Hamlet - Intelligent , NOT Insane Essay - 1342 Words

Throughout the Shakespearian play, Hamlet, the main character is given the overwhelming responsibility of avenging his father’s foul and most unnatural murder (I.iv.36). Such a burden can slowly drive a man off the deep end psychologically. Because of this, Hamlet’s disposition is extremely inconsistent and erratic throughout the play. At times he shows signs of uncontrollable insanity. Whenever he interacts with the characters he is wild, crazy, and plays a fool. At other times, he exemplifies intelligence and method in his madness. In instances when he is alone or with Horatio, he is civilized and sane. Hamlet goes through different stages of insanity throughout the story, but his neurotic and skeptical personality amplifies his†¦show more content†¦Hamlet is far too on top of things to be mad. Hamlet’s intellectual brilliance is first brought out in Act I, scene V when he plans on acting mad to confuse his enemies. Hamlet is also quick to figure out w ho his enemies and who are his real friends. â€Å"I know the good King and Queen have sent for you† (I.iv.37). Hamlet instantly knows that Rosencrantz and Guildenstern are not paying a social visit to Hamlet, but were in fact sent as spies for the former King of Denmark to find out the cause of his sudden madness. Hamlet immediately knows that he cannot trust his former school friends, and that he must take caution in what he says when is around the both of them. Rosencrantz and Guildenstern talk with Hamlet, but with a crafty madness [Hamlet] keeps aloof (I.iv.37), and they are unable to find the cause for his odd behavior. Hamlet’s true intellect is brought out in Act III, scene II when he plans on putting on a play. If his occulted guilt do not itself unkennel in one speech, / it is a damned ghost that we have seen, and my /imaginations are as foul as Vulcan’s stithy (III.ii.84). When Hamlet comes up with a brilliant plan to put on a play about someone killi ng a King, he determines whether or not Claudius is guilty of murder, or if the ghost is really his dead father or an evil spirit whose setting him up to kill an innocent man. Hamlet coming up with a successful plan to proveShow MoreRelatedThe Corruption of Denmark in William Shakespeares Hamlet Essay2181 Words   |  9 PagesEnglish 630-516 Ms. Cara Woodruff T H E C O R R U P T I O N O F D E N M A R K I N W I L L I A M S H A K E S P E A R E ‘ S H A M L E T March 31, 2009 2046 words No nation is entirely free from corruption. Nevertheless, if corruption is strong enough, it can hinder the good governance and decay the fabric of society. It is an obstacle to sustainable development, and leaves little room for justice to prevail. Throughout the play, Hamlet, by William Shakespeare, a corruptingRead Moreshakespeare influences16068 Words   |  65 Pages 5. SIGNIFICANCE AND RATIONALE 6. ANALYSIS 7. 8. 9. 10. 11. ABSTRACT This thesis analysis the textual and symbolic similarities between Shakespeare s tragedies Macbeth and Hamlet and William Faulkner s the sound and the furry and Absalom, Absalom!. Faulkner absorbed essential characteristics of Shakespearean tragedies and utilized them consciously and unconsciously in the creation of his own tragic figures. Comparison betweenRead MoreDeveloping Management Skills404131 Words   |  1617 PagesManagement—-Study and teaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 2011 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL SKILLS 232 233

The Millenium Declaration Goals 2000 - 1758 Words

The Millennium Declaration Goals 2000, In which the world 189 part nations unanimously consented to help the poor nations of the world to attain a finer life before the end of year 2015. In this Millennium Declaration, It was chosen by the world pioneers to outline a system for advancement embodying eight Millennium Development Goals (MDG’s): 1. Eradication of extreme poverty and hunger 2. Achievement of universal primary education 3. Promotion of gender equality and empowerment of women, 4. Reduction of child mortality 5. Improvement in maternal health 6. Combating HIV/AIDS, malaria and other diseases, 7. Ensuring environmental sustainability and 8. Develop a global partnership for development. The accomplishing focus of these objectives is until 2015. Subsequently such advancement methodologies are critical to meet these objectives. Poverty is serious problem in Northern Nigerian States. The Federal Government of Nigeria initiated different programmes to address the issue of poverty. These programmes are there to reduce poverty, eradicate hunger and improve the living conditions of the people. All the programmes aim at reducing the poverty in country including the poorest states of Northern Nigeria. However, despites the efforts of these programmes by successive government and huge budgeting attached to the programmes, people in the north are still living in absolute poverty. The poorest states in northern Nigeria lack the basic necessities such as primaryShow MoreRelatedEssay Sustainable Development and Population Control1569 Words   |  7 Pagesprotect the life of the planet.    The United Nations much ballyhooed Millennium Summit of 2000 issued a Millennium Declaration that gushed, We must spare no effort to free all of humanity, and above all our children and grandchildren from the threat of living on a planet irredeemably spoilt by human activities, and whose resources would no longer be sufficient for their needs (Millenium Assembly, para.22).    In his report to the Commission on Population and Development, UN Secretary-GeneralRead MoreWomens Rights Violation: Human Trafficking in Indonesia Essay1814 Words   |  8 Pagesperson to its employee or for exploitation reasons. The term exploitation includes: prostitution, other sexual exploitations, slavery, forced labour, servitude and the removal of organs (United Nations Convention Against Transnational Organized Crime, 2000). This essay is focusing on women’s rights, by looking at human trafficking in Indonesia. Poverty and small employment opportunities as well as the unequal gender roles are the many reasons for human trafficking in Indonesia. This leads to the nationRead MoreQuestions On The Rights Law Essay6983 Words   |  28 PagesORAGO SUBMITED BY: GROUP TWO SUBMISSION DATE: 7TH AUGUST 2015 DECLARATION OF ORIGINALITY FORM This form must be completed and signed for all works submitted to the University for examination. Name of Student: GROUP TWO Registration Number: N/A College: HUMANITIES AND SOCIAL SCIENCES School: LAW Department: COMMERCIAL LAW Course Name: GPR 605: HUMAN RIGHTS LAW Title of the work: ASSIGNMENT FOUR DECLARATION 1. We understand what Plagiarism is and are aware of the University’s policyRead MoreDisaster Management Policies and Systems in Pakistan13687 Words   |  55 PagesImpact Assessment ERC Emergency Relief Cell FATA Federally Administered Tribal Areas FFC Federal Flood Commission GDO Goods Dispatch Organization GoP Government of Pakistan HKH Hindu Kush – Himalayan LGO Local Government Ordinance MDGs Millenium Development Goals MF Micro Finance MMTs Medical Mobile Teams MSDP Micro-Finance Sector Development Program NWFP North Western Frontier Province NA Northern Areas NCMC National Crisis Management Cell NDMA National Disaster Management Agency NEAP National EnvironmentalRead MoreHow Pastoral Care Policy Has Contributed to the Management of Junior Secondary Schools In Botswana23474 Words   |  94 Pagesï » ¿Table of Contents Table of Contents 1 ACKNOWLEDGEMENTS 3 DECLARATION OF ETHICS 4 Abstract 5 CHAPTER 1: BACKGROUND TO THE STUDY 6 1.0 INTRODUCTION 6 1.1Background 7 1.2 Statement of the problem 11 1.3 Purpose of the study 11 1.4 Research questions 11 1.5 Definition of key terms 12 1.6 Acronyms: 12 1.7 Significance of the study 13 1.8 Limitations 14 1.9 Delimitations 14 CHAPTER 2: LITERATURE REVIEW 15 2.0 INTRODUCTION 15 2.1 The origin of pastoral care 15 2.2 What isRead MoreOrganisational Theory230255 Words   |  922 PagesPer. 2705 d.407 October 22nd 1836; Table 9.1 with permission of PricewaterhouseCoopers; Figure 10.1 reprinted by permission of Sage Publications Ltd from Johnson, P. and Duberley, J., Understanding Management Research, Copyright  © Sage Publications 2000, originally published in Burrell and Morgan  © Sociological Paradigms and Organizational Analysis, Burrell, G. and Morgan, G. (1979) Ashgate; Figure 10.2 from Phillips, N. and Hardy, C., Discourse Analysis, copyright 2002 by Sage Publications, Inc,

Emotional Intelligence

Question: Discuss about theEmotional Intelligence. Answer: Introduction Emotional intelligence can be described as the ability of an individual to monitor his/her own feelings, as well as, emotions, capable of discriminating them, and being able to use these feelings or emotions to guide their own actions and thinking (Feyerherm Rice, 2002). To understand the actual concept of the term emotional intelligence, exploration of its two components is required, which are intelligence and emotion. Where intelligence attributes to the abilities like the power of an individual to combine, as well as, separate different concepts, to reason them and to judge them, and to engage himself in the abstract thought. Emotions consist of the moods, other states of feelings, evaluations, involving the level of energy of an individual and fatigue. Hence, emotional intelligence is the mutual interaction of thoughts and feelings (Schutte Loi, 2014). Emotional Intelligence and Its Importance Importance of Emotional Intelligence at the Workplace: The concept of emotional intelligence as described by Salovey and Mayer is a set of different skills that are hypothesized for contributing towards the accurate appraisal, as well as, expression of ones emotion in himself and in others, the ability of an individual to effectively regulate the emotions and feelings in self and other individuals, and utilization of the feelings to plan, motivate, and achieve things in one's life. To improve oneself and in making the strides for achieving this improving as a part of the company or organization, emotional intelligence can be extremely beneficial in understanding the abilities of oneself, as well as, to cope up with the circumstances and understand others (Schutte Loi, 2014). The organization where one works is an undeniable platform where different people conjure, understand, relate, and debate. Hence, the interaction that is coupled with high levels of emotional intelligence is considered to be paramount for the organizations success, as well as, for the success of an individual in a workplace. Emotional intelligence enables the person to perceive, as well as, control their emotions and feelings. It allows the individuals to communicate passionately and clearly. As it is very clear that the success of the organization is determined by its employees who possess good leadership and management qualities (George, 2000). Hence, emotional intelligence is the key component to becoming effective leaders, because emotional intelligence allows developing ad healthy and effective relationship amongst the staff members and their leaders. It allows leaders and managers to be flexible, discipline, fair, focused, situationally aware, culturally competent, and other qualities. In turn, all these qualities greatly influences and benefits the growth of the organization as it helps the employees to meet their goals (Miller-Wilson, 2008). Key Elements of Emotional Intelligence: Emotional intelligence has five key elements, which are self-awareness, motivation, self-regulation, social skills, and empathy. Self-awareness, as well as, self-regulation, are the two components that can highly influence the success of the individual. Where self-awareness is the ability of the individual to recognize his/her own emotions and feelings and how they impact his/her ability of thinking and hence, ones behavior and thoughts, as well as, the ability to distinguish between ones strengths and weaknesses (Bratton, Dodd, Brown, 2011). Self-regulation is the ability of the individual to monitor, as well as, control ones impulsive behaviors, emotions, and feelings, adapting them according to the changing circumstances and altering the feelings and emotions in accordance with the demands of the circumstances (Rosa da Silva Reis, 2011). Impact of Self-Awareness and Self-Regulation on Individuals Success: The ability of an individual to remain perceptively in harmony with oneself and his/her emotions, and having effective awareness are the powerful tool in achieving success at a workplace. Individuals having high levels of self-awareness possess a solid understanding of ones feelings, emotions, weaknesses, and strengths. Self-awareness helps the individuals to recognize the impact of their feelings on them, the people surrounding them, as well as, their performance in a workplace. Moreover, it leads to a good understanding and knowledge of ones goals and values and goals and inculcates confidence by working on the limitations, which reduces the level of failure (Bratton, Dodd, Brown, 2011). On the other hand, self-regulation helps the individual to manage their feelings and emotions in a most effective way. It helps in managing the negative feelings at the time of crisis in an organization and restricts them to have an immediate emotional outburst in that situation, which can be in f orm of panics, anger, stress, or anxiety. Hence, self-regulation gives the power to the individual to override ones thoughts over their emotions. Thus, both these key components positively affect the success of an individual at a workplace (Rosa da Silva Reis, 2011). Conclusion Emotional intelligence leads to the development of innovational creativity in the person, which in turn, aids in the improvement of the job performance of the individual. Moreover, communication is of paramount significance in the process of improving job performance within the organization and effective communication is the emotional intelligences another function. It has the ability to better explicate the workplace performance of the individuals. Its main role is to change the management effectiveness, attempts, training, as well as, performance of the organization (Feyerherm Rice, 2002). It is quite evident that the outcomes related to the work like ones job performance are largely affected by the concept of emotional intelligence. Hence, due to emotional intelligences high influence on individuals each aspect of work life, the employees who have high-level of emotional intelligence are more successful in the organization and are considered to be the star performers (Schutte Lo i, 2014). Recommendations As the most primary of goal of the organizations is to attain the most workable performance a positive correlation is observed to exist between the individuals job performance at a workplace and emotional intelligence. Hence, the organizations are much needed to concentrate on the importance of emotional intelligence, which is a challenging variable for sustaining high performance of the employees (Miller-Wilson, 2008). Training, as well as, development efforts should be focused on the importance of emotional intelligence. As it is known that the leaders and managers have a direct influence on their employees, the leaders and managers of the organization should focus on achieving emotional intelligence elements and skills and should show these qualities in their work. The emotional intelligence skills present in the managers and leaders will, in turn, impact the effectiveness of the organization and will guide their employees to develop these skills with the help of leading by exampl e (George, 2000). References Bratton, V., Dodd, N., Brown, F. (2011). The impact of emotional intelligence on accuracy of selfà ¢Ã¢â€š ¬Ã‚ awareness and leadership performance.Leadership Organization Development Journal,32(2), 127-149. Feyerherm, A. Rice, C. (2002). Emotional Intelligence And Team Performance: The Good, The Bad And The Ugly.The International Journal Of Organizational Analysis,10(4), 343-362. George, J. (2000). Emotions and Leadership: The Role of Emotional Intelligence.Human Relations,53(8), 1027-1055. Miller-Wilson, K. (2008). A Key Ingredient to a Successful Career: Why Emotional Intelligence Matters.Biomedical Instrumentation Technology,42(6), 443-445. Rosa da Silva, M. Reis, F. (2011). Emotional Skills - Key Components in the Interpersonal Relationship.Jpag,1(1). Schutte, N. Loi, N. (2014). Connections between emotional intelligence and workplace flourishing.Personality And Individual Differences,66, 134-139.

Special Occasion Speech free essay sample

Ladies and gentlemen: Im sorry to drag you from your tasty wine and delicious dessert. There Just a few things I need to say as a bridesmaid. This is the second time I ever be a bridesmaid, I hope I did the Job alright last time and wish I could do better this time, although I know the former couple were still talking about me when they get divorced, but Im pretty sure that got nothing to do with me or my speech. 8 years ago, there is a girl wearing a dirty white dress sitting in the corner of my kindergarten, thats how I met re, and today, there is a girl wearing a fabulous wedding dress in front us, thats the reason why I am here, speaking. We got along with each other pretty easy since we are extremely nice people, or maybe Im Just a little bit nicer than her. We will write a custom essay sample on Special Occasion Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We were firmly believed that two of us goanna be the happiest couple in this world since the day we learned the word couple until both of us were told same gender marriage may not be accepted by everyone, no like todays wedding which is not only blessed by God but also all the people here. 5 years ago, a guy who pretending really friendly kidnapped her and never let her go, even worse, Im forced to be In this occasion and give everyone a speech about how sad I am after my best friend left me, then run into another persons arms or bed, whatever.That was my fault because I couldnt find any cause why they may not be lawfully Joined together, so I have to hold my peace forever. I think I know what Is going to be happen next, the pretty girl In the wedding dress, and the handsome guy In the decent suit will Just like the fairytale, live together happily ever after. So, everyone, raise your glasses, to this adorable couple.

Valence Bond (VB) Theory Definition

Valence Bond (VB) Theory Definition Valence bond (VB) theory is a chemical bonding theory that explains the chemical bonding between two atoms. Like molecular orbital (MO) theory, it explains bonding using principles of quantum mechanics. According to valence bond theory, bonding is caused by the overlap of half-filled atomic orbitals. The two atoms share each others unpaired electron to form a filled orbital to form a hybrid orbital and bond together. Sigma and pi bonds are part of valence bond theory. Key Takeaways: Valence Bond (VB) Theory Valence bond theory or VB theory is a theory based on quantum mechanics that explains how chemical bonding works.In valence bond theory, the atomic orbitals of individual atoms are combined to form chemical bonds.The other major theory of chemical bonding is molecular orbital theory or MO theory. Valence bond theory is used to explain how covalent chemical bonds form between several molecules. Theory Valence bond theory predicts covalent bond formation between atoms when they have half-filled valence atomic orbitals, each containing a single unpaired electron. These atomic orbitals overlap, so electrons have the highest probability of being within the bond region. Both atoms then share the single unpaired electrons to form weakly coupled orbitals. The two atomic orbitals do not need to be the same as each other. For example, sigma and pi bonds may overlap. Sigma bonds form when the two shared electrons have orbitals that overlap head-to-head. In contrast, pi bonds form when the orbitals overlap but are parallel to each other. This diagram depicts a sigma bond between two atoms. The red area represents localized electron density. ZooFari  /  Creative Commons Attribution-Share Alike 3.0 Unported license Sigma bonds form between electrons of two s-orbitals because the orbital shape is spherical. Single bonds contain one sigma bond. Double bonds contain a sigma bond and a pi bond. Triple bonds contain a sigma bond and two pi bonds. When chemical bonds form between atoms, the atomic orbitals may be hybrids of sigma and pi bonds. The theory helps explain bond formation in cases where a Lewis structure cant describe real behavior. In this case, several valence bond structures may be used to describe a single Lewis stricture. History Valence bond theory draws from Lewis structures. G.N. Lewis proposed these structures in 1916, based on the idea that two shared bonding electrons formed chemical bonds. Quantum mechanics was applied to describe bonding properties in the Heitler-London theory of 1927. This theory described chemical bond formation between hydrogen atoms in the H2 molecule using Schrà ¶dingers wave equation to merge the wavefunctions of the two hydrogen atoms. In 1928, Linus Pauling combined Lewiss pair bonding idea with the Heitler-London theory to propose valence bond theory. Valence bond theory was developed to describe resonance and orbital hybridization. In 1931, Pauling published a paper on valence bond theory entitled, On the Nature of the Chemical Bond. The first computer programs used to describe chemical bonding used molecular orbital theory, but since the 1980s, principles of valence bond theory have become programmable. Today, the modern versions of these theories are competitive with each other in terms of accurately describing real behavior. Uses Valence bond theory can often explain how covalent bonds form. The diatomic fluorine molecule, F2, is an example. Fluorine atoms form single covalent bonds with each other. The F-F bond results from overlapping pz orbitals, which each contain a single unpaired electron. A similar situation occurs in hydrogen, H2, but the bond lengths and strength are different between H2 and F2 molecules. A covalent bond forms between hydrogen and fluorine in hydrofluoric acid, HF. This bond forms from the overlap of the hydrogen 1s orbital and the fluorine 2pz orbital, which each have an unpaired electron. In HF, both the hydrogen and fluorine atoms share these electrons in a covalent bond. Sources Cooper, David L.; Gerratt, Joseph; Raimondi, Mario (1986). The electronic structure of the benzene molecule. Nature. 323 (6090): 699. doi:10.1038/323699a0Messmer, Richard P.; Schultz, Peter A. (1987). The electronic structure of the benzene molecule. Nature. 329 (6139): 492. doi:10.1038/329492a0Murrell, J.N.; Kettle, S.F.A.; Tedder, J.M. (1985). The Chemical Bond (2nd ed.). John Wiley Sons. ISBN 0-471-90759-6.Pauling, Linus (1987). Electronic structure of the benzene molecule. Nature. 325 (6103): 396. doi:10.1038/325396d0Shaik, Sason S.; Phillipe C. Hiberty (2008). A Chemists Guide to Valence Bond Theory. New Jersey: Wiley-Interscience. ISBN 978-0-470-03735-5.

World War I Flying Ace Rene Fonck

World War I Flying Ace Rene Fonck Colonel Rene Fonck was the top-scoring Allied fighter ace of World War I. Scoring his first victory in August 1916, he went on to down 75 German aircraft during the course of the conflict. After World War I, Fonck later returned to the military and served until 1939. Dates:  March 27, 1894 –  June 18, 1953   Early Life Born on March 27, 1894, Renà © Fonck was raised in the village of Saulcy-sur-Meurthe in the mountainous Vosges region of France. Educated locally, he had an interest in aviation as a youngster. With the outbreak of World War I in 1914, Fonck received conscription papers on August 22. Despite his earlier fascination with aircraft, he elected not to take an assignment in the air service and, instead, joined the combat engineers. Operating along the Western Front, Fonck constructed fortifications and repaired infrastructure. Though a skilled engineer, he reconsidered in early 1915 and volunteered for flight training. Learning to Fly Ordered to Saint-Cyr, Fonck commenced basic flight instruction before moving to more advanced training at Le Crotoy. Progressing through the program, he earned his wings in May 1915 and was assigned to Escadrille C 47 at Corcieux. Serving as an observation pilot, Fonck initially flew the ungainly Caudron G III. In this role, he performed well and was mentioned in dispatches twice. Flying in July 1916, Fonck downed his first German aircraft. Despite this triumph, he did not receive credit as the kill went unconfirmed. The following month, on August 6, Fonck achieved his first credited kill when he used a series of maneuvers to force a German Rumpler C.III to land behind French lines. Becoming a Fighter Pilot For Foncks actions on August 6, he received the Medaille Militaire the following year. Continuing observation duties, Fonck scored another kill on March 17, 1917. A highly veteran pilot, Fonck was asked to join the elite Escadrille les Cigognes (The Storks) on April 15. Accepting, he commenced fighter training and learned to fly the SPAD S.VII. Flying with les Cigognes Escadrille S.103, Fonck soon proved to be a lethal pilot and achieved ace status in May. As the summer progressed, his score continued to increase despite taking leave in July. Having learned from his earlier experiences, Fonck was always concerned about proving his kill claims. On September 14, he went to the extreme of retrieving the barograph of an observation aircraft he downed to prove his version of events. A ruthless hunter in the air, Fonck preferred to avoid dogfighting and stalked his prey for prolonged periods before striking quickly. A gifted marksman, he often downed German aircraft with extremely short bursts of machine gun fire. Understanding the value of enemy observation aircraft and their role as artillery spotters, Fonck focused his attention on hunting and eliminating them from the skies. Allied Ace of Aces During this period, Fonck, like Frances leading ace, Captain Georges Guynemer, began flying the limited production SPAD S.XII. Largely similar to the SPAD S.VII, this aircraft featured a hand-loaded 37mm Puteaux cannon firing through the propeller boss. Though an unwieldy weapon, Fonck claimed 11 kills with the cannon. He continued with this aircraft until transitioning to the more powerful SPAD S.XIII. Following Guynemers death on September 11, 1917, the Germans claimed that the French ace had been shot down by Lieutenant Kurt Wisseman. On the 30th, Fonck downed a German aircraft which was found to have been flown by a Kurt Wisseman. Learning this, he boasted that he had become the tool of retribution. Subsequent research has shown the aircraft downed by Fonck was most likely flown by a different Wisseman. Despite poor weather in October, Fonck claimed 10 kills (4 confirmed) in only 13 hours of flying time. Taking leave in December to be married, his total stood at 19 and he received the Là ©gion dhonneur. Resuming flying on January 19, Fonck scored two confirmed kills. Adding another 15 to his tally through April, he then embarked on a remarkable May. Goaded by a bet with squadron mates Frank Baylies and Edwin C. Parsons, Fonck downed six German aircraft in a three-hour span on May 9. The next several weeks saw the Frenchmen rapidly build his total and, by July 18, he had tied Guynemers record of 53. Passing his fallen comrade the next day, Fonck reached 60 by the end of August. Continuing to have success in September, he repeated his feat of downing six in one day, including two Fokker D.VII fighters, on the 26th. The final weeks of the conflict saw Fonck overtake leading Allied ace Major William Bishop. Scoring his final victory on November 1, his total finished at 75 confirmed kills (he submitted claims for 142) making him the Allied Ace of Aces. Despite his stunning success in the air, Fonck was never embraced by the public in the same way as Guynemer. Possessing a withdrawn personality, he seldom socialized with other pilots and instead preferred to focus on improving his aircraft and planning tactics. When Fonck did socialize, he proved to be an arrogant egotist. His friend Lieutenant Marcel Haegelen stated that though a slashing rapier in the sky, on the ground Fonck was a tiresome braggart, and even a bore. Postwar Leaving the service after the war, Fonck took time to write his memoirs. Published in 1920, they were prefaced by Marshal Ferdinand Foch. He also was elected to the Chamber of Deputies in 1919. He remained in this position until 1924 as a representative for Vosges. Continuing to fly, he performed as a racing and demonstration pilot. During the 1920s, Fonck worked with Igor Sikorsky in an attempt to win the Orteig Prize for the first nonstop flight between New York and Paris. On September 21, 1926, he attempted the flight in a modified Sikorsky S-35 but crashed on takeoff after one of the landing gears collapsed. The prize was won the following year by Charles Lindbergh. As the interwar years passed, Foncks popularity fell as his abrasive personality soured his relationship with the media. Returning to the military in 1936, Fonck received the rank of lieutenant colonel and later served as Inspector of Pursuit Aviation. Retiring in 1939, he was later drawn into the Vichy government by Marshal Philippe Petain during World War II. This was largely due to Petains desire to utilize Foncks aviation connections to Luftwaffe leaders Hermann Gà ¶ring and Ernst Udet. The aces reputation was damaged in August 1940, when a spurious report was issued stating that he had recruited 200 French pilots for the Luftwaffe. Eventually escaping Vichy service, Fonck returned to Paris where he was arrested by the Gestapo and held at the Drancy internment camp. With the end of World War II, an inquiry cleared Fonck of any charges pertaining to collaboration with the Nazis and he was later awarded the Certificate of Resistance. Remaining in Paris, Fonck died suddenly on June 18, 1953. His remains were buried in his native village of Saulcy-sur-Meurthe. Selected Sources First World War: Rene FonckAce Pilots: Rene FonckThe Aerodrome: Rene Fonck

Part (a) Outline the argument that there is increasing uncertainty Essay

Part (a) Outline the argument that there is increasing uncertainty about identity in contemporary society. Part (b) How much control do we have in shaping our o - Essay Example This helps to send signals to others how we want to be seen as. A document like a passport signifies that you belong to a particular nation, even though the physical appearance may have changed over a period of years. Identities are formed depending upon how I see me and how others see me. Identities are the product of the society in which we live and how we relate to others. Conflicting and multiple identities also develop when the same person exhibits different characteristics or attributes as a parent, husband, or an employee at different times, in different situations. There is also a connection between how I want to be and the influences, pressures, and oppurtunities around that affect me. Conflicting identity can also arise when how I see myself differs from how others see me. The organization of society is important in shaping our identity. Louis Althusser emphasizes that interpellation links the individual to the social. Interpellation is a process in which the people recognize themselves in a particular identity, for instance, people identify themselves as ‘that’ when they see a particular advertisement. Social scientists relate work based identities to class. A class is a group of people who share common interest, experiences, and lifestyles. Different economic systems create different social groups, which involves some degree of inequality. The unequal distribution of materials creates different social class. Gender relations are another source of inequality. Men are considered the breadwinner and women’s identity is merely an extension of their role as wives, homemakers, and mothers. Hence, distribution of work between men and women also carries these marks and identities. Young children need to know whether they are boy or girl. Gender identity is constructed not just through the biological body but also through the social and cultural classification system. Social class provides a sense of belonging and

Final exam Assignment Example | Topics and Well Written Essays - 1000 words - 2

Final exam - Assignment Example The license fee for the facility proposed is $200 plus $50 for each bed up to a maximum of $1,500 upon application for one year and $100 plus $50 for each bed for renewal each year to a maximum of $750 (Texas Department of Aging and Disability Services (n.d.). Therefore, a total of $1,500 would be paid in the first year and $750 each year thereafter until an adjustment is made. The revenue per unit/person is in keeping with rates obtained from Genworth Cost of Care Survey for 2013 which suggest that the minimum, median, and maximum monthly rates are $933, $3,710 and $8,445 respectively for a one bedroom single occupancy assisted living facility in California (Genworth 2013). The information in Table 1 in the Appendix indicates that these rates would result in minimum, median and maximum income per person per annum of $$11,196, $44520 and $101,340 respectively. Table 1 also indicates that 53 single occupancy units would be available for assisted living over the ten year period. If all units were occupied during the year the total annual revenue from this would be $593,388 at its lowest, $2,359,560 at the median level and $5,371,020 – the maximum per annum. An occupancy level of 93% is assumed for year 2 to year 10 for assisted living. ... This could lead to less than expected occupancy levels for the company and thus lead to a significant reduction in projected revenues (See Table 2 in the Appendix for income at various occupancy levels). In terms of wages, the employees of the facility should not be paid lower than Federal of State minimum wage which is $7.25 and $8 respectively (Minimum-Wage.org 2013). The lowest wage rate to be paid by Blueberry Acres LLC is $7.25. Both the Federal and State Minimum wage are expected to increase to $9 by 2014 (Hicken 2013) – a 24% increase in the Federal minimum wage rate projected. In 2016 the State minimum wage is expected to increase to $10 and it is also hoped that the Federal rate will be tied to the inflation rate (Hicken 2013). The interest rate on the construction loan appears to be too high at 7.5%. The prime lending rate is currently 3.25 and is projected to be the same at the end of March 2014 (Financial Forecast Center 2013). The 7.5% projected is more than twice the prime lending rate. Additionally, the projected length of time for the loan may not be allowed to exceed 20 years. This would change the annual payments to $488,746 representing interest payments of $410,787 and principal repayments of $78,051 in the first 12 months. With the exception of vehicle costs and expenses which are assumed to remain constant, the depreciation rate and other expenses appear reasonable. Vehicle costs should increase by at least 3% - the level of inflation anticipated each year. The budget needs to be adjusted for this error. Assessing the reasonability of the construction contract The assisted care facility is a profit making venture and should be

Pricing Strategy and Channel Distribution Essay Example for Free

Pricing Strategy and Channel Distribution Essay Pricing Strategy and Channel Distribution Senior Concierge Services Kelly Spino Strayer University Dr. Robert Badowski Abstract Determine and discuss a pricing strategy (penetration or skimming). Determine and discuss pricing tactics (product line pricing, value pricing, differential pricing, or competing against private brands) to be used for your product. Identify any legal and ethical issues related to the pricing tactics. Prepare a marketing distribution channel analysis identifying the wholesaler, distributor, and retailer relationships. Discuss how the distribution strategy fits the product/service, target market, and overall marketing objectives for the company. As a service business, Senior Concierge Service will offer non medical care and maintenance for senior citizens and their families. This type of service business does not have many competitors, and pricing is consistent among the senior care industry. The pricing strategy for Senior Concierge Service will be to stay within the normal range for its services. Consumers will choose Senior Concierge Service over the competition not by cost, but by the quality of services offered. Price skimming is a pricing strategy in which a marketer sets a relatively high price for a product or service at first, and then the price is lowered over time. This is a version of price discrimination. Price skimming allows a business to recover its resources quickly before a competitor moves in and lowers their prices, lowering the market price. The objective of a price skimming strategy is to capture the consumer surplus. There are several potential problems with this strategy. It is effective only when a business is facing an inelastic demand curve (demand that is not very sensitive to a change in price). Skimming encourages the entry of competitors. Penetration pricing is a more suitable strategy in this case. This strategy is a pricing technique of setting a relatively low initial entry price, often lower than the market price, to attract new customers. This strategy works on the probability that customers will switch to the new business because of the lower price. Penetration pricing is most commonly associated with a marketing objective of increasing market hare or sales volume, rather than to make profit in the short term. This can take the competition by surprise, not giving them time to react. It can also create goodwill among the early customer segment. This can create more trade through word of mouth. Ethical thinking is responding to situations that deal with principles concerning human behavior in respect to the appropriateness and inappropriate ness of certain communication and to the decency and indecency of the intention and results of such actions (distinctions between right and wrong). Marketers are ethically responsible for what is marketed and the image that a product portrays. Marketers need to understand what good ethics are and how to incorporate good ethics in various marketing campaigns to better reach a targeted audience and to gain trust from customers. (Wikipedia. com) Unethical or controversial marketing strategies include: bait and switch, pyramid scheme, planned obsolescence, lock-in/ loyalty schemes, viral marketing, and, monopolies/oligopolies. In retail sales, a bait and switch is a form of fraud in which the party putting forth the fraud lures in customers by advertising a product or service at an unprofitably low price, and then reveals to potential customers that the advertised good is not available but that a substitute is. A pyramid scheme is a non-sustainable business model that involves the exchange of money primarily for enrolling other people into the scheme, without any product or service being delivered. Pyramid schemes are a form of fraud. The scheme collapses when no more people are willing to join the pyramid Planned obsolescence is the process of a product becoming obsolete or non-functional after a certain period or amount of use in a way that is planned or designed by the manufacturer. The purpose of planned obsolescence is to hide the real cost per use from the consumer, and charge a higher price than they would otherwise be willing to pay, or would be unwilling to spend all at once. For industries, planned obsolescence stimulates demand by encouraging purchasers to buy sooner if they still want a functioning product. In business, vendor lock-in or customer lock-in, makes a customer dependent on a vendor for products and services, unable to use another vendor without substantial switching costs. Lock-in costs which create barriers to market entry may result in antitrust action against a monopoly. Loyalty programs include frequent flier miles or points systems associated with credit card offers that can be used only with the original company, creating a perceived loss or cost when switching to a competitor. Most programs are able to get consumers to spend more money just to get to free or bonus item. Viral marketing and viral advertising refer to marketing techniques that use pre-existing social networks to produce increases in brand awareness. It can be word-of-mouth delivered or enhanced by the network effects of the Internet. Monopolies and oligopolies often use anti-competitive practices, which can have a negative impact on the economy. This is why company mergers are often examined closely by government regulators to avoid reducing competition in an industry. Since this business caters to seniors and their families, it is especially important for Senior Concierge Services to represent quality, value and confidence in its services and staff. The success of this company depends on compassionate, trustworthy, conscientious, and ethical care givers providing non-medical in-home care. A different take on the loyalty program would allow customers to receive a discount after x amount of service visits or when prepaying for multiple services. A marketing distribution channel analysis is a means used to transfer merchandise from the manufacturer to the end user. An intermediary in the channel is called a middleman. Channels normally range from two-level channels without intermediaries to five-level channels with three intermediaries. Intermediaries in the channel of distribution are used to facilitate the delivery of the merchandise as well as to transfer title, payments, and information about the merchandise. Distribution describes all the logistics involved in delivering a companys products or services to the right place, at the right time, for the lowest cost. For many products and services, their manufacturers or providers use multiple channels of distribution. Well-chosen channels constitute a significant competitive advantage, while poorly conceived or chosen channels can doom even a superior product or service to failure in the market. Distribution channels may not be restricted to physical products alone. They may be just as important for moving a service from producer to consumer in certain sectors, since both direct and indirect channels may be used. There have also been some innovations in the distribution of services, such as an increase in franchising and in rental services. There has also been some indication hat service integration can benefit many providers. Senior Concierge Services will look to link with other service providers to create a mutually beneficial arrangement. Medical providers, beauticians, landscapers and general contractors would all be a good fit with the services offered. A distribution strategy defines how a business is going to create and satisfy demand for its products; how a business is going to move produ cts from point of creation to points of consumption, in a cost-effective manner; as well as defining how a business is going to manage its brand. Todays customers shop and buy very differently than ever before. Access to high-quality information, via the internet, combined with their heightened price sensitivity, has created customers that are more sophisticated, better informed and often times, more demanding than customers of the past. A distribution strategy must be in sync with how the customers of Senior Concierge Service want to shop for services. Franchising is an option worth considering. For a fee, a small business owner can take advantage of the marketing research completed at the corporate level.

The Crucible: Characters :: Essay on The Crucible

The Crucible: Characters Chetan Patel The Crucible, a play by Arthur Miller that was first produced in 1953, is based on the true story of the Salem Witch Trials of 1692. Miller wrote the play to parallel the situations in the mid-twentieth century of Alger Hiss, Owen Latimore, Julius and Ethel Rosenburg, and Senator McCarthy, if only suggestively. (Warshow 116) Some characters in the play have specific agendas carried out by their accusations, and the fact that the play is based on historical truth makes it even more intriguing. The characters in this play are simple, common people. The accused are charged and convicted of a crime that is impossible to prove. The following witchcraft hysteria takes place in one of America's wholesome, theocratic towns, which makes the miscarriage of justice such a mystery even today. The reasons the villains select the people they do for condemnation are both simple and clear. All of the accusers have ulterior motives, such as revenge, greed, and covering up their own behavior. Many of the accusers have meddled in witchcraft themselves, and are therefore doubly to be distrusted. (Warshow 116) The court convicts the victims on the most absurd testimony, and the reader has to wonder how the judges and the townspeople could let such a charade continue. The leading character of the play is John Proctor, a man who often serves as the only voice of reason in the play. He had an affair with Abigail Williams, who later charges his wife with witchcraft. Proctor is seemingly the only person who can see through the children's accusations. The reader sees him as one of the more "modern" figures in the trials because he is hardheaded, skeptical, and a voice of common sense. He thinks the girls can be cured of their "spells" with a good whipping. (Warshow 114) At the end of the play, Proctor has to make a choice. He can either confess to a crime he is innocent of to save himself from execution, or die proclaiming his innocence. He ends up choosing death because a false confession would mean implicating other accused people, including Rebecca Nurse. (Rovere 2632) Proctor feels she is good and pure, unlike his adulterous self, and does not want to tarnish her good name and the names of his other innocent friends by implicating them. (Warshow 117) By choosing death, Proctor takes the high road and becomes a true tragic hero. The reader feels that his punishment is unjust (especially since the crime of witchcraft is imagined and unprovable.) Because the trials take place in a Christian, American town, the reader must then wonder if anything like this

Dreams: Winnie-the-pooh and Vision Center Essay

We have prepared this handout of actual essays written by current Harvard students who attended secondary schools in the UK (with names changed for anonymity) in order to provide some guidance to schools and applicants. Because the university admissions processes in the US and the UK are markedly different, we have received requests for some sample essays and tips for writing them and hope they will be helpful. Here is the official description of the personal essay requirement: Please write an essay (250 words minimum) on a topic of your choice or on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. 1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 2. Discuss some issue of personal, local, national, or international concern and its importance to you. 3. Indicate a person who has had a significant influence on you, and describe that influence. 4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. 5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. 6. Topic of your choice. Your essay for a US university might be the same one you would write for the UCAS system, but perhaps not. We are interested in your academic successes and future plans, but also want to understand what makes you tick as a person. What are your hopes, dreams and fears? Our advice is to think of two or three possible topics, write a quick first draft of each essay and then show them to your best friend, mother, teacher or anyone who knows you well. Ask that person if your voice and personality come through in the essays and which one sounds the most like you. Then take that essay and polish it off! As you will see from the following sample essays, these students have written about learning to ride a bike, culture shock at coming to the UK, music, public service, and a favourite book. What will you write about? Sample College Essay #1 I never imagined that by swimming, a Vision Center in India would be built. And I certainly never thought so many people could be cured of blindness there. For the past twelve years of my life, my passion has been competitive swimming. Mile after mile I train almost every single day in the hope of becoming that much faster, that much more powerful in the water, that much closer to my goals. (My classmates tell me I am better adapted to live in the water than on land!) I have reached more athletic goals than I ever imagined when I first splashed into the water as a timid six-year old. I have won several Texas state titles, been ranked nationally in both the US and the UK, set numerous International Schools Tournament records, and captained both my school and club swim teams. This past year, I decided to combine my love of swimming with a fundraising target. My older brother worked as an intern on the Flying Eye Hospital run by the international sight-saving ch arity ORBIS. I was horrified by his description of the magnitude of curable, but untreated eye diseases. I knew I had to take action. To help those who have or will lose their sight for no fault of their own, my triplet siblings and I organized, planned, publicized, and successfully led a community-wide Swim-a-thon that raised funds for ORBIS. The goal of our event was not only to raise funds for this very worthwhile cause, but more importantly, to raise awareness about avoidable blindness. Our theme â€Å"Every minute a child goes blind†, caught the attention of the community. The word spread. People were surprised to know that we have the medical capability to cure millions of people with a simple surgery or eye droplets, yet hundreds of people lose their sight every day. As a two-year class vice president and student member of the Athletic Advisory Board, I was able to gain permission from the Head of School to plan the event. I convinced the Athletic Director to set aside pool time and recruited life guards. In order to garner support, I placed ads in the school newspaper, hung posters throughout my school, and persuaded my coach to replace an afternoon workout with the Swim-a-thon. After weeks of preparation, swim mates, school faculty, and parents logged thousands of laps. It was an immensely successful day. Enough money was collected to build a Vision Center in India, with surgical equipment, medicines, and training materials. The new Vision Center will not only treat thousands of patients, but will create a permanent site to train doctors and other medical personnel. As Treasurer of my school’s chapter of the National Honor Society, I plan to allocate charity funds this year to ORBIS for the continuing operational costs of the Vision Center. Every minute a child goes blind. Thirty-seven million people in the world are blind. Remarkably, an overwhelming 28 million of them do not need to be. When I think about the Vision Center we funded, I am overwhelmed with a sense of accomplishment and pride. Even though I will never meet the many people who will receive medical treatment there, the satisfaction of knowing that I have helped change the lives of thousands of people is astonishing. More meaningful than any swim race or trophy, we have brought hope where there was darkness. Sample College Essay #2 If we speak the same language, then why don’t I understand you? Why are the clothes you wear so different and the expressions you say so unclear to me? It was my first day in England and a â€Å"Bank Holiday† at that. With only one sport on television, I was determined to watch and study a game I had no idea how to play. I didn’t know what an â€Å"over† was, or even the job of the bowler. I didn’t know what a â€Å"wicket† was, or how many a team needed to win. But I didn’t care. I was living across the pond now, and if I was going to fit into my new surroundings, understanding the rules of cricket seemed like a fine starting point. I persevered, and eventually I was explaining the now familiar game of cricket to my family; baseball analogies helped a great deal. I was proud of myself. I had conquered the English culture. Maybe England wasn’t so bad after all. I soon realized how naive these thoughts were. Cricket was just the beginning. A whole world of different traditions and customs was thrown in front of me. July Fourth was exchanged for Guy Fawkes Day and the â€Å"the celebration with the turkey† was erased from the calendar. Where would I fit in? Rugby and Premier League Football dominated the sports channels. Where was my beloved ESPN? Why is the television show, Little Britain, so hysterical? The movie theatres were smaller than a British mini cooper, and the Super Bowl kicked off at four a.m. The warmth of the Texan sun was replaced by the rainy days of Wimbledon. I was surprised to see that some parts of life abroad were better. Friends became mates. The frenetic pace of Piccadilly Circus and the splendour of St. Paul’s Cathedral are unsurpassed. Roundabouts make the traffic run smoothly. I like the sound of â€Å"Cheers†. Over sixty different nationalities and over thirty languages are represented at the International School I attend. The culture shock was overwhelming. But I refused to yield. I was going to start by mixing into the English culture. I reported on local and national events as an Editor of the school newspaper. In addition I met swimmers from all over the U.K. through my British swim team, all with different backgrounds and lifestyles from mine. The cultures that engulfed me when I first came to England are part of me now. London is at my disposal. The people, the pubs, the expressions, and the entertainment are all a part of what makes living in England a once-in-a-lifetime experience. Yes, I have missed several Thanksgiving feasts and numerous Astros games, but I have come to understand and enjoy a completely new place. I wouldn’t change any of my experiences. Living in Europe has broadened my perspective on life and opened my eyes to so may wonderful people and ideas. People have similar goals wherever they come from. I’m glad I know that there is no single right way to achieve them. Sample College Essay #3 I wake up and there is a rhythm in my head: it’s hazy. I climb into the shower and the water tapping on my scalp reminds me. As I sit on the bus to go to school, I get strange looks from passengers as I tap the rhythm onto my knees, but it’s not yet fully formed. Throughout the school day, I feel it evolve and develop until I inevitably sit down at my drums and play. From my brain via my heart it enters my muscles; they transfer it to the sticks which relay it to the drum. Eventually, the air gets my gift and the rhythm returns through my ears. Even after the sounds are gone, the rhythm is not. Until I go to bed, a day’s repetition keeps it rebounding inside my cranium, in my own private concert hall. This is the journey of my daily rhythm. I wake up and there is a rhythm in my head: it’s not straight for this rhythm swings. At 6:00 am in Germany I get on a coach and as the wheels rotate beneath me I get closer. My coach has thirty five other people in it, each one is carried forward in their own sense of time, but in less than an hour they must all merge; seven hundred people will not accept a big band not keeping the pulse. Butterflies are roused in my gut and nerves take over. I’ve never played a solo in front of so many people yet somehow my fear must be quelled. My imagination, my sticks and my drum-set have to communicate my inner rhythm; the audience must be able to feel it or else I have failed. Rhythm is the barrier to embarrassment. As the opening to â€Å"Sing, Sing, Sing† begins to take shape, all my trust is placed in the pattern I have within me transporting me safely to the end. If this vessel sank, I too would go with it. A standing ovation confirmed that this time, the barrier held strong. I wake up and there is a rhythm in my head: but it is quiet. In fact, no-one hears it; it makes no noise and never will. Between the hours of 0845 and 1545 I have 4 beats: each one signaling another unit of learning. This phrase is repeated 5 days a week for 40 weeks a year and the chorus goes on 6 more times. My song is my school, and in it I am caught up in its inner rhythms that I cannot control – I must give in to them. The melodies that are assigned to these rhythms are made up of Virgil, esters and numbers that don’t exist. From these, cadences form that give me a chordal progression through education. Each part of my song has been given a name; there are no verses, no choruses but consecutive Key Stages. The rhythm indicates when I should make the transition: there is a series of fills, but they are not called fills. They call them exams and as the stages progress, the fills get more intense. In fact, they get more frequent and at the end of my school career, I look forward to a year where exams punctuate my calendar. In January, I will have moved to the dominant, only to complete the progression in June when I descend and finish on the tonic: a perfect cadence. I wake up and there is rhythm: the rhythm is life. The cycle of night and day and the constant pulsing in my chest are rhythms, and as the Earth revolves around our local star it is in time with the universe. I think in meter: a man crosses the street and his steps divide the distance between one curb and the next – they provide a beat in the asphalt bar, or at least that is how I picture it. If animals could not use the rhythm of the seasons, then they would surely die. Life is a rhythm and all that it contains is in time. When the rhythm ceases to exist, so will I. Sample College Essay #4 Magicians are not truly magical, though they like others to think they are. So what inspires this â€Å"deception†? Some think it is the money and others, the glamour of performing on stage and mystifying the audience. But for me it has always been a question of identity. Magic has helped me develop my confidence and communication skills so when the time comes to stand up and address a crowd, such as the school debate or a Model United Nations conference, it is no effort at all. However, I can say that one unusual circumstance in my life has given me a new sense of direction for my magic. At first, I thought magic was mere entertainment, but Horace, a man from the local Spastics Center diagnosed with autism in his late twenties, changed my perspective on my art. So often when we think of the disabled, we imagine children, and we sympathize with them. With Horace, I was faced with a situation largely unknown to the general public’s experience: an unemotional adult who ra rely spoke to or acknowledged others around him. When I tried to engage him, he mumbled to me uninterested and somewhat detached. But then when I produced my deck of cards, when through several routines and then showed him how he, too, could create â€Å"miracles†, he smiled and laughed. This reaction highlighted the most rewarding aspect of magic because he accepted me into his world and responded to me. The Center’s staff even commented, â€Å"We have never seen Horace behaving in such an emotional way!† For the first time, Horace had been given hope that he too could, perhaps, achieve and live a meaningful life. The magic had broken a myth of futility and dispelled it forever. I saw that magic could provide a driving force for pursuing change, and this realization overwhelmed me. I had witnessed something so unusual that the force of it took my breath away. The essence of magic is establishing a connection between the audience and the performer. With Horace, the ordinary had become the extraordinary, and for a moment, we connected in a state called â€Å"Astonishment†. This experience brings about a revisit to our most basic form, unaltered by culture or society. Indeed, that instant is so special because as adults, we are all too rarely astonished, and this moment returns us to our days as children when we were clueless and laughed at everything. This unusual encounter showed me that in this moment of astonishment, magic has the power to inspire. Since the encounter with Horace I have founded a society that brings all the magicians at my school together to perform magic for the elderly and the less fortunate in the nearby community. If I can show them, for instance, how to produce onepound coins from thin air, then contrary to what they have been told, perhaps they can challenge their â€Å"limits†. Then, dare I say that my passion for magic would be enhanced by a touch of true magic, generated perhaps from a truly unusual moment of astonishment. Sample College Essay #5 The ball ricocheted off the wall and disappeared into the black hole under my bed. It had been some years since the Hoover had been granted visiting rights and a heavy cloud of fluff covered every inch of the 4’ x 6’3† rectangle. Slightly nervous of what I might find, I ventured in slowly with an outstretched hand. The ball was nowhere to be found but I felt a small box-shaped object. I dragged it out, dusted it off and there looking somewhat the worse for wear, was my old leather book trunk. As I eased open the lid, the familiar smell (slightly musty with time) transported me immediately back ten years. Inside, in pride of place on top, staring boldly back at me, was my old friend Winnie the Pooh. The familiar, faded yellow face, the shrunken red tshirt with tummy protruding proudly from beneath, an empty honey pot and by his side, as ever, was Piglet. It is to Winnie the Pooh that I owe my greatest debt. It was this funny bear of little brain and large appetite who first sparked my interest in the literary world. He taught me about friendships and Woozles and how to make the best Heffalump traps. Many a happy hour was spent with Pooh and his friends facing adversity with his ever optimistic demeanour. Although I haven’t seen this treasured copy for many a year, I must admit to a weekly dose of life in a Hundred Acre Wood. Each week I share my passion for reading with Class 2A at the local village primary school. We start off with one of Pooh’s adventures – richly embellished with different voices that perhaps A.A. Milne may not have intended but, nevertheless, seem to get the seal of approval from my six-year-old audiences. After this we get down to the nitty gritty – the business of learning to read – or as I like to call it â€Å"Discovering How to Lose Yourself†. I go round the class taking turns to listen to them read. Although the range of their abilities is surprisingly large they all make a huge effort and really enjoy themselves. Progress is made and more and more pupils get lost each week. All too soon it is time to go. I say my goodbyes and rush back to school for my next lesson. I hum a little happiness tune and as I round the corner into the school a large thundercloud looms above. In my head a very Pooh-like voice says â€Å"Tut, tut, looks like rain!†. Sample College Essay #6 Nothing of much significance ever happens on the Isle of Wight. And to those of you for whom island travels only involved the palm trees and pink sand variety, let me enlighten you. The Isle of Wight is a small, chalky lump that broke off the south coast of England and came to a halt one mile out. It is caught in a rather charming time warp – circa. 1955. No palm tree could ever survive the freezing easterly winds that blast through from Siberia every winter and the only pink sand would be the result of a small child falling over a sandcastle on the way back from the Mr. Whippy ice cream van. It has sand and it has trees but of the altogether more hardy type. The sand is yellow and coarse, the trees are sturdy and solid with waxy leaves to withstand the salty air. The people are sturdy and solid too with an accent inherited from their pirate ancestors that sets them apart from those on the mainland. Life ambles along and nobody rushes. Pity anyone caught in a queue at the butchers behind Mrs. Singleton as she recounts, far too vividly, details of her latest health scare. Don’t get me wrong, it has its virtues – the Victorian pier pointing like a lace gloved finger out to sea and the promenade with shops selling pink and white sticks of rock with â€Å"Isle of Wight† running through it (how do they do that?), â€Å"Kiss me Quick† sunhats and inflatable boats. And on the corner of the High Street, the Cod Father fish and chip shop with a sign in the window saying â€Å"We batter anything!† It was on this sleepy little island that I, as a small boy, spent most of my summers. Summers that, due to the temperature, would be called autumn anywhere else – but nothing a long wetsuit and hat couldn’t disguise. One day in early July, arriving back from another bracing trip to the beach, I saw my mother and sister sitting side by side on the grassy bank overlooking the lawn. Nex t to them was a large bag of sweets and a bicycle. My mother announced that today was the day she was going to teach me how to ride a bike. There had been many attempts before but today I could tell she meant business. A succession of sweets was laid out at regular intervals along the lawn marking the route I was to take. Each time I made it to that point without falling off I got the sweet. Knowing that I really didn’t have any choice, I climbed awkwardly onto the enormous bike. Mother steadied me with one hand and then with a shove I was hurtling down the bank and onto the lawn. A blur of screaming and clapping preceded the first of many spectacular falls and my shins took on the blue hue of an uncooked lobster with blobs of grease from the chain splattered amongst the bumps. My sister, younger than me and already a whiz on her pink Barbie bike, gave patronizing advice trying to sound encouraging but, I suspect, rather enjoying the moment. An hour and a half later, battered and bruised with tears streaking through the mud on my face, I climbed onto the beast one more time. I steadied myself, focused on the hedge at the other end of the lawn (where the biggest chocolate bar lay) and with an almighty push I launched myself forward peddling with fury. Before I knew what had happened, there was a rush of green as I landed headfirst into the hedge. The bike, free of its incompetent rider, did an elegant ark to the left before coming to a halt. As I cycle confidently (but still can’t do the no hands thing) to the boathouse every day, I think of the words of Claude Pepper who said, â€Å"Life is like riding a bicycle. You don’t fall off unless you plan to stop peddling.† I won’t stop peddling. – and am proud to announce that on the 3rd July 1998 something of great significance did, at last, happen on the Isle of Wight.

The Return: Midnight Chapter 41

Stefan didn't move or speak for long moments. Elena's heart swelled. Suddenly she was as afraid as he clearly was. She went to him and took both his hands, which were shaking. Darling, don't cry, she sent. There must still be time to save Fell's Church. There must. It can't end this way. And besides, Shinichi is gone! We can get to the children; we can break the conditioning†¦Ã¢â‚¬  She stopped. It was as if the word â€Å"conditioning†echoed in her ears. Stefan's green eyes were fil ing her vision. Her mind was getting†¦it was getting fuzzy. Everything was becoming unreal again. In a minute she wouldn't be able to†¦ She wrenched her eyes away, breathing hard. â€Å"You were Influencing me,†she said. She could hear the anger in her own voice. â€Å"Yes,†Stefan whispered. â€Å"I've been Influencing you for half an hour.† How dare you? Elena thought, just for him. â€Å"I'm stopping it†¦now,†Stefan said quietly. â€Å"As am I,†Sage added, sounding exhausted. And the universe did a slow spin and Elena remembered what it was that they were al keeping from her. With a wild sob, she rose, scattering droplets, coming to her feet like an avenging goddess. She looked at Sage. She looked at Stefan. And Stefan proved how brave he was, how much he loved her. He told her what she already knew. â€Å"Damon is gone, Elena. I'm so sorry. I'm sorry if†¦if I kept you from being with him as much as you wanted to. I'm sorry if I came between you. I didn't understand – how much you loved each other. I do now.†And then he dropped his face into his hands. Elena wanted to go to him. To scold him, to hold him. To tel Stefan that she loved him just as much, drop for drop, grain for grain. But her body had gone numb, and the darkness was threatening again†¦al she could do was hold out her arms as she crumpled onto the grass. And then somehow Bonnie and Stefan were both there, the three of them al sobbing: Elena with the intensity of new discovery; Stefan with a lost sound that Elena had never heard before; and Bonnie with a dry, wrenching exhaustion that seemed to want to shatter her smal body. Time lost al meaning. Elena wanted to grieve for every moment of Damon's painful death, and for every moment of his life, too. So much had been lost. She couldn't get her head around it, and she didn't want to do anything but cry until the kind darkness took her mind again. That was when Sage broke. He grabbed Elena and pul ed her up, and shook her by the shoulders. It snapped her head back and forth. â€Å"Your town is in ruins!†he shouted, as if this was her fault. â€Å"Midnight may or may not bring disaster. Oh, yes, I saw it al in your mind when I went in to Influence you. Little Fel ‘s Church is already devastated. And you won't even fight for it!† Something blazed through Elena. It melted the numbness, the iciness. â€Å"Yes, I'l fight for it!†she screamed. â€Å"I'l fight for it with every breath in my body, until I stop the people who did it, or until they kil me!† â€Å"And how, puis-je savoir, wil you get back in time? By the time you walk back the way you came, it wil al be over!† Stefan was beside her, bracing her, shoulder to shoulder. â€Å"Then we'l force you to send us some other way – so that we can get back in time!† Elena stared. No. No. Stefan couldn't have said that. Stefan didn't force his way – and she wouldn't have him changing himself. She whirled back on Sage. â€Å"There's no need to fight! I have a Master Key in my backpack, and magic works here inside the Gatehouse!†she cried. But Stefan and Sage were staring each other down, each fierce and intent. Elena wanted to go to Stefan but the world was doing another of its slow somersaults. She was afraid that Sage would attack Stefan, and that she couldn't even fight for him. But instead, suddenly, Sage threw back his head and laughed wildly. Or perhaps it was something between thunderous laughing and crying. It was as eerie as the sound of a wolf baying, and Elena felt Bonnie's smal , trembling body hug her – to comfort both of them. â€Å"What the hel !†Sage bel owed, and now there was a wild look in his eyes, too. â€Å"Mais oui, what the Hell?†He laughed again. â€Å"After al , I am the Gatekeeper, and I have already broken the rules by al owing you through two different doors.† Stefan was Stillbreathing hard. Now he reached out and grabbed Sage by his broad shoulders and shook him with the strength of a vampire gone mad. â€Å"What are you talking about? There's no time for talk!† â€Å"Ah, but there is, mon ami. My friend, there is. What you need is the firepower of the heavens to save Fel ‘s Church – and to undo the damage that has already been done. To wipe it out, to make it as if it had never happened. And,†Sage added deliberately, looking directly at Elena, â€Å"perhaps – just perhaps – to undo this day's events, also.† Suddenly every inch of Elena's skin was tingling. Her whole body was listening to Sage, leaning toward him, yearning, while her eyes widened with the only other question that mattered. Sage said, very softly, very triumphantly, â€Å"Yes. They can bestow life upon the dead. They have that Power. They can bring back mon petit tyran Damon – as they brought you back.† Stefan and Bonnie were holding Elena up. She couldn't stand on her own. â€Å"But why would they help?†she whispered painful y. She wouldn't al ow herself even a breath of hope, not until she understood everything. â€Å"In exchange for what was stolen from them mil ennia ago,†Sage replied. â€Å"You are in a fortress of Hel , you know. That is what the Gatehouse is. The Guardians cannot enter here. They cannot storm the gate and demand back what is inside†¦the seven – pardon, now six – kitsune treasures.† Not a breath of hope. Not a breath. But Elena heard herself give a wild laugh. â€Å"How do we give them a park? Or a field of black roses?† â€Å"We give them the rights to the land that the park and the field of roses lie upon.† Not a breath, even though the bodies on either side of Elena were shaking now. â€Å"And how do we offer them the Fountain of Eternal Youth and Life?† â€Å"We do not. However, I have here various containers, waiting to be col ected as garbage. The threat of a gal on bottle of La Fontaine randomly spread al over your Earth†¦that would devastate them. And, of course,†Sage added, â€Å"I know the kinds of gems with enchantments already upon them that they would most desire. Here, let me open the doors al at once! We take al we can – the rooms, strip them bare!† His enthusiasm was contagious. Elena half-turned, breath held, eyes widened to catch the first glowing of a door's light. â€Å"Wait.†Stefan's voice was hard suddenly. Bonnie and Elena turned back and froze, embracing each other, trembling. â€Å"What is your – your father – going to do to you when he finds out that you al owed this?† â€Å"He wil not kil me,†Sage said brusquely, the wild tone back in his voice. â€Å"He may even find it as amusant as I do, and we wil be sharing a bel y laugh tomorrow.† â€Å"And if he doesn't find it amusing? Sage, I don't think†¦ Damon wouldn't have wanted – â€Å" Sage whirled around and for the first time since she had met him, Elena could believe with her whole soul that he was the son of his father. His eyes had even seemed to change color, to the yel ow of a flame, with diamond pupils like a cat's. His voice was like steel splintering, harder even than Stefan's. â€Å"What is between my father and me is my own business – mine! Stay here if you want. He never bothers himself about vampires, anyway – he says they're cursed already. But I am going to do everything I can to bring mon cheri Damon back.† â€Å"Whatever the cost to you?† â€Å"The hel with the cost!† To Elena's surprise, Stefan gripped Sage's shoulders for a moment and then simply hugged as much of him as he could hold. â€Å"I just wanted to make sure,†he said quietly. â€Å"Thank you, Sage. Thank you.†Then he turned and strode over to the Royal Radhika plant, and with one yank, pul ed it out of its bower. Elena, heart beating in her lips and throat and fingertips, ran to gather the empty containers and bottles Sage was tossing out of a ninth doorway that had appeared in between the mine shaft and the field of black roses. She snatched up a gal on container and an Evian water bottle, both with secure caps intact. They were made of plastic, which was good, because she dropped them both just going across the room to the bubbling fountain. Her hands were shaking that badly; and al the time she was sending up a monotonous prayer, Oh, please. Oh, please. Oh, please! She got water into both containers at the Fountain and capped them. And then she realized that Bonnie was Stillstanding in the middle of the Gatehouse. She looked bewildered, frightened. â€Å"Bonnie?† â€Å"Sage?†Bonnie said. â€Å"How do we get these things to the Celestial Court to bargain with them?† â€Å"Have no worries,†Sage said kindly. â€Å"I am certain that Guardians wil be waiting just outside to arrest us. They wil take us to the Court.† Bonnie didn't stop trembling, but she nodded and hurried to help Sage get bottles of Black Magic – and break them. â€Å"A symbol,†he said. â€Å"Un signe of what we wil do to this area if the Celestials don't agree. Be careful not to cut your pretty hands.† Elena thought she heard Bonnie's husky voice then, and that it was not a happy tone. But Sage's rumbling murmur was reassuring. And Elena would neither al ow herself to hope nor despair. She had a task in hand, a scheme. She was making private Plans for the Celestial Court. When she and Bonnie had al the plunder they could carry, and their backpacks were ful as Well, when Stefan had two narrow black boxes that held deeds, and when Sage looked like a cross between Santa Claus and a bronzed, gorgeous, long-haired Hercules, as he carried two sacks made of pil owcases, they gave one last look around at the ravaged Gatehouse. â€Å"All right,†Sage said then. â€Å"Time to face the Guardians.†He smiled reassuringly at Bonnie. As usual, Sage was right. The moment they came out with their booty, Guardians from two different dimensions were ready for them. The first type were the ones who looked vaguely like Elena: blond hair, dark blue eyes, slender. The Guardians of the Nether World seemed senior to these, and were lithe women with skin so dark it was almost ebony, and hair that curled tightly in a cap over their heads. Behind them were bril iant golden air cars. â€Å"You are under arrest,†one of the dark ones said, not looking as if she enjoyed her job, â€Å"for removing treasures that rightful y belong to the Celestial Court out of the sanctuary where it was agreed that they would be kept, under the laws of both our dimensions.† And then it was only a matter of hanging on to the golden air cars while hanging on at the same time to their unlawful booty. The Celestial Court was†¦celestial. Pearly white with a faint hint of blue. Minarets. It was a long distance from the heavily guarded gate – where Elena had seen a third type of Guardian, one with short red hair and slanted, piercing green eyes – to the actual palace, which seemed to encompass a city. But it was when Elena's group was guided to the throne room that the real culture shock hit. It was far larger and far more glorious than any room Elena had ever imagined. No bal or gala in the Dark Dimensions could have prepared her in the least for it. The cathedral ceiling seemed to be made entirely of gold, as were the double line of stately columns that marched vertical y across the floor. The floor itself was of intricately patterned malachite and gold-threaded lapis lazuli, with gold seemingly used as grouting – and with a heavy hand at that. The three golden fountains in the middle of the room (the central one was the largest and most elaborate) threw into the air not water, but delicately perfumed flower petals that sparkled like diamonds in turning at their apex and then floated down again. Stained-glass windows in bril iant colors that Elena couldn't remember ever having seen before threw rainbow light like a benediction from high on every wal , giving warmth to the otherwise cool engraved gold. Sage and Elena and Stefan and Bonnie were seated in smal comfortable chairs just a few feet back from a great dais, draped with a fantastical y woven golden cloth. The treasures were spread out in front of them, as attendants dressed in flowing blue and gold took the objects one by one up to the current ruling triumvirate in back. The rulers comprised one each of the groups of Guardians – fair, dark, redheaded. Their seats on the dais ensured that they were far from – and high above – their petitioners. But with Power sent to her eyes, Elena could see perfectly well that they each sat on an exquisitely jeweled golden throne. that they each sat on an exquisitely jeweled golden throne. They were speaking softly together, admiring the Royal Radhika flower – blue delphiniums at the moment. Then the dark one smiled and sent one of her attendants running for a pot with soil for the plant to survive in. Elena stared sightlessly at the other treasures. A gal on of water from the Fountain of Eternal Youth and Life. Six bottles of unbroken Black Magic wine, and the shards of at least that many around them. A blazing rainbow to rival the stained-glass windows in fist-sized gems, some raw, some already faceted and polished, but most of them not only faceted, but also hand-carved with mysterious gold or silver inscriptions. Two long, black, velvet-lined boxes with yel owing cylinders of papyrus or paper inside them, one with a pure black rose lying next to it, and the other with a simple spray of light springtime-green leaves. Elena knew what the yel owed documents with their cracked waxen seals were. The deeds to the field of black roses and the kitsune paradise. When you saw al the treasures together like this, it almost seemed too much, Elena thought. Any one object from any one of the Seven – no, now Six – kitsune Treasures was enough to trade worlds for. One sprig of the Royal Radhika, which was even now being returned, (pink larkspur changing to a white orchid) properly potted again, was immeasurably precious. So was a single velvety black rose, with its power to hold the most powerful of magics. One jewel from the hoard in the mining cavern, maybe a double-fist-sized diamond that put the Star of Africa and the Golden Jubilee to shame. One day in the kitsune paradise, where a day could seem like a perfect lifetime. One sip of that effervescent water that could make a human live as long as the oldest Old One†¦ Of course there should also have been the largest star bal in existence, ful of eldritch Power, but Elena was hoping that the Guardians would overlook that. Hoping? She wondered and shook her head at nothing, causing Bonnie to squeeze her hand tightly. Not hoping. She didn't dare hope. Not a breath yet. Another attendant, red-haired, flashing them a cold green-eyed look, picked up the plastic gal on bottle that said Sector 3 Water on the label. Sage rumbled as she left, â€Å"Qu'est-ce qui lui prend? I mean, what is her problem? I like the water in the vampire sector. I don't like the pump water in the Nether World.† Elena had already figured out the color code for the Guardians. The blond ones were al business, impatient only with delays. The dark ones were the kindest – maybe there was less work for them to do in the Nether World. The green-eyed redheads were just plain bitchy. Unfortunately, the young woman on the central throne up there on the dais was a redhead. â€Å"Bonnie?†she whispered. Bonnie had to gulp and sniff before she could get out, â€Å"Yes?† â€Å"Have I ever told you how much I like your eyes?† Bonnie gave her a long brown-eyed gaze before beginning to shake with laughter. At least it started out like laughter, and then Bonnie burrowed her head into Elena's shoulder and simply shook. Stefan squeezed Elena's hand. â€Å"She's been trying so hard – for you. She – she loved him too, you see. I didn't even know that. I guess†¦I guess I've just been blind on al sides.† He ran his free hand through his already-tousled hair. He looked very young, like a little boy who had been suddenly punished for doing something he hadn't been told was wrong. Elena remembered him in the backyard of the boardinghouse, dancing with her feet on his feet, and then in his attic room, kissing her hands, her knuckles bruised with hammering, the pulsing inside of her wrists. She wanted to tel him that everything was going to be All right, that the laughter would come back to his eyes, but she couldn't stand the chance of lying to him. Suddenly Elena felt like a very, very old woman, who could hear and see only dimly, whose every movement caused her terrible pain, and who was cold inside. Her every joint and every bone was fil ed with ice. At last, when al the treasures, including a sparkling, diamond-set, golden Master Key, had been taken up for the young women on the thrones to handle, heft, examine, and discuss, a warm-eyed dark-skinned woman came to Elena's group. â€Å"You may approach Their High Judgments now. And,†she added in a voice as soft as the stroke of a dragonfly's wing, â€Å"they are very, very impressed. That doesn't often happen. Speak meekly and keep your heads low and I think you shal have your hearts'desires.† Something inside Elena gave a bound that would have sent her leaping to clutch at the retreating attendant's robe, but fortunately Stefan had her in an embrace of iron. Bonnie's head came off Elena's shoulder, and Elena had to restrain her, in turn. They walked, the very portrait of meekness, to where four scarlet cushions blazed against the golden weave of the floor cloth. Once, Elena would have refused to abase herself. Now, she was thankful for a soft resting place for her knees. This close, she could see that the rulers each wore a circlet of some metal, from which a single stone hung on to her forehead. â€Å"We have considered your petition,†the dark one said, her white-gold circlet with its diamond pendant dazzling Elena with pinpricks of lilac and red and royal blue. â€Å"Oh, yes,†she added, laughing. â€Å"We know what you want. Even a Guardian on the street would have to be very bad at her job not to know. You want your town†¦renewed. The burned buildings rebuilt. The victims of the malach pestilence re-created, their souls swathed again in flesh, and their memories – â€Å" â€Å"But, first,†interrupted the fair one, waving a hand, â€Å"don't we have business at hand? This girl – Elena Gilbert – may not be eligible to be a spokesman for her group. If she becomes a Guardian, she doesn't belong with the petitioners.† The redhead tossed her head like an impatient fil y, causing the rose gold of her circlet to flash, and its ruby to shimmer. â€Å"Oh, go on then, Ryannen. If your recruitment levels are so low – â€Å" The businesslike fair one ignored this, but bent forward, some of her hair held back from her face by her circlet of yel ow gold with its sapphire pendant. â€Å"What about it, Elena? I know our first encounter was – unfortunate. You must believe that I am sorry for that. But you were well on your way to becoming a ful Guardian when we had orders from Above to weave you into a new body so that you could take up your life as a human again.† â€Å"You did that? Of course you did.†Elena's voice was soft and low and flattering. â€Å"You can do anything. But – our first encounter? I don't remember – â€Å" â€Å"You were too young, and you saw just a flash of our air car as it passed your parents'vehicle. It was meant to be a minor accident with one apparent casualty – you. But instead†¦Ã¢â‚¬  Bonnie's hands flew to her mouth. She was clearly getting something Elena wasn't. Her parents'†vehicle†Ã¢â‚¬ ¦? The last time she'd driven with her father and mother – and little Margaret – had been the day of the crash. The day she'd distracted her father, who'd been driving†¦ â€Å"Look, Daddy! Look at the pretty – â€Å" And then had come the impact. Elena forgot about being meek and keeping her head low. In fact, she raised her head, and met gold-splattered blue eyes very much like hers. Her own gaze, she knew, was piercing and hard. â€Å"You†¦ killed my parents?†she whispered. â€Å"No, no!†the dark one cried. â€Å"It was an operation gone sour. We only had to intersect with the Earth dimension for a few minutes. But, quite unexpectedly, your talent flared. You saw our air car. Instead of a crash with only one apparent casualty: you, your father turned to look and†¦Ã¢â‚¬ Slowly her voice trailed off as Elena's turned unbelieving eyes on her. Bonnie was staring sightlessly into the distance, almost as if she were in trance. â€Å"Shinichi,†she breathed. â€Å"That weird riddle of his – or whatever it was. That one of us had murdered, and that it was nothing to do with being a vampire or a mercy kil ing†¦Ã¢â‚¬  â€Å"I'd always assumed it was me,†Stefan said quietly. â€Å"My mother never real y recovered after my birth. She died.† â€Å"But that doesn't make you a murderer!†Elena cried. â€Å"Not like me. Not like me! â€Å" â€Å"Well, that was why I was asking you now,†the businesslike blond woman said. â€Å"It was a flawed mission, but you understand that we were only trying to recruit you, yes? It's the traditional method. Our genes have honed us to be the best at managing powerful, irrational demons, who don't respond to traditional strength but require on-the-spot recalculation – â€Å" Elena choked back a scream. A scream of wrath – agony – disbelief – guilt – she didn't know what. Her Plans. Her schemes. The way she had handled boisterous boys in the bad old days – it was al genetic. And†¦her parents†¦what had they died for? Stefan stood up. His jaw was hard, his green eyes were burning bril iantly. There was no gentleness in his face. He clasped Elena's hand and she heard, If you want to fight, I'm in. Mais, non. Elena turned around and saw Sage. His telepathic voice was unmistakable. She was compel ed to listen. We cannot fight them on their own territory and win. Even I cannot. What you can do is make them pay! Elena, my brave one, your parents'spirits have undoubtedly found new homes. It would be cruel to drag them back. But let us demand of the Guardians anything you desire. For a year and a day in the past, demand whatever you wish! I think that we all will back you. Elena paused. She looked at the Guardians and she looked at the treasures. She looked at Bonnie and Stefan, who were waiting. There was permission in their eyes. Then she said slowly to the Guardians, â€Å"This is really going to cost you. And I don't want to hear that any of it is impossible. For al your treasures back and the Master Key too†¦I want my old life. No, I want a new life, with my real old life behind me. I want to be Elena Gilbert, exactly as if I'd graduated with my high school class, and I want to go to Dalcrest Col ege. I want to wake up in my aunt Judith's house in the morning and find that no one realizes I've been gone for almost ten months. And I want a 4.5 grade point average for my last year in high school – just in case of emergencies. And I want Stefan to have lived in the boardinghouse peaceful y al that time, and to have everyone accept him as my boyfriend. And I want every single thing that Shinichi and Misao and whoever they were working for did undone and forgotten. I want the person they were working for dead. And I want everything that Klaus did in Fel ‘s Church undone as well. I want Sue Carson back! I want Vickie Bennett back! I want everyone back! â€Å" Bonnie said faintly, â€Å"Even Mr. Tanner?† Elena understood. If Mr. Tanner had not died – mysteriously drained of blood – then Alaric Saltzman would never have been cal ed to Fel ‘s Church. Elena remembered Alaric from the out-of-body experience: sandy hair, laughing hazel eyes. She thought of Meredith and his almost-engagement to her. But who was she to play God? To say, yes, this person can die because he was unlovely and unloved, but this one has to live because she was my friend.

Milgram experiment analysis The WritePass Journal

Milgram experiment analysis Milgram’s Study of Obedience Milgram experiment analysis Milgram’s Study of ObedienceSituational InfluenceReferencesRelated Milgram’s Study of Obedience The name Stanley Milgram is eponymous with the study of obedience. In his controversial 1970s study of the human behaviour, Milgram (1974) discovered that when under direction from a member of authority, study participants could be instructed to inflict a 450 volt electric shock on another individual.. In one study, Milgram (1974) assigned participants to the role of ‘teacher’ or ‘learner’. Unbeknown to the participants, they would only ever be assigned to the role of teacher. As the teacher, participants were told that they were to investigate the effects of punishment on learning. The teacher administered a learning task to the learner who was based in a different room, and the learner indicated their response through buttons that lit up answer lights on the teacher’s side of the wall. When the learners provided incorrect answers, the participants were instructed by the experimenter to administer the learner an electric shock. Again, unbeknown to the participant teachers, the shocks were not actually administered and the learners were acting confederates. The teacher was also instructed to increase the voltage of the electric shock with each wrong answer provided. As the voltage reached 150 volts, the learner would scream cries of protest, which c ould be heard by the teacher participant through the wall. At 300 volts, the learner refused to answer the question, and at 330 volts they made no response at all to the shock, suggestive of lack of consciousness. Whenever the participant faltered or showed signs of resistance to administering the shock, they would be prompted to continue by the experimenter. The experiment only ended when the teacher refused to administer the shock in response to instruction after four prompts, or after the maximum shock had been given. In 65% of cases, the participants administered the maximum shock of 450 volts, a shock that was marked on the severity as â€Å"XXX†, following the description â€Å"Danger: Severe Shock† at 375 volts. Milgram’s (1974) demonstration of the unsettling capabilities of human behaviour presents many questions as to why so many people had not stopped administering the shocks when they knew that the learner was in significant distress. Was it that these individuals would have acted this way whatever the circumstance? Were they examples of the malevolent side of human nature? Or were there many contributing factors about the circumstance that led these individuals to behave in such a way contrary to all expectations of human benefiance? This essay will aim to address these questions through the work of Milgram and his contemporaries. Situational Influence The findings of an earlier study by Milgram (1963) provided evidence that the individuals administering the shocks were not acting out of their own desire for cruelty, but instead were acting in conflict with their wanted or expected behaviour. Milgram (1963) found that administering shocks caused the participants to experience â€Å"extreme nervous tension†, demonstrated by sweating, trembling, stuttering, and even nervous laughter. Burger (2009) proposes that despite the many attempts to interpret the results of Milgram’s (1974) experiment, the main point of consensus is the importance of situational forces in influencing an individual’s behaviour. Additionally suggesting that this is something underestimated by most individuals. This was highlighted by the opinions of Yale students and psychiatrists who were unanimous in their belief that virtually no one would continue the experiment to the point of maximal shock (Milgram, 1974). Burger (2009) suggests a compelling reason as to Milgram’s participants were so ready to administer potentially lethal shocks under the instruction of the experimenter; that of the power of authority. The experiment provides a seminal example of the phenomenon of obedience, where individuals conform (often against their will) to an authority figure (Martin Hewstone, 2009). This obedience to authority in the abandonment of alliance to morality (Elms, 1995) is something that has not only been demonstrated in research studies, observed from the abhorrent crimes committed by those under the rule of Hitler in Nazi Germany (Cialdini Goldstein, 2004), to the behaviours of suicidal religious cults. Whilst Milgram’s (1974) experimenter had both legitimacy and expertise (Morelli, 1983) with affiliation to the university, the experiment, and to science (Burger, 2009), other obedience has been shown to occur in the absence of this (Blass, 1999), therefore suggesting other situati onal influences at play. The importance of the experimenter’s expertise may have been of crucial significance in Milgram’s (1974) research, in that the scenario was not one that any of the participants had experienced before. Burger (2009) proposes that in the absence of any other sources of information, the participants turn to the reassurance of the experimenter who does not seem perturbed by the cries from the learner and insists on the continuation of the experiment. In this case, it may be suggested that the participants defer to the expertise of the experimenter, believing that they will instruct the most appropriate action. As purported by Milgram (1974), this has powerful implications for the determining effect of the situation on the action of individuals. Kolowsky et al. (2001) suggest two types of authority; that derived from soft influences which results from factors within the influencing agent (eg. Credibility and expertise) and that derived from external social structures (such as hierarchy) known as harsh sources. It may be concluded that Milgram’s experimenter portrayed both of these, perhaps explaining why the situation induced such high levels of obedience. Burger (2009) also suggests that the levels of obedience of the participants in Milgram’s (1974) experiment may be attributed to the gradual increase in demands of the experimenter. He suggests that the 15-volt increments created a task that gradually increased in demand being put on the participants. Initially participants would provide shocks to the learner causing only a slight discomfort, however, by the end of the experiment, the participants were agreeing to give shocks that were labelled ‘Severe’. Freedman and Fraser (1966) demonstrated the power of the so called ‘foot-in-the-door’ effect, showing that individuals that first complied with a small, minimally invasive request were more likely to comply with a larger related request. The authors proposed that the situation inflicted a change upon the participants’ self-perception, where upon agreeing to the first request they ascribe the traits reflecting their previous actions (ie. I am so meone that complies with such requests) which then influences their subsequent actions. Burger (2009) suggests that the desire for personal consistency may be a factor with such incremental voltage increase, where refusing the 195 volt shock would be difficult having just pressed the 180 volt switch. The Milgram (1974) experiment also raises the question of the role of responsibility in obedience. Under authority, it may have been that the individuals were able to go ahead with the behaviour due to a diminished sense of responsibility for their actions. Bandura (1999) suggests that this occurs as when not perceiving themselves as the agents of their actions, individuals are therefore spared their self-condemning reactions. It appears, therefore, that given a different situation, many of the participants in Milgram’s (1974) experiment may have acted differently. Questions are raised as to whether they would have committed the same act without a diminished responsibility, or if the experimenter had initially asked them to give the learner the highest voltage shock. Zimbardo (1972) illustrates the importance of the situation on the influence of human behaviour in his ‘Stanford Prison Experiment’. Randomly assigned to be prisoners or guards, participants in Zimbardo’s (1972) experiment took on their roles with extremity and haste. With relevance to the behaviour elicited by Milgram in his experiments, the behaviour of the guards is of particular interest. Once given the power-laden role (Zimbardo, 1972), and faced with prisoner rebellion, the guards used physical and psychological tactics to confuse, intimidate, and harass the prisoners. Whilst not obeying any particular authority except for the demands of the experiment, these ‘guards’ had become blinded by the situation, illustrating how situational confines can dramatically alter behavioural norms. By day 5 of the experiment, prisoners were withdrawn and behaving in pathological ways. None of the people involved in the experiment called a halt to the experiment , which had, by day 6, become of very questionable morality. In Zimbardo’s (1972) experiment, the guards, selected for being representative of the average middle class American, with above average intelligence and emotional stability (Haney, Banks Zimbardo, 1973), displayed anti-social and pathological behaviour, a phenomenon later described by Zimbardo as ‘The Lucifer Effect’ (Zimbardo, 2007). This was something that Haney et al. (1973) suggested occurred as a result of the pathology of the situation rather than the nature of those that entered it. With the nature of the situation suggested as such a powerful influence over human obedience, the work of Burger (2009) helps to investigate the factors underlying the phenomenon of such morally deviant behaviour. Burger (2009) replicated the work of Milgram (1974), with the aim of further investigating the situational factors underlying the high levels of obedience to the experimenter in such a scenario. Due to ethical constraints, Burger’s (2009) participants were only allowed to continue to the 150 volt shock, at which point the learner confederate would protest greatly and make reference to a heart condition. The experiment ended either if the participant refused to continue, or when they read the next question out to the learner. The study included an added condition in which participants saw a previous participant (who was a confederate) refuse to administer any shocks over 90 volts. The results of Burger’s (2009) study showed that in the same situation some 40 ye ars later, individuals still succumb to the situational factors and obey the experimenter’s instructions. Interestingly, Burger (2009) also found that despite seeing another teacher decline to administer any further shocks, and receive no negative consequences, participants took over the shock administration and continued the experiment. He took this as evidence of the power of the situation, where even a small normative influence was not enough use as an inference of how to behave in the situation. Burger’s (2009) research, does however, rely on the assumption that those administering 150 volt shocks would have continued to administer shocks up to the maximum voltage. There may have been individuals that would have stopped after this point that would not have been considered as doing so in the results of the study, which may lead to a false interpretation of individuals’ obedience. Despite this, review articles have suggested it to be a convincing alternative end point (Packer, 2008; Miller, 2009). Another issue raised by Miller (2009) regarding Burger’s (2009) replication of Milgram’s (1974) study, is the screening out of those participants that might experience high degrees of emotion or distress. The effects of this on the results are two-fold. Initially, the experiment therefore is less likely to show any of the adverse emotional effects of conflict which was a particularly powerful finding from Milgram (1974) (Miller, 2009). Additionally, it may be that those participants that would have experienced more emotion and distress were those that would have stopped administering the shocks before 150 volts. It has been suggested that in his quest to provide an ethical replication of Milgram (1974), Burger (2009) may have failed to replicate the experiment at all (Miller, 2009). Much of the research from Milgram and his contemporaries points to the powerful influences of the situation on behaviour, and this is supported by further evidence from Burger’s (2009) replication of the Milgram (1974) experiment. Whilst those with high empathetic concern (as assessed by a personality questionnaire) expressed a greater reluctance to continue administering shocks compared to those with low scores for this trait, they did not refuse to continue at any earlier point. This shows that even individuals that one would consider less likely to commit such actions were influenced by the situational power. It was found, however, that those with a high desire for control were more likely to disobey the experimenter and act on their own feelings, terminating the shocks at an earlier stage than those with less of a desire for control. This was not found in the situation where the other confederate teacher declined to administer any shocks however. This shows that there is s ome modulation of behaviour as a result of personality, but suggests that the specific influences of personality interact greatly with the situation and context. Conclusion Evidence suggests that the behaviour of obedience is strongly determined by a variety of situational factors, and that the power of these can be so great that individuals will obey an authority figure even regardless of the consequences. Factors of diminished responsibility, credibility and expertise of the experimenter, social hierarchy, and gradual increases in demands have all been shown to increase the likelihood of obedience. These have even been shown to supersede the power of someone disobeying the authority (as in the case of Burger 2009). The power of situational influence on obedience in society has huge implications. Obedience to an authority can be hugely detrimental as demonstrated by Milgram (1973). These situations appear to most often occur when the authority figure is attributed misplaced expertise and status. For example, obedience to an aeroplane pilot who is in error can have catastrophic consequences (Tarnow, 1999), and dictatorships have resulted in obedience that has led to the suffering of millions throughout history. Obedience does have its role in the functioning of society however, and as an alternative to disobedience, is portrayed as a positive trait from an early age. Most organisations require the obedience to authority as a norm, with an inefficient operation if this was not the case (Cialdini Goldstein, 2004). However, again, obedience relies on the authority figure having the morals and interest of society in consideration, as even in the scenario of business, personnel managers have been sho wn to discriminate against employees on the basis of race when instructed by an authority figure (Brief et al., 1995). The belief that it is not so much the man, but the situation which determines how he will act (Milgram, 1974) carries a strong onus for creating an authority and situation which promotes what is perceived as ‘good’ behaviour. It suggests that whilst people may have their own beliefs and morals, these can be easily acted against in certain circumstances. This may explain civilised society’s pursuit for rules, regulations and the attributing of individual responsibility. It has disastrous implications however, for a society ruled under the wrong hands. References Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities.Personality and social psychology review,  3(3), 193-209. Blass, T. (1999). The Milgram Paradigm After 35 Years: Some Things We Now Know About Obedience to Authority1.  Journal of applied social psychology,29(5), 955-978. Brief, A. P., Buttram, R. T., Elliott, J. D., Reizenstein, R. M., McCline, R. L. (1995). 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