The Price of Freedom in The Childrens Bach and Joan Makes History :: Childrens Bach Essays

The Price of Freedom in The Children's Bach and Joan Makes History  Ã‚        Ã‚  Ã‚   It has been suggested that the "modern woman's quest for emancipation in contemporary Australian literature is shown to have been a failure"2. I believe that this suggestion is invalid. Not because the statement is true or untrue, but because the concept of women's emancipation is so fraught to begin with. To emancipate is "to free from restraint of any kind, especially the inhibitions of tradition"3. While it is obviously true that the emancipation of women from some traditions and restraints would be beneficial, both individually and to the society as a whole, to step completely outside of the bounds of society can be read not only as freedom, but as exclusion. If women achieve exclusion from society is that to be seen as a success or a failure? In my opinion it is not exclusion but equitable integration that is the road to true emancipation for women. However, the idea of integration also brings with it the idea of compromise, and how can a freedom wrought through compromises be seen as either a complete success or total failure? The issue of what constitutes successful emancipation for women has been explored in two contemporary Australian novels: The Children's Bach4 and Joan Makes History. In this essay I will explore the contradictions and confusions discovered through Athena's and Joan's searches for personal freedom, and the mixture of failure and success in the freedom they eventually find when they go 'home'. The Children's Bach "If I hadn't been a feminist I quite probably wouldn't have become a writer"5 says Garner, indicating the importance of feminism in her own quest for self identity and freedom. Her definition of feminism is "a simple matter of being intelligently for women and women's freedom to develop as decent human beings"6. And although she considers marriage "an institution that is not set up with the welfare of women in mind"7, she also recognises a "powerful urge in people ... to marry"8. It stands to reason then, that in her fiction she would explore the possibilities of the tradition of marriage with the view of finding ways it will allow women to develop into "decent human beings". With these attitudes mind, it becomes apparent that there is nothing incongruous in Garner's heroine Athena searching for freedom, and finding a version of it in her own marital home.

The Black Community Essay -- American History, Luther King Jr. Malcolm

Introduction Throughout history, blacks have been treated the poorest out of all races. Although everyone under God is to be treated equal, whites thought of themselves as being the superior race. In 1619 a Dutch ship brought 20 slaves to America and it took nearly 240 years for slavery to end in 1865(Ronald, , para. 3).These helpless slaves were taken to America and put to work growing anything from cotton to tobacco. Slaves had absolutely no rights. They were simply property of their â€Å"Massa’.† Being disrespectful to a white man could get a Negro killed and they just accepted the facts of the matter. The south was the most notorious in its treatment of slaves and slaves would run away. It was a big risk, but a slave that made it to a free state without getting caught had the possibility of being free for once. Yet, if a slave were to flee his description would be in an ad in the newspaper and the consequences when he returned would not be delightful. Under constant control, s laves struggled for centuries only to hope for a day when they could be treated as equals rather than always being inferior to the white man. Freed Slaves Some historians believe approximately 50,000 slaves ran away each year between 1830 and 1860(Ronald, , para. 44).This was a major issue in south because the southern slave masters were the most brutal. But, some slaves found it difficult being on their own and either came back or were captured due to advertisements in the newspaper. Most of these runaways wanted to find their families but found it nearly impossible due to slave trading during that time. Women were also unlikely to run away because the men would be the ones trying to escape to find their wives. The Underground Railroad was a series of lo... ...s group in which he found that not all white people are against blacks. On February 21, 1965, three gunmen assassinated Malcolm X in Manhattan New York(Biography of Malcolm X, 2001, para. 11). Conclusion Although we have come a long way in the black community, there are still racial prejudices out there. These prejudices lie in the deep in America in which some whites still hold on to the idea of white supremacy. For example, the noose that was hung in a tree in which African-American students would sit. This happened in a college in Indiana where there is not much racial diversity because of the prejudice there. People throughout America recognize prejudices but now more than ever they are hidden because majority of people are not racist or as racist anymore. Slavery is no longer an issue for blacks; being fully accepted into predominantly white communities is.

Eschools as Organisations Post 16 Options for Young People and Adults Essay

1. 2 Explain the post 16 options for young people and adults: – Once a young person has reached year 11 there are a number of choices to make about their future, this could be choosing a new course at school or college or entering employment and training. These options will give them a good base on building a future career. Post 16:- Continue in full time education either sixth form or at a local college. Depending on their results they can choose from the list below:- Post 17:- If they have just completed a one-year course, following Year 12, they may decide to continue their studies full time or look for jobs and training:- Post 18:- Following Year 13, they will have a number of choices to make about their future. They may decide to continue their studies full time or look for jobs or training. List of options for post 16, 17 and 18. Course at entry level- Entry level courses do not require any exam passes and usually take one or two years to complete, a course at this level is an – Entry Level Certificate. Course at Level 1(foundation Level) – Foundation level courses do not usually require any exam passes. Depending on which course they do it usually takes either one or two years to complete. Examples of courses at this level are: -Introductory Certificates/Diplomas -National First Award (level 1) -National certificate/Award (level 1) -GCSEs -NVQ Level 1 Welsh Baccalaureate Qualification (foundation Level) All foundation Level courses can lead to higher level courses or work and training. Courses at level 2 (intermediate level) – Intermediate Level courses may require two or three passes at grades D–G and they usually take two years to complete. Examples of courses at this level are: – GCSEs – First Certificates/Diplomas – National Certificates/Awards (Level 2) – NVQ Level 2 – Foundation Apprenticeship – Welsh Baccalaureate Qualification (Intermediate) All Intermediate Level courses can lead to higher level course or jobs with training. (Providing they get the grades required). Courses at level 3 (advanced level) Four or five GCSEs at grades A*- C or equivalents are usually required for entry. Depending on the type of course, they generally take either one or two years to complete. Examples of courses at this level are: – AS/A levels, including applied A levels – National Diploma – International Baccalaureate – Welsh Baccalaureate Qualification (Advanced) †¢ NVQ Level 3 – Apprenticeship. All Advanced Level courses can lead to higher education or jobs and training (providing they get the grades required in the appropriate subjects). Welsh Baccalaureate Qualification:- The Welsh Bac is now becoming available to more learners throughout Wales in schools, colleges and work-based settings. It allows for more flexibility in their studies. They will also develop skills and learning styles that prepare you for further and higher education, as well as the world of work. The Welsh Bac consists of two parts: Core – consisting of five components: – An Individual Investigation (which is like a project) into a subject of their own choice. – Wales, Europe and the World – Key Skills – Work-related education – Personal and social education. Options – where they choose from course/programmes that are currently offered, for example: – GCSE – AS/A levels – VCE (Vocational A levels) – NVQ – BTEC – OCR. – New Principal Learning and Project Qualification will also be available as option within the Welsh Bac. Apprenticeships: Apprenticeships bring them formal qualifications and highly specific work skills. They must be employed so they will be earning while they learn. They can also use Apprenticeship as a stepping stone to higher qualifications. As an Apprentice, their skills and role are respected, many top managers started out by learning a trade and understanding how the organisation works from the ground up. To gain access to an apprenticeship applicants would need: – – Four or five GCSEs at grade C or above are usually needed. – They’d be paid while they learn the skills that employers are looking for. – They’d gain an NVQ Level 3 qualification as an Apprentice or a Level 2 qualification as a foundation Apprentice. Higher Apprenticeships are also available at a Level 4 or above. Traineeships: If the student was leaving school or college a Traineeship could help them get the skills needed to get a job or progress to further learning at a higher level, for example Apprenticeships or further education. In most cases they can start on a Traineeship at any point during the year and they don’t need any formal qualifications to access the programme. There are different levels of Traineeship. (Post 18) †¢ Engagement: If they are finding it difficult to find the right job, get into work or develop their skills and learning, this level will help prepare them for the world of work or full time learning. This level can include work placements, community projects or training. Level 1: If they know what career they want to follow and are ready for full-time learning at Level 1, this level will allow them to progress their skills further in their chosen subject and can also include work placements and community projects. If they have successfully completed a Level 1 and are still out of work, they maybe eligible to start learning at Level 2. Voluntary work: As well as doing something worthwhile and rewarding in its own right, voluntary work can also be a good way of gaining skills and experience, especially if they don’t find a job or training right away. It also looks good on a CV. Youth Gateway: If they need some extra help and support before applying for a course, job or training, Youth Gateway is a short programme run by Careers Wales to help them with identifying and developing skills, job search, making applications and choosing suitable courses. Information on this can found at the local Careers Wales Centre. Direct. Gov [15 April 2012] www. education. gov. uk [1 April 2012 wales. gov. uk [ 1 April 2012].

Is human aggression in born Or a learned behavior Essay

? Introduction All of science, including clinical science, begins with observation. The understanding and modulation of aggressive impulsive behavior has been no exception. Even before Hippocrates’ attempt to characterize personalities, we have observed and grouped behaviors and then proceeded to study and attempt their manipulation. Webster defines aggression as â€Å"a forceful action or procedure (as an unprovoked attack) especially when intended to dominate or master. † â€Å"It is this classification and description process which has guided the research and clinical modulation of human aggressive behavior utilizing animal models of aggression. † (Coccaro, 2003, p. 1) Define aggression (Hostile aggression and instrumental aggression) The underlying premise of the study of phenomena, (things as they are perceived, as the nature of things as they are) of aggressive behavior is that such aggressive behavior is not uniform but despite its disparity can be grouped according to certain externally observable characteristics. Moreover, the utility of such descriptive grouping provides the structure that leads to a clearer understanding of these phenomena and affords a means to manipulate behaviors. â€Å"The study ultimately provides an understanding of behavior in the human condition. Said another way, animal models of aggression tell us which questions to ask about human aggression and which biological systems to study in the human animal. † (Coccaro, 2003, p. 2) Analyses investigating the relationships between the two different types of aggressive responses and psychiatric diagnoses found that both aggressive children with Attention Deficient Disorder and aggressive children without Attention-Deficit/Hyperactivity Disorder (ADHD) utilized instrumental aggressive responses more frequently than the normal controls. â€Å"However, children with ADHD and aggression were more likely to utilize hostile aggressive responses than the aggressive children without ADHD, indicating a connection between impulsivity and hostile aggression. † (Atkins et al, 1993, p. 165) Key aggressive behavior was associated with goal-directed behavior, in which there is some benefit or gain to the aggressor or aggressive action. â€Å"In contrast, hostile aggression was perceived as an attempt to cause pain to the victim, with no independent gain. Aggressive children with ADHD were more likely to demonstrate hostile aggressive behavior on an analog task than aggressive children without AD/HD, suggesting that impulsivity plays a role in hostile aggression as well as in ADHD. † (Coccaro, 2003, p. 270) In comparison, instrumental aggression is more thoughtful (premeditated), is less influenced by anger, and uses aggression as a means to obtain a goal (e. g. , power) rather than as an end in itself. Despite this distinction in the literature, measures of aggression rarely discriminate between the two types. This is likely, in part, due to the difficulty in distinguishing between purely instrumental and purely impulsive acts. â€Å"It has been suggested that most aggressive acts may have both impulsive and instrumental components, and that this dichotomy should be abolished. However, other studies have suggested that this distinction is valid and that separate neurological substrates may be involved in the two types of aggression. † (Coccaro, 2003, p. 171) In the laboratory, instrumental aggression may be the most artificial. Constructive and pessimistic support is utilized to shape and increase the frequency of aggressive behavior. Since aggressive behavior, which affords dominance, can be positively reinforcing, instrumental aggression can be linked with other forms of aggression such as inter-male aggression. (Coccaro, 2003, p. 3) Theories of aggression Among the assortment of human actions that are the subject of attention, none has aroused deeper concern than man’s aggressiveness. Though aggression has always been an important social concern, developments during the past few decades have fully justified increased interest. â€Å"With the progressive growth of instruments of destruction, simple aggressive acts can produce widespread disastrous consequences. The hazards of ill-judged actions have thus become enormously magnified. Man’s aggressive potential has also been increased, independently of expanding destructive accouterments, by changes in the social conditions of life. † (Bandura, 1973, p. 1) The grouping of theoretical approaches into various categories (i. e. , instinct, drive, learning, and social learning) uses the major emphasis of each theoretical notion as a sorting criterion. It is hoped that this categorization facilitates the overview. â€Å"It should be kept in mind, however, that the various theories are not necessarily confined entirely to the features suggested by their category heading; nor are they fully independent of one another. Drive theories of aggression, for example, involve learning considerations, and the learning of aggression to some extent involves considerations of drive. † (Zillmann, 1979, p. 114) The explicit use of the drive concept has become comparatively rare. The concept of arousal, on the other hand, seems to have become successively more popular. In one way or another, all contemporary theories of aggression try to explain the phenomenon in terms of an interaction of cognition and arousal. â€Å"The student of this topic may thus readily come to the conclusion that the theories are very similar, at least as far as arousal is concerned. Such an impression is quite erroneous, however. Confusion arises from the fact that the concept of arousal is used very broadly and assumes different meanings in different theories–occasionally even in the same theory. † (Zillmann, 1979, p. 168) Differences between theories show some distinction in the relative emphasis they place on the conditions that are produced. â€Å"This phenomenon has special significance for theories of aggression because, unlike most mass movements, it represents revolt by advantaged rather than by underprivileged segments of society. † (Bandura, 1973, p. 231) It is doubtful that the instinctual drive theories of aggression are capable of empirical verification. Most of them are formulated in such broad terms that they do not generate specific predictions that could be put to experimental tests. â€Å"When a non-measurable instinctual force is combined with many qualifying factors that are also somewhat elusive, the theory can explain any variety of events that have already happened, though it cannot predict them. The post-dictions, of course, are compatible with alternative theories that do not invoke the operation of an innate aggressive drive. † (Bandura, 1973, p. 14) Is aggression inborn (Instinct theory) Lombroso’s (historical figure in modern criminology, and the founder of the Italian School of Positivist Criminology) announcement that biology was the only important factor in causing crime eventually set off a firestorm of controversy. However, Lombroso was not the only person who believed that biology was the most important factor influencing behavior. â€Å"Around the turn of the century, as today, the major discipline examining human behavior was psychology. At that time, most psychologists, like Lombroso, were convinced of the primary importance of genetic influences and did not question the idea that criminal behavior was inborn. † (Englander, 2003, p. 56) â€Å"The ego has been differentiated from the id through the influence of the external world, to whose demands it adapts. In so adapting it has to reconcile the forces of the id and super-ego in such a way as to maximize pleasure and minimize un-pleasure. The development of ego-psychology as a branch of psychoanalysis, which reflected a shift of interest from the earlier instinct theory to the adaptive functions of the ego, in relation to other persons especially, facilitated some rapprochement between psychoanalysis and psychology. † (Gregory, 1998, p.211). The most well-known proponents of the theory (Sigmund Freud, and Konrad Lorenz) have written in German, and the so called instinct theory, accordingly, should rather be labeled the Trieb-theory. (Fry et al, 1997, p. 28) The closest way to describe what Trieb really means is that it implies an innate drive, functioning in accordance with the so called reservoir model. The drive is triggered by internal rather than external stimuli, examples being the hunger, thirst, and sexual drives. Biological influences ( Neural influences, genetic influences, biochemical influences). Psychologists concerned with emotions in general seem to be working along very different lines. With the exception of those dealing mainly with the biological aspects of emotional states, their attention is focused largely on people’s reports of how their emotional feelings and/or actions came about. â€Å"Unfortunately for both groups, there isn’t very much communication between them, and they do not read and consider as much of each other’s research literature as they should. † (Srull, 1993, p. 2) It is becoming increasingly common to treat emotions (anger, fear, love, etc.) as higher order entities created or constructed out of more elementary components. A central problem for any theory of emotion, then, is to clarify the principles according to which emotions are organized. Biological principles (information encoded in the genes) play a role; so, too, do psychological principles. â€Å"The critical empirical question here is whether one sees different emotional states as incorporating essentially indistinguishable physiological responses. (Srull, 1993, p. 91) It has been assumed by scholars that there are demonstrable differences at the physiological, neural and even muscular level between different emotions. Is aggression a response to frustration (frustration-aggression theory revised) A number of predictions that follow from the social learning formulation differ from the traditional frustration-aggression hypothesis. â€Å"It will be recalled that drive theories of aggression assume that frustration arouses an aggressive drive that can be reduced only through some form of aggressive behavior. Frustration, in this view, is a necessary and sufficient condition for aggression. The diverse events subsumed under the omnibus term frustration have one feature in common–they are all in varying degrees. † (Bandura, 1973, p. 53) Attempting to make a connection with the â€Å"displacement† of emotions in psychoanalytic theory gives rise to the reformulation of the frustration-aggression hypothesis. Within academic research circles, it drew theoretical attention to this aspect of human aggression by incorporating rules for the redirection of hostility from the provoker to substitute targets. (Knutson, 1994, p. 89) Criticism of the frustration-aggression hypothesis focused at first on the nature of responses to frustration. Anthropologists pointed out that in some cultures aggression was by no means a typical response to frustration. Researchers in the early and mid 1940’s demonstrated that young children were inclined to regress rather than to aggress when frustrated. â€Å"Other critics argued that only some kinds of frustration evoke aggressive behavior and that other forms do not. † (Bandura, 1973, p. 52) Is aggression learned social behavior An understanding of this energetic interaction between our species legacy, brain functioning, and learned culture is crucial if we are to understand human social behavior, personality and human nature in general. â€Å"Given that our species heritage and neuro-humoral functioning are difficult, if not impossible, to understand apart from evolutionary theory, it is evident that the second new Darwinian revolution must reach fruition prior to a full maturing of the social sciences. † (Bailey, 1987, p. 37). Moreover, they both find powerful effects of rearing conditions, social interactions, and learning that modify the level of aggressive behavior in the selected lines, regardless of genetic background. â€Å"The similarities in outcomes have been striking in the light of the separate establishment and evolution of the investigations for more than 2 decades. The confirmation seemed especially important because the findings had independently challenged widely held assumptions on the relations between development, genes, and social behavior. (Cairns et al, 1996, p. 43) Rewards of aggression The opportunity to behave aggressively can be used to reinforce learning if that opportunity is provided in situations that normally elicit aggression. Electrodes attached to inflict tail shock produces â€Å"reflexive† aggression in monkeys. â€Å"These animals will also learn a chain pulling response in order to obtain a canvas-covered ball that they may bite. If pigeons are rewarded with food for pecking a key, they will learn the response quickly. If the reward is suddenly terminated, the birds will behave aggressively. During this period, they will also learn to peck a key that produces another bird that can then be attacked. † (Moyer, 1987, p. 33) â€Å"Child abuse and neglect is a widespread social problem that affects all types of family structure and all segments of the population, regardless of individual differences in cultural background, geographic location, or economic status. (However, as discussed in later sections, some groups are at greater risk of child abuse and neglect than others. For example, the poor, uneducated, and young have been considered most vulnerable). † (Jackson et al, 1991, p. 5) Many so-called instinctual behaviors may contain a large learning component even in the common patterns displayed by members of a species. â€Å"Observation learning is a principal means of acquiring new response patterns in animals and humans alike. Observation learning may play an especially important role in species that are highly susceptible to imprinting. This is a process wherein young offspring develop a strong attachment to, and rapidly learn general characteristics of the model to which they were first exposed during a developmentally sensitive period. â€Å"(Bandura, 1973, p. 27) It appears that some response patterns are transmitted during the period impressionable access. The relationship of a close social attachment to a role model greatly improves the ability to observe. Huesmann LR and Miller LS, (Long-term effects of repeated exposure to media violence in childhood. In Aggressive Behavior: Current Perspectives, ed.LR Huesmann, pp. 153-86. New York: Plenum 1986, 1998,) proposed that when children observe violence in the mass media, they learn aggressive scripts. â€Å"Scripts define situations and guide behavior: The person first selects a script to represent the situation and then assumes a role in the script. Once a script has been learned, it may be retrieved at some later time and used as a guide for behavior. This approach can be seen as a more specific and detailed account of social learning processes. † (Anderson et al, 2002, p. 27) Influences of aggression. The first thing to be said about animals is that we should be cautious in drawing lessons from them to explain our own behavior, given the mediating force of culture and our capacity for reflection. â€Å"Our kinship with other animals does not mean that if their behavior seems often to be under the influence of instincts, this must necessarily also be the case in humans,† says anthropologist Ashley Montagu. He quotes one authority who has written: â€Å"There is no more reason to believe that man fights wars because fish or beavers are territorial than to think that man can fly because bats have wings. † (Kohn, 1988, p. 34) Scripted patterns of functioning, non conscious influence of goals and behavioral plans, and a variety of procedural rules guiding behavior, particularly in socio-cultural contexts, (none of which may find representation at a conscious level,) and none of which can be attributed to unconscious emotion related dynamics of coping in society. CONCLUSION Aggression is a social behavior that is only modestly understood. Although a full understanding of human aggressive behavior will certainly still require researchers and clinicians to examine aggressive behavior continuously. â€Å"Although biopsychosocial models of aggression have been proposed and tested, these have limited utility for explaining aggression in the general case. Research on the treatment of aggression lags behind basic research, and has relied largely on the traditional biomedical model for knowledge development and application. † (Coccaro, 2003, p. 72)Awareness and understanding of the social context surrounding knowledge development for aggression may help guide future research efforts and clinical practice. In conclusion, the approach of this paper suggests further independent examination of the motives for affects and actions. Throughout the presentation, supports the formulations of new and innovative theories for further research. In essence, when we as humans encounter one another we can usually process all the relevant information in a considered fashion and count on the principle alone to steer us correctly. Reference(s) Emil F. Coccaro, 2003, Aggression: Psychiatric Assessment and Treatment. Publisher: Marcel Dekker. Place of Publication: New York. Page Number: 1. MS Atkins, DM Stoff,1993, Instrumental and hostile aggression in childhood disruptive behavior disorders. J Abnorm Child Psychol 21:165-178. Albert Bandura, 1973, Aggression: A Social Learning Analysis. Publisher: Prentice-Hall. Place of Publication: Englewood Cliffs, NJ. Page Number: 1. Dolf Zillmann, 1979, Hostility and Aggression Publisher: Lawrence Erlbaum Associates. Place of Publication: Hillsdale, NJ. Page Number: 114. Elizabeth Kandel Englander, 2003, Understanding Violence. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Page Number: 56. Richard L. Gregory, 1998, The Oxford Companion to the Mind. Publisher: Oxford University Press. Place of Publication: Oxford. Page Number: 211. Douglas P. Fry, Kaj Bjorkqvist, 1997, Cultural Variation in Conflict Resolution: Alternatives to Violence Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Page Number: 28. Thomas K. Srull, Robert S. Wyer Jr. ,1993, Perspectives on Anger and Emotion. Publisher: Lawrence Erlbaum Associates. Place of Publication: Hillsdale, NJ. Page Number: 2. John F. Knutson, Michael Potegal, 1994, The Dynamics of Aggression: Biological and Social Processes in Dyads and Groups. Publisher: Lawrence Erlbaum Associates. Place of Publication: Hillsdale, NJ. Page Number: 89. Kent G. Bailey, 1987, Human Paleopsychology: Applications to Aggression and Pathological Processes. Publisher: Lawrence Erlbaum Associates. Place of Publication: Hillsdale, NJ. Page Number: 37. Robert B. Cairns, David M. Stoff, 1996, Aggression and Violence: Genetic, Neurobiological, and Biosocial Perspectives. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Page Number: 43. K. E. Moyer, 1987, Violence and Aggression: A Physiological Perspective. Publisher: Paragon Press. Place of Publication: New York. Page Number: 33. Jay W. Jackson, Henry C. Karlson, Oliver C. S. Tzeng, 1991, Theories of Child Abuse and Neglect: Differential Perspectives, Summaries, and Evaluations. Publisher: Praeger. Place of Publication: Westport, CT. Page Number: 5. Craig A. Anderson, Brad J. Bushman, 2002, Human Aggression. Journal Title: Annual Review of Psychology. Page Number: 27+. Alfie Kohn, 1988, Article Title: Make Love, Not War: We Keep Hearing That We Are an Aggressive, Warlike Species. Scientists Keep Telling Us That We Have a Choice. Magazine Title: Psychology Today. Volume: 22. Issue: 6. Publication Date: June. Page Number: 34+.

Intro to Sociology

1. The sociological perspective (imagination) can be characterized as seeing the general in the particular and how the general operation of society affects the experiences of particular people. With that, sociology educates people to better understand the opportunities and the barriers that exist in their lives. Sociological perspective can be a valuable asset in coming to terms with a personal problem. After I had to take medical leave from work and could not return because of a nerve disorder I am currently having, I began to feel as if I was not being constructive enough and my self worth took a nosedive. I was biased against myself for not doing what it is a man is ‘suppose' to be doing in society, even though I am physically hindered right now. During this time off I figured I could take a couple of classes while wait out the pain. As I analyzed the opportunities available for me to attend college full-time such as the GI Bill, loans and grants, I also reassessed some personal and professional goals with my family as in what I should do. I realized I didn't want to work in a factory for 20 years, if or when I recover, so I enrolled in college to better pursue my adjusted goals which include Associates and Bachelor Degrees in Accounting to become a Certified Public Accountant. With this opportunity comes the constraint of being in debt when leaving school but that is s how society is here in America, ‘you have to give a lot to receive a lot'. As I look back at these events, I realize my lack of self worth was a direct result of not living up to what my perception of a man's role in society is and that was causing unnecessary self-inflicted stress. There was no reason to think I was a different person of lesser value just because of my situation, but I know if I did not believe that at that time, I would not be taking this test. This injury has caused changes in statuses such as becoming a college student, becoming unemployed, and physically disabled and performing these roles in society has made me view our society as whole in a much more critical way. The sociological perspective in Jeremy's terms means: Take a step back, think for yourself, process all information, and question the doubts before making decisions that effect your life and the lives around you. . â€Å"Free Will† can be achieved on a constant basis if one decides to accept certain morality standards and values that should be practiced by all mankind. We as people have the right to do whatever it is we want†¦ but at the same must have respect for your fellow human being. If we accept the world in which we live (laws, rules and all), we will then have the choice or â€Å"Free Will† to make changes, if needed, by running for government or leading protests or being an influential personality such as Dr. Martin Luther King Jr. One could argue, â€Å"we do not have free will because we cant do whatever we want! † If someone wants to injure, even kill someone, or something else that harms, cheats, or steals from another, they should face some kind of consequences for their inhuman acts towards another person. â€Å"Free Will†, as I perceive it, is more abundant in this country than almost anywhere in the world because free will is about having choices and being able to decide what is best for you. Society can greatly influence the appeal of one decision over another and make one the easy choice, or programmed choice, but its here that your choice to follow the easy route, the popular societal choice or to take the road less traveled, unpopular choice is why Free â€Å"Will† exist. These choices in life that society creates are as â€Å"Free will† as it get; without society influencing our lives and the decisions we make in these ways, life would get real plain. Choices are why I believe â€Å"free will† remains, as long I am able make the decisions, that guide my life I will have â€Å"Free Will†. . This video was about a teacher from Iowa and the process she created to tech her 3rd grade students about discrimination in 1968 and their reunion 20 years later. The teacher then later applies the same process at an adult correctional officer workshop that produces similar results as the 3rd graders. The kids were segregated into blue-eyed and brown-eyed people and the teacher discriminated toward the brown-eyes one day by telling them how bad they did everything and then treated the blue-eyes the exact same way the next day. What she found was that her sweet, caring class of 3rd graders were vicious and mean towards the ones being discriminated on within 15 minutes of the prejudices being introduced to the classroom environment. Both group of kids took tests on both days and the results were much worse on the days their particular group was discriminated against and were not happy at all. With that, prejudices have a reactionary effect that seems to degrade the self-esteem and self-worth at once while also altering behavior and attitude.. The blue-eyed adults later in the film started getting agitated, uncooperative, combative, and mean due to the lack of respect they were receiving as a blue-eyed person in the same scenario. This documentary shows prejudices are mostly influenced by the surrounding environment and peers, or a culture of prejudices, which views certain categories as better or worse than others. Even if one does not agree with the prejudice, they might conform to the surrounding prejudices to ‘fit in' and so as not be discriminated against themselves. Other than both the primary and secondary groups influencing the way a person acts, most of each groups characteristics are opposite of each other. The quality of relationships in a primary group is personal orientation while secondary group are more goal orientated. The length of a primary group relationship is usually long term, where secondary groups tend to be short-term, but can vary. The primary group also will be involved in a wide range of activities, and know each other well, while secondary groups tend to involve few activities and have a narrow relationship. The subjective perception of the primary group is â€Å"as an ends in themselves' , while ‘an ends to an end† is the secondary groups perception. My family is my primary group that is involved in my everyday life that ranges from childcare to socializing to arguing. My family being behind me has allowed me to have the confidence and self-esteem to accomplish all that I have and am currently doing and have done in my life such as military service and high school. My mother's continuous positive attitude and smile has always let me know that even if I failed, she loved me no less. No matter the outcome Mom always was proud of the effort, that is all she asks. My stepfather's behavior seems to be those of a saint to me and, despite a few bumps in my road; I strive to walk a similar path as him. Even though he is my Stepfather, this man has raised me for 20 years of my 27 with class, respect, and dignity. The combination of these two great people and their qualities has allowed me to develop the self-concept needed to have a rich and fulfilling life. An example of a secondary group is our class. The impact on my behavior is I am more serious in class since I'm paying for this education and here to learn. I bet no one in this secondary group knows I do a GREAT pigeon impression (on the ground wobbling around and all! ). That would be too interpersonal for this secondary group but not my for my family/primary group, I have proof! My self-concept isn't impacted by this secondary group too radically because being in a new classroom with a bunch of people I never met before is the norm, especially being in the military and after 6 years of it, I am accustom to the environment of the unknown classroom. If anything, this secondary group, our class, has increased my self-esteem since I am more apt to speak out in class than ever before. Being able to experience some real life in the military and then coming to school has been a blessing in disguise because I am such a better student now than ever in high school. In all, despite having opposite characteristics, primary and secondary groups can both have an influential presence in self-concept, self-esteem, and behavior. 9. In defining the social structure of society, STATUS refers to a social position that an individual occupies, not its everyday meaning of ‘prestige'. Every status is part of our social identity and defines our relationship to others. i. e. college student Over a lifetime, people gain and lose dozens of statuses and sociologists study these statuses in terms how people attain them. An ascribed status is a social position a person receives at birth or assumes involuntarily later in life. People usually have little or no choice in this status. Such as a death or disability later in life. An achieved status refers to a position a person assumes voluntarily that reflects personal ability and effort. Some statuses matter more than others such as a master status, which has a special importance for social identity, often shaping a person's entire life. For most in the US, occupation is the master status because it conveys a great deal about social background, education, and income. While a person holds a status, they perform a ROLE, or a behavior expected of someone who holds a particular status. Actual role performance varies according to a person's personality, although some societies permit more individual expression than others. In a modern high-income country, like us, role conflict arises between roles corresponding to two or more statuses, such as parenting, full-time student, and fianci. Even roles linked to one status can cause tension known as role strain. In short, performing these roles required of us requires a balancing act throughout our life. The biggest role conflict in my life is the full-time student with parenting a child with Downs Syndrome and my current physical disability that forced me out of work and normal everyday activities without pain. Being able to analyze each status and what was expected for each role allows me to ‘compartmentalize' my school role so I can better focus on the needs of my family while home in the evening and pain management for myself. In the end compartmentalizing is organizing information in your head as to the environment expected in whatever role is needed at that time and not letting multiple roles conflict and cause something to happen that should not. Intro to Sociology 1. The sociological perspective (imagination) can be characterized as seeing the general in the particular and how the general operation of society affects the experiences of particular people. With that, sociology educates people to better understand the opportunities and the barriers that exist in their lives. Sociological perspective can be a valuable asset in coming to terms with a personal problem. After I had to take medical leave from work and could not return because of a nerve disorder I am currently having, I began to feel as if I was not being constructive enough and my self worth took a nosedive. I was biased against myself for not doing what it is a man is ‘suppose' to be doing in society, even though I am physically hindered right now. During this time off I figured I could take a couple of classes while wait out the pain. As I analyzed the opportunities available for me to attend college full-time such as the GI Bill, loans and grants, I also reassessed some personal and professional goals with my family as in what I should do. I realized I didn't want to work in a factory for 20 years, if or when I recover, so I enrolled in college to better pursue my adjusted goals which include Associates and Bachelor Degrees in Accounting to become a Certified Public Accountant. With this opportunity comes the constraint of being in debt when leaving school but that is s how society is here in America, ‘you have to give a lot to receive a lot'. As I look back at these events, I realize my lack of self worth was a direct result of not living up to what my perception of a man's role in society is and that was causing unnecessary self-inflicted stress. There was no reason to think I was a different person of lesser value just because of my situation, but I know if I did not believe that at that time, I would not be taking this test. This injury has caused changes in statuses such as becoming a college student, becoming unemployed, and physically disabled and performing these roles in society has made me view our society as whole in a much more critical way. The sociological perspective in Jeremy's terms means: Take a step back, think for yourself, process all information, and question the doubts before making decisions that effect your life and the lives around you. . â€Å"Free Will† can be achieved on a constant basis if one decides to accept certain morality standards and values that should be practiced by all mankind. We as people have the right to do whatever it is we want†¦ but at the same must have respect for your fellow human being. If we accept the world in which we live (laws, rules and all), we will then have the choice or â€Å"Free Will† to make changes, if needed, by running for government or leading protests or being an influential personality such as Dr. Martin Luther King Jr. One could argue, â€Å"we do not have free will because we cant do whatever we want! † If someone wants to injure, even kill someone, or something else that harms, cheats, or steals from another, they should face some kind of consequences for their inhuman acts towards another person. â€Å"Free Will†, as I perceive it, is more abundant in this country than almost anywhere in the world because free will is about having choices and being able to decide what is best for you. Society can greatly influence the appeal of one decision over another and make one the easy choice, or programmed choice, but its here that your choice to follow the easy route, the popular societal choice or to take the road less traveled, unpopular choice is why Free â€Å"Will† exist. These choices in life that society creates are as â€Å"Free will† as it get; without society influencing our lives and the decisions we make in these ways, life would get real plain. Choices are why I believe â€Å"free will† remains, as long I am able make the decisions, that guide my life I will have â€Å"Free Will†. . This video was about a teacher from Iowa and the process she created to tech her 3rd grade students about discrimination in 1968 and their reunion 20 years later. The teacher then later applies the same process at an adult correctional officer workshop that produces similar results as the 3rd graders. The kids were segregated into blue-eyed and brown-eyed people and the teacher discriminated toward the brown-eyes one day by telling them how bad they did everything and then treated the blue-eyes the exact same way the next day. What she found was that her sweet, caring class of 3rd graders were vicious and mean towards the ones being discriminated on within 15 minutes of the prejudices being introduced to the classroom environment. Both group of kids took tests on both days and the results were much worse on the days their particular group was discriminated against and were not happy at all. With that, prejudices have a reactionary effect that seems to degrade the self-esteem and self-worth at once while also altering behavior and attitude.. The blue-eyed adults later in the film started getting agitated, uncooperative, combative, and mean due to the lack of respect they were receiving as a blue-eyed person in the same scenario. This documentary shows prejudices are mostly influenced by the surrounding environment and peers, or a culture of prejudices, which views certain categories as better or worse than others. Even if one does not agree with the prejudice, they might conform to the surrounding prejudices to ‘fit in' and so as not be discriminated against themselves. Other than both the primary and secondary groups influencing the way a person acts, most of each groups characteristics are opposite of each other. The quality of relationships in a primary group is personal orientation while secondary group are more goal orientated. The length of a primary group relationship is usually long term, where secondary groups tend to be short-term, but can vary. The primary group also will be involved in a wide range of activities, and know each other well, while secondary groups tend to involve few activities and have a narrow relationship. The subjective perception of the primary group is â€Å"as an ends in themselves' , while ‘an ends to an end† is the secondary groups perception. My family is my primary group that is involved in my everyday life that ranges from childcare to socializing to arguing. My family being behind me has allowed me to have the confidence and self-esteem to accomplish all that I have and am currently doing and have done in my life such as military service and high school. My mother's continuous positive attitude and smile has always let me know that even if I failed, she loved me no less. No matter the outcome Mom always was proud of the effort, that is all she asks. My stepfather's behavior seems to be those of a saint to me and, despite a few bumps in my road; I strive to walk a similar path as him. Even though he is my Stepfather, this man has raised me for 20 years of my 27 with class, respect, and dignity. The combination of these two great people and their qualities has allowed me to develop the self-concept needed to have a rich and fulfilling life. An example of a secondary group is our class. The impact on my behavior is I am more serious in class since I'm paying for this education and here to learn. I bet no one in this secondary group knows I do a GREAT pigeon impression (on the ground wobbling around and all! ). That would be too interpersonal for this secondary group but not my for my family/primary group, I have proof! My self-concept isn't impacted by this secondary group too radically because being in a new classroom with a bunch of people I never met before is the norm, especially being in the military and after 6 years of it, I am accustom to the environment of the unknown classroom. If anything, this secondary group, our class, has increased my self-esteem since I am more apt to speak out in class than ever before. Being able to experience some real life in the military and then coming to school has been a blessing in disguise because I am such a better student now than ever in high school. In all, despite having opposite characteristics, primary and secondary groups can both have an influential presence in self-concept, self-esteem, and behavior. 9. In defining the social structure of society, STATUS refers to a social position that an individual occupies, not its everyday meaning of ‘prestige'. Every status is part of our social identity and defines our relationship to others. i. e. college student Over a lifetime, people gain and lose dozens of statuses and sociologists study these statuses in terms how people attain them. An ascribed status is a social position a person receives at birth or assumes involuntarily later in life. People usually have little or no choice in this status. Such as a death or disability later in life. An achieved status refers to a position a person assumes voluntarily that reflects personal ability and effort. Some statuses matter more than others such as a master status, which has a special importance for social identity, often shaping a person's entire life. For most in the US, occupation is the master status because it conveys a great deal about social background, education, and income. While a person holds a status, they perform a ROLE, or a behavior expected of someone who holds a particular status. Actual role performance varies according to a person's personality, although some societies permit more individual expression than others. In a modern high-income country, like us, role conflict arises between roles corresponding to two or more statuses, such as parenting, full-time student, and fianci. Even roles linked to one status can cause tension known as role strain. In short, performing these roles required of us requires a balancing act throughout our life. The biggest role conflict in my life is the full-time student with parenting a child with Downs Syndrome and my current physical disability that forced me out of work and normal everyday activities without pain. Being able to analyze each status and what was expected for each role allows me to ‘compartmentalize' my school role so I can better focus on the needs of my family while home in the evening and pain management for myself. In the end compartmentalizing is organizing information in your head as to the environment expected in whatever role is needed at that time and not letting multiple roles conflict and cause something to happen that should not.

The Return: Midnight Chapter 25

â€Å"Sleeping in the storage room with every wal covered in Post-it Note amulets,†added Meredith grimly. â€Å"If we have enough. I got another packet, but it doesn't go very far when you're trying to cover a room.† â€Å"Okay,†Elena said. â€Å"Who's got Shinichi's key?† Matt raised his hand. â€Å"In my – â€Å" â€Å"Don't tel me!†exclaimed Elena. â€Å"I've got hers. We can't lose them. Stefan and I are one team; you guys are the other.† They half-led and half-supported Misao out of Stefan's room and down the stairs. Misao didn't try to run away from them, to struggle, or to speak to them. This only made Matt more suspicious of her. He saw Stefan and Elena glance toward each other and knew they were feeling the same way. But what else was there to do with her? There was no other way, humanely, or even inhumanely, to restrain her for days. They had her star bal , and according to books that was supposed to al ow them to control her, but she was right, it seemed to be an obsolete notion, because it didn't work. They'd tried with Stefan and Meredith holding her tightly, while Matt got the star bal from where he'd been keeping it in a shoebox on the upper shelf above the clothes in his closet. He and Elena had tried to get Misao to do things while holding the almost empty sphere: to make Misao tel where her brother's star bal was, and so on. But it simply didn't work. â€Å"Maybe when there's so little Power in it, it doesn't apply,†Elena said final y. But that was smal comfort at best. As they took Misao to the kitchen, Matt thought that it had been a stupid plan of the kitsune: imitating Stefan twice. Doing it the second time, when the humans were on guard, that was stupid. Misao didn't seem as stupid as that. Matt had a bad feeling. Elena had a very bad feeling about what they were doing. As she looked around at the faces of the others, she saw that they did too. But nobody had come up with a better plan. They couldn't kil Misao. They weren't murderers who could kil a sickly, passive girl in cold blood. She figured that Shinichi must have very keen hearing, and had already heard them walking on the creaking kitchen floorboards. And she had to assume that he knew – by mindbond, or just logic, or whatever – that Misao was right above him. There was nothing to lose by shouting, through the closed door, â€Å"Shinichi, we've got your sister here! If you want her back you'l stay quiet and not make us throw her down the stairs.† There was silence from the root cel ar. Elena chose to think of it as submissive silence. At least Shinichi wasn't yel ing threats. â€Å"Okay,†Elena whispered. She'd taken a position directly behind Misao. â€Å"When I count to three, we push as hard as we can.† â€Å"Wait!†Matt said in a miserable whisper-shout. â€Å"You said we wouldn't throw her down the stairs.† â€Å"Life isn't fair,†Elena said grimly. â€Å"You think he doesn't have some surprise for us?† â€Å"But – â€Å" â€Å"Leave it, Matt,†said Meredith quietly. She had the stave ready in her left hand and with her right was ready to push on the panel for opening the door. â€Å"Everybody ready?† Everyone nodded. Elena felt sorry for Matt and Stefan, who were the most honest and sensitive of al of them. â€Å"One,†she whispered softly, â€Å"two, three.† On three Meredith hit the concealed wal switch. And then things began to happen in very slow motion. By â€Å"two†Elena had already begun to shove Misao toward the door. On â€Å"three†the others joined her. But the door seemed to take forever to open. And before the ending of forever, everything went wrong. The greenery around Misao's head spread twigs in al directions. One strand shot out and snagged Elena around the wrist. She heard a yel of outrage from Matt and knew that another strand had gotten him. â€Å"Push!† Meredith shouted and then Elena saw the stave coming at her. Meredith whisked with the stave through the greenery connected to Misao. The vine that had been cutting into Elena's wrist fel to the floor. Any remaining misgivings about throwing Misao down the stairs vanished. Elena joined in the crowd trying to push her through the opening. But there was something wrong in the basement. For one thing, they were shoving Misao into pitch-darkness†¦and movement. The basement was ful of – something. Some things. Elena looked down at her ankle and was horrified to see a gigantic maggot that seemed to have crawled out of the root cel ar. Or at least a maggot was the first thing she could think of to compare it to – maybe it was a headless slug. It was translucent and black and about a foot long, but far too fat for her to have put a hand around it. It seemed to have two ways of moving, one by the familiar hunch-and-straighten method and the other by simply sticking to other maggots, which were exploding up over Elena's head like a hideous fountain. Elena looked up and wished she hadn't. There was a cobra waving over them, out of the root cel ar and into the kitchen. It was a cobra made of black translucent maggots stuck together, and every so often one would fal off and land among the group and there would be a cry. If Bonnie had been with them, she would have screamed until the wineglasses in the cupboards shattered, Elena thought wildly. Meredith was trying to attack the cobra with the stave and reach into her jeans pocket for Post-it Notes at the same time. â€Å"I'l get the notes,†Elena gasped, and wriggled her hand into Meredith's pocket. Her fingers closed on a smal sheaf of cards and she tugged it out triumphantly. Just then the first glistening fat maggot fel on her bare skin. She wanted to scream with pain as its little feet or teeth or suckers – whatever kept it attached to her – burned and stung. She pul ed a thin card from the sheaf, which was not a Post-it Note but the same amulet on a smal rather flimsy note card, and slapped it on the maggot-like thing. Nothing happened. Meredith was thrusting the stave into the middle of the cobra now. Elena saw another of the creatures fal almost onto her upturned face and managed to turn away so that it hit her col ar instead. She tried another card from the sheaf and when it just floated away – the maggots looked gooey but weren't – she gave a primal scream and ripped with both hands at the ugly things attached to her. They gave way, leaving her skin covered with red marks and her T-shirt torn at the shoulder. â€Å"The amulets aren't working,†she yel ed to Meredith. Meredith was actual y standing under the swaying, hooded head of the maggot-cobra, stabbing and stabbing as if to reach the center. Her voice was muffled. â€Å"Not enough amulets anyway! Too many of these grubs. You'd better run.† An instant later Stefan shouted, â€Å"Everybody get away from here! There's something solid in there!† â€Å"That's what I'm trying to get!†Meredith shouted back. Frantical y, Matt yel ed, â€Å"Where's Misao?† The last time Elena had seen her she had been diving into the writhing mass of segmented darkness. â€Å"Gone,†she shouted back. â€Å"Where's Mrs. Flowers?† â€Å"In the kitchen,†said a voice behind her. Elena glanced back and saw the old woman pul ing down herbs with both hands. â€Å"Okay,†Stefan shouted. â€Å"Everybody, take a few steps back. I'm going to hit it with Power. Do it – now!† His voice was like a whiplash. Everyone stepped back, even Meredith who had been probing the snake with her stave. Stefan curled his hand around nothingness, around air, and it turned to sparkling, swirling bright energy. He threw it point-blank into the cobra made of maggots. There was an explosion, and then suddenly it was raining maggots. Elena had her teeth locked so as to keep herself from screaming. The oval translucent bodies of the maggots broke open on the kitchen floor like overripe plums, or else bounced. When Elena dared look up again she saw a black stain on the ceiling. Beneath it, smiling, was Shinichi. Meredith, lightning quick, tried to put the stave through him. But Shinichi was faster, leaning out of her way, and out of the next thrust, and the next. â€Å"You humans,†he said. â€Å"Al the same. Al stupid. When Midnight final y comes you'l see how stupid you were.†He said â€Å"Midnight†as if he were saying â€Å"the Apocalypse.† â€Å"We were smart enough to discover that you weren't Stefan,†Matt said from behind Shinichi. Shinichi rol ed his eyes. â€Å"And to put me into a little room roofed with wood. You can't even remember that kitsune control al plants and trees? The wal s are al ful of malach grubs by now, you know. Thoroughly infested.†His eyes flickered – and he glanced backward, Elena saw, looking toward the open door of the root cel ar. Her terror soared, and at the same time Stefan shouted, â€Å"Get out of here! Out of the house! Go to somewhere safe!† Elena and Meredith stared at each other, paralyzed. They were on different teams, but they couldn't seem to let go of each other. Then Meredith snapped out of it and turned to the back of the kitchen to help Mrs. Flowers. Matt was already there, doing the same thing. And then Elena found herself swept off her feet and moving fast. Stefan had her and was running toward the front door. Distantly, she heard Shinichi shout, â€Å"Bring me back their bones!† One of the maggots that Elena batted out of the way burst its skin and Elena saw something crawling out. These real y were malach, she realized. Smal er editions of the one that had swal owed Matt's arm and left those long, deep scratches when he pul ed it out again. She noticed that one was stuck on Stefan's back. Reckless with fury, she grabbed it near one end and ripped it off, yanking relentlessly even though Stefan gasped in pain. When it came free she got a glimpse of what looked like dozens of smal children's teeth on the bottom side. She threw it against a wal as they reached the front door. There they almost col ided with Matt, Meredith, and Mrs. Flowers, coming through the den. Stefan wrenched the door open and when they al were through Meredith slammed it shut. A few malach – grubs and Still-wet flying ones – made it out with them. â€Å"Where's safe?†snapped Meredith. â€Å"I mean, real y safe, safe for a couple of days?†Neither she nor Matt had released their grip on Mrs. Flowers and from their speed Elena guessed that she must be almost as light as a straw figure. She kept saying, â€Å"My goodness! Oh, gracious!† â€Å"My house?†Matt suggested. â€Å"The block's bad, but it was okay the last time I saw it, and my mom's gone with Dr. Alpert.† â€Å"Okay, Matt's house – using the Master Keys. But let's do it from the storage room. I do not want to open this front door again, no matter what,†Elena said. When Stefan tried to pick her up she shook her head. â€Å"I'm fine. Run as fast as you can and smash any malach you see.† They made it to the storage room, but now a sound like vipvipvip – a sort of high-pitched buzzing that could only have been produced by the malach – was fol owing them. â€Å"What now?†Matt panted, helping Mrs. Flowers to sit on the bed. Stefan hesitated. â€Å"Is your house real y safe, do you think?† â€Å"Is anywhere safe? But it's empty, or it should be.† Meanwhile, Meredith drew Elena and Mrs. Flowers aside. To Elena's horror, Meredith was holding one of the smal er grubs, gripping it so that its underside was turned upward. â€Å"Oh, God – â€Å"Elena protested, but Meredith said, â€Å"They look a lot like a little kid's teeth, don't they?† Suddenly Mrs. Flowers became animated. â€Å"They do indeed! And you're saying that the femur we found in the thicket – â€Å" â€Å"Yes. It was certainly human but maybe not chewed by humans. Human children,†Meredith said. â€Å"And Shinichi yel ed to the malach to bring back our bones†¦Ã¢â‚¬ Elena said and swal owed. Then she looked at the grub again. â€Å"Meredith, get rid of that thing somehow! It's going to pop out as a flying malach.† Meredith looked around the storage room blankly. â€Å"Okay – just drop it and I'l step on it,†Elena said, holding her breath to hold in her nausea. Meredith dropped the fat, translucent, black thing, which exploded on impact. Elena stamped on it, but the malach inside didn't crush. Instead, when she lifted her foot, it tried to skitter under the bed. The stave cut it cleanly in two. â€Å"Guys,†Elena said sharply to Matt and Stefan, â€Å"we have to go now. Outside are a bunch of flying malach!† Matt turned toward her. â€Å"Like the one that – â€Å" â€Å"Smal er, but just like the one that attacked you, I think.† â€Å"Okay, here's what we figured out,†Stefan said in a way that immediately made Elena uneasy. â€Å"Somebody has to go to the Dark Dimension anyway to check on Bonnie. I guess I'm the only one to do that, since I'm a vampire. You couldn't get in – â€Å" â€Å"Yes, we could,†Meredith said. â€Å"With these keys, we could just say ‘Take us to Lady Ulma's house in the Dark Dimension.'Or ‘Take me to wherever Bonnie is.'Why shouldn't it work?† Elena said, â€Å"Okay. Meredith, Matt, and Mrs. Flowers can stay here and try to figure out what ‘Midnight'is. From the way Shinichi said it, it sounded bad. Meanwhile, Stefan and I go to the Dark Dimension and find Bonnie.† â€Å"No!†Stefan said. â€Å"I won't take you to that horrible place again.† Elena looked him straight in the eye. â€Å"You promised,†she said, indifferent to the other people in the room. â€Å"You promised. Never to go again on a quest without me. No matter how short the time, no matter what the cause. You promised.† Stefan looked at her desperately. Elena knew he wanted to keep her safe – but which world was truly safe now? Both were fil ed with horror and danger. â€Å"Anyway,†she said with a grim smile, â€Å"I have the key.†

Strategic Management and Strategic Competitiveness Essay - 12

Strategic Management and Strategic Competitiveness - Essay Example Through the years, the company’s evolution is a vivid example of corporate sustainability. Globalization allows the creation of links, both physical and virtual, among several locations in the world. Technology serves as a tool that facilitates the process of globalization. Union Pacific’s early years enjoyed significantly fewer technological processes in comparison to today’s technologically driven world. Furthermore, rapid globalization occurred in the 20th century and reached its peak in the current century. The company income as of December 2012 stood at $ 3.9 billion (Form 10-K, 2012). This is an all-time high during the several decades of existence. The company’s large revenue directly relates with the forces of globalization and technology advancement. Particularly, the interconnectivity of the firm through mobile communication and the internet facilitates the creation of a link between the US based railroad company with Canada and Mexico. The railroad currently serves in connecting the United States with these countries. The company employs an advanced Information Technology System that primarily controls all transportation operations through the establishment of a communication link. The fast establishment of communication between the company and the customers facilitate faster systems of service delivery. Moreover, the application of technology creates an efficient transportation control system. Globalization facilitates the exchange of goods among different areas of the world. Therefore, the area served by the railroad received larger volumes of produce from other areas in comparison to the period before globalizati on. The regions also export several products to other regions. Railroad transport through Union Pacific acts as a primary link during this operation. The age of globalization and technology serves in enhancing the importance of Union Pacific Corporation. The industrial organization approach views the firm’s external