Bullying and Teasing Essay Essay Example

Harassing and Teasing Essay Paper Reflection The significance of the affirmation of terrorizing is to procure individuals to identify and be conscious of what’s going on around them. For them to see the mischief and injury it is doing each individual. The measurements of terrorizing is overwhelming to such an extent that it energizing and frightening at a similar clasp. Tormenting and Teasing: No Laughing Matter Unfortunately. bother is oftentimes bit of turning up †about each child encounters it. Be that as it may, it isn’t ever every piece harmless as it appears. Wordss can do harming. Prodding becomes solid outfitting when it is unshakable or when there is a witting reason to hurt another child. On the off chance that more individuals were mindful of the injury and damage cause by solid outfitting. individuals would look to hinder it more and there would be less casualties of it. It very well may be verbal terrorizing ( doing threats. ridiculing ) . mental terrorizing ( with the exception of children. circulating bits of gossip ) . or on the other hand physical terrorizing ( hitting. compelling. taking a child’s possessions ) . We will compose a custom article test on Bullying and Teasing Essay explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Bullying and Teasing Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Bullying and Teasing Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer How Bullying Starts Solid furnishing conduct is winning all through the universe and it cuts across financial. racial/ethnic. furthermore, social lines. Examination laborers gauge that 20 to 30 for each centum of young children are associated with solid furnishing episodes. as either guilty parties or casualties. Solid furnishing can get down each piece right on time as preschool and heighten during transitional stages. for example, get bringing down school in first class or going into the in the middle of school. Survivors of solid equipping are much of the time constrained and be given to be genuinely more vulnerable than their equivalents. They may other than hold low self-prides and hapless cultural achievements. which makes it hard for them to defend themselves. Menaces consider these children safe imprints since they regularly don’t fight back. Effectss of Strong-outfitting On the off chance that your child is the casualty of terrorizing. he may suffer genuinely and inwardly. what's more, his school task will presumably demo it. Evaluations dot in light of the fact that. then again of tuning in to the educator. childs are asking what they did off base and whether anybody will sit with them at tiffin. In the event that tempestuous endures. they might be hesitant to make a trip to class. Issues with low self-prides and sadness can last into development and meddle with individual and expert lives. Menaces are influenced unreasonably. indeed, even into development ; they may hold inconvenience arranging positive connections. They are increasingly arranged to use baccy and intoxicant. what's more, to be defamatory accomplices. Some surveies have even discovered a correlativity with ulterior condemnable exercises. Cautioning Signs In the event that you’re worried that your child is a survivor of goading or solid equipping. articulation for these characteristics of emphasis:* Increased detachment or backdown* Frequent weeping* Recurrent diseases of physical side effects, for example, stomach-hurts or worries with no clear cause* Unexplained contusions* Sudden dab in classs or other obtaining jobs* Not craving to make a trip to school* Significant changes in cultural life †out of nowhere no 1 is naming or enlarging invitations* Sudden modification in the way your child dealings †naming herself a likewise ran. or then again a previous companion a goof ball How to Help First. give your child limitless to talk. On the off chance that she relates frequencies of harassing or solid furnishing. be empathic. In the event that your child has issue verbalizing her emotions. peruse a story about children being You can other than use puppets. dolls. or on the other hand stuffed quicken creatures to elevate a juvenile child to move out occupations. Once you’ve opened the entryway. help your child get down to issue tackle. Pretend condition of affairss and become familiar with your child approaches to respond. You may other than require to help your child happen a way to go on by elevating her to make out and do new companions. She may fall in crews and school nines to extend her circle. At place and on the hotel zone: Grown-ups need to step in to help kids choose solid furnishing issues. be that as it may, naming another parent straight can be dangerous except if the person is a dear companion. It is anything but difficult to happen yourself in a â€Å"he said/she said† proclamation. Attempt to happen a middle person: regardless of whether the terrorizing happens outside of school. an educator. guide. director. or then again after-school plan administrator might have the option to help mediate a gainful treatment. In the event that you do happen yourself talking directly to the next parent. try to make it in individual rather than via telephone. Don’t Begin with a furious connection of the different child’s impudences. Put the stage for a shared assault by proposing making a trip to the hotel zone. or on the other hand strolling the children to class together. to recognize connections and together express dissatisfaction for any unsuitable conduct. At school: Numerous schools ( once in a while as bit of a statewide endeavor ) have designs especially intended to raise cognizance of solid equipping conduct and to help guardians and educators manage it. Check with your neighborhood school an area to check whether it has such an arrangement. Schools and guardians can work practically off camera to help a kid meet and do new companions through review gatherings or science-lab associations. On the off chance that you are worried about your child: * Share with the teacher what your child has let you know ; portray any bother or solid equipping you may hold saw. * Ask the educator on the off chance that she sees comparable conduct at school. furthermore, enroll her guide in happening approaches to work out the activity. * If she hasn’t seen any instances of bullying. ask that she keep up an oculus out for the conduct you depicted. * If the educator says your child is being prodded. occur out whether there are any things he might be making in classification to pull harassing. Ask how he reacts to the bother. furthermore, talk about helping him build up a progressively viable reaction. * After the underlying discussion. be sure to do a subsequent task to talk how things are voyaging. * If the activity continues. or on the other hand the educator disregards your interests. furthermore, your child begins to withdraw or non want to make a trip to class. see the chance of â€Å"therapeutic intervention. † Ask to run into with the school instructor or clinician. or on the other hand bespeak a referral to the fitting school proficient. Tormenting and self destruction nexus together. Very few individuals see that. A clump of adults despite everything see solid equipping as† just being a kid† . It is a genuine activity that prompts many negative impacts of casualties. counting self destruction. People groups don’t see yet a significant piece of survivors of implosion are connected to being tormented. The measurements on terrorizing and implosion are overwhelming: * Suicide is the third prima reason for perish among youthful individuals. following in roughly 4. 400 perishes per twelvemonth. orchestrating to the CDC. For each implosion among juvenile individuals. there are at any rate 100 self destruction endeavors. More than 14 for each centum of secondary school understudies have viewed self as obliteration. furthermore, around 7 for every centum have endeavored it. * Bully casualties are between 2 to multiple times bound to see self destruction than non-casualties. blending to surveies by Yale University * A study in Britain found that at any rate half of self-decimations among juvenile individuals are identified with solid furnishing * 10 to 14 twelvemonth old misss might be at much higher danger for implosion. blending to the study above * Harmonizing to measurements announced by ABC News. around 30 for every centum of students are either endures or casualties of terrorizing. what's more, 160. 000 childs stay place from school each twenty-four hours due to dread of solid equipping Bully-related implosion can be associated with a solid outfitting. counting physical terrorizing. enthusiastic terrorizing. digital terrorizing. what's more, sexting. or on the other hand go arounding implicative or uncovered exposures or messages about a person. A few schools or parts have increasingly genuine occupations with terrorizing and implosion identified with solid equipping. This might be because of an over the top occupation with terrorizing at the school. It could other than be identified with the tendency of understudies who are presented to self destruction to see self destruction themselves. There are too much numerous childs out at that place. which are being harassed and prodded. I think ; I know whether more individuals were discerning of this issue more and the mischief it causes to each person’s life. they would look to hinder it. There would be a lower pace of harassed casualties.

Human Resources Management and Job Design Essay

This has been the issue with likewise a few blue chip organizations. Are there different issues which prompts duty and reliability to remain on in organizations? The associations couldn't bear to lose key people for certain issues identified with work disappointment and dissatisfaction. In such a situation â€Å"Organizational Behavior† turns into an extremely basic device in forming worker resolve. Occupation Design turns into even more significant and is a road that could prompt generally speaking employment happiness. It could be made all the more enhancing and speaking to the workers by joining reasonable Human Resource and Behavioral ideas. The goal of this paper is to recognize a portion of the best in class and tried methods in Human Resources Management that could make the activity all the more advancing and fascinating to the representatives. It focuses on â€Å"Quality of Work Life† where the accentuation is given to issues like Quality, Time, Commitment, Work Culture and Social Responsibility. WE need to act to ‘Realize Our Needs’. Access to innovation helps in walking forward however individuals must be advised to add to create to their maximum capacity, use assets improve connections and procure information. Duplication of endeavors to increase expanded profitability, persistent quality improvement and progress could be maintained a strategic distance from. Sharing the assets between countries can do this. Significance ought to be given to independence and productivity, animating unique speculation coming about in effectives of the framework. Presentation Emphasis of Industrial Engineering concerning Human Resource Management and Job Design are Ergonomics, Human Factors, Manufacturing Systems Engineering, Operations Research and Management. Exploratory work in the field of Biomechanics, Human components, Computer Integrated Manufacture, Process Control, Graphics, and Computation techniques are finished. Ergonomics and Human Factors incorporates biomechanics, man-machine frameworks, anticipation of musculo-skeletal disarranges, other mechanical cleanliness issues, and ergonomics and human components issues in a flying, space frameworks and restoration. Assembling Systems Engineering incorporates PC coordinated assembling; the arranging, plan, and control of assembling frameworks; Computer Aided Design and Manufacturing; and the utilization of apply autonomy, vision frameworks, and man-made consciousness in assembling. Activities Research incorporates deterministic and stochastic enhancement; multi-measures dynamic; master frameworks and counterfeit neural systems; displaying and examination of framework unwavering quality; Total Quality Management; and the demonstrating, the executives, and reproduction of assembling and administration frameworks. Target Aim of Human Resource Management to build the familiarity with the genuine force, to coordinate, to decide, to create moral frameworks, to upgrade the lives of self as well as other people and to comprehend that the frameworks should be made fruitful with dynamic cooperation of every single working accomplice. Procedure This can be accomplished through the improvement of applied ap titudes, business person abilities, initiative aptitudes, administrative abilities, specialized aptitudes and communicational aptitudes. Concentrating on compelling authority, proficient administration process, profitable inspiration, monetary assembling and administration, required preparing prerequisite and of aptitudes for greatness. By review the circumstance in the current point of view, by definition of changing other options and by picking the best change elective. It tends to be managed every single part of existence with force, opportunity and full self-articulation. Everyday issues are wellbeing, prosperity, relaxation, fun, connections, vocation, family, plans for future, retirement, personal satisfaction, day to day environment, home, religion, otherworldliness, accounts, salary, sex, self-assurance correspondence and enlistment. Capacity to tune in and be available, to take absurd activities, beat dread of disappointment, and carry on with a furious free life and think decidedly consistently with feeling of satisfaction and satisfaction and with irreproachable trustworthiness. Consciousness of the genuine force is being available to what's going on now and having the option to manage full vitality and duty most assuredly or uncertainty in the brain in every single part of our life. Sort out To be composed keep things in a similar spot inevitably. Request that each one do likewise. Take them when required and place them back when the work is over in a similar request, plan ahead of time what all should be done; presently, after 1hour, following 6 hours, following 10 hours, today, tomorrow, this week, one week from now, this month, one month from now, this year, one year from now, next five years and next ten years.

Admitted International Students Orientation FAQs

Admitted International Students Orientation FAQs The Fall semester is fast approaching, which means the international student orientation is right around the corner! Here is some information to keep in mind while preparing for the next steps of your journey: What is the international student orientation? The international student orientation is a four-day program that takes place before classes start. The orientation will provide essential information about maintaining immigration status, American culture and academics, and life at the University of Illinois. It will also provide an opportunity to meet fellow international and domestic students and the International Student and Scholar Services (ISSS) staff. Do I have to attend international student orientation? Yes, all F-1 and J-1 students are required to attend the orientation. When does orientation begin? Recommended arrival date: Sunday, August 19, 2018. Undergraduate international orientation begins: Monday, August 20, 2018 at 8:30 a.m. How to register for the orientation? You can register for orientation through this link. Is there a fee for attending international student orientation? No. The International Orientation program is free for all students, but if you choose to move into your housing assignment early, there will be a charge. Please refer to the Housing website for more information. What will the orientation program cover? You can see an overview of the program here Can parents attend the orientation? Yes. Parents are welcome to attend. Please check this schedule for more information. If you have other questions, I would encourage you to contact the following offices: International Student and Scholar Services: isss@illinois.edu New Student Programs: newstudent@illinois.edu Suha Assistant Director, Undergraduate Admissions I have a master’s degree in American and Middle Eastern Studies. I’m lucky to be working with our international students as they navigate their way through the admissions process and during their exciting journey to the Illinois campus!

Everest Report Mgmt1001 - 3908 Words

MGMT1001: Everest Report Andrew Lau A critical and reflective self-evaluation of my experiences during the Everest team simulation in the contexts of ‘attitudes, personalities amp; perceptions’, ‘power amp; conflict’ and ‘groups amp; teams’. Executive Summary The Everest simulation is a team simulation designed to emulate real life group processes and the diverse range of intergroup interactions this entails. Developed by Harvard Business School, participants are grouped into teams of 5 (with an optional sixth member, the observer) that make a virtual climb up Mount Everest. Performance is assessed through both individual and team goals that are provided throughout the simulation. Members were allocated into groups randomly†¦show more content†¦Finally, the report examines the development and maturation of the group and its mechanics through Tuckerman’s group development model and it is clear that the distinct lack of clear goal formation was one of the downfalls of our team. In summary the report recommends the following. A greater awareness of human perception flaws such as the fundamental attribution error, which would promote a more objective view of the simulation and a higher level of group cohesion. Higher levels of goal setting throughout the forming stage of group development and a lessening in the role dominant members of the group played in decision making is recommended. The net result would be higher levels of autonomy and task significance which should promote greater levels of productive conflict. This would result in the avoidance of many of the erroneous judgements made throughout the simulation. Table of Contents | | Executive Summary | P.2 | Introduction | P.5 | Attitudes, Perception and Personality | P.6 | Power and Conflict | P.8 | Groups and Teams | P.11 | Conclusion | P.13 | Appendices | P.14 | Reference List | P.18 | Introduction The Everest Simulation serves as educational experience and insight into group collaboration that aids in the development of oratory, persuasive, teambuilding and leadership skills. This Everest simulation forms the basis of the practical component of our studies of organizations and people. Our team wasShow MoreRelatedFinal everest report Essay examples4512 Words   |  19 PagesAssignment   2   Ã¢â‚¬â€œ   Everest   simulation    MGMT1001    PAGE:          Assignment   2:   Everest   Report   (30%)          Name:   Tobias   Vogel    Course:   MGMT1001    Tutors   Name:   Esha   Mendieratta    Tutorial   time:   Monday   4- ­Ã¢â‚¬ 5pm   (M16A)    Student   number:   z3377958             Report   Focus:   To   critically   analyse   my   personal   and   team’s   experiences   gained   during   the    Everest   simulation,   whilstRead MoreEssay about Mgmt1001 Assessment Task 23856 Words   |  16 Pages------------------------------------------------- MGMT1001 Write a report reflecting on your experiences of the Everest group simulation exercise this semester with reference to concepts and theories encountered in this course ------------------------------------------------- MGMT1001 Write a report reflecting on your experiences of the Everest group simulation exercise this semester with reference to concepts and theories encountered in this course Assessment 2 – Report – 30% of final mark Assessment 2 – Report – 30% of finalRead MoreAnalysis And Evaluation Of Working With A Team2056 Words   |  9 Pages Executive Summary (250 words) This report provides an analysis and evaluation of working with a team in order to achieve both individual and team goals. This has been done through the application of decision-making, attribution theory and perception to understand how to achieve the best outcome given any circumstance. Before any of the Everest climbs, the clear consensus of the group was that communication was vital in order to be successful. To do so, social media such as Facebook and Skype ConferenceRead MoreHow Effective Communication And An Appropriate Leadership Style2195 Words   |  9 PagesIntroduction ‘Everest’ is a virtual simulation developed by Harvard Business School which enables individuals to realistically experience and learn about the difficulties of overcoming challenging obstacles within a team dynamic. This simulation is a significant aspect of the course MGMT1001 – Managing Organisations and People, where students were randomly selected into groups of five or six in order to undertake two attempts of the Everest Simulation. As groups were constantly confronted with aRead MoreAn Evaluation Of The Two Everest Teamwork Exercises And The Experiences And Results That Flight Completing The Simulation3011 Words   |  13 PagesAustralian School of Business School of Organisation and Management MGMT1001 Managing Organisations and People Everest Report Semester 2, 2014: Assignment 2 Wei-er Hu z5019068 Executive Summary This report will provide a critical analysis of the two Everest teamwork exercises and the experiences and results that accompanied completing the simulation. The report will delve into the magnitude of factors that influenced the exercise and provide a scope into the methods of analysis thatRead MoreEverest Simulation Reflection Essays3188 Words   |  13 PagesMGMT1001 Everest Simulation Report Managing People and Organisations Executive Summary: This report discusses the Everest simulation in relation to important management concepts. Particularly the report explores the role of leadership, communication and team work in task success, where success is defined in terms of task accomplishment, team member satisfaction and dispute resolution. Moreover, the requirement to eliminate communication barriers through changing mediums, cohesive and coherentRead MoreEverest Is A Simulation Game Created By A Collaboration Between Forio Business Simulations And Harvard Business School3479 Words   |  14 Pagesâ€Æ' 1. Executive Summary Everest, is a simulation game created by a collaboration between Forio Business Simulations and Harvard Business School, in which the objective is to virtually climb to the top of the world, Mount Everest. The gruelling virtual climb is meant to reflect real life problems of climbing a mountain, such as oxygen scarcity, volatile health conditions, and unpredictable weather. One of the main features of the climb however is the students who are thrown randomly in groups of

The Do This, Get That Guide On Samples Reflective Essay

The Do This, Get That Guide On Samples Reflective Essay What Is So Fascinating About Samples Reflective Essay? You are able to locate a business reflective essay on the website. Thesis is the center of the whole work, which includes the important details on the entire essay. Our nursing scholarship essay examples can increase the likelihood of your admission to a nursing program. Our samples with reference lists will help you locate the ideal info in an ocean of sources. There's no need to look for statistics on the subject or scientific articles to strengthen your argument. Your list will just supply you with a headache if you don't locate a remedy to end your problems. You are going to have clearer picture if you're able to draw information from several sources and consider various ideas. State in a manner that individuals can actually relate and understand where you're coming from and how you came up with the particular reflection you have written. It is going to currently be well worth turning attention to a few of the more important kinds of racial profiling within the USA today. The regions of weakness in the student ought to be allocated more time and resources to make sure that they improve. Consequently, it is going to become possible and simpler to complete demanding projects in the most effective way. An outline also stops you from missing out any appropriate info. Topics differ according to the specific discipline you study. Using Samples Reflective Essay Reflective essays are extremely personal thus, they're a special sort of essay. Don't forget you should never plagiarize any reflective essay sample that you run into! Now you have a notion of the way to write this kind of essay, below are some reflective essay to provide you with ideas. For those who haven't ever written a reflective essay, you want to understand what it is and what it ought to be about. Unlike other kinds of essays, a reflective essay doesn't have a specific structure. Typically a reflective essay is limited to 400-600 words, and that means you should put all your thoughts into a limited number of symbols. It is a basic form of the essay writing work in which a student is asked to give his or her personal ideologies on a given topic through reflecting on the issue. A fantastic reflective essay may be a wonderful reflective essay with the appropriate planning. With an outline to direct your writing procedure, you can find with an essay that's more coherent and which has a crystal clear structure. Write down everything you could use as the framework of your upcoming essay. The body part of your reflective essay is that place at which you might have to tell everything. If you buy a glance at APA style reflective essay example you are going to see that its structure is just the very same with the one described above. The main reason is it is somewhat challenging to write them as per the normal essay scheme. The mixture of research and copying wisely can help you write a magnificent essay. The brain demands an adequate word bank to ensure the person has the capability to read effectively. It's possible to present reflective writing in various formats. Together with essential information regarding writing, it is possible to find excellent samples. Reflective writing according to a specific assignment isn't as simple as it may appear to be. To improve your meditative composing skills, you might have a reflective chronicle.

Romeo and Juliet Act 3 Scene 5 Free Essays

Romeo and Juliet Romeo and Juliet are from two prominent and feuding families who reside in the city of Verona, a real city in northern Italy. As far as the audience are aware, they are their parents’ only offspring, the only other ‘children’ in the family are Benvolio and Tybalt, cousins to Romeo and Juliet respectively. As only children, their parents are naturally protective of them – Juliet’s father, especially. We will write a custom essay sample on Romeo and Juliet Act 3 Scene 5 or any similar topic only for you Order Now Towards the beginning of the play, in Act 1, Scene 2, Paris asks Capulet for permission to marry his daughter. In Elizabethan times (when the play was written and performed), it was the job of the father to give away the daughter, as if she were a present or his property, rather than her own person. Rather than just give away his daughter to Paris, a young nobleman, kinsman to the prince, and someone who would be seen as a ‘good catch’ for a husband, he tells him: ‘But going o’er what I have said before, My child is yet a stranger in the world, She hath not seen the change of fourteen years, Let two more summers wither in their pride, Ere we may think her ripe to be a bride’ From this speech that Capulet is protective of his daughter, and whilst he wants her to marry a fine man (she tells Paris to come back in two years), he doesn’t want her to grow up too quickly. It would appear that he has her best interests at heart. In the following scene, we first see the relationships between Juliet and her nurse and mother. Her mother seems somewhat out of touch with her daughter, having to ask the nurse to find her†¦ (‘Nurse, where’s my daughter? Call her forth to me’) and doesn’t seem to be able to talk to her daughter, other than through the nurse or in her presence ‘This is the matter:–Nurse, give leave a while, We must talk in secret:–nurse, come back again; I have remember’d me, thou’s hear our counsel. Thou know’st my daughter’s of a pretty age.. ’ However, she does appear to have some consideration for her daughter’s feelings and wishes, as she asks her what she thinks of marrying the nobleman, and to start thinking about marriage; she also makes her speech a little more personal by putting in some of her own experience (that she was a mother at the age her daughter now is): ‘Well, think of marriage now; younger than you, Here in Verona, ladies of esteem, Are made already mothers: by my ount, I was your mother much upon these years’ Whereas Juliet seems to respect her mother (first referring to her as ‘Madam’ rather than, perhaps, mum or Mother), she seems to be more at ease talking to her nurse . It would appear that Juliet and her nurse have always been close†¦ even to the point of the nurse taking over the traditional mother’s job of breastfeeding her child. She makes a reference to this in the same scene: ‘And she was wean’d,–I never shall forget it,–Of all the days of the year, upon that day: For I had then laid wormwood to my dug,’†¦Ã¢â‚¬ËœWhen it did taste the wormwood on the nipple Of my dug and felt it bitter, pretty fool, To see it tetchy and fall out with the dug! ’ Above, the nurse talks of breastfeeding Juliet. This is, of course, very unusual in this day and age, but not quite unheard of in Elizabethan times. The fond fashion in which the nurse remembers this, however, seem to indicate that Juliet and the nurse have a strong relationship. The fact that she was breast-fed by her nurse rather than her biological mother hints that perhaps the nurse was (and is? ) more of a mother to her than Lady Capulet. The nurse also seems friendlier than Lady Capulet – by saying things such as ‘Amen, young lady! Lady, such a man as all the world – why, he’s a man of wax’ and‘ Go, girl, seek happy nights to happy days’, she seems to be more excited about Paris’s proposition than Lady Capulet. Act 3, scene 5 in some ways seems a distorted reflection of Act 1, scenes 2 and 3. Capulet has arranged to marry Juliet off to Paris, and once again it is Lady Capulet that has the job of telling her. However, the Capulets’ stances on Juliet regarding marriage have changed. Instead of wanting to protect his daughter from an early marriage, Capulet is now the one trying to rush her into it. Likewise, her mother, rather than asking Juliet for her thoughts on the matter, is telling her what is Going to happen. Juliet has just spent her wedding night with her beloved and now husband, Romeo. He has been banished to the city of Mantua for avenging the murder of his friend Mercutio. The scene starts on quite tense grounds, as Juliet has almost been caught with her lover, who is a sworn enemy of her family and faces execution if found in Verona. Simply Romeo being in the house is enough to create some tension – that Juliet is crying heightens this tension. Juliet’s mother shows herself to be a little insensitive by effectively telling her daughter that crying isn’t going to bring anyone back, and that it shows her to be a bit stupid: ‘Therefore, have done: some grief shows much of love;But much of grief shows still some want of wit. Lady Capulet then shows her ignorance of Juliet’s marriage and feelings for Romeo by telling Juliet not to weep for Tybalt’s death, but that Romeo lives. Romeo is referred to as the ‘villain’ several times – this adds emphasis to the fact that the Capulets see Romeo as a bad person. Juliet mutters, aside to the audience, that she believes that Romeo and ‘villainâ€℠¢ are ‘many miles asunder’. This confirms to the audience that Juliet and her mother have opposing views. Lady Capulet continues, calling Romeo a ‘traitor murderer’ and threatens to send someone to Mantua to murder Romeo. The audience do not want to see Romeo be murdered, now that they can see how in love he and Juliet are. Shakespeare then very cleverly crafts a speech for Juliet that has dual meaning. ‘Indeed, I never shall be satisfied With Romeo, till I behold him–dead– Is my poor heart for a kinsman vex’d. Madam, if you could find out but a manTo bear a poison, I would temper it;That Romeo should, upon receipt thereof,Soon sleep in quiet. O, how my heart abhors To hear him named, and cannot come to him. To wreak the love I bore my cousin Upon his body that slaughter’d him! ’ The punctuation at the beginning can be altered to sound differently to the audience than Lady Capulet would hear it. It could be read ‘Indeed, I never shall be satisfied with Romeo, till I behold him, dead – [dead] is my poor heart for a kinsman vex’d’,where the kinsman is the slaughtered Tybalt†¦ or ‘Indeed, I never shall be satisfied with Romeo, till I behold him. Dead is my poor heart†¦a kinsman vex’d’†¦ where Romeo isn’t dead, just a kinsman (husband) vexed (in distress). She says that if she could find a poison that would let Romeo ‘sleep in quiet’, she would temper it. Whereas Lady Capulet would see this as her daughter wanting to poison Romeo and kill him, the audience may take it as her wanting to take Romeo’s troubles (i. e. their separation) away so that he can sleep peacefully at night. More observant members of the audience may also link this to the ending of the play, where Juliet temporarily poisons herself in an effort to solve her and Romeo’s problems. When Juliet says that her ‘heart abhors to hear him named, and cannot come to him. To wreak the love [she] bore [her] cousin upon his body that slaughter’d him’, her mother takes this as not being able to lay her hands upon him†¦ but the audience obviously realises that she means that it hurts her to hear his name and not be able to be with him†¦ perhaps even to get sexual gratification out of him. The audiences may well be shocked by these lusts that are well beyond her years – remember that she is only 13. The tension at this point would be building, as Juliet is playing a dangerous game by playing with her words like this. The indication that Juliet wants to ‘wreak her love upon him’ may also have been quite shocking†¦ audiences of the time would not have been so exposed to such blatant references to sins of the flesh. When Lady Capulet declares that Juliet’s father has arranged a marriage for her in a few days, the audience may feel a quick dropping sensation in their stomachs – for they know that Juliet is already married – and therefore cannot marry Paris – and that this means that the secret marriage between Juliet and her Romeo may be discovered. She also once again shows her ignorance of Juliet’s true feelings by being under the impression that the marriage will cheer Juliet up – not make her problems worse. She uses repetition of the word ‘joy’ here to emphasise what she presumes Juliet should be feeling. Juliet strikes back by saying: ‘Now, by Saint Peter’s Church and Peter too, He shall not make me there a joyful bride. I wonder at this haste; that I must wed Ere he, that should be husband, comes to woo. I pray you, tell my lord and father, madam, I will not marry yet; and, when I do, I swear, It shall be Romeo, whom you know I hate, Rather than Paris. These are news indeed! ’ Juliet swears by Saint Peters Church and Peter too’ – Elizabethan audience wouldfind this blasphemous and shocking. She also throws her mother’s term ‘a joyfulbride’ back at her, and questions her parents wishes by saying to the effect of ‘I’mwondering about you’re wish to marry me off to someone who hasn’t even botheredto court me’†¦ then downright defies them by saying that ‘I will not marry yet’. In Elizabethan times, daughters were seen as their parents’ (and especially father’s)property, so it would have been seen within Capulet’s rights (if, perhaps, a little unfair) to ‘give away’ his daughter. The last three lines of the dialogue are broken up strategically with commas, which drag out the speech and make it seem much more powerful and effective than if it was read without these breaks. The whole speech, whilst not quite being disrespectful, is defiant and directly challenges Juliet’s parents’ wishes. The audience will feel now as if the tension is coming to a peak, as society absolutely demanded that children abided by their parent’s wishes, and that even though the marriage can’t go ahead, Juliet will be punished for trying to prevent it. When Capulet enters, he appears in a fine mood, but this soon changes when his wife informs him of their daughter’s wishes. She says that she wishes ‘the fool were married to her grave’†¦ this is the first sign of the rift created between Juliet (the younger generation) and her parents (the older generation). Capulet enquires of Juliet’s motives for not marrying Paris with the following ‘Soft! take me with you, take me with you, wife. How! will she none? doth she not give us thanks? Is she not proud? doth she not count her blest,Unworthy as she is, that we have wrought So worthy a gentleman to be her bridegroom? ’ Here, Capulet shows his apparent displeasure that Juliet isn’t thankful for her father’s arranging of this marriage – saying that she should be proud and count herself as blessed – this shows Juliet and her father’s relationship as starting to waver. He also says that Paris is ‘so worthy a gentleman’, but that she is ‘unworthy’†¦ indicating, perhaps, that he gives Paris more credit than his daughter. This shows the audience something about their true relationship and how much he values her. Bear in mind his conversation with Paris in act 1, scene 2 – where Capulet was protective of his daughter, and talked of her more like a person – whereas now he is ‘giving her away’ as if she were property. ‘Not proud, you have; but thankful, that you have: Proud can I never be of what I hate; But thankful even for hate, that is meant love. As we can see, Juliet’s relationship towards her father is quite different. Even though she can’t like that he’s arranged a marriage for her, she still respects him and is thankful that he has arranged a wedding for her in an attempt to cheer her up –because it was meant well. This makes Juliet, the child in this sce ne, seem instantlyvmore likeable to the audience – which makes anyone who tries to hurt Juliet seemless likeable. From the following person onwards, this person is Capulet: ‘How now, how now, chop-logic! What is this? ‘Proud,’ and ‘I thank you,’ and ‘I thank you not;’ And yet ‘not proud,’ mistress minion, you,Thank me no thankings, nor, proud me no prouds, But fettle your fine joints ‘gainst Thursday next,To go with Paris to Saint Peter’s Church,Or I will drag thee on a hurdle thither. Out, you green-sickness carrion! out, you baggage! You tallow-face! ’ Capulet now starts verbally assaulting his daughter, due to her not wishing to have amarriage to a man she does not know forced upon her. After calling her illogical, hethrows her own words back in her face, mocking her, telling her not to bother thanking him but just to be ready to marry Paris – because he will drag her to the church regardless. He finishes by aggressively insulting her. The way Shakespeare chooses to rapidly change Capulet’s mood like this makesCapulet appear volatile and dangerous. The audience by this point in the play havealready grown to side and empathise with Juliet, so they will oppose anything thatthreatens her. As with Juliet’s speech, the punctuation drags out the long sentences in this block of dialogue, and makes it more powerful. The speech also starts in the iambic pentameter, which follows the rhythmic beating of your heart, but then goes outslightly towards the end†¦ this can be seen to show that Capulet is getting more and more worked up in his determination to control his daughter and starting to lose control. Shakespeare also uses direct address (‘mistress minion, you’) to make the speech seem more direct and focused; asyndetic listing to make his list of words to throwback at Juliet appear longer; poetic word-play to make the speech more interesting; fricative alliteration, and violent verbs such as ‘drag’ to make the speech more powerful. Until this point it seems that there may be a chance for Juliet to brush the wedding aside and perhaps convince her parents to like Romeo – however, after this, there seems to be very little chance of that happening. The tenseness in the audience shifts from the state of Romeo and Juliet’s marriage to concern for Juliet’s welfare . After this outburst, Lady Capulet asks her husband if she is mad – although she doesn’t appear much of a mother, this may suggest that she holds her only daughter in higher regard than her husband does. It seems that perhaps this relationship isn’t quite as bad as it previously appeared. However, by trying to calm her husband, she may anger him further – this, coupled with the knowledge that Lady Capulet too thinks that this is perhaps getting a little out of hand, creates yet more tension. ‘Good father, I beseech you on my knees, Hear me with patience but to speak a word. ’ [She kneels down]’ Juliet now pleads with her father on her knees. The audience really feel the tension now, as it seems that the relationship between Juliet and her father are coming to the point of no return. Kneeling down is also a very dramatic and meaningful gesture -she is putting herself at her father’s mercy. ‘Hang thee, young baggage! disobedient wretch! I tell thee what: get thee to church o’ Thursday,Or never after look me in the face:Speak not, reply not, do not answer me;My fingers itch. Wife, we scarce thought us blest That God had lent us but this only child; But now I see this one is one too much, And that we have a curse in having her:Out on her, hilding! ’ It is at this point that Capulet really loses control. At this point the audience may startwondering how far Capulet will go. He makes references to her being killed (‘hangthee’), calls her a ‘disobedient wretch’, and directly threatens her – warning her never to look him in the face again if she isn’t at the church to marry Paris on Thursday. Heends by ordering her to be quiet – repetition of imperative commands are used here for emphasis. He also goes as far as saying that he wishes she had never been born – a shocking thing for him to say at his child. After Juliet has put herself at her fathers mercy by kneeling at his feet, to be cursed in such a manner is obviously a huge shock to the audience, and the tension is beginning to peak. Tension has been sustained for quite a long period of time now, and the audience will most likely be on the edges of their seats in anticipation for what will happen to Juliet and how this squabble will be resolved. Luckily, at this peak, the nurse decides to join the quarrel, siding with Juliet, whom it was mentioned that she was close to earlier. She stands up to her employer on Juliet’s behalf, and tells him that he is the one in the wrong: ‘God in heaven bless her! You are to blame, my lord, to rate her so. The nurse feels that defending Juliet, who is essentially just a girl she is employed to mind, is worth losing her job, tells us a lot about how strongly the nurse feels about this girl. Capulet then tells the nurse to be quiet, and dismisses her as a gossiper. The nurse changes tactics slightly and becomes more polite and diplomatic, saying that she‘speaks no treason’ and asks him politely for permission to talk (‘may not onespeak? ’). C apulet, however, is still in a foul mood, so calls her a ‘mumbling fool’ andtells her to be quiet. Lady Capulet, whilst not being on Juliet’s ‘side’, speaks in her favour as she tellsCapulet that he is being ‘too hot’ – showing that even though her husband’s word islaw, she still cares somewhat about her daughter. There is more relationship-relatedfriction, as now Lady Capulet puts herself in danger of antagonising her husband. Whilst this isn’t friction between adults and children, it is still tension that theaudience may feel. Capulet then dives into his most intense, aggressive and fuelled speech – or,perhaps more appropriately, outburst – of the scene and perhaps even the entireplay. God’s bread! it makes me mad: Day, night, hour, tide, time, work, play, Alone, in company, still my care hath beenTo have her match’d: and having now provided A gentleman of noble parentage,Of fair demesnes, youthful, and nobly train’d,Stuff’d, as they say, with honourable parts, Proportion’d as one’s thought would wish a man; And then to have a wretched puling fool, A whining mammet, in her fortune’s tender,To answer ‘I’ll not wed; I cannot love, I am too young; I pray you, pardon me. But, as you will not wed, I’ll pardon you:Graze where you will you shall not house with me: Look to’t, think on’t, I do not use to jest. Thursday is near; lay hand on heart, advise: An you be mine, I’ll give you to my friend; And you be not, hang, beg, starve, die inthe streets, For, by my soul, I’ll ne’er acknowledge thee, Nor what is mine shall never do thee good:Trust to’t, bethink you; I’ll not be forsworn. ’ Capulet starts off with an exclamation (‘God’s bread! ’) and lists the times he’s cared for her asyndetically for impact and to draw them out. The actor could possibly raise his voice list item by list item here to build tension. He goes on to rant about how he has ‘provided her’ with a ‘gentleman of noble parentage’, and other traits so desirable in the Elizabethan era – building up Paris’s image, acting proud that he has been able to ‘catch’ this man for his daughter†¦ almost holding him in awe, even – and then curses his daughter for suggesting that she will not marry him. He refers to Juliet – his own daughter – as a wretch and a ‘whining mammet’. He mocks her by throwing her own words back at her – somewhat childishly as many of the things she hasn’t actually said and Capulet has just presumed or exaggerated(such as ‘I cannot love’, ‘I am too young’ etc). This shows that he has little respect at her and is determined to get at her, regardless of what she has actually said. He threatens to throw her out: ‘Graze where you will you shall not house with me’ -he also uses the word ‘graze’ here in place of ‘live with’, reducing her to the level of cattle – and warns her that he is not joking about this by saying ‘I do not use to jest’. He then tells her that she is his property (‘And you be mine’), and that he can use her as property as he ‘gives [her] to [his] friend’. He finalizes the raving speech with his wish that she should die or live a life of misery (‘hang, beg, starve, die in the streets’ – a syndetic listing again here, used as if Capulet’s thoughts are so fuelled that he feels he must rush to spit them out) if she disagrees with him. The audience, who side with Juliet, will by now have a deep disliking of Capulet. Juliet turns to her mother. Is there no pity sitting in the clouds,That sees into the bottom of my grief? O, sweet my mother, cast me not away! Delay this marriage for a month, a week;Or, if you do not, make the bridal bed In that dim monument where Tybalt lies. ’ Here Juliet wails to the heavens, before begging her mother not to disown her as her father has done. She pleads to her mother to delay the marriage for a short period of ti me – going as far as suggesting that would commit suicide. Ironically, at the end of the play, Juliet and Romeo die together in ‘a tomb belonging to the Capulets. The watching audience knows that she wishes to delay the marriage to give her time to think things over and sort out her marriage to Romeo – however, the audience also knows that Lady Capulet doesn’t know that this is the case, and that she probably thinks Juliet is being a little childish. However, her mother replies with: ‘Talk not to me, for I’ll not speak a word: Do as thou wilt, for I have done with thee. ’ By refusing to talk to her daughter from that moment onwards, Lady Capulet effectively lands the fatal blow to the Capulets’ previously good stance with the audience. After Capulet tries to protect his daughter from an early, restrictive marriage, and then his wife siding somewhat with his daughter as she tried to gently calm him, their change in the face of the audience is quite remarkable. Romeo and Juliet are the ‘heroes’ and focus of the play; the older generation of the Capulets can now be seen by the audience as the villains. Juliet then turns to her nurse in desperation. Throughout the play so far, the nurse has been unwaveringly loyal to Juliet and has wanted for her only what she thinks is for the best. However, after asking for consolation and for a way to prevent the marriage, the nurse says: ‘Faith, here it is. Romeo is banish’d; and all the world to nothing,That he dares ne’er come back to challenge you; Or, if he do, it needs must be by stealth. Then, since the case so stands as now it doth, I think it best you married with the county. O, he’s a lovely gentleman! Romeo’s a dishclout to him: an eagle, madam, Hath not so green, so quick, so fair an eye As Paris hath. Beshrew my very heart, I think you are happy in this second match, For t excels your first: or if it did not,Your first is dead; or ’twere as good he were, As living here and you no use of him. ’ Instead of her expected reply of consolation and a method of preventing the marriage and rejoining with her husband, the nurse reminds Juliet that Romeo has been banished and won’t dare come back to see her, at least not without it being in secret. She continues, saying that she believes that in the current light of things, it would be best for Juliet to marry Paris, this man who, although noble, barely knows her, if it all. She compares Romeo to a dishcloth and Paris to an eagle – quite offensive and complementary comparisons respectively. Even though the nurse is talking sense, this is not what the audience want to hear at this point. By telling Juliet that she should leave someone that the audience love for someone that her father is forcing her to marry on threats of violence makes her almost as bad has the Capulets. The next few lines of dialogue are where Juliet and the audience finally realise that it’s the younger generation versus the older generation: ‘ JULIET Speakest thou from thy heart? Nurse And from my soul too; Or else beshrew them both. JULIET Amen! Nurse What? JULIET Well, thou hast comforted me marvellous much. Go in: and tell my lady I am gone, Having displeased my father, to Laurence’ cell,To make confession and to be absolved. Nurse Marry, I will; and this is wisely done. ’ After checking that the nurse truly means what she says (‘Speakest thou from thyheart? ’), Juliet exclaims ‘Amen! ’ What she really means is ‘so be it’†¦ this is the point where she decides to forsake any adult advice and try and sort things out for herself. The nurse doesn’t understand, but the audience does – this reinforces the idea that the way the younger generation and udience think is now different from the way the adults think. She still has respect for her father and her religion, because she says ‘Having displeased my father’†¦ ’make confession and to be absolved’ – or so it seems. After the nurse exits and Juliet is left alone, she makes one last emotional speech to the audience: Ancient damnation! O most wicked fiend! Is it more sin to wish me thus forsworn,Or to dispraise my lord with that same tongueWhich she hath praised him with above compareSo many thousand times? Go, counsellor;Thou and my bosom henceforth shall be twain. I’ll to the friar, to know his remedy: If all else fail, myself have power to die. ’ Juliet now renounces her faith in god, saying that ‘[the nurse] and my bosom henceforth shall be twain (split apart)’. There is another suicide reference at the end of this dialogue. This increases tension back from the level it sunk to after Juliet’s parents left. Because of the actions and words of the older generation in the Capulet household, Juliet is contemplating suicide. This makes the audience angry with the adults. After this scene, Juliet goes to see the only adult left that she trusts – Friar Lawrence. He gives her a draft of sleeping potion, planning to fake her death so that she can escape and be alone with her Romeo, at least until things get straightened out. Unfortunately, Romeo doesn’t receive Lawrence’s message explaining the situation to him, and thinks that Juliet is indeed dead. In his mad grief, he rushes to the Capulet family tomb to take one last look at his late wife, and meets Paris there. After a struggle, Paris is killed, and Romeo poisons himself. Juliet awakes soon after, and after dismissing the Friar who comes to offer someform of consolation, gives her Romeo one last kiss, and stabs herself with his dagger. Afterwards, Capulet, Montague, Friar Lawrence and the prince meet outside, and the friar reveals the story to all parties. Only at the end, after their offspring are dead, do they realise their errors. Act 3 scene 5 affects the rest of the play quite dramatically. If marriage wasn’t aboutto be forced upon Juliet, she wouldn’t have needed to take quite such drastic steps to reunite herself with her secret husband, and the deaths of Romeo, Paris and Juliet could all have been avoided. All that Capulet needed to do was to ask his daughter of her opinion before arranging her to be married, or for Lady Capulet to respectJuliet’s wishes to delay the marriage for a month so that she could get thingsstraightened out. In the end, the feuding families of Montague and Capulet finally settle their differences, at a price – as prince states at the end of act 5, For never was a story of more woeThan this of Juliet and her Romeo. ’ To put the play into context, readers must understand some things about Elizabethansociety. Elizabethan society was what is known as a patriarchal society – that is, a societygoverned by men. Women had very little individual power or influence, and fatherswere seen as the head of the household and were to be obeyed. Daughters wereregarded as possessions of their fathers – something that could be ‘given away’ to acandidate that the father decrees as suitable. This would have made Juliet’s arguing with her father very unorthodox and shocking –woman, arguing with her father , the man who possessed her . Children wereexpected to obey adults at all time – their word was law. Adults and children didn’thave the sorts of friendly, easygoing relationships that they we enjoy today – childrenwere to obey and not have strong opinions or an unhealthy amount of free will – bothof which Juliet possesses. Religion was also a big part of Elizabethan society. Marriage was seen as a holyevent and was also a big family event. For Juliet to have had a rushed wedding withvery few people (and no family members) present would have been very unusual tothe Elizabethan audience. The idea of suicide would also have been much more shocking to an audience in theElizabethan era. Whereas nowadays suicide is seen as taking your own life,Elizabethans had the added shock of a woman going against gods will. Towards the beginning of the scene, Juliet expresses quite explicitly that she wouldlike to ‘wreak her love upon Romeo’s body’. In these times, people are quitesaturated with references to sex and love in the media, but at the time Shakespearewrote this play, the topic was considered taboo. Audiences would have beenshocked at Juliet’s seemingly ‘unquenchable lust’. However, the scene isn’t quiteenough to repulse the audiences – it is just enough to get them excited and feel asense of risk. I think that Shakespeare was successful in creating tension with his presentation of relationships in act 3 scene 5 of Romeo and Juliet. There is already some tension inthe play, which is built upon when Lady Capulet narrowly misses catching Romeo inher daughter’s room, and Juliet dangerously plays with her wording to give it dualmeanings. The relationship heightens yet more when Juliet defies her parents bystating that she will not marry the man her father has chosen for her, and reaches apeak as her father starts hurling abuse and threats at her. How to cite Romeo and Juliet Act 3 Scene 5, Essay examples

The dynamic time was a time of... free essay sample

The dynamic time was a time of political and social change.The American individuals met up in solidarity to conquer a part of the degradation in the administration framework, most progressives being white collar class battled for sexual orientation correspondence and equivalent rights, A portion of the achievements incorporate the control of kid specialists in manufacturing plants and sweatshops, managing the offer of liquor and deciding if to give migrants a chance to end up nationals or stop migration all in all. All the more imperatively, however, reformers tried to stop the tainted points of view of the administration that were occurring amid the time, to enhance working condition as well as removing power from the legislature and rather giving more control and say to the general population. Reformers prevailing with regards to changing major things,like giving ladies the privilege to vote, supplanting the city board, introducement of the political machine, and the death of diffe rent alterations that were critical in the nineteenth and twentieth century , some which incorporate the seventeenth amendment which was endorsed to counter the defilement in the Senate, and the eighteenth amendment that restricted the offering and assembling of a wide range of liquor. We will write a custom essay sample on The dynamic time was a time of or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Different laws were additionally passed to secure nature and to bring issues to light to contamination levels. The Progressives were tired and tired of the wastefulness and treacheries of the past age, the plated age, where the rich and effective exploited over the economy and the government. They were resolved to totally change and change the resolution of the state and enhance the associations between what the general population needed and what the legislature did. A ton of the things ordered, would change things broadly, including the pay charge (sixteenth amendment) which would be a duty forced on individuals that shifted with their particular pay and benefit yearly, the most being organizations and business.In synopsis, Congress would have the ability to set down and gather charges relying upon earnings, from different sorts of sources. Delegates and direct expenses are designated in the separate states which relies upon their populace numbers, Congress additionally has the ability to pay obligations and accommodate the regular safeguard and welfare of the assembled states as long as everything is uniform all through all states. Additionally, specifically choosing senators(17th alteration), would set up the well known race of legislators by the general population in the assembled states. It additionally changes the strategy of taking employments in the Senate, known as opportunities, enabling the governors to influence brief modifications until another race to can be held. Another change the general population were battling for was the push for disallowance, the forbidding of mixed refreshments and by making the generation, transportation and the offering of alcohol illicit, There were different ways they used to authorize this, one of them being the Volstead demonstration. Inevitably, the eighteenth amendment was revoked in 1933 by the twenty-first revision, being sanctioned on December fifth, the twenty-first alteration is the main change to the constitution made only to repeal an earlier amendment.Womens suffrage was likewise used to stop misrepresentation and defilement through the nineteenth amendment. This alteration gave ladies the voting right like every other person, in 1920 this revision was endorsed and made a domino impact on different nations that likewise gave ladies more power before world war II. By doing this, the nineteenth amendment overruled minor v happersett which was a court case in missouri that denied particularly females the privilege to vote,even the preeminent court conflicted with it and expressed that the fourteenth amendment did not give females that freedom, and demanded maintaining and declining to enlist a lady as a legitimate voter since it held that the intrinsically secured benefits of citizenship did exclude the pr ivilege to vote implying that lone men were permitted to vote in all history of the unified states until 1910 when the ladies developments begun. At the time the developments for change had begun, magazines were an extremely prominent wellspring of media, some even had memberships of over a hundred thousand individuals . On account of the quick development of publicizing, there was a huge amount of scope over the most recent news about defilement in governmental issues, huge business and the greatest organizations. The writers who composed for the mainstream magazines just to uncover the political embarrassments were known as maligners, which researched individually and even provided details regarding other social issues like neediness, and working conditions, for example, kid work. On account of these kinds of columnists, similar to beam dough puncher, George Creel, and Lincoln Steffens conveyed to people in general much fakes that were associated with the offering of restorative medications and solution. Upton Sinclair composed a novel called The Wilderness which discussed the terrible way meat was bundled and transported. Everywhere throughout the nation, fundamentally working class ladies, got together in the interest of changes amid this time. Utilizing the possibility of metropolitan housekeeping ladies could push a few changes including Disallowance, ladies suffrage, kid sparing and general wellbeing. These ladies additionally made clubs and gatherings locally which prompted the 1890 general alliance of ladies clubs, which was an organization of over a thousand clubs in the unified states which advanced municipal enhancements through administrations like volunteering, and albeit the majority of the exercises and ventures of the league were free in neighb orhood groups the league kept up more than 100,000 individuals. Amid the dynamic period, the quantity of rich families climbed quickly. From scarcely around 100 tycoons in the 1860s to more than five thousand out of 1890 and sixteen thousand of every 1916. Numerous took after the perspectives of Andrew Carnegies which were that the rich owed an obligation to society, that called for generous offering cash to universities, restorative foundations like healing centers and to facilitate medicinal research, yet in addition to libraries, exhibition halls and even to religious and social spots to better the earth general. In the dynamic time, the vast majority of the working class voters, educators, and reformers additionally restricted towards political machines. It began in detroit amid the 1890s where a gathering of changes were presented in the urban piece of america, typically made to diminish contamination, bring down defilement and increment levels of efficiency.Mayor Hazen began the change and numerous adjacent urban areas rapidly got on and setup too. The reformers led the pack in the most essential/huge urban communities like los angeles, cleveland, new pullover, and numerous more in the western states. Amid this time there were a ton of changes to the populace also. In 1920 over a large portion of the people lived in the field while the urban areas were not as much as half, yet even they were influenced by the changes trust it or not. The progressions were mostly intended to enhance the lives of the general population in country regions, by 1910 over portion of agriculturists were bought in or stayed up with the latest with a cultivating related daily paper or magazine, where editors from city territories gave the most recent news and advances when it connected to cultivating productivity. Despite the fact that life in the nation was enhancing, there was as yet a major interest for better types of transportation, despite the fact that the railroad framework was at that point completely total ,the general population for the most part worked in horse or in wagon, in soil trails or streets. With the advancement of the auto in 1910 there were a great deal of earnest endeavors to update the earth streets and modernize them to all the more fitting lanes and parkways made to fit the requirement for autos rather than streets for steeds and wagons. In 1916 more than 2.4 million miles of earth streets in rustic territories were enhanced with rock, while 3000 miles were given a full change into modernized renditions Another enormous change in the rustic zones amid the dynamic period were schools. A large portion of the schools were ineffectively subsidized and the educators/administrators werent legitimate or at an expert level, normally they were youthful nearby ladies who were unmarried. The progressives had the answer for modernize schools through influencing the kids to go to present day schools where they could be educated by real expert educators who were guaranteed by the states and universities while being observed by the state. The kinsmen didnt concur with it at first as a result of all the additional spending however later understood that it would be more advantageous for their kids to get a legitimate instruction than to work underage. Accordingly numerous different projects were beginning to be made gone for the adolescent, including 4-h, a program set up by the unified states bureau of agribusiness made to help the young by showing them how to end up dynamic and gainful natives while training them in valuable fundamental abilities like cultivating, creature mind, and even carpentry. Different gatherings incorporate young men and young lady scouts and even nation fairs where prizes were given for the most beneficial farming practices and were later opened up to achieve more groups of onlookers. In the south, dark groups concocted their own particular dynamic reformative undertakings. Numerous included updating schools, places of worship and growing business openings Alchin, Linda. Theodore Roosevelt. C auses, Achievements and Course of events ***, Siteseen Constrained, 9 Jan. 2018, www.american-historama.org/1881-1913-development period/dynamic movement.htm. The Dynamic Period (1890 1920), www2.gwu.edu/~erpapers/teachinger/glossary/dynamic era. cfm. The California 4-H Youth Improvement Program Headings for the Decade Ahead. Winter 2003. Recovered 2010-06-07 Dynamic Period. Test Expositions, 30 Aug. 2016, newyorkessays.com/article dynamic time 2/. Unfathomable. Unlimited US History. Lumen, courses.lumenlearning.com/vast ushistory/section/the-dynamic time/. Tunes, History. Learn American History through 50 Pop Tunes. History Tunes: The Dynamic Period, historytunes.com/The Dynamic Era.php. Computerized History, www.digitalhistory.uh.edu/era.cfm?eraID=11.

Show, Dont Tell The Simple Guide for Writers

Show, Dont Tell The Simple Guide for Writers Show, Dont Tell: What You Need to Know You’ve heard it a thousand times from writing mentors, and you’ll hear it a thousand times more: Show, don’t tell. But what does it mean? If you struggle with the difference between showing vs. telling, you’re not alone. Once you’ve got it, it seems simple. But until you do, this maxim causes as many questions as anything in the writing world.    Is it really that important? You bet it is. If you want your writing noticed by a publisher or an agent- and for the right reasons- it’s vital you master the art of showing. So let’s see if I can solidify the concept in your mind right here, right now. I want to supercharge your showing vs. telling radar- and make it simple. Need help fine-tuning your writing?  Click here to download my free self-editing checklist. The Difference Between Showing vs. Telling When you tell rather than show, you simply inform your reader of information rather than allowing him to deduce anything. You’re supplying information by simply stating it. You might report that a character is â€Å"tall,† or â€Å"angry,† or â€Å"cold,† or â€Å"tired.† That’s telling. Showing would paint a picture the reader could see in her mind’s eye. If your character is tall, your reader can deduce that because you mention others looking up when they talk with him. Or he has to duck to get through a door. Or when posing for a photo, he has to bend his knees to keep his head in proximity of others. Rather than telling that your character is angry, show it by describing his face flushing, his throat tightening, his voice rising, his slamming a fist on the table. When you show, you don’t have to tell. Cold? Don’t tell me; show me. Your character pulls her collar up, tightens her scarf, shoves her hands deep into her pockets, turns her face away from the biting wind. Tired? He can yawn, groan, stretch. His eyes can look puffy. His shoulders could slump. Another character might say, â€Å"Didn’t you sleep last night? You look shot.† When you show rather than tell, you make the reader part of the experience. Rather than having everything simply imparted to him, he sees it in his mind and comes to the conclusions you want. What could be better than engaging your reader- giving him an active role in the storytelling- or should I say the story-showing? Show, Dont Tell Examples Telling: When they embraced she could tell he had been smoking and was scared. Showing: When she wrapped her arms around him, the sweet staleness of tobacco enveloped her, and he was shivering. Telling: The temperature fell and the ice reflected the sun. Showing: Bills nose burned in the frigid air, and he squinted against the sun reflecting off the street. Telling: Suzie was blind. Showing: Suzie felt for the bench with a white cane. Telling: It was late fall. Showing: Leaves crunched beneath his feet. Telling: She was a plumber and asked where the bathroom was. Showing: She wore coveralls carried a plunger and metal toolbox, and wrenches of various sizes hung from a leather belt around her waist. â€Å"Point me to the head,† she said. Telling: I had a great conversation with Tim over dinner and loved hearing his stories. Showing: I barely touched my food, riveted by Tim. â€Å"Let me tell you another story,† he said. Is Telling Ever Acceptable? Yes, it’s a mistake to take show, don’t tell as inviolable. While summary narrative is largely frowned upon, sometimes it’s a prudent choice. If there’s no value to the plot/tension/conflict/character arc by showing some mundane but necessary information, telling is preferable. For instance, say you have to get your character to an important meeting and back, before the real action happens. Maybe he has to get clearance from his superiors before he can lead a secret raid. Rather than investing several pages showing every aspect of the trip from packing, dressing, getting a cab to the airport, going through security, boarding the plane, arriving at his destination- you quickly tell that this way: Three days later, after a trip to Washington to get the operation sanctioned by his superiors, Casey packed his weapons and camo clothes and set out to recruit his crew. Then you immediately return to showing mode, describing his visits to trusted compatriots and getting them on board. Why the Book Is Usually Better Than the Movie    The theater of the reader’s mind is more powerful than anything Hollywood can put on the screen. Well-written books trigger the theater of the mind and allow readers to create their own visual. Your writing can do the same if you master showing rather than telling. Need help fine-tuning your writing?  Click here to download my free self-editing checklist. Have another question about showing vs. telling? Ask me in the comments.

Personal Subject Pronouns in Spanish

Personal Subject Pronouns in Spanish Spanish pronouns are usually used much like their English counterparts. The biggest difference is that subject pronouns (ones used to tell who or what is performing the action of the main verb in a sentence) can be omitted where theyre required in English. In other words, subject pronouns in Spanish are used primarily for clarity or emphasis. The 12 Personal Subject Pronouns of Spanish yo - Ità º - you (singular familiar)usted - you (singular formal)à ©l, ella - he, shenosotros, nosotras - wevosotros, vosotras - you (plural familiar)ustedes - you (plural formal)ellos, ellas - they These are called personal subject pronouns to distinguish them from the demonstrative pronouns, the equivalent of words such as this and those. There is also a subject pronoun ello, which can be the rough equivalent of it, but it is rarely used. Note that even though à ©l, ella, ellos, and ellas usually refer to people or animals, they can on occasion refer to inanimate objects, with the pronoun matching the grammatical gender of the object or objects being referred to. Vosotros and vosotras are seldom used in most of Latin America, where ustedes can be used even when talking with close friends or children. How To Use or Omit Subject Pronouns Because verb conjugation often suggests who or what the subject of a sentence is, one can properly leave out the subject pronoun or put it at various places in the sentence. Voy a la escuela, yo voy a la escuela, voy yo a la escuela, and voy a la escuela yo are all grammatically correct ways of saying I am going to the school (although the final option would be highly uncommon except if said for poetic effect). But the placement of the pronoun can make a difference in how the sentence is understood. To see how these pronouns are used, examine the sentences below. Subject pronouns, where used, are in boldface: Mi hermano es muy inteligente. Es doctor. (My brother is intelligent. He  is a doctor.) - No subject pronoun is needed in the second sentence, because the subject of the sentence is made clear by the context and the verb form.Mis mejores amigos se llaman Roberto, Ahmad y Suzanne. Son estudiantes. (My best friends are Roberto, Ahmad, and Suzanne. They are students.) - The pronoun is unnecessary in the second Spanish sentence and normally wouldnt be used becauses it is clear who is being referred to.Es fcil comprender el libro. (It is easy to understand the book.) - No pronoun is used to translate an impersonal use of it.Mi hermano y su esposa son inteligentes. Él es doctor, y ella es abogada. (My brother and his wife are intelligent. He is a doctor, and she is a lawyer.) - In this case, the subject pronouns à ©l and ella are used  for clarity.Tà º, ella y yo vamos al cine. (You, she,  and I are going to the movies.) - Note that in this construction the first-person pl ural form of the verb (the one that would be used with the equivalent of we) is used. Thus it is possible to use that verb form without using the pronoun nosotros. Hazlo. (Do it.) Hazlo tà º. (You do it.) - In a command such as this, the addition of the subject often has a similar effect to its use in English. Although grammatically not necessary, the addition of the subject serves to place additional emphasis on the subject.Ella canta bien. (She sings well.) Canta bien ella. She sings well. - The pronoun would be used in the first sentence if theres no context to clearly indicate who is being talked about. By placing ella at the end of the second sentence, the speaker is placing a strong emphasis on the pronoun. The emphasis in the second sentence is on the singer and not the singing. ¿Vas a salir? (Are you leaving?)  ¿Vas a salir tà º? (Are you leaving?) - The first sentence is a simple, uninflected question. But the second one, by adding the subject at the end of sentence, is placing a strong emphasis on the person leaving. One possible translation might be Are even you leaving? Or one might render the English as Are you leaving? wi th a stress or emphasis on you. Nunca va ella al centro. (She never goes downtown.) Ya ha salido à ©l. (He has already left.) - It is common when certain adverbs start a sentence to immediately follow the adverb with the verb, followed by the subject. No special emphasis on the subject is intended. Adverbs often used this way include nunca, ya, bastante, and quizs.- Te amo, dijo à ©l. - Tambià ©n te amo, respondià ³ ella. (I love you, he said. I love you too, she responded.) - When reporting what people have said, it is common to use the subject pronoun after verbs such as decir (to say), preguntar (to ask), and responder (to reply). No special emphasis on the speaker is intended. (Note: The dashes in the Spanish sentences are a type of quotation mark.)

Is Global Warming Skepticism just Smoke and Mirrors Essay

Is Global Warming Skepticism just Smoke and Mirrors - Essay Example Those who argue that global warming skepticism is just smoke and mirrors contend that global warming is very much real. They further insist that global warming is a phenomenon caused by man’s destructive and indiscriminate activities. They cite greenhouse gas emissions as one of the primary causes of global warming. Studies conducted by the US National Oceanic and Atmospheric Administration established that computer models based on man-made emissions of greenhouse gases (GHG) matched present manifestations of changes in the Earth’s climate (Henderson, 2005). Greenhouse gas emissions come primarily from our oil-powered vehicles and industries, and these emissions are ultimately causing the greenhouse effect responsible for climate change. Chlorofluorocarbons, hydrofluorocarbons and sulfur hexafluoride are compounds created by man. The chlorofluorocarbons are used as coolants in refrigerators and air conditioners, and these are also released in the manufacturing of alumin um. Hydrofluorocarbons are a by-product of foam and other manufacturing processes. These carbon emissions are trapped in our atmosphere for prolonged periods of time; and while they are trapped in the Earth’s atmosphere, they also trap the sun’s heat. They damage the ozone layer that protects the earth from the ultraviolet rays of the sun (Ygoy, 2007). And as more industries are being developed, more pollutants are expected to be introduced into our environment to further contribute to global warming. Many environmentalists fiercely argue against global warming skepticism because there are various scientific proofs indicating the veracity of this phenomenon. Since the start of the 20th century, the global surface temperature has increased by 0.74C.

Astronomy - Black Holes Research Paper Example | Topics and Well Written Essays - 1000 words

Astronomy - Black Holes - Research Paper Example A black hole is a section in the space-time that traps everything passing across the area because of its exceptionally strong gravity force (Raine, & Thomas, 1). It is significant to note that light is also absorbed by the gravity. It is proven and established that an adequately compact mass is capable of distorting space-time to create a black hole. ‘Event horizon’ is a section around the black hole that is mathematically known as a ‘point of no return’. The absorption of light that passes the region resulted to the name ‘black’ hole since there is total darkness at the region. Astronomers are still making expeditions, and have managed to discover the largest black hole referred to as abyssal a yawn that is believed to be 10 times the size of the solar system. The black hole is believed to have absorbed billions of suns existing in the galaxy (Raine, & Thomas, 1). Black holes are created from heavy stars that have a mass of 20 to 25 times compared to the sun. Their gravity overpowers any force that is holding the stars up, making the cores collapse when the heavy stars ‘die’ (Raine, & Thomas, 1). Next, the star collapses exceptionally that is forced to be contained within its Schwarzschild radius, or event horizon, a region where light is absorbed. It is remarkably tiny, and is believed that a black hole fitting a town is probably having a mass of the sun, and the one fitting on a palm of a person has a mass of the earth. At this point, the materials that are enclosed within the Sachwarzschild radius will continue to fall and collapse indefinitely. The collapsing of the materials will reach a point where laws of physics shatter. Finally, ‘super-massive’ black holes are formed differently from the combination of earlier smaller black holes that were formed at earlier stages of the history (Merloni, Nayakshin & Sunyaev , 18). It is believed that small black holes had grown and sucked in gas from their nearby environment (Merloni, Nayakshin

History of Federal Taxation in the United States

History of Federal Taxation in the United States The existing taxation policies in the U.S. have been characterized by a myriad of changes over the decades as a result of variations in the governments roles as well as the changing circumstances. The U.S. Department of Treasury asserted that the kinds of taxes imposed, their percentages as well as the size of the collections differ from what they were 100 years ago due to various historical events, including the war, the 16th Constitutional Amendment, changes in the society, economy, and the changes in the governments roles and responsibilities. During the colonial times and the post-revolutionary era, which spanned from 1791 to 1802, the U.S. had no income tax law. Therefore, to finance its roles and responsibilities, it relied on the contributions made by the states and internal taxes on whiskey and other distilled spirits, tobacco and snuff, refined sugar, carriages, properties sold at auction, slaves, and the corporate bonds (Sandbox Networks, Inc.). When President Jefferson was elected in 1802, he abolished these direct taxes, leaving the federal government, for the next decade, with only the internal revenue taxes. However, in 1812, more funds were needed to finance the war and Congress imposed extra excise taxes, issued Treasury notes, and raised certain customs duties (U.S. Department of the Treasury). In 1817, all these taxes were cancelled and for the following 44 years, the country relied on the customs duties and the public land sales for its revenues. Upon the eruption of the Civil War, Congress enacted the Revenue Act of 1861, reintroducing the former excise taxes and imposing taxes on personal earnings at a rate of 3% on all incomes above $800 a year (U.S. Department of the Treasury). However, due to some noted inadequacies, the personal income taxes became effective only in 1862. The increased cost of the war made Congress pass a new excise tax law in 1862 focusing on items like the pianos, gunpowder, feathers, playing cards, leather, iron, drugs, patent medicines, telegrams, billiard tables, whisky, legal documents, and license fees. In 1872, the income tax was abolished, but it was again revived in 1894 and 1895 before being deemed unconstitutional (Sandbox Networks, Inc.). The 16th Amendment of 1913 reintroduced the income tax and made it a permanent item in the U.S. tax system. Through this law, Congress imposed taxes on incomes of both individuals and corporations. The U.S. entry into World War I saw Congress pass in 1916 and 1918 Revenue Acts, all increasing the tax rates. In 1943, there was an introduction of the withholding taxes on wages. The need for more far-reaching reforms in the U.S. tax system led to the enactment of the Tax Reform Act of 1986, which lowered the individual income tax rate from 50% to 28%. Other notable changes to the U.S. tax system were made through the 1993 Revenue Reconciliation Act and the 2001 Economic Growth and Tax Relief Reconciliation Act of 2001 under the Clinton and George Bush administrations, respectively. Taxation is an important fiscal policy item in every economy. The view of this paper in regard to the contribution of the taxation on the economic growth depends on its policy, the purpose for which it is collected and the administration. Lower tax rates for the lower-income groups have been linked with improvements in the economy, especially through the creation of jobs (Worstall). This idea of spurring the economic growth by reducing the tax rate was advocated for by President Reagan in 1986 due to the effects on the economic incentives experienced by businesses and individuals. Therefore, the government should reduce the marginal tax rates with a view to significantly expand the tax base. Also, a tax imposed to collect revenues to finance war activities may not lead to improvement in economy unlike the one used to finance various economic activities. Works Cited Sandbox Networks, Inc. History of the Income Tax in the United States. 2017, http://www.infoplease.com/ipa/A0005921.html. Accessed 17 Jan. 2017 US Department of the Treasury. History of the US Tax System. Aug. 2003, http://www.policyalmanac.org/economic/archive/tax_history.shtml. Accessed 17 Jan. 2017 Worstall, Tim. Tax Cuts Do Increase Employment, Do Create Jobs, the Science Is In. Forbes, 22 Apr. 2015, http://www.forbes.com/sites/timworstall/2015/04/22/tax-cuts-do-increase-employment-do-create-jobs-the-science-is-in/#28d752437382. Accessed 17 Jan. 2017

The Secret of Ella and Micha Chapter 5

Micha There she is, the girl I used to know. It's visible in her green eyes that she's getting turned on. She was always weird like that, the speed, the danger always got her own engine burning. Then I have to slow down and all the fire dissolves. She puts on her seatbelt and mutters something about the Ella I know being gone forever, but I'm calling her out. I have big plans to bring my best friend back, whether she likes it or not. She's wearing a short skirt and tank top that's tight enough to show off her curves. It's driving me crazy that I can't touch her. â€Å"What happened to the turnout?† she asks as we drive by the spot we use to park at during small town cruising. â€Å"It looks like you can't even take the road up to the cove anymore.† â€Å"You can if you walk or have four-wheel drive and ramp the hill.† The turnout is blocked off by a large fence so that no cars can reach the dirt road that leads to a secluded area near the lake. â€Å"They blocked it off after they busted a bunch of people for drug and alcohol possession.† â€Å"Anyone I know?† she inquires, feigning indifference. I thrum my fingers on top of the steering wheel. â€Å"Yeah, you're sitting next to one of them. But mine was only for alcohol.† Her friend gasps in the backseat and I catch Ella secretly rolling her eyes. â€Å"What'd you get?† she asks nonchalantly. â€Å"Probation and anger management classes.† I return her indifference. Her head turns toward me. â€Å"Anger management classes?† â€Å"I also punched Grantford Davis in the face,† I explain. â€Å"Pretty hard. Broke his nose and everything.† Her friend gasps again and I wonder how Ella could be friends with her. She seems like a naive princess. Ella studies me acutely with her beautiful eyes that always give away what she's really thinking. â€Å"Why did you punch him?† â€Å"I think you know why.† I carry her gaze forcefully. â€Å"I asked him to drive me to the bridge, Micha,† she says it like it strangles her. â€Å"It wasn't his fault. He was just doing it as a favor.† â€Å"He should have never left you there alone.† I flip the blinker on, making a turn down a dirt road that leads into a field of tall, dry grass. â€Å"Not in that condition. You could barely think straight. In fact, do you even remember anything about that night?† She fiddles with a band of bracelets on her wrists. â€Å"I'm not sure.† â€Å"Are you not sure?† I accuse. â€Å"Or do you not want to admit it?† She starts to open her mouth, but then clamps her lips shut, and turns toward the window, dismissing me and the conversation. Ella The night I went to the bridge, I had been in a weird funk the entire day. My mom died a few weeks earlier and I couldn't seem to get rid of this vile feeling in my chest and I wanted it to go away. Badly. So I took drastic measures and decided to walk in my mother's footsteps for a night. My mom wasn't awful. She had her good moments, but had a lot of bad ones too. When she was up, she was great – a lot of fun. At least that's what I thought when I was young. However, when I got older, there was a painful realization that it wasn't normal to go on huge shopping sprees, take off in the middle of the night for a road trip, pretend she could fly†¦ But the night on the bridge wasn't the worst night I'd ever experienced. It was just the last push to my rapid decline toward the loss of control over my life. â€Å"Ella, where are you?† Micha's voice snaps me out of my own head. â€Å"You were dazing off on me there.† We're parked in front of Grady's single-wide trailer located in a field, near a junkyard and an abandoned apartment complex. I unbuckle my seatbelt, climb out of the car, and flip the seat forward to let Lila out. â€Å"No thanks.† She shakes her head, cowering back in the seat. â€Å"I think I'll wait in here.† â€Å"You're much safer inside.† Micha points to a crumbling shack in the middle of the field. â€Å"That's a crack house over there and trust me, if they see you sitting in here, by yourself, they're going to come over and harass you.† Micha's messing with her, but I let him be because this place isn't that safe of a spot. Her face pinches and she scrambles out of the car. â€Å"Who is this person's house we're at? It's not a drug dealer, is it?† â€Å"No, it's just an old friend.† I trade a secret glance with Micha and feelings rush through me like the sun and the wind. Grady was once Micha's stepfather. His mother and Grady were married for a few years and most of our happy childhood memories consist of him, camping, fishing, working on cars. Between the ages of eight and nine life was solid, not broken to pieces. I meet Micha around the front of the car and when he takes my hand, I don't object. Being here is like traveling through time and it hurts to know that the man who showed me that life can be good is dying. Lila tugs the bottom of her dress down self-consciously. â€Å"Are you sure I'm okay going in here?† â€Å"Relax,† I tell her as we reach the rickety front porch. â€Å"Grady is a good guy, he just likes living an unmaterialistic lifestyle. He chooses to live in a place like this.† She forces a tense smile. â€Å"Alright, I'm relaxing.† Micha squeezes my hand and then knocks on the door. A few knocks later and we let ourselves in. It's like I remember, and it makes me smile because it's comforting. Grady was a big traveler when he was younger and his walls map his destinations; petite nesting dolls from his trip to Russia on a small bookshelf, a painted Bokota mask from Africa hooked to the wall, a large hookah from Nepal sitting on a small fold up table. It overwhelms me and tugs at my memories. The trailer is small with a narrow kitchen connected to a boxed in living room and the three of us nearly fill up the space. Micha slides his hand up my arm and draws me to him. â€Å"Are you going to be okay?† I nod, forcing the tears away. Micha kisses my temple and I don't retreat this time, allowing myself one small moment. â€Å"It'll be okay,† Micha says. â€Å"And I'm here for you.† Time's up. â€Å"Where is he?† I take a deep breath, move away from Micha, and smother the old Ella away. He points over my shoulder. I turn around and my heart drops to my stomach. The medium build, tall man, with bright blue eyes and a head full of hair, has shifted into a frail, skeletal figure, with sunken eyes and his head shaved. His plaid jacket drowns his body and the belt around his jeans has holes added to it. I hesitate to hug him. â€Å"How are you? Are you okay?† â€Å"I'm always okay. You know that. Not even a little cancer can bring me down.† He smiles and it's just as bright as it was. Using his cane, he hobbles toward me. I meet him halfway, in front of the tattered leather recliner and give him a gentle hug, afraid I might break him. â€Å"How have you been, my little Ella May?† He steps back to take a look at me. â€Å"You look different.† I self-consciously touch my hair. â€Å"I changed my looks a little. Thought I could use a change or two.† He shakes his head contemplatively. â€Å"No, it's not that. There's something else. You seem sad.† â€Å"I'm fine,† I deny and not very well. â€Å"I feel great.† He offers me a tolerant smile. â€Å"You've never been a good liar, you know that. I always knew it was you who broke the vase.† From behind me, Micha nods concurring. â€Å"It's her eyes. They show way too much. Although she thinks differently.† â€Å"If you knew I broke the vase,† I say, â€Å"then why didn't you call me out on it?† Grady laughs and exchanges a look with Micha. â€Å"Because the elaborate story you made up won my heart over, I guess. Besides, it was just a vase.† The tension resolves, except with Lila who looks like she doesn't know what to do with herself. She dawdles near the door, fidgeting with her watch and her hair as she glances around the snug trailer. â€Å"Grady, this is Lila,† I introduce, motioning her to come closer. â€Å"She was my college roommate.† Lila steps forward and gives him a small wave. â€Å"It's nice to meet you.† â€Å"Same here.† Grady nods his head welcomingly and then arches his eyebrows at me. â€Å"So college? That's where you ran off to.† â€Å"I'm sorry I didn't tell you when I called,† I apologize. â€Å"I just needed a break. From everything.† â€Å"I'm not going to lie and say it didn't hurt a little.† He rests his weight on the cane, and his arms and legs look too thin to be moving. â€Å"You're like a daughter to me and I thought you trusted me enough to come to me if you were going through something.† His eyes dart to Micha and I wonder if he's told Grady about that night eight months ago on the bridge. â€Å"I need to make a phone call.† Micha holds up his phone as he backs for the door. â€Å"Lila, why don't you come outside with me?† Lila gladly obliges and the door swings shut behind them, rocking the house. Grady collapses into the recliner, sighing with relief. â€Å"We need to talk.† Preparing myself for a lecture, I drop into the concaved sofa across from him. â€Å"I'm in trouble, aren't I?† â€Å"Do you think you need to be in trouble?† He props his cane against the coffee table. I pull a throw pillow on my lap and slump back into the couch. â€Å"I don't know. It's hard to tell what's right and what's wrong anymore or what's up and what's down even.† He rocks in the recliner. â€Å"You've always had a good grasp on what's right and wrong. You just have a hard time admitting that sometimes you choose the wrong.† â€Å"I know that.† I gesture at myself. â€Å"That's why I changed into an Ella who doesn't do any wrong and who can keep control of her life.† â€Å"That's not what this is. This is you running from life and you can't control everything. Even if you want to.† His words send a chill through my spine. I pluck at a loose thread on the pillow. â€Å"Did Micha tell you about the night before I left†¦ did he tell you what happened – what I did?† He presses his cracked lips together. â€Å"He did.† â€Å"So then you understand why I ran away. If I don't change, then I'll turn out like her – I'll turn out just like my mother,† I admit aloud for the first time and a weight lifts from my chest, but falls right back on it, seeming ten times heavier. â€Å"I'll lose control.† He hunches forward with a sad expression on his exhausted face. â€Å"You know I knew your mother really well.† â€Å"But only because you always had to come fix everything after she had one of her episodes.† â€Å"Sweetie, you're not her. Your mother was sick – she had a mental illness.† â€Å"Bipolar Disorder is hereditary,† I say quietly. There is a higher chance that I have it just because she had it.† â€Å"But it doesn't mean you will.† With unsteady legs, he pushes up from the chair and sits down next to me on the sofa. â€Å"I think you're so afraid that you'll end up like your mom that you're hiding who you really are, but you can't control everything – no one can.† â€Å"But I can try,† I mutter and sit up, tossing the pillow off my lap. â€Å"You remember what I was like. All the crap I did. The stupid, irresponsible crap. I was a wreck waiting to happen and that night proved it. I almost†¦ I†¦ I almost killed myself.† â€Å"No, you didn't. I heard the story and you would have never gone through with it,† he says confidently. â€Å"You were just trying to sort through some stuff. You still are.† â€Å"No, I was going to do it,† I tell him, but it's a lie. â€Å"My mind may have been hindered, but I remember enough to know that when I climbed on top of that bridge, I was going to jump.† He shakes his head. â€Å"Then you don't remember what happened afterward with Micha.† â€Å"Yeah, I do.† I take a faltering breath. â€Å"I kissed him and then left him on the bridge. Then I went home, packed up my stuff, and ran away.† â€Å"No, something else happened that night.† His forehead scrunches. â€Å"Micha took you somewhere else. At least that's what he told me.† I scratch at my wrist, trying to recollect, but the events of that day are hazy. â€Å"I don't remember this at all.† â€Å"From what I understand you were out of it and pretty upset. Those two are not a good combination. Trust me, I've been there.† His fingers seek his cane. â€Å"Micha saved you from jumping, but there's more to it than that.† â€Å"When you say you've been there, what do you mean exactly?† â€Å"I mean, I've been at the place where it seems like the only way left is down.† I sift through his words. â€Å"You know, I came here to see if you're okay, and somehow all we've talked about is me.† â€Å"And that's exactly what I need,† he says. â€Å"I'm sick and tired of everyone wanting to talk about my death.† I open my mouth, but the front door squeaks open. I expect Micha, but a middle-aged woman in black sweat pants and a white t-shirt walks in. Her bleached hair is woven into a braid and she's carrying a large black bag. She grins at Grady as she shuts the door. â€Å"You're being bad again. You know you're not supposed to get out of bed.† Grady rolls his eyes, but his face lights up. â€Å"Yep, I've been bad. I guess you'll have to punish me.† I try to ignore their disturbing comments the best that I can, but it's ridiculously awkward. â€Å"Ella, this is Amy.† His serious demeanor alleviates as he says her name. I stand up from the couch to shake hands with Amy, noticing there's no ring on her finger. â€Å"Are you his nurse?† Grady starts to balance to his feet and she moves to help him, but he waves her off. â€Å"I got this. I'm not crippled yet. â€Å" She sighs and moves back. â€Å"Yes, I'm his nurse and I'm supposed to be taking care of him, but he's a stubborn man and refuses to let me do my job properly.† He growls and then chuckles. Using his cane, he heads toward the hall, his feet dragging along the orange shaggy carpet. â€Å"Ella, can you stop by tomorrow? I want to talk to you some more.† â€Å"Okay, I'll come back,† I promise as he vanishes down the hall. I turn to the nurse. â€Å"How bad is he?† She drops the bag on the counter and unzips it. â€Å"What did he tell you?† â€Å"That he has cancer,† I tell her as she takes out some baggies from the bag. â€Å"But that's all. He doesn't like to open up about himself.† Reaching into her bag, she extracts a handful of prescription bottles. â€Å"No, he doesn't, does he?† She shakes a bottle filled with clear liquid. â€Å"He has stage four bone cancer.† I nearly fall to the floor. â€Å"Stage four, but then that means that†¦Ã¢â‚¬  â€Å"It means that he has a hard, short road ahead of him,† she says frankly. â€Å"You're Ella Daniels, right? And your father is Raymond Daniels?† My fingers grasp the fabric of the recliner like it's a lifeline. â€Å"Yeah, why?† â€Å"No reason,† she says with a shrug. â€Å"Grady just talks about you sometimes.† â€Å"But you know my father,† I state warily. She zips up her bag and shuffles to the kitchen sink with the medication. â€Å"I was the nurse on call the night he was run over.† Because he was drunk out of his mind and decided to ride his bike in the middle of the highway. â€Å"So you take care of Grady, here at his home?† She turns on the faucet and fills up a glass of water. â€Å"I'm the home nurse he hired after he decided he didn't want to spend his last months in a hospital bed.† He only has months left? I need to regain control of the spiraling situation. I stumble for the door. â€Å"Tell Grady I'll see him tomorrow.† I trip down the steps and nearly eat dirt. Luckily Micha is at the bottom and he drops his phone to catch me. He steadies me to my feet, his fingers digging into my hips as he looks me over with concern. â€Å"Okay, what happened?† â€Å"He's dying,† I whisper, staring out at the dry field. â€Å"He's really dying.† â€Å"I know.† Micha holds onto me forcefully, the tips of his fingers touching my bare skin. â€Å"I told you this before we came over here.† My lungs restrict oxygen. â€Å"I thought when you said it†¦ well, I don't know what I thought, but not this.† I wave my hand at the door without looking at it. â€Å"Not a nurse. Not a few months left.† His hands move around to my back and he enfolds me against his chest. I rest my head against him, breathing in his comforting scent. I start to ask him what happened that night, but my fear of the truth shushes me. What if it's bad? What if it pushes me over the edge? â€Å"What do you want to do today?† he whispers. â€Å"You name it and it's done.† I pull away, blinking back the tears. My gaze travels to Lila sitting in the car, reapplying her lip gloss in the rearview mirror. â€Å"I have to take her to the shop and get her on the road.† Against my protest, Micha cups the back of my head, and lures me against him. â€Å"You could just ditch her.† I slap his arm. â€Å"Since when are you mean to girls?† â€Å"Since they keep complaining about the sheer drabness of the town,† he says in a mocking cheerleader voice. â€Å"And the bugs. It's ridiculous. Ten minutes out here with her and I want to lead her into the crack house over there and run.† â€Å"That's not a crack house and you know it.† I shake my head, forcing back a grin. â€Å"And I know you better than that. I'm sure you want to get in her pants.† He pauses, and then slowly his hand explores my back and sneaks to my ass. He grabs it, and bows my body into his, firing a heat deep inside my core and fumbling a moan from my lips. For a second, I forget where I am. â€Å"The only thing I want to get in is you,† he murmurs in my hair. I regain control and shove back. â€Å"Seriously? You're going to start this? Here of all places.† He swings a hand at the trailer. â€Å"Why not? Because of Grady? He'd be happy to finally see us together. He's been saying for years that you and I will end up together.† I cover my ears. â€Å"I can't listen to this.† In three long strides, he's in my face, nearly stepping on my toes. â€Å"You think that just because you left, it would change how I feel? Well, guess what? You're wrong. I can't help how I feel. I'm still in – â€Å" â€Å"Don't say it.† I point a finger at him. â€Å"Don't you dare, Micha Scott.† He holds up his hands, wide-eyed and derisive. â€Å"Oh, now I'm in trouble. You used my last name and everything.† I glance at the car, checking if Lila's eavesdropping, then whirl back and hiss, â€Å"You are in trouble. I've been back for less than a day and everything I've worked on concealing is falling apart because of you.† His aqua eyes are a fierce blue. â€Å"Good. You're fucking crazy if you think that you can run off and change your identity. This unfeeling, preppy girl thing you got going on,† he motions his hand at my tank top, white frilly skirt, and curly hair, â€Å"is nothing but bull shit. You can't just change who you are on the outside and expect it to change who you are on the inside.† Anger bubbles through me and I shove him. â€Å"You're wrong.† His boots scuff the dirt as he catches his balance and smiles haughtily. â€Å"Am I? Because right now that fire I love so much is burning pretty bright.† He reaches for my cheek, to touch me – entice me. â€Å"Micha, this is who I have to be otherwise I can't breathe. Please just leave it alone. That damn fire might exist, but I want it gone.† I spin my back to him, praying he'll listen to me for once, because if he keeps it up, sooner or later I won't be able to resist. But Micha has never backed down on a challenge in his life.