Pauls Case Theme

Willa Cather’s story, Paul’s Case, revolves around the life of a young man named Paul. This story brings out the life of this young boy as one that is full of desires and dreams but he cannot work to fulfill them. The author has employed the use of character, action and imagery to bring out the three themes, viz. harm of relentlessness to achieving ones dreams, the danger of misunderstanding money and wealth, and the effect of materialism in one’s life.Advertising We will write a custom essay sample on Paul’s Case Theme specifically for you for only $16.05 $11/page Learn More The main character in the story is Paul. He comes from a poor background which moves him to have a desire for a more luxurious and wealthy living. In order for someone to acquire such a lifestyle, he/she should be industrious just as the saying goes, â€Å"nothing comes on a silver plate.† Paul only admires other peoples’ work but he does no t want to do much to achieve the life he desires. He is obsessed with art, music and theatre; the main factors that enhance his passion as an usher in the Carnegie Hall in Pittsburgh. At one point he decides to forego supper in order to arrive at the hall in time. When he finds that the hall is not opened he decides to go to the picture gallery where he spends a lot of time admiring the great works holed there. Despite his passion for arts, Paul does not do anything in the field of arts to improve his standards of living; on the contrary, he keeps admiring other people’s work. Cather states that, â€Å"He had no desire to become an actor, any more than he had to become a musician. He felt no necessity to do any of these things; what he wanted was to see, to be in the atmosphere, float on the wave of it, to be carried out, blue league after blue league, away from everything† (32). This is evident that Paul did not want to work despite his desire to live a good life. Mis understanding money and wealth as the necessities to living a good life is an issue that the writer explores deeply. She brings out Paul as a character who holds that, in order to have a luxurious life one needs to have money. However, Paul violates the very basic principle that, in order to get money one needs to work and work hard. In illustrating this, Cather brings out the life of a certain young man who has climbed up the ladder by embracing his work as a clerk. Lack of understanding makes Paul to live a miserable life since he cannot do anything substantial to enhance income generation. For instance, Cather notes, â€Å"Paul bounded upstairs, scrubbed the greasy odor of the dishwater from his hands with the ill-smelling soap he hated† (27). What a disgusting situation! Paul looks down upon the people in his neighborhood including his own teachers. This is because he feels that he is the only one with the knowledge on how to build wealth. All along Paul knows that he nee ds money but he does not work at getting it.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The writer says, â€Å"He had not a hundred dollars left; and he knew now, more than ever, that money was everything, the wall that stood between all he loathed and all he wanted† (16). It is thus evident that one has to put efforts to better his/her life rather than fantasizing about good lives that he/she might never achieve; if anything, Cather insinuates that, fantasy never mimic the reality. Cather employs imagery to underscore the harm of relentlessness towards achieving one’s dream in what many would call the pursuit of the American dream. For instance, he uses Paul’s addiction to art as a form of hindrance to hard work. His obsession occupy much of his time that he does not even realize that it has become as a form of an addictive drug to him. He cannot see and exploit o ther ways, which he can utilize to yield a lot other than pleasure. The author explores food as an imagery to bring out the distinctive gap between the rich and the poor. When Paul follows the soprano to the hotel, he begins to ponder about the good food that the soprano will enjoy. â€Å" He reflected upon the mysterious dishes brought into the dining room, the green bottles in buckets of ice, as he had seen them in the supper party pictures of the Sunday World supplement †(Cather 17). This is the type of food that Paul desires but he cannot afford due to his poor standards of living. Just as a poor man’s food that is not appetizing to many, the Cather likens Paul’s life to such food referring to it as a flavorless, colorless mass of everyday existence (19). The terms that the writer uses to describe the food represents Paul’s tasteless and meaningless life. Paul is poor thus his constant desire for wealth. The red carnations that Paul wears in his butto nhole represent Paul’s continued defiance to his teachers. Paul constantly goes against the teachers’ expectations. Later on in his life, Paul brings red carnations that are wilted as he walks to the train tracks. The wilting of the red carnations helps him to realize that, it takes only a short time for the beauty of life to disappear. Paul buries one of the red carnations in the ice before leaping in front of a train. In this act, the writer brings out the eventual death and disappearance of Paul. The writer’s use of action also helps in bringing out the theme of laziness in the story. In the beginning of the story, the writer tells us that the boy had gone to sleep on a certain warm afternoon. This shows that Paul is a lazy boy. His laziness is evident in the story because despite his ambition to obtain wealth, he is not involved in any activity to generate money. Paul goes to New York in search of a better way of living.Advertising We will write a custo m essay sample on Paul’s Case Theme specifically for you for only $16.05 $11/page Learn More In conclusion, the writer employed character, imagery and action to pass her message to the readers. She puts it clear that people need to work towards their dreams instead of constantly fantasizing about them. It is also important to note that, ‘Paul’s Case’ warn that people should have a clear understanding of the difference between money and wealth/ work. One has to work in order to get money hence wealth. The writer insinuates that materialism should not be our drive towards good life. This is because it can lead one to do things he/she did not intend to do. Works Cited Willa, Cather. Paul’s Case: A Study in Temperament, 1906. Web. https://www.shsu.edu/ This essay on Paul’s Case Theme was written and submitted by user Melissa Buck to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Antarctic Explorer-Richard Byrd

Antarctic Explorer-Richard Byrd Richard Evelyn Byrd was born in Virginia in 1888. He joined the United States Naval Academy at the age 20 and joined the navy in 1912. He learned to fly in World War I during his tour with the United States Navy. He became an expert in flying and was appointed to plan the flight path for the US Navy's 1919 transatlantic crossing.On May 9, 1926, Byrd and Floyd Bennet attempted a flight over the North Pole. They claimed to have completed the trip but evidence from their diaries has placed doubt on their claim. Even though the made enough money for Byrd to explore the South Pole.In 1928, Byrd began his expedition in Antarctica. A base camp was setup on the Ross Ice Shelf. Scientific expeditions by dog-sled, snowmobile and airplane began. Photographic expeditions and geological surveys were done during summer. After the first winter, expeditions resumed and on November 29, 1929 the flight to the South Pole was launched.USS Preble approaches Richard E. Byrd during reple...Byrd flew the Fl oyd Bennet to the South Pole and back in 18 hours and 41 minutes. After further exploration, the expedition returned to America on June 18, 1930.Byrd went on three more expeditions to the South Pole from 1933-1935 and 1930-1941, taking part in Operation High Jump from 1946-1947, the largest Antarctic expedition to date. Byrd also commanded Operation Deep Freeze which made permanent Antarctic bases at Mc Murdo Sound, the Bay of Wales and the South Pole in 1955.Richard Byrd died on March 12, 1957. He had got twenty-two awards and special awards, nine of them were for bravery and two for heroism for saving the lives of others. He also earned the Medal of Honour, the Navy Cross, the Congressional Life Saving Medal, the Distinguished Service Medal and the Flying Cross.

Activities Coordinator

Along with the views of Human Motivation, Psychological Behavior, Environmental Factors and Quantitative and Qualitative Strengths, Social Influence and Capabilities play important roles in achieving certain objectives (Brehm, 2004).   Activities intended for social interactions credit a big help in creating personal relationships for the reason that the triggering of an individual’s interest will eventually make it easier for one to be persuaded to adhere with one’s desire and expectation (Cialdini, 1998). Changing the Community’s Lifestyle Take for example having a goal within a community to change the lifestyle, or perhaps the view of people towards a healthy lifestyle.   In order to achieve this certain goal, development psychology clearly defines that change does not happen in an instant.   It follows a step-by-step process, wherein keen observation and analysis on the behavior and interests of the community must be taken consideration on to be able to identify the level of motivation and techniques shall be imposed to (Brehm, 2004). Instilling Physical Activities Benefits Positively The differences of each individual and the complexities of the differences may be hard to specify for in every community, there would always be those who would not conform to the general masses.   Ã‚  Learning psychological strategies to eliminate anyone’s unhealthy beliefs in anyone or anything’s perspective on to realigning values in any area of life, is considered an intellectual way in making the subjects follow (Grottke, 2006). Information Dissemination Indulging the subjects of the advantages and benefits taken from physical education and enlightening them with the disadvantages caused by the opposite or disregarding such way of living will make them realize the essence of the activity. The information can be disseminated in a form of flyers, advertisements and door to door consultations citing people who suffered illnesses and sickness due to inconsistent physical activities.   In that sense, by capturing their sympathy and instilling a form of fear in their minds, it will be easier for them to be persuaded. Fear and Risk Taking Fear, being one of the highest factors in emotion and a bug in motivation, serves motivation strategy to prospects.   Inculcating the horrors of an unhealthy lifestyle will horrify the living daylights of their life (Lieberman, 2005).   Making them realize that taking physical exercises will deprive them from living longer and thus will lose everything which they have sown earlier than those who are healthy.   Eventually, since most are busy in their jobs, they will grab the most efficient way in gaining a healthy lifestyle, which implies that the Center shall gain generous support from those who have been persuaded to help not only their selves, but a deeper sense of sympathy to those who need their assistance. Door-in-the-face Technique A kind of persuasion with an arrogant form of approach which is then most likely not to be accepted, hence, the persuader at hand a slighter and more levelheaded appeal which eventually the real gist of the negotiation.  Ã‚   It is a subliminal way of slightly fooling subjects to have them trapped in one’s desire.   It could be effective, but a feeling of guilt will later lurk in the scene. Foot-in-the-door Technique   A related trick of persuasion, a little similar on the first, but somehow degrading if realized, since that is a kind of method which tends to amaze the receiving party which then makes it hard for him to refuse such offer given that the offer was ascending.   Effective though, but then again, it’s like tricking the receiver still over one’s benefit. Essence of Techniques The use of door-in the face technique, foot-in-the-door technique and the art of persuasion are by study proven to be effective in dealing with social interactions.   The gift of persuasion or influence is considered as the most valuable one, which if further developed and enhanced will not only reach the hearts of those inside the vicinity of the Center’s jurisdiction, but the nation as well. Conclusion Concluding such, in this massive form of competition in the complex world of business, being wise by evaluating effects of every move taken must be clearly specified and analyzed.   Characteristics of an effective Activity Coordinator must know what to take (Williamson, 1995), when to take and how to use effectively what is taken (Hughes Beatty, 2005), what to sacrifice and what to throw away (Straker, 2007), when to commence and when to leave (Segil, 2002) – but never to abandon, instead, to save and develop what had been started (Hesselbein, Johnston, Foundation, 2002; Runde Flanagan, 2006). References: Brehm, S. S. (2004). Social Psychology (6th ed.). New York: Houghton Mifflin Company. Cialdini, R. B. (1998). Influence: The Psychology of Persuasion (Revised ed.). New York: Collins. Grottke, R. L. (2006). All I Needed to Know in Life I Learned Selling Door to Door. New York: BookSurge Publishing. Hesselbein, F., Johnston, R., Foundation, T. D. (2002). On High Performance Organizations: A Leader to Leader Guide (1 ed.). San Francisco: Jossey-Bass. Hughes, R. L., Beatty, K. M. (2005). Becoming a Strategic Leader: Your Role in Your Organizations Enduring Success (Lst Ed ed.). San Francisco: Jossey-Bass. Lieberman, D. J. (2005). How to Change Anybody: Proven Techniques to Reshape Anyones Attitude, Behavior, Feelings, or Beliefs New York: St. Martins Press. Runde, C. E., Flanagan, T. A. (2006). Becoming a Conflict Competent Leader: How You and Your Organization Can Manage Conflict Effectively. San Francisco: Jossey-Bass. Segil, L. (2002). Dynamic Leader Adaptive Organization: Ten Essential Traits for Managers (1 ed.). Toronto: Wiley. Straker, D. (2007). Leadership styles (Publication. Retrieved June 28, 2007, from Changing Minds: http://changingminds.org/disciplines/leadership/styles/leadership_styles.htm Williamson, O. E. (1995). Organization Theory: From Chester Barnard to the Present and Beyond (Expanded ed.). New York: Oxford University Press, USA.

Clinical Mentorship in Nursing Essay Example | Topics and Well Written Essays - 1500 words

Clinical Mentorship in Nursing - Essay Example Standards for Nursing mentorship includes the question of 'What makes a good nurse' followed by a debate about how such standards can be developed through theory and training. Traditionally clinical students learn skills through the experience of being supervisees, taking on the model presented to them by their supervisor, or by adapting the therapeutic skills learned in their training as therapists. While these methods have some merit they also have considerable limitations like bad practice can easily be handed down from generation to generation without some new import from an external source. While emphasising on teaching clinical setting, I would focus on one-on-one relationship initiated at the behest of the protege. This relationship is marked by high ethical standards and clear boundaries as both parties experience mutual benefits and personal and/or professional growth. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and the protg so I suggest that mentoring is not a single task or training episode, a group experience, or a preassigned relationship that is unidirectional in benefit. The relationship task would help me to lead the professionals towards engaging in the process of self-assessment. Self-assessment has the potential to empower both the mentor and the protege because each may recognise personal strengths and weaknesses and understand how these characteristics may affect the mentoring relationship. Furthermore, it allows mentors and proteges to appropriately and confidently establishes relationsh ips with other like-minded professionals. (Black et al, 2004) If mentoring is to be successful, faculty members must be willing to participate in the relationship and to be informed about the responsibilities of it. For mentors the matter of concern is that they must balance the demands of their positions e.g., clinical caseloads, program responsibilities, teaching, research and service requirements with their availability to students as the impact of these factors affects the ability and desire of some mentors to form meaningful relationships with students. (Black et al, 2004) An analysis of the environment can alert mentors and proteges to the social and political norms of a setting. Conducting a systematic assessment will empower mentors and proteges to recognise and align their abilities, expectations, and responsibilities. Both can actively gauge their compatibility for this type of relationship based on factual information rather than on speculation. (Black et al, 2004) Clinical psychology graduates were surveyed and 38 per cent of trainees reported a major conflict with their supervisor, which inhibited their ability to learn from supervision. Therapeutic orientation, style of supervision and personality issues were the main areas of conflict. (Fleming & Steen, 2003) The Teaching/Learning Task Mentors need to be clinically competent and knowledgeable, and have good teaching and interpersonal skills, that's why I consider myself helpful in supervisory behaviours by giving direct guidance on clinical work, linking theory and practice, joint problem-solving, offering feedback, reassurance and role models. Trainees need clear feedback about their errors; corrections must be conveyed unambiguously so that

For an organisation with which you are familiar and drawing on Essay - 1

For an organisation with which you are familiar and drawing on scholarly sources, critically evaluate the value of social networking technologies to knowledge sharing, integration and creation - Essay Example Also, various organizations have now been recruiting experts in the field to carve out an incisive social media strategy to avoid complications and clarify the rules of order regarding information sharing and integration beforehand. This is especially true for big organizations where the procedures are bureaucratic in nature, and thus a systemized way of running the communication paradigms is regarded (Goertz, shortle & Bergestorm 2005: 177). For this reason, the paper will explore the utilization of social media technology in the United Nations Organization to integrate communication paradigms for effective advocacy and awareness campaigns. Lately, the organization has been focusing on developing blueprints on how social media tools and techniques can be used to enhance the output of communication and advocacy campaigns. It can be argued that the United Nations organization utilizes the social media technology as a product of interpretive flexibility over various relevant social gro ups. In other words, technology in social media and its utilization for various social groups in driving the organization to take leaps while the organization in itself isn`t leading the process, rather it is being led by interpretive flexibility processes. Also, the conceptualization of the social media technology differs over the scope and role, thus in turn changing the structural systems. Thus, observing the organization, it can be precisely states that the variables in social media technology tends to dictate how the UN designs communication strategies while the strategies tend to in turn impact structural change and thus, the process takes place in a circular manner which is dynamic and progressive. United Nations has missions and offices all around the globe, and thus it would be ignorant to perceive the social media communication paradigms at all levels integrated and similar in nature. Thus, for the purpose of determining a holistic

The managerial ideas of Taylor and Fayol Essay Example for Free

The managerial ideas of Taylor and Fayol Essay Classical Management comprises three different approaches: Scientific Management (associated with the work of F W Taylor); Bureaucratic Management (hierarchical structure associated with the work of M Weber); Administrative Management (associated with the work of H Fayol). The Human Relations approach is associated with the work of E Mayo and F Roethlisberger. Immediately, we can see a difference between the ideas of Taylor and Fayol and those of Mayo as they are even classified differently. In order to explain how these managerial ideas differ, I will first explain what those ideas were. Taylor Taylor developed the four scientific principles of management: 1. Development of a true science 2. Scientific selection of the worker 3. Scientific education and development of the worker 4. Intimate and friendly cooperation between management and workers. The focus was on the individual rather than the team, aiming to improve efficiency through production-line time studies. Each job was broken down into its components and the quickest and best methods of performing each component were designed. There could be only one best way of maximising efficiency, developed through scientific study and analysis. Rewarding productivity was encouraged as money was seen as the one true motivator. Employees did the physical labour and management did the organising and planning. Through standardisation, worker specialisation and tight  managerial control, Taylor promised increased efficiency. Although Taylors methods did not allow scope for individual workers to excel or think for themselves, they were widely adopted. Fayol Fayol laid down 14 principles of management to be applied in any situation: 1. Specialization of labour. Specializing encourages continuous improvement in skills and the development of improvements in methods. 2. Authority. The right to give orders and the power to exact obedience. 3. Discipline. No slacking, bending of rules. 4. Unity of command. Each employee has one and only one boss. 5. Unity of direction. A single mind generates a single plan and all play their part in that plan. 6. Subordination of Individual Interests. When at work, only work things should be pursued or thought about. 7. Remuneration. Employees receive fair payment for services, not what the company can get away with. 8. Centralization. Consolidation of management functions. Decisions are made from the top. 9. Scalar Chain (line of authority). Formal chain of command running from top to bottom of the organization, like military 10. Order. All materials and personnel have a prescribed place, and they must remain there. 11. Equity. Equality of treatment (but not necessarily identical treatment) 12. Personnel Tenure. Limited turnover of personnel. Lifetime employment for good workers. 13. Initiative. Thinking out a plan and doing what it takes to make it happen. 14. Esprit de corps. Harmony, cohesion among personnel. Fayol divided managerial activities into five functions: planning organising commanding coordinating controlling The emphasis was on rational, central planning, looking at the whole picture, managing from the top down. Like Taylor, Fayol looked upon organisations as machines, viewed money as the one true motivator and emphasised maximum efficiency and productivity through standard operating procedures. Mayo Mayos Hawthorne studies are a landmark in management thinking. They followed preliminary illumination experiments, which studied the affect of light on productivity. The Hawthorne studies examined the affect of fatigue and monotony on productivity and experimented with the introduction of rest breaks, changes in work hours, temperature and humidity. Two key aspects of the Human Relations Approach are employee motivation and leadership style. Mayo learned that: Job satisfaction is increased through employee participation in decisions, rather than through short-term incentives; Leaders are able to positively influence employee motivation and productivity by showing concern for employee relationships; Work groups establish their own informal group performance norm, what it considers to be a fair level of performance, punishing those who perform above and below the norm; Pay can only motivate lower-level needs, once they are satisfied, non-monetary factors such as praise, recognition and job characteristics motivate human behaviour. Differences Classical Management (CM) attempted to apply logic and scientific methods to management of complex organisations. Human Relations Management (HRM) focused on working relationships to improve productivity. Fayol and Taylor both emphasised the production process and adjusted humans to this process, whereas Mayo emphasised the coordination of human and social elements in an organisation through consultation, participation, communication and leadership. CM emphasised the work of the individual, HRM viewed work as a group activity. Although moving in the right direction, Mayo merely replaced rational economic man with emotional social man, shifting the blame for poor performance from structural to personal attitudes and emotions. Both approaches mistakenly held that there was one best way to manage all organisations. Relevance of Classical Management theorists today Taylors work saw the introduction of time studies, work studies and industrial engineering, making an important contribution to the central procedures of many organisations. The modern assembly line is just one legacy of Scientific Management. Its efficiency techniques are applied to many non-industrial tasks, such as fast food service through to training surgeons. However, Taylors methods did not allow scope for individual workers to excel or think for themselves. Innovation is vital in order to maintain a competitive edge. Taylors belief that workers are solely motivated by money has since been proven wrong. Furthermore, his methods emerged from a negative bias against workers, whom he viewed as lazy and uneducated. Nowadays, the extent of command and control over workers that Taylor believed necessary would never work. For one thing, people are better educated nowadays! Taylors methods were also hostile to trade unions and labour organisations, which are widespread nowadays and were heavily relied upon during the 1990s to gain workforce stability, helping attract foreign investment. On the other hand, some of Taylors theories still ring true today, such as: increased output leads to fewer workers; poor incentive schemes and hourly pay rates that are not linked to productivity result in inefficiency (the introduction of Benchmarking confirms such an approach); poor job design leads to poor performance. The concept of separating planning from execution is still in use to some degree, however, workers are now considered to know best how to do their own job and are encouraged to think for themselves. Fayols ideas about central planning set the basis for many modern management techniques, such as Management by Objectives and PPBS. However, motivation is considered a key element in modern management. A third approach to Classical Management is the Bureaucratic approach of M Weber. The hierarchically structured organisation that emerged from CM still bears much relevance today and is widespread amongst large corporations and government departments. However, a mixture of hierarchical and inter-departmental coordination is now considered the way forward. Contemporary management builds on the Classical and Behavioural approaches and goes beyond them. The Systems approach of different strokes for different folks finally put the one best way theory to bed and has dominated modern organisational analysis since the 1980s. The Contingency approach views the organisation as an organism, segmenting as it grows, each segment specialising in knowledge and activity, all of which must cope with their external environment and integrate harmoniously. The main difference between Classical and Contemporary approaches is the modern belief that it is futile to search for one best way to manage an organisation. Instead, managers must take into account the internal and external environment and match the appropriate management practices to the surrounding circumstances for an effective outcome. In my own work, I find myself using a combination of Classical and Contemporary approaches to management. The hierarchical structure is necessary to a certain degree. For one thing, the prospect of promotion motivates staff to do better. However, teamwork definitely gleans better results from the workforce as a whole. Worker specialisation has its uses when certain jobs require particularly high efficiency and speed, however, if used on a permanent basis they would lead to monotony and dissatisfaction. Workers tend to produce good ideas about how best to do their own jobs, however, the policy of the organisation as a whole is often separated from the motivation of individual workers, indicating the need for managerial planning, organisation, coordination, command and control.  Balance is key.

Australian Immigration And Its Effects Essay -- Australia Environment

Australian Immigration and Its Effects   Ã‚  Ã‚  Ã‚  Ã‚  Australia is an island continent which is geographically isolated from the rest of the world. This has resulted in the evolution of many unique plants and animals and the development of a very fragile ecosystem. This ecosystem has been influenced by human immigration for many thousands of years.   Ã‚  Ã‚  Ã‚  Ã‚  The original immigrants were the Aborigines who are thought to have migrated to Australia from Asia between 50 and 100 thousand years ago. These primitive people learned to live in the inhospitable environment of Australia with very little effect. Their major environmental impact was from the use of controlled burning of the land. Over the years they had learned the benefit of periodic fires to control pests and to clear debris before it accumulated and led to large uncontrolled disastrous fires. This also returned nutrients to the soil which helped to grow back new vegetation. Unlike those who followed, the Aborigines had very little impact on the environment.   Ã‚  Ã‚  Ã‚  Ã‚  Following the Aborigines, Asian seafarers are believed to have traveled to Australia to trade on the north shores. Experts are not sure, but they believe that these seafarers are the ones who first introduced the dingo into Australia almost 3,500 years ago. The dingo rapidly became the top predator and is probably the cause of the disappearance of the Tasmanian wolf and the Tasmanian devil from Australia. They will hunt down almost anything but they are not known to attack humans. They will attack kangaroos, wombats, rabbits, and even lizards. After the settlers arrived and the sheep were brought in, the dingo started to hunt the sheep. The sheep were much easier for them to get. As a result of this the sheep grazers built a 3,307 mile long fence to separate the sheep from the dingo. A $20 US bounty is now placed on the pelt of each dingo.   Ã‚  Ã‚  Ã‚  Ã‚  European immigrants did not come to Australia until after April 29, 1770 when captain James Cook landed in Botany Bay and made the first claim for England on the eastern part of the island. He called it New South Wales.   Ã‚  Ã‚  Ã‚  Ã‚  In 1787, England started their first colony in Australia which was a penal colony since England's prisons were very overcrowded. That year, on May 13, eleven ships carrying almost 1,500 people, 800 of them convicts, left England for the new colony. The ... ... to spawn.   Ã‚  Ã‚  Ã‚  Ã‚  The European immigrants had specific ideas regarding the beauty of nature. The Australian landscape did not fit these standards of beauty. They therefore began to landscape by first clearing native plants and replacing them with imported ones. The list of these plants grew year after year. Some failed while others thrived and overcrowded the native plants. One of these plants is the Prickly pear. It was originally imported as a hedge plant but eventually took over 120,000 square miles of land.   Ã‚  Ã‚  Ã‚  Ã‚  The effects of immigration on the Australian environment over the last few centuries has been devastating. The original European immigrants could not foresee the major impact their transplants and traditions would have on the environment. Even if they had, conquering the land was necessary for their survival. In many areas the environmental degradation may have past the point where it can be restored and is now beyond repair. However, with greater understanding and knowledge of the Australian ecosystem it is hoped that further degradation can be stopped or even reversed. What is needed now is the commitment of people and resources to make it happen.

Drowned Out

Ivana Aleksich November 1, 2012 Film Review: â€Å"Drowned Out† The way this documentary was filmed shows the people who contributed to the film to living and working alongside the villagers and I found this helped capture the candid interviews and the honest and realistic impact of the way villagers of living in India due to the government dam project. Not only do people have to make a choice of whether they Move to the slums in the city, accept a place at a resettlement site or stay at home and drown. This place is not just a piece of land where they live but it is their home, their identity.This reminds me personally of my connection with Serbia. My family has to leave their homeland because of war and invasion. My family did not see this as moving to a better place, but saw it as their homeland being destroyed. Who they are as people dead in a place that no longer exists like it once had. This is how I see the people in the villagers, they are being forced to say goodbye t o a certain part of them, their family, and ancestors forever. In the student presentation relating to the world bank and dams refers to something very important to villagers. Non-material things are what are important to the villagers.After the dam is built, I will drown out the cultural traditions of the villagers, create development of affected communities in isolation, and cultural shift, new lifestyles and attitudes. The documentary follows the villagers of Jalsindhi. This village is in Madhya Pradesh on the banks of the Narmada River about ten miles upstream from the Sardar Sarovar project. The 76 villages struggle through a battle against the dam. The lead character is Luharia Sonkaria, who is the village’s medicine man, a role that was his father’s and grandfather’s before him. The government provides them no viable alternatives.The government offers unusable land a hundred miles away or a small sum of money in compensation for their river-side land. The film documents hunger strikes, rallies, and a six year Supreme Court case, and finally follows the villagers as the dam fills and the river starts to rise. The documentary features Arundhati Roy, who has been an outspoken activist bringing international attention to the controversy. Government aims to provide electricity, irrigation and drinking water to tens of millions of people. Government is confident in this claim. The government has a completely difference views of the impact of the dam.They believe the dam will help the people and make them happy. But the government has nothing to lose from this dam project because the people in government do not live in the area that the dam is supposed to floor. The villagers have everything to lose and millions of them did. This brings up the struggle between the rich and the poor/the powerful and the less powerful. The big question that is stated in this documentary is, â€Å"For whom is this development for? † The government trie s to convince the villagers that this is for them and their benefit, but in reality the villagers are not being taken into account for this dam project.This dam development is solely for the purpose the one thing that is universally valued: money and the power of government. Villagers and poor people are not at level in society where they can rely on money and power. They believe in things that the government and money could never find important. Villagers value their traditions and their old lifestyle. The government and the world bank is working to become more modern and to gain more money. For this reason alone, the government is aware of what will happen to the villagers but the government could not understand how hard this project will hurt the villagers and their lives.

The Return: Midnight Chapter 25

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

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