Living with Domestic Violence Essay Example

Living with Domestic Violence Essay Example Living with Domestic Violence Essay Living with Domestic Violence Essay Name Surname: Mehmet Tamer Ozdil Instructor’s Name: Nilgun Eker ING 102 CRN 30052 Date: July 19, 2011 Living With Domestic Violence Domestic Violence is an epidemic in societies with dramatic, negative effects on individual, families and communities. It has many different names such as family violence, battering, wife beating, and domestic abuse. All these terms refer to same thing , abuse by marital, common law or dating partner in an intimate relationship. Domestic violence is not limited to physical beating. It is any behaviour that is intended to the use of humiliation, fear nd physical or verbal assault. There are many reasons of domestic violence such as poverty, hardship and unemployement. But whatever the reasons are domestic violence has important effects on children, women and future families. First of all, domestic violence directly affect on children with most important effects. Children who witness regular acts of violence have greater emotional and behavioural pr oblems than the other children. Even very young children can be completely frightened and affected. Some of the current effects may include nightmares, anxiety, withdrawal and bedwetting. According to Clara Harlow’s studies (in the article â€Å"This Day Forward† , 2000) boys who live with family violence have extremely dangerous attitude such as aggressive and disruptive. The same studies indicate that girls exposed to family violence aim to withdraw and girls not exposed have more active behaviour than the others (2000). Secondly, family violence has many negative effects on women. One of these effects is psychological. Battered women experience increased levels of deppression, lower self-esteem and higher levels of psychological distress when compared with nonbattered women. The most severe effects of deppression is suicide attempts. As Flitcroft and Stark stated. Twenty- six percent of women taken hospitals because of suicide attempts had appareantly been ill- treated (1999). The women who are beaten by their partners have also social and physical problems such as loss of opportunity, isolation from society especially family friends, loss of income or work and it has long term impact on financial security and career. They may have poor health and physical injury. If they are pregnant, they may miscarry or the baby may be stillborn. As a result of this problems, women probably became drug or alcohol addicts. Finally, the continuity of violence at home makes domestic violence a part of future families. In a family , children typically follow their parents because they want to learn what life is and when they became adult, they usually behave in the same way their parents did. Children growing up seeing violence, have a great risk of troubled relationships in the years ahead. The possibility of experiencing violence and abuse in relationships which will be established in the future is higher than the children not exposed to family violence. Researches show that many of fathers in families which fell apart had domestic violence when they are child. It can be understood from this statical, domestic violence repeatedly happen in future families. In conclusion, domestic violence may be the biggest problem in today’s world. Economic conditions and unemployement are two of the reasons of domestic violence, but it has many negative effects which is more important then the reasons on children , women and future families. Violence cannot be stopped completely but it is possible to decrease the rate of domestic violence in many ways. People should be educated about family violence. This can be most effectiveby educating young people to help them understand that violence is never an acceptable behaviour. Communities should be encouraged to establish centers for domestic violence and there must be some entertainments, musics and jokes that might trivialize domestic violence. Original Sentences *studies indicae that boys exposed to family violence tend to be overly aggressive and disruptive. *studies shows that girls who are exposed to family violence tend to withdraw and behave more passively than girls not exposed to violence

How To Write A Concert Review

How To Write A Concert Review Amazing Concert Review: How to Start? Reviews are probably the most casual types of written assignments because they combine both: reporting on an issue and providing your own opinion. Its main goal is to evaluate and provide information on the regular events: shopping at the mall and judging the quality of items, watching a movie or reading a new book. Every time we do something we judge people, atmosphere or plot even without noticing it. Luckily, reviews are so different in shapes and topics that they don’t have a common structure. There are many genres that students may choose: evaluating musicals, movies, books, TV shows, places and much more! However, the main goal remains the same: to give an evaluation of the chosen topic. It may seem quite a simple task to provide your own ideas and judgments on the topic. Although there are still many rules that you should follow, all of the claims must be supported with evidence. It is not simply an interpretation of the topic but also arguments-based research on the chosen issue.   You need to make the reader believe your point of view. Concert review is not the most common assignment students may get. You should describe not only musicians but also evaluate location, time, atmosphere and even response of the audience. In addition, you need to compare the chosen concert with other concerts to give readers a broader picture of the topic. If you have troubles writing a concert review or it is actually your first review of such kind, go on reading, and we will give you all the tips you should know for a great result! Understanding Background Knowledge of Your Audience To write a catchy and interesting review, you should not only provide a chronology of events but also analyze the musical genre, have a solid understanding of the theory and various musical styles. Another important element before getting started is to know your audience. For example, if you are writing for teenagers, you need to concentrate on describing the performers: their outlook, behavior, dialogues and so on. However, if you write the review for your teachers, it is better to write about the composition, plot, engaged interests, and expression to show how well you have mastered the genre. What Does Your Audience Want to Know? In most cases, readers are interested in getting the general picture of the concert and its impact on the writer. However, if you are writing for people, who have a deep understanding and interest of musical genres, pedagogy, and instruments, don’t forget to include those details to your review. If you are writing for an audience that is interested in technical aspects, write about the scene, location, light, sound, and other important details. However, there are things which all of the readers not depending on their interests are willing to know: whether the instruments were appropriate for the piece, how the audience reacted and so on. Your Writing Style Information you provide is not the only thing that matters. You should be equally attentive to the way you express your ideas in order to engage the reader. When writing a concert review, you should be both formal and informal. Try to avoid personal pronouns, like ‘I,’ ‘you’ and ‘your’: they always show that you are subjective on the topic and the readers may doubt whether your opinion should be trusted. In addition, if you want to make your review professional and catchy, you need to avoid clichà ©s and general terms, like ‘interesting.’ Try to find synonyms instead, for example, ‘appealing’ or ‘outstanding.’ How to Write a Remarkable Concert Review? If you want to get a high grade and to engage the reader, understanding music and listening to various concerts is a must. Your ability to put impression into words is one of the key features you need to master if you expect a great result. Writing a concert review consists of two stages: on the first one you need to attend the event or listen to the audio, and on the second you need to write everything down.   Below we have collected all of the stages and elements you need to include to your concert review. Stages of Pre-writing Carefully Read Guidelines Concert review is quite a vivid assignment, so greatly depends on circumstances and requirements. For example, if you are writing for a teacher, you need to follow a particular formatting style and to make sure to include all of the required elements. However, if you are writing a paper article, it is important to know the audience. Get the Tickets Beforehand To make sure that you get the best seats, from where the scene and performers will be clearly seen, it is better to buy the tickets well in advance. Make Notes During the Concert This is one of the most challenging but yet important stages because the quality of your review greatly depends on how well you will write down all of the important details. Remember, you need to pay attention not only to the concert itself but also to the time and location, clothes of musicians, lighting, general atmosphere and much more. You can also make notes on the dialogues on stage and among visitors. Write Down Performed Compositions It is important to provide readers with information on what compositions made up the concert. If you miss any of the pieces, it is better to contact concert managers and to get a list of the compositions that were played. Later in your text, you can tell which of them you liked more and why. Tell About the Musicians You need to write down your impressions from performers. Where they good or bad? However, back your opinion with reasons why you consider performers good, average or bad. Make notes whether performers shared powerful energy with the audience. Don’t forget to notice gestures, mimics and other important details on stage. Additionally, concentrate on the leading singers: were they confident? How well did they interact with the audience? Did they use all space on stage? Examine the Audience It is a well-known fact that part of the performance depends on how well the audience responds. Of course, you need to focus on musicians, but there is also a need to notice the mood of the audience. Not depending on the goal of your concert review, your readers will be interested in the concert atmosphere, so make notes on the audience, its quantity, age and response to the concert. Writing Stage The second stage starts right after you leave the concert and must contain the following elements: Introduction In the first part of your review, you need to provide all of the important details considering the concert - for example, its title and date, venue, names of musicians and ensembles. You can also give details on the location to provide readers with a broader picture. This is especially important for readers, who are not familiar with the area. You also need to mention whether the concert took place in the evening or at night. Description Main paragraphs of your review must contain a description of various compositions that were played during the concert. Here is when your notes come in hand. Devote a separate paragraph to every composition or aspect you want to highlight. The format of your description greatly depends on the musical genre, but you should still mention composition’s title, name of the composer and information on the audience’s reaction on the discussed piece. Evaluation Evaluation section is the heart of your review because it contains your personal opinion based on the information you have provided in the previous body paragraphs. Here you should tell readers about the general experience of the concert. Tell the audience whether it was worth seeing or not. What made it different from other similar events? Here you can also include information about musicians, interesting facts, history and so on. In this part, you must provide both positive and negative thoughts on the performance. Was there anything that the concert lacked? What things could improve the show? In the evaluation section, you should also tell about the audience’s response. What songs or musicians got more applauds? Don’t forget to evaluate the organization of the event. It is also important to tell about the quality of music and sound, as well as of musical instruments. You can also compare the live and the studio versions: were they very different? Which one was better? Conclusion The closing paragraph of your review must be a summary of your experience and impression of the concert. In this section, you can mention whether the concert met your expectations. Remember that conclusion is for summarizing and not for providing any new information and details. Closing Thoughts Writing a concert review is quite different from other writing assignments, and it may take lots of time and preparation. Your main goal is to experience different emotions and then to render them to your target audience. If you want to create a great review, it is important to have a deep understanding of music and to understand format peculiarities. Hopefully, the tips above will be of great help!

Poverty reduction programs in india Essay Example | Topics and Well Written Essays - 2500 words

Poverty reduction programs in india - Essay Example According to the World Bank survey, anyone earning below one dollar per day is usually graded as poor. May of such people resides in Africa, parts of Asia countries, Latin American countries and India. However in the developed nations, the number of poor people is reduced due to higher levels of development and excellence strategies put in place to curb poverty conditions in these areas. The government’s response to issues of eradicating poverty amidst them is of prime importance as she is the key controller of the national funds. This paper will look at the success of various programs in India aimed at alleviating and eliminating poverty among the Indian populations. According to Parikh, (1994) over the one third of the Indian population is illiterate and a larger majority of these is not educated beyond the age of 15 years. In line with this, Jha & Srinivasan, (2001 ) note that; At the beginning of the new millennium, 260 million people in the country did not have incomes to access a consumption basket which defines the poverty line. Of these, 75 per cent were in the rural areas. India is home to 22 per cent of the world’s poor. Such a high incidence of poverty is a matter of concern in view of the fact that poverty eradication has been one of the major objectives of the development planning process (3785). This indicates a larger percentage of the people who are either unemployable or lowly employed. Illiteracy and ignorance according to Hulme & Paul, (1999) is the root cause of poverty in various parts of the world. The first step require in the elimination of poverty is therefore the need to elevate the education sector and increase awareness among the people. The Indian government is doing a lot concerning this with more practical educational systems adopted in order to develop skills rather than promoting mere learning in most of the Indian learning and education sector. As Ramaswami, (2002) notes, even among the educated Indian populations , all do not possess adequate employable skills worth generating independent income. All these problems according to Mehta, (2004) stems from the education sector which is not turned towards changing the economic scenario in the country. The rural areas carry the largest number of Indian population which is mainly agricultural. Even this is greatly affected by the dwindling amount of cultivable lands and lack of adequate rainfall for the development of arable farming systems. Irrigation farming in many of the Indian lands is not possible due large capital requirements. This has led to acute rural- urban migration whereby a large number of people are moving into the urban areas to look for greener pastures. These end up doing various menial jobs in the cities since they lack adequate and specialized education required for good employment in the industries and labor intensive companies in the country. This has brought in a double misfortune in the country as the largest agricultural l ands are evacuated by people moving into the urban centers in search of jobs. The urban centers for this reason have been largely crowded with people with less education and almost no skills for employment. Lack of relevant or adequate skills for employment practices among many urban dwellers have eventually led to the development of informal jobs and settlements in most of the towns contrary to the overall expectations of the development agenda. As a result the development image of many

Working in a Health and Wellness Company Essay Example | Topics and Well Written Essays - 500 words

Working in a Health and Wellness Company - Essay Example Problems such as obesity can be attributed to the element of poor diet where individuals consume more of a particular type of food that is mostly rich in fats. Therefore, I would advise the clients on the proper measures they can take in order to overcome this problem. As a consultant, I would also facilitate in updating membership information as well as receiving payments for various services from the members of the club.  Apart from advising the clients about the measures they can take in order to improve their health, our company also specialized in offering training sessions to the clients so that they can improve their wellness. Our company has specially designed facilities that are meant for training and development in a bid to improve the physical fitness of the clients. The company has a gymnasium that is equipped with state-of-the-art equipment that can be used by the clients for all their requirements in carrying out physical exercises. The company also has sporting groun ds where the clients can engage in sporting activities such as cycling, athletics, soccer, and basketball. Our company has a strong orientation towards sporting activities since we believe that it is very important in the health and welfare of the people. The company encourages members to form teams and it often sponsors tournaments as a way of motivating the targeted people to take an active role in the sport.  The company also offers herbal solutions that can be used to improve the health and wellness of different people. One important aspect of the company is that it specializes in using natural solutions to address the health concerns of the people. The company has a staff complement of about 30 employees and it operates three branches in the Kent area. The company has a competitive advantage in that it offers unique products that are not matched by the other products and services offered by other companies.

Reflective journal Essay Example for Free

Reflective journal Essay My third week of clinical placement at Trillium Hospital assigned on the same unit and same patient. Arrive early in the lobby of 4J Rehab meet with our Clinical Instructor and group mates. Started with pre-conference had briefing for the day activities assigned as schedule to be with our Clinical Instructor in giving 10:00 am medications. After the briefing, I went to the station where, met my new preceptor , exchange of greetings little bit of introduction about me and her. We started by taking the endorsement from the outgoing night shift nurse. Review the plan of care of our assigned patient. She asked to get the manual Blood Pressure Apparatus and handed me her pager. I was thinking why the pager. She notice me in confusion of the pager, she just smiled and said â€Å" I want you to feel your the real nurse and I am just your assistant†, dont worry I am at your side† just answered â€Å"ok†. We went to each patient room, greeted patient, took the vital signs, recorded it my notebook, does the head to toe assessment . After all of these activities we went back to the nurses station where I do the documentation with regards to patients vital signs. At around 9:00 in the morning we do the morning care for each patient, I had the chance to assist her male stroke patient change his catheter. We finished around 9:30 and had our break. After the break 10:00 Am time to give the medication for my assigned patient together with my preceptor as per schedule. My assigned patient is male 51 years old Spanish who has an Ileostomy case. The medication that I was going to give are pain medications and for his hypertension. My clinical instructor asked me also about the medication routes, and the classification of the drugs. So thankful to her my Clinical Instructor she is so kind and willing to give us all the information we need to learn. I also documented in the MAR sheet, signed the drugs that I gave. I also had the chance of changing the dressing of my assigned patient, Ileostomy case. Prepared the materials needed for the procedure. Feeling nervous at the beginning, my first time to do this kind of dressing, packing ribbon on an stoma. With my preceptor around who is so cooperative and teaching me the proper way to do it I feel confident and grateful to her too. Me and my group mates had also the chance to watch doing the bladder scanner knowing the amount of urine in the bladder. One of my group mates did the in and out catetherization, but unfortunately it did work out, something is blocking maybe pus. I also helped the transferring of patient from bed to wheel chair using the manual Hoyer Lift. Get tired that day but happy I learned a lot of challenges, having this positive attitude, experiences during my clinical duty I know I can handle and deal with the situations that I will be encoutering.

You Shouldnt Have To Say Good-bye :: essays research papers

The Book is set in New York. It is a book about a young girl losing her mother to cancer. The theme is to never let a death in your life ruin the rest. I thought the book was really good. I showed a clear picture of how things can be when someone close to you is very sick, and there's nothing you can do about it. Sarah who is the only child is very close to her mother. One day when she comes home from school she finds out her mom is in the hospital. Hs did not come until two weeks later. When Sarah's mom comes home, she does not look very good. Later that day Sarah finds out that her mom has melanoma cancer. Her mom and dad both assure her that things will be fine, but Sarah isn't so sure. The days pass by and her mom seemed to get better and better every day. Sarah's best friend, Robin assures her that her mom will be just fine. Her mom teaches her many new things like laundry and buys her books to read. They spent as much time as possible together. However, one day when she gets home from school, no one is at the house. Sarah calls her dad's work and is told her dad is in the hospital with her mom. After a couple of hours, Sarah goes to school to perform in a talent show, still hoping that her parents would show up to see her. During her gymnastics routine, she spots her dad and mom in a wheelchair. After the show, she can't figure out why her mom is in a wheelchair. He friend Robin who performed in the show with her leaves with her mom quickly without saying anything. When they get home her parents try to convert her and decide to have a Christmas party. The party goes well and Sarah's mom seems better. On Christmas Eve day, Sarah is told to open presents right after lunch. She gets really upset because they usually do it in the evening. As Sarah came to her mother, who was sitting on the couch, her mother put her hands on Sarah's forehead. But as seconds pass, her head fell back, she closed her eyes and died.

When Children or Young People May Need Urgent

Identify circumstances when children or young people may need urgent medical attention Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness.An open wound that won’t stop bleeding or where the blood is pumping out.Burns or scalds to the child’s skinMeningitis symptoms such as a stiff neck, fever, headache and a rash that doesn’t fade when pressed by a glass.Confusion, headache, vomiting or blurred vision after a head injury.Being floppy, unresponsive or unconscious.Difficulty breathing and blueness around the lips.Having a high fever, heat exhaustion or severe sunburn.Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their paren t or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness.An open wound that won’t stop bleeding or where the blood is pumping out.Burns or scalds to the child’s skinMeningitis symptoms such as a stiff neck, fever, headache and a rash that doesn’t fade when pressed by a glass.Confusion, headache, vomiting or blurred vision after a head injury.Being floppy, unresponsive or unconscious.Difficulty breathing and blueness around the lips.Having a high fever, heat exhaustion or severe sunburn.Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness.An open wound that won’t stop bleeding or where the blood is pumping out.Burns or scalds to the child’s skinMeningitis symptoms such as a stiff neck, fever, headache and a rash that doesn’t fade when pressed by a glass.Confusion, headache, vomiting or blurred vision after a head injury.Being floppy, unresponsive or unconscious.Difficulty breathing and blueness around the lips.Having a high fever, heat exhaustion or severe sunburn.

The Hunters: Phantom Chapter 34

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

Chocolate condition Essays

Chocolate condition Essays Chocolate condition Essay Chocolate condition Essay The mean shows that on average the participants in the chocolate condition rated their happiness a 4, which is higher than the average happiness score of those in the no chocolate condition. This indicates that those in the chocolate condition felt slightly happier than those in the no chocolate condition. This is also supported by the Mode, as the mode for group 1 was higher than for group 2. The median is the most suitable measure of central tendency for this study as the data collected was ordinal. This also showed that generally group 1 rated their happiness higher than group 2. A higher median indicates that group 1 had higher happiness scores overall.In order to find out whether the results were due to chance factors a Mann-Whitney U test was carried out. The observed value of U was 52 and the critical value was 64 at a 0.05 level of significance. As the observed value of U was smaller than the critical value the experimental hypothesis was accepted and the null hypothesis was rejected (Appendix 6, Page 10). The graphs show a range of answers from the two groups. In group one the happiness scores range from 3 to 5 and in group two the happiness scores range from 2 to 4. From the graphs it can be seen that majority of subjects in both of the groups rated their happiness 3 or 4. Showing little variation between the two groups.The results support the experimental hypothesis stating subjects in the chocolate condition will significantly score their happiness higher than those in the no chocolate condition. There was a lot of control over the study as an experiment was used and the independent variable was completely controlled. This research method also ensured that all subjects were treated equally as possible. They all heard the same debriefing but the standardised instruction differed for the two groups, as it involved one group eating chocolate and the other not.A strength of using the independent measures design is that each subject took part in only one of the two conditions avoiding order effects. But participant variables may have been a problem for example the participants in the chocolate condition may have been more comfortable with sharing their happiness score than those in the other group. The sample included equal number of males and females; therefore the study was not biased towards gender. But the results cannot be generalised to people outside the age range 16-19 years and to those who are not students. Also, the results dont represent other towns and can only be generalised to British students. Therefore many generalisations cannot be made.Demand characteristics may have occurred as the subjects were informed in the standardised instructions that they will be answering questions. There is also the possibility that subjects may have rated their happiness on the basis of what they thought was expected rather than how happy they really were at the time. But demand characteristics were also minimised by asking other questions rather than just the critical question.To improve the study, subjects from different towns, nationalities and age groups could be used to see if similar results are found and this would enable the findings to be generalised to a much wider popul ation. Subjects: An opportunity sample of 30 black and white college students aged between 16-19 years. 15 males and 15 females. Subjects were selected during college time and randomly assigned into one of the two groups.Procedure: Informed consent was gained from all participants and they were checked for any allergies or illness that may be affected by chocolate (Appendix 1, Page7). The study took place in a quit room, where only the participants were present. The standardised instructions were read to both groups (Appendix 2, Page 7). Group 1 (chocolate condition) did the experiment first. All 15 participants in that group were provided with 4 squares of chocolate. After they ate the chocolate, they filled in the short questionnaire. Then they left the room and immediately group 2 came in and filled in the same questionnaire but they were not given any chocolate. Both of the groups were thanked and debriefed (Appendix 3, Page 8).All participants were treated equally. The experime nt took place in the same room ensuring identical surroundings. All subjects were aware that they had the rights to withdraw at anytime (Appendix 1 2, Page 7). The only difference was that one group were given chocolate before they filled in the questionnaire but the other group was not. The dependant variable was the answer to: Rate your happiness on the scale of 1-5. This was the critical question; the other questions were there just to reduce demand characteristics. In order to find out whether the results were just due to chance an inferential statistical test was carried out. The experiment used an independent groups design; therefore the Mann-Whitney U test was used at a 0.05 level of significance. A significant difference between the happiness of the two groups was looked for.It was found that the subjects in the chocolate condition rated their happiness higher than those in the no chocolate condition. This indicates that chocolate does have an affect on a persons happiness. The table below shows the mean, median mode. They have been used to find out the central tendency for the happiness scores for both of the groups. (See Appendix 5, Page 9 for raw data).

Preparing for the Private School Interview

Preparing for the Private School Interview Private school interviews can be stressful. You are trying to impress the school and put your best foot forward. But, this doesnt have to be an interaction that makes you lose sleep at night. Here are some tips to make the interview go more smoothly. Research the School Beforehand ​If you really want  to attend a given school, be sure you know some basic information about the school before the interview. For example, you shouldn’t express surprise that the school doesn’t have a football team during the interview; thats the kind of information thats readily available online.  While you will find out more information on the tour and during the actual interview, be sure to read up on the school beforehand.  Make it clear that you know something about the school and are eager to attend by making such remarks as, â€Å"I know your school has an excellent music program. Can you tell me more about it?† Prepare for the Interview Practice makes perfect, and if youve never been interviewed by an adult before, this can be an intimidating experience. Its always a good idea to study potential questions they may ask you. You dont want to have scripted answers, but being comfortable talking off the cuff about given topics will be helpful.  Be sure you remember to say thank you and to shake hands with the admission officer at the end of the interview. Practice good posture and remember to make eye contact with your interviewer, too. Older students may also be expected to know about current events, so you might want to be sure that youre keeping up on whats happening in the world. Also be ready to talk about potential books, things that are happening at your current school, why youre considering a new school, and why you want that school in particular. Younger children may be asked to play with other children in the interview, so parents should be prepared to tell their child ahead of time what to expect and to follow rules for polite behavior. Dress Appropriately Find out what the school dress code is, and be sure to dress in attire that is similar to what  the students wear. Many private schools require students to wear button-down shirts, so don’t dress in a tee-shirt, which will look impolite and out-of-place on the day of the interview. If the school has a uniform, just wear something similar; you dont need to go buy a replica. Don’t Stress Out This goes for both parents and students.  Admissions staff at private schools are far too familiar with the child who is on the brink of tears on interview day because his parents have given him a bit too much advice- and stress- that morning. Parents, be sure to give your child a big hug before the interview and remind him- and yourself- that you are looking for the right school- not one you have to campaign to convince that your child is right for. Students need to remember to just be themselves. If youre the right fit for a school, then everything will come together. If not, then that just means there is a better school out there for you. When on the tour, be sure to respond to the guide politely. The tour is not the time to voice disagreement or surprise about anything you see- keep your negative thoughts to yourself. While it’s fine to ask questions, don’t make any overt value judgments about the school. Many times, tours are given by students, who may not have all the answers. Save those questions for the admission officer. Avoid Over-Coaching Private schools have become wary of students who have been coached by professionals for the interview. Applicants  should be natural and should not make up interests or talents that aren’t really innate. Don’t feign interest in reading if you haven’t picked up a pleasure reading book in years. Your insincerity will be quickly discovered and disliked by the admissions staff. Instead, you should be prepared to speak politely about what interests you- whether it’s basketball or chamber music- and then you will come across as genuine. Schools want to know the real you, not the perfectly poised version of you that you think they want to see. Common Interview Questions Here are some common questions you might be asked in private school interviews: Tell me a bit about your family? Describe the members of your family and their interests, but stay away from negative or overly personal stories. Family traditions, favorite family activities, or even vacations are great topics to share.Tell me about your interests? Do not fabricate interests; speak about your true talents and inspirations in a thoughtful and natural way.Tell me about the last book you read? Think ahead of time about some books you have read lately and what you liked or didn’t like about them. Avoid statements such as, â€Å"I didn’t like this book because it was too hard† and instead speak about the content of the books. Article edited by  Stacy Jagodowski

Marketing Management case Study Example | Topics and Well Written Essays - 250 words

Marketing Management - Case Study Example Considering the investigation, Tom Jackson who is the president and the holder of Executive Training Inc (ETI), is concerned in regards to the upward cost that is proportional to $ 400, 000 preceding getting his first client. ETI is an organization that gives showcasing and deals preparing to agrarian organizations, however monetary investigation is pondered respects to the predominating current degree. This proportion constitute of both current stakes and current liabilities. Be that as it may, the degree reflects the amount of times fleeting stakes blanket transient liabilities and is a reasonably correct evidence of an organizations capability to administration its current commitments. A higher number is favored on the grounds that it shows a solid capacity to administration transient commitments. The organization of current possessions is a key element in the assessment of this proportion. Contingent upon the kind of business or industry, current holdings may incorporate moderate moving inventories that could conceivably influence investigation of an organizations liquidity (Keller & Kotler, 2011). In light of how Executive Training Inc business evaluating and also its aggregate deals disclosed, we find that in excess of 17 year the organization had been doing business and its incomes developed from simply $ 100,000 in the first year to $1, 200, 000 at the end of the year 2003. All the more in this way, the issue of preventive interim days ready to go assumes a greater part the extent that monetary part of business is of concern. This degree gages the risk of indebtedness for gurus by figuring the amount of days an organization can work without any money returns while reaching its essential operational expenses. By and large, this number ought to be between 30 to 90 days. ETI on this support have used their assets, deals explanations and calendars