industry, and feels the earth shake only to realize that an explosion had occurred which injured many of his co-workers. George and other co-workers go to find a doctor for the injured workers, which proves impossible and they have to put them in a train and take them to Pittsburgh, the only place they could find a hospital (Bell, 112). Social situation was also imbalanced during this period, with more men than women in the industrial towns, which triggered infidelity and marriage breakups (Bell, 91).

AM Transmitter Circuit Assignment Example | Topics and Well Written Essays - 500 words

AM Transmitter Circuit - Assignment Example The amplitude modulation and transmission of modulated audio signal is carried out through AM Transmitter. Depending upon the type of application and level of operation, an AM Transmitter consists of following basic building blocks as shown in fig.1. Fig. 1 Block diagram of an AM Transmitter From fig.1 it is obvious that an AM Transmitter has following important building blocks. 1- Oscillator (OSC) 2- Buffer 3- Pre-Driver 4- Driver 5- Microphone Amplifier 6- Modulator 7- Power Amplifier 8- Transmitting Antenna For detail description of each block, the schematic diagram of a basic level AM Transmitter is given below in fig. 2. Fig. 2 Schematic circuit diagram of an AM Transmitter The circuit diagram given in fig. 2 can be broadly divided in two major sections namely; - The Oscillator section. - The audio amplifier section and The oscillator section (that comprises of an oscillator, buffer, pre-driver, driver and microphone amplifier and modulator) is built from the transistors Q1 (BC109) and biasing resistors (R1, R2, and R3). The components L1 and C1 constitutes the tank circuit that can be tuned in RF range of 500kHz to 1600KHz. The Q1 (BC109) that is the key component of oscillator circuit section is provided with regenerative feedback by connecting the base and collector of Q1 to opposite ends of the tank circuit.

Anthropologist Napoleon Chagnon (1964) writes of the Yanomamo of Coursework

Anthropologist Napoleon Chagnon (1964) writes of the Yanomamo of Venezuela as fierce people - Coursework Example The Yanomamo tribe of Venezuela lives in relatively small villages of around 40 to 250 people. For Chagnon, the Yanomamos are a â€Å"fierce people† because of their cultural practices. This particular group of people would usually express ferocity in several ways. First of all, the ferocious and violent tendencies of the Yanomamos are reflected in their decisions to initiate intervillage warfare in order to prevent another tribe to attack them in the future or perhaps simply in order to demonstrate their ferocity. Secondly, the Yanomamos would usually beat their wives when they want to vent their anger. Nevertheless, the unreasonableness of this act is no match for the fact that men would sometimes engage in a chest-pounding duel and take part in free-for-all club fights in order to settle disputes of insults and excessive demands. Lastly and certainly not the least, the Yanomamos prove themselves as truly a â€Å"fierce people† when they force their sons to fight each other in public duels while they parents rejoice in their fights. Thus, there is no way to diffuse the warlike image for this is inculcated in the Yanomamo even at a young age. All these violent and ferocious acts indeed somehow define the Yanomamos as a â€Å"fierce people.† The Yanomamos themselves have both a practical and a traditional or mythological origin for such ferocity that they demonstrate. The practical side to it is the idea that their ferocity is a â€Å"way of protecting valuable resources† and also a way of considering women and children as â€Å"valuable resources† (Robins, 2009). This means that the intervillage wars and the warlike predisposition of the Yanomamos serve either as a way to demonstrate superiority as well as to protect the tribe from attacks waged by other tribes. If the Yanomamos were not a â€Å"fierce people,† they would stand no chance against other tribes who would attack them at any time. Another justification of the Yanomamos for their being a â€Å"fierce† is mythological in origin. These people believe that people were â€Å"created from the blood of the moon† (Robins, 200 9). According to this origin myth, the moon was believed by the ancients to have devoured the souls of their children. Because of this, the human beings shot the moon with an arrow and from the blood that flowed out of this wound, the Yanomamos were born. The fact that the birth of the Yanomamos was one of blood and revenge in a way paved the way for them to believe that they are indeed a â€Å"fierce people† and in many ways they demonstrated and perpetuated this image. Question 3: In your own words, review the characteristics of peaceful societies and link these characteristics to two of the following five societies: the Ju/Wasi, the Semain of West Malaysia, the Inuit, the Xinguano of the Amazon region in South America, and the Buid of the Philippines. Peaceful societies maintain their peace by constantly aiming for a number of things. Firstly, these societies place a high value on developing the values of sharing and cooperation. This is to alleviate and avoid conflicts ov er material resources. Somehow, peaceful societies believe that if there is one thing that would disturb the peace among the members of the community, it would be the selfishness, greed and the refusal to share possessions. Thus, these characteristics are absent in a peaceful society. The Ju/wasi and the Buid of the Philippines are two examples of societies that exemplify peace. These two societies share similar qualities, all of which are focused upon the good of the community as a whole, and not over material things or the benefit of the individual. Another characteristic of a peaceful society is the condemnation of those who boast about their accomplishments, especially if this would most likely trigger hatred, envy or

Responses To Post Of Students Essay Example | Topics and Well Written Essays - 1500 words

Responses To Post Of Students - Essay Example Even if the questions are well formulated, where D&I fails in an organization, the people who should provide the most relevant information, those minority members most affected by discrimination, would not be expected to candidly divulge their true sentiments or reactions in the survey or interview. There is a compulsion to outwardly conform to the majority expectation in order to keep one's job, although what they feel and think is contrary to what they express. Only when D&I is effective and the underrepresented can feel free to express their honest opinions can such a survey be considered reliable. The situation, therefore, yields a reverse outcome that follows a convoluted logic – that is, where the results show negative comments on D&I effectiveness can it be said that D&I has actually been effective.The post does not say, however, what these baseline measures pertain to – whether it refers to increase in job satisfaction, added productivity, reduced operating cost , and so forth. The selection of appropriate measurements becomes more challenging when one considers that most of these attributes are normally and more significantly influenced by factors other than diversity and inclusion. For instance, increased manpower cost is typically related to rising salaries and wages. Much of the elements in diversity and inclusion efforts defy quantification, because of the difficulty of isolating the impact of specific measures, and the complete absence of a measurable component.

Grade Retention Research Paper Example | Topics and Well Written Essays - 10000 words

Grade Retention - Research Paper Example Same-age comparisons show no benefit that accrues to retention. Preconceptions play a strong role. Much critical commentary on retention reflects a hostile predisposition partly grounded in equity or fairness concerns (Appleton et al 174). Minority and disadvantaged children tend to be overrepresented in lower-track placements and are more likely to be held back than Whites or children from higher socioeconomic status families. "That is, simply having a student repeat a grade is unlikely to address the multiple factors influencing the students' poor achievement or adjustment that resulted in the decision to retain the student" (Jimerson 420). When children are separated along racial/ethnic and economic classes (even if the separation is based on educationally appropriate criteria) and then assigned disproportionately to tracks low in the school's hierarchy of prestige, the risk of harm is real. Whether a child should repeat a grade is the implicit question in most evaluations of rete ntion. Technical problems in evaluating retention's effectiveness are found. The studies just reviewed no doubt are flawed in some ways, as shortfall from the ideal is a given in researching this difficult topic. Beyond the same-grade-same-age issue for framing comparisons, there are further complications. For example, to make a fair comparison of a retained group with a nonretained group, the groups should be about equal in terms of ability test results and other relevant qualities before retention occurs (Jimerson 423). This is a large order because promoted children who test at the same level as retained children are not likely to be in other ways the same: if they were the same in all relevant respects, they presumably would also be retained. For example, those who are low in ability but nevertheless promoted may do well because they try hard or because they are more emotionally mature. Equating the two groups only in terms of ability or achievement test scores does not provide a fair comparison, because the later success of promoted students could be due to other qualities, not to their being spared the burden of retention (Harrington-Lueker 45). The best outcome, of course, would be for more youth to realize success in school the first time through, rather than need to recover by way of uncertain "second chance" opportunities. Unfortunately, in high-poverty school systems typically 30%-50% of children drop out. Critics state (Hoffman et al 173) that dropout rates are elevated among

Swot Analysis Essay Example for Free

Swot Analysis Essay Top Glove’s strengths and the opportunities available to it outweigh its weaknesses and the threats to its business. Strengths. One of Top Glove’s competitive edge is its size and wide product range. This is in line with group’s strategy of becoming the one-stop glove sourcing centre for glove users. Its size confers on it economies of scale and also the ability to expand upstream. Weakness. We can identify only one weakness in Top Glove. Being an OEM manufacturer, it does not have any products that carry its own brand name. Its size and strong growth could also work against its favour as it makes it more difficult for management to keep a close eye on all its operations. This is demonstrated by the recent illegal labour issue. Opportunities. Opportunities abound for Top Glove. Its expansion plans will enable it to ride on the increasing global demand for rubber gloves and the outsourcing trend by MNCs. Top Glove’s size also places it in a good position to undertake Mamp;As, which are likely given our belief that the local industry will experience more consolidation. Threats. The glove industry has low barriers of entry as only RM1m-1. 5m is needed to start a line. That said, although it is cheap to enter the industry, new players may not be competitive as they have to distinguish themselves from other players and need to compete in terms of volume in order to enjoy economies of scale. Aggressive expansion by the bigger players also poses the threat of an industry glut. Price and availability of latex are also sources of concern given that latex makes up more than 50% of the group’s costs. To mitigate the risk, Top Glove has expanded upstream by acquiring its own latex processing plant.

Csr in Inidan Banking Sector Essay Example for Free

Csr in Inidan Banking Sector Essay State regulatory bodies, NGOs, media, customers have significantly addressed social responsibility issues in banking sector. International organization such as World Bank also exerts pressures on banks to analyze social and environmental risk involved in projects to be financed. In addition the reputation and resultant profitability of an organization are greatly effected by their CSR activities. Researchers have found a positive correlation between CSR and financial performance of the organization. Around the globe, a good commitment is being shown by the banking industry to CSR principles. Banks are showing conscious efforts to reduce the regulatory actions by depicting a good environmental citizen image. Banking in India has originated in the last decades of the 18th century with the establishment of General Bank of India in 1786, and the Bank of Hindustan set up in 1870 (both banks are now defunct). At present, the commercial banking structure in India consists of Scheduled Commercial Banks Unscheduled Banks. Banking in India has evolved in four distinct phases: Foundation phase, Expansion phase, consolidation phase and Reforms phase. An integrated approach of combining CSR with the ultimate customer satisfaction is being adopted by Indian banking industry voluntarily. An attempt has been initiated to ensure social responsible behavior of banking sector in a more systematic manner. Public and private sector banks have common thrust areas which are children welfare, community welfare, education, environment, healthcare, poverty eradication, rural development, vocational training, women’s empowerment, protection to girl child, employment. The core areas for reporting CSR activities are slightly different in both public and private sector banks. The major areas investigated for reporting CSR activities in public and private sector banks is shown by the Figure 1 and Figure 2 respectively below: X axis in the below charts represents the fields of CSR activities and Y axis represents the number of banks working in the particular fields out of the selected sample. Figure 1: Core thrust areas for reported CSR activities in public sector banks Source: 1-IJAEBM-Volume-No-1-Issue-No-2-CSR-Practices-and-CSR-Reporting-in-Indian-Banking-Sector-058-066 As per the chart above rural development has been the ost actively participated activity for Indian public sector banks. Besides, their primary focus has been on gender equality through women empowerment. Figure 2: Core thrust areas for reported CSR activities in private sector banks Source: 1-IJAEBM-Volume-No-1-Issue-No-2-CSR-Practices-and-CSR-Reporting-in-Indian-Banking-Sector-058-066 Enhancing the level of education and employment has been the major areas for reporting CSR activities i n Indian private sector bank. Following are community welfare, programs for child welfare and protection of environment. 3. 1 RBI guidelines on CSR: On December 20, 2007 RBI circulated a notice for all the scheduled commercial banks to highlight the role of banks in corporate social responsibility, with title â€Å"Corporate Social Responsibility, Sustainable Development and Non-Financial Reporting – Role of Banks†. Major issues discussed in the notice were regarding – 1. Corporate Social Responsibility 2. Sustainable Development 3. Non-Financial Reporting Talking about the corporate social responsibility program RBI followed many international initiatives to highlight the importance of the notice like – 1. United Nations Environment Program Finance Initiative (UNEP FI) 2. They can achieve the mission by supporting initiatives that are * Cost effective * Capable of large-scale replication * Measurable * Having potential for both near and long-term impact. * Banks must provide appropriate training to its employees on environmental and social risks in lending to ensure that climate change is taken into account in corporate banking decisions. 6. Conclusion The CSR moment in the banking sector is slowing picking the pace. Many banks are showing their inclination and interest towards the CSR activities and believe it as their social responsibility. On the other side CSR reporting practices are far from satisfaction. There are hardly few banks which report their activities on triple bottom line principles. The lack of uniform standards for rating CSR practices leads to problem in comparison of corporate houses and difficulty in determining the CSR rating. In spite of the slow adaptation of CSR reporting practices in India, it is predicted to pick up a great pace in near future. The need for enacting some stringent regulatory provisions to ensure adherence to social responsibility principles is necessary. https://ru.scribd.com/doc/19779226/CSR-PROGRAM-IN-BANKING-SECTOR-AN-INDIAN-PERSPECTIVE http://www.karmayog.org/ https://en.wikipedia.org/wiki/Reserve_Bank_of_India https://en.wikipedia.org/wiki/Corporate_social_responsibility

Slavery In The Abrahamic Religions Theology Religion Essay

Slavery In The Abrahamic Religions Theology Religion Essay Today we think of slavery as condemning humans to lifetime bondage, working without wages and maltreated. However, slavery seems to have been a common phenomenon in many ancient civilizations such as Babylon, Egypt, and China. Most slaves were war prisoners, kidnapped or obliged to pay for debts. They were the property of the master, with little or no rights or status. Many of them were treated cruelly even though most ancient civilizations had some laws to regulate slavery, such as the Babylonian Code of Hammurabi. This kind of slavery also existed during the lives of Moses, Jesus and the Prophet Mohammad. Most of the slaves, at that time, were prisoners of wars. They could be killed, raped and sold at any moment. The three Abrahamic religions dealt with the slavery institutions in different ways, they didnt not abolish it, but each one them regulate it in a way that goes with the norms of the society. Slavery in Islam Islam tried to solve the problem of the slaves that were in the Arabian Peninsula by encouraging people in different ways to set their slaves free. The Muslims were ordered that in reparation of some of their sins they should emancipate their slaves. As a start, and because it is harder to change a cultural habit, Islam regulated the institution of slavery and improved the treatments of the masters toward their slaves. In many verses of the Quran, it is clearly stated that all the human are the descended of one ancestor, that no one is superior to the other regardless of the race, ethnicity or the social status. The prophet Muhammed also ordered his Umma (Community) to threat the slaves and the servants as they were their brothers and to give them from what they eat and what they wear. He also ordered that the slave shouldnt be given any work beyond his capacity and if it is necessary the master must help him. This good treatment of the masters had a positive consequence on the attitudes of slaves to their masters. The slaves kept their humanity and moral dignity and become a member of their masters family.  Moreover, the slaves also enjoyed the right to keep their religion and to have a family, to earn money and to own a property. According to Islam teaching, humans are free and were born free. It is the natural and proper condition which must be considered as the norm. Therefore, to liberate a slave is one of the highest virtues. To emancipate a slave is considered equal to save its own life from the wrath in the next world. In Islam people were encouraged to enter into agreements and contracts which enabled slaves to earn or be granted their freedom at the expiry of a certain term or, most typically, on the death of the owner. At that time, there were occasions when groups of wealthy people, acting together, would buy and set free many slaves in order to obtain thereby the favor of God. Islam has commended humanity in the treatment of slaves, and encouraged their liberation. We can see from the history of many different peoples in the Islamic world that slaves quickly integrated into the main society and achieved positions of great status and power, some of them even gained their freedom. Slavery in Christianity In the early Christianity, slavery was considered as natural phenomena. In the Old Testament there is no specific condemnation of slavery. On the contrary, it does approve and regulate it and ensures that the traffic and ownership of human beings proceeds in an acceptable manner. In the New Testament, it is stated that Jesus did not express disapproval of the enslaving of people. However, in spite of some critics against Jesus claiming that he didnt abolish slavery, it undeniable that he explicitly stood against every form of injustice. The mission of Jesus was Furthermore, in the New Testament it is clearly indicated how a good Christian must treat slaves: the Christian masters must call Christian slaves brothers. It also stated that masters must how kindness, justice, and tolerance toward their slaves and that their position, as master, meant responsibility and duty. Paul, in his letters, also reminded Christians to treat their slaves as brothers and sisters. He emphasized on the justice and fairness toward slaves. Paul also asked Christians to consider them as morally responsible human beings who are also a part of the body of the Christ and asked the slaves to obey to their masters. He also explained that spiritual status is more fundamental and important than social status. Paul was not opposed to the freedom of slaves if the opportunity arose but believed that God had called people to different positions in life and they were to live out the Christian life in the position in which they were called. Slavery in Judaism At the time of the Old Testament, there were two types of slavery; the ownership of foreign captives or war prisoners and the type of contractual servitude, where an Israelite is for a certain time a slave to another Israelite, usually because he has become poor and has no other option. An Israelite, in biblical law, is guaranteed certain rights both while a slave and upon liberation. The first possible reference to slavery in the Old Testament is in Genesis where Noah cursed Canaan for the sin of his son Ham and predicted that he would be the servant of his brothers. Both the prophets Abraham and Isaac had servants; however, the first clear example of slavery is in Exodus where the Israelites were made to work as slaves. According the Exodus, the Israelites were slaves in Egypt and their situation was clearly unacceptable to God, judging by their rescue and the regulations regarding slavery in the Mosaic Law. Slavery in the Mosaic Law After the Israelites had left Egypt the acquisition of slaves were organized by the Mosaic Law which permitted them to make slaves of Jews and Non-Jews people. The law states clearly that the Jews must treat their Hebrews slaves as if they were their servants. They must also give them the possibility of their freedom in the 7th year of their service, and provide them the resources to start a new life even though they can remain a slave if they want. In the exodus it is declared that anyone who put a man to slavery against his will must be killed. Furthermore, there were many laws dealing with violence against and the slaves and the ones who ran away from their masters must be protected and not returned. The Israelites were also allowed to buy slaves from other nations and to keep them for an indefinite period as slaves, nevertheless they were included in the commonwealth of Jewish community, and they could participate in festivals and were given the Sabbath rest. In the twenty one century, slavery is considered as a violation of human rights and it is abolished by all the nations and the majority of religions. However, the texts of the Abrahamic religions( Judaism, Christianity, and Islam) refers clearly to the slavery institutions as common one and it is viewed as acceptable at that time. Indeed, all the three religions regulated the slavery, developed laws for it and organized it in a way to preserve the slaves dignity and life. This pushes us to wonder, why the Abrahamic religions that value the life of a human being didnt abolish slavery in their texts. It is clear that the three religions were born at a time where slavery was a common practice and most of the societies were against any reforms that could change their habits and cultural practices. For these reasons and according to some explanations, the three religions didnt abolish slavery at the beginning, however they were against the inhuman treatments and try to regulate in order to improve the life of the slaves and to preserve their human dignity. In Islam, slavery was at first regulated and then abolished by the time of the caliph Omar Ibn Al Khatab, however, it didnt ended the slavery in the Islamic world. In Christianity and Judaism, slavery was justified by the curse of Ham and for some Christians and Jews it is Gods will on earth. In spite of the religious regulation and abolishment, the human rights and worldwide organization, slavery still exists in the twenty-one century but in a modernize form. Some scholars claim it is neither the outcome of cultural practices nor the consequences of a certain religions. According to them, slavery is a part of the human nature that seeks to have power on another human being and to control it in order to satisfy the human ego.

Parents Should Be Involved in Their Children’s School :: Argumentative Essays

There are many reasons that parents should get involved in their children’s school. Students who have concerned and involved parents tend to get better grades. When a parent asks questions about homework and assignments, supervises to make sure that they get done, and even helps with homework, it is more likely that assignments will be completed and handed in on time. Another factor in grades is attendance. With a low attendance rate, assignments will be missed, and the student will get behind in content as well. Parents who do not get involved in the school might not know that their child is not attending on a regular basis, or even care if their child goes. When children are first starting school, or transitioning from pre-school to elementary school or elementary to middle school, the transition is easier when parents are involved. If a child is unhappy about being in school, but their parents volunteer in the school, the child will see their parents there and be less upset because they will not be separated from them. For whatever reason, if a child is nervous or simply misses his or her parent, seeing the familiar face in the hallway or just knowing that they are in the building is comforting and makes the transition into school easier. Along with parents helping with homework and supervising that projects are completed, giving support to a child will make them more likely to pass from grade to grade. Without parent involvement, unless a child is self-motivated to go to school and do their work, it will be difficult to pass to the next grade level, and in time, graduate. When students see that their parents are involved in their school, it shows them that their parents care about their education. This sets a good example for the student, and they are likely to model their parents and believe that education is important and beneficial. This is especially true when students see their parents volunteering in their school. In order for a child to see their education as something important, they have to believe that their parents feel the same, especially at a young age. Reasons Parents Don’t Get Involved Sometimes parents do not get involved in their child’s education for a completely different reason than not caring.

Justice in Oedpius the King :: Oedipus the King Oedipus Rex

Justice in Oedpius the King      Ã‚  Ã‚  Ã‚  Ã‚   Oedipus is not formally charged with any crimes.   He does manage however to commit incest, and murder.  Ã‚   His father is cursed.   The curse states that his son will kill him and marry his wife.   These facts are discovered in the introductory, "...if laius , king of thebes, had a son by jocasta, his queen, that son would kill his father and marry his mother. Laius in light of these facts has Oedipus abandoned as a child.   Another family raises him as their own.      Ã‚  Ã‚  Ã‚  Ã‚   Oedipus was on his way to town when he encountered a carriage. Some negative events transpired and Oedipus kills the entire caravan.   He continues on towards the city only to find that a sphinx was terrorizing the city with a riddle.   It killed every man that answered the riddle incorrectly.   Oedipus arrived at the solution and saves the city.   He   is immediately proclaimed King.   He does not know he has killed the former King nor do the people.   He marries the queen which just happens to be his biological mother and has children by her.   " ...child of impurity, begetter in the same seed that created my wretched self."      Ã‚  Ã‚  Ã‚  Ã‚   Oedipus does not try to defend his actions.   In fact he blames himself as quoted from the story "Light of the sun, let me look upon you no more after today!   I who first saw you the light bred of a match accursed, and accursed ." The consequences of his actions are harsh.   He stabs his own eyes out and his wife/mother took her own life.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Justice is defined as "the abstract principle by which right and

Jane Campions The Piano - A Metaphor for European Domination Essay

Jane Campion's The Piano - A Metaphor for European Domination The exact nature of the encounters between Captain James Cook and the Polynesian natives of Hawaii as well as all interactions and exchanges between Europeans and native Polynesian peoples of the Pacific while Cook was exploring the islands of Hawaii and after has been investigated by anthropologists and historians for many years. Captain Cook died at the hand of Polynesian natives while he was at Hawaii in 1779. Marshall Sahlins stated that Cook was seen as the god Lono during the celebration of the Makahiki festival taking place at the time of Cook’s visit. Gananath Obeyesekere, in his noted work, The Apotheosis of Captain Cook: European Mythmaking in the Pacific, argues that Sahlins is incorrect in his conclusions about Cook and his myth models, which are defined as indigenous people not using rationality in the same way as Europeans. They underestimate the flexibility and pragmatism of indigenous cultures and cosmology. Obeyesekere argues that the Prospero myth and the Kur tz myth are evident in the works of Sahlins and other historians as well. The Prospero myth that is of the European explorer who brings forth peace and a "civilized" culture to the native peoples of the lands he or she explores. The name "Prospero" is taken from a character in Shakespeare’s play, The Tempest. The Kurtz myth is that of the explorer, who witnesses the raw nature and "uncivilized" culture and ideology of the native peoples and becomes himself "savage". The name "Kurtz" originated from Joseph Conrad’s novel Heart of Darkness and is adopted in Francis Ford Coppola’s cinematic masterpiece Apocalypse Now. Obeyesekere’s ideas are prevalent in The Piano, a feature film involving a lov... ...rts Obeyesekere’s arguments by having the savage element awakened, then subdued with force in the supposedly civilized Europeans, as opposed to Sahlin’s denial of European savagery in the explorations of Cook and the denial that Cook was a savage and bloodthirsty male seeking to kill, using "civilization" as an excuse for killing. This idea is seen in the domination of Ada by both Stewart and Baines, and the males’ violence and sexual aggression toward the innocent and mute Ada. The inability to speak on Ada’s part is a metaphor for her domination by the males, a trait of european culture in the ninteenth century. The piano is the means by which she is able to communicate, embodying both the Kurtz persona in the raw, beautiful sound that flows from the piano, and the Prospero persona in the intricate and ordered melody and harmony with that a skilled pianist plays.

Pneumonia and Older Adults

What is pneumonia? Pneumonia is a lung infection that can make you very sick. You may cough, run a fever, and have a hard time breathing. For most people, pneumonia can be treated at home. It often clears up in two to three weeks, but older adults, babies, and people with other diseases can become very ill. They may need to be in the hospital. You can get pneumonia in your daily life, such as at school or work. This is called community-associated pneumonia. You can also get it when you are in a hospital or nursing home. This is called healthcare-associated pneumonia. It may be more severe because you already are ill. This topic focuses on pneumonia you get in your daily life. What causes pneumonia? Germs called bacteria or viruses usually cause pneumonia. Pneumonia usually starts when you breathe the germs into your lungs. You may be more likely to get the disease after having a cold or the flu. These illnesses make it hard for your lungs to fight infection, so it is easier to get pneumonia. Having a long-term, or chronic, disease like asthma, heart disease, cancer, or diabetes also makes you more likely to get pneumonia. What are the symptoms? Symptoms of pneumonia caused by bacteria usually come on quickly. They may include: †¢Cough. You will likely cough up mucus (sputum) from your lungs. Mucus may be rusty or green or tinged with blood. †¢Fever. †¢Fast breathing and feeling short of breath. †¢Shaking and â€Å"teeth-chattering† chills. You may have this only one time or many times. †¢Chest pain that often feels worse when you cough or breathe in. †¢Fast heartbeat. †¢Feeling very tired or feeling very weak. †¢Nausea and vomiting. †¢Diarrhea. When you have mild symptoms, your doctor may call this â€Å"walking pneumonia. â€Å"

Apple Globalization Essay

Apple distributes its products in over 80 countries through its direct channels, its cellular network carriers distribution channels and third party resellers. Apple success is due mainly to the collaboration of the iphone with its updateable applications. In markets such as the United States and Japan. Apple business strategy focuses on bringing the best personal computing and music experience to students, educators, creative professionals, businesses, government agencies and consumers through its innovative hardware, software, peripherals, services and Internet offering (Apple Computer, 2005). According to a report in Electronista, market data from Gfk Japan shows the 32 GB iPhone is in the No. 1 spot for July, ahead of Japanese-made phones from Sharp, Panasonic (PC), NEC, Casio and Sony Ericsson (a Japanese/Swedish joint venture). ( Dewiit, Philip Elmer cnn money article) In one of the most technologically advanced countries such as Japan it is no wonder why apple seems to be gaining so much success in a foreign market. The Japanese market is in awe of the simplicity and performance that apple product provide. In doing a PEST analysis I have come to a realization that the Japanese market wants high performance low cost technically superior and social acceptable products at an affordable price. Rendering apple a perfect company to satisfy these wants. Apple distributes its products in Japan through its own retail stores and companies such as Wal-Mart and other retail giants. Accoding to the Apple annual report Japan’s net sales increased $551 million or 32% in 2009 compared to 2008. The key contributors to this growth were increased iPhone revenue, stronger demand for certain Mac portable systems and iPods, and strength in the Japanese Yen (Apple annual report 2009 pg. 13). Similarly Apple’s target market in the United States wants the same kind of high performance low cost gadgets. Apple manufactures most of its products in China and has them shipped to the United States to be sold at their apple stores as well as retail stores such as Wal-Mart. Apple is a huge success in America and word is getting around. The world is taking notice to the technical giant and surely buying into the apple revolution. Apples success in the united states contributes to its success around the world. With itsiphone exclusive to AT&T even such a 3rd rate company was able to make a comeback and to lead the cellular market when it bought exclusive rite to the iphone. This just shows you the kind of power Apple holds. According to the Apple annual report â€Å"During 2009, net sales in the Americas segment increased $2.4 billion or 15% compared to 2008. The increase in net sales during 2009 was attributable to the significant year-over-year increase in iPhone revenue, higher sales of third-party digital content and applications from the iTunes Store, and increased sales of Mac portable systems. (Apple annual report 2009 pg.13) Apple has over 240 stores located around the globe. America dominates the list with its 218 stores while France is set to start opening stores at a rate that is second only to the US. Apple is a juggernaut in the computer industry with a presence that keeps on growing within every country. Everyone in the world has heard of or knows someone that either owns or associates with Apple Inc. Thus making it into a giant that only few can contend with. The continued success of Apple Inc makes for a global leader in the innovation of tomorrow. References- Apple annual report 2009 http://library.corporate-ir.net/library/10/107/107357/items/315133/AAPL_10K_FY08.pdf Dewitt, Philip Elmer. â€Å"Apple iphone No. 1 in Japan†. CNN MONEY. august 17 2009 . JOBS, STEVE. â€Å"APPLE DEVLOPMENT CENTER†. APPLE. MAY 9 2010 . SKIPWORTH, HUNTER. â€Å"IPHONE IN JAPAN†. TELOGRAPH.CO.UK. DEC 1 2009

Hegemony and Modern Culture

Hegemony and modern culture (TV documentary script) [Shots of banks, shops, people walking down shopping streets Grafton Street, the Mall in Tralee, Oliver Plunket Street in Cork as voice over speaks] â€Å"Not since the time of Antonio Gramsci has the notion of hegemony been so relevant in Ireland today. But what is hegemony? [Image of Gramsci] Hegemony is the phrase adopted by Antonio Gramsci from Marx to explain how social structures evolve. [Scenes of Regina Cali prison] Antonio Gramsci was born in Italy in 1891. After university, in deference to the fascist Mussolini ruling government he became involved in left wing activity.As a result of this he was arrested in 1928. While in the Regina Cali prison he studied the whole idea of hegemony. He wanted to find out why the weaker forces do not fight back, why do they bow down to their oppressors. He adapted the meaning of hegemony. He realized that it is not just concerned with how the ruling classes operate (as Marx had proposed). Gramsci felt that â€Å"what was missing was an understanding of the subtle but pervasive forms of ideological control and manipulation that seemed to perpetrate all repressive structures†1.He also found that the weaker group had their part in it by accepting the ruling class’s authority. This is the kernel that we are concerned with. This is the theory that we are going to apply to modern culture in Ireland today. Not just why modern culture is imposed but what are the subtle manipulations of this culture and also what is our part in acquiescing to them. [Cut to images of Irish legends Cuchulainn, Fionn mac Cumhaill, Deirdre of the sorrows] We used to have a culture rich in language, dance, storytelling, education, generosity and a love of the simpler things in life.It had evolved from years of myths and legends passed down from generation to generation. We lived by a code of traditions and values. Later we became colonised by England we were robbed of our language an d as a result the stories that made up our culture. Nevertheless we fought back until we gained our independence but already serious changes had occurred in our culture- the culture of money had crept in . Yeats commented on it in September 1913 What need you, being come to sense, But fumble in a greasy till And add the halfpence to the pence And prayer to shivering prayer, untilYou have dried the marrow from the bone; For men were born to pray and save; Romantic Ireland's dead and gone, It's with O'Leary in the grave. 3 [Images of cash tills and money] Consumerism has been growing steadily ever since, but its more than consumerism it’s a greed, an insatiable desire, an endless hunger for the next shiny object. The care for our fellow human beings has been replaced by this self propulsion . Recently we have been woken from a glut of consumerism, obsessed by the price of property and handbags and plunged into an abyss of recession. Now is the time to question what happened?Wha t is our culture? Who are the forces that change it and what is our part in adopting this culture as our own? Firstly what is our culture? Culture is anything that engages us socially. It is the media, television, newspapers, magazines, books, internet, art, music and dance. It is all of these and it is more. It is the way we think, the way we live and the things we believe in. Today in Ireland what is most prevalent is the culture of consumerism. Buoyed by the economic boom that was known as the Celtic tiger consumerism grew and grew. Borrowing increased as sales increased on luxury cars.Items such as handbags became known as must haves, the prices of houses escalated at an astonishing rate. Consumer spending increased by 36% in the period 1999 to 20042. As a nation we became gripped with a greed for goods. Where did this come from? Everyday we are bombarded with images of products and goods. The average person sees over a hundred ads a day. The media is littered with advertising. Most fashion magazines and television stations are run by the revenue generated by advertising. So we can observe how Gramsci’s theory is working, we are being governed by the media to buy these products.But what about the other side, why do we comply so easily. Is it because as a colonised state we are easily duped and behave like sheep. There is clearly proof for this . Because consumerism is our new God, we work all hours to acquire more money. Modern life is riddled with apathy. People don’t revolt any more and this is an essential part of Gramsci’s model. In order for a social structure to grow it needs to revolt. We did in the 1920’s when we gained our political freedom so why not again? Because people today are too busy being distracted by the media.Throughout the media we are shown the perfect way to live, what we need to purchase it, to attain that lifestyle and most importantly what we should be thinking. Open the supplement to The Sunday Times newspaper, not only will it tell you what artists are cool and current it will also give you a meter to what’s hot and not. There is usually a spread on a designer or artist with a photo shoot of their house. The following page has a guide as to where you can purchase items that are similar. We are filling our lives and our homes with products in the hope that they will give us an identity, a look a brand.But it goes further than this. Behind this cult of consumerism is a need for something stronger, the constant seeking that can never be found. In order for it to fill us it would have to be spiritual. We have made a false God of the media. Looking to it to sustain us, to give us direction and it can’t because it’s not based on spiritual principals. Our increasing lack of faith in Catholism had edged us more towards our readiness to believe in something else, something that makes us feel good, safe, and important. All the things the media claims to do.Social net working sites convince us we are important, that people are interested in what we say and want to see photos of us. The whole thing is ego based revolving around the church of me. As individuals become more obsessed with themselves, encouraged by the media (‘because we’re worth it’) to buy more products, watch more programmes that reiterate the ideology of Me and read more papers that tell you what to buy, community spirit is wasting away to nothing. In order for us to get any way out of this mess we need to look to Gramsci once again. We need to revolt.We need to stop consuming for the wrong reasons. We need to think about our purchasing. We need to become consciously aware of what we are doing. We need to start asking questions? Where is my money going? Is it helping communities or causing farmers to lose their farms? Why do they sell Riverock a Coca-cola product instead of Kerry Spring in the college canteen? Because that’s the reality; every time you p urchase something you set a chain of events into motion . Now we’re aware of our power there is no going back. We need to start a revolution.Some trailblazers have already started with Fair-Trade leading the way with putting a conscience into consumerism. In the field of fashion people like Kellie Dalton are paving the way forward for fashion with a conscience. Her work and the work of others at Redress. ie are helping make fashion more ethical. Hopefully with this growth in conscience a sense of community can once return to our shores and this will replace the endless seeking of self in the wrong places. [cue Titles Accompanied with Rage against the Machine â€Å"Take the Power Back†]Sources 1 http://www. nternationalgramscisociety. org 2 HYPERLINK â€Å"http://www. davy. ie/content/pubarticles/wmc20070730. pdf† http://www. davy. ie/content/pubarticles/wmc20070730. pdf 3 â€Å"September 1913† WB Yeats HYPERLINK â€Å"http://www. re-dress. ie/† htt p://www. re-dress. ie/ Irish Times Magazine, (Saturday Oct 31, 2009) The Sunday Times Style Supplement (Sunday Oct 25th, 2009) Cultural Theory, An Introduction, Philip Smith and Alexander Riley (Blackwell Publishing) pgs 35 – 37 HYPERLINK â€Å"http://www. victoryiscertain. com/gramsci† http://www. victoryiscertain. com/gramsci http://links. org. au/node/1260

Placement Tests & Proficiency Tests Essay

Imagine that you are responsible for admitting students to an English language school. Design a simple interview based on 20 personal questions for the student about his job, family, school or country. Begin with simple grammar and vocabulary and develop more complexity by the conclusion. This is to follow the school ´s placement test to confirm its results. 1. Placement Tests & Proficiency Tests I. I would start by asking the student to answer in full sentences if they can. For the purposes of this assignment I am assuming these students are adult learners. The questions I would ask are; 1. How are you? 2. What’s your job? 3. What are some of your responsibilities at work? 4. Do you play sports? 5. How long have you played that? (sport from the previous question) 6. Are there any sports/hobbies you would like to try? 7. How often do you watch movies? 8. What kind of movies/music/tv do you like? 9. Please tell me about your family 10. Do you have any pets? 11. What did you do at the weekend? 12. How long have you been studying English? 13. If you could travel to another country, where would you like to go? 14. What did you do/Where did you go on your last vacation? 15. Tell me about your hometown†¦what is it called, city/country 16. What are your plans for the next weekend? 17. When is your birthday? 18. What did you do/get last birthday? 19. Can you drive/play a musical instrument/speak any other languages? 20. If you could meet any person, living or dead, who would you like to meet? Look online for information about TOEFL iBT at ets.org. Conduct a mini-research project. Summarize pertinent information about this test,  including its purpose, form and audience. TOEFL iBT: The TOEFL iBT ® test, administered via the Internet, is an important part of your journey to study in an English-speaking country. In addition to the test, the ETS TOEFL Program provides tools and guides to help you prepare for the test and improve your English-language skills. The TOEFL iBT test measures your ability to use and understand English at the university level. And it evaluates how well you combine your listening, reading, speaking and writing skills to perform academic tasks. Purpose: The purpose of the TOEFL iBT test is to evaluate the English proficiency of people whose native language is not English. The TOEFL iBT scores are primarily used as a measure of the ability of international students to use English in an academic environment. The Test (TOEFL iBT) evaluates all four language skills that are essential for effective communication: reading, listening, speaking and writing: Reading – measures the ability to understand academic reading matter.  · Listening – measures the ability to understand English as it is used in colleges and universities.  · Speaking – measures the ability to speak English. Responses are recorded and scored by human graders.  · Writing – measures the ability to write in a way that is appropriate for college and university course work. The TOEFL iBT contains an added 20-minute essay along with the current 30-minute essay. Form: www.ets.org/s/toefl/pdf/iBT_reg_form.pdf 2013–14 TOEFL iBT ® Registration Bulletin (PDF) 2013–14 Bulletin Supplement for Test Takers with Disabilities or Health-related Needs (PDF) Audience: More than 27 million people from all over the world have taken the test to demonstrate their English-language proficiency. The average English skill level ranges between Intermediate and Advanced. Students planning to study at a higher education institution English-language learning program admissions and exit Scholarship and certification candidates English-language learners who want to track their progress Students and workers applying for visas Who should take it? Students planning to pursue their Associate’s or Bachelor’s degree: International students who wish to pursue undergraduate study at an American college or university have the option of taking the TOEFL ® iBT. In some instances, the institution will waive the TOEFL ® iBT if a student has completed Level 112 of ELS’ English for Academic Purposes program. If the institution does not waive the TOEFL ® iBT, the student must attain a certain minimum score on the exam in order to gain acceptance to the college or university. Students should check with the institution to find out what minimum score it requires on the TOEFL ® iBT. Students planning to pursue their Master’s degree or Doctorate International students who wish to pursue graduate study at an American college or university can take the TOEFL ® iBT. Most graduate schools require a minimum score on the TOEFL ® iBT as well as the Graduate Record Examination ® (GRE ®) or the Graduate Management Admissions Test ® (GMAT ®). Students may take ELS test prep programs for the GRE ® or the GMAT ® at Level 110 and higher—or if they meet other requirements. To learn more about entry requirements for either test prep program, click the links for each test Business Students Students entering the Business English Program must attain a minimum score on the TOEFL ® iBT, TOEIC ®, or IELTSâ„ ¢ exams, or achieve an advanced level on the ELS Pre-Arrival Test. Notes about TOEFL iBT: TOEFL iBT is approximately 4 hours long. Each section of the test has a time limit. The Reading section has new questions that ask test takers to  categorize information and fill in a chart or complete a summary. There is no longer a Structure section. Grammar is tested on questions and tasks in each section. Lectures and conversations in the Listening section are longer, but note-taking is allowed. In fact, note-taking is allowed throughout the entire test to help test takers answer the questions. The TOEFL iBT integrated approach requires that the students be proficient in note taking. The speech in the listening material sounds more natural, and one lecture per test is spoken with a British or Australian accent. There are also new multiple-choice questions that measure understanding of a speaker’s attitude, degree of certainty, and purpose. The Speaking section is new, and includes both integrated and independent tasks. Integrated task are questions that require use of mo re than one skill at a time: – read, listen, then speak in response to a question – listen, then speak in response to a question – read, listen, then write in response to a question Look online for information about TOEIC at ets.org. Conduct a mini-research project. Summarize pertinent information about this test, including its purpose, form and audience. The Test of English for International Communication is produced by ETS (Educational Testing Service). There are two separate parts to the TOEIC test. You can do one or both parts. 1. The Listening and Reading test is a paper and pencil test that takes 2.5 hours and is taken at a test centre. 2. The Speaking and Writing test is an online test that is taken in a test centre and takes 90 minutes. The Speaking and Writing test is a new test which is only available in some countries. Purpose: TOEIC evaluates the level of one’s command of English appropriate for the further work in the sphere of business (global workplace). Form: wie.ac.nz/download/TOEIC_Application_Form.pdf www.hau.gr/?i=examinations.en.toeic-application-form testprep.about.com †º Education †º Test Prep †º Registration Info Audience: This test is intended for Academic Institutions, the Workplace and Test Takers. The TOEIC ® tests: Help businesses build a more effective workforce Give job seekers and employees a competitive edge Enable universities to better prepare students for the international workplace TOEIC focuses on the English language, which prevails in the business sphere and global workplace. It consists of 200 multiple-choice questions, which are to be answered in 2 hours. The possible score results vary from 10 to 990 (5-495 for listening comprehension and 5-495 for reading comprehension). TOEIC test questions are based on real-life work settings in an international environment (meetings, travel, telephone conversations, etc). Score reports provide accurate, meaningful feedback about a test-takers strengths and weaknesses, along with a description of the English-language strengths typical of test-takers performing at various score levels. This allows employers to: Relate test scores to the tasks employees may perform on the job Use the descriptions to inform critical hiring and placement decisions Select the employee with the English-language abilities the job requires ETS’s ongoing research helps ensure that the TOEIC tests are accurate and relevant to today’s changing global workplace, which helps internationally competitive companies hire, place and promote the right candidates year after year. TOEIC test scores provide accurate, reliable measurement of English  proficiency — they can be compared regardless of where or when the test is administered. ETS ensures standardized test conditions give test takers equal opportunity to demonstrate proficiency. Test administrations adhere to strict guidelines to ensure a consistent and fair test-taking experience. A scoring process held to the highest quality-control standards results in the most reliable and valid scores available. Look online for information about IELTS at ielts.org. Conduct a mini-research project. Summarize pertinent information about this test, including its purpose, form and audience. The International English Language Testing System (IELTS) assesses the English language proficiency of people who want to study or work where English is used as the language of communication. IELTS tests are held in over 900 locations across the world with tests up to four times a month. IELTS tests all four language skills – listening, reading, writing and speaking. The IELTS Speaking test is a face-to-face interview with a certified Examiner. It is interactive and as close to a real-life situation as a test can get Purpose: IELTS measures ability to communicate in English across all four language skills – listening, reading, writing and speaking – for people who intend to study or work where English is the language of communication. Form: www.ielts.org/PDF/IELTS_Application_Form_November2011.pdf Audience: This test is designed for non-native speakers. IELTS is required by higher education institutions and various programs in UK, Australia, Canada and New Zealand. IELTS (International English Language Testing System) is the world’s most popular English language test. More than 2 million IELTS tests are taken each year. Taking IELTS opens doors – it can help you live, study and work around the world. More than 8,000 organisations worldwide accept IELTS, including government, academic and employment institutions. In fact, IELTS is the only English language test accepted for immigration purposes by all countries that require one. Classroom Tests and Quizzes 1- Decide if the following tests meet the criteria for good tests. Explain why they do or do not. A – You will give your class a chapter test of 25 questions. The test was announced during the chapter review for the following day. I don’t think that this test meets the criteria for a good test, because it is too little time for the students to prepare themselves well enough. B – You ´ve just decided to give the students a 10-minute test because you ´re the substitute teacher and need some time to get things organized before starting class. It’s not a good idea to give students a10 minute test as a substitute teacher for any reason. The only time it would be okay is if the actual class teacher gives you the go ahead, otherwise you may just be testing students on the incorrect material or work. C – It ´s Wednesday and you ´ve just finished a reading passage and tell the students they will need to be able to summarize the main points of it in a test on Friday. This situation is fair, because the students will have enough time to ask any relevant questions about the reading to make sure that they understand it completely and be well prepared for summarizing. D – At the end of the term you will require your class (of 20 students) to answer a 200-question objective test as well as two essay style questions in 300 words (minimum) each. Such situations would meet the criteria for good tests because the students all have an entire term to prepare themselves by practising with examples of objective tests and appropriate essay. E – You ask your class to produce a list of 10 words they learned on their own outside of class and use each in a sentence to show their mastery of the word. I think that this is one of the best ways of expanding the vocabulary of all students, and (even the teacher every once in a while) it is perfect for students to also practise their grammar as well as spelling. All of this allows the students to see their own progress. Therefore, this does meet the criteria. 2 – Create a 10-question gap fill (fill in the blank) exercise based on any topic: vocabulary, grammar, etc. Complete each sentence with the appropriate conjunctions. because, unless, therefore, either†¦or, still, neither†¦nor, although, not only†¦but also, but, both†¦and, when, whether†¦or, though†¦yet 1) Marie and Joseph did not want to leave _________________ they would miss the animals on the farm. 2) Mrs. Saber did not like the roast she prepared,  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­_______________ everyone else enjoyed it. 3) Mr. and Mrs. Saber will not move to the city _______________there is a very goo reason to do so. 4) _____________ Marie and Joseph are city dwellers, they __________ visit their parents’ farm every now and then. 5) The hen went back to sleep ____________ Mr. Saber was not looking. 6) Canada is ____________ a big country _____________ very cold in winter. 7) Carly said to Mel, â€Å"____________ you are mistaken _____________ I am.† 8) The students in Mrs. Peters’ class ___________ love ____________ respect her. 9) The Simpsons do not mind _________ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­___ they stay _________ move to another house. 10) â€Å"Things are __________ good ___________ bad; only thinking makes them so,† a teacher said to Bob, who had a puzzled look on his face. 3 – Create a 10-question cloze exercise on any text. Instructions: Provide the correct answer for each question. NOTE: Choose your answers from the words at the bottom of the page. On the 25th of January, we decided to go hunting. All  things ­Ã‚ ­Ã‚ ­Ã‚ ­______ ready in the car, a Range Rover with  four-wheel drive ________began on Thursday afternoon, and it took us ___________hours by car. We reached the place we were looking for __________ 5:15 P.M. First, we ____________the tent, then we made ____________and had a few minutes of _____________. After __________, we left to go on ____________ hunt. We hunted using a ___________. at, coffee, falcon, fixed, head, hours, minutes, rest, that, three, to, were

The Secret of Ella and Micha Chapter 8

Ella I realize I have more issues than I thought. As soon as we turn onto the Back Road, a passion combusts inside me. It only flames hotter when we pull up to The Hitch, an old abandoned restaurant stationed at the end of the road. It's the perfect set up for street racing, with a long straight road tucked between the lofty trees on the mountains. The sky is black, the moon bright, but there are clouds rolling in. I cringe, thinking of the night on the bridge. We'd been racing before I'd gone there. Micha gets a text message right as we brink the end of the road. He pulls the car to the side, maneuvering carefully across the pot holes. He pushes the parking brake in and checks his phone, shutting it off, and looking torn up. â€Å"What's wrong?† I ask. â€Å"You look upset?† â€Å"Nothing's wrong. Everything's great.† He's lying, but how can I press him to tell the truth when I'm a liar too? â€Å"So this is your surprise?† I will my voice to sound disappointed, but it comes out pleased. Micha gives me a sidelong glance. â€Å"Don't smile, pretty girl. It'll ruin your whole I'm-neutral-and-don't-give-a-shit act.† I opt to remain impartial. â€Å"Who are you planning to race tonight?† â€Å"You mean who are we racing?† He smiles alluringly through the dark cab of the car. â€Å"Well, I thought I'd leave that up to you.† In front of the trees is a line of cars with their headlights on and their owners standing near the front. They're a rough crowd, mostly guys except for Shelia, a big girl with arms thicker than my legs. She's the only girl I've ever truly feared. â€Å"Well, there's Mikey.† I rub my forehead with the back of my hand. â€Å"Does he still got that piece of crap 6 cylinder in his Camaro?† â€Å"Yeah, he does.† Micha leans back in the seat, examining me amusedly through the dark. â€Å"You think that's who I should go for?† â€Å"It's the obvious choice.† I don't like where my thoughts are heading, but I can't shut off my basic instinct. I've always been a hanging-out-with-the-guys kind of girl and therefor there is an abundance of knowledge about cars stashed away in my head. Lila is the first girl I've been friends with. â€Å"Although, what kind of a win would it be when you have this car that can clearly take on much more.† â€Å"You think I should take on someone in my own league?† â€Å"If you want the win to mean anything, then yeah.† We look at each other, like magnets begging to get closer. Yet flip one the wrong direction and they will push apart. â€Å"So which one is it, pretty girl?† He drapes an arm over the headrest behind me and his fingers brush my shoulder. â€Å"The underdog or the big dog.† There's a dare in the air, teasing the real me to come out tonight. I want to give in, just for a few hours, and let my inner ropes untie. I want to allow myself to breathe again, but I fear the loss of control – I fear I'll have to feel everything, including my guilt. â€Å"Micha, I think we should go back.† I put my seatbelt back on. â€Å"This isn't my thing anymore.† He presses his lips together firmly. â€Å"Please can we have a night? Just you and I. I really need this right now.† I pick up on his strange vibe and the sorrow in his eyes. â€Å"Okay, what's wrong? You've seemed a little out of it. Was it bad news on that text you got?† He traces the figure eight tattoo on his forearm. â€Å"Do you remember when I got this?† I absentmindedly touch my lower back. â€Å"How could I forget, since I have the same one on my back?† â€Å"Do you remember why we got them?† â€Å"I can't remember anything about that night.† â€Å"Exactly, yet you'll remember it forever. No matter what happens, which is completely ironic.† He lets his finger linger on the tattoo that represents eternity. â€Å"There's something bugging you.† I tug the bottom of my shirt down to cover up my tattoo. â€Å"Do you want to talk about it?† He shakes his head, still focused on the tattoo. â€Å"Nah, I'm good.† To distract him from his thoughts, I point my finger at a smokin' hot 1970 Pontiac GTO, blue with white racing stripes. â€Å"What about Benny? Does he still have the 455?† Micha's eyes are pools of black liquid. â€Å"You think we should take on the big dog?† â€Å"I think you should take on the big dog,† I clarify. â€Å"I'll just watch you kick his ass.† His expression darkens. â€Å"No way. I'm not racing unless you're in the car with me. It's tradition.† A starvation inside me emerges. â€Å"Alright, I'll ride with you, just as long as you do one thing for me?† â€Å"Say it and it's yours,† he says without blinking. My hunger urges me closer to him. I prop my elbows on the console, and my arms are trembling. He doesn't move, frozen like a statue as I put my lips next to his ear. â€Å"Make sure you win,† I breathe and my body arches into him on its own accord, before I sit back in the seat. His face is indecipherable, his breathing fierce, his gaze relentless. â€Å"Okay, then. Let's go win us a race.† We climb out of the car and hike across the dirt road toward the row of cars and their owners. I shield my eyes from the headlights and wrap an arm around myself, knowing these guys are going to give me crap for how I'm dressed. Micha swings his arm around me protectively. â€Å"Relax. I got you baby.† â€Å"Well, what do we have here?† Mikey, the owner of the Camaro, strides up to us. He's got black hair, a kink in his nose, and his thick neck is enclosed with a barb-wire tattoo. â€Å"Is the infamous duo back again to get their asses kicked?† I roll my eyes. â€Å"You beat us once and that was by default due to a flat tire.† His face pinches as he takes in my shirt, tank top, and curled hair. â€Å"What the fuck happened to you?† Chandra, his girlfriend, sputters a laugh. Her dress is so tight that her curves bulge out of it and her stilettoes make her almost the same height as me. â€Å"Holy shit, she like turned into a little princess or something.† Micha squeezes my shoulder, trying to keep me calm. â€Å"So who's up first? Or has no one decided yet.† Mikey eyes Micha's Chevelle and there's a nervous look in his eyes. â€Å"You think you can just walk in here and play the game after sitting out for nearly a year?† I mouth to Micha, a year? Micha shrugs. â€Å"What? You were gone. Why the hell would I want to race?† â€Å"Again, you need to move on without†¦Ã¢â‚¬  I trail off. Mikey will use what I say against Micha, so I have to watch my mouth. â€Å"We want to race Benny.† Mikey's laughter echoes the night. â€Å"You and what army?† I point at Micha's Chevelle parked near the road. â€Å"That army right there.† Mikey shakes his head and shoos us away. â€Å"That thing don't stand a chance against the GTO. Now run along and come back when you got something bigger.† He's testing my control. A lot. â€Å"As opposed to yours?† I retort, getting into Mikey's face. â€Å"Because that thing's all looks and no go.† Micha directs me back by the shoulders and a trace of amusement laces his voice. â€Å"Easy there, tiger. Let's try not to get our asses kicked tonight, okay?† Benny hops off the hood of his car, flicks his cigarette to the ground, and leaves his buddies to join us. â€Å"What's up? Did I hear someone wanted to race me?† Benny's the kind of guy that everyone respects because they're afraid of him. When he was a freshman he got into a fight at school with a senior twice his size and beat him up pretty badly. No one knows what the fight was over or what happened, but it was enough that everyone became cautious of Benny. Mikey points a finger sharply at me. â€Å"Princess right here wants to challenge you to a race in that thing.† Benny's eyes wander to the Chevelle as he cocks his shaven head and crosses his muscular arms. â€Å"Micha, isn't that your car?† Micha pats my back and winks at me. â€Å"Yeah, apparently she's my spokesperson.† Benny deliberates this and then turns to Mikey, who's glaring at me. â€Å"I don't see what the big deal is. I have no problem with Micha racing. In fact, it might be kinda nice to have a challenge for a change.† Benny slaps Mikey on the back kind of hard and then pounds fists with Micha. â€Å"Thanks man,† Micha says with a respective nod. â€Å"Are you and I going to line up first then?† Benny bobs his head up and down, nodding as he stares at the road pensively. â€Å"Yeah man, I think that'd work.† They chat a little bit more about the rules and what not, while Mikey continues to scowl at me like an angry dog. Once they're done talking, Micha and I walk back to the car, while everyone else scatters toward the starting line located right in front of The Hitch. â€Å"So what's your plan?† I ask. â€Å"Because beating him won't be easy.† â€Å"You're my plan.† He opens the passenger door for me. â€Å"With you in the car, there's no way I won't win, otherwise you'll never let me live it down.† Tucking my head into the car, I drop into the seat and then look up at him. â€Å"I won't make your car go any faster.† He grins, slamming the door. â€Å"Sure you will.† He slides across the front of the hood and climbs into the driver's seat. â€Å"You're such a show off,† I remark. He starts up the engine and it thunders to life. â€Å"That's like the pot calling the kettle black.† I slump back in the seat and fold my arms. â€Å"I may have been a lot of things, but I was never a show off.† He hooks a finger under my chin and angles my head toward him. â€Å"Taylor Crepner's graduation party two years ago. You were standing on the roof with a snowboard strapped to your feet, telling everyone you could make the jump. I think that's pretty close to showing off.† I make an innocent face. â€Å"But I did make the jump, didn't I?† â€Å"Yeah, but not without breaking your arm,† he says. â€Å"And that's beside the point.† â€Å"You're right,† I admit, touching the small scar on my arm where the bone broke through the skin. â€Å"I was showing off and you had to drive my dumb ass to the hospital, then sit in the waiting room while I had surgery to put my arm back together.† His finger traces a line down my neck and to my chest bone. â€Å"I was there because I wanted to be.† â€Å"You missed a performance because of me.† â€Å"I don't care – never have.† My gaze involuntarily flicks to his lips. Suddenly, I want to kiss him, like I did that night on the bridge. It makes me uncomfortable because the feeling owns me. I lean away, putting space between us. Sensing my transfer of attitude, he revs up the engine and spins the tires, fishtailing the car to the startup line. He shoots me a smug look, cocking an eyebrow. â€Å"Now that's showing off.† Shaking my head, I restrain a grin. Benny lines up the front of his GTO with Micha's Chevelle and his girlfriend struts up between the two cars. She's wearing jeans and a short t-shirt that shows her stomach. She flips her dark hair off her shoulder and then raises her hands above her head. People line up along the road, watching, and placing bets on the winner. I spot Ethan and Lila toward the front, chatting about something, and Lila is doing her flirty hair flip thing. â€Å"When did they get here?† Micha ignores me, eyeing Benny through his rolled down window. â€Å"To the baseline and back?† Benny's arm is resting casually on top of the steering wheel. â€Å"Yeah, man. First one back wins.† They look away from each other. Benny waves at his girlfriend and she nods her head. â€Å"On your mark. Get set. Go!† Her hands shoot down and screeches cut the air. A trail of dust engulfs us as we race off. The trees on the side of the road are a blur, and the sky is one big streak of stars. I keep silent as Micha shifts the car over and over again, but something inside me awakens from a very deep sleep. Benny pulls ahead and makes a sharp swerve right in front of us. His red tail lights are blinding in the night and his exhaust is puffing out thin clouds of smoke. Micha speeds up, inching the front end toward the rear of the GTO. As we approach the end, Benny pulls farther ahead, but it's not over yet. Micha has a thing for flipping the car around, without decreasing the acceleration. It's scary as hell, but it works every time. Besides with the longer body of Benny's GTO it doesn't have quite the turning power. We reach the end and I should probably be nervous. The road cuts off into a steep, rocky hill and the space to turn around is narrow, but I've never gotten scared, not even now. I guess I can't change what's in my blood. The GTO begins to slant sideways as Benny turns it. Micha veers to the side to get around him and shoots for the open gap between the car and the trees. I grab the handle above my head, the brakes squeal, and I brace my feet up on the dashboard. It's like being on a merry-go-round on crack. Everything spins – the trees, the sky, Micha. For a second, I shut my eyes and it feels like I'm flying. It takes me back to the night on the bridge. She said she could fly. The car straightens out and Micha floors the gas pedal. Like I predicted, Benny is having a harder time lining back up. By the time we're speeding up the road again, he's a small distance behind us. Micha punches the gas and shifts the car into a higher gear. The long front end of the GTO materializes through my window and Micha floors it, shooting me a look that lets me know I can tell him to slow down if I want. I don't. People flee to the side, panicking at our dangerous speed as we rip through the finish line. It isn't clear who the winner is or who's going to be able to get their car to stop in time, before crushing into The Hitch. Brakes shriek and dust swamps the windows. My body is thrown forward with the car's abrupt halt and I smack my head on the dashboard. Micha works to regain control of the wheel and straightens the car as it skids to a stop. Everything settles and the dust slowly clears. Micha and I stare out the windshield, breathing loudly, our eyes as wide as golf balls. The front bumper of the Chevelle is a sliver away from a very large tree. â€Å"Holy shit,† Micha whispers and looks at me, his eyes bulging. â€Å"Are you okay?† I lower my hand from the dashboard, my chest heaving with my breaths. Rubbing the bump on my head, I turn in my seat toward Micha. There is an eerie calm inside me and one of my worst fears becomes a reality. I'm an adrenaline junkie. Plain and simple, but I think it's how I've been all along. I just never admitted. I'm no longer in control. As I incline toward Micha, my heart flutters to life in my chest. My eyes shut and my lips brush his, gently tasting him. It feeds my hunger vaguely and I edge back, letting my eyes open. Micha is looking at me, his eyes pools of blue like the deep spots of the ocean hidden from the world. His hand comes up behind my head and he entices my lips back to his. Something snaps inside me, like a rubber band. With one swift movement, and the aid of my own willingness, Micha lifts me over the console and I straddle his lap, looping my arms around his neck. His hands burrow into my thighs and slip under my skirt onto my bare skin. My breath falters at the intimacy of his touch. No one has ever touched me like this before, without me running away. Usually, being this close to someone sends me into a room packed with self-doubt, panic, distrust, and unfamiliarity. My legs tense and Micha leans back. â€Å"Stay here, baby,† he whispers, like he can read my thoughts. â€Å"Trust me, okay? Don't run.† He waits for me to nod and then crashes his lips into mine, keeping his hands under my skirt. I arch my body into him, pressing my chest against his, and my nipples tingle. His tongue sensually plays with mine, tracing every spot on my mouth and my lips. My body starts to fill with a secret longing. Micha moves his mouth away from mine and my legs tremble in objection. He sucks a path of kisses down my jawline, moving to my neck and residing on my chest right above where my breast curves out of the top of my shirt. It sends a shock through my body and my legs uncontrollably tighten around him, my knees pressing into his sides. He lets out a slow, deep groan and his hand slides higher into my skirt as he guides me closer. I can feel him pressing in between my legs and it scares the shit out of me, but not enough to make me stop. It's like all the sexual tension I ran away from has sprung free all at once. My fingers sneak under the bottom of his shirt and trace along the outline of his lean muscles. I don't know where to stop or how to put the line back up. My mind is racing and I clutch onto his shoulders needing my control back. Someone bangs on the window. â€Å"Are you two having fun in there?† I jump back and my cheeks start to heat at the sight of Ethan and Lila staring at us through the window. In his black tee and jeans, Ethan blends in with the night, but his dark, insinuating smile glows. Lila's eyes are magnified and her jaw is hanging open. Micha does nothing to help the situation. A lazy grin spreads across his face as he watches me through hooded eyes, looking very pleased with himself. The adrenaline washes out of me and leaves a numb feeling in its place. I climb off his lap and straighten my skirt and hair before getting out of the car. I calmly walk around the back of the car and join Ethan and Lila. â€Å"So who won the race?† I ask, smoothing the last of the wrinkles out of my skirt. Ethan smirks at me. â€Å"Is that what you're really thinking about at the moment?† I stare at him blankly. â€Å"What else would I be thinking about?† Micha climbs out of the car, stretching his long legs. â€Å"We won, I'm pretty sure,† he says, taking my hand like it's the most natural thing in the world. â€Å"Although, I'm betting there's an argument going on about it.† Ethan nods agreeably and takes a sip of his soda. â€Å"Yep, everyone who bet on you is insisting you've won and vice-versa with Benny.† Micha interlaces our fingers. â€Å"So the same old, same old.† â€Å"You know how these things go.† Ethan pats Micha's shoulder sympathetically. â€Å"They're never going to come to a decision.† My hand is sweating in Micha's. He just cracked me open and my mind is racing with a billion thoughts. I can't do this with him. I can't crush him. I need to repaint the lines somehow. â€Å"We should just leave,† Micha says to me. â€Å"Let's not even give them the benefit of our argument.† â€Å"You want to drive out of here all suave?† I ask. â€Å"And make a grand exit?† Micha smiles and squeezes my hand. â€Å"A grand statement.† â€Å"Which would be?† â€Å"That we don't give a shit.† I let out a shaky breath and nod. â€Å"That sounds good to me.† â€Å"You want to meet up at the house?† he asks Ethan. â€Å"I'm sure we're going to have to do some tuning up on The Beast after what I just did.† Lila scrunches her nose and pops her gum. â€Å"The beast? Do I even want to know what that is?† Micha taps the car door with his free hand. â€Å"Yep, that's what I named it. Kind of like how you call your car your baby.† Lila laughs. â€Å"Oh, I get it. Although, I like my name better.† Micha traces his thumb along the palm of my hand. â€Å"Are you ready to go? Or do you want to go pick a fight with someone first.† I flash a panicked glance at Lila, who knits her eyebrows. â€Å"Maybe Lila and I should ride together. I haven't spent any time with her today.† â€Å"You've spent time with me every day for the last eight months,† she replies. â€Å"I think we're good for a few hours.† â€Å"I'll take care of her.† Ethan chucks the empty bottle of soda across the parking lot and it lands in the back of his truck. â€Å"Really, really good care of her.† Lila lets her blonde hair fall into her face to hide her blush. I've never seen her blush like that. What exactly have the two of them been up to tonight? Micha shakes his head at Ethan. â€Å"Be good.† Ethan rolls his eyes and then walks off with Lila toward his truck. Micha and I get into his car and I prepare myself to make a speech. Micha squeezes his eyes shut and holds his hand up. â€Å"Don't even say it. Just let it go for the night. Please. I need to just feel this.† The pain in his voice causes me to fasten my jaw shut. Opening his eyes, he starts up the car and we drive down the road. Micha waves to Benny as we pass and everyone's eyes follow us. Then the darkness takes over as we pull out onto the main road and the headlights light up the night like a tunnel that leads to the unknown.