To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

To Kill a Mockingbird is set in the town of Maycomb, Alabama. The story is told through the eyes of Jean Louise "Scout" Finch, who is the age of six in the beginning of the tale. She tells the story in sequential order for the period of three summers. Jean Louise ‘Scout’ Finch She narrates the story describing her life between the ages of six and nine.   She is a tomboy and well educated, mainly due to her father, and she has an optimistic view of the world and people around her. She lives with her widowed father, older brother and their black cook. Atticus Finch Scout’s father is a lawyer in Maycomb and is descended from a well-respected local family. He has had to raise his children alone and has instilled in them a strong sense of morality and fair play.   During the 1930’s there were great problems between the races, and he was one of the few committed to attaining equality for both blacks and whites.   He agrees to defend a local black man charged with rape which exposing himself and his family to anger from the white community. Jeremy Atticus ‘Jem’ Finch Scout’s brother is four years her senior, but is her constant playmate at the beginning of the story.   Towards the end of the tale he moves into adolescence and is shaken badly by the evil and injustice, which he witnesses during the trial of Tom Robinson. Tom Robinson A black sharecropper who is accused of rape of a white woman, a member of the Ewell clan. Calpurnia The old family cook of the Finch family, she is a stern disciplinarian and provides a link between the white world of the children and her own black community. Arthur ‘Boo’ Radley A recluse who has never set foot outside his house for fifteen years who becomes a source of intrigue for the children, adding fuel to their fertile imaginations. The Characters seem very real to me . The situations and lessons learn in the book ,seem as if I was there myself. Also the framing of the black man, shows the racism that I've read about in other books. Also what I've experienced myself before. The main conflicts of the story involve Tom Robinson and Boo Radley. Boo has been shut away from the world by his father and then later his brother through an incident which occurred fifteen years earlier when he stabbed his father with a pair of scissors. To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays To Kill a Mockingbird is set in the town of Maycomb, Alabama. The story is told through the eyes of Jean Louise "Scout" Finch, who is the age of six in the beginning of the tale. She tells the story in sequential order for the period of three summers. Jean Louise ‘Scout’ Finch She narrates the story describing her life between the ages of six and nine.   She is a tomboy and well educated, mainly due to her father, and she has an optimistic view of the world and people around her. She lives with her widowed father, older brother and their black cook. Atticus Finch Scout’s father is a lawyer in Maycomb and is descended from a well-respected local family. He has had to raise his children alone and has instilled in them a strong sense of morality and fair play.   During the 1930’s there were great problems between the races, and he was one of the few committed to attaining equality for both blacks and whites.   He agrees to defend a local black man charged with rape which exposing himself and his family to anger from the white community. Jeremy Atticus ‘Jem’ Finch Scout’s brother is four years her senior, but is her constant playmate at the beginning of the story.   Towards the end of the tale he moves into adolescence and is shaken badly by the evil and injustice, which he witnesses during the trial of Tom Robinson. Tom Robinson A black sharecropper who is accused of rape of a white woman, a member of the Ewell clan. Calpurnia The old family cook of the Finch family, she is a stern disciplinarian and provides a link between the white world of the children and her own black community. Arthur ‘Boo’ Radley A recluse who has never set foot outside his house for fifteen years who becomes a source of intrigue for the children, adding fuel to their fertile imaginations. The Characters seem very real to me . The situations and lessons learn in the book ,seem as if I was there myself. Also the framing of the black man, shows the racism that I've read about in other books. Also what I've experienced myself before. The main conflicts of the story involve Tom Robinson and Boo Radley. Boo has been shut away from the world by his father and then later his brother through an incident which occurred fifteen years earlier when he stabbed his father with a pair of scissors.

Old Man and Old Woman as Marital Guide :: Old Man Old Woman Essays

Old Man and Old Woman as Marital Guide  Ã‚   "Old Man and Old Woman," a retelling of a Native American myth by Chewing Blackbones, a Blackfoot Indian, should serve as a lesson to all couples in how a good relationship works. In today’s society there is a great need for people to understand how to make their relationships successful. As the divorce rate gets higher every year; small children have begun to think that getting a divorce is something that is normal and to be expected. This story shows how to work through problems with a give-and-take approach where you make compromises, yet still stand up for yourself when you believe your convictions cannot be compromised. The Old Man and Old Woman agree on certain rules from the beginning. It is important for couples to agree on certain points when they begin a relationship. Problems might arise later if certain ideals and standards for behavior are not established from the onset. The man and woman in the story agree that the man will have the first say in all decisions and the woman the second. For couples in today’s society the ideals that are established are more likely have something to do with religion, the number of children a couple wishes to have, or who should work in the family. The establishment of these principles will help couples to stay together longer and also be happier. While the Old Man and Old Woman agreed, from the beginning, that the man should have first say and the woman the second, they both had equal input into decisions. When they were discussing the duty of tanning the hides, the man said "the women will have the duty . . . they will rub the animals’ brains on the hides to make them soft and scrape them with scraping tools. All this they will do very quickly, for it will not be hard work" (539). The woman did not completely agree with the man’s ideas about how this should be done. The woman suggested, "they must tan hides in the way you say; but it must be very hard work, so that good workers may be found out" (539). The Old Man and Old Woman used compromise in making this decision. While the woman had the final say, she did agree to part of the man’s original idea, while also adding some input of her own.

Amyotrophic Later Sclerosis Essay examples -- Health, Diseases

There are many known diseases in the world that we live in today affecting a wide range of individuals of different ages, ethnicities, and genders. With each type of disease comes a diagnosis, prognosis, and potential for a cure from one of life’s many ailments. Over the course of time, technology has began to lead the way in discovering as well as treating many disease in which doctors previously knew little about. Amyotrophic lateral sclerosis (ALS), often referred to as Lou Gehrig’s disease, was first described in 1869 by French neurologist Jean-Martin Charcot. In 1939 ALS brought international attention when Lou Gehrig abruptly retired from baseball after being diagnosed with the disease(6). Today there are as many as 20,000 to 30,000 people in the United States that have ALS with an estimated 5,000 people being diagnosed with the disease each year. While the disease can affect all races and ethnic backgrounds, it is more common among men than in women. The typical onset of ALS is generally between the ages of forty and sixty, however, individuals that are younger and older can also develop the disease as well. There are no clear risk factors associated in 90 to 95 percent of all sporadic or noninherited forms ALS. Only five to ten percent of all diagnosis’s are inherited from one parent who carries the gene responsible for the disease(2). It is clear that there are many statistics surrounding ALS with such a wide range of unknown potential causes, but what do medical professional know about it thus far? ALS is a rapidly progressive motor neuron disease that affects nerve cells in the brain and spinal cord. Upper motor neurons within the brain are responsible for transmitting vital communication links betw... ...BIPAP(bi-level positive airway pressure)to allow for proper breathing while asleep. Inevitably, patients may even consider the use of other forms of mechanical ventilation for survival. Although ventilation support can help ease problems with breathing as well as prolong survival, it does affect the patient’s quality of life and cost. Over the course of time, advancements in technology have helped to find many potential causes for ALS, however, it is yet to be completely understood. Perhaps on day there will be efficient test(s) to effectively determine a cause of ALS. Once a determination is made on the exact cause of the disease, medical professionals can then began discovering new means of treatment, thus potentially leading to a cure some day. Until then, ALS will remain difficult to diagnose with limited treatment options and an inevitable outcome.

School Essay

7 PERIOD IF I WERE PRESIDENT ESSAY! If I were president, two of my main focuses would be reducing job cuts and going make more jobs. My first plan of action would be to reduce gas prices by not importing oil; I would drill it here in the U. S. That would slowly build us more money, meaning less job cuts. Also, we could reduce the mass production of sweets and would save money by not using factories as much, also reducing pollution in the air, which is one way to go green. Recently the company of IBM in San Francisco cut 1,500 employees.Getting fired for no reason is hard, harder than being fired for a reason. What Peter Arnett once said, â€Å"I am still in shock and awe at being fired. † This is what every one of those 1,500 employees were thinking. So, once we slowly earned enough money by keeping the candy production reduced and oil drilled in our country, we might be able to stop job cuts for good. Another act would be to raise cigarette prices. My reason for this action i s that if I did raise the price, it would give smokers yet another reason to quit smoking, lowering the death rate a little bit too.After that, I then would make marijuana legal for medical purposes, because marijuana can be healthy in certain cases, for example, if you have arthritis, it can help a bit, but it will only be legal if prescribed by your doctor, or citizens could easily use it for the wrong purposes. Also I would keep the tax level in the United States the same, because the government would need the money for the plans I would have just executed, and to keep your money balanced, similar to how wolves keep the deer population balanced.My last and final act would be trying to make peace with as many countries as I could, but at the same time still having war with the countries I haven’t made peace with. Then, with the countries I made peace with, I would trade with them goods with goods so both of us could easily get what we can’t reach. Plus, if I don†™t make peace with other countries, I would make or try to grow goods here in the US so we don’t have to import and waste time, gas, and money.While we are superpowers in the eyes of the world, I believe there are things that must be changed to reflect the fame and superiority associated with America in the international arena. If I were a president, I would strive to accomplish three major issues. To begin with, to ensure food security and better health care, second, would improve the education system of our country, third, I would ensure that our every American is secure. I have to admit that a government which is not able to feed its citizens has no reason of being in power.A healthy nation is very vital in sustainable development since a nation cannot develop when the citizen continuously suffer from different diseases. As stated above, my first task is to strive to enhance food security in my country. According to Mwaniki (‘n. d’), food security is a situa tion in which all people, at all times, have physical and economic access to adequate, safe and healthful food to meet their dietetic needs and food preferences for active strong life.Having minded the challenge it offers. There is need for targeted food security interventions, including food support in the form of direct food relief, food stamps, or indirectly through subsidized food production. Most of the farmers in the rural areas are poor and therefore cannot manage to purchase heavy machines for mechanization. As the president I strive for the introduction of Rural off farm opportunities to enable even the poorest people to engage in and provide additional food supply.This mechanism will even provide financial assistance for the farmers, processing firms to be introduced in these places. This mechanism provides alternative sources of food and change in feeding habits. Another important aspect that is needed is facilitation of market access. To achieve this, I intend to ensure good governance. This plays an integral part in implementation of this intervention. Without good governance, the strategies cannot be fully implemented due to problems for instance corruption.In essence, where there is sufficient supply of food, the nation becomes healthy hence rapid economic growth. Ensuring substantial education for all citizens is the foundation of the rationality of a particular community. A learned society is easy to govern compared to a society full of ignorant individuals. To improve our education system, I have considered the following measures; Training colleges for teachers must be restructured to more extensive teaching mechanisms. This intends to have more qualified and motivated teachers.This I intend to achieve to restore the dignity of institutions and the teaching profession. Free forum for teachers where teachers and students can exchange their ideas, experiences, and information must be adopted. This is to create a conducive atmosphere for learnin g. As the President I will give direction to execute some reforms in the curriculum and examination system. Since education should form the whole person, it should be made relevant to the lives of the citizens particularly the students.The system of education should be more pragmatic rather than being abstract and examination should not be geared towards obtaining grades and papers but towards achieving the whole personhood. Since the world is dynamic, there a need to introduce the use of information and communication technology system in our schools. This is to facilitate and enhance coordination among different departments in our schools. This requires installation of computer software as well as connectivity facilities. Lastly, everyone has a right to access to education and therefore I will ensure that no one is deprived of education.Even the minorities are to benefit fro this plans which also intends to offer free high school and college education to accommodate even the less f ortunate. Food security and health services, education and security within our borders play an integral role in sustainable development and the general welfare of the people. To eliminate ignorance in people by improving the education system from a theoretical sense to a pragmatic one will help to improve the economy of the country. I believe with my natural feeling to lead this country can drive me on towards achieving these goals

Frankenstein V Bladerunner Essay

In what ways does a comparative study accentuate the distinctive contexts of Frankenstein and Blade Runner? The comparative study of texts, allows audiences to investigate the changing nature and interpretation of issues relating to humanity as they are interpreted in different contexts. Context allows audiences to relate to and understand the thoughts, decisions and actions of individuals within a text. Context provides the opportunity to develop and shape a new genre or interpret an existing genre in a new way. The comparative study of context allows for audiences to compare the changing values of societies over time. Literary techniques such as allusions, imagery and dialogue is used to shape context and can be used by composers to entertain, inform or persuade an audience or highlight and provide insight into interesting or noteworthy points. Mary Shelley’s Frankenstein (1831) and Ridley Scott’s Blade Runner (Directors Cut-1992) individually utilise literary techniques to establish the context of their text within its time. The comparative study of these two texts highlights how texts are inevitably a product of their time however both texts present issues that explore the intricacies and complexities of all human experience. Shelley and Scott utilise distinctive contexts to explore the nature of humanity and ultimately question what makes us human. Frankenstein and Blade Runner exist to highlight how context affects the perceptions of the audience in regards to how a text is received over time thus highlighting how a comparative study of texts can accentuate distinctive contexts. The comparative study of texts depends on the context used to establish a relationship with the audience. Mary Shelley’s fiction novel Frankenstein (1831) is a hybrid product of 18th century Gothic-Romanticism. The text reflects recent challenges to the social order as a result of the English industrial revolution and the French revolution during the second half of the 18th century which highlighted the empowerment of the working class. Frankenstein is a work of epistolary prose fiction that is explored through multiple narrators such as the ‘monster’, Victor Frankenstein and Robert Walton. Frankenstein exists as a didactic tale that explores the morality of trying to subvert god thus providing a lesson in patriarchal hubris highlighting the arrogance of scientific discovery without any consideration of the moral or ethical implications. Frankenstein consequently explores the nature of obsession in undermining parental and moral responsibility and evoking fear in the creation-fear of the world, fear of man. Subsequently the leading antagonist of Blade Runner, Roy Batty, further elucidates the arrogance of obsession as he explains his plight, stating, ‘Quite an experience to live in fear, isn’t it? That’s what it is to be a slave†. Batty provides insight into the failure of creators to understand the emotional development of the creation which leads to its isolation and fear, causing the ensuing destruction of the ‘natural order’. Frankenstein utilises the characterisation of Victor, ‘I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature’ to explore the obsession for knowledge that formed part of Shelley’s context. The text therefore reflects the influences of recent scientific development such as Galvanism and evolutionary thought. The comparative study of contrasting textual forms allows context to influence different interpretations of a text. Ridley Scott’s speculative science fiction film Blade Runner (1992) employs extensive mis-en-scene to subvert the audience’s sense of setting and history-a suspension of belief- enabling contextually dependant perceptions of the film. The films’ setting reflects its context as it echoes the concept of imperfect vision that conceptualises the short-sightedness inherent in the pursuit of perfection. The film juxtaposes the seemingly inherent ethical pretexts of discovery with the scientific community that seeks to create a perfect race, thus Blade Runner’s scientific context becomes reminiscent of fascist Nazi Aryan ideology, IVF programs and the Human Genome project. Conversely Frankenstein utilises its sublime Swiss setting to increase the plausibility of the themes which allow them to resonate with audiences as they relate to the texts context. Contrasting textual form is used to highlight how the context of each text enables their concurrent themes to resonate and remain relevant to 21st century audiences. Distinctive contexts are accentuated through similar theme content. Frankenstein and Blade Runner similarly indicate that efforts to ‘defy’ the natural order are responsible for the enduring sense of misery and alienation that sustains the overall melancholic tone of both texts. Animal Imagery is used extensively within Blade Runner to reveal the primal nature of raw, native emotionof the ‘replicants’, a reflection of parental neglect which renders them incapable of understanding their emotions. Similarly Frankenstein juxtaposes the idyllic nature of childhood with the abandonment of parental responsibility to highlight the confusion behind the monsters ‘ugly’ exterior, therefore provide insight into creations’ place as the ultimate innocent of both texts. Frankenstein and Blade Runner establish the creations’ as the victims of both physical and emotional negligence who ultimately confront their creator to correct the flaw which isolates them from the world. Frankenstein and Blade Runner similarly utilise content to highlight the creations as the source of destruction to reveal the true nature of monstrosity, the senseless creators. The pursuit of knowledge at the expense of a moral framework is identified as the creators’ ultimate fatal flaw. As the creations of both texts reflect upon and highlight their unnatural qualities, they reveal how their creators can no longer attain the sublime. Victor highlights his exile from the sublime as he recounts how his actions and subsequent inaction ‘deprives the soul both of hope and fear’ contributing to his demise. Frankenstein and Blade Runner similarly evoke a development of critical literacy and knowledge of genre at a macro level that enables distinctive contexts to gain prominence and influence the understanding or interpretation of their respective genres as a whole. The contextualisation of Frankenstein and Blade Runner is used to provide insight into the reception of texts as it challenges the contemporary values of the audience. Frankenstein draws parallels with Greek mythology as it establishes Victor as a modern Prometheus while also addressing elements of Jewish mysticism as the ‘monster’ exhibits qualities similar to the golem of Prague. The text is also reminiscent of Godwin and Wollstonecraft, however, is inherently less optimistic about society’s realistically attainable level of perfection, both physically and economically. In stark contrast, Blade Runner addresses perfection as achievable in a commercial sense ‘commerce is our goal here at Tyrell’ however as Deckard states ‘nobody is perfect’ he highlights the shortcomings of forgoing the moral obligations inherent in the pursuit of commerce which ultimately enable an evaluation of humanities moral boundaries. Blade Runner pays homage to the representation (particularly through film and television) of the 1950’s detective film-noir to reveal a rendition of post-modern expressionism. The reflection of commerce as a postmodern cultural imperative establishes the relationship between socio-economic status and pastiche consumption. Consequently, humanity is ‘created’ and traded with this ‘transformation of everything into commodity’ (Byers, 1990) becoming a reflection of the context of Blade Runner following the collapse of the Soviet Union and the economic strength of the United States during the films production. In essence the distinctive context of Frankenstein and Blade Runner reflects the interpretation and perception of the genre, textual form and content over time. The comparative study of these distinctive contrasting contexts allows audiences to reflect on the enduring power of parental and moral responsibility, deliberate action or inaction and the features that define humanity. The key reflections in which the audience understands how they are positioned by composers as a result of their context is especially important in allowing moral assessments throughout the text. Frankenstein and Blade Runner are two texts who successfully explore the nature in which humans interpret their humanity as a response to a contextualised stimulus. Blade Runner ultimately reveals the establishment of emotional understanding as a definitive characteristic of being human, while incidentally Frankenstein explores the features of humanities collective consciousness which enable an individual to belong through emotional dependence. The comparative study of Frankenstein and Blade Runner allows audiences gain a further understanding into the way contexts are accentuated through assessments of conceptualised fiction which explore the themes and issues which forms the unique identity of humanity.

The Hunters: Moonsong Chapter Ten

The pub where Elena and Damon ended up was lively and ful of people, but of course Damon made sure they didn't have to wait for a table. He lounged across one side of the booth, looking as arrogant and relaxed as a big gorgeous cat, and listened peaceably as Elena talked. Elena found herself gaily chatting away, fil ing him in on al the minutia of her campus life so far, from finding out that Professor Campbel knew her parents to the personalities of the other students she'd met in her classes. â€Å"The elevator was real y crowded, and slow, and my lab partner's back was against the buttons. Somehow she accidental y pushed the alarm button, and the alarm started going off.† Elena took a sip of her soda. â€Å"Suddenly, a voice came out of nowhere and asked, ‘Do you have an emergency?' And she said, ‘No, it was an accident,' and the voice said, ‘What? I can't hear you.' It went on like that, back and forth, until she started shouting ‘Accident! Accident!'† Damon stopped tracing patterns in the condensation on his glass with one finger and glanced up at her through his lashes, his lips twitching into a smile. â€Å"When the doors opened on the ground floor, there were four security men standing there with a medical kit,† Elena finished. â€Å"We didn't know what to do, so we just walked past them. When we got out of the building, we started to run. It was so embarrassing, but we couldn't stop laughing.† Damon let his slight smile expand into a grin – not his usual cool twist of the lips or his brief, bril iant, and enigmatic there-then-gone smile, but an honest-to-God cheek-puffing, eye-squinching grin. â€Å"I like you like this,† he said suddenly. â€Å"Like what?† Elena asked. â€Å"Relaxed, I suppose. Ever since we met, you've been in the middle of some crisis or another.† He raised his hand and brushed a curl away from her face, gently touching her cheek. Elena was vaguely aware of the waiter standing by the booth, waiting for them to look up, as she answered with just a touch of flirtation, â€Å"Oh, and I suppose you had nothing to do with that?† â€Å"I wouldn't say I am the one who's been most to blame, no,† Damon said cool y, his grin fading. He looked up, his eyes sharp and knowing. â€Å"Hel o, Stefan.† Elena froze in surprise. Not the waiter, then. Stefan. One look at him, and she winced, her stomach dropping. His face could have been carved from stone. He was looking at Damon's hand, stil stretched across the table toward Elena. â€Å"Hey,† she said tentatively. â€Å"How was your study group?† Stefan stared at her. â€Å"Elena, I've been looking everywhere for you. Why didn't you answer your phone?† Pul ing out her phone, Elena saw that there were several messages and texts from Stefan. â€Å"Oh, no, I'm so sorry,† she said. â€Å"I didn't hear it ring.† â€Å"We were supposed to meet,† Stefan said stiffly. â€Å"I came to your room and you were just gone. Elena, people have been disappearing al over campus.† He had been scared, afraid that something terrible had happened to her. His eyes were stil anxious. She started to reach out to comfort him. The fact that she'd lost the Power she'd had so briefly was hard for Stefan to accept, she knew. He thought her mortality made her fragile, and he was afraid he'd lose her. She should have thought it through, should have left him more of a message than a quick text saying she would return soon. Before she could touch him, Stefan's gaze turned to Damon. â€Å"What's going on?† he asked his brother, his voice ful of frustration. â€Å"Is this why you fol owed us to col ege? To zero in on Elena?† The look of hurt that crossed Damon's face was only a subtle shadow and was gone so quickly that Elena wasn't entirely sure she had actual y seen it. His features settled into an expression of lazy disdain, and Elena tensed. The peace between the brothers was so fragile – she knew that – and yet she had let Damon flirt with her. She'd been so stupid. â€Å"Someone should be keeping her safe, Stefan,† Damon drawled. â€Å"You're too busy playing human again, aren't you? Study groups.† He lifted an eyebrow scornful y. â€Å"I'm surprised you've even noticed that there's something going on around this campus. Would you rather have Elena alone and in danger than have her spending time with me?† Tense lines were forming around Stefan's mouth. â€Å"You're saying you don't have an ulterior motive here?† he asked. Damon waved a hand disparagingly. â€Å"You know what I feel for Elena. Elena knows what I feel for Elena. Even that sports-loving Mutt of yours knows how things are between us. But the problem isn't me, little brother – it's you and your jealousy. Your wanting to be an ‘ordinary human'† – Damon made quote marks with his fingers – â€Å"and stil carry on with Elena, who is hardly ordinary. You want to have your cake and eat it, too. I haven't done anything wrong. Elena wouldn't have come with me if she didn't want to.† Elena winced again. Was this the way it was always going to be? Was any minor misstep on her part going to set Damon and Stefan at each other's throats? â€Å"Stefan†¦ Damon,† she implored, but they ignored her. They were glaring at each other. Stefan stepped closer, flexing his fists, and Damon clenched his jaw, silently daring Stefan to make a move. For the first time, Elena saw a resemblance between them. â€Å"I can't do this,† she said. Her voice sounded smal and soft to her own ears, but both Salvatore brothers heard her and whipped their heads toward her with inhuman speed. â€Å"I can't do this,† she said again, louder and more firmly this time. â€Å"I can't be Katherine.† Damon scowled. â€Å"Katherine? Believe me, darling, nobody here wants you to be Katherine.† Stefan, his face softening, said, â€Å"Elena, sweetheart – † Elena interrupted him. â€Å"Listen to me.† She wiped her eyes. â€Å"I've been walking on eggshel s, trying to keep this – this thing between the three of us from tearing us apart. If anything good has come out of al the stuff that's happened, it's that you found each other, you started being brothers again. I can't – † She took a deep breath and tried to find a sensible matter-of-fact voice somewhere inside herself. â€Å"I think we should take a break,† she said flatly. â€Å"Stefan, I love you so much. You're my soul mate, you're it for me. You know that.† She looked up at him pleadingly, silently begging him to understand. Then her eyes moved past him to Damon, who was staring at her with a furrowed brow. â€Å"And Damon, you're part of me now. I †¦ feel for you.† She looked back and forth between them, her hands clutching each other. â€Å"I can't lose either of you. But I need to figure out who I am now, after everything that's happened, and I need to do it without worrying about destroying the relationship between you. And you need to figure out how you can be friends with each other, even if I'm in both of your lives.† Damon let out a skeptical noise, but Elena kept talking. â€Å"I'l understand† – she gulped – â€Å"if you can't wait for me. But I wil always, always love you. Both of you. In different ways. But for now, I just can't be with you. Either of you.† She was tearing up again, and her hands shook as she wiped her eyes. Damon leaned across the table, a smal twisted smile hovering on his lips. â€Å"Elena, did you just break up with both of us?† The tears dried up instantly. â€Å"Damon, I never dated you,† she said angrily. â€Å"I know,† he replied, and shrugged. â€Å"But I've definitely just been dumped.† He glanced at Stefan, then quickly away, his expression closed off. Stefan looked devastated. For a moment, his face was so bleak that it wasn't hard to believe he was more than five hundred years old. â€Å"Whatever you want, Elena,† he said. He started to reach for her, then pul ed his own hand back to his side. â€Å"No matter what, I wil always love you. My feelings aren't going to change. Take whatever time you need.† â€Å"Okay,† Elena said. She stood up shakily. She felt like she was going to be sick. Half of her wanted to pul Stefan to her, kiss him until that broken expression on his face went away. But Damon was watching her, his own face inscrutable, and touching either of them felt †¦ wrong. â€Å"I need to be by myself for a while,† she told them. At any other time, she knew, both of them would have objected to the idea of her walking the campus alone. They would have argued, fol owed her if she wouldn't walk with them – anything to keep her safely under their protection. Now, though, Stefan moved aside to let her out of the booth, his head bowed. Damon sat very stil and watched her go, his eyes hooded. Elena didn't look back at them as she crossed to the door of the pub. Her hands were shaking, and her eyes were brimming with tears once more. But she also felt as if she'd carried something very heavy for a while and had final y been able to put it down. This might be the best choice I've made in a long, long time, she thought. Dear Diary, Every time I remember the look on Stefan's face when I told him I needed space, my chest aches. It's like I can't breathe. I never wanted to hurt Stefan. Never. How could I? We're so close, so wrapped up in each other that he's like a piece of my soul – without him, I'm not complete. But†¦ I love Damon, too. He's my friend – my dark mirror image – the clever, plotting one who will do whatever it takes to get what he wants, but who has a kindness deep inside him that not everybody sees. I can't imagine living without Damon, either. Stefan wants to hold on to me so tightly. He cares for his brother – he does – and Damon cares for him, too, and having me between them is messing that up. All three of us have been held so closely together by the crises we've had to deal with recently – my death and rebirth, Klaus's attack, Damon's return from the edge of death, the phantom's attack – that every move we've made, every thought we've had, has been wrapped up with the other two. We can't go on like this. I know I've done the right thing. Without me between them, they can become brothers again. And then I can sort out the tangled threads of my relationships with both of them without having to worry that any move I make will snap the tenuous bond between us. It's the right decision. But still, I feel like I'm dying a slow death. How can I live for even a little while without Stefan? All I can do is try to be strong. If I just keep going, I'll get through this time. And in the end, everything will be wonderful. It has to be.

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%