Review role responsibilities and boundaries as a teacher

Review role responsibilities and boundaries as a teacher Ensuring learning takes place so the syllabus requirements are met and the students are likely to succeed in their assessment. This is increasingly important in todays climate for the tutors career and the colleges reputation. Being up to date in the subject you are teaching and developing good practice in your own area, learning how to evaluate, reflect and communicate. Adhering to your organisations code of practice, procedures and maintaining appropriate conduct within the college for example dressing and acting appropriately, not swearing in front of the students and also outside, for example working in the sex industry would bring the profession into disrepute being aware of the organisations procedures for first aid, accident reporting, evacuation procedures and support services such as IT, library, welfare. Being prepared: arriving in advance to arrange the environment so the class can start on time back up resources are available, for example in case of technology failure, and a contingency plan in case students finish more quickly, or slowly than expected. all materials needed are available Completing all relevant records, attendance and exam submission etc Being available for tutorials and support To respect and value all learners equally and to provide equality of opportunity and accessible activities to suit the diversity of learners. This includes ensuring the environment is supportive and conducive to learning, and ensuring the students are treating each other with respect and to be seen to be dealing with discriminatory behaviour. Learning is accessible and inclusive: The tutor has the responsibility to ensure the needs of all learners are recognised and catered for. The teacher may wish to profile the group in the beginning weeks to assess how they learn best, for example Honey and Mumfords 1986 profiling; activist, pragmatist, theorist, reflector. This looks at a learners tendencies, do they prefer traditional teaching methods such as didactic delivery, or active discussion etc. Another profiling method was developed in 1987 by Fleming; he noted three styles of learning. He called these visual- like seeing, aural- like listening and kinaesthetic like doing. These are apart from any special needs students may have. Its essential to acknowledge that everyone is different and brings various strengths, weaknesses, experiences etc to the class. The teaching style, method, resources and assessment can then be adapted to the needs of the individuals in the group. Inclusivity and differentiation are core components of the curriculum for teacher education for the learning and skills sector. They are an accepted part of the body of expert competence and knowledge expected of s tutor in the learning and skills sector. Tummons p101? To provide assessment and feedback. Assessment is a way of finding out if learning has taken place. It enables you, the assessor to ascertain if your students have gained the required skills and knowledge needed at a given point towards a course or qualification. Gravells p75 2007 preparing Assessment and feedback are necessary for the student to know how they are doing and how they can improve. Feedback and assessment can be given throughout the learning process, acknowledging each students contribution and saying something positive about it. Feedback also ensures the teacher knows that students understand the content, and this is useful for lesson evaluation and improvement. Initial assessment may be carried out, if students have to have a level of prior knowledge to get onto the course, commonly this may be a certain level of literacy and numeracy. This helps to ensure the student has the basic skills to sucessfully complete the course. Most people need encouragement, to be told when they are doing something well and why. When giving feedback it can really help the student to hear first what they have done well, followed by what they need to improve, and then to end on a positive note or question to keep them motivated. This is sometimes referred to as the praise sandwich. Gravells p86 preparing Specific comments which highlight what was good or could be improved are more useful to the learner than general comments, such as well done or could do better. To ensure the environment and materials are appropriate It is a good idea to arrive in advance of the lesson to ensure that: The teaching room is laid out as you want it and there is enough seating and workspace. Interactive sessions may work best with tables grouped together. Any equipment you want is present and working. The tutor is responsible for the health and safety of the students so you may have to report if the room is not safe. Materials are appropriate for the group, for example you have extension materials available and any resources are adapted for students with special needs, for example large font handouts. To maintain an awareness and abide by relevant legislation for example Every Child Matters, Data Protection and Disability Discrimination Act. Boundaries The boundaries between teachers and students are arguably less clear now than before the advent of informal communication devices, such as email, mobile phones and social networking technologies. Through these technologies teachers and students can associate virtually outside of the college environment. The college may even encourage teachers to be accessible, even of hours, and to participate in forums and online discussions. It is a matter of current debate if teachers should allow students to be their friend on sites such as Facebook, as through these teachers may reveal personal information that may undermine their authority or lead to over familiarity or even electronic stalking. Actual meetings outside of college should also be avoided, as should making friendships, this may blur the boundaries between teacher and student and lead to accusations of favouritism. Avoiding physical contact is now generally considered best practice, and if one to one sessions are taking place in a non public area it is advisable to leave the door open. This openness is less likely to lead to accusations of inappropriate contact. Once upon a time, teachers simply did not exist outside school. There was a fixed distance; a clear definition of roles; lines that should not and, more often than not, could not be crossed. à ¢Ã¢â€š ¬Ã‚ ¦That fixed distance is shortening; those old boundaries between professional and private, home and school, formal and informal are blurring. http://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship T2 Summarise the key aspects of current legislative requirements and codes of practice relevant to the teaching role. Control of substances hazardous to health 2002 (COSHH) o Covers substances which can cause ill health. Contains provisions to prevent injury or illness from dangerous substances. Good management which help assess risks, implement any measures needed to control exposure and establish good working practices Reporting of Injuries, Diseases and Dangerous Occurences Regulations 1995 (RIDDOR) The statutory obligation to report deaths, injuries, diseases and dangerous occurrences that take place at work or in connection with work Fire Precautions (Workplace) Regulations 1997 Plans and procedures in case of fire. The Workplace Fire Precautions Legislation brings together existing Health Safety and Fire Legislation to form a set of dedicated Fire Regulations with the objective, to achieve a risk appropriate standard of fire safety for persons in the workplace. The Manual Handling Operations Regulations 1992 Precautions when lifting or moving heavy objects. Risk assessment Health and Safety (First Aid) Regulations 1981 Legal duty to keep a first aid box and have at least one appointed person. Race relations (Amendment) act 2000 To promote equality of opportunity, and good relations between racial groups Special Educational Needs and Disability Act 2001 (SENDA) To make reasonable adjustments so they are not disadvantaged. The UN Convention on the Rights of the child International human rights treaty applies to children under 18. Gives them certain rightsa such as the right to have their views taken into account, to be free from violence, have rights to expression. à ¢Ã¢â€š ¬Ã‚ ¢ Equal opportunities act à ¢Ã¢â€š ¬Ã‚ ¢ Data protection act 2007 safeguards the rights of individuals with regard to the processing of personal data and its free movement. The Data Protection Act (1998) was drafted to ensure the privacy of personal information stored electronically on computers nationwide. The Act aims to promote high standards in the handling of personal information, and so to protect the individuals right to privacy. Anyone holding data relating to living individuals in electronic format (and in some cases, on paper) must follow the Acts 8 data protection principles: The 8 Principles of Data Protection Under the DPA, personal information must be: à ¢Ã¢â€š ¬Ã‚ ¢ Fairly and lawfully processed à ¢Ã¢â€š ¬Ã‚ ¢ Processed for specified purposes à ¢Ã¢â€š ¬Ã‚ ¢ Adequate, relevant and not excessive à ¢Ã¢â€š ¬Ã‚ ¢ Accurate, and where necessary, kept up to date à ¢Ã¢â€š ¬Ã‚ ¢ Not kept for longer than is necessary à ¢Ã¢â€š ¬Ã‚ ¢ Processed in line with the rights of the individual à ¢Ã¢â€š ¬Ã‚ ¢ Kept secure à ¢Ã¢â€š ¬Ã‚ ¢ Not transferred to countries outside the European Economic Area unless there is adequate protection for the information http://www.bytestart.co.uk/content/legal/35_2/data-protection-overview.shtml à ¢Ã¢â€š ¬Ã‚ ¢ Health and safety at work act 1974 Protecting employees against risks to health and safety. Responsibility for h and s with the employer, but also duties on employees to for their own safety. Provision of safety equipment, training and risk assessements. à ¢Ã¢â€š ¬Ã‚ ¢ Special educational needs and disabilities act 2001 (an amendment to the Disability discrimination act 1995) o Disability discrimination Act 1995, Making it unlawful to discriminate against disabled persons in employment and the provision of goods and facilities The Disability Equality Duty (DED) The Disability Discrimination Act (DDA) 1995 has been amended by the Disability Discrimination Act 2005 The General Duty The Act sets out a General Duty, which requires that public bodies have due regard to the need to eliminate unlawful discrimination and promote equal opportunities for disabled people. They will also need to consider the elimination of harassment of disabled people, promotion of positive attitudes and the need to encourage the participation of disabled people in public life. Clearly, this General Duty has implications for the educational sector and the way that local authorities, schools, colleges and universities set about equalising opportunities for disabled pupils, students, staff and parents. http://www.teachingexpertise.com/articles/implementing-the-new-disability-equality-duty-975 In 2001, the special educational Needs and disability Act (SENDA) was introduced, and from 2003, a new section of the Disability Discrimination Act (DDA) came into force. DDA part 4 all providers of post-compulsory education were legally obliged not to discriminate against students with disabilities, this may mean making reasonable adjustments for a student with a disability. à ¢Ã¢â€š ¬Ã‚ ¢ Further education and training act 2007 The Further Education and Training Act 2007 has today received Royal Assent. It was introduced into Parliament on 20 November 2006 and completed its passage on 18 October 2007 The Further Education and Training Act enables key aspects of the further education reforms described in the March 2006 White Paper Further Education: Raising Skills, Improving Life Chances. The further education system will be able to increase participation and achievement still further and so play its full part in achieving the skills challenge articulated by Lord Leitch. The Act includes: powers which will enable the specification of further education institutions in England to award their own foundation degrees; provision enabling the Learning and Skills Council (LSC), in certain circumstances specified in the Act, to intervene in the management of unsatisfactory further education provision in England, with similar powers for Welsh Ministers to intervene in institutions in Wales; http://www.dius.gov.uk/press/23-10-07.html à ¢Ã¢â€š ¬Ã‚ ¢ Office for standards in education (Ofsted) à ¢Ã¢â€š ¬Ã‚ ¢ Employment equality (age) regulations 2006 vocational training. The Employment Equality (Age) Regulations 2006 becomes law on 1 October 2006. This law makes it illegal to discriminate against employees, job seekers or trainees on the grounds of age. Age is accepted as the commonest form of discrimination in the workplace. We already have laws in place to prevent differential treatment on the grounds of race, gender, disability, sexual orientation, and religion. This is not just a law to help older workers keep their jobs until they retire, but to give all workers irrespective of age, a longer and better quality of working life. Younger workers will benefit because they will be paid the rate for the job, not a lower rate than older workers doing the same job. All businesses benefit from the value of a diverse workforce. Discrimination and victimisation are counter-productive and lead to an unhappy workplace where staff turnover is greater and job satisfaction diminished. Training will no longer be refused to workers because they are close to retirement or because they are too young. No employee should make derogatory remarks about another employees age terms such as wet behind the ears, old codger, should have retired years ago and other such remarks are discriminatory and therefore after 1 October 2006 will be illegal. http://diversity.monster.co.uk/10378_en-GB_p1.asp à ¢Ã¢â€š ¬Ã‚ ¢ Learning and skills act 2000 Race relations Act 1976 under this act discrimination on the grounds of colour, race, nationality, ethnic, or national origins is illegal. The Equal Pay Act 1970 is an Act of the United Kingdom Parliament which prohibits any less favourable treatment between men and women in terms of pay and conditions of employment. For an employee to claim under this Act they must prove one of the following: That the work done by the claimant is the same, or broadly the same, as the other employee. That the work done by the claimant is of equal value to that of the other employee. That the work done by the claimant is rated (by a job evaluation study) the same as that of the other employee. Sex Discrimination Act 1975 under this act treating anyone less favourably because of their sex or marital status is illegal. The Children Bill 2004, keeps a record of information about children, and their involvement with health, legal and social services to help to track them, for protection. One of the duties placed on Local Authorities is to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve childrens well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements. Every child matters professionals enabled and encouraged to work together in more integrated front-line services, built around the needs of children and young people; common processes which are designed to create and underpin joint working; a planning and commissioning framework which brings together agencies planning, supported as appropriate by the pooling of resources, and ensures key priorities are identified and addressed; and strong inter-agency governance arrangements, in which shared ownership is coupled with clear accountability. A code of practice standardises the work of a profession and sets out the service that should be expected. This gives the public confidence in the work of the profession and makes the profession publicly accountable. There are 2 key organisations involved with codes or practice within the learning and skills sector Lifelong Learning UK (LLUK) 2005 and the institute for Learning (IfL). Ifl code includes à ¢Ã¢â€š ¬Ã‚ ¦..www.ifl.ac.uk/members_area/code_prof.html New professional Standards for teachers, Tutors and trainers in the Lifelong Learning Sector www.lifelonglearninguk.org CS1 Understanding and keeping up to date with current knowledge in respect of our own specialist area. CS2 Enthusing and motivating learners in own specialist area CS3 Fulfilling the statutory responsibilities associated with own specialist area of teaching. CS4 Developing good practice in teaching own specialist area. T4 discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. The further education sector is known for making education and training accessible to a diverse population of learners, and to provide opportunities for certain groups in society that have been excluded. In the lifelong learning sector, especially with the current emphasis on work based learning, the base of learners is more diverse than ever before. Tummons describes three key terms in the learning and skills sector: Widening participation learners from underrepresented groups are recruited and supported to enable them to take part in education. Differentiation teaching and learning is planned to take account of the individuality of learners. Inclusive practice ways of learning and teaching that encourage the fullest participation by all learners. Although the terms equality and diversity are often heard in the same sentence there are key differences in their meaning. Equality seems to infer that everyone should have equal opportunities, in this case in education, so you may think this means everyone should receive the same education and you can provide the same learning activities. However, recognising the diversity of learners means that one size does not fit all, and to provide equality of opportunity we actually need to recognise that learners will require a diversity of educational opportunities and may need to be treated differently. Tutors cannot treat their group as just one big group of learners: it is made up of individuals, who may need slightly different things from their tutor or their college in order to make the most of their course or programme of study. Tummons becoming Equality may be achieved by: Flexible courses timing and venue Distance learning Support within the classroom i.e. a note taker or signer Providing additional support in the form of key skills Providing assistive technology i.e. magnifiers for visually impaired learners, speech recognition software. Someone with mental health issues may need more one to one support. Financial provision free travel, childcare, subsidised or free course fees, i.e. EMA Blind marking of work, where the tutor does not know who completed the work. Ensuring resources and language used is non sexist, and non stereotypcal Include multi cultural examples and case studies Challenge discriminatory or stereotypical comments by learners and ensure mutual understanding between different cultures, religions and age groups. Arrange the physical layout of the classroom to take account of any special needs: For example hearing impaired students should sit near the front of the class and you shouldnt talk facing away from them. Allow room for wheelchairs and arrange ground floor accommodation. Ensure resources are accessible and inclusive, for example dyslexic students may find it easier to read black text on a yellow background. Teaching and assessment is delivered in a variety of ways maybe an assignment can be in the form of an oral presentation The teachers attitude towards the diversity of students will also be noticed and may influence the learners. They will be picking up on the way the tutor is handling the class and how they are talking to students, therefore its important to be a good role model. Tummons p101 Petty p69 all students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. ..they must feel that they, and the groups to which they belong (eg ethnic, gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work. The introduction of ILPs for many courses helps individual learners to plan what they want to achieve and the required outcomes. The tutor can then monitor the learners progress against these goals. Wallace 2007 p114, When talking about a lesson plan: An additional column headed inclusion and differentiation woulod remind the teacher at the planning stage to think carefully about the issue of inclusiveness in relaation to the learners for whom the learning experiences are being planned. And it would act a sa reminder after the lesson to evaluate the success or otherwise of these alternative strategies, which might also have included different ways of assessing or recording an individuals achievement. Information about equal opportunities may also be available within the institution: posters in the classroom Equality policy explained at induction and in the student handbook. Equal Opportunities: Governors must ensure that the school acts with fairness and with regard to equality in everything it does. This is with regard to all of the following: race disability sex sexual orientation religion or belief age (in relation to employment) This section outlines the national framework for change which is underpinned by the Children Act 20041 3.9 The Government is committed to ensuring more young people stay on in education and training until they are 19. The aim is to make sure that young people are supported to realise their potential and develop positively through their teenage years. We want to provide a wider range of opportunities for young people and we want to ensure appropriate and timely support for young people with additional needs. This will include better advice and guidance, more tailored to the needs of the young person and relevant to todays world. Duty to safeguard and promote the welfare of children and young people commences 1 October 2005. Equivalent duty on schools in Section 175 Education Act (2002) already in force. Align with equivalent duty on schools and Further Education through the Education Act (statutory guidance Safeguarding Children in Education, Sept 2004). Comply with the Special Educational Needs (SEN) statutory framework. Review policies and support for SEN to ensure: effective delegation of resources to support early intervention and inclusion; reduced reliance on statements; ensure appropriate provision; improve specialist advice and support to schools and information to parents; and reduce bureaucracy. Consider how best to work with other Local Authorities and SEN Regional Partners to share ideas and plan support. Consider how to promote effective support for SEN in early years. Introduction Section 140 of the Learning and Skills Act 2000 places a power and a duty on the Secretary of State to make arrangements for the assessment of young people with learning difficulties and disabilities when they are undertaking or likely to undertake post-16 education or training or higher education. The Learning and Skills Act 2000 is an Act of the Parliament of the United Kingdom. It made changes in the funding and administration of further education, and of work-based learning (or apprenticeships) for young people, within England and Wales. Every Child Matters, or ECM for short, is a UK government initiative that was launched in 2003, at least partly in response to the death of Victoria Climbià ©. It has been the title of three government papers and the website www.everychildmatters.gov.uk, and led to the Children Act 2004. Every child matters covers children and young people up to the age of 19. Its main aims are for every child, whatever their background or their circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Each of these themes has a detailed outcomes framework attached to it which require multi-agency partnerships working together to achieve them. These include childrens centres, early years, schools, childrens social work services, primary and secondary health services, playwork, and Child and Adolescent Mental Health services (CAMHS) . It is important that all professionals working with children are aware of the contribution that could be made by each service and plan their work accordingly.[1] It is now in place in all schools[2] throughout the United Kingdom and it is the central goal of Every Child Matters to ensure every pupil is given the chance to be able to work towards the goals referenced within it. 5. Achieve economic well-being Engage in further education, employment or training on leaving school Ready for employment Every Child Matters Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need. This means that a variety of organisations, including those involved with education, will be teaming up to share information and work together, to protect children and young people from harm and help them achieve what they want in life. monitoring the educational progress of all looked after children who are being educated within their authority, whatever the setting (school and 14-19 further education settings), as if they were attending a single school. T3 ground rules Act confidently with the class from the beginning, body language, initially teachers have authority because of their role, and should expdect to be obeyed. Apply rules and sanctions Use manners polite, use names, use icebreakers to ensure leasrners get to know each other Role model of being prepared, organised, provide actiities to engage learners, Express rules clearly, apply them consistently, negotiate rules Decide what BEHAVIOUR IS ACCEPTABLE DEPENDING ON THE LEARNER. Be aware what behaviour is appropriate dont expect the impossible Students need to know what you expect from them and what they can expect from you during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. Put them up on the wall Have a written contract Tell them what they can expect from the teacher Aware of college disciplinary procedure Can be revisited or revised Explain the vALUE of having rules Ask them for good and bad examples of classroom behaviour in respect of learning, what makes learning difficult Agree or disagree with a set of rules Should they be revised what are the consequences http://tlp.excellencegateway.org.uk/tlp/it/resource/assets/documents/agreeing_rules_cl.pdf important because everyone may have varying expectations of appropriate behaviour. I see ground rules as mutually agreed reciprocal arrangements where others views and needs are appreciated and valued. This creates a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. Group discussion of expectations and incorporation of all views ensures that every student feels heard and included. This form of inclusion facilitates a memorable establishment of ground rules which are individually as well as collectively meaningful. When discussing ground rules with learners it is important for the teacher to establish their own rules which reflect their commitment to the teaching/learning relationship. My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. I would reciprocate learners commitment to completing assignment by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions.

Sive

Sive – The abuse of power Power and the abuse of power is a central theme in Sive. The text examines the way in which empowerment can corrupt certain individuals and become a destructive factor in families and in relationships. Mena uses her powers of persuasion and her position in the family unit to satisfy her own ends and ambitions. Mena’s attitude to Sive’s education is one of begrudgery and resentment. Mena abuses her position in the family. She is empowered by her man who is easily manipulated and overcome.Mike Glavin does not have the ability to thwart the wills of his respected wife. A further abuse of her power can be seen in each text in the way Mena try’s to break up a positive relationship. Mena keeps Sive a prisoner in the house and lies to her concerning Liam Scuab’s feelings about her proposed marriage. What we observe here is a woman who seeks to control and manipulate a young person in order to suit her own agenda. The text provides a serious and devastating example of woman abusing psychological power by revealing secrets about fathers to control and influence Sive.She believes that she has succeeded and enjoys a temporary triumph. Thomasheen Rua is another example of an individual who holds tremendous power and sway over the live of others. He has a nasty streak and exploit others for his on ends. Thomasheen’s threats to Nanna engage in abuse and personal insults, which gives him an over-arching sense of his own power a sadistic streak can be observed in Thomasheen. The former enjoys talking about the County Home to terrify Nanna.Mena’s controlling manipulative behaviour has a destructive effect on the family relationships and creates a toxic atmosphere in the household. Mena has strong abjections to Sive getting an education. Mena is more motivated by jealousy and spite. On the opening of the play, â€Å"Out working with a farmer you should be instead of getting your head filled with high not ions†. Her resentment is palpable when she complains about how she has to work herself to â€Å" the marrow of the bones to give you schooling†. At this point of the play Mena does not have power to prevent Sive attending school.This power comes later when she is considering the possibility of marrying Sive off to Sean Dota. Mena uses her power over Mike Glavin to convince him that Sive should abandon her education. She asks him contemptuously if he is â€Å"forgetting the money† they will get if they manage to marry Sive to Sean Dota and wonders if â€Å" There is a soft bone somewhere in your head man†. Mike’s comment that â€Å"Sive is young with a brain by her† is ignored while Mena goes on to play on his fears that Liam Scuab is meeting Sive secretly.She exploits the hatred Mike has for Liam by deciding that Sive will not go to school again but remain under Mena’s supervision in the house â€Å" there’s one easy way to sto p that sort of thing and that is to move Sive into the west room where I can keep my eye on her and her only mean of coming and going will be through our bedroom†. Having manipulated Mike later flings Sive’s schoolbag across the room and shouts at her that there â€Å"will be no more school for you†. Using her power over both Mike and Sive Mena succeeds with her plan. Mike has no option but to comply and inform the nuns that Sive will not be attending school again.In this text we see women abusing their power over weaker men to satisfy their own selfish plans. Mena manages to separate Sive from Liam Scuab. Mena keeps Sive a prisoner in her own home. She lied to Liam Scuab as to Sive’s whereabouts she attacks him even threatening him with a knife screaming â€Å" I’ll open you! I’ll open you if you vex me more† Twisting the truth of Liam’s intentions in an effort to finally break Sive’s spirit she tells her that Liam calle d to the house to wish her well in her marriage and that he was â€Å" going away to foreign places†.Mena has no respect for the grief her actions cause others and thinks only of herself. A key scene in Sive depicts a revelation concerning the identity of Sive’s father. Mena previously uses secret information to manipulate and gain a powerful advantage over Sive. When Sive says to Mena that she doesn’t want to marry Sean Dota Mena manipulates the situation by telling Sive that her â€Å"was never a father, he had no name, you have no name† Sive is shocked and is left speechless. There’s some truth to Mena’s story but so much of what Mena says is twisted.If Sive feels the same shame as her mother because she is â€Å"a bye-child, a common bye-child a bastard† Mena will succeed in breaking her down making her compliant. Thomasheen Rua is another example of an person who misuses the power of persuasion for self-gain. He’s the cent re of a battle to ensure the Sive marries Sean Dota and he thrives on bulling and abusing those who put forward any obstacle in his desired end. Thomasheen thinks he is hard done by â€Å"making love between people I spend my days and no thanks for it†. He is capable of welding power through sarcastic comments .Thomasheen abuses and threatens Nanna who has to defend Sive. He callously tells her that she is â€Å"a lone woman with you husband feeding worms in his trench. You have terrible gumption with no one left to back you† he engages in threats by referring to the â€Å" the county home staring you in the face†. At that time many old people lived in fear of ending their days in such a place. His words have the desired effect as Nanna seems to withdraw from the attack. He has no hesitation in encouraging Mena to assert her power over Sive by threatening her with violence if she refuses to marry Sean Dota â€Å"isn’t she a bye-child.Tell her you will be ll-rag her through the parish if she goes against you. Tell her you will hunt the oul’ woman into the county home†. Later he turns on Mike mocking his naivety concerning the love letter from Liam Scuab â€Å" it comes to me that you are the greatest lump of a fool, of an eejit in the seven parishes†. Humiliation is his trump card â€Å" if you ever get out of the bog there is an asylum for lunatics where you could put down a bit of time without doing yourself any harm†.Sive chooses death as her only method of refusing to obey those who like to control her. Sive thinking that Liam has left her and that her position is hopeless escapes from her tormentors by drowning herself in a bog-hole. Sive disempowers her tomentors by committing suicide in the bog rather than agreeing to marry Sean Dota. This character chooses death to make a stand against those who abuse power for their own private often fully acknowledged reasons. Her suicide brings the play to a poig nant close and illustrates the destruction caused by a greedy abuse of power

Gre Issue Essay Topics Answers Pdf Tips

Gre Issue Essay Topics Answers Pdf Tips The Unusual Secret of Gre Issue Essay Topics Answers Pdf If writing essays isn't your forte, then you have to sit up and take stock of the quantity of preparation that you'll need for getting an excellent score in the Analytical Writing test section of the GRE. However you get ready for the essays, make sure you at least write a couple of each type before you take the actual GRE. There are quite a lot of websites that can help you in evaluating your essays and also in supplying you with useful GRE sample essays. Nowadays you know what it requires to receive an ideal essay score. Want to Know More About Gre Issue Essay Topics Answers Pdf? There's no present proof that advancing technology will deteriorate the capability of humans to think. The most important purpose of technological advancement ought to be to increase people's efficiency so they have more leisure time. In reality, technology frees humanity to not just tackle new difficu lties, but may itself create new issues which did not exist without technology. The social issues research papers may appear easy to write in comparison with different topics, but still it demands an extremely creative strategy, an enormous quantity of curiosity and capacity to think beyond the box and search info in unconventional sources. The Do's and Don'ts of Gre Issue Essay Topics Answers Pdf Be sure to spell out the way the answers to the questions would help to value the conclusion. Be sure to spell out in what way the answers to these questions would help to rate the prediction. Be sure to explain how they would help to evaluate the recommendation. Be sure to explain how they would help to evaluate the advice. It is very important to remain objective when writing this kind of assignment and convince your audience on facts as opposed to opinions. Also a reminder you may work with me if you're searching for issue essay feedback. There's a lot that may be judged from the written essay. There are a few vital things you will need to understand so as to write up an exceptional essay. Writing an intriguing essay about trendy topics is an opportunity to reveal your understanding of the planet. Social issues transcend almost every facet of the society, and for that reason, given the job of writing an essay on social issues, one is indirectly given the opportunity to select from the plethora of topics within the area. In addition, the subject of your paper ought to be interesting not just for you but also for your audience. Gre Issue Essay Topics Answers Pdf - Dead or Alive? A rookie mistake that most students commit is they finalise a stance and after that attempt to consider reasons to support their selection. Learn what examples to get in mind while you go in the test. Or, to truly get a feeling of the way the scores work, have a peek at a couple of sample essays. Thus, a superb score in the writing tasks will boost your possibility of getting admission in the college of your pick. Developing a topic will produce the focus for you and won't enable you to fly away from the central idea. No, not when there are typical themes and setups it's possible to target. When deciding on your social problems topic, keep in mind that it's always much better to write about something you're already more or less acquainted with. Gre Issue Essay Topics Answers Pdf Can Be Fun for Everyone There's, naturally, a limit on the variety of pages even our very best writers can produce with a pressing deadline, but usually, we can satisfy all the clients seeking urgent assistance. Critical judgment of work in any certain field has little value unless it comes from a person who is a specialist in that area. Write a response in which you discuss what questions would want to get answered to be able to choose whether the recommendation will probably have the predicted outcome. To be able to add depth to your analysis, theETSrecommends you ask yourself these questions regarding the pos ition you intend to defend. Therefore there are lots of different ways social welfare of the state has failed to tackle the requirements of the citizens. Should you look around, you will observe social troubles that affect society every single day. The ideal way to address environmental problems brought on by consumer-generated waste is for towns and cities to impose strict limits on the quantity of trash they'll accept from every household. Social problems arise due to several facets.

Air Pollution Essay - 958 Words

When people think of air pollution, they most immediately picture heavy smog drifting over cities and industrial plants. This is the first and most evident form of air pollution. To better understand the subject, we need to define the term air pollution. Air pollution is the presence in or introduction into the air of a substance which has harmful or poisonous effects. These substances linger and cause many adverse problems. Humans and other living creations rely on the atmosphere for reparation. When air quality is dampened by pollution, immediate and long-term consequences take place. Pollution has caused allergies, disease, damage to crops, and even death. It is important that we fully understand the causes, problems, and possible†¦show more content†¦Dirt and dust are kicked up into the atmosphere from excavating and demolition type construction activities on a daily basis. Ammonia is a frequent byproduct of certain agricultural activities that is also one of the most dangerous gasses in the environment. There are also several chemicals that are jettisoned into the atmosphere from pesticides and fertilizers as well. When people think of pollution, they almost always blame other people when the earth is one of the biggest polluters itself! Volcanoes, forest fires, and dust storms are nature-born events that dump massive amounts of air pollution into the environment. Humans don’t even come close to volcanoes when it comes to air pollutants. What about pollution that takes place inside our own homes? Common household chemicals, notably bleach, without proper ventilation is a primary source of indoor air pollution. Smoking tobacco through the use of cigarettes and cigars also releases toxic pollutants into the air. It’s easier to think of outdoor pollution as the primary danger on a wide scale level, but don’t dismiss the little everyday activities that also impact our health. Problems. There are many different problems that air pollution can cause. If humans are at risk, then wildlife and organic organisms are as well. Air pollution is known to cause irritation in the eyes, lungs, nose, and throat. It creates respiratory problems and exacerbates existingShow MoreRelatedAir Pollution essay910 Words   |  4 PagesAir pollution has become a major problem in the United States. The agricultural industry must help maintain air quality. By doing that the United States has started trying to make machines that will help reduce the pollution in the air which will help the environment. One way the United States has tried stopping air pollution and that is to create a solar powered machine which decreases air pollution. But also there are some ways that the people of the United States can help stop air pollution. Read MoreEssay On Air Pollution1500 Words   |  6 PagesIntroduction: Pollution is when a harmful or poisonous gas is emitted in the presence of air that can be very harmful to the environment even for humans, especially when we don’t do anything . We might think that pollution is not really a problem in the world but it is one major problem and some countries are suffering from it now. There are many ways that we can stop pollution about but we just don’t really take matter of it, if people will just observe how pollution is affecting the environmentRead MoreAir Pollution Essay1239 Words   |  5 PagesAir Pollution in the US From North to South, East to West, New York to Ohio, the issue of air pollution and climate change has been under discussion in the last sixty years and how it has changed the climate terrain in the United States. Air pollution can be dated to October 1948, the Donora Pa for that razed almost half of the town where 14000 residents were rendered homeless and started to experience severe respiratory and cardiovascular problems. During this time, breathing became a major issueRead MoreAir Pollution Essay1359 Words   |  6 Pagespremature deaths caused each year due to air pollution in cities across the world† (Air Pollution). Every day the average person inhales about 20,000 liters of contaminated air, Such as carbon dioxide and smog (Brimblecombe). These pollutants are released throughout the world’s atmosphere in concentrations that are high enough to cause health problems, which leads to one of the main problems today, and that would be air pollution (Socha). The main cause of air pollution is all of the toxic chemicals thatRead MoreAir Pollution Essay1322 Words   |  6 PagesAll living things use air and it must be clean to maintain life on earth. When air pollution becomes the subject, what do you think about? Smog, acid rain, and other forms of outdoor pollution are the common things people think about. Air pollution can also exist indoors as in closed ventilated areas that we surround. This makes the air that we breathe indoors inescapable and the pollution exist both indoor and outdoor. For example, hair spray usage indoor is polluting the air inside because of theRead MoreEssay On Air Pollution1677 Words   |  7 Pages Global Article Analysis 3: Air Pollution There are multiple environmental issues that exist and are constantly harming the planet. Many of these issues have effects that are unique to certain countries, or even effects that are similar to other countries. Overall, these issues can be similar or dissimilar in multiple aspects, such as the biological, physical, and cultural perspectives. The causes and effects, problem severity, citizen perceptions, and proposed solutions and efforts to repair theseRead MoreAir Pollution Essay1203 Words   |  5 PagesAir pollution can be described as any contaminate of the atmosphere that disturbs the natural composition and chemistry of the air. This can be in the form of particulate matter such as dust, or excessive gases like carbon dioxide or other vapors. These pollutants can occur naturally, or are the product of human activities. The air that we breathe is filled with substances that are hazardous to our health. Some contaminates can be noticed because of an odor, where some cannot because they are odorlessRead MoreAir Pollution Essay1780 Words   |  8 PagesAir Pollution Earth is the only place in the universe that can support human life. It is very important that we realize this fact and take very good care of it. Various human activities cause the destruction of earth. Human beings can live a few days without food and water however humans can last only a few seconds without oxygen. Various human activities lead to the aggravation of the quality of air. Read MoreEssay On Air Pollution1777 Words   |  8 PagesChapter 1 Introduction 1.1 Introduction Environment pollution is a wide reaching problem and it is likely to influence the health of human population is a great the systematic pollution of our environment is one of the biggest hazards that humanity faces today. Air is on of important element of earth which is compulsory for life. Air pollution may be described as contamination of the atmosphere by gaseous, liquid or solid wastes or by-products that can endanger human health and welfare of plantsRead More Air Pollution Essay2769 Words   |  12 PagesAir Pollution Among the different Civil rights and liberties Americans should be able to enjoy are the ones to breathe clean, good quality air, indoor (schools, homes, hospitals, offices, homes, sports complex, camps and churches) and outdoor, and live in areas safe from contaminated landfills, all very debated environmental policy issues. The United States Government at the federal as well as at the state and city levels is very much aware of the importance of the air pollution problem, in all

Permanent Housing For Homeless Homeless - 850 Words

Permanent Housing for Homeless Today, there are many problems that plague the world. And unfortunately, poverty is one of them. Many people chose to ignore this issue, not only on a global scale, but also on a local scale. In suburban areas, homelessness isn t as obvious, but it is still an issue. Just because you do not see as many homeless people on the streets as you do in Chicago, doesn t mean it’s not a problem here in Elgin. There are a couple of shelters in the Elgin area, but they have limitations as to how long they are open to the homeless. Usually, the homeless can only access them at night time between the hours of seven pm to seven am and they have to go through a long process in order to stay. There are other resources offered to them at these shelters, but none of the options include permanent housing. Shelters are great for temporary relief but do not reduce the problem of people not having a permanent place to stay. Having supportive housing will be a place that is stable for the homeless a nd will provide them with the help they need. I feel that permanent housing and supportive housing that is immediately available should be created for homeless and low income people. Those who are against the idea of creating this kind of housing, say that it would cost the taxpayers too much money to accomplish. The possibility is that their property value can go down and other tax funded resources may be used to support the housing for the homeless. The taxes for theShow MoreRelatedHomelessness Is A Problem Of Homelessness1658 Words   |  7 PagesHomelessness in Society Imagine you are homeless and have no shelter, or nowhere to go. You walk through storms in the same clothes you had on a week ago. You look around for help, but there is none. What would you do? Or imagine you are one of the forgotten ones, whom people call dirty, and disgusting. 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I propose that San Francisco introduce a voluntary 10-cent tax on coffee, as a way of raising money to provide services to homeless people within permanent housing, and simultaneouslyRead MoreHomelessness And Poverty Are Inextricably Linked920 Words   |  4 PagesIdentify the problem â€Å"Homelessness and poverty are inextricably linked. Poor people are frequently unable to pay for housing, food, childcare, health care, and education. Difficult choices must be made when limited resources cover only some of these necessities. Often it is housing, which absorbs a high proportion of income that must be dropped. If you are poor, you are essentially an illness, an accident, or a paycheck away from living on the streets. Two factors help account for increasing poverty:Read MoreHomeless Shelters, A Lack Of Resources Essay1598 Words   |  7 PagesThirty-two percent of families facing homelessness were rejected by homeless shelters because of â€Å"a lack of resources† (Gerges 19). 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The Vampire Diaries The Struggle Chapter Eight Free Essays

string(50) " his step and avoided his eyes when he came near\." â€Å"What?† said Elena dully. â€Å"Well, the way she ended up, in her slip. She looked just like she did when we found her on the road, only then she was all scratched up, too. We will write a custom essay sample on The Vampire Diaries: The Struggle Chapter Eight or any similar topic only for you Order Now † â€Å"Cat scratches, we thought,† said Meredith, finishing the last bite of her cake. She seemed to be in one of her quiet, thoughtful moods; right now she was watching Elena closely. â€Å"But that doesn’t seem very likely.† Elena looked straight back at her. â€Å"Maybe she fell in some brambles,† she said. â€Å"Now, if you guys are finished eating, do you want to see that first note?† They left their dishes in the sink and climbed the stairs to Elena’s room. Elena felt herself flush as the other girls read the note. Bonnie and Meredith were her best friends, maybe her only friends now. She’d read them passages from her diary before. But this was different. It was the most humiliating feeling she’d ever had. â€Å"Well?† she said to Meredith. â€Å"The person who wrote this is five feet eleven inches tall, walks with a slight limp, and wears a false mustache,† Meredith intoned. â€Å"Sorry,† she added, seeing Elena’s face. â€Å"Not funny. Actually, there’s not much to go on, is there? The writing looks like a guy’s, but the paper looks feminine.† â€Å"And the whole thing has sort of a feminine touch,† put in Bonnie, bouncing slightly on Elena’s bed. â€Å"Well, it does,† she said defensively. â€Å"Quoting bits of your diary back at you is the kind of thing a woman would think of. Men don’t care about diaries.† â€Å"You just don’t want it to be Damon,† said Meredith. â€Å"I would think you’d be more worried about him being a psycho killer than a diary thief.† â€Å"I don’t know; killers are sort of romantic. Imagine your dying with his hands around your throat. He’d strangle the life out of you, and the last thing you’d see would be his face.† Putting her own hands to her throat, Bonnie gasped and expired tragically, ending up draped across the bed. â€Å"He can have me anytime,† she said, eyes still closed. It was on Elena’s lips to say, â€Å"Don’t you understand, this isserious ,† but instead she hissed in a breath. â€Å"Oh,God ,† she said, and ran to the window. The day was humid and stifling, and the window had been opened. Outside on the skeletal branches of the quince tree was a crow. Elena threw the sash down so hard that the glass rattled and tinkled. The crow gazed at her through the trembling panes with eyes like obsidian. Rainbows glimmered in its sleek black plumage. â€Å"Why did yousay that?† she said, turning to Bonnie. â€Å"Hey, there’s nobody out there,† said Meredith gently. â€Å"Unless you count the birds.† Elena turned away from them. The tree was empty now. â€Å"I’m sorry,† said Bonnie in a small voice, after a moment. â€Å"It’s just that it all doesn’t seem real sometimes, even Mr. Tanner’s being dead doesn’t seem real. And Damon did look†¦ well, exciting. But dangerous. I â€Å"And besides, he wouldn’t squeeze your throat; he’d cut it,† Meredith said. â€Å"Or at least that was what he did to Tanner. But the old man under the bridge had his throat ripped open, as if some animal had done it.† Meredith looked to Elena for clarification. â€Å"Damon doesn’t have an animal, does he?† â€Å"No. I don’t know.† Suddenly, Elena felt very tired. She was worried about Bonnie, about the consequences of those foolish words. â€Å"I can do anything to you, to you and the ones you love,† she remembered. What might Damon do now? She didn’t understand him. He was different every time they met. In the gym he’d been taunting, laughing at her. But the next time she would swear that he’d been serious, quoting poetry to her, trying to get her to come away with him. Last week, with the icy graveyard wind lashing around him, he’d been menacing, cruel. And underneath his mocking words last night, she’d felt the same menace. She couldn’t predict what he’d do next. But, whatever happened, she had to protect Bonnie and Meredith from him. Especially since she couldn’t warn them properly. And what was Stefan up to? She needed him right now, more than anything. Wherewas he? It started that morning. â€Å"Let me get this straight,† Matt said, leaning against the scarred body of his ancient Ford sedan when Stefan approached him before school. â€Å"You want to borrow my car.† â€Å"Yes,† Stefan said. â€Å"And the reason you want to borrow it is flowers. You want to get some flowers for Elena.† â€Å"Yes.† â€Å"And these particular flowers, these flowers you’ve just got to get, don’t grow around here.† â€Å"They might. But their blooming season is over this far north. And the frost would have finished them off anyway.† â€Å"So you want to go down south – how far south you don’t know – to find some of these flowers that you’ve just got to give to Elena.† â€Å"Or at least some of the plants,† Stefan said. â€Å"I’d rather have the actual flowers though.† â€Å"And since the police still have your car, you want to borrow mine, for however long it takes you to go down south and find these flowers that you’ve just got to give to Elena.† â€Å"I figure driving is the least conspicuous way to leave town,† Stefan explained. â€Å"I don’t want the police to follow me.† â€Å"Uh huh. And that’s why you want my car.† â€Å"Am I going to give my car to the guy who stole my girlfriend and now wants to take a jaunt down south to get her some kind of special flowers she’s just got to have? Are you crazy?† Matt, who had been staring out over the roofs of the frame houses across the street, turned at last to look at Stefan. His blue eyes, usually cheerful and straightforward, were full of utter disbelief, and surmounted by twisted, puckered brows. Stefan looked away. He should have known better. After everything Matt had already done for him, to expect more was ridiculous. Especially these days, when people flinched from the sound of his step and avoided his eyes when he came near. You read "The Vampire Diaries: The Struggle Chapter Eight" in category "Essay examples" To expect Matt, who had the best of reasons to resent him, to do him such a favor with no explanation, on the basis of faith alone, reallywas insane. â€Å"No, I’m not crazy,† he said quietly, and turned to go. â€Å"Neither am I,† Matt had said. â€Å"And I’d have to be crazy to turn my car over to you. Hell, no. I’m going with you.† By the time Stefan had turned back around, Matt was looking at the car instead of him, lower lip thrust forward in a wary, judicious pout. â€Å"After all,† he’d said, rubbing at the flaking vinyl of the roof, â€Å"you might scratch the paint or something.† Elena put the phone back on the hook.Somebody was at the boarding house, because somebody kept picking up the phone when it rang, but after that there was only silence and then the click of disconnection. She suspected it was Mrs. Flowers, but that didn’t tell her anything about where Stefan was. Instinctively, she wanted to go to him. But it was dark outside, and Stefan had warned her specifically not to go out in the dark, especially not anywhere near the cemetery or the woods. The boarding house was near both. â€Å"No answer?† said Meredith as Elena came back and sat down on the bed. â€Å"She keeps hanging up on me,† Elena said, and muttered something under her breath. â€Å"Did you say she was a witch?† â€Å"No, but it rhymes with that,† said Elena. â€Å"Look,† said Bonnie, sitting up. â€Å"If Stefan’s going to call, he’ll call here. There’s no reason for you to come and stay the night with me.† Therewas a reason, although Elena couldn’t quite explain it even to herself. After all, Damon had kissed Bonnie at Alaric Saltzman’s party. It was Elena’s fault that Bonnie was in danger in the first place. Somehow she felt that if she were at least on the scene, she might be able to protect Bonnie. â€Å"My mom and dad and Mary are all home,† Bonnie persisted. â€Å"And we lock all our doors and windows and everything since Mr. Tanner was murdered. This weekend Dad even put on extra locks. I don’t see whatyou can do.† She left a message for Stefan with Aunt Judith, telling him where she was. There was still a lingering constraint between her and her aunt. And there would be, Elena thought, until Aunt Judith changed her mind about Stefan. At Bonnie’s house, she was given a room that had belonged to one of Bonnie’s sisters who was now in college. The first thing she did was check the window. It was closed and locked, and there was nothing outside that someone could climb, like a drainpipe or tree. As inconspicuously as possible, she also checked Bonnie’s room and any others she could get into. Bonnie was right; they were all sealed up tight from the inside. Nothing from the outside could get in. She lay in bed a long time that night, staring at the ceiling, unable to sleep. She kept remembering Vickie dreamily doing a striptease in the cafeteria. What was wrong with the girl? She would remember to ask Stefan that next time she saw him. Thoughts of Stefan were pleasant, even with all the terrible things that had happened recently. Elena smiled in the darkness, letting her mind wander. Someday all this harassment would be over, and she and Stefan could plan a life together. Of course, he hadn’t actually said anything about that, but Elena herself was sure. She was going to marry Stefan, or no one. And Stefan was going to marry no one but her†¦ The transition into dreaming was so smooth and gradual that she scarcely noticed it. But she knew, somehow, that shewas dreaming. It was as if a little part of her was standing aside and watching the dream like a play. She was sitting in a long hallway, which was covered with mirrors on one side and windows on the other. She was waiting for something. Then she saw a flicker of movement, and Stefan was standing outside the window. His face was pale and his eyes were hurt and angry. She went over to the window, but she couldn’t hear what he was saying because of the glass. In one hand, he was holding a book with a blue velvet cover, and he kept gesturing to it and asking her something. Then he dropped the book and turned away. â€Å"Stefan, don’t go! Don’t leave me!† she cried. Her fingers flattened whitely on the glass. Then she noticed that there was a latch on one side of the window and she opened it, calling to him. But he had disappeared and outside she saw only swirling white mist. Disconsolately, she turned away from the window and began walking down the hall. Her own image glimmered in mirror after mirror as she went by them. Then something about one of the reflections caught her eye. The eyes were her eyes, but there was a new look in them, a predatory, sly look. Vickie’s eyes had looked that way when she was undressing. And there was something disturbing and hungry about her smile. As she watched, standing still, the image suddenly whirled around and around, as if dancing. Horror swept over Elena. She began to run down the hall, but now all the reflections had a life of their own, dancing, beckoning to her, laughing at her. Just when she thought her heart and lungs would burst with terror, she reached the end of the corridor and flung open a door. She was standing in a large and beautiful room. The lofty ceiling was intricately carved and inlaid with gold; the doorways were faced with white marble. Classical statues stood in niches along the walls. Elena had never seen a room of such splendor, but she knew where she was. In Renaissance Italy, when Stefan She looked down at herself and saw she was wearing a dress like the one she’d had made for Halloween, the ice blue Renaissance ball gown. But this dress was a deep ruby red, and around her waist she wore a thin chain set with brilliant red stones. The same stones were in her hair. When she moved, the silk shimmered like flames in the light of hundreds of torches. At the far end of the room, two huge doors swung inward. A figure appeared between them. It walked toward her, and she saw that it was a young man dressed in Renaissance clothing, doublet and hose and fur-trimmed jerkin. Stefan! She started toward him eagerly, feeling the weight of her dress swing from the waist. But when she got closer she stopped, drawing in a sharp breath. It was Damon. He kept on walking toward her, confident, casual. He was smiling, a smile of challenge. Reaching her, he put one hand over his heart and bowed. Then he held out the hand to her as if daring her to take it. â€Å"Do you like dancing?† he said. Except that his lips didn’t move. The voice was in her mind. Her fear drained away, and she laughed. What was wrong with her, to have ever been afraid of him? They understood each other very well. But instead of taking his hand, she turned away, the silk of the dress turning after her. She moved lightly toward one of the statues along the wall, not glancing back to see if he was following her. She knew he would. She pretended to be absorbed in the statue, moving away again just as he reached her, biting her lip to hold in the laughter. She felt wonderful right now, so alive, so beautiful. Dangerous? Of course, this game was dangerous. But she had always enjoyed danger. The next time he drew near her, she glanced at him teasingly as she turned. He reached out, but caught only the jeweled chain at her waist. He let go quickly, and, looking back, she saw that the pronged setting on one of the gems had cut him. The drop of blood on his finger was just the color of her dress. His eyes flashed at her sideways, and his lips curved in a taunting smile as he held the wounded finger up. You wouldn’t dare, those eyes said. Oh, wouldn’t I? Elena told him with her own eyes. Boldly, she took his hand and held it a moment, teasing him. Then she brought the finger to her lips. After a few moments, she released it and looked up at him. â€Å"Ido like dancing,† she said, and found that, like him, she could speak with her mind. It was a thrilling sensation. She moved to the center of the room and waited. He followed her, graceful as a stalking beast. His fingers were warm and hard when they clasped hers. There was music, although it faded in and out and sounded far away. Damon placed his other hand on her waist. She could feel the warmth of his fingers there, the pressure. She picked up her skirts, and they began dancing. It was lovely, like flying, and her body knew every move to make. They danced around and around that empty room, in perfect timing, together. He was laughing down at her, his dark eyes glittering with enjoyment. She felt so beautiful; so poised and alert and ready for anything. She couldn’t remember when she’d had this much fun. The room around her was blurring. She could see only his eyes, and they were making her feel more and more sleepy. She allowed her own eyes to half close, her head to fall back. She sighed. She couldfeel his gaze now, on her lips, on her throat. She smiled to herself and let her eyes close completely. He was supporting her weight now, keeping her from falling down. She felt his lips on the skin of her neck, burning hot as if he had a fever. Then she felt the sting, like the jabs of two needles. It was over quickly, though, and she relaxed to the pleasure of having her blood drawn out. She remembered this feeling, the feeling of floating on a bed of golden light. A delicious languor stole through all her limbs. She felt drowsy, as if it were too much trouble to move. She didn’t want to move anyway; she felt too good. Her fingers were resting on his hair, clasping his head to her. Idly, she threaded them through the soft dark strands. His hair was like silk, warm and alive under her fingers. When she opened her eyes a slit, she saw that it reflected rainbows in the candlelight. Red and blue and purple, just like – just like the feathers†¦ And then everything shattered. There was pain at her throat suddenly, as if her soul was being torn out of her. She was pushing at Damon, clawing at him, trying to force him away. Screams rang in her ears. Damon was fighting her, but it wasn’t Damon; it was a crow. Huge wings beat against her, thrashing in the air. Her eyes were open. She was awake and screaming. The ballroom was gone, and she was in a darkened bedroom. But the nightmare had followed her. Even as she reached for the light, it came at her again, wings thrashing in her face, sharp beak diving for her. Elena struck out at it, one hand flung up to protect her eyes. She was still screaming. She couldn’t get away from it, those terrible wings kept flailing frantically, with a sound like a thousand decks of cards being shuffled at once. The door burst open, and she heard shouts. The warm, heavy body of the crow struck her and her screams went higher. Then someone was pulling her off the bed, and she was standing protected behind Bonnie’s father. He had a broom and he was beating at the bird with it. Bonnie was standing in the doorway. Elena ran into her arms. Bonnie’s father was shouting, and then came the slam of a window. â€Å"It’s out,† Mr. McCullough said, breathing hard. Mary and Mrs. McCullough were just outside in the hallway, clad in bathrobes. â€Å"You’re hurt,† Mrs. McCullough said to Elena in amazement. â€Å"The nasty thing’s pecked you.† â€Å"I’m okay,† Elena said, brushing at a spot of blood on her face. She was so shaken that her knees were â€Å"How did it getin?† said Bonnie. Mr. McCullough was inspecting the window. â€Å"You shouldn’t have left this open,† he said. â€Å"And what did you want to take the locks off for?† â€Å"I didn’t,† Elena cried. â€Å"It was unlocked and open when I heard you screaming and came in,† Bonnie’s father said. â€Å"I don’t know who else could have opened it but you.† Elena choked back her protests. Hesitantly, cautiously, she moved to the window. He was right; the locks had been unscrewed. And it could have been done only from the inside. â€Å"Maybe you were sleepwalking,† said Bonnie, leading Elena away from the window as Mr. McCullough began putting the locks back on. â€Å"We’d better get you cleaned up.† Sleepwalking. Suddenly the entire dream flooded back to Elena. The hall of mirrors, and the ballroom, and Damon. Dancing with Damon. She pulled out of Bonnie’s grasp. â€Å"I’ll do it myself,† she said, hearing her own voice quaver on the edge of hysteria. â€Å"No – really – I want to.† She escaped into the bathroom and stood with her back to the locked door, trying to breathe. The last thing she wanted to do was look in a mirror. But at last, slowly, she approached the one over the sink, trembling as she saw the edge of her reflection, moving inch by inch until she was framed in the silvery surface. Her image stared back, ghastly pale, with eyes that looked bruised and frightened. There were deep shadows under them and smears of blood on her face. Slowly, she turned her head slightly and lifted up her hair. She almost cried out loud when she saw what was underneath. Two little wounds, fresh and open on the skin of her neck. How to cite The Vampire Diaries: The Struggle Chapter Eight, Essay examples

Interventions for Long Term Drug Abusers

Question: Write about theInterventions for Long Term Drug Abusers for Social Life. Answer: Introduction Drug abuse is the complete reliance on a chemical substance for the achievement of a certain state of mind. Drug abuse can range from using illegal substances to overusing prescribed drugs. A 2012 report from the National Institute on Drug Abuse showed that 23.9 million people were long- term drug abusers. Drug abuse affects an individuals social, physical, and emotional life. Continued abuse of drugs leads to addiction. An intervention is a deliberate process to educate and confront a drug abuser in an attempt to convince them to seek treatment (Johnson,1986). Family members, close friends, and a professional interventionist gather in a meeting during an intervention (Kumper et al., 1995). An intervention should be carefully planned to avoid failure and to drive the abuser further away. A drug abuser will often show signs of social withdrawal, lack of proper hygiene, irritability, weight changes, bloodshot eyes, financial problems among others (Kolb, 1995). An intervention involves identifying the problem, helping the person to seek treatment, and follow- up. Long term drug abusers entirely rely on drugs, and they become part of their lives. Getting them to acknowledge the problem and seek treatment is an uphill task (Hall,1993). Recovery from drug abuse starts with the acknowledgement of the addiction. It is important to note that some drug abusers recognize their problem but have a hard time turning away from their behavior. This paper looks at different interventions for long-term drug abusers. The Johnson Intervention This method is a refined version of the traditional a confrontational model. In the past, confrontation was negative and blamed the addict for their behavior. This method is considered insensitive according to todays standards. Dr. Johnson came up with this model during the 70s when it was believed that an addict should hit rock bottom to warrant an intervention. The rock bottom in these cases involved tragic deaths from accidents or suicide. It was believed that as long as an addict had a job, a family and a social life, an intervention was not necessary. Dr. Johnson created a model that would save lives of addicts before it was too late. In Johnsons model, a team of family members, close friends, and colleagues is lead by an interventionist (Johnson,1986). The members are advised to learn more about addiction, maintain positivity, and remain empathetic. After all the necessary arrangements, a venue is chosen and the abuser lured to the venue. The team carefully confronts the abuser with their concerns. The group is advised to remind the abuser that they love them, and to avoid any blame and hurt. This model can be tailored to fit the needs of an individual. A spouse may be trained and prepared for confrontation, or a best friend. The addict may respond positively to the intervention. The team is advised to prepare for setbacks because some people might respond negatively. The next step is to encourage and support the abuser in seeking treatment( Loneck Garret, 1996). The ARISE Intervention This model is slightly different from the Jonsons model. This method involves informing the abuser of the intention to intervene. This method is formal, and a professional is involved. The addict is informed of every step to avoid any surprises (Landau et al., 1997). Once the drug abuser agrees to the intervention, the meetings stop and the intervention begins. Addiction and drug abuse affect the involved individual and the family. This model seeks to heal both the abuser and the family members. In many circumstances, family members, especially spouses change their behavior to accommodate the abuser. Some family members make excuses for the addict or join them in their indulgence (Hall, 1993). The ARISE model seeks to stop this behavior to prepare the abuser for recovery. Dr. Judith Landau co-founded the ARISE model after the death of her parents through drugs. Through her experience, she learned the importance of incorporating the family into the healing process. This model has worked for most people (Landau et al. 1997). This method uses the family network to support the drug abuser. The Love First Intervention This method was developed in the year 2000. A team of worried family members and friends come together with a strict agenda (Jay Jay, 2008). A priest or any trusted family member is made the team leader. The team consists of at least three members. The members are instructed to write letters. These letters are divided into four parts. The first part looks into the relationship between the writer and the abuser. The letter reminisces about past experiences and is concluded with a love message (Hall, 1993). The second part includes instances when the abuser caused the writer pain or embarrassment. The third part is an account of concern. The writer expresses concern and encourages the writer to seek treatment. The fourth and final part states the consequences of failure to adhere to the intervention. This part appears on a different page. The team letters edit each others letters to remove any hostile words and to ensure encouragement. The letters contain suggestions to enter different inpatient facilities. The team makes arrangements with these facilities in case the abuser accepts help. The drug abuser is invited to an agreed venue. The letters are read, and if the patient agrees to seek help, the meeting is ended and the person taken to a health facility immediately. This means that not all letters are read (Jay Jay, 2008). If the patient remains adamant, the reading continues. When all fail, the bottom lines are read (Kumpfer Alvarado, 1995). If the addict accepts help and at some point feel like leaving the facility, the letters are presented to him for review and encouragement. This intervention should be concluded with support for treatment. The Tough Love Model This model is intense and should be approached with care. This method involves confronting the drug abuser with consequences. Research has shown that only 10% of patients require this type of intervention. If the person fails to stop abusing drugs, the family moves on without the person (Stanton, 2004). In the case of children, the parents ask them to leave home if they fail to stop abusing drugs. In the case of adults, the family cuts all contact and moves on (Loneck et al., 1996). Years of hurt and embarrassment from the addiction may brew anger and hostility. This method requires a professional interventionist. The professional interventionist guides the family in writing down the consequences without anger and hostility. The drug abuser requires love and encouragement ( Liepman et al., 1989). This method works for those who do not respond to compassion and love. The consequences outline what the abusers tend to lose if they fail to change. This method works for long-term abusers who have refused to respond to the normal intervention methods. The family members may include consequences such as taking custody of the kids, being driven away from home or cut off any financial assistance (Lowinson et al. 2005). Conclusion Drug abuse is a sensitive subject that requires technique and expertise. The first step is acceptance and love towards the drug abuser. Different people respond differently to interventions. An intervention should be tailor-made to suit an individual (Bassin, 1975). An interventionist with the right qualifications is an essential asset in the intervention process. The interventionist acts as a neutral party. The above methods of intervention are carried out differently to suit different individuals. Identifying the most suitable method is essential (Hall, 1993). When loved ones fail to confront, they become enablers. Most drug abusers are not aware of the problem. The main aim of an intervention is to drive the abuser close to treatment. Getting an addict to accept help is the hardest part. Some addicts are aware of their problem but are unwilling to turn away from their addiction. The tough love method applies consequences such as sacking from a job, taking the kids away, or cutting ties. According to Bassin (1993), confrontational tactics should influence the individuals character. A carefully planned intervention works almost all the time. Interventions are not always successful. Families and friends should be ready for failure. An addict may refuse to seek treatment after an intervention. The interventionist, in this case, helps the family to carry out the agreed consequences (Kolb, 1995). The addict becomes the loser and might think things over. This can take weeks or even months to accomplish. Patience is key in all interventions. References Bassin, A.(1975), Different Strokes for Different Folks: A Defense of Confrontation Tactics in Psychotherapy The Counseling Psychologists. 5(7). 128-130 Best D., Gross S., Vingoe L., Witton J., Strang J.(2003) Dangerousness of drugs. A guide to the risks and harms associated with substance misuse London: Department of Health Hall.J (1993), What Really Works? A Case Analysis and Discussion of Confrontational Intervention for Substance Abuse Archives of Psychiatric Nursing, 7 , 322-327 Jay,D., Jay. J. (2008), Love First: A Familys Guide to Intervention Minnesota: HazelDen Johnson, V.(1986) Intervention: How to Help Someone Who Doesnt Want Help Minneapolis: Johnson Institute Books Kolb,L.(1995) Types and Characteristics of Drug Addicts Mental Hygiene, 9. 300-317 Kumpfer, L.,Alvarado, R.(1995) Family-based Interventions for Substance Use and Misuse Prevention Substance Use and Misuse Vol 38, 1759-1787 Landau,J., Shea, R., Garret, J., Stanton ,M, Baciewicz ,S., Brinkman, D.(1997) Strength in Numbers: The ARISE Method for Using Families and Networks to Engage Addicted Persons in Treatment New York: Brunner/ Mazel Liepman,M., Nirenberg,T., Begin, A.( 1989) Evaluation of a Program Designed to Help Families and Significant Others tp Motivate Resistant Alcoholics into Recovery American Journal of Drugs Alcohol Abuse 15(2), 200-221 Loneck, B., Garret, J., Banks,S. (1996) A Comparison of the John Intervention with Four Other Methods of Referral to Outpatient Treatment The American Journal of Drugs Alcohol Abuse 22,233-246 Lowinson, H., Ruiz, P., Robert, B., Langrod, G.(2005). Substance Abuse: A Comprehensive Textbook (4th ed.). Philadelphia: Lippincott Williams Wilkins. Stanton,M.(2004) Getting Reluctant Substance Abusers to Engage in Treatment/Self-help: A Review of Outcomes and Clinical Options Journal of Marital and Family Therapy 30(2), 165-182