Iago Literary Essay

Iago the Master of Manipulation Throughout the play Othello by William Shakespeare, Iago the antagonist develops a scheme to ruin Othello’s life, just because he didn’t get the position of lieutenant and uses people from Roderigo to Cassio to unfold his plans. Now, how can this villainous man manipulate people around him so well? Iago effectively manipulates Roderigo, Cassio and Othello by using Roderigo’s love for Desdemona, by implying to Cassio that he’s helping him for his interests when it’s actually the opposite, and by acting as an â€Å"honest† person in front of Othello to hide his true foul personality. SparkNoted Editors). Iago uses Roderigo’s â€Å"obsessive† love for Desdemona to manipulate him to help him and assures Roderigo he will help him attain Desdemona. (The Polymath). He then tries to comfort Roderigo when he finds out Desdemona is married to Othello by using the metaphor, â€Å"Our bodies are our gardens, to the which our wills are gardeners. † (I. iii. 319-320). Here Iago reacts to Roderigo wanting to commit suicide by telling him to take care of himself, and instead to try to win Desdemona with his money; but actually uses his money for his own plans and makes fun of him for being so naive. Thus do I make my fool my purse. † (I. iii. 315) and all this time poor Roderigo has been tricked by Iago from the beginning of the play to the end because Roderigo wanted Desdemona to such an extent. Iago tricked Cassio into thinking he was helping him for his benefit when all along it was only a part of Iago’s plan to ruin the bond between Othello and Desdemona. Iago himself caused trouble for Cassio and that leads to Cassio’s lieutenant position revoked, only to tell him to get help from Desdemona. Our Generals wife is now the General/Confess yourself freely to her. Importune her help to put you in your place again. † (II. iii. 293-298). Iago has many Asideâ⠂¬â„¢s in the play telling the audience of his plans. By making Cassio talk with Desdemona Iago plants suspicion into Othello to ruin his peace of mind. â€Å"Yet that I put the Moor at least into a jealousy so strong that judgement cannot cure/I’ll have our Micheal Cassio on the hip, abuse him to the Moor in the rank garb. † As Iago does this in several ccasions it’s all for his own benefit, â€Å"Make the Moor thank me, love me, and reward me for making him egregiously an ass and practising upon his peace and quiet even to madness. †(II. i. 294-305). Iago successfully ends a part of his plan by killing two birds with one stone, Roderigo and Cassio. â€Å"Now whether he kill Cassio, or Cassio him, or each do kill the other, every way makes my game. † (V. i. 12-14). Hence, Iago manipulates Cassio by implying he is helping him when it’s the opposite. To manipulate Othello, Iago acts as an honest and good person in front of Othello to hide his foul personality.Throughout the play, you hear Iago saying, â€Å"I hate the Moor† (I. iii. 361). He even tells Roderigo all his schemes. Through a Paradox Shakespeare reveals Iago’s true intentions. â€Å"In following him, I follow but myself. † (I. i. 58). again Iago only stays with Ohtello for his own benefit and he says his outward appearance is only to fool Othello so he doesn’t lose trust in Iago, â€Å"I am not what I am. †(I. i. 65); but interactions between Roderigo and Iago reveals a â€Å"streak of cowardice† in Iago as he tries so hard to hide his bad intentions from Othello he even kills own wife. SparkNotes Editors). Therefore Iago manipulates Othello by acting as an honest and good man to hide his true-foul personality. Iago, possibly the most â€Å"heinous villain† in Shakespeare lets his anger and jealousy overpower him and ruin Othello’s life with his manipulative skills. (SparkNotes Editors). Iago effectivel y manipulates Rodrigo by using his love for Desdemona, by implying to Cassio he’s helping him for his interests when its actually the opposite and by acting as an honest and good person in front of Othello to hide his true-foul personality.Work Cited The Polymath. Iago’s Manipulation on Roderigo in Othello. Yahoo! Voices. (2010): n. page. Web. 8 Jun. 2012. . SparkNotes Editors. SparkNotes on Othello. SparkNotes. com. SparkNotes LLC. 2002. Web. 8 Jun. 2012. Shakespeare, William. The Tragedy of Othello, The Moor of Venice. Massachusetts: Blaisdell Publishing Company, 1966. Print.

The Twilight Saga 2: New Moon Chapter 17 VISITOR

UNNATURALLY STILL AND WHITE, WITH LARGE BLACK EYES intent on my face, my visitor waited perfectly motionless in the center of the halt, beautiful beyond imagining. My knees trembled for a second, and I nearly fell. Then I hurled myself at her. â€Å"Alice, oh, Alice!† I cried, as I slammed into her. I'd forgotten how hard she was; it was like running headlong into a wall of cement. â€Å"Bella?† There was a strange mingling of relief and confusion in her voice. I locked my arms around her, gasping to inhale as much of the scent of her skin as possible. It wasn't like anything elsenot floral or spice, citrus or musk. No perfume in the world could compare. My memory hadn't done it justice. I didn't notice when the gasping turned into something elseI only realized I was sobbing when Alice dragged me to the living room couch and pulled me into her lap. It was like curling up into a cool stone, but a stone that was contoured comfortingly to the shape of my body. She rubbed my back in a gentle rhythm, waiting for me to get control of myself. â€Å"I'm sorry,† I blubbered. â€Å"I'm just so happy to see you!† â€Å"It's okay, Bella. Everything's okay.† â€Å"Yes,† I bawled. And, for once, it seemed that way. Alice sighed. â€Å"I'd forgotten how exuberant you are,† she said, and her tone was disapproving. I looked up at her through my streaming eyes. Alice's neck was tight, straining away from me, her lips pressed together firmly. Her eyes were black as pitch. â€Å"Oh,† I puffed, as I realized the problem. She was thirsty. And I smelled appetizing. It had been a while since I'd had to think about that kind of thing. â€Å"Sorry.† â€Å"It's my own fault. It's been too long since I hunted. I shouldn't let myself get so thirsty. But I was in a hurry today.† The look she directed at me then was a glare. â€Å"Speaking of which, would you like to explain to me how you're alive?† That brought me up short and stopped the sobs. I realized what must have happened immediately, and why Alice was here. I swallowed loudly. â€Å"You saw me fall.† â€Å"No,† she disagreed, her eyes narrowing. â€Å"I saw you jump.† I pursed my lips as I tried to think of an explanation that wouldn't sound nuts. Alice shook her head. â€Å"I told him this would happen, but he didn't believe me. ‘Bella promised,'† her voice imitated his so perfectly that I iroze in shock while the pain ripped through my torso. â€Å"‘Don't be looking for her future, either,'† she continued to quote him. ‘†We've done enough damage.† â€Å"But just because I'm not looking, doesn't mean I don't see† she went on. â€Å"I wasn't keeping tabs on you, I swear, Bella. It's just that I'm alreacy attuned to you when I saw you jumping, I didn't think, I just got on a plane. I knew I would be too late, but I couldn't do nothing. And then I get here, thinking maybe I could help Charlie somehow, and you drive up.† She shook her head, this time in confusion. Her voice was strained. â€Å"I saw you go into the water and I waited and waited for you to come up, but you didn't. What happened? And how could you do that to Charlie? Did you stop to think what this would do to him? And my brother? Do you have any idea what Edward† I cut her off then, as soon as she said his name. I'd let her go on, even after I realized the misunderstanding she was under, just to hear the perfect bell tone of her voice. But it was time to interrupt. â€Å"Alice, I wasn't committing suicide.† She eyed me dubiously. â€Å"Are you saying you didn't jump off a cliff?† â€Å"No, but† I grimaced. â€Å"It was for recreational purposes only.† Her expression hardened. â€Å"I'd seen some of Jacob's friends cliff diving,† I insisted. â€Å"It looked like fun, and I was bored† She waited. â€Å"I didn't think about how the storm would affect the currents. Actually, I didn't think about the water much at all.† Alice didn't buy it. I could see that she still thought I had been trying to kill myself. I decided to redirect. â€Å"So if you saw me go in, why didn't you see Jacob?† She cocked her head to the side, distracted. I continued. â€Å"It's true that I probably would have drowned if Jacob hadn't jumped in after me. Well, okay, there's no probably about it. But he did, and he pulled me out, and I guess he towed me back to shore, though I was kind of out for that part. It couldn't have been more than a minute that I was under before he grabbed me. How come you didn't see that?† She frowned in perplexity. â€Å"Someone pulled you out?† â€Å"Yes. Jacob saved me.† I watched curiously as an enigmatic range of emotions flitted across her face. Something was bothering herher imperfect vision? But I wasn't sure. Then she deliberately leaned in and sniffed my shoulder. I froze. â€Å"Don't be ridiculous,† she muttered, sniffing at me some more. â€Å"What are you doing?† She ignored my question. â€Å"Who was with you out there just now? It sounded like you were arguing.† â€Å"Jacob Black. He's sort of my best friend, I guess. At least, he was† I thought of Jacob's angry, betrayed face, and wondered what he was to me now. Alice nodded, seeming preoccupied. â€Å"What?† â€Å"I don't know,† she said. â€Å"I'm not sure what it means.† â€Å"Well, I'm not dead, at least.† She rolled her eyes. â€Å"He was a fool to think you could survive alone. I've never seen anyone so prone to life-threatening idiocy.† â€Å"I survived,† I pointed out. She was thinking of something else. â€Å"So, if the currents were too much for you, how did this Jacob manage?† â€Å"Jacob is strong.† She heard the reluctance in my voice, and her eyebrows rose. I gnawed on my lip for a second. Was this a secret, or not? And if it was, then who was my greatest allegiance to? Jacob, or Alice? It was too hard to keep secrets, I decided. Jacob knew everything, why not Alice, too? â€Å"See, well, he's sort of a werewolf,† I admitted in a rush. â€Å"The Quileutes turn into wolves when there are vampires around. They know Carlisle from a long time ago. Were you with Carlisle back then?† Alice gawked at me for a moment, and then recovered herself, blinking rapidly. â€Å"Well, I guess that explains the smell,† she muttered. â€Å"But does it explain what I didn't see?† She frowned, her porcelain forehead creasing. â€Å"The smell?† I repeated. â€Å"You smell awful,† she said absently, still frowning. â€Å"A werewolf? Are you sure about that?† â€Å"Very sure,† I promised, wincing as I remembered Paul and Jacob fighting in the road. â€Å"I guess you weren't with Carlisle the last time there were werewolves here in Forks?† â€Å"No. I hadn't found him yet.† Alice was still lost in thought. Suddenly, her eyes widened, and she turned to stare at me with a shocked expression. â€Å"Your best friend is a werewolf?† I nodded sheepishly. â€Å"How long has this been going on?† â€Å"Not long,† I said, my voice sounding defensive. â€Å"He's only been a werewolf for just a few weeks.† She glowered at me. â€Å"A young werewolf? Even worse! Edward was rightyou're a magnet for danger. Weren't you supposed to be staying out of trouble?† â€Å"There's nothing wrong with werewolves,† I grumbled, stung by her critical tone. â€Å"Until they lose their tempers.† She shook her head sharply from side to side. â€Å"Leave it to you, Bella. Anyone else would be better off when the vampires left town. But you have to start hanging out with the first monsters you can find.† I didn't want to argue with AliceI was still trembling with joy that she was really, truly here, that I could touch her marble skin and hear her wind-chime voicebut she had it all wrong. â€Å"No, Alice, the vampires didn't really leavenot all of them, anyway. That's the whole trouble. If it weren't for the werewolves, Victoria would have gotten me by now. Well, if it weren't for Jake and his friends, Laurent would have gotten me before she could, I guess, so† â€Å"Victoria?† she hissed. â€Å"Laurent?† I nodded, a teensy bit alarmed by the expression in her black eyes. I pointed at my chest. â€Å"Danger magnet, remember?† She shook her head again. â€Å"Tell me everythingstart at the beginning.† I glossed over the beginning, skipping the motorcycles and the voices, but telling her everything else right up to today's misadventure. Alice didn't like my thin explanation about boredom and the cliffs, so I hurried on to the strange flame I'd seen on the water and what I thought it meant. Her eyes narrowed almost to slits at that part. It was strange to see her look so so dangerouslike a vampire. I swallowed hard and went on with the rest about Harry. She listened to my story without interrupting. Occasionally, she would shake her head, and the crease in her forehead deepened until it looked like it was carved permanently into the marble of her skin. She didn't speak and, finally, I fell quiet, struck again by the borrowed grief at Harry's passing. I thought of Charlie; he would be home soon. What condition would he be in? â€Å"Our leaving didn't do you any good at all, did it?† Alice murmured. I laughed onceit was a slightly hysterical sound. â€Å"That was never the point, though, was it? It's not like you left for my benefit.† Alice scowled at the floor for a moment. â€Å"Well I guess I acted impulsively today. I probably shouldn't have intruded.† I could feel the blood draining from my face. My stomach dropped. â€Å"Don't go, Alice,† I whispered. My fingers locked around the collar of her white shirt and I began to hyperventilate. â€Å"Please don't leave me.† Her eyes opened wider. â€Å"All right,† she said, enunciating each word with slow precision. â€Å"I'm not going anywhere tonight. Take a deep breath.† I tried to obey, though I couldn't quite locate my lungs. She watched my face while I concentrated on my breathing. She waited till I was calmer to comment. â€Å"You look like hell, Bella.† â€Å"I drowned today,† I reminded her. â€Å"It goes deeper than that. You're a mess.† I flinched. â€Å"Look, I'm doing my best.† â€Å"What do you mean?† â€Å"It hasn't been easy. I'm working on it.† She frowned. â€Å"I told him,† she said to herself. â€Å"Alice,† I sighed. â€Å"What did you think you were going to find? I mean, besides me dead? Did you expect to find me skipping around and whistling show tunes? You know me better than that.† â€Å"I do. But I hoped.† â€Å"Then I guess I don't have the corner on the idiocy market.† The phone rang. â€Å"That has to be Charlie,† I said, staggering to my feet. I grabbed Alice's stone hand and dragged her with me to the kitchen. I wasn't about to let her out of my sight. â€Å"Charlie?† I answered the phone. â€Å"No, it's me,† Jacob said. â€Å"Jake!† Alice scrutinized my expression. â€Å"Just making sure you were still alive,† Jacob said sourly. â€Å"I'm fine. I told you that it wasn't† â€Å"Yeah. I got it. ‘Bye.† Jacob hung up on me. I sighed and let my head hang back, staring at the ceiling. â€Å"That's going to be a problem.† Alice squeezed my hand. â€Å"They aren't excited I'm here.† â€Å"Not especially. But it's none of their business anyway.† Alice put her arm around me. â€Å"So what do we do now?† she mused. She seemed to talk to herself for a moment. â€Å"Things to do. Loose ends to tie.† â€Å"What things to do?† Her face was suddenly careful. â€Å"I don't know for sure I need to see Carlisle.† Would she leave so soon? My stomach dropped. â€Å"Could you stay?† I begged. â€Å"Please? For just a little while. I've missed you so much.† My voice broke. â€Å"If you think that's a good idea.† Her eyes were unhappy. â€Å"I do. You can stay hereCharlie would love that.† â€Å"I have a house, Bella.† I nodded, disappointed but resigned. She hesitated, studying me. â€Å"Well, I need to go get a suitcase of clothes, at the very least.† I threw my arms around her. â€Å"Alice, you're the best!† â€Å"And I think I'll need to hunt. Immediately,† she added in a strained voice. â€Å"Oops.† I took a step back. â€Å"Can you stay out of trouble for one hour?† she asked skeptically. Then, before I could answer, she held up one finger and closed her eyes. Her face went smooth and blank for a few seconds. And then her eyes opened and she answered her own question. â€Å"Yes, you'll be fine. For tonight, anyway.† She grimaced. Even making faces, she looked like an angel. â€Å"You'll come back?† I asked in a small voice. â€Å"I promiseone hour.† I glanced at the clock over the kitchen table. She laughed and leaned in quickly to kiss me on the cheek. Then she was gone. I took a deep breath. Alice would be back. I suddenly felt so much better. I had plenty to do to keep myself busy while I waited. A shower was definitely first on the agenda. I sniffed my shoulders as I undressed, but I couldn't smell anything but the brine and seaweed scent of the ocean. I wondered what Alice had meant about me smelling bad. When I was cleaned up, I went back to the kitchen. I couldn't see any signs that Charlie ‘lad eaten recently, and he would probably be hungry when he got back. I hummed tunelessly to myself as I moved around the kitchen. While Thursday's casserole rotated in the microwave, I made up the couch with sheets and an old pillow. Alice wouldn't need it, but Charlie would need to see it. I was careful not to watch the clock. There was no reason to start myself panicking; Alice had promised. I hurried through my dinner, not tasting itjust feeling the ache as it slid down my raw throat. Mostly I was thirsty; I must have drunk a half gallon of water by the time I was finished. All the salt in my system had dehydrated me. I went to go try to watch TV while I waited. Alice was already there, sitting on her improvised bed. Her eyes were a liquid butterscotch. She smiled and patted the pillow. â€Å"Thanks.† â€Å"You're early,† I said, elated. I sat down next to her and leaned my head on her shoulder. She put her cold arms around me and sighed. â€Å"Bella. What are we going to do with you?† â€Å"I don't know,† I admitted. â€Å"I really have been trying my hardest.† â€Å"I believe you.† It was silent. â€Å"Doesdoes he† I took a deep breath. It was harder to say his name out loud, even though I was able to think it now. â€Å"Does Edward know you're here?† I couldn't help asking. It was my pain, after all. I'd deal with it when she was gone, I promised myself, and felt sick at the thought. â€Å"No.† There was only one way that could be true. â€Å"He's not with Carlisle and Esme?† â€Å"He checks in every few months.† â€Å"Oh.† He must still be out enjoying his distractions. I focused my curiosity on a safer topic. â€Å"You said you flew here Where did you come from?† â€Å"I was in Denali. Visiting Tanya's family.† â€Å"Is Jasper here? Did he come with your'† She shook her head. â€Å"He didn't approve of my interfering. We promised† she trailed off, and then her tone changed. â€Å"And you think Charlie won't mind my being here?† she asked, sounding worried. â€Å"Charlie thinks you're wonderful, Alice.† â€Å"Well, we're about to find out.† Sure enough, a few seconds later I heard the cruiser pull into the driveway. I jumped up and hurried to open the door. Charlie trudged slowly up the walk, his eyes on the ground and his shoulders slumped. I walked forward to meet him; he didn't even see me until I hugged him around the waist. He embraced me back fiercely. â€Å"I'm so sorry about Harry, Dad.† â€Å"I'm really going to miss him,† Charlie mumbled. â€Å"How's Sue doing?† â€Å"She seems dazed, like she hasn't grasped it yet. Sam's staying with her† The volume of his voice faded in and out. â€Å"Those poor kids. Leah's just a year older than you, and Seth is only fourteen† He shook his head. He kept his arms tight around me as he started toward the door again. â€Å"Um, Dad?† I figured I'd better warn him. â€Å"You'll never guess who's here.† He looked at me blankly. His head swiveled around, and he spied the Mercedes across the street, the porch light reflecting off the glossy black paint. Before he could react, Alice was in the doorway. â€Å"Hi, Charlie,† she said in a subdued voice. â€Å"I'm sorry I came at such a bad time.† â€Å"Alice Cullen?† he peered at the slight figure in front of him as if he doubted what his eyes were telling him. â€Å"Alice, is that you?† â€Å"It's me,† she confirmed. â€Å"I was in the neighborhood.† â€Å"Is Carlisle† â€Å"No, I'm alone.† Both Alice and I knew he wasn't really asking about Carlisle. His arm tightened over my shoulder. â€Å"She can stay here, can't she?† I pleaded. â€Å"I already asked her.† â€Å"Of course,† Charlie said mechanically. â€Å"We'd love to have you, Alice.† â€Å"Thank you, Charlie. I know it's horrid timing.† â€Å"No, it's fine, really. I'm going to be really busy doing what I can for Harry's family; it will be nice for Bella to have some company.† â€Å"There's dinner for you on the table, Dad,† I told him. â€Å"Thanks, Bell.† He gave me one more squeeze before he shuffled toward the kitchen. Alice went back to the couch, and I followed her. This time, she was the one to pull me against her shoulder. â€Å"You look tired.† â€Å"Yeah,† I agreed, and shrugged. â€Å"Near-death experiences do that to me So, what does Carlisle think of you being here?† â€Å"He doesn't know. He and Esme were on a hunting trip. I'll hear from him in a few days, when he gets back.† â€Å"You won't tell him, though when he checks in again?† I asked. She knew I didn't mean Carlisle now. â€Å"No. He'd bite my head off,† Alice said grimly. I laughed once, and then sighed. I didn't want to sleep. I wanted to stay up all night talking to Alice. And it didn't make sense for me to be tired, what with crashing on Jacob's couch all day. But drowning really had taken a lot out of me, and my eyes wouldn't stay open. I rested my head on her stone shoulder, and drifted into a more peaceful oblivion than I had any hope of. I woke early, from a deep and dreamless sleep, feeling well-rested, but stiff. I was on the couch tucked under the blankets I'd laid out for Alice, and I could hear her and Charlie talking in the kitchen. It sounded like Charlie was fixing her breakfast. â€Å"How bad was it, Charlie?† Alice asked softly, and at first I thought they were talking about the Clearwaters. Charlie sighed. â€Å"Real bad.† â€Å"Tell me about it. I want to know exactly what happened when we left.† There was a pause while a cupboard door was closed and a dial on the stove was clicked off. I waited, cringing. â€Å"I've never felt so helpless,† Charlie began slowly. â€Å"I didn't know what to do. That first weekI thought I was going to have to hospitalize her. She wouldn't eat or drink, she wouldn't move. Dr. Gerandy was throwing around words like ‘catatonic,' but I didn't let him up to see her. I was afraid it would scare her.† â€Å"She snapped out of it though?† â€Å"I had Renee come to take her to Florida. I just didn't want to be the one if she had to go to a hospital or something. I hoped being with her mother would help. But when we started packing her clothes, she woke up with a vengeance. I've never seen Bella throw a fit like that. She was never one for the tantrums, but, boy, did she fly into a fury. She threw her clothes everywhere and screamed that we couldn't make her leaveand then she finally started crying. I thought that would be the turning point. I didn't argue when she insisted on staying here and she did seem to get better at first† Charlie trailed off. It was hard listening to this, knowing how much pain I'd caused him. â€Å"But?† Alice prompted. â€Å"She went back to school and work, she ate and slept and did her homework. She answered when someone asked her a direct question. But she was empty. Her eyes were blank. There were lots of little thingsshe wouldn't listen to music anymore; I found a bunch of CDs broken in the trash. She didn't read; she wouldn't be in the same room when the TV was on, not that she watched it so much before. I finally figured it outshe was avoiding everything that might remind her of him. â€Å"We could hardly talk; I was so worried about saying something that would upset herthe littlest things would make her flinchand she never volunteered anything. She would just answer if I asked her something. â€Å"She was alone all the time. She didn't call her friends back, and after a while, they stopped calling. â€Å"It was night of the living dead around here. I still hear her screaming in her sleep† I could almost see him shuddering. I shuddered, too, remembering. And then I sighed. I hadn't fooled him at all, not for one second. â€Å"I'm so sorry, Charlie,† Alice said, voice glum. â€Å"It's not your fault.† The way he said it made it perfectly clear that he was holding someone responsible. â€Å"You were always a good friend to her.† â€Å"She seems better now, though.† â€Å"Yeah. Ever since she started hanging out with Jacob Black, I've noticed a real improvement. She has some color in her cheeks when she comes home, some light in her eyes. She's happier.† He paused, and his voice was different when he spoke again. â€Å"He's a year or so younger than her, and I know she used to think of him as a friend, but I think maybe it's something more now, or headed that direction, anyway.† Charlie said this in a tone that was almost belligerent. It was a warning, not for Alice, but for her to pass along. â€Å"Jake's old for his years,† he continued, still sounding defensive. â€Å"He's taken care of his father physically the way Bella took care of her mother emotionally. It matured him. He's a good-looking kid, tootakes after his mom's side. He's good for Bella, you know,† Charlie insisted. â€Å"Then it's good she has him,† Alice agreed. Charlie sighed out a big gust of air, folding quickly to the lack of opposition. â€Å"Okay, so I guess that's overstating things. I don't know even with Jacob, now and then I see something in her eyes, and I wonder if I've ever grasped how much pain she's really in It's not normal, Alice, and it it frightens me. Not normal at all. Not like someone left her, but like someone died.† His voice cracked. It was like someone had diedlike I had died. Because it had been more than just losing the truest of true loves, as if that were not enough to kill anyone. It was also losing a whole future, a whole familythe whole life that I'd chosen Charlie went on in a hopeless tone. â€Å"I don't know if she's going to get over itI'm not sure if it's in her nature to heal from something like this. She's always been such a constant little thing. She doesn't get past things, change her mind.† â€Å"She's one of a kind,† Alice agreed in a dry voice. â€Å"And Alice† Charlie hesitated. â€Å"Now, you know how fond I am of you, and I can tell that she's happy to see you, but I'm a little worried about what your visit will do to her.† â€Å"So am I, Charlie, so am I. I wouldn't have come if I'd had any idea. I'm sorry.† â€Å"Don't apologize, honey. Who knows? Maybe it will be good for her.† â€Å"I hope you're right.† There was a long break while forks scraped plates and Charlie chewed. I wondered where Alice was hiding the food. â€Å"Alice, I have to ask you something,† Charlie said awkwardly. Alice was calm. â€Å"Go ahead.† â€Å"He's not coming back to visit, too, is he?† I could hear the suppressed anger in Charlie's voice. Alice answered in a soft, reassuring tone. â€Å"He doesn't even know I'm here. The last time I spoke with him, he was in South America.† I stiffened as I heard this new information, and listened harder. â€Å"That's something, at least.† Charlie snorted. â€Å"Well, I hope he's enjoying himself.† For the first time, Alice's voice had a bit of steel in it. â€Å"I wouldn't make assumptions, Charlie.† I knew how her eyes would flash when she used that tone. A chair scooted from the table, scraping loudly across the floor. I pictured Charlie getting up; there was no way Alice would make that kind of noise. The faucet ran, splashing against a dish. It didn't sound like they were going to say anything more about Edward, so I decided it was time to wake up. I turned over, bouncing against the springs to make them squeak. Then I yawned loudly. All was quiet in the kitchen. I stretched and groaned. â€Å"Alice?† I asked innocently; the soreness rasping in my throat added nicely to the charade. â€Å"I'm in the kitchen, Bella,† Alice called, no hint in her voice that she suspected my eavesdropping. But she was good at hiding things like that. Charlie had to leave thenhe was helping Sue Clearwater with the funeral arrangements. It would have been a very long day without Alice. She never spoke about leaving, and I didn't ask her. I knew it was inevitable, but I put it out of my mind. Instead, we talked about her familyall but one. Carlisle was working nights in Ithaca and teaching part time at Cornell. Esme was restoring a seventeenth century house, a historical monument, in the forest north of the city. Emmett and Rosalie had gone to Europe for a few months on another honeymoon, but they were back now. Jasper was at Cornell, too, studying philosophy this time. And Alice had been doing some personal research, concerning the information I'd accidentally uncovered for her last spring. She'd successfully tracked down the asylum where she'd spent the last years of her human life. The life she had no memory of. â€Å"My name was Mary Alice Brandon,† she told me quietly. â€Å"I had a little sister named Cynthia. Her daughtermy nieceis still alive in Biloxi.† â€Å"Did you find out why they put you in that place?† What would drive parents to that extreme? Even if their daughter saw visions of the future She just shook her head, her topaz eyes thoughtful. â€Å"I couldn't find much about them. I went through all the old newspapers on microfiche. My family wasn't mentioned often; they weren't part of the social circle that made the papers. My parents' engagement was there, and Cynthia's.† The name fell uncertainly from her tongue. â€Å"My birth was announced and my death. I found my grave. I also filched my admissions sheet from the old asylum archives. The date on the admission and the date on my tombstone are the same.† I didn't know what to say, and, after a short pause, Alice moved on to lighter topics. The Cullens were reassembled now, with the one exception, spending Cornell's spring break in Denali with Tanya and her family. I listened too eagerly to even the most trivial news. She never mentioned the one I was most interested in, and for that I was grateful. It was enough to listen to the stories of the family I'd once dreamed of belonging to. Charlie didn't get back until after dark, and he looked more worn than he had the night before. He would be headed back to the reservation first thing in the morning for Harry's funeral, so he turned in early. I stayed on the couch with Alice again. Charlie was almost a stranger when he came down the stairs before the sun was up, wearing an old suit I'd never seen him in before. The jacket hung open; I guessed it was too tight to fasten the buttons. His tie was a bit wide for the current style. He tiptoed to the door, trying not to wake us up. I let him go, pretending to sleep, as Alice did on the recliner. As soon as he was out the door, Alice sat up. Under the quilt, she was fully dressed. â€Å"So, what are we doing today?† she asked. â€Å"I don't knowdo you see anything interesting happening?† She smiled and shook her head. â€Å"But it's still early.† All the time I'd been spending in La Push meant a pile of things I'd been neglecting at home, and I decided to catch up on my chores. I wanted to do something, anything that might make life easier for Charliemaybe it would make him feel just a little better to come home to a clean, organized house. I started with the bathroomit showed the most signs of neglect. While I worked, Alice leaned against the doorjamb and asked nonchalant questions about my, well, our high school friends and what they been up to since she'd left. Her face stayed casual and emotionless, but I sensed her disapproval when she realized how little I could tell her. Or maybe I just had a guilty conscience after eavesdropping on her conversation with Charlie yesterday morning. I was literally up to my elbows in Comet, scrubbing the floor of the bathtub, when the doorbell rang. I looked to Alice at once, and her expression was perplexed, almost worried, which was strange; Alice was never taken by surprise. â€Å"Hold on!† I shouted in the general direction of the front door, getting up and hurrying to the sink to rinse my arms off. â€Å"Bella,† Alice said with a trace of frustration in her voice, â€Å"I have a fairly good guess who that might be, and I think I'd better step out.† â€Å"Guess?† I echoed. Since when did Alice have to guess anything? â€Å"If this is a repeat of my egregious lapse in foresight yesterday, then it's most likely Jacob Black or one of his friends.† I stared at her, putting it together. â€Å"You can't see werewolves?† She grimaced. â€Å"So it would seem.† She was obviously annoyed by this factvery annoyed. The doorbell rang againbuzzing twice quickly and impatiently. â€Å"You don't have go anywhere, Alice. You were here first.† She laughed her silvery little laughit had a dark edge. â€Å"Trust meit wouldn't be a good idea to have me and Jacob Black in a room together.† She kissed my cheek swiftly before she vanished through Charlie's doorand out his back window, no doubt. The doorbell rang again.

Writing Assignment #2 Example | Topics and Well Written Essays - 250 words

Writing #2 - Assignment Example The judgment in one country has to be recognized in the other. Italy for example in this case would have to recognize rulings from the court in the United States. This is because the court agreed upon and documented cannot be refuted unless there are grounds to show that it was not valid or lawful in either two states. The solving of disputes having been rendered to a particular state and court in writing shows that the other must recognize their rulings, foreign or not. A court may refuse to recognize or enforce a judgment if the agreement does not fall under the state of law of the country. This would mean that it is null and void. It would also be the case if the judgment was obtained through fraud. It would also be refuted if the defendant was not informed prior in order to create defense. If the judgment is not consistent with other rulings concerning the same parties, then it is refutable. Nielsen, Peter A. "Exclusive Choice of Court Agreements and Parallel Proceedings." A Commitment to Private International Law: Essays in Honour of Hans Van Loon: MeÃŒ langes En Lhonneur De Hans Van Loon. (2013):

Properties of Acetysalicylic Acid Lab Report Example | Topics and Well Written Essays - 3250 words

Properties of Acetysalicylic Acid - Lab Report Example But when both the blue and red –OH groups are replaced, the result is heroin. Morphine is considered as the gold standard of analgesics since it is effective in relieving pain. However, the excessive amount of morphine can depress the respiratory system. Morphine works by blocking receptor sites that signal pain to the brain. The key to morphine’s efficacy is its shape which fits into the cells. Moreover, morphine acts like natural painkillers such as endorphins. - as weak acids, alcohols and phenols dissociate to a slight extent in dilute aqueous solution y donating a proton to water, generating H3O + and alkoxide ion ( RO -) or a phenoxide ion ( A+0 - ) Warfarin is an anticoagulant, meaning, it acts as blood thinner like aspirin. However, warfarin is more potent and can even cause severe hemorrhaging. This is due to the fact that warfarin can decrease coagulation through inhibition of Vitamin K. It is synthetically derived from coumarin, which is extracted from plants such as licorice, lavender, and Woodruff. Warfarin is commonly used in rat pesticide. Once a cat ingests a mouse that ate warfarin-laced pesticide, the cat’s liver would fail and internal bleeding occurs immediately. However, warfarin has also therapeutic purposes especially in the prevention of thrombosis as well as an embolism. To measure: the pH of the aqueous phases is adjusted such that the predominant form of the compound is unionized. The logarithm of the ratio of the concentration of the un-ionized solute is the solvent called log P. The shake flask or tube method is the most classical method known by the chemist. The process is simple: the solute in question is slowly dissolved in a certain volume of octanol and H2O.  

The Origins of the Urban Crisis Essay Example | Topics and Well Written Essays - 1000 words

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Retailing Management - Target Research Paper Example | Topics and Well Written Essays - 5000 words

Retailing Management - Target - Research Paper Example The company makes its international strategy effective by incorporating its UK strategy and fine tuning it to suit the cultural differences in order to meet the specific needs and preferences of customers in the different international markets it operates in. In order to achieve excellence in international operations, Tesco needs to maintain consistency in its quality and consumer experience by venturing into the business insights (Tesco, 2011). The main and critical component in the Tesco’s decision making process is its web-based business intelligence application product. This application is recognized for its speed, functionality and the flexibility necessary for the timely delivery of fashion products to the Tesco users worldwide. This is based on the technology developed by Tesco along with its Group retail MIS system. The Group retail MIS system helps the company in identifying the key areas of operations, finance, customers and people. This guides and facilitates the to p management in measuring the store based performance of the company. Tesco’s strategic objectives thus have been focused upon the Group MIS which encourages and improvises on the local reporting and gives strategic insight into the functioning (Coriolis, 2004). Tesco: Environmental and Strategic analysis Understanding the environment and the influences which results from the changes provides different dimensions and challenges to strategic decision making but making sense of this diversity requires greater efforts and involves identifying the political, economic, social and technological influences which affect the organization. The PESTLE Analysis of Tesco involves the political environment which analyzes the local and national impact of the government. It also looks into the government laws and policies that have an impact on international business operations. The activity and momentum in the economy, such as fluctuations in the stock market and increase in the tax rates w ill have a significant impact on the company. Sociological factors include the changes in the culture and way of living of the people in general. It includes the changes in consumer behavior and their pattern of purchasing. For example, the new trend of e-commerce and online shopping brings in new technologies that the company will have to adapt. Environmental factors also play an important role as Tesco has to fulfill its corporate social responsibilities. It has to work on reducing the usage of fossil fuels in its transportation process (Case study, 2006). Possible environmental issues which Tesco will face in the near future are: Political - Ban of sale of alcohol to public above the age of 21 by the government. Economic - Implementation of tax on food by the government. Sociological- Tesco’s entry into US and Russia will help in expanding its operations and increasing its sales and profit levels. It helps in expanding the company’s horizon beyond the UK and overcom e cultural barriers. Technological- A significant part of Tesco’s distribution costs consists of hydrogen powered lorries. Legal- The task of paying huge compensation claims has been disputed by Tesco. Environmental- The changes in the climatic conditions could have an impact on suppliers’ strategies and objectives. Porters Five forces Model affecting Tesco The

Aspects of contracts Assignment Example | Topics and Well Written Essays - 1500 words

Aspects of contracts - Assignment Example 34). Offer is very important in contracts because it shows the willingness of parties to enter into an agreement. When a business entity offers its promise under certain conditions, the other party must accept the conditions and in turn give an offer in order to form a contract. Offers are very crucial because they create an avenue for contracting parties to enter into a legal relationship leading to acceptance (Emerson 2009, p. 34). Acceptance is another important element of a contract that makes parties agrees to the terms of the offer. When a business gives an offer to the suppliers through an advertisement, it shows that, the business accepts the contract (Emerson 2009, p. 35). If the suppliers do not accept the offer despite the favourable conditions associated with it, the contract is deemed invalid. Legal laws guiding acceptance of the granted offer requires that there should be proper communication so as to satisfy the both parties. In contracts, each party will feel considered if it gets something in return after giving its promise. Consideration is an important element of contracts because the contracting parties receive promises, which makes them feel represented in any agreement. Consideration for a promise makes legally binding contracts rather than gratuitous contracts that cannot be protected by the courts (Emerson 2009, p. 36). Contracting parties ought to be adults in order to form valid contracts. In addition, the parties should compose of people with full mental capabilities such that they are not mad (Emerson 2009, p. 36). Agreements between companies are considered certain when they are apparent to the basic terms of a contract. If the contracting parties are unaware of the legal requirements of contracts, they are likely to form invalid contracts, which are not easily enforceable (Emerson 2009, p. 37). Sales

Creativity Essay Example | Topics and Well Written Essays - 500 words - 2

Creativity - Essay Example The high demand for organic foods can be attributed to the benefits obtained from the food substances. Organic foods are nutritious and healthy because they do not contain harmful chemicals in farming. The main benefits of organic foods can be derived from their healthy and nutritious nature. Organic foods are produced using the best agricultural practices, which do not rely on synthetic fertilizers and chemical pesticides. The foods are also appealing to environmentally conscious consumers. These consumers prefer food substances, which have positive environmental impacts (Williams 21). The production of organic food is based on precise standards and practices of production. The main premise of labeling food substances as organic is the requirement for non-pesticide application (Reed 21). Organic foods refrain from the use of chemicals such as fungicides, herbicides, veterinary drugs, additives, synthetic preservatives and pesticides. As a result, hazardous residues are restricted to the lowest possible levels in organic foods. Organic foods avoid the use of chemicals and synthetic compounds because studies have established a negative correlation between exposure to pesticides and the development of dangerous health conditions (Hasler 3774). The presence of pesticides in food substances has been associated with acute health conditions such as eye and skin problems, vomiting, abdominal pains, nausea and headaches (Ungoed-Thomas 1). Long-term exposure increases the risk of severe chronic conditions such as memory deficits, respiratory problems and miscarriages. Besides the fact that organic foods have low pesticide and chemical residues, they also have high nutritional values and good taste. According to a study conducted in the European region, organic foods such as vegetables, fruits and milk are more nutritious and healthy compared to their non-organic equivalent. These studies found that organic foods had high levels or

How an organisation communicates Essay Example for Free

How an organisation communicates Essay Introduction The aim of this assignment is to relate how an organisation communicates its core values and mission to the public, shareholders and employees. This is an objective that can easily get overlooked in the rush to master environmental analysis, strategic choice and outsourcing decisions. However it is important in practice and it is a challenge that many organisations take very seriously. Setting of organisational objectives is the starting point of managerial actions. An organisation’s end results for which an organisation strives is termed as mission, purpose, objective, goal, target etc. Many times, these terms are used interchangeably as all these denote end results. This unit is about providing direction to people in the organisation and enabling, inspiring, motivating and supporting them to achieve what the organisation has set out to do. It is expected to apply different styles of leadership appropriate to different people and situations. For the purposes of this unit, an organisation can mean a self-contained entity such as a private sector company, a charity or a local authority, or a significant operating unit, with a relative degree of autonomy, within a larger organisation. Task 1 Relate the organisation’s purpose, values and vision to people across the organisation (1.1, 1.2, and 1.3) An organisation’s mission is its basic purpose: e.g., what is it for? Why does it exist? A mission statement formalises the organization’s mission by writing it down. Johnson Scholes and Whittington define a mission statement as ‘a statement of overriding direction and purpose of an organisation’. Some companies refer to ‘vision statements’ instead of mission statements. Below is an example of Tesco’s mission statements; Tesco (a UK supermarket chain) their vision is to be the most highly valued by its customers. Their core purpose is to create value for customers to  earn their life time loyalty. This objective sits right at the heart of their business as one part of their values – ‘No one tries harder for customers.’ For Tesco to be considered a force for good, they must be a good neighbour and a responsible member of society. They know that if they look after their staff, they will look after their customers. Work can be a large part of their lives so people deserve an employer who cares. That’s why one of their values is ‘Treat people how we like to be treated’. They are committed to providing opportunities for their people to get on and turn their jobs into careers and across all of their markets they offer a wide range of competitive benefits. According to Michael Hyatt, the author of the New York Times bestseller, Platform; Get noticed in a Noisy World, it is crucial to translate the core values into behaviours that are easy to understand by your employees. He has identified 6 ways to communicate the core values to every member of the organisation. Living the values; leading by example is the best communication tool any leader possesses. A survey conducted by Deloitte has found that 70% of the employees who agree that their companies had performed well financially said their executive management team speaks to them often about the core values associated with the culture of the company.  Hiring new people based on values; recruiting people who already have values that are in alignment with the company’s core values. You can always easily train a person on how to do the job, but it becomes much harder to train a person to have the same values as your organisation.  Reviewing people based on values; incorporating core values as part of performance management process. Reviewing people based on values is interrelated with rewarding people for demonstrating the values.  Business objectives are the ends that an organisation sets out to achieve. A business creates business plans to enable it to achieve these ends – thus plans are the means to the ends. The objectives and plans that an organisation creates are determined by balancing the requirements of the various stakeholders in the organisation. The stakeholders are those individuals and groups that are affected by and have interest in how the business is run and it achieves. Every business has a range of stakeholders including: The  objectives that a company establishes are based on blending the various interests of these stakeholder groupings.  For example; an objective to be the market leader, will benefit all stakeholders because customers will receive high quality products, shareholders will receive high dividends, and employees will receive good wages and so on. Organisations create a hierarchy of objectives. At the top level, an organisation will often create a ‘mission’ setting out the purpose of the organisation. This will be followed by a set of objectives relating to such aspects as: Objectives about employee satisfaction Objectives about cutting pollution Objectives about customer satisfaction Objectives about market share Objectives about return to shareholders.  A business plan will then enable an organisation to achieve its objectives. The business plan must be set within a time frame and set out how the organisation and the various components of the organisation will work towards meeting required objectives. Responsibilities for delivering various parts of the plan will be allocated to key individuals and performance targets will be established which enabled the plan to be delivered. The business will create a series of polices, programmes and budgets to enable it to achieve planned targets. It is also essential from the outset to clarify how the plan will be evaluated on an ongoing basis. (businesscasestudies.co.uk) Motivation in Virgin Media, the word motivation could be defined as the driving force behind actions and behaviour. It leads individuals to take action to achieve a goal or to fulfil a need or expectation. Understanding what motivates employees at work ensures that a business not only has employees that have the knowledge, skill and ability to do the job, but who are also committed to achieve a high standard of work. There are much positive behaviour that indicates employees are motivated including taking responsibilities, helping colleagues, a commitment to achieving company targets and goals as well as interest and concern of the business. Virgin Media recognises that reward is one of the many motivating factors for a lot of its people and offers competitive salaries. It also offers bonus schemes such as it’sASPIRE field  pay and reward scheme. The scheme rewards every Net Promoter Score (NPS) of 9 or 10 with  £10. However, as a forward thinking business, it understands the importance of different motivational factors. It offers additional benefits including private health care, life assurance, company pension scheme and staff saving scheme. The opportunity to progress within the organisation is also an important factor. All virgin media technicians are managed through the ‘Your Story Framework’ for career progression. This includes regular meetings to discuss performance, review progress against set objectives to enable progression within the company. (businesscasestudies.co.uk) One theorist whose studies became influential is Elton Mayo. Mayo’s research concluded that motivating factors include recognition, a sense of belonging and involvement as well as social aspects of the workplace. In 1943, Abraham Maslow published his theory of a hierarchy of needs. Maslow identified that as individuals, we have five set of needs. At the first level, basic needs are those of food, water, warmth and shelter with wages that meet those needs. Safety needs include protection from danger, for example; health and safety at work as well as job security. Social needs include a sense of belonging in work teams. He identified esteem needs as those of self-confidence, feeling useful and needed by other people. Maslow proposed that having satisfied all the lower needs an individual would then be able to realise their own potential for self-actualisation. (businesscasestudies.co.uk) Task 2 Explain the skills necessary to provide support and advice to people during periods of setbacks and change. (2.1 and 2.2) Change is something that happens in businesses all of the time. Change can occur in an organisation’s internal or external environment. As a result, this process of change is constant. Effective managers are proactive in creating solutions to improve the organisations performance. They must then manage employees through the change process. Managers have to plan and drive change initiatives. This involves managing the change process and making it part of an organisations strategy. Strategies a business achieve its aims and objectives. This helps businesses to develop in a more focused way to the environment in which it operates, whilst facing new challenges with more certainty.  Organisations  require skilled and well qualified managers and leaders to drive change initiatives and effectively manage employees through the process. (businesscasestudies.co.uk) When business is booming, employee morale usually soars. It seems like everyone’s getting bonuses, hiring assistants and basking in the company’s success. But when bad news rolls in, the collective mood of employees can plummet. This can happen when the firm looses a big account, suffers a severe downturn or experiences regulatory of legal setbacks. Employees will then look to managers for guidance and reassurance. During trying times, the manager becomes more than the business owner. They must lead employees by setting an inspiring example. When managers’exhibit strength in the face of adversity, they assure the troops that they are able to steer the company through a rough patch and prevent it from sustaining lasting image. Managers must delegate freely to manage a fast-growth business. But boosting employees’ morale during tough times is one job no one can pass off. (Democratic Leadership style) Managers should make themselves visible when setback occurs. They should start attending staff meetings they normally skipped. Help clerks do filing, answer the phone alongside customer service representatives or relieve exhausted workers on the assembly line or loading dock. By pitching in with a positive attitude, they will lift everyone’s sprit. There is no single best way to build morale in the midst of organisational setbacks. While some employees will shoulder crisis without much complaint, many others will react negatively. Managers can customise behaviour to address those employees’ personality. Here’s one morale booster that will work for all employees; see out their advice and act on it. By soliciting their suggestions and implementing as many of them as possible you make them feel like problem solvers who can exert at least some control over an unpredictable situation. This in other word will be identified as the democratic leadership style which is also known as participative leadership. It is a type of leadership style in which members of the group take a more participative role in the decision-making process. (psychology.about.com) Example; if a country zoning board imposes a steep fine on your business, ask employees for ideas on how to cut costs. Approve even modest proposals  to save office supplies; this will help employees take ownership of the crisis and work together to outlast it.(edwardlowe.org) There are different types of support and advice people may need and this could be provided in many ways.(www.invo.org.uk) Personal/Professional Development; to review people’s progress and performance and provide positive feedback and encouragement and/or to see if they need any additional pointers to further develop their skills. For example, members of the public who take on research roles such as peer interviewing, may need feedback and guidance when they first put their skills into practice. Practical Support; to help people to familiarise themselves with a new research environment, for example, all research team members might need help with finding their way around a new location or building. Members of the public may need support with meeting their practical needs, such as payment of fees and expenses, making travel arrangements, parking, and assessing childcare. Emotional/Psychological Support; to help people to cope with any distress that arises as a direct consequence of being involved in research, for example, if they become upset after discussing a sensitive or emotional topic, or from hearing about other people’s bad experiences, or from returning to an environment that has been traumatic in the past. Some people may also be challenged by others about the benefit of public involvement in research and may be helped by being prepared to cope with professional or criticism. Emotional/Psychological Support is often as relevant to researches as it is to involve members of the public. On-the-job-Support; to allow people to let off steam or raise any concerns after a difficult meeting or frustrating experience. Some of these types of support can be provided through informal mechanism that develops organically as colleagues start to work together and form a team. Others may be better provided through a more formal approach that will need to be properly resourced. Communicate with Customers and Employees; do not be reluctant to confront bad news. Develop a strategy to disseminate information. It may not be customers you need to talk to, but suppliers and vendors. Managers also have to engage their employees. Listen to staff and address any specific challenges they face. ‘Keep them up to par with what is going on; even you don’t have all of the answers’. Conduct overall cost Analysis; as a manager, look at where you can reduce overhead. Negotiate with suppliers for a better price, find ways to save money. If the company has a bunch of products that doesn’t sell, cut back on inventory. ‘Companies think that because headcount is the biggest line, item on their budget then that is where they should cut costs. Getting rid of employees is the easiest strategy but it might not be the right one’. ‘Layoffs are generally a reaction versus a well thought out strategy. As a manager, you don’t want to cut so deep it hurts the company’. Empower Employees; find ways to increase moral and empower employees to be the best that they can be, their inputs and opinions should be valued. ‘Happy employees, take care of customers’. Employees are an important asset because they are in direct communication with customers. Motivated employees attract more satisfied customers which in turn, lead to increased profits’. Embrace Change; ‘Most people are not good at taking risks when they are threatened, we have a tendency to react by fright or flight’ says James.By becoming too defensive, it could reduce chances which could lead out a set of crisis situations. When face with a company setback, it is necessary to stay positive; look at what is working, be proactive, find new growth opportunities, preserve-hang in there and ride out the storm. (www.inc.com) Task 3 Analyse the need for integrity, fairness and consistency in managerial  decision making. (3.1, 3.2, 3.3 and3.4) Decision-making is a crucial part of good business. It is good information and experience in interpreting information. Decision-making increasingly happens at all levels of a business. The board of directors may make the grand strategic decisions about investment and direction of future growth (www.tutor2u.net) Often, association leaders must make decisions that members do not agree with but maybe greatly affected by. Members may feel they have little to say over the actions implemented by their leaders. Association staff members are often charged with implementing decisions made by leadership, including communicating the decisions to members and helping members understand that the decision will ultimately result in good. Recently, the Interior Design Educators Council (IDEC) leadership increased annual membership dues. This change alone would help to fund the association better and also provide new opportunities and means for future development. This single alteration has expanded the parameters of this organisation dramatically. They are now considering additional functions, retreats, scholarships programs and resources etc.  It is no secret that economic times are difficult, we find ourselves suddenly in a world of hopeful get-rich-quick strategies, and ‘’extreme couponing’’ champions. Asking people to give more when they have less is not a decision that is considered to be popular. Although the actions and decisions of our leaders are sometimes confusing to others, we must have confidence in the leadership in place, and in the decisions that they make more times than not, members voted them into the position of leadership. (www.raybourn.com, 2012) I think that for unpopular decisions, the more personal the communications method, the better. The scale and geographic spread of an organisation will have a big influence, but the nearer one get to a face to face communication, the better. So, phone is better than email. Video conference is better than phone, in person is better than video conference.  It is useful to think about unpopular decisions from the point of view of the decision itself (unpopular outcome) the process of coming up with the decision (fair process), and the opportunity to deal with the consequences of the decision (work grounds).(www.changingorganisations.com) Different types of communication styles could be used to communicate difficult and unpopular decisions. In business world, communication is necessary for conducting business in an  efficient manner. Any business involves two types of communication; external communication that is directed to the actors in the business environment, and internal communication or organisational communication that is directed to employees. In addition, it is not possible to imagine organisational communication without conflicts. Conflicts are normal in any organisation, because people have different opinions. People communicate their thoughts, idea, knowledge and fears differently in conflicts situations. Managers and team members should know and understand these different styles of communications to avert conflicts. Oral communication is one common form of internal communication for example, in a group or one to one meeting. Nowadays, electronic communication is growing in importance. This can involve written communication, such as an email, text or tweet or oral communication via video conferencing. Intranet; enterprise has recently developed a new intranet system called ‘the hub’ this replaced a purely information based system. It enables input from employees at enterprise’s locations across Western Europe and North America. This channel of communication supports enterprise’s core values. When the outcome of a decision is not known with certainty, a manager faces a decision-making problem under either conditions of risks or conditions of uncertainty. A decision is made under risk when a manager can make a list of all possible outcomes associated with a decision and assign a probability of occurrence to each one of the outcomes. The process of assigning probabilities to outcomes sometimes involves rather sophisticated analysis base on the manager’s extensive experience in similar situations or on other data. An example of a decision made under risk might be the following; a manager decides to spend  £1000 on a magazine ad believing there are three possible outcomes for the ad, 20 percent chance the ad will have only a small effect on sales, a 60 percent chance of a moderate effect and a 20 percent chance of a very large effect. This decision is made under risk because the manager can list each potential outcome and determine the probability of each outcome occurring. Accommodation Style; people prefer to keep their emotions in control and to speak indirectly, using metaphors or other techniques to prevent a conflict from escalating and damaging the relationship. Discussion Style; most managers’ keep their emotions controlled but try to speak clearly and accurately about their disagreements  to the other person. Engagement Style; people in this group are more comfortable with feelings and express them openly. They try to be direct about what their concerns are and are often passionate in their conversations.(psychosocial.actalliance.org) There is no normal style of communication. It simply varies between people and cultures. Communication styles can vary between people in an organisation. As we work with people from different communities and countries, it can be expected we will meet people whose communication styles may differ from our own. It is therefore, important to clear up misunderstandings and misinterpretations early on and to be open to different styles of communications. In contrast to risk, uncertainty exists when a decision maker cannot list all possible outcomes and cannot assign probabilities to the various outcomes. When faced with uncertainty, a manager would know only the different decision option available and the different possible states of nature. The states of nature are the events or conditions that can influence the final outcome or payoff of a decision but cannot be controlled or affected by the manager.  My suggestion is to use the following as a starting point; Summarise the issues relating to the decision Outline the process you went through to arrive at the decision Say what the problem is   Provide opportunity for people to tell you the implications of the decisions from their perspective Ask them to identify possible action or solutions in response to the implications they raise.  Conclusion It is more powerful if top senior managers and directors in every work place get to their people (employees) before the decision is finalised, they need to tell workers what they are contemplating and ask them what the implications are from their own perspective. (Don’t assume you know what their perspective is, even if you know them well and used to do their job yourself). You can then problem solve with them about how to alleviate the negative implications they have identified. And you never know, they might identify some positive implications or opportunities the organisation has not thought of. Bibliography (n.d.). Retrieved March 4th, 2014, from businesscasestudies.co.uk: http://businesscasestudies.co.uk/business-theory/strategy/business-objectives-planning-and-stakeholders.html#axzz2v2QsaooB (n.d.). Retrieved March 4th, 2014, from businesscasestudies.co.uk: http://businesscasestudies.co.uk/teacher-resources/#axzz2v2QsaooB (n.d.). (K. Cherry, Producer) Retrieved March 5th, 2014, from psychology.about.com: http://psychology.about.com/od/leadership/f/democratic-leadership.htm (n.d.). Retrieved March 5th, 2014, from edwardlowe.org: http://edwardlowe.org/digital-library/maintaining-employee-morale-during-setbacks/ (n.d.). Retrieved March 6th, 2014, from www.invo.org.uk: http://www.invo.org.uk/different-types-of-support/ (n.d.). (R. Bowett, Producer) Retrieved March 7th, 2014, from www.tutor2u.net: http://tutor2u.net/business/organisation/decisionmaking.htm (n.d.). (C. M. Brown, Producer) Retrieved March 8th, 2014, from www.inc.com: http://www.inc.com/guides/2010/10/7-tips-for-dealing-with-a-company-setback.html (Ducham)

Use of Language in Waiting for Lefty Essay Example for Free

Use of Language in Waiting for Lefty Essay Clifford Odet used a wide range of language techniques to convey the differences between the different characters, the relationships between the different characters, and the attitudes of individual characters. The language that the characters use in the play tells us about their personal details, such a what class they belong to and whether they were educated or not. From looking at the character of Joe we see that he is of working class and not particularly well educated. We know this as he uses a great deal of colloquialism in his speech, pulluckas. Also by looking at the language used in the text we see how Odets has tried to convey to the actors how to say certain line. For example the character Joe again, says, helluva. In Standard English this would be written as, hell of a. Odets however has written it like this so that the actor knows exactly how to read the line. The words are supposed to be rushed and squashed together, again another sign of Joes working class status. Another reason why Odets has chosen to use language like the above is to add an essence of realism to his play. He wanted to make sure that real people (working classes) could relate to the message that he was conveying in his play so therefore he needed to speak their language. Use of such language would have been good to get the audience on a characters side and round to their way of thinking. It would have made the working class audience at home with the characters. Odets also liked to use Similes. Fatt was just but one character that spoke a lot of rhetoric language. E. g. out like lions and in like lambs. Such phrases gave the audience things to think about and gave a contrast to the colloquialism also used. It also showed which characters where better educated than others and therefore were less likely to be working class. Odets also favoured the use of colours in his language. At one point in the play Fatt says, red and yellow makes a dirty colour boys. The red, referring to communists and the yellow referring to cowards. This use of colours in the language added to the texture of the piece. It allowed the audience to think more deeply about what was actually being said without being to taxing on their brains. The use of racist language also shows us the ignorant attitudes of many people back in the 1920s. It is also only the rich, upper class, pompous characters that the audience are supposed to unlike, that use racist language. Perhaps in Clifford Odets cries for a more equal society he was also quietly calling for the liberation and equal rights of blacks and Jews. In conclusion I think that the colloquial language that Odets used ensured a popular contemporary audience whilst the rhetoric language allowed for a more educated audience member to break down underlying meanings behind the text. I have found Odets use of language both appropriate and well thought out in this play.

Difference And Diversity In Early Years Settings

Difference And Diversity In Early Years Settings We are all different sizes, come from different backgrounds, have different religions or none at all are different ages and come from different ethnic groups and different classes. (London: Pre-school Learning Alliance 1999 p.1.) This essay will reflect the wide diversity of children, parents and families encountered in early year settings, using popular theories as well personal experience. Exploring the ethical issues related to difference in relation to personal beliefs and values. It will also evaluate government legislation and initiatives that impact upon diversity issues, identify sources of support, information and resources for managing diversity in early years settings and considering how they can be used. Difference is a word that arguably some early year professionals and people fear and hope that they will never have to deal with the issues it raises and wider implications associated. The above quote succinctly sums up what the nature of the world is full of and what children see, hear every day. Why are we sheltering ourselves from difference instead of embracing it? Diversity is defined as a quality of being different or varied, a range of difference. (Makins 1996 p.157). Professionals should be conscious of all the different types of diversity that they may into contact with in working in early years. Colour, religion and culture, gender, disability, learning styles, personality and socioeconomic. A visible physical diversity doesnt mean that they are not different, every child is different, and should receive different level of treatment to meet there individual needs. Children and their families have to encounter diversity throughout their lives together, it is the job of the practitioner to help ease the approach of diversity and try to guide them as professionally as possible. Problems could occur if a certain issue is something that is difficult or against the childs and parents or carers belief system. Where do we draw the line of what is right and what is wrong, what we should say and what we shouldnt? The theory, The Psychodynamic Approach Sigmund Freud described it as the talking cure, (Pound, 2005), this can be defined as a way of helping people handle emotional problems or disorders by digging into their unconscious though. Freud (1905) strongly emphasised the importance of early experience and drew attention to the unconscious in relation to the development of personality in young people. (Pound, 2005). Our behaviour and feelings as adults are largely rooted in our early childhood experiences. Relationships are of great importance in determining how we feel and behave. Our behaviour and feelings are strongly affected by our unconscious mind, i.e. mental processes of which we are not consciously aware. These unconscious influences come both from past experiences and also from instincts, with which we are born. (Jarvis 2001). Freuds theory argues, that the morals that stem from our parents will be past down generations not because it is what they concluded but because it is our genetic makeup to believe what our parents believe. Freuds peer, Jean Piaget, also recognized unconscious development. While Freud was interested in emotional and sexual development, Piaget focused on intellectual development that children can only process new concepts at a particular stage in their development (Linda Pound 2005). One of Piaget theories was the theory of Moral Development in which he explains that there are two different lanes in which a childs moral reasoning sometimes develops, the Heteronomous phase and the Autonomous phase. The Heteronomous phase is when children understand that there is only one way of seeing and doing things. The Autonomous phase is when children understand that people have different views and values on circumstances. (Walsh, 2008, online). Lev Vygotsky (1978) also believed that children are unconsciously influenced by what they absorb in their early years. His theory of Social and Cognitive Development was that children mimic the adults that surround them, he emphasises that childrens language was social in origin because it arose in interaction between child and others. (Linda Pound 2005). This means that childrens language is the product from and is an element of social interaction. Vygotsky emphasised the significant importance of families, communities and the involvement with other children. Piaget and Freud believed that knowledge and understanding came from personal experiences, (Linda Pound 2005). Therefore it is essential that educational practitioners are encouraging children to look at difference and diversity through other individuals eyes as the children may not have the same encouragement at home. According to Freuds theory influences are unconsciously developed at a young age so it would be advantageous to practitioners to promote positive thinking and attitudes towards topics that are uncomfortable to discuss such as disability, race, gender and social background at an early stage. Children will develop a better understanding if these topics are discussed openly and sensibly and honestly rather than keeping them taboo. As practitioners we should support children, parents and families as they encounter and deal with diversity with encouragement and guidance. Hopefully the parent will continue the education in the home setting which is why they to need to be informed. A part of the EYFS (Early Years Foundation Stage) in the Personal, Social and Emotional development area of learning, to help children develop an awareness of difference in their peers it is encouraged that children establish constructive relationships, develop self esteem in a safe environment and experience a sense of the community. Children need adults to set a good example and to give them opportunities for interaction with others so that they can develop positive ideas about themselves and others. (EYFS 2007 p.22). It is argued that in order for children to understand that people with disabilities or individuals from ethnic backgrounds are different but they shouldnt be treated differently, children should be able to see and explore these differences by meeting people who are disabled or who come from different backgrounds. It is important that our schools include children from these categories in their classes and that they dont tiptoe about the subject. Every school will have an Inclusion and Disability policy which refers to the Disability Discrimination Act 1995 (DDA) and the DDA 1995 Part 4 (as amended by the Special Educational Needs and Disability Act 2001) (SENDA) and takes full notice of the Code of Practice for Schools published by the Disability Rights Commission (2002). Perception of anti-discriminatory practice is to accept that it is not just for minority parties but truthfully for all children and adults within a setting. As morality is fundamentally concerned with an obligation to others, children must learn to be attuned not only to their own emotional reactions, but also to those of others. (Damon 1988, p14) Every pupil should be able to fully access all areas of the curriculum. The introduction if the Every Child Matters Framework (2004) has allowed for individual learning in all areas of education, some have been positioned higher on the educational programme. This is because of Human Rights, all children have the right to learn and play together, children should not be discriminated against for any reason. (Article 23 and 31 United Nations Convention on the Rights of Children (UNCRC) 1989). The Human Rights Act, (1998) ensures that everyone is treated equal. The TDA (Training and Development Agency for Schools) website states that Education authorities, governing bodies and teachers are bound by many of the provisions of human rights legislation. (TDA 2010, online). It also comments that every school should have an Equal Opportunities Act that the school will have published, allows children to fare better in inclusive settings, both academically and socially. The policy also states that children should not need to be separated to achieve adequate educational provision, and that inclusive education is a more efficient use of educational resources. Children also have the right to Social Opportunities which inclusion in education is the characteristic of inclusion in society, children need to be involved with their peers around them. Inclusion means enabling all students to participate fully in the life and work mainstream settings, whatever their needs.Inclusion may also be seen as a continuing process of breaking down barriers to learning and participation for all children and young people. Segregation, on the other hand; is a recurring tendency to exclude difference.(CSIE 2002 b; p.1) Inclusion in mainstream schools is a great idea as it gives children the chance to see and speak to other children who come from different backgrounds or have different beliefs or who are disabled, it also helps those children to enjoy a normal life without feeling segregated for being different. But are our schools actually doing this, letting those children take part in all activities? Watching the DVD series Get Physical with Kelly Holmes, (ONeil and Lent, 2005) it is easy to see a result. The DVD available on Teachers TV online shows what Kings Avenue Primary School in Clapham, south London did to improve inclusion within their school. The school has a diverse intake of pupils with widely differing requirements. Implementations have been made by the school for its pupils to abide to the inclusion ethos. At Kings Avenue one of the success stories is the Russian Workout dance class, a trained Russian dance tutor comes to the school to teach dance classes. The aim of the scheme is so all children are able to take part in sport whatever their condition and it works. For 25 years, barriers of learning have been attempted to be removed by education policies for children with special needs so that they are included in mainstream schools. There are some people who are unhappy with how the government are trying to achieve it. Classroom disruption are feared by teachers. Academic standards declining are feared by parents with non-disabled children. The most common comment in this debate is to continue sending children that are most severely disabled to special schools. Allot of people believe this is segregation. While others believe it is universal logic. Baroness Mary Warnock spoke on The Big Debate on Teacher TV about the subject. The way were teaching disabled children, she claims, will leave a disastrous legacy. (Lent, 2005). In the 1978 Warnock report, it condemned segregation, created the term SEN (Special Educational Needs) and established the Statement of Need, which expanded the range, already there are lots of children within mainstream schools with special needs that were being treated differently. (Warnock, 1978 p.47-49, paragraph 3.42-45). Mary Warnock (2005) the original architect of the Inclusion Policy, states in her interview on The Big Debate with Jonathan Dimbleby, that Inclusion is actually becoming Integration. (Lent 2005). She also mentions, That the people, who are being segregated as Different, are being brought into mainstream schools but arent participating in every activity in class or the system isnt providing a suitable alterative to the activity that everyone can take part in. Inclusion is what should be happening, but what is happening at present is Integration. (Lent 2005). For example, a child in a wheel chair cannot take part in a physical education lessons because of their disability coupled with the fact the school does not have the correct facilities. What should be done? If the child is to have the same education as all the other children in his/her class shouldnt he/she be allowed to take part? The Inclusion charter (CSIE, 1989) states, We fully support an end to all segregated education on the grounds of disability or learning difficulty, as a policy commitment and goal for this country. So therefore it is the governments duty to provide that school with the essential facilities for that child to feel the same as everyone else. Sometimes it is those individuals with special needs which are not included by way of the terminology of their name, it could be stated that all individuals have special needs, which pertain solely to them, whereas some need extra support to achieve or become included in the curriculum. All schools have legal duties not to discriminate against disabled people, Education and the Disability Discrimination Act (1995) as amended by the Special Educational Needs and Disability Act (2001). The law is explained through a code of practice which the Disability Rights Commission has produced. Although it will not stand in a tribunal as law, they will have to take into consideration where it is significant. A person who has a physical or mental impairment which has a considerable and enduring difficult effect by their ability to have a normal life will be covered by this act. All children and adults have the right to evolve and to develop in a context where there is equity and respect for diversity. Children, parents and educators have the right to good quality in early childhood education services, free from any form of overt and covert, individual and structural discrimination due to their race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status (in reference to Article 2, UN-Convention on the Rights of the Child, DECET Mission Statement 2005). Inclusive practice is not only for children with disabilities, it covers all types of diversity such as gender issues. The key to understanding research about both genders is the nature/nurture debate. Numerous psychologists argue that gender is the product of environmental influences, the way we are brought up by our parents, guardians, friends and relatives. As believed by Dr John Money (1972), we are psychosexually neutral at birth, and our gender is a consequence of the nurture we receive as children. A less popular view is that gender is the result of nature, particularly the effects of hormones on the developing brain. (Kenyon, 2006, online) Social constructivist Barbara Rogoff, suggests that the culture in which children grow up (or in other words how they are nurtured) accounts for gender differences, Rogoff argues that girls are given more guidance in proper social behaviour than boys and that different tasks are usually assigned to children depending on whether they are boys or girls. (Rogoff 2003 cited in Pound, 2009, p.72). Inclusive practice would include the gender issue and practitioners should allow all children to play with all types of toys and activities, not to make comments like only girls play with dolls or can I have a strong boy to help me carry this box. If a boy wants to put on a dress in the dressing up area or a girl wants to play with building tools, then let them, encourage positive images of men and women doing traditionally gender specific roles so that children will not get stereotypical ideas of what men and women should do. (Holland, 2003, cited in Pound, 2009). Penny Holland (2003), an academic leader for Early Childhood Studies, reminds us that young children are struggling to make sense of what it means to be a boy or girl. They are in the progress of formatting gender identity, trying to find, rules that will make them feel that they belong in the gendered world that surrounds them, (Holland, 2003, cited in Pound, 2009, p.73) Practitioners are also having a difficult deal with how to support the gender issue. Parents opinions may differ radically because of their own upbringing and beliefs from those held by teacher and practitioners themselves may find it difficult to settle their own personal beliefs about gender with their colleagues. Still children are copying views that people are not even awake to that they are giving off, it is important not to limit childrens life chances by promoting stereotypical behaviour as there is a wide disparity between the views of parents and those of the practitioners who care for their children. It could be argued that getting a child a full and happy education could be considered every parents dream and sometimes it is a challenge to get there. Inclusive practise values all children and families. As concerned professionals, we should ask ourselves: Do all the families using an early years service or school feel equally welcome and able to access the provision with ease? A diverse range of requirements needs managing in order to obtain a healthy and fair balance between the needs of the individual and the needs of the group or class, it would be unfair and the opposite of inclusive practise if the children with the disabilities or who speak English as a second language starts to receive all the attention. Proponents of inclusive practise maintain that it has long-lasting effects, not just for the children, but also for society in general. It will help eliminate the negative effects of discrimination and allow children to reach their full potential. The public are becoming more aware of SEN (Special Educational Needs). The Every Child Matters framework maintains to emphasize success and gratification for all, together with pupils with SEN. Barriers in the classroom are being overcome with the help of teachers and teaching assistants, and several understand more about meeting individual needs. Parents that have any questions or need guidance and support with a child that has SEN are being made aware of the lots of different sources of support, information and resources about managing SEN at home. Every mainstream school in England will have SENCo or Special Needs Co-ordinator, on the staff. Outside of the school there are educational psychologists, they visit the school regularly to support pupils and the adults who work with SEN children. They visit to offer help and advice on a variety of special need problems. The professional are also involved with considering those pupils who may need a Statement of Special Educational Needs. (Burnham, 2007). Rearing children in all types of practices over time has been influenced by the beliefs of behaviour of children. Cultures and values of people have rooted beliefs but they modify with generation, periods of time and even within aspect culture. Child rearing has also been affected by the needs of life in a particular society, the skills and abilities valued in that society. We live in a multicultural society and must respect other peoples belief systems and values. Anti-discriminatory practise forms the basis of an environment in which there is no discrimination towards individuals on the basis of race, gender, culture or ethnicity. No adults or children should be victims of discrimination in schools and fair treatment should be given to all individuals. The term inclusion is often used when referring to children who have special educational needs, but it is also used in a wider sense to describe equal opportunities for all in the learning environment. It is through the development of trust and positive relationships that children and adults of all backgrounds learn to respect one another. (Burnham, 2007 p84).

Hamlet the Play and the Movie Essay -- Shakespeare Hamlet Compare Cont

Hamlet the Play and the Movie Hamlet by William Shakespeare is a story about a king that was murdered by his brother and the prince has been asked by his father?s ghost to avenge his murder. The original story line has been altered a few times since it has been written. The original Hamlet the play and the altered Hamlet the movie are shown differently in many different ways. Hamlet the movie with Mel Gibson shows different things than the play, but there are three major differences between the two. The three major differences are in the way both of the productions start out, differences in the scene that the players put on a play, and differences in the way the productions end. The first difference is in the way the play and the movie begins. The play starts out with guards standing guard at the castle with Horatio, Hamlet?s friend. The guards and Horatio are waiting for the ghost of Old Hamlet to arrive so they can find out why he is there. The ghost does arrive twice but does not speak. The scene ends with the guards and Horatio discussing that they should get Hamlet to try to speak to the ghost. Hamlet the movie starts out differently. It starts out with the funeral for King Hamlet with Gertrude standing beside the coffin. Hamlet sprinkles dust over his father?s dead body. The coffin is then covered and Claudius, Old Hamlet?s brother, places his sword over the coffin and Gertrude cries. The second difference is the way the scene is with the player?s putting o...

The White Man’s Burden :: Literary Analysis, Kipling

In the â€Å"White Man’s Burden†, Rudyard Kipling claims that it is the duty or burden of the white men to civilize the non-whites, to educate them and to religiously lift them (lecture notes, 2/8). Kipling is specifically talking about the colonized non-whites (lecture notes, 2/8). The idea that the newly colonized non-whites were lacking and needing help from a greater society was common among American whites at this time (lecture notes, 2/8). Rudyard uses the whites’ public feelings towards the issue and writes â€Å"The White Man’s Burden† in an attempt to move the whites to help the non-whites because he thinks it is a very beneficial movement for the U.S. Rudyard meant this poem to be a shocking and informative form of encouragement for the whites to take up the burden of saving the non-white civilizations that they have now signed up for responsibility over. In â€Å"The White Man’s Burden†, Rudyard claims that the whites are bound to help the non-whites out of religious duty and for the whites’ own good (Rudyard). In the last stanza, Rudyard also explains that the non-whites have been through a lot do to the whites’ imperialism (Rudyard). Although he explains the non-whites’ grievances, Rudyard does not really seem to be that sympathetic for the non-whites but instead, he seems to think very little of them and pretty much says they are incapable of taking care of themselves. At the time that Rudyard published â€Å"The White Man’s Burden†, whites were already conflicted on what to do about the non-whites (US, 437). Some whites claimed that there should be little to no intervention of the whites on the non-white societies because Charles Darwin’s theory of â€Å"survival of the fittest† is the way that things should be (US, 437). The whites who were for intervention argued that it was the humane and religious duty of whites to become involved (US, 437). They also exclaimed that it was better to help the non-white develop because of the need for trade (US, 437). Because there had already been such a debate between the whites over this issue, Rudyard’s poem gained attention quick (lecture notes, 2/8). Rudyard’s work gained attention of American leaders and became an inspiration for future actions of imperialism (lecture notes, 2/8). Rudyard’s poem seemed to have gained a lot of popularity because of his tone of nationalism. In the poem, he basically says that in order to be respected as one of the greater nations, America has to do some charity work and help some of the less fortunate (Rudyard).