Comparative

Though we are all equipped with the ability of loving someone, but the flow of love we let out is different from one to another. Besides, we can also clearly observe a world of different ways of love between couples, husbands and wives, or even mothers and children. For example, in the poem, â€Å"Leaving the Motel†, are two secret lovers sharing their love after an afternoon sexual encounter, while in † After Making Love We Hear Footsteps†, the presence of the couple's child perfect the family love. Thus, different poet will interpret the same topic distinctly.Reading through these two poems, the very first difference that I observe is the tone used in the poem. In â€Å"Leaving the Motel†, everything seems to go so fast, and the speaker keeps looking from here to there carefully and sprightly. Besides, the large uses of enjambment indicates that the actions shouldn't include any pauses and must be done all the way until everything is in the right position, such as the following lines quoted below, Check: is the second bed Unreeled, as agreed? Landlords have to think ahead In case of need, (lines 5-8)Beside the enjambments used in lines, find out that author ingeniously utilized the enjambment between paragraphs such as paragraph 5 to paragraph 6: We've paid. Still, should such things get lonely, An aspirin to preserve Our lilacs, the wayside flowers (lines 19-22) Leave in their vase And from above, it's dawn on me that though they eager to express the true feelings in their minds, they failed to do so. As the tone shift, the word â€Å"still† in line 19 and the truth that â€Å"A few more hours; / That's all† (lines 24-25) reveals nothing could actually last.This kind of erotic love contained not only worrying but also guilt, because the love can't be preserved as long as possible and can't be confirmed under the sun. This tone is much different with the other poem, â€Å"After Making Love We heard Footsteps†. At the beginning of the first stanza, For I can snore like a bullhorn or play loud music or sit up talking with any reasonably sober Irishman (lines 1-3) these lines portray a lighthearted tone. Later author put down the sweet sex of the couple, describing the sounds of the progress in lines 6 and 7, â€Å"but let there e that heavy breathing / or a stifled come-cry anywhere in the house†.In contrast with the brisk and short tone in â€Å"Leaving the Motel†, it is rather meticulous and enthusiastic. Likewise, the tones secretly shift as the third person shows up, the emergence of a little boy. At first, consider the image of boys insecurity in such a big house would be a bad interruption in a negative light, as the boy leaves a question, â€Å"Are you loving and snuggling? May join? † (line 16) But I am utterly wrong as the tone showing me the love the parents hold for their child.In second stanza, which I considered the most touching and convincing one, when spea ker said, â€Å"this one whom habit of memory propels to the ground of his making (line 22) and this blessing love gives again into our arms. † (line 24), they pick up the meaning of sex and it is through the progress that their child came to the family. Hence, the word â€Å"love† in line 24 carries two meanings. One is sex of love and the other is the child of love. Except the tone and internal form, we may also find details about the poems.

Computer Mediated Learning Education

For busy adults with conflicting schedules facing a multitude of family and work demands, who still wish to add to their academic credentials or vocational qualifications, computer mediated learning may seem like an ideal way for such adults to satisfy their educational needs. For an elementary school instructor, however, computer mediated learning lacks the supervisory, mentoring, and hands-on capacity that is usually deemed necessary for imparting basic skills. An â€Å"on-line, collaborative learning approach using the Internet offers solutions to many of the problems plaguing university education,† such as oversubscribed classes and the difficulty for university students to gain access to the required classes that they need to graduate on time. (Jones, 2004) At a higher education level, computer mediated learning allows for students to be enrolled in more sections on a year 'round basis in a university environment-but this is not an advantage enjoyed by elementary school students. At best, in terms of dealing with high enrollment, the computer-mediated classroom is an asset, not a supplement to face-to-face learning on the lower levels of education. Even advocates of distance or computer mediated learning on the university level have stressed that such an educational format works best when students are mature, preferably adult learners, â€Å"comfortable with independent learning and computers,† who have a clear intention of why they wish to obtain their degree. Jones, 2004) Such a description could not be more antithetical to elementary school children. Moreover â€Å"to be successful, the implementation of such a learning approach requires significant technical and educational skills and experience,† as well as motivation on the part of the learners. (Jones, 2004) Does this mean that computer based learning has no place in an elementary school curriculum? Not necessarily. Foreign language instruction that would not otherwise be available to elementary school children is possible through the use of computer based learning, as children can hear and interact with native speakers, and even communicate with classes their own age, across the world. (Perez, 1996) When teaching a foreign language, one teacher found that the new technology encouraged students to think critically, encouraged self-directed learning, and provided a library on-screen of different texts in the language the students was learning. But because the computer medium can allow for passivity on the part of the student, Lucia Perez stresses that a teacher must take an intensively constructivist or hands on approach, to motivate the students to be proactive in their learning, such as assigning independent research topics, rather than permitting students to ‘veg out' in front of a screen, as might be their custom at home when using the computer for pleasure. Likewise, when using computer based learning to teach, for example â€Å"the teaching dilemma was how to simultaneously motivate the students by applying mathematics learning to real life problems of concern to them, and help them to gain quickly the basic skills to do the necessary mathematics manipulations almost automatically,† and once this motivation was integrated into the computer based learning, the program appeared to work well. (Shaw, 1996) Thus, computer based learning can and must be more than simply an effort to transfer face to face classroom instructional practices into a different or virtual medium, for the learning does not take place face to face, but is primarily student-directed. Also, there is more responsibility upon the head of an average Elementary teacher to create assignments that motivate and engage student's imagination when making use of computer based learning for specific, targeted purposes, but when done so effectively, the rewards are great for both teachers and students.

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay Example for Free

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay There are numerous issues facing American veterans returning home from war, both past and present. They are taught how to transform themselves into different people who are better adept at performing under severe war-zone stressors. They are prepared physically and sometimes mentally for what they will be entering into on foreign territory but not often enough for the challenge of re-entering civilian life. Soldiers are falling through the cracks in our system upon returning home, shown through an increase in post-traumatic stress disorder (PTSD) and substance abuse among veterans. Two theories that I will be exploring in this paper are Conflict Theory and Phenomenology Theory. There is more conflict everyday over what our troops should be doing and why. Any doubt of following the path to become a soldier is critiqued as going against the protection of our country, yet once they come out the other end of this journey the supported soldier is gone and in its place is either the glorified hero or sympathized victim. The phenomena of PTSD can create confusion for everyone involved. There is rarely a great understanding of a soldier’s mind and how it interprets their experiences into reactions after war. These experiences have a real effect on their lives and how they care and handle themselves after war. The way society has constructed what a soldier should represent does not include asking for help and makes them appear weak when if they show vulnerability. This issue is important because even today with easier access to treatment, many veterans today won’t or can’t seek out help. To many it is easier to turn to substance abuse to self-medicate and erase confusion from past experiences. In the book Fields of Combat, stories are told of how soldiers are trained to kill and understand that to be a true soldier you must accept you own death. Author Erin Finley describes what it is like for soldiers who came home and developed PTSD, and puts their experiences into a social and cultural perspective. She paints a portrait of PTSD to reveal to readers that there is no comprehensive way to understand or experience it. â€Å"As an anthropologist, I find the web of tangled arguments over PTSD fascinating because these conflicts are in many ways about the nature of war-related suffering itself† (Finley, 2011). She describes how to understand PTSD, we must listen to the experience and concerns of the veterans before we can begin to help them. The Conflict Theory can be applied to many aspects of a veteran’s life, the individual, their families, communities, and organizations around them. These troops return home without knowing how to integrate back into society. The families who should be overjoyed about the safe return of one of their members are displaced without having proper resources to help their loved ones mental health. They are not given the same stress and trauma training the soldiers is given, nor do they know of the experiences causing change in the soldier. There is not often enough knowledge available to the family of what it will be like for the family to have a soldier return home and can be caught off guard by what the soldier will experience upon return. Communities are affected by having one of their members experiencing side effects of war form attempting to re-enter the work force to social events and even the death of such troops of veterans. There is much debate about how war is handled in t he United States. It is generally agreed upon that protection of American citizens is of importance, but from there on out there is little agreement among groups. When thinking about this debate I cannot help but recall driving up to an intersection in my hometown and seeing picketers on either side of the street. Pro-war protesters held signs on one hand that said â€Å"FREEDOM IS NOT FREE† while anti-war protesters fought back with signs that reminded drivers of the ever-growing death toll of soldiers and civilians. Each side questioning the motives behind the other, from wasting America’s resources to question one’s loyalty to America. While these groups have different interests about sending our troops off to war, they should be able to come together when the troops return in order to offer services to help return to a life as normal as possible. From a Marxist view, veterans can be seen as an exploitation of the government by using the troops to their advantage and profit. While the troops are deployed the government basically owns them, but when they return they must often fend for their own mental and physical well-being. Capitalism has created a class division in this case. The bourgeoisie of our government sit back passively and brush off the symptoms of PTSD as a common experience expected after war. The most common symptoms of PTSD for veterans are thoughts of suicide, domestic violence, substance abuse and panic attacks. These symptoms would cause concern from anyone else but they are brushed under the rug for veterans because it is simply assumed that war experiences will have these kid of severe affects on those exposed. To critique the theory that a small elite group is responsible for deploying troops, we must acknowledge that many groups with similar interests come together to enable war to take place. Propaganda is imposed among society from interest groups on either side of the fence on war. Troops do not simply decide to pack up and head overseas to kill people, nor are they currently forced into deployment; it is their choice to enlist. The people in higher government position who can declare war do not just wake up in that position, they are elected there by the people of this country knowing, for the most part, what views they stand behind. This theory is consistent with social works ethics because it represents the working class and wants to bring consciousness to those who hold power and how we can reduce conflict, ignorance, and inequality. In the book, David Grossman tells readers how soldiers killing patterns have changed over time. During previous wars years ago soldiers were more reluctant to kill and fired their weapons more as a warning instead of a kill shot. The Army has since taken steps to increase the percentage of shorts fired to be directed at the actually enemy. Since it was shown to have be easier to get soldiers to kill from a distance instead of up close, machines were provided to allow for distance physically and mentally. The soldiers are basically be dehumanized to be better weapons to the government. He refers to this as Acquired Violence Immune Deficiency, where people have such a fear of what they are experience that their brain reverts to classical and operant condition, which the government has replaced by weakening the part of the soldier that does not want to kill and inserting the actions they prefer. This action represents yet another way that higher ups are using soldiers as their own material resource, in context to the Conflict Theory. The exploitive subordination of soldiers allows the government to profit by actually influencing how the soldiers think. The government understands that changing the social behavior of a soldier will lead to more power over them and their actions. This theory would show clear winners being the government who benefits from soldiers subordination and the soldiers who suffer. In contrast, you cannot presume that every action the ruling government takes over soldiers is for their benefit alone. The actions, while not always moral, are taken to protect the entire country. Treatment is provided for returning soldiers, even if it is not know or easily accessible to all. The emphasis is not solely social control but consensus and conformity. To go to war is a decision made by different group, not only elites, and a general agreement must be reached before actions are taken with soldiers or deployment. Soldiers are not forced into employment; they conform to the position because their attitudes, beliefs and behaviors are similar to those around them in the Army. In the article by David Zucchino, it tells about a soldier who opened fire from his home without warning because he felt he was under attack. This event took place after he received inadequate treatment for PTSD after being diagnosed at â€Å"high risk† for the disease. He was sent to a prison that did not offer him any further treatment for PTSD since they were not affiliated with the military. He is one of the many veterans that has not being given proper treatment after being diagnosed to be at rick for PTSD and ending up in civilian prison where they cannot access further help. He is now left in prison where his symptoms and condition will only worsen. From the Phenomenology standpoint we would look at expectations of his experience to understand and describe this phenomena. Looking at what appears to be instead of reality, his subjective experiences show emotions he is not fully aware of. His actions, like those of other veterans, stem directly from past and present sensory experiences and cannot defined the same way for each person. The appearance of returning veterans is seen as this joyous moment where they step off a plane in to the loving arms of family and are then forgotten about by most of the culture. Families and communities are left to deal with the veteran’s actions without knowing the driving forces behind their appearance of their actions. The government sees what it wants to see and transfers that to the public. We are shown this ideal soldier who is deployed to protect us and comes home a hero, which our consciousness retained as a singular memory of a soldier. That is what society wants to believe about war because our consciousness does not want to identify killing, death, and destruction with our freedom or it would not be as easy to ship off members of our own community to their impending death. Once they return they are given a pat on the back for a job well done and turned over with the intention of re-entering a community as a normal member once again. We define the content of our consciousness as making this place, America, better by using an object, the soldier, to do so. â€Å"Central Prison has done a good job of treating Eisenhauer’s physical wounds† (Zucchino, 2012). We treat what we can see, but leave what we do not understand unattended. In this theory we can only see one side of the situation at a time, and we are stuck on this glorified soldier but cannot combine with him the vulnerability and confusion he returns home with. In critique to this theory, there are things outside of our memory and consciousness that do exist. Just because we cannot fully grasp what is happening to these veterans does not mean that it is not happening. They are sent essentially sent to another world to deal with hardships and are thrown back into reality without being reprogrammed. There are not always theoretical structures that will allow us to understand the phenomena of what the veterans will go through. References Carter, A. C., Capone , C., & Eaton Short, E. (2011). Co-occurring posttraumatic stress disorder and alcohol use disorders in veteran populations. Journal of Dual Diagnosis, 7(4), 285-299. Finley, E. P. (2011). Fields of combat: Understanding PTSD among veterans of Iraq and Afghanistan. Ithaca: Cornell University Press. Grossman, D. (2009). On killing: The psychological cost of learning to kill in war and society. New York: Back Bay Books. Levinson, N. (2012). What really happened to america’s soldier, The Nation. Retrieved November 20, 2012 from http://www.thenation.com/article/168652/what-has-really-happened-americas-soldiers# Litz, B., & Orsillo, S. M. (2010). Iraq war clinician guide . (pp. 21-32). Department of Veteran Affairs. Retrieved December 1, 2012 from http://www.ptsd.va.gov/professional/manuals/manual-pdf/iwcg/iraq_clinician_guide_ch_3.pdf Stecker, T. (2011). 5 Survivors: Personal stories of healing from PTSD and traumatic events. Center City: Hazelden Foundation. Zucchino, D. (2012, June 24). Accused soldier is a prisoner to ptsd; believing he was under attack by insurgents, he started firing from his home. Los Angeles Times. Retrieved on December 1, 2012 from http://search.proquest.com.ezproxy.uvm.edu/docview/1021854523/13AE8FF837D23A623BE/7?accountid=14679 An Investigation Into the Mental Health and Substance Abuse Among Veterans. (2017, Feb 13). We have essays on the following topics that may be of interest to you

Discuss at least two theories which hold that a mental state is Essay

Discuss at least two theories which hold that a mental state is nothing more than some sort of physical state - Essay Example There are two important movements that provide an answer to these questions, i.e. behaviorism and identity theory. It is in my contention that despite the enigma of the human mind, behaviorism and the identity theory, both attempt to offer a rational explanation for the nature and identity of mental phenomena. Behaviorism Behaviorism is generally regarded as the view that reduces mental states to the physical states of the body, specifically to that of the body’s behaviors. Thus, â€Å"behaviorists have argued that mental states and processes are really nothing more than behavior or dispositions† (Heil, 1993, p.174). A behavior is understood here as an external physical movement of the body, and thus includes verbal behavior, but excludes brain activities. Moreover, behavior is either actual or dispositional. Accordingly, all mental states are believed to be behavioral dispositions, which may or may not be actualized. As such, even if there is no actual behavior that co rresponds to a mental expression, the claim of behaviorism holds because it necessarily has a corresponding behavioral disposition. So to have a mental state is thus to behave or to be disposed to behave in a certain way. For instance, to be in pain is to exhibit behaviors such as crying, wincing, saying â€Å"ouch,† etc. ... Expressions containing mental terms such as â€Å"I desire to finish school†, â€Å"I am in pain†, and â€Å"I believe that it is going to rain,† are accordingly, logically equivalent to, or reducible to some expressions containing only behavioral terms such as â€Å"I will attend my classes regularly,† â€Å"I am inclined to cry,† and â€Å"I will bring my umbrella when I get out of the house.† In short, in this view, mental terms are defined in terms of behaviors. It is this notion of behaviorism that will be of concern to us. Logical behaviorism is often attributed to the view of the mind that Gilbert Ryle (1965) advanced as an alternative to Cartesian dualism, which he refers to as the ghost-in-the machine doctrine. Ryle argues that this doctrine commits a fallacy called the category mistake, i.e. when one wrongly takes something as belonging to a certain category that it does not belong to. The famous example given by Ryle is when someon e understands the word â€Å"university† as referring to a particular entity in the very same way that the words â€Å"buildings†, â€Å"members of the faculty†, â€Å"students†, and the like, refer to particular entities. In the same way, so argues Ryle, Descartes mistakes the word â€Å"mind† as belonging to the same category as the word â€Å"body†, and hence believes that the word â€Å"mind† refers to an entity of some kind in the same way that the word â€Å"body† does. Though â€Å"mind† and â€Å"body† refer to different kinds of entities, the fact that they do refer to entities puts them in the same category. Logical behaviorism, as noted above, is the view that mental states are nothing but behaviors. This view lends itself to two

Organizational Culture in Daimler-Chrysler Essay

Organizational Culture in Daimler-Chrysler - Essay Example The company that is the subject of this research is Daimler-Chrysler as one of the biggest automakers in the world. The aim of the company is to maintain the level of service and product quality and develop strategies to improve their product/services. Today, Daimler-Chrysler is affected by different factors of the environment which have a great influence upon it. Most companies find it no simple matter to formulate and implement socially responsible actions and programs. To operate without major disruptions, a company must at all times be in compliance with legal requirements international, state, and local. It must develop, establish, implement, and police a code of ethical and moral conduct for all members of its organization. Healthy organizational culture is one of the crucial elements which help Daimler-Chrysler to compete on the global scale and sustain its strong position in the automotive market. Maintenance of high standards is a key factor which influences company’s performance. The purpose of maintenance of high standards is to attempt to maximize the performance of service by ensuring that it performs regularly and efficiently. There are numerous quality circles within Daimler-Chrysler and their work is monitored and co-coordinated by the company management, who is responsible for estab ­lishing overall objectives and monitoring the progress towards the achievement of these objectives. In Daimler-Chrysler, the main functions of management are to plan, organize, coordinate and control all activities within the organization. Attention to HR helps Daimler-Chrysler improve the efficiency and productivity. Manage ­ment skills are transferable, and managers successfully apply their knowl ­edge and skill in a wide variety of organizations. In Daimler-Chrysler, managers have the responsibility in the organization and also held accountable for the work of others as well as their own. Their role is to coordinate and control other members of staf f accordingly with organizational objectives.

Managerial Applications of Technology (Virtual Workforce) 3 Assignment

Managerial Applications of Technology (Virtual Workforce) 3 - Assignment Example Remote workers need to have proper communication with their colleagues, the managers, and other teams or team members in the organization. Technology also provides support to organize through availing IT services and appliances which makes remote workers more effective. There are a number of advantages of using virtual employees. One advantage is that it reduces the amount of physical space that an organization allocated to its employees. Virtual employees have flexibility which enables such organizations to have flexibility to some extent (Tedesco, 2013). For instance, a virtual employee would not be affected, by any physical disturbance in the organization’s premises. The other thing is that virtual employees can be more productive because of less commuting time. The disadvantage of virtual employees is that they have minimal interactions with their colleagues thus it can be hard for them to work together. It is also hard for an organization to motivate virtual and protect them from distractions. Given that the usage of virtual employees has both advantages and disadvantages it is good to come up with strategies to maximize the advantages and minimize the disadvantages. An organization can do that by improving their communication with the virtual workers to make sure that they feel like a part of the organization. For things like motivation and distraction an organization can organize seminars where they can advise the virtual employees on how to best manage time and avoid distractions. To maximize on their output an organization can set goals for them to meet in certain duration (Amigoni & Gurvis,

Management and Society Assignment Example | Topics and Well Written Essays - 750 words

Management and Society - Assignment Example However, I would like to offer some clarification and deliberations over the issues that need to be addressed, before the problem is curtailed permanently (Blackman 119-123). Further, I would like to differ with the accounts given, regarding the causes of the massive death and the reduction of the world’s bee population. First, I would like to acknowledge that the recent bee population reduction of 2012 is critical, and its impacts will be felt in the present as well as the future. The areas where I would like to differ with your recommendations of addressing the problem include that I would like to point out that pesticides are not used by fruit farmers only, but also vegetable farmers among others, who are similarly affected by the problem at hand (Harding 229-232). Secondly, I would like to point out that the elimination of pesticide use will result in major economic and environmental impacts in the short as well as in the long term. These impacts include that the productio n of fruits will reduce acutely, which will reduce the economic health of the farmers as well as the economy in general. Besides this, the immediate banning of pesticide use will affect the potential of the agricultural sector, which is likely to cause a food supply imbalance in the future. The solutions to this problem, from my point of view, include that your institution, my company and the farmers can channel resources and research towards the exploration of the problem, in an in-depth manner. Through the in-depth exploration of the problem, the combined forces will expose the specific causes of the colony collapse disorder. I have full confidence in the fact that the problem of pesticides may be a contributor to the problem, but it is not the only cause of the colony collapse disorder. For example, scientists have noted that the problem could be traced to the effects of a virus infection in the bee world, which could be the cause of the massive reduction. Considering these alter native causes of the problem – it is important to note that through the implementation of the strategy you directed my company about – which is requiring all fruit farmers to stop the use of pesticides, may not stop the reduction of the bee population. This is mainly because pesticides may not be the main contributor to the bee population-reduction crisis (Blackman 119-123). Alternatively, the research to be administered through the cooperative efforts of your institution, my company and the farmers can also explore the specific effects of pesticide use and the reduction in bee populations (Harding 229-232). Through the study, the study teams will draw inferences on the alternative ways of reducing the impacts of pesticide-use on the current crisis. Further, this study could incorporate other farmers and groups using pesticides, and not fruit farmers alone, because the other group may be the main contributor to the pesticide release problem. Through the different outlo oks, the study will offer inferences on the best channels of exploring the possibility that the problem is caused by the use of pesticides. Further, in the case that the studies show that a relationship exists between pesticide use and the reduction in bee populations, we could petition the manufacturers of the pesticides, particularly neonicotinoids. By

Artist and manager Essay Example | Topics and Well Written Essays - 2000 words

Artist and manager - Essay Example A year later, he worked in partnership with rapper B.o.B on Nothin’ on You and core-wrote Travis McCoy’s Billionaire. These two debut hit songs were Top Ten hits. Bruno turned this impetus in his favor launching a solo profession with his debut album, Doo-Wops & Hooligans. I met Bruno Mars by booking a hotel room where the he was staying (Bruno Mars 1). Being a musician tremendous, it is virtually felony that people are permitted to ply music for a living. But like felony, music does not normally pay. To get the gigs that pay, and keep getting them, musicians require to exude a high level of professionalism that is frequently a lot less alluring than the sexy life of a celebrity. Bruno Mars follows directions well Since most musicians make a living playing music for other people, they have to excel at what those individuals want. Whether the artist is hired to play a wedding, be studio musician, they have to excel at taking directions. More often than not, those directi ons are defectively communicated by individuals that do not understand music, but an expert musician understands how to translate any sort of instruction rapidly, without getting frustrated, and make the patron satisfied and happy. Bruno Mars is well organized In a nutshell, a professional musician keeps a calendar and learns how to tell time. There is nothing more annoying that tardiness. Furthermore, an artist possibly needs to keep track of huge quantity of material. Many sidemen play in manifold bands and have to learn unique music by song-composers than hire them, and cover for concerts. Bruno Mars has good communication skills When handling with individuals that do not understand anything about music and not much about the trade, an artist should be capable to lead most of the conversation. Offers recommendations, draw up contracts, and understand how to say what they want without coming off as impatient or greedy (Allen 13-21) SWOT analysis for music industry The beginning of just about every marketing strategy is history begins with what is understood s a SWOT Analysis. Even if I don’t always do it properly, a SWOT analysis is the best way to deal with Bruno Mars’ current status in a market and what the next steps must be. Having one in handle will assist me to establish what the steps of my client’s marketing plan must be and how best to approach the 2-3 months of marketing for Mars’ brand. SWOT analyses are separated into two classifications: internal and external. The strengths and weakness of Bruno Mars brand are things the band can regulate and the chances and threats are things that are outside my control. It is essential to acknowledge this fact when attempting to decide which steps to take moving forward. As Bruno Mar’s manager I like to utilize the SWOT analysis to take a hard look at a band’s present status. The analysis does not to have to be long, but I want to understand that real strengths, weakne sses, opportunities, and threats the musician has. This specific SWOT analysis is done based on Bruno Mars’ new album release (Macy 23-45). Strengths Twitter following: 17, 374, 406 YouTube view count of 100, 000 views each video release for the last 2 months Local press has positively covered the artist in the past Weaknesses The artist has not tour sponsors Not sufficient money to pay for national publicity campaign Live performances have not been set up in a touring route. This makes

Physical Educations Assignment (Strength and flexibility programme)

Physical Educations (Strength and flexibility programme) - Assignment Example Stronger muscles boots ones posture, which relaxes the body organs including neck, shoulder, hips and abdominal muscles (The Training Station, 2013). Flexibility training program reduces ones exposure to risk of injury and improves the body’s physical performance. Continued stretching promotes supply of blood to all the muscle tissues, delivery of essential nutrients to the blood stream, increase of joint synovial fluid, transportation of nutrients in the joints is promoted by the lubricating fluid (Canfitpro). Entire flexibility training of the body leads to reduced soring of muscles, improved physical performance. Exercises as yoga helps relax mind and body stress (Skinny). It was ensured there was no state of inactivity during the exercise period; overload was proofed to arouse adaptation, when high level of fitness where achieved intensity was further used to promote

Professional Issues - Child Protection Essay Example | Topics and Well Written Essays - 3500 words

Professional Issues - Child Protection - Essay Example In the task of looking after the children who are being abused the child protection workers have to face many problems. Child welfare work is difficult and Child protection social workers have to face lots of challenges in relation to the management of violence done to the children. These child protection professionals have to face the threatening of the parents and they also have to challenge the underlying assumption that working with parents is always possible. Many of the workers have to face the threats of not only the parents but also of the supporting agencies. Decision making is the main thing which is the essence of child protection. Rebecca Aviel in his article Restoring Equipoise to Child Welfare says that an error in decision making from the part of a social worker will lead him/her to answer the questions raised by the federal court. (Aviel, 2010). Despite the area of consultation a social worker has to make decision about child safety. In a monthly article titled Ã¢â‚¬Ë œCPS Supervision: What does the present suggest for the Future?’ it appeared that despite the area of consultation a social worker has to make decision about child safety. For this they need assistance for sorting out the problems of maltreating families. When the workers do not get any assistance they make it anyway which may not be a proper one. Many young people are coming into this field without any proper education or training. They cannot be considered as professionals and they are prone to make wrong decisions which may affect the child in a bad way. In such a condition of lack of professionals the supporting agencies do not even think of keeping supervisors. The agencies also support an ineffective means of treatment of the social workers. They often try to compensate and support the ineffective supervisors and they ignore the work of the supervisors. (Liddle, et al, 1988). Child workers work in close association with the families to monitor child’s safety and well being. They have to assess the on going service needs of the children and also of the foster parents. They also have to ensure the safety of the child and look for â€Å"stable living arrangements that promote the well being of the children† (Child Welfare Caseworker Visits with Children and Parents: Innovations in State Policy, 2006). Formerly being a social worker, Robert Tapsfield, Chief Executive, Fostering Network says that it is a challenge for a social worker to make the decisions and make it right. It should be identified that the protection of the children who face child abuse is not the sole responsibility of the social worker. The responsibility is to be shared among the directors, managers, supporters, lead members and the counselors. One of the main difficulties faced by the social workers is to find out or identify the families in which the child is abused. They family may try to hide matters from the social worker who go to interview the child. Robert Taps field says that it may need officials or professionally skilled persons to undertake this task. (Milton, 2011). Social workers are to be well trained to do this task of finding facts from the family in which a child is abused or suffering. They also find it difficult to work with aggressive and violent parents who may not disclose the secrets in front of a stranger. They may indulge in violent means to prevent this. â€Å"

Feminist Perspective in Sociology Essay Example for Free

Feminist Perspective in Sociology Essay â€Å"If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place. † — Margaret Mead I. Prologue At present, it is quite difficult to imagine how there was a time when women were not afforded the same rights and opportunities as men. Some of these rights and opportunities include the right and opportunity to pursue a college diploma and a career, and the right to vote. At present, it is quite revolting to think how women were tagged and branded to remain at home and pursue the best interests of her family members, but not hers. It is quite difficult to imagine, but the truth of the matter is that there was such a time that all these unimaginable things and revolting things were happening, when women were to take the backseat to the men and when they were not regarded as equals. The goal of the first wave feminism was to correct all these notions and to try to achieve a position for the women when they do not take the backseat to the men, but stay beside the men as their equals. Slowly, this was achieved. Hence, women were then are given the right and opportunity to pursue a college diploma and a career, and the right to vote, among all others. All of these things are remarkable achievements and should in and by themselves, be commended. However, it cannot be denied once again, that the struggle of women does not end with the first wave feminism, after all its not apt to call it the first wave if there is no second wave. The second wave devolved around the problems that the achievements of the first wave put to fore. The sum of all these goals is ultimately for society treat woman not just as an object but as a subject — who has her own thoughts and who can speak through her own mind and with her own voice (Delmar, 2005, p. 32). The ultimate goal was to liberate woman from her reification. Thus, MacKinnon remarked: I say, give women equal power in social life. Let what we say matter, then we will discourse on questions of morality. Take your foot off our necks, then we will hear in what tongue women speak. So long as sex equality is limited by â€Å"sex difference† whether you like it or don’t like it, whether you value it or seek to negate it, whether you stake it out as a grounds for feminism or occupy it as the terrain of misogyny, women will be born, degraded and die. We would still settle for that equal protection of the laws under which one would be born, live and die, in a country where protection is not a dirty word and equality is not a special privilege (1987, p. 45). The issues and problems created by the first wave as manifested in the second wave led Bell Hooks to assert that [a]ll women are oppressed, and being oppressed means the absence of choices. The goal of this Paper then is to try to explain in a simplified but not in a simplistic manner what Bell Hooks meant when she cited the above-mentioned assertion through an exposition of some the writings during the second wave feminism. The Paper shall be divided into four parts. The first part is the Prologue, where these paragraphs fall under, which shall discuss in general the background and the goal of the Paper. The second part shall discuss in general what Bell Hooks asserted through the reference materials. The third part shall discuss in specific detail how all women are oppressed, once again through the reading materials. The fourth part is the epilogue, which shall present the conclusion and personal thoughts of the writer of this Paper. II. The New Face of Oppression Oppression presupposes two parties, one is the oppressor and the other is the object of the oppression, or oppressee, so to speak. During the first wave it is quite apparent that the oppressor is the patriarchal and machismo characteristic of society, or men in short, and the object of the oppression are women. In the second wave, one wonders how Hooks made this assertion given the fact that the men and women dichotomy and oppression were no longer as manifest. The answer is simple, while the first wave may have achieved equal rights and opportunities for women and men, there is still oppression. It is only that the faces of the oppressor and the oppressee have changed. With the second wave, other women became the oppressors. According to most critics, this was an inevitable consequence of setting equality with males as the primary goal of feminism (Jhappan, 1996, p. 25). Jhappan expounds: [i]n reality, the positions of power and privileges enjoyed by white men have only been made possible by racism and sexism, they require hierarchy, skewed power relations, inequality and the subjugation of the majority (white women and people of colour). It seems to me that white women’s â€Å"equality† with white men would only be possible of the race hierarchy were kept substantially intact since the privileges that white men enjoy depend upon a racially satisfied social system (p. 25). Simply, this means that with the goal of equality with men, women aimed for an equally oppressing position, where they are now the oppressors. While men were no longer tagged as the oppressors of all women, within the circle of women rose other oppressors in the face of fellow women who are of a different color. This is what Angela P. Harrris discusses in her article, in relation to what Catharine MacKinnon discusses in hers. Generally, the idea of the latter is that there is a universal concept of a woman so to speak. This universal concept of a woman is what was oppressed by society through male domination and supremacy before. For MacKinnon, there is just one experience, culture, heritage, needs for all women, thus, their needs are all alike. As most feminists then were white women, most of what was pushed for were for the needs of the white women. This is also known as the notion of a monolithic women experience (Harris, 2002, p. 384). Through this gender essentialism and worse, racial essentialism was likewise furthered (Harris, 2002, p. 384). Thus according to Harris, they reduce the lives of people who experience multiple forms of oppression to additional problems: â€Å"racism + sexism = straight black woman’s experience† or â€Å"racism + sexism + homophobia = black lesbian experience. † Thus, in an essentialist world, black women’s experience is always forcibly fragmented before being subjected to analysis, as those who are â€Å"only interested in race† and those who are â€Å"only interested in gender† take their separate slices of our lives (p. 384). An example for Harris is what MacKinnon does when she reduces Black women to just worse forms of white women, and not as a separate and diverse woman apart from the white woman, but not an aggravation. MacKinnon imparts: [b]lack is not merely a color of skin pigmentation, but a heritage, an experience, a cultural and personal identity, the meaning of which becomes specifically†¦ and glorious and/or ordinary under specific social conditions. It is as much socially created as, and at least in the American context no less specifically meaningful or defective than any linguistic, tribal, or religious ethnicity, all of whom are conventionally recognized by capitalization. While women on paper, were liberated from their reification, what happened really was that white women were liberated from reification. White women were no longer considered as objects —they became subjects. Black women, though they were women but because they were black, were not similarly liberated. This is because [w]hite feminists have exposed male essentialism only to replace it with another essentialism based on the notion of an essential woman. However, as it turns out, this generic â€Å"woman† is not only white, but middle class, and also able-bodied†¦Over the last couple of decades people of color have highlighted the silences of racists Eurocentric history and discourses which render all â€Å"others† invisible (Jhappan, 1996, p. 22). By virtue of the monolithic experience of women, women who did not fit the mold of the monolithic experience were oppressed in the sense that they were left with no choice. The choice was already made for them by the systems that were built in place respecting such monolithic experience. They were left with no choices as their needs were not addressed. The needs that were addressed were the needs of those who fit the monolithic experience of women. III. The Specific Instances of Oppression The specific instances of oppression that are discussed in the reference materials are enumerated below. a. Oppression in Relation to the Family Through the idea of the family wage, women were oppressed with the fact that they were made dependent on the wage of their husbands. They were made dependent with the notion that â€Å"a working man should earn enough to support his family† (Gavigan, 1996, p. 237), and consequently, the place of the woman or the wife is at home (Gavigan, 1996, p. 237). As the husband already earns enough to support the family, there is no more need for the woman to earn and augment the budget for the family. Thus, she is tasked by society to stay at home and address the needs of her family members. Such admittedly, does not require professional and personal growth. Thus, while the members of the family pursue different goals in their lives, the woman is stuck at home looking after the family members, sending them off to reach their dreams, while she stays in her place. In addition, if and when a woman earns, she is given minimum wage. The notion of minimum wage was put in place to accommodate individuals who were single and who did not have dependents to support (Gavigan, 1996, p. 238). In this wise, women were oppressed with the fact that when they earn, what they earn is not even enough to provide for their dependents, if any. b. Oppression under the Law Under the law, heterosexual relationships are afforded more advantages and privileges, in terms of â€Å"tax benefits, standing to recover damages for certain torts committed against spouses, and rights to succession and insurance benefits† (Gavigan, 1996, p. 263). The same are not afforded to homosexual relationships; thus women are oppressed. Oppression of women under the law is manifested explicitly in Welfare Law. When women seek assistance under the welfare law, especially the solo parents, they have a hard time obtaining the assistance that the law provides because of the very stiff and stringent definition of â€Å"spouse† under the laws such as the Family Law Act, RSO 1990 and Canada Pension Plan Act : â€Å"spouse† means either of a man and a woman who (a) are married to each other or (b) have together entered into, a marriage that is voidable or void, in good faith on the part of the person asserting a right under the Act x x x â€Å"spouses† means a spouse as defined in subsection 1 (1), and in addition includes either of a man and woman who are not married to each other and have cohabited (a) continuously or (b) in relationship of some permanence, if they are natural or adoptive parents if a child x x x â€Å"spouses: in relation to a contributor means’ (i) if there is no person described in subparagraph (ii), a person who is married to the contributor at the relevant time or (ii) a person of the opposite sex who is cohabiting with the contributor in a conjugal relationship at the relevant time, having so cohabited with the contributor for a continuous period of at least one year (Gavigan, 1996, p. 266) When solo parents seek social welfare assistance, there were always resort to the courts in order to determine whether or not a particular relationship was sufficiently conjugal to warrant the characteristic as spousal and consequently to warrant the benefits provided by the social services (Gavigan, 1996, p. 266). Also, the definition of the term â€Å"spouse† was too technical such that even in heterosexual relationships, there were always doubt as to whether a relationship is sufficiently conjugal to warrant the benefits granted by social services (Gavigan, 1996, p. 267). An example of the ill-effect of this law is the requirement that the spouse who should support the spouse (wife) and the children, must not live in a certain proximity; otherwise the latter cannot receive the benefits under the Welfare Law (Gavigan, 1996, p. 269). c. Oppression by Virtue of Race or Color This form was already discussed in part two. However, in addition Jhappan tells us that for colored women, race rather gender has been the primary source of oppression. †¦while white feminists have theorized the male breadwinner dependent-female, post-Industrial Revolution family form of the West as a source of women’s oppression, different family forms persist in other culture even among those living in the diasporas, For many women of colour, in fact, state actions such as iimmigration and labour policies that have separated and distorted families have oppressed them more than gender relations (p. 23). d. Oppression of Oneself by Oneself Women also admit that in and by themselves, they are oppressed. As there are women who are of different cultures, there are certain aspects of their identity that is rejected by another aspect, but which they ultimately have to deal with. For instance a woman who has both black and Caucasian heritage, the black heritage forsakes slavery while the Caucasian heritage promoted the same. There may be instances in the life of such person when decisions have to be made favoring one aspect over the other, and in such instance, the woman is the oppressor of her own self as she is left with no choice but to decide in such manner, although contrary to an aspect of her identity. IV. Epilogue Delmar has pointed out that the problem of oppression within the circle of feminism is rooted on the fact that the very definition of feminism is monolithic and abstracted. The very definition of feminism forgets or averts from the reality that there exists a multiple consciousness of women. With the realization that a multiple consciousness of women exists, then there may be the realization that there are various facets of oppression. Consequently, solutions may be afforded to these various facets in order to abolish, if not minimize the same. This is why at the beginning of this Paper a quote from Margaret Mead was stated. â€Å"If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place. † With the realization that women are rich in culture, in contrasting values, then we can realize that there is a whole gamut of potentialities. With such variety, a less arbitrary social fabric may be established, and through such less arbitrary social fabric, each and every individual may find his or her own place without necessarily fitting into a monolithic mold. References Delmar, Rosalind. (2005). What is Feminism? Feminist Theory: A reader, 27-36. New York: McGraw-Hill. Gavigan, Shelley. (1996). Familial Ideology the Limits of Difference. Women and Canadian Public Policy, 225-78. Toronto: Harcourt Brace. Harris, Angela. (2002). Race and Essentialism in Legal Theory. Women, Law and Social Change, 4th ed. , 383-92. Concord, ON: Captus Press. Jhappan, Raddha. (1996). Post-Modern Race and Gender Essentialism or a Post-Mortem of Scholarship. Studies in Political Economy 51:15-58. MacKinnon, Catharine. (1987). Difference and Dominance: On Sex Discrimination. Feminism Unmodified: Discourses on Life and Law, 32-45, 240-45. Cambridge, MA: Harvard University Press.

How World War One presented in poetry by Wilfred Owen and Siegfried Sassoon Essay Example for Free

How World War One presented in poetry by Wilfred Owen and Siegfried Sassoon Essay A comparison of the ways in which World War One is presented by Wilfred Owen and Siegfried Sassoon in their poetry with close reference to Dulce et Decorum est and Anthem for Doomed Youth by Owen and The General and Base Details by Sassoon. * * * The First World War marked a significant turning point in poetic tradition and history by the revolutionary styles and ideas expressed by the poets. Wilfred Owen and Siegfried Sassoon are probably two of the most well known war poets and their poetry was instrumental in this change. Prior to 1914, much poetry was written about wars such as the Crimean War in 1854-56 (The Charge of The Light Brigade by Tennyson who says, Honour the Light Brigade, Noble six hundred.) but the great majority of the poets had not experienced war first-hand. Thus, they reinforced the poetic tradition of glorifying war and death. Both Siegfried Sassoon and Wilfred Owen, who both fought through most of the First World War, use their poetry in the hope that they can give a more realistic impression of war than the pre-twentieth century poetry. Both Owen and Sassoon present World War One as unheroic, in direct contrast to pre-twentieth war poetry such as The Destruction of Sennacherib by Byron. At the very beginning of Dulce et Decorum est Owen describes the soldiers as Bent double, like old beggars under sacks. That image is the complete opposite of what we would consider to be a heroic and romantic figure, an attribute that was always given to soldiers in pre-twentieth century poetry. Owen goes on to describe the soldiers as knock-kneed and coughing like hags. Neither of these images can be associated with the glorified, smartly dressed soldier that would be fixed in almost all of the minds of women and children back home. The comparison of the soldiers to hags is not a pleasant one as hags are often scruffy and dirty. The mention of the coughing portrays the many illnesses that soldiers suffered from in the trenches. Although both of them present war as unheroic, they do so in very different ways. The style of Owens poetry which is much longer and contains more description than that of Sassoons, allows him to expand on the simple description of the horrors of war that he experienced. In Dulce et Decorum est, he describes in graphic and horrific detail the death of a man who was not able to fit his helmet in time during a gas attack. He uses words such as floundring guttering, choking, drowning. The word floundring gives the impression of the helplessness of the man.The onomatopoeic effect of these words gives an image that adds relaism to the horror of war. This makes it more realistic and moreover, more chilling to read. Owen goes on, in the final stanza of this poem to describe the dead man in greater detail. His varied use of language allows him to create shocking imagery which means that the reader can visualise the man. Owen uses phrases such as: watch the white eyes writhing in his face and the blood/Come gargling from the froth-corrupted lungs The first of these phrases is particularly chilling as it makes the reader think of snakes writhing in his face. This gives the impression of a crazed person, driven insane by what he has seen and what he had suffered before dying. The alliteration of the w is also effective as it emphasises the phrase. Owen wants to present the reality of the First World War and in slowing the reader down, he makes them think about what he is actually describing and change the way in which it was brushed over before World War One. The second phrase is also shocking and the use of the onomatopoeic word gargling makes it all the more visual and makes the reader feel more chilling. This image of a man choking on his own blood because of gas is very unheroic and it is this that Owen wants to portray the unheroic nature of war however brave the soldiers may be. This is in comparison to many pre-twentieth century war poems where they emphasise the heroic nature of war such as in a speech in Henry V where Henry says that the man who survives the battle will remember with advantages what feats he did that day, emphasising the heroic nature of war. Owens second poem, Anthem for Doomed Youth also presents World War One as unheroic and unromantic. The very first line of his poem epitomises Owens feeling about the young men sent off to war. What passing bells for those who die as cattle? The use of the word cattle immediately robs all glory from the idea of war as a whole. The simile compares how cattle are slaughtered for meat to soldiers dying for their country. This is a very unheroic comparison and is effective in what it is trying to portray. On the other hand, in the two poems by Sassoon that I have chosen to discuss, Sassoon does not present World War One as unheroic. His poems, which are short and concise, deal more with the unfairness of war and protest against the generals and commanding officers. However, in The General, Sassoon briefly presents the soldiers in an unheroic way, telling us that Harry and Jack slogged up to Arras, instead of the quick, efficient marching of the soldiers that had been frequently portrayed prior to the First World War such as is described in The Charge Of The Light Brigade where Tennyson conveys the riders riding quckly by the phrase, Half a league, half a league, half a league onward. The rhythm of these lines show the quick pace of the soldiers. Sassoons poetry presents the unfairness and inequality between the front-line privates and the generals who sat in comfort behind lines. Sassoon attacks the establishment of the country and the tone of his two poems is very sardonic, making fun of the generals in quite a light-hearted way but with a pointed message to his poetry. In The General Sassoon presents The General as incompetent and responsible for the deaths many men. Now the soldiers he smiled at are most of em dead, And were cursing his staff for incompetent swine. The very last line of the poems refers to Harry and Jack who are named in the poem. This makes the generals attitude and incompetence more poignant and personal to the reader. But he did for them both by his plan of attack. This short last line is to the point and cuts right to the quick. Sassoon does not play with words like Owen but presents World War One is his poetry in the most succinct way. The majority of his poems are no longer than three short stanzas whereas Owens can be eight verses long. However, Sassoons message is just as worthy as Owens is. Base Details is probably Sassoons best poem for attacking the generals as using harsh humour it describes them sitting in luxury hotels while men are starving on the front-line with rationed food. He presents the generals of the First World War as scarlet and fat. Although the poem is short, he describes the generals so effectively that we have an image of the generals in our head which does not conform to what we might expect, or certainly not what was generally thought of generals before the war. The title of the poem can be read on different levels the first being the simple meaning of the word as in headquarters, or on another level, the meanings of in short or unworthy. This emphasises their unworthiness of the elevated positions that they hold. Sassoons first line seems to sum up all that he is trying to say: If I were fierce, and bald, and short of breath, This one line immediately gives us a humorous image of a general which is almost like those we see in cartoons today of blustering, half drunk generals sitting in offices wheezing with a pipe in hand. In Base Details Sassoon continues his theme of their unworthiness by describing the generals table manners which according to him, are disgusting. He presents them as guzzling and gulping. These onomatopoeic words give the effect of pigs eating at a trough, especially guzzling. It also conveys them stuffing their faces when the soldiers on the front-line are risking their lives day after day with little to eat. We associate these words with animal behaviour and this is indeed what Sassoon is trying to present. He also presents the generals as naà ¯Ã‚ ¿Ã‚ ½ve and frivolous, spending the war in the best hotels and when their presence was required after a battle they brushed off the importance of war calling it a scrap. Sassoons bitterness is also displayed when the general says I used to know his father well. This emphasises his bitterness effectively towards the upper classes and old boy network, angry that whether you survive the war depends on class and connections. This bitterness is integral to many of his poems and is also evident, in a less direct way, in The General. Both Owen and Sassoon present the loss of youth in their poems. In Dulce et Decorum est, Owen is bitter towards those who tell children a word which emphasises their youth the old Lie Dulce et decorum est pro patria mori or in English, It is sweet and honourable to die for ones country. The use of the Latin here emphasises the traditional nature of war and the patriotism that the Latin evokes in men. The idea of the loss of youth is more evident in Owens second poem, Anthem For Doomed Youth, where the very title shows all that Owen thinks about sending boys off to war. He himself was only twenty-two when he joined the army and thus would have known about how terrible it was. The words of the title, Anthem For Doomed Youth has the theme of a funeral and says how not only youth itself is doomed but youth as an idea. Owen also mentions, in the second stanza, the words boys and girls which stresses once again the youth of the soldiers and perhaps of their nurses or their girlfriends. Only Base Details mentions the loss of youth in Sassoons poems saying near the end that youth is stone dead. Taken out of the context of the poem, this phrase is disturbing the loss of a whole generation of men and also the loss of innocence of those who survived. In context, the phrase becomes even more disturbing, that more of the fat, drunk generals of sixty, have survived the war, while boys of seventeen have died. The whole line reads: And when the war is done and youth stone dead The casual nature of this line is shocking and represents how Sassoon pictures the generals view of the loss of millions of boys. A whole generation has been lost or affected so badly by the war and the majors would toddle safely home to bed where they could die. The word toddle is very visual and humourously conveys the generals waddling back to England as they are so fat. It also shows their child-like nature and their frivolity. The bitterness that Sassoon feels is clearly evident in this poem. In contrast, The General mentions nothing of the idea of youth but concentrates more on the inept nature of The General. These poems are very different to the nature of those by Rupert Brooke, a young soldier who was killed at the beginning of the war and had experienced little fighting. The first stanza of his poem Peace he describes how wonderful it is that he is alive at this time and he can fight for his country Now God be thanked Who has matched us with his hour He also describes going to war as swimmers into cleanness leaping, very different to the dirty and horrific conditions that Owen describes. Owen and Sassoon differ very greatly in the structure of their poems Owen tends to write longer, more detailed poetry whereas Sassoon writes short and succinct poems. Anthem for Doomed Youth is a sonnet which is traditional style of poetry but the themes that Owen deals with are very modern, contrasting with the style that he has chosen to use. However, the rhyme scheme of a sonnet does not always remain true to its traditional form such as in the last stanza of Anthem for Doomed Youth where it is e.f.f.e.g.g. The rhyme scheme of Sassoons poetry is very simple and direct, which reflects the nature of his poems. He generally uses alternate rhyme, except the last lines where he uses a rhyming couplet such as in Base Details dead and bed. In The General the last three lines have the same rhyme Jack, pack and attack. The rhyming couplet gives emphasis to the end of the poem. Sassoons poetry is short, pithy and succinct, conveying one or several points in maybe two or three short stanzas such as The General, which is only seven lines long compared to Owens poetry which is usually longer. The style of Sassoon is more colloquial, using soldiers slang such as Hes a cheery old card, grunted Harry to Jack. and tends to be more vitriolic such as And speed glum heroes up the line to death. Conversely, Owen uses descriptive and elaborate words that convey the atmosphere and images that the poems evoke, such as his unforgettable and shocking description of the dead man in the third stanza of Dulce et Decorum est. Wilfred Owen and Siegfried Sassoon present different aspects of World War One Owen, the conditions and horrific deaths of the ordinary soldiers in contrast to Sassoons pointed and bitter attack against the majors. They do this in very different ways and despite Sassoons influence on Owen, their styles are extremely contrasting but no less effective. Their poetry helped mark a radical change in the way war poetry was written and it is their presentation of their themes that effected this shift.

Assembler Directives of 8086 Microprocessor

Assembler Directives of 8086 Microprocessor INTRODUCTION: Assembly languages are low-level languages for programming computers, microprocessors, microcontrollers, and other IC. They implement a symbolic representation of the numeric machine Codes and other constants needed to program a particular CPU architecture. This representation is usually defined by the hardware manufacturer, and is based on abbreviations that help the programmer to remember individual instructions, registers. An assembler directive is a statement to give direction to the assembler to perform task of the assembly process. It control the organization if the program and provide necessary information to the assembler to understand the assembly language programs to generate necessary machine codes. They indicate how an operand or a section of the program is to be processed by the assembler. An assembler supports directives to define data, to organise segments to control procedure, to define macros. It consists of two types of statements: instructions and directives. The instructions are translated to the machine code by the assembler whereas directives are not translated to the machine codes. Assembler Directives of the 8086 Microprocessor (a) The DB directive (b) The DW directive (c) The DD directive (d) The STRUCT (or STRUC) and ENDS directives (counted as one) (e)The EQU Directive (f)The COMMENT directive (g)ASSUME (h) EXTERN (i) GLOBAL (j) SEGMENT (k)OFFSET (l) PROC (m)GROUP (n) INCLUDE Data declaration directives: 1. DB The DB directive is used to declare a BYTE -2-BYTE variable A BYTE is made up of 8 bits. Declaration examples: Byte1 DB 10h Byte2 DB 255 ; 0FFh, the max. possible for a BYTE CRLF DB 0Dh, 0Ah, 24h ;Carriage Return, terminator BYTE 2. DW The DW directive is used to declare a WORD type variable A WORD occupies 16 bits or (2 BYTE). Declaration examples: Word DW 1234h Word2 DW 65535; 0FFFFh, (the max. possible for a WORD) 3. DD The DD directive is used to declare a DWORD A DWORD double word is made up of 32 bits =2 Words or 4 BYTE. Declaration examples: Dword1 DW 12345678h Dword2 DW 4294967295 ;0FFFFFFFFh. 4. STRUCT and ENDS directives to define a structure template for grouping data items. (1) The STRUCT directive tells the assembler that a user defined uninitialized data structure follows. The uninitialized data structure consists of a combination of the three supported data types. DB, DW, and DD. The labels serve as zero-based offsets into the structure. The first elements offset for any structure is 0. A structure element is referenced with the base + operator before the elements name. A Structure ends by using the ENDS directive meaning END of Structure. Syntax: STRUCT Structure_element_name element_data_type? . . . . . . . . . ENDS (OR) STRUC Structure_element_name element_data_type? . . . . . . . . . ENDS DECLARATION: STRUCT Byte1 DB? Byte2 DB? Word1 DW? Word2 DW? Dword1DW? Dword2 DW? ENDS Use OF STRUCT: The STRUCT directive enables us to change the order of items in the structure when, we reform a file header and shuffle the data. Shuffle the data items in the file header and reformat the sequence of data declaration in the STRUCT and off you go. No change in the code we write that processes the file header is necessary unless you inserted an extra data element. (5) The EQU Directive The EQU directive is used to give name to some value or symbol. Each time the assembler finds the given names in the program, it will replace the name with the value or a symbol. The value can be in the range 0 through 65535 and it can be another Equate declared anywhere above or below. The following operators can also be used to declare an Equate: THIS BYTE THIS WORD THIS DWORD A variable declared with a DB, DW, or DD directive has an address and has space reserved at that address for it in the .COM file. But an Equate does not have an address or space reserved for it in the .COM file. Example: A Byte EQU THIS BYTE DB 10 A_ word EQU THIS WORD DW 1000 A_ dword EQU THIS DWORD DD 4294967295 Buffer Size EQU 1024 Buffer DB 1024 DUP (0) Buffed_ ptr EQU $ ; actually points to the next byte after the; 1024th byte in buffer. (6) Extern: It is used to tell the assembler that the name or label following the directive are I some other assembly module. For example: if you call a procedure which is in program module assembled at a different time from that which contains the CALL instructions ,you must tell the assembler that the procedure is external the assembler will put information in the object code file so that the linker can connect the two module together. Example: PROCEDURE -HERE SEGMENT EXTERN SMART-DIVIDE: FAR ; found in the segment; PROCEDURES-HERE PROCEDURES-HERE ENDS (7) GLOBAL: The GLOBAL directive can be used in place of PUBLIC directive .for a name defined in the current assembly module; the GLOBAL directive is used to make the symbol available to the other modules. Example: GLOBAL DIVISOR: WORD tells the assembler that DIVISOR is a variable of type of word which is in another assembly module or EXTERN. (8) SEGMENT: It is used to indicate the start of a logical segment. It is the name given to the the segment. Example: the code segment is used to indicate to the assembler the start of logical segment. (9) PROC: (PROCEDURE) It is used to identify the start of a procedure. It follows a name we give the procedure. After the procedure the term NEAR and FAR is used to specify the procedure Example: SMART-DIVIDE PROC FAR identifies the start of procedure named SMART-DIVIDE and tells the assembler that the procedure is far. (10) NAME: It is used to give a specific name to each assembly module when program consists of several modules. Example: PC-BOARD used to name an assembly module which contains the instructions for controlling a printed circuit board. (11) INCLUDE: It is used to tell the assembler to insert a block of source code from the named file into the current source module. This shortens the source module. An alternative is use of editor block command to cop the file into the current source module. (12) OFFSET: It is an operator which tells the assembler to determine the offset or displacement of a named data item from the start of the segment which contains it. It is used to load the offset of a variable into a register so that variable can be accessed with one of the addressed modes. Example: when the assembler read MOV BX.OFFSET PRICES, it will determine the offset of the prices. (13) GROUP: It can be used to tell the assembler to group the logical segments named after the directive into one logical group. This allows the contents of all he segments to be accessed from the same group. Example: SMALL-SYSTEM GROUP CODE, DATA, STACK-SEG.

Comparing the Outsiders and West Side Story :: Comparison Compare Contrast Essays

The Outsiders and West Side Story    I read the book The Outsiders and watched the movie the West Side Story, they had many similarities but they also had their differences. I enjoyed both the book and the movie they were very well written. I will tell compare and contrast the book and the movie.    In the book The Outsiders the people joined the gang for protection from the Socs who liked to jump them like in the West Side Story the people join for there protection against the other gang from kicking them out but they also join to protect their place to live. They both are in Gangs for protection but unlike The Outsiders where the gangs are divided by social class, the gangs in the West Side Story are divided by race.    In the book The Outsiders the people didn't fight each other that much they stayed together for protection while the other guys attacked them while on the movie the West Side Story both the gangs attack each other. Like in the book the parents of the kids that are in the gang are either dead, drunks, or they don't care about the kid.    In the book The Outsiders they got to together and negotiated terms for rumbles, they did the same thing in the movie West Side Story. Like pony boy in The Outsiders, Tony in West Side Story realizes that fighting isn't worth it and that it got you no were. They both reacted differently though when they found it out, Tony goes and tries to stop the rumble while Ponyboy goes and fights in the rumble and still plays along while he's trying to tell others about it. In the book Randy and Cherry don't like the rumble so they decide not to go but Tony goes a step further and tries to stop the rumble.    The jets in the movie are like the Socs in the book, that they both have power. The Socs power is their money, the jets power is the cop who is racist and being the native inhabitants. In the book you see the greasers getting pumped for the rumble just as you see the jets and the sharks getting pumped in the movie.

Akira Kurosawas The Seven Samurai and John Sturges The Magnificent Se

Akira Kurosawa's The Seven Samurai and John Sturges' The Magnificent Seven The 1954 movie The Seven Samurai, directed by Akira Kurosawa, and its 1960 remake The Magnificent Seven, directed by John Sturges have many similarities; for example, the plot of both movies entails farmers hiring mercenaries to help fend off bandits that annually pillage their farms. The two movies also have differences like the characterization of the bandits in The Magnificent Seven as opposed to The Seven Samurai. One of the main similarities between the Seven Samurai and Magnificent Seven is the plot. In both movies bandits annually pillage a small village and the farmers are left with barely enough food to survive. In the Magnificent Seven Calvera and his men actually stop in the town and talk to the farmers, however, in Seven Samurai the bandits ride by and are overheard by a farmer about coming back when the barley is ripe. The farmers then have a meeting and decide to hire mercenaries, in Seven Samurai the farmers use rice and in Magnificent Seven the farmers offer $20. In both movies the farmers are turned down many times before they find the first mercenary, and how they find the first mercenary is similar in the sense of the courage they show. In the Seven Samurai the main character Kanbei disguises himself as a monk and saves a child taken hostage. Magnificent Seven shows the main character Chris and his new found partner Vin in a violent confrontation with thugs who are trying...

A Letter to College Freshmen Students :: essays research papers

As a new freshman entering this Community College, you will be discovering and experiencing many new things about the world in which you live and yourself. The jump from high school to college can be a very scary but exciting experience. I have some valuable advice for you on how to make this transition smoother and an enjoyable experience rather than a scary and lonely one. My number one piece of advice is for you to enter this experience with an open mind. If you come into this new situation with a good outlook and a positive attitude, your experience will be a lot more rewarding. Now that you are on your own and have very limited restrictions, it can be easy to slip into bad habits that could get you into trouble. Here you do not have a parent to tell you when to go to bed, or when to study, or not to go out, or not to party, or to remind you to go to class. It is all up to you and your self-control. You must have great self-discipline and a motivated attitude in order to succeed. You have to want to be here and make the best of your experience. This one being your first year in college, you may have trouble concentrating while you study. Some techniques that can help your concentration are being selective, relaxing, and over learning. Being selective means to make choices about what is most important to learn. When you are studying, you should be able to know what may or may not be on the test, your notes for the week can be helpful. In addition, pay attention to charts, tables, and illustrations that you think may appear on the test. Relaxing is a good technique to use because when you are relaxed you are able to absorb more information. One way to relax is to use a breathing technique (inhale, count from one to ten, and exhale, and count from one to ten, and so on). Over learning can help you fight mental vagueness. When you are struggling in a class, it is best for you to learn more than you need to know about the subject. You can use these techniques every time you are studying or when you cannot concentrate. A Letter to College Freshmen Students :: essays research papers As a new freshman entering this Community College, you will be discovering and experiencing many new things about the world in which you live and yourself. The jump from high school to college can be a very scary but exciting experience. I have some valuable advice for you on how to make this transition smoother and an enjoyable experience rather than a scary and lonely one. My number one piece of advice is for you to enter this experience with an open mind. If you come into this new situation with a good outlook and a positive attitude, your experience will be a lot more rewarding. Now that you are on your own and have very limited restrictions, it can be easy to slip into bad habits that could get you into trouble. Here you do not have a parent to tell you when to go to bed, or when to study, or not to go out, or not to party, or to remind you to go to class. It is all up to you and your self-control. You must have great self-discipline and a motivated attitude in order to succeed. You have to want to be here and make the best of your experience. This one being your first year in college, you may have trouble concentrating while you study. Some techniques that can help your concentration are being selective, relaxing, and over learning. Being selective means to make choices about what is most important to learn. When you are studying, you should be able to know what may or may not be on the test, your notes for the week can be helpful. In addition, pay attention to charts, tables, and illustrations that you think may appear on the test. Relaxing is a good technique to use because when you are relaxed you are able to absorb more information. One way to relax is to use a breathing technique (inhale, count from one to ten, and exhale, and count from one to ten, and so on). Over learning can help you fight mental vagueness. When you are struggling in a class, it is best for you to learn more than you need to know about the subject. You can use these techniques every time you are studying or when you cannot concentrate.

The Secret of Ella and Micha Chapter 3

Ella â€Å"I take it that's Micha?† Lila wanders around my kitchen as she tightens a loose ribbon on the waist of her floral dress. â€Å"He's even cuter than in the picture.† â€Å"Yep, that would be Micha.† I kick a box across the stained linoleum floor and flip the light on. It looks the same; seventies themed colors, wicker chairs around the glass table, and yellow and brown countertops. â€Å"So just your dad lives here?† Lila circles the small kitchen and her gaze lingers on the countertop next to the kitchen sink where empty bottles are lining the wall. â€Å"Yeah. My older brother moved out as soon as he graduated.† I adjust the handle of my bag and head for the stairway. The house smells like rotten food and smoke. In the living room, the aged plaid sofa is vacant, and the ash tray on the coffee table is spilling over with cigarette butts. The television is on so I shut it off. â€Å"So where's your dad?† Lila wonders as we climb up the stairs. â€Å"I'm not sure,† I avoid the truth, because he's probably at the bar. â€Å"Okay, where's your mom?† she probes. â€Å"You never told me where she lives.† Lila doesn't know much about me and it's how I want it. Leaving her in the dark, about my mom, my brother – everyone in this aspect of my life – has allowed me to transform into someone who doesn't have to deal with my problems. â€Å"My dad works nights,† I make up a story. â€Å"And my mom moved out quite a while ago. She lives up on Cherry hill.† She leans forward to study a portrait of my mother displayed on the wall; the same auburn hair, pale skin, and green eyes as me. Her smile was just as fake as mine, too. â€Å"Is this your mom?† She asks and I nod. â€Å"She looks just like you.† My chest tightens and I quickly trot to the top of the stairway. At the end of the hall, the bathroom door is wide open. The corner of the porcelain tub and the stain on the tile floor is in my line of vision. My heart constricts tighter as the memories flood me. I'm suffocating with panic. â€Å"Baby girl,† she said. â€Å"I'm going to go take a nap, just for a little while. I'll be back in just a bit.† My knees tremble as I shut the door. My chest opens up and oxygen flows through my lungs again. â€Å"So where does your brother live?† Lila peers inside my brother's room full of drums, guitar picks, CDs, and records. There's a bunch of band posters taped to the wall and a guitar up on a mount. â€Å"I think in Chicago.† â€Å"You think?† I shrug. â€Å"We don't have the best relationship. She nods, like she understands. â€Å"So is he in a band?† â€Å"I'm not sure if he's still in one now. I'm guessing since his stuff's here, probably not,† I say. â€Å"He only played because he was friends with Micha and he's in a band. Or was. I have no idea what he does anymore.† â€Å"Ella, did you lose touch with everyone in your life?† Lila accuses, tucking the pillow under her arm. Her scrutiny makes me uncomfortable. Avoiding confrontation, I turn on my bedroom light and shudder at the sight. It's like a museum of my past. Sheets of my artwork are tacked to the walls, trimmed with a black skeleton border Micha put up when we were twelve to make my room more â€Å"manly.† A collection of guitar picks line the far dresser and there is a pile of my boots in the corner. My bed is made with the same purple comforter and there's a plate with a half-eaten cookie on it, which is growing mold. I toss the cookie into the trash. Hasn't my dad been in here since I left? Lila picks up a guitar and plops down on the bed. â€Å"I didn't know you played.† She positions the guitar on her lap and strums the strings. â€Å"I always wanted to learn how to play, but my mom would never let me take lessons. You should teach me.† â€Å"I don't play.† I drop my bag on the floor. â€Å"That's Micha's guitar. His initials are on the back.† She turns it over and looks at the initials. â€Å"So the hot guy from next door is also a musician. God, I'm about to swoon.† â€Å"No swooning over anyone in this neighborhood,† I advise. â€Å"And since when are you into musicians? I have never, until today, heard you say anything about liking guys who can play the guitar.† â€Å"Since they look like him.† She points over her shoulder toward Micha's house, which is visible through the window of my room. â€Å"That boy is dripping with sexiness.† Jealousy growls in my chest and I mentally whisper for it to shut up. I pick up a photo of my mom and me at the zoo when I was six. We're happy, smiling, and the sun is bright against our squinting eyes. It rips at my heart and I let the photo fall back onto the desk. â€Å"There's a trundle under the bed that you can sleep on if you want.† â€Å"Sounds good.† She slides the guitar off her lap and goes over to the window, drawing the curtain back. â€Å"Maybe we should go to the party. It looks kind of fun.† I gather my hair away from my eyes before dragging the trundle out from under the bed. â€Å"No offense, Lila, but I don't think you can handle one of Micha's parties. Things can get a little bit crazy.† She narrows her eyes at me, insulted. â€Å"I can handle parties. It's you that never wanted to go to any of them. And the one's that I did talk you into going to, you just stood in the corner, drinking water and sulking.† I flop down on the bed with my arms and legs slack over the edges. â€Å"That party is nothing like a college frat party. They're the kind of parties you wake up from the next day on a park bench with no shoes on and a tattoo on your back, with no recollection of what happened the night before.† â€Å"Oh my God, is that how you got that tattoo on your back – the one you refuse to tell me what it means.† She lies on the bed next to me and we stare at the Chevelle poster on my ceiling. â€Å"It means infinite.† I tug the hem of my tank top down, hiding the tattoo on my lower back, and drape my arm over my forehead. â€Å"And I don't refuse to talk about it. I just can't remember how I got it.† She gives me a sad, puppy dog face and bats her eyelashes. â€Å"Pretty please, with a cherry on top. This might be my only chance to go to a party like this. The ones at my old neighborhood consist of limos, fancy dresses and tuxes, and a lot of champagne.† When I don't respond, she adds, â€Å"You owe me.† â€Å"How do you figure?† â€Å"For giving you a ride here.† â€Å"Please don't make me go down there,† I plead, clasping my hands together. â€Å"Please.† She rolls onto her stomach and props up on her elbows. â€Å"He's an old boyfriend, isn't he? You were lying. I knew it. No one can draw a picture like that of someone they've never loved.† â€Å"Micha and I have never dated.† I insist with a heavy sigh. â€Å"If you really want to go see what these parties are all about, I'll take you down there, but I'm not hanging around for more than five minutes.† I give in because deep down I'm curious to check up on the world I left behind. She claps her hands animatedly and squeals, looking out the window one last time. â€Å"Holy crap. Someone's standing on the roof.† They say curiosity killed the cat. â€Å"Come on, party girl. Let's get this over with.† *** About fifteen years ago, this town used to be a decent place to live. Then the factory that supplied jobs to almost the entire town shut down. People were laid off and slowly it began to dwindle into the bottomless pit that it is now. The houses across the street are painted in graffiti and I'm pretty sure my next door neighbor makes moonshine in his garage, or at least he did before I left. Inside Micha's house, there are people loitering in the entryway. I push my way through them and into the kitchen, which is crammed with even more people. On the table is a kegger and enough bottles of alcohol to open a liquor store. The atmosphere is overflowing with the scent of sweat and there are a few girls dancing on the kitchen counters. People are making out in the corners of the living room where the sofas are shoved to the side, so the band can flare on their instruments, screaming lyrics of pain and misunderstanding at the top of their lungs. I'm surprised Micha isn't up there playing. â€Å"Holy crap. This is†¦Ã¢â‚¬  Lila's blue eyes are round as she gawks at the people jumping up and down in the living room, shaking their bodies and thrashing their heads. â€Å"Like a mosh pit,† I finish for her, shoving a short girl with bleached hair out of my way. â€Å"Hey,† the girl whines as her drink spills down the front of her leather dress. â€Å"You did that on purpose.† For a split second, I forget who I am and turn around to blast her with a death glare. But then I remember that I'm the calm and rational Ella; one that doesn't get into fights and beat other girls up. â€Å"What, preppy girl?† She pats her chest, ready to throw down. â€Å"You think you scare me.† Lila bites her thumbnail. â€Å"We're sorry. She didn't mean to.† Chants fill the living room and the chaos is giving me a headache. â€Å"Sorry,† I strain an apology and squeeze between her and the wall. She snickers at me and her friends join in with her laughter as they sashay to the back door. It takes everything I have not to turn around and tackle her to the floor. Lila makes a beeline for the bar set up on the counter, dumps a drop of vodka into a cup, and mixes it with a splash of orange juice. â€Å"Okay, that was intense. I thought she was going to kick your ass.† â€Å"Welcome to Star Grove.† I shout over the music. â€Å"The Land of the Intense and Poverty-stricken, where the adolescents roam free without sober parental supervision and try to start fights wherever they can.† She laughs, takes a gulp of her drink, and her face pinches at the bitterness. â€Å"Try – † She starts, then coughs. She pounds her hand against her chest. â€Å"Are you going to make it?† I ask. Lila has never been a big drinker. She nods and clears her throat. â€Å"I was going to say try growing up where you have to get permission to wear a certain style of shoes.† I give her a mystified look and she adds, â€Å"If it wasn't up to my mother's stylish fashion standards I wasn't allowed to wear it.† I edge out of the way of a guy with blotchy skin and a beanie covering his head, who doesn't seem to mind that he knocks his shoulder into mine. â€Å"I'm sure it wasn't that bad growing up where you did. I mean, at least there was some control.† â€Å"Yeah, there was,† she says uneasily and her eyes quickly scan the room. â€Å"I can't believe there's a live band. It's like being at an outside concert.† â€Å"What? They don't have live bands in California?† I joke with a small smile as I pour myself a cup of water. â€Å"One's that take place outside?† She stirs her drink with a straw. â€Å"Not these kinds of bands. Think much more mellow, with a stage and seats to watch.† â€Å"Sounds like fun to me.† I oblige a smile and glance at my watch. â€Å"Are you about ready to go?† â€Å"Are you joking?† Sucking the drink out of the straw, she hops on the counter and crosses her legs. â€Å"We just got here. Why would we want to go? In fact, we should go dance.† My eyes find the living room, where a guy with dreads smashes his head against the glass plate of a cabinet in the corner and everyone cheers. â€Å"You can if you want, but I'm good.† I gulp my water. â€Å"I like all my bones intact.† Leaning against the counter, I scan through the crowd, curious to see where Micha is. I don't know why I'm so curious, but I am. Occasionally he would bail on his own parties, either to hook up or just get some quiet. I found him a couple of times hiding out on a lawn chair. Each time, he would pull me onto his lap and we would stare up at the night sky, talking about an unreachable future. I spot him in the corner, sitting on the couch with his arm draped around some blonde girl with boobs popping out of her dress. His hair hangs in his eyes and he's nibbling at his lip ring, driving the girl crazy I'm sure. They're just talking, but the girl keeps flipping her hair off her shoulder and her hand is on his chest. It's hard to tell if Micha's enjoying her company or not. He was always difficult to read when it came to girls because he never really looked interested in any of them, but sometimes he would end up with them for the night. I asked him about it once and he said it was all fun, but that he was just killing time until I gave into my inner desire to be with him. I tackled him to the ground for it and it made him laugh. â€Å"Why do you have that look on your face? Like you're undressing someone with your eyes?† Lila asks, following my gaze. â€Å"Oh, is that – â€Å" My eyes dart from Micha. â€Å"I wasn't looking at anyone, just the madness in the living room.† â€Å"Yeah, right,† she says, elevating her eyebrows. â€Å"You totally want him. I can see it on your face.† â€Å"Well, I'll be damned if it isn't the infamous Ella May!† Ethan Gregory grins from the other side of the counter, just behind Lila. He stumbles around the corner, nearly clipping his head on the low ceiling. Before I can respond, he has me trapped in an awkward hug with his long arms that are tracked with tattoos. His grey shirt smells like an ash tray and his breath like beer. He pulls back, ruffling his black hair with his fingers. â€Å"Does Micha know you're here in his house?† I lie breezily, very aware of where Micha is and what he's doing. â€Å"I'm pretty sure he saw me walk in.† â€Å"I doubt that. He's been looking for you for the past eight months.† He glances over his shoulder and nods at Lila, then tips in toward me. â€Å"You know he's been a wreck ever since you took off. You really fucked up his head, Ella.† â€Å"That's such a lie,† I tell him. Ethan and I have never really gotten along very well, which is why the hug confused me so much. We both had the same blunt attitude and butted heads a lot. The only reason we were friends at all was because of Micha. Although, there was one time we did bond for a split second, but we never talk about it. â€Å"Micha doesn't fall apart over anyone. I know him better than that.† His face is flushed and his brown eyes are bloodshot. â€Å"I guess you don't know him as well as you think then, because he's been a wreck. In fact, all he's done for the last few months is search for you.† â€Å"Which explains the party,† I retort. â€Å"I'm guessing that classifies as that.† â€Å"First one in five months,† he says. â€Å"And I think he only did it because he found out where you were and needed a distraction.† â€Å"I know him better than you do, Ethan, and he doesn't fall apart over girls,† I say, but cringe at the fact that I might not know him anymore. A lot can happen in eight months. â€Å"Hey, Lila, we should go. It's getting late.† She glances at her diamond encrusted Rolex and rolls her eyes. â€Å"It's like nine thirty.† â€Å"You're leaving already?† He waves his hand in the air. â€Å"That's nonsense talk right there. You haven't even seen Micha yet and he's gonna be super pissed if he misses seeing you, especially since you ran away from him in the driveway.† â€Å"Actually, I think we're going to hang out for a little while longer,† Lila presses with unrelenting eyes. She mouths, he's hot. Then she fastens her hands together. Please, Ella. Pretty please. Ethan isn't Lila's type. He's got baggage almost as heavy as mine. I start to protest when Micha's deep voice floats over my shoulder and tickles my skin like feathers. Without being able to help it, I let out a soft moan. â€Å"Yeah, pretty girl, stay a little longer.† He's so close that the heat of his body kisses my skin and my insides tremor. His fingers comb through my hair as he whispers, â€Å"You smell so good. God I've missed your smell.† â€Å"I have to get up really early in the morning.† I clear my throat and Lila's eyebrows furrow. â€Å"I need to go home and get some sleep.† He places his hand on the counter, so the crook of his arm is touching my hip. â€Å"You can keep trying to avoid me,† he breathes in my ear, taking a nip at my earlobe. â€Å"But sooner or later you're going to have to talk to me.† His breath reeks of beer and his clothes of smoke. Refusing to crack at the sound of his sexy voice, I turn and face him. â€Å"I don't have time to get drunk and act like a moron.† He's even more gorgeous under the light and more irresistible, even though his eyes are glossed over. â€Å"It's your fault I'm drunk – you drive me crazy.† He descends his voice to a soft purr, the same voice he's used on me many times to get what he wants – the voice that makes me feel alive inside. â€Å"Baby, come on. Please. We need to talk.† He leans in to kiss me. The suddenness throws me off balance and I trip over my own feet. â€Å"Micha, stop it.† I gently push him back and he staggers into the edge of the counter. â€Å"You're drunk. And I'm going home.† â€Å"She's acting weird†¦ like she's way too calm,† Ethan remarks, with a wave of his finger. â€Å"And she's dressed funny, like that girl we use to go to school with. What's her name?† He snaps his fingers. â€Å"Stacy†¦. Stacy†¦Ã¢â‚¬  â€Å"Harris,† I say exhausted. â€Å"And I look like a girl that went away to college and grew up.† Lila slants forward. â€Å"Ella's been this way since I've known her, but I'm really curious what she used to look like with the way everyone keeps talking about her because I can't picture her any other way besides this.† Micha and Ethan trade drunken looks and then howl with laughter. The room quiets down a little as people glance in our direction. â€Å"What's so funny?† Lila frowns and looks to me for help. â€Å"I'm so lost.† â€Å"Nothing. They just think they're funny.† I dodge around Micha, but he seizes my elbow and hauls me back against his chest. â€Å"Hey relax, baby.† He kisses my forehead and gives me his innocent face. â€Å"Please don't go. I just got you back.† Before I took off, the boundaries of our friendship were starting to blur. I thought time would fix this, but it seems like we're back to where we started. As much as I would love to melt into him, it just can't happen. I can't open up like that and lose control. I need control. â€Å"No one's got me back. I'm just here for summer break and only because I didn't have money to rent an apartment,† I say and his expression falls. â€Å"The Ella you knew is gone. She died on that bridge eight months ago.† He blinks, as shocked as I am. His lips part then he clasps them shut, struck speechless. â€Å"I didn't mean that,† I say quickly. â€Å"I'm sorry, Micha. I just can't deal with this.† â€Å"Don't be sorry for being real,† he says, rubbing his forehead with the back of his hand. I force the lump in my throat down. â€Å"I'm sorry,† I say again, and then weave through the crowd and out the back door, inhaling the fresh air. â€Å"What's your problem?† Lila asks as she catches up with me at the edge of my driveway. She squashes her plastic cup and tosses it into the trash can on the back porch. â€Å"I'm so confused. What just happened?† â€Å"I needed to get out of there before I lost it.† I don't slow down until I'm in my room where I close the door and shut the window, locking away the world. I sigh back against the wall, breathing in the quiet. Lila watches me with inquisitiveness as she pulls her hair back into a bun and puts some lip gloss on. â€Å"Ethan and Micha act like you used to be someone else. Like this isn't the real you. Want to explain?† â€Å"Not really.† I push away from the door and collect some pajamas from the duffel bag. â€Å"I'm going to go take a shower. Do you need anything from downstairs?† â€Å"Yeah, for you to tell me why those guys have you so frazzled.† She unclips her watch and tosses it into her purse that's on the bed. â€Å"I've never seen you so worked up like that. You basically had an orgasm when you first saw him.† â€Å"I did not,† I say, embarrassed and annoyed. â€Å"And you haven't seen me that worked up because I'm not that person anymore.† â€Å"Except for when you're around him,† she insinuates. â€Å"When you were talking to him, there was something in your eyes I've never seen before. You were always so closed off to all the guys at parties and in school. Honestly, I thought you were a virgin. But the way you and Micha were looking at each other – you've had sex with him, right?† Pressing my lips together, I tuck my pajamas under my arm, and shake my head. â€Å"No, Micha and I've never slept together, just like we've never dated. But we've been friends since we were kids.† She sits down on the bed and unhooks her sandal. â€Å"But you've had sex before?† I squirm in my skin. â€Å"I'm going to go get ready for bed.† â€Å"Whoa, wait a second.† She leaps off the bed wearing one shoe and jumps in front of the door with her hands spread out to the side. â€Å"Are you saying that you've never had sex? Ever.† I struggle for words she'll understand. â€Å"It's not like I haven't because I don't believe in premarital sex or anything. I just†¦ Look there's a lot you don't know about me and sometimes I have a hard time getting close to people.† She's not surprised. â€Å"Well, obviously. That's totally been a given from day one.† â€Å"What do you mean?† I question. â€Å"I've never told anyone that before.† Not even Micha. â€Å"It means sometimes I can see right through you.† She sighs and counts down on her fingers. â€Å"I've been your roommate for eight months and all I know about you is you're focused on school, you hate to drink, hate being around large crowds, and have never went on a date. I barely know you and being here, I'm starting to wonder if I know you at all.† She knows the Ella I want her to know. â€Å"Can you let me by? I'm really tired.† She gives me a disbelieving look, but doesn't press. She steps aside and lets me by. Relief washes over me because I don't want to get into it with her. Not tonight. Not ever. I never want to get into the night that changed my life. I buried my reckless identity, and I won't dig it up again.