The skin care and cosmetic industries in China

origins of NAFTA essays

origins of NAFTA essays Canada and the United States have always been economically close. Even before either nation had gained its independence, certain trade links had already been established. The ties, between the U.S and Mexico have also historically been strong, if not sometimes troubled. These links along with the emergence of the U.S as a global hegemon and economic super-power formed the base of the ground breaking 1994 North American Free Trade Agreement (NAFTA). Many arguments have been put forward as to why NAFTA emerged as it did. In order to better understand what took place, a brief historical overview is required. While Canada and the U.S have always been close, it was not until the mid-eighties that both governments came to the conclusion that freer market access and fewer protectionist policies could be mutually beneficial. Canada, being a small economy with abundant resources, had been slowly shifting its trade focus away from internally focused Europe and U.K to the monstrous American market. Realizing that on their current path, freer access was vital; talks were initiated through a GATT (General Agreement on Tariffs and Trade) framework in an effort to establish a Canada-U.S free trade agreement. They were successful and the CUSFTA was implemented in 1989. During the early eighties, Mexico underwent an intense, inflationary period. Through some innovative fiscal policy, foreign aid and its eventual inclusion into GATT Mexico was able to regain control of its economy and was even touted as one of the bright stars of the developing world (Clement 1999, 7). In 1990, after completing an extensive trade mission to Europe, Mexican president Salinas concluded that any available capital he had hoped to attract to Mexico would undoubtedly be used either integrating and democratizing the former eastern bloc countries or on other European nations due to their increasingly integrated and inward facing market. Upon this conclusion, t...

Weber's Sociology. The Ideal-Type Explaining Social Phenomena Essay

Weber's Sociology. The Ideal-Type Explaining Social Phenomena - Essay Example To do so however, it is not sufficient to observe action of one individual or collect data from a group of individuals. It requires selection of method to address the peculiar question the action raises (Schtz, Walsh & Lehnert, 1967 5). Weber does not find description alone sufficient; there should be understanding from an individual action. A few causal explanations could be made e. g. I am certain the window broke because it was struck by a rock - I saw it myself; but I can not predict on the basis or rules or laws as to what blows will break which windows. At the most a generalisation like 'Windows are fragile, and fragile things tend to break when struck hard enough, other conditions being right.' (Ringer, 1997-85)... Weber's method of understanding meaning of an action is by construction of ideal types. These are not statistical averages since these depend on unusual questions being asked at that time and they are created as per the methodological demands of these questions (Sch tz et al. 1967 5). The article focuses on Weber's concept of ideal-type and rationality as a tool for understanding social phenomena through interpretive sociological research. An ideal type is a mental construct or picture which the investigator uses to address the reality. The ideal type is different from 'ideals' and it is ideal in coherent way. For an investigator the ideal type is an instrument that he or she uses to give a meaning to the diverse reality. Its usefulness lies in "its success in revealing concrete cultural phenomena in their interdependence, their causal conditions and their significance" (Weber 1949 as in Andersen & Kaspersen, 2000, p 79). The investigator designs an ideal type by " the one sided accentuation of one or more point of view and by synthesis of a great many diffuse, discrete more or less present or occasionally absent concrete individual phenomena, which are arranged to those one- sidedly emphasised viewpoints into a unified analytical construct" (Weber 1949 as in Andersen & Kaspersen, 2000, p79). Weber's definition may be understood by a simple example. Suppose A and B are playing chess. Their behaviour is oriented to an action model, M. The model is not restricted to A and B only, it is an ideal type chess player. Schutz et al (1967) explain that beyond their individuality as chess player, the other concrete individual living experiences of A and B are neither identical nor are being compared here. Andersen & Kaspersen (2000) clarifies that the ideal type are human construct and do not have any counterpart in reality. The social laws are examples of ideal type. Knowledge of law is not the knowledge of reality; these are path leading to understand the reality. The origin of ideal type is attributed to the finding that social sciences lack the causal laws and experimental regularities of natural sciences. Weber cautioned social scientists against using historical constructs as such for explaining reality in contemporary times; he rather advises them designing their own construct using these as basis. The historical constructs show beliefs and attitudes prevalent at that time. Human behaviour is not predictable or constant phenomenon (Ringer, 1997, p110). There are always individual elements associated with it. Weber had maintained that we keep ourselves to certain aspects of reality while exclude other since the chosen aspects are relevant to our values. We thus reduce the complexity of data by constructing abstract concepts containing only

French Revolution and Napoleon Essay Example | Topics and Well Written Essays - 500 words

French Revolution and Napoleon - Essay Example The first and most important way in which he differed from the revolutionaries was that his idea of civil liberties was quite different from the ideals supported by them. He imposed strict controls over the press, used spying tactics on his own people to look for enemies within and even though he had made a civil code, he arrested people without having real causes and sent his enemies to jail without bringing proper charges or having trials (Spielvogel, 2005). In this manner, his actions were closer to the monarchical system than revolutionary equality. This violation of rights continued as he revoked the Declaration of the Rights of Man and established a system of hereditary privilege which would essentially bring back monarchy to the country and its various principalities. The brothers of Napoleon were made the rulers of areas such as Spain, Holland, Warsaw, and Switzerland. His best generals were given hereditary titles which made them immediate members of the nobility in France (Spielvogel, 2005). This was certainly a departure from the ideals of the revolution but Napoleon could do it because he was a dictator and he remained popular. In terms of religion, while the revolutionaries sought to break away from religion in all possible ways including changing the calendar and the number of days in a week, Napoleon saw no such need for removing the presence of the church from France. He made deals with the Catholic Church which allowed him to consolidate his power and give some concessions to the church at the same time. Of course, he did not snatch the land from the bourgeoisie to give back to the church but he did establish a system under which priests became government servants so they could receive a stipend from the national treasury to support their activities (Spielvogel, 2005). Â  

Assessment Template Essay Example for Free

Assessment Template Essay A trainer of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified competent in preparation, delivery and evaluation of training sessions or relevant National Trainer Competency Standards certification (ACTA) Assessor Requirements An assessor of this Competency Unit must: †¢ have demonstrated competency under this Competency Unit †¢ have at least 2 years related experience in the Manufacturing Industry †¢ be certified  competent in the conduct of competency-based assessments or relevant National Trainer Competency Standards certification (ACTA) Candidates Profile Description of candidates: Age group: 21 to 55 years old Education level: PSLE or equivalent Language: Chinese / Basic English Minimum ability of: †¢ Singapore Workplace Safety and Health requirements knowledge †¢ Follow written and oral work instructions †¢ Listen, read and write English at a proficiency level equivalent to Employability Skills system (ESS) Level 3 †¢ Manipulate numbers at a proficiency level equivalent to Employability Skills system (ESS). Level 3  Special needs of candidates As the candidates are expected to have a varying level of command of the English Language, it is expected that the assessor shall apply the principle of fairness without comprising the validity and reliability of the assessment especially during oral questioning where candidate’s comprehension of the questions may be impacted by the command of English. In this case, the assessor can paraphrase the questions in order to solicit a response from the candidate. Evidence Gathering Plan for Performance Statement. |Performance Statement |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |PS 1 | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | |PS 4 | | | | Evidence Gathering Plan for Underpinning Knowledge |Underpinning Knowledge (UK) |Assessment Criteria |Assessment | | |(Candidate is able to) | | | | |Method |Tools | |UK 1 | | | | |UK 2 | | | | |UK 3 | | | | |UK 4 | | | | |UK 5 | | | | |UK 6 | | | | |UK 7 | | | | |UK 8 | | | | |UK 9 | | | | |UK 10 | | | | Assessment Specification for Practical Performance. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider | |Set-up |Simulated condition / environment with the capacity for up to 15 candidates for conduct of | | |assessment and equipped with, but not limited to: | |Documents to be used |For Candidate – Practical Performance Assessment Paper | | | For Assessor – Practical Performance Assessment Paper (with answers) and Individual Assessment| | |and Checklist Summary record | |Pre-assessment instructions |Prepare the test materials, checklists, hand tools, measurement devices and equipment required| |(Assessor) |for work assignment. Place it at designated locations. | | |Instruct the candidates to retrieve test materials, checklists, hand tools measurement devices| | |and equipment from the designated locations. | |Pre-assessment instructions |Inform candidates the following before commencement of assessment: | |(Candidate) |Purpose of the assessment | | |Assessment duration | | |Performance statements expected | | |Method of assessment – Direct observation | | |Verification of candidate’s identity | | |Appeal procedures | | |Workplace Safety and Health requirements if any | | |Special needs if any | | |If candidates have no further questions or needs, assessment shall begin. | |Process |The work assignment consists of three tasks as follow: | | |Task 1: | | |Task 2: | | |It is suggested that assessors conduct the tasks sequentially starting with Task 1 and end | | |with Task 2 and use the Individual Assessment and Checklist Summary record for Practical | | |Performance Record to rate the observations against the performance statements and criteria | | |Where assessor is not able to ascertain the competency during practical performance, this can | | |be supplemented by oral questioning | | | If candidate  does not demonstrate competence against any PS, the candidate should still be | | |allowed to complete the assessment. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in Individual Assessment and Checklist Summary record for | | |Practical Performance | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the assessment for a| | |PS. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of the | | |assessment for a PS. | | |Record observations of competence | | |Record any questions asked and the given answers | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these will serve as | | |your supporting evidences. | | |Transfer your results to the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Assessment Criteria | | |If any Assessment Criteria is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in the | | |Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on Individual Assessment and Checklist Summary record for Practical | | |Performance Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In case where | | |candidate accepts the outcome of the assessment, the candidate will sign the Overall | | |Assessment Summary Record. If the candidate intends to appeal, the assessor will remind | | |candidate of the appeal process and the candidate does not sign the Assessment Record Summary. | Assessment Specification for Written Questions. |SPECIFICATIONS |GUIDELINES | |Duration |xx minutes | |Venue |Training Provider’s room | |Set-up |Chairs and tables for each Candidate | |Documents to be used |For Candidate – Written Assessment Paper | | |For Assessor Written Assessment Paper (with answers) and Individual Assessment | | |and Checklist Summary record | |Pre-assessment instructions (Assessor) |This section is to be conducted after the Practical Performance. | | |If the candidate is unable to clearly express his / her answer in writing, the | | |assessor can request the candidate to draw or demonstrate. The assessor must | | |indicate in the â€Å"Evidence† column of this method of answering the question | | |A variation in the answer may appear which is not 100% describing the given | | |answers. In this case, the assessor can use his or her own discretion to assess if | | |the answer meets the need of the question. Comments must be written in the | | |â€Å"Evidence† column. | | |All questions must be answered | | |Further questions for clarification must be noted down in the â€Å"Evidence† column as | | |well. | |Pre-assessment instructions (Candidate) |There are a total of xx written questions in this section. | | |In the event that you are unclear of the question, you may ask for any | | |clarification before proceeding to answer the question. You are allow to draw or | | |demonstrate if needed | | |If you have no further questions or needs, we shall begin. | |Process |Assessors are to use the Written Assessment Paper (with answers) to rate the | | |answers against the questions. | | |Where assessor is not able to ascertain the answers , this can be supplemented by | | |further oral questions | | |If candidate is not able to answer any question, the candidate should still be | | |allowed to complete the assessment. The unanswered question will be re-asked again | | |at the end of the final question. | | |The candidate must be given other means to express the answer where necessary. | | |The result of the assessment will be made known at the end of the test | |Recording Assessment Result: |Record findings and conclusions in the Individual Assessment and Checklist Summary | | |record | | |Place a tick in the â€Å"C† column for â€Å"Competent† to indicate the outcome of the | | |assessment for a UK. | | |Place a tick in the â€Å"NYC† column for â€Å"Not Yet Competent† to indicate the outcome of| | |the assessment for a UK. | | |Record answers given by candidate. | | |Record any additional questions and answers given. | | |Record reasons for â€Å"NYC† in the event the candidate intends to appeal and these | | |will serve as your supporting evidences. | | |Transfer your results from Individual Assessment and Checklist Summary record to | | |the Overall Assessment Summary Record | | |A candidate is deemed competent if â€Å"C† is ticked in all Underpinning Knowledge | | |questions. | | |If any UK question is graded â€Å"NYC†, the candidate is deemed Not Yet Competent in | | |the Performance Statement and therefore in the assessment | |Feedback |Give feedback to candidate on the outcome and request for feedback. | | |Candidate is to sign on the Individual Assessment and Checklist Summary record and | | |Overall Assessment Summary Record at the end of the assessment. | | |In the case of â€Å"NYC†, candidate must be reminded of his / her right for appeal. In | | |case where candidate accepts the outcome of the assessment, the candidate will sign| | |the Assessment Summary record. If the candidate intends to appeal, the assessor | | |will remind candidate of the appeal process and the candidate does not sign the | | |Overall Assessment Record Summary. | Appeal Process A general practice carried out by assessors is to share the appeal process at the beginning of the assessment. It may give the candidate the assurance that if they fail the assessment, there is a procedure to handle that situation. However, if the candidate is very nervous from the moment he/she enters the room, it is important to assure the candidate that the purpose of the assessment is to assess his/her ability to demonstrate certain knowledge and skills, and to help calm him/her down. It would not be advisable to share the appeal process while conducting the assessment. It would just suggest to the candidate that he/she has failed some sections of the assessment and that may affect the performance of the remaining assessment. If sharing is done at the end of the assessment, it may be redundant especially when the candidate has shown competency according to the assessment criteria. However, if the candidate fails the assessment, he/she might be too emotional to listen to the appeal process. In summary, it is best to share the appeal process at the start of the assessment. Code of Practice for Assessors The National Council for Measurement in Education’s Code of Practice stipulates: 1. The differing needs and requirements of the person(s) being assessed, the local enterprise(s) and/or industry are identified and handled with sensitivity. 2. Potential forms of conflict of interest in the assessment processes and/or outcomes are identified and appropriate referrals are made, if necessary. 3. All forms of harassment are avoided throughout the planning, conduct, reviewing, and reporting of the assessment outcomes. 4. The rights of the candidate(s) are protected during and after the assessment. 5. Personal or interpersonal factors that are not relevant to the assessment of the competency must not influence the assessment outcomes. 6. The candidate(s) is made aware of the rights and processes of appeal 7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency. 8. Assessment decisions are based on available evidence that can be produced and verified by another assessor. 9. Assessments are conducted within the boundaries of the assessment systems policies and procedures. 10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures. 11. Assessment tools, systems and procedures are consistent with equal opportunity legislation. 12. The candidate (s) is informed of all assessment reporting processes prior to the assessment 13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment. 14. Confidentiality is maintained regarding assessment results 15. Results are only released with the written permission of the candidate(s) 16. The assessment results are used consistently with the purposes explained to the candidate 17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards 18. Professional development opportunities are identified and sought 19. Opportunities for networking amongst assessors are created and maintained 20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes. Resources This section provides the reference materials needed to implement and conduct the assessment. Practical Performance Assessment Paper Instructions to Candidates: †¢ Check carefully to ensure you are sitting for the correct paper. †¢ You are required to complete and submit your work assignment within the time allocated to the Assessor for marking. If failure to do so will result in you been considered Not Yet Competent (NYC). Time allocated: xx minutes Task 1: xxx Instruction: 1. xxx Task 2: xxx Instruction: 2. xxx Written Assessment Paper Instructions to Candidates: †¢ There are a total of xx questions. †¢ The candidate shall answer all the questions in this section. †¢ Time allocated: xxmins List of Questions: 1. xx NAME OF APPROVED TRAINING ORGANISATION: |Candidate Name: |NRIC/FIN No. : | |Candidate Designation: |Company: | |Assessor Name: |Date of Assessment: | |Candidate Acknowledgement: |Tick (() | |1. I was given information about the assessment and I have completed the Self Assessment Checklist | | |2. The assessment’s purpose, process and duration were clearly explained | | |3. The assessor checked for my special needs | | |4. The appeal procedure was clearly explained | | |Candidate Signature: Date: | CHECKLIST FOR ASSESSORS |Did I †¦ |Tick (() if you | | |have done so | |Pre-Assessment Preparation | |Ensure the availability and safe working condition of assessment resources such as tools, equipment and materials. | | |Ensure the set-up of assessment site is in accordance with assessment plan and WSH guidelines. | | |Introduce myself in a friendly manner to the candidate. | | |Verify candidate’s identity via his identification documents. | | |Put the candidate at ease. | | |Encourage candidate to seek clarifications if in doubt. | | |Explain the purpose, context and duration of assessment to candidate. | | |Brief candidate on the assessment requirements and process, including clear instructions on the assessment to be | | |taken. | | |Establish the evidences that will be gathered during the assessment. | | |Check with candidate for any special needs. | | |Brief candidate on his rights and process of appeal to the assessment outcome. | | |During Assessment | |Use assessment plan and tools to carry out the conduct of assessment. | | |Use evidence gathered to decide if the relevant criteria are met and make assessment decision. | | |Comply with the Code of Practice (ACTA-CU6) for Assessors when conducting assessment and making assessment decisions. | | |Assess and record candidate’s competency for all assessment criteria (AC) promptly and accurately. | | |Record outcomes in summary record page. (Candidate is considered competent only when he/she is rated ‘C’ for all the | | |ACs. ) | | |Feedback results to candidate. | | |Sign on appropriate pages. | | |Ensure candidate sign on summary record. | | |Check and submit completed form to appropriate person in organization. | | Assessment Record – Practical Performance [Durations: xxmins] |Performance Statements | |Please tick (() |REMARKS | | |Assessment Criteria | | | | |(Candidate is able to) | | | | | |C |NYC | | |PS 1 | | | | | | | | | | | | | | | | | | | | | | | |PS 2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | |PS 4 | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Assessment Record – Written / Oral Questions [Durations: xxmins] |Underpinning Knowledge|Question |Suggested Answers |Please tick (() |REMARKS | | | |(may include) | | | | | | |C |NYC | | | | | | |. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Remarks: | | | | | | |Assessor Signature: | |Date: | | Overall Assessment Summary Record Competency Unit : xxx Assessment Duration: x Hrs xx mins |APPROVED ASSESSMENT CENTRE: |xxx | |Candidate Name | |NRIC Number | | |(As in NRIC) | | | | |Performance Statements |Assessment|Overall |Date |Assessor Name |Assessor | | | |Method |Result | | |Signature | | | |Indicate |Indicate | | | | | | |C or NYC |C or NYC | | | | | |PS 2 | | | | | | | |PS 3 | | | | | | | |PS 4 | | | | | | |. PP – Practical Performance WQ – Written Questions OQ – Oral Questioning Assessment Outcome: COMPETENT NOT YET COMPETENT Feedback on outcome: | | | | | | Assessor’s Signature: _________________ Date: __________________ Candidate’s Signature: ________________ Date: __________________ * Candidates would be certified with a Statements of Attainment (SOA) only when they have achieved 100% skills competency, as stipulated in the course, and score 80% and above in their post-test (if applicable). Pre-Assessment Information for Candidate. XXX is required to provide candidates with relevant pre-assessment information which include but are not limited to: 1. This assessment covers the following competency unit: †¢ xxx 2. The eligibility to sit for this assessment which include: †¢ Candidates should have at least 6 months of industrial working experience within the last 2 years from the date of application for assessment, or †¢ Candidates should had received training or on-the-job training or personal coaching on topics that are relevant to the selected competency elements of the competency unit 3. The purpose of this assessment is to assess candidate’s competency level in applying products’ assembly skills at operational level in their work places. 4. The assessment duration and methods for the competency unit must be clearly explained and communicated to candidates. 5. For candidates intending to apply for certification under WDA’s Assessment Only Pathway (AOP) they should do a self-evaluation of their competency against the competency unit standards before registering for assessment. (see next Section) 6. The implication of the assessment results which include: †¢ Awarding candidate who passed the assessment sitting with Statement of Attainment (SOA) for the respective competent unit by Workforce Development Agency (WDA). †¢ Obtaining a pass in this assessment does not automatically qualify or imply that the candidate is a R1 pass holder. There are other criteria that to be fulfilled by the candidate as stipulated by Ministry of Manpower (MOM). 7. The disciplinary actions against cheating in the assessment or performing unsafe act despite repeated warning in the assessment must be clearly explained and communicated to candidates. 8. Candidates have the same right of appeal as other candidates who are assessed under the learning pathway. The process of appealing must be clearly explained and communicated to candidates. 9. The conditions of granting a deferred assessment on: †¢ Medical grounds – a medical report or certificate from registered medical practitioners †¢ Unexpected and exceptional grounds which may include (but are not limited to):  ­ accidents (sporting, motor vehicle, etc) where an injury is sustained  ­ bereavement. Unexpected and exceptional circumstances does not include where a candidate had mistaken the day, time or venue of assessment. The process of deferred assessment must be clearly explained and communicated to candidates. Self-Assessment Checklist for Candidate Instructions and Advice 1. This self-Assessment Checklist is designed to assess your competency in the area of xxx. 2. In this self evaluation, you are advised to reflect your current or past work experience where you have acquired the competency in the following good practices at the workplace in your area of responsibility. 3. Please answer all the questions truthfully, and to the best of your knowledge and ability, by putting a tick on either â€Å"YES† or â€Å"NO† column respectively. 4. If you answer â€Å"YES† to all the questions, it is likely you have acquired the required level of competency and ready to take the assessment. You may apply for a certification of your competency through the Assessment Only Pathway with ATOs. 5. You are encouraged to read the Assessment Only Pathway guide (which can be obtained from ATOs) thoroughly to find out more about the assessment for this competency unit before enrolling for the assessment of this module. 6. However, if you have not achieved the expected level of competency through this simple self evaluation, you are also advised to gain more experience, attend a relevant training program, or take on self development before enrolling for the certification. 7. Please note that this self evaluation checklist is not exhaustive. It is meant as a guide only. Please also note that the actual assessment under the AOP certification framework is much more rigorous, consisting of a written test on underpinning knowledge and a comprehensive competency based assessment (CBA) using various CBA methodologies. You must be able to demonstrate or provide evidence that you have acquired the various competency elements within the competency unit during the actual assessment. SELF-ASSESSMENT CHECKLIST xxx For each performance criterion, you should evaluate your knowledge, skills and attitude (KSA) described. If you have the KSA, put a tick (() on the â€Å"YES† column and if no or not sure tick the ‘NO† column. If you do not have the required KSA, write the details of the areas that are needed to learn. Competency Unit: xxx |Performance Statement |Self Evaluation Questionnaire |Your answer (Tick ()|Details of KSA that I | |(Requirements) |(Knowledge, Skills ,Attitude (KSA) I must be able | |don’t have yet | | |to show and tell during the assessment) | | | | | |YES |NO | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | |PS 2 |I know how to †¦ | | | | | | | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | |I know how to †¦ | | | | | | | | | | | | | | | | |PS 3 | | | | | | | | | | | | | | | | | |PS 4 | | | | | | | | | | | End of Self-Assessment [pic] ASSESSMENT RECORDS for Competency Unit: xxx Code: (TBA) Self-Assessment Checklist For Competency Unit:

Modern Technology Verses The Thinking Man Media Essay

Modern Technology Verses The Thinking Man Media Essay Humanity as a whole has witnessed through their own efforts, great advances in the creation, distribution and application of ideas, information and technologies designed with the intention to uplift the overall standard of living. With the use of these technologies mankind has entered the postmodernism era where the use of modern technology has become an integral way of life. The use and consumption of modern media and the significance of the relationship between humanity and technology however comes at a price. The thoughts of how humanity relates to their own technological creations and mediated messages, the relationship between humanity and nature and the essence of technology with its inherent problems and possible solutions were advanced by the philosopher Martin Heidegger. His writings influenced the thinking of how mankind has allowed itself to become slaves to its own creation by becoming passive consumers of products and ideologies mediated by the producers of media and technology. The rise of consumerism, capitalism and its social implications were also issues of grave concern to Heidegger. His ideas and influence can be seen in the writings of philosophers Herbert Marcuse, Max Horkheimer and Theodor W. Adorno who expanded the ideas of Heidegger to describe various aspects of the social effects of the postmodern era and the influence of modern media. Taken from the view of how technology assists humanity to access the effects of media in contemporary life, the relationships between the producer and the consumer, the creator and the created, the message and the medium for the message and the relationships between the message itself and the consumer is one of great fascination and complexity. This essay is an attempt to show these relationships, how they were formed, why they were formed and its effects on postmodern society through the ideas of Heidegger with support from the aforementioned philosophers. In his essay The Question Concerning Technology (1977) Heidegger establishes that in order to understand the essence of technology a free relationship with it must first be established. To develop this free relationship the proper use of language is of utmost importance. The true meaning of the word technology according to Heidegger (1977:13 ) is a mode of revealing. He then establishes that the word technology is made up of two parts: technie and poiesis. Technie, according to Heidegger (1977) is defined as the skill or work of the craftsman and is inclusive of the fine arts. Poiesis is the process of bringing forth. Heidegger argues that humanity has forgotten the true meaning of technology, which it is a mode of revealing, and this lack of understanding has caused humanity, through this distorted relationship, to create technologies that fulfil a specific capitalistic purpose. Heidegger suggests, that (1977:5) modern technology à ¢Ã¢â€š ¬Ã‚ ¦ is a means to an end. and humanity has allowed itself become the servants of technology. The creation of passive observers who have lost the ability to be revealers themselves instead of active participants is the end result. Heidegger uses the concept of enframing to describe the relationship between man and nature. Enframing is a process whereby man can structure nature, human relationships, mediated messages and technology to instil premeditated agendas and to increase financial wealth. Heidegger explains that since modern technology created for contemporary living is used to serve a capitalistic purpose the essence of technology is enframing and this method of classification must in his word (1977:23) à ¢Ã¢â€š ¬Ã‚ ¦ employ exact physical science. Heidegger also goes on to illustrate how humanity, through enframing, can also have adverse effects on nature by challenging nature to reveal itself as commodities to be used. Heidegger (1977) makes comparisons between the practices of a peasant and coal mining. The peasant is in the practice of letting (1977:15) the forces of growth take its course in the process of producing crops and in turn the peasant cares for and maintains the land. The land is not forced to produce and there it is a harmonious relationship between man and nature. With the use of mechanized tools, coal mining has made the land to be seen as a commodity to produce at (1977:15) maximum yield at the minimum expense. This according to Heidegger (1977) challenges and forces nature to produce financial wealth and the land is seen as a commodity to be exploited. Heidegger uses the term standing reserve to describe resources that are stored for human consumption and use. Furthermore he states that everything can be seen as a form of standing reserve by saying that (1977:17) everything is ordered to stand by, to be immediately at hand.. He goes on to give the example of the dam built on the river Rhine as a standing reserve for hydro-electrical power to the detriment of the river and the surrounding areas. Nature can also be a commodity to be brought, modified and sold. Plants are seen not for their beauty but as a standing reserve as medicines for pharmaceuticals, animals are captured and kept in zoos for viewing entertainment and stones are collected and sold for construction. Human activities are now also termed as industries to be exploited. The entertainment, music, art, leisure and media industries are a small example of the extent that the powerful concepts of enframing and standing reserve have on contemporary life. Human beings, espec ially in the world of advertising, can also be seen as human resources to be also used and exploited. Although Heidegger was gravely concerned with the direction humanity is heading because of what he saw as its disregard for nature and loss of the true meaning of the essence of technology he offered a possible solution to what he saw as a frightening dilemma? The rediscovery of nature and the practice of not being dominated by technology. Heidegger (1977) also suggested a rediscovery of the true meaning of the word technology and having a free and healthier relationship with it. We will now look at how the ideas of Heidegger the present media, production, distribution, consumption and technological environments and its effects on contemporary life. In modern contemporary life, individuals and groups are inundated and coerced with messages and ideologies from various media houses, conglomerates and corporate entities into buying or believing ideas of what they should think about themselves, their social groups and society as a whole. These messages are transported through various media. Heideggers view of our relationship to technology is one of enslavement. The fact that humanity is being graphically portrayed according to Heidegger as being (1977:4) à ¢Ã¢â€š ¬Ã‚ ¦ unfree and chained to technology à ¢Ã¢â€š ¬Ã‚ ¦ gives the impression that there must be an entity that was able to enslave humanity. This entity is the dominating force of the owners of media production and distribution that have the ultimate agenda to control the emotional, psychological and financial futures of its audience. The schema is basically capitalist in nature and is designed to keep the viewer or listener as a loyal, passive follower and consumer of the goods and services offered by the producer. Heidegger (1977) was correct in portraying technology as a contrivance, a device. This device is not however, forced upon the population. It is, in fact, eased into their consciousness. Marcuse (2004) noted that the overall strategy of media producers is one of identification of the beliefs of the people. The population are then, according to Marcuse (2004: 67) à ¢Ã¢â€š ¬Ã‚ ¦ trained to identify their faiths with them. This is the portal which Heideggers theories on technological dominance come through and the effects of media are felt. The mass media uses the science of enframing to emotionally divide, stereotype and enslave the loyal follower into believing that a product, concept, gadget or idea would give them piece of mind and a sense of security. For the producers of media enframing is a powerful ally who primary duty according to Heidegger (1977:27) is the à ¢Ã¢â€š ¬Ã‚ ¦ regulating and securing of the standing-reserve à ¢Ã¢â€š ¬Ã‚ ¦ Heideggers use of the term standing-reserve is an effective description of the consumers of mass media. The population is categorized by advertisers along the demographics of where they live, age group, gender, social status, income and other factors. Commercials or concepts are then targeted at these sectors through a variety of media. This concept of showing the differences in any given population to serve financial goals was not missed by Adorno and Horkheimer (2002:97) who state that Something is provided for everyone so that no one can escape; differences are hammered home and propagated. In advertising, the population is looked upon as a human resource who, if properly coerced would buy into the capitalists agendas. The effect created from this form of advertising to the targeted audience from these messages is that the advertised product is essential for contemporary life and once acquisition of the new product is completed they would be at the forefront of their social group. The attachment placed on the feeling of acquiring the possession is actually not derived from the consumer but it is, in actuality, induced from the outside via the messages from the advertiser. The relationship between the consumer and the product is one of a slave to a master where the consumer feels that they must have the product to fulfil an emotional need. If the product is destroyed or misplaced the consumer may feel lost without the use of the product. An example of this kind of enslavement by technology can be seen in the rise, popularity and reliance of global positioning systems or GPS in vehicles and smartphones. In the area of transportation GPS systems has replaced the use of maps. These systems are programmed to do the thinking for the user, communicating with the user and giving directions to the locations of the best restaurants, the easiest traffic routes to take and also where the nearest gas stations are. The user is not required to think but have been conditioned to rely on pre-programmed instructions from an external, mechanical source. We now look at Heideggers thoughts on the dangers of our relationship with technology and some of its effects in the postmodern age. The view of Heidegger in regards to the concept of the standing-reserve gives rise to media producers taking advantage of the apparent gullibility of the consumer. The constant differentiations that distinguish peoples for all walks of life are being constantly broadcasted by the dominant media. There is a danger of a person of any race being typecast by certain behavioural patterns that the media claims through its broadcasting to be the typical behaviour of that race. This is but one of the aspects that philosophers Adorno and Horkheimer used to coin the term The Culture Industry defining the industry as (2002:95) à ¢Ã¢â€š ¬Ã‚ ¦ the false identity of universal and particular. Adorno and Horkheimer (2002) continue their analysis of the media landscape by discovering that producers of media adhere to formulas that produce the greatest financial gain. These methods include stereotyping the behavioural the roles of the various demographics. One of Heideggers the greatest fears concerns humanitys relationship to technology and its disregard for nature. He saw that consumerism and the concept of objects being viewed as standing reserve will become so much a part of the emotional and social landscape that it will become all-consuming. The threat, according to Heidegger (1977:33) of à ¢Ã¢â€š ¬Ã‚ ¦ everything will present itself only in the unconcealedness of standing-reserve. has been gradually coming to pass. Heidegger (1977) gives the examples of how words like industry are now being attached to various human endeavours, an example of the use of human resources and the profitability forest to supply wood to various industries. He concludes that man is also responsible for the way he things about himself and his surroundings. An example of the power of the standing reserve on a world-wide scale can be seen in the rise and control of the American mass media that has dominated the lesser known media landscapes due to its economic power and reach. For these lesser known cultures, due to their lack of sufficient funding to buffer themselves from the onslaught of a well-funded, hyper-commericalized and heavily-mediated American media machine, have found themselves at the mercy of surrendering and at times disassociating themselves from their indigenous cultural norms in favour of the fabricated needs they consume via the mediated American cultural standard. The effects of this bombardment by outside sources have led to a change in the wants and needs of weaker populations. Due to the lack of proper resistance they will begin to aspire to the mediated American wants and needs, aspire to the American standard of beauty and absorb in ever-increasing volumes the cultural norms, language patterns and political view s of the dominant media landscape. The American broadcasts to the weaker cultures however are only a construct of their culture industry. This construct can be seen in through the view of Adorno and Horkheimer (2002:108) who state à ¢Ã¢â€š ¬Ã‚ ¦ the culture industry remains in the entertainment business. Its control of consumers is mediated by entertainment. With this is mind producers of American media, are seeing populations from different countries who consume American content as merely the standing reserve of potential customers. The thoughts of Adorno and Horkheimer are similar to Heidegger in the belief that in postmodern life individuals are losing the ability to think for themselves due to outside influences. This ability to be influenced by the media in terms of what to buy, what to eat, who to admire and when to shop are all effects of the process of enframing. The blanket marketing of goods and services to the consumer creates a situation where the individual is lost in the comodified sterotype of the typical purchaser of that product. The originality of the individual it therefore lost. The rapidity of how the message from outside is absorbed is a reflection of how the masses see themselves in relation to how they want to be seen by society. The more the masses allow themselves to be enframed by outside influences the easier it will be the masses to be manipulated into an identity they were previously foreign to. Consumerism, in regards to the acquisition of gaining access to information, falls under the scope of technology being all-encompassing, encouraging the user to be always connected to information. The Blackberry smartphone has become one of status symbols of postmodern living. Under the guise of convenience and easy access to the internet the Blackberry smartphone encourages the consumer to be always connected to online content; the internet provides various paths of easy access to information and communication. In the postmodern age, access to information is marketed to be best enjoyed through a medium that is ubiquitous. The effects of being always connected to information makes, for the producer of content, an easier and more accurate way of tracking the viewing and listening habits of the consumer. Thus there is the possibility to accurately target specific commercials to users. Regarding the features of the Blackberry and the promise of easy access to multiple forms of informati on, the relationship between the consumer and the medium of information is even stronger than that of an ordinary handset because the Blackberry is seen as a necessary postmodern convenience. Due to the strong influence of the media in regards to mediating messages regarding the acquisition of certain possessions and that their possession constitutes the baseline standard that an individual has properly integrated themselves into the postmodern age, the choosing of not acquiring these possessions may seem, to the person whose goal is to attain possession of these assists, as irrational. This technological rationality, how we relate to technology, is a social process whereby according to Marcuse (2004) the producers of the culture industry give to the passive consumer goods that the consumer thinks they need but in reality, the need was mediated from the producer. In the final analysis the same power that is has gripped the masses regarding the skewed relation to technology is the same power that can liberate humanity from it. Heidegger was very keen on questioning humanitys relationship with technology. He was convinced that humanity can liberate itself from the clutches of technology. According to Heidegger (1977) his belief that humanity can be saved from the dangers of technology, not by creating better technologies and facing the danger head on but by re-establishing the original relationship with the word technology will bring humanity in realignment with nature. Heidegger states this can be done by (1977:33) à ¢Ã¢â€š ¬Ã‚ ¦ human reflection à ¢Ã¢â€š ¬Ã‚ ¦ He continues to state that when humanity reflects and continues to question the true meaning of technology the rediscovery of the meanings of techne and poiesis will come forth. He was of the belief that since humanity was once close to nature especially before the postmodern age we have the responsibility to rediscover our relation to nature. He was also of the belief in the use of technologies that would not place extraordinary demands on the environment. In his essay (1977) the use of a windmill was used as an example to show the harmony between technology and nature.

Prospero and Ariel Essay

   She just wants to be. This is why I want Lady Macbeth to show her emotions quite clearly when she is telling the spirits to take her emotional ways. I want her to be yelling these things and perhaps crying as she says to take all these things away from her. As soon as she says â€Å"Come, you spirits† I want her to drop to her knees with her hands spread out above her head, beckoning them to come to her. Lastly when she says â€Å"to cry, ‘Holy, hold,’ I want her to just cry silently holding herself tightly, her head down. This would have intrigued both Elizabethan audience as well as today; all though she wants to be apart of evil spirits and kill someone who in Elizabethan times would have been chosen from God, which would be a sin above all sins, not only to kill, not only to trust the witches but to kill somebody appointed from God would be blasphemy. But she would still have emotion showing that she is still human. After this soliloquy I want fog to immerse her to represent the evil that is folding around her and I want the lights to go out. When the lights come back on I want her to be in perfect condition, like it had never had happened. This is when Macbeth will enter. In this first section of the play there are certain words I need the actress to put extra emphasis on. We know that Lady Macbeth is controlling, evil, power-hungry, and a temptress. This is why during this scene I want her to say â€Å"Thus thou must do, if thou have it† hissing the words, and grinning slightly to herself. This represents how she is plotting her evil ways to kill Duncan. Also when she says â€Å"bear welcome in your eye, your hand, your tongue: look like the innocent flower But be the serpent under ‘t† I want her to have one hand on Macbeth’s face tracing over it and another hand around his waist, very close into him. I want her to make serpent loud and very clear for it is very important. Elizabethans are very religious as noted before, but the serpent is a representation of the serpent in Adam and Eve. Where it deceives Eve and makes her eat the apple. Elizabethans would be fearful of snakes and they would have dark and evil aspects associated with this animal. Which is why their must be great emphasis on it. I do this to emphasize her control over Macbeth, by touching him and to show him how to manipulate his face, but also how she uses her sexuality to make him do so. Lady Macbeth has the last words in this scene, this shows her power over Macbeth and how she is the one leading. Now Shakespeare tends to keep the last lines a rhyming couplet to summarize the scene. This one though does not fit this pattern, it ends with â€Å"Leave all the rest to me. † This is to emphasize that Lady Macbeth is going to be the one to kill Duncan. This sentence is very important for she also cuts off when Macbeth says â€Å"We will speak further,† this shows how Lady Macbeth is controlling Macbeth; she is giving him no choice. This relationship bond would have also intrigued Elizabethans at this time. Not only was she condemning herself to eternal damnation she also was being the man in a relationship. Woman Elizabethans would have been thought to just smile and give men children, while cooking and cleaning. Lady Macbeth defies this view on woman, for she controls her husband and tells him exactly what to do. While in today’s society this would be almost considered normal that she had some power in the relationship. Later on in the play we see a gradual change in Lady Macbeth. The scene where I feel there is the most contradictory to what we first see of her is in act 5 scene One. In this scene we see Lady Macbeth’s mental state be torn and how she goes into madness. She is sleep walking, and dreaming of the murder of Duncan. Before Lady Macbeth even enters the stage, she is already being talked about behind her back, by people who had once been a lower status then her. This immediately shows Lady Macbeth has lost her status, and control. When Lady Macbeth enters the room, she is holding a candle. This is very significant because it shows how Lady Macbeth is afraid of the dark, and in this case the dark is associated with evil. For this reason I want Lady Macbeth to be holding the candle very close to her bosom and protecting it from the wind or any draft. She must seem very close to it and must not let it out of her sight. When she says â€Å"Hell is murky† I want her to say it extremely slowly with her eyes closed and her face in pain while her hands wrapped around herself. I pay close attention to this because it now shows how Lady Macbeth who once did not care of hell, is now scared of it. I want her hands wrapped around her for this particular sentence to show how she is alone and vulnerable as well as her eyes closed. This further proves that she does have a conscience. This scene is very significant to the audience to see such a change in Lady Macbeth. I would need Lady Macbeth to not look at anyone straight in the eyes; she would have to seem in another world. For she is, she is dreaming. Her hair would probably be tousled to further indicate her inability to keep up with reality, slowing falling into her own little world. We see her trying to rub the blood off her hands (which in reality is not there), we know this for the gentlewoman says â€Å"washing her hands; I have known her continue in this a quarter of an hour† and Lady Macbeth says â€Å"Yet here’s a spot†. By spot Lady Macbeth refers to Duncan’s blood on her hands and in her mind she cannot get it off, it’s a stain on her conscience. Her conscience is controlling her, doing exactly what she didn’t want to happen in the first place. She wanted control; she wanted to be able to do this without caring about the death of men yet she goes into madness from doing it. This part is also in straight relation to when Macbeth killed Duncan, for he had said that there was blood on his hands, â€Å"Will all great Neptune’s ocean wash this blood Clean from my hand? † But at that point of time Lady Macbeth had taken it literally, and told him to wash his hands, â€Å"A little water clears us of this deed;†. While now she now see’s how it never goes away no matter how much she scrubs. Lady Macbeth feels as if she is a murderer and what she has done cannot be undone. But also to this self hatred and regret she also believes she has made a monster as well. She says â€Å"Thane of Fife had a wife: where is she now? † Shakespeare draws immediate attention to this sentence for it’s a rhyme. Shakespeare is emphasizing how Lady Macbeth knows Macbeth killed her, and that this killing had also helped with the tearing of her conscience. She feels that she created this beast and that it is her fault that the wife of the thane of fife is dead. I want her to say these words shaking her head and crying, to show how much that this one death has affected her more because she did not want her to die. During this scene Lady Macbeth now speaks in prose. This shows how Lady Macbeth has a loss of control and status. It is also very highly punctuated this forces the actress to speak in a broken fashion, which reflects Lady Macbeth’s state of mind. I want the actress to embrace this and speak with lots of different paces and pitches. I don’t want her to speak with anything flowing, every word should b disjointed almost, especially when she repeats what she said in the earlier scenes such as â€Å"Fie, my lord – fie! A soldier and afeard† and also â€Å"Here’s the smell of the blood still: all the perfumes of Arabia will not sweeten this little hand. Oh! Oh! Oh! â€Å", which related to what Macbeth had said before â€Å"Will all great Neptune’s ocean wash this blood Clean from my hand? No, this my hand will rather The multitudinous seas incardine, Making the green one red. † I perceive this as a very sad scene. The Doctor’s last words in the scene make us pity Lady Macbeth. Elizabethans would have seen Lady Macbeth almost as a devil, today even we would have seen Lady Macbeth particularly evil, but in this scene this perception of her transforms into pity and sorrow for her. We see her being tortured by her wrong doing. The Doctor says â€Å"Still keep eyes upon her†, he talking about God to take care of her and to forgive her of her wrong doing and make her soul at peace. The Doctor knows what she has done, for Lady Macbeth in her dream state is spilling the murder. Even with this he asks for God to look down upon her and protect her from herself. These lines he speaks would have to be much emphasized with a lot of sadness in his tone of voice. Perhaps after his lines Lady Macbeth could drop to her knees and start frantically rubbing her hands with desperation to further make the audience have a touch of heart for Lady Macbeth. All though I think today’s audience might only slightly pity Lady Macbeth, while in Elizabethan’s times not at all. Elizabethan’s would be glad that Lady Macbeth is in pain and is suffering from her wrong doing, and they would of thought that if you do evil, God will punish you.

Succubus on Top CHAPTER 13

Min, Doug's saxophonist, rummaged through the array of liquor bottles on Wyatt's counter. â€Å"I don't think he has any,† he finally said. â€Å"Can you make a gimlet without lime juice?† â€Å"Um, no,† I replied. â€Å"That kind of defeats the whole purpose. â€Å" â€Å"Oh. Okay. Well, then, you just want a shot or something?† He held up a bottle of – God help me – Skyy vodka. â€Å"I think I'll pass.† I surveyed the humming, thumping party around me. Tons of people had showed up as usual; I doubted the band even knew half of them. The wages of fame, I guessed. Also as usual, there were drugs and drinks aplenty for those who wanted such things – as long as one's vices didn't stray to lime juice, apparently. I turned back to Min. â€Å"You seen Alec tonight?† â€Å"Nope. Said he'd be here. I hope he shows soon.† Min shifted restlessly, and I wondered just how many people Alec was stringing along. The whole band, after all, had displayed that crazy, uncaring behavior. I'd spent most of the day planning for tonight, trying to figure out what it would take to get information and possibly the drug itself from Alec. Finally, as the party drew nearer, I accepted that I was overthinking the matter. Alec was hardly a criminal mastermind. If I wanted something from him, it was a safe bet that the removal of clothing and an orifice would suffice. With that in mind, I'd dressed for the part in another little dress. Like the one I'd worn to the last concert, this too had a V-neck, straps, and short skirt. Unlike that one – which had been cotton and more like a sundress – this one was silk and looked kind of like a nightgown. Its rich, emerald green mirrored the green flecks in my eyes. I'd made sure of that, enhancing the color in both. â€Å"Finally,† I muttered to myself, catching sight of Alec's blue-streaked hair across the crowd. He saw me, and I waved, making him grin smugly at my acknowledgment. â€Å"Hey,† he said, looking me over. â€Å"Wow.† â€Å"About time you showed,† berated Min, handing over a beer. They greeted each other with some kind of weird, shoulder-punching guy thing. Then Min held up a bottle of Tropical Soiree Key Lime Schnapps. â€Å"Hey, look what I found. Will this work?† â€Å"Sure. Whatever,† I said. I wanted to start working Alec, putting him at ease. If it involved some unholy drink concoction, then I'd have to take that risk. Min handed me a plastic cup filled with bright green liquid, and Alec and I wandered off to mingle. â€Å"You're letting Min experiment on you?† he asked, pointing at the cup. Inspiration hit. â€Å"He's been experimenting on me all night.† I laughed, a bit too loudly and held on to his arm. Alec didn't need to know this was my first drink. â€Å"But none of the other stuff he made looked this bad.† He smiled and casually placed his arm around my waist. â€Å"Have I told you how great you look?† â€Å"Yeah, I kind of got the message,† I told him. Sniffing the cup, I detected nothing but sugar. Tentatively, I brought the cup to my lips and tasted. Bleh. It was like Kool-Aid and mouthwash. Fortunately, I don't have much of a gag reflex, so I managed to swallow without choking. Alec flattered me a little more, and then I steered him toward the one topic guaranteed to captivate him: himself. It worked. Within a few minutes, I discovered that subject area was even more limited than I'd suspected. He only wanted to talk about the band. â€Å"So yeah, we figure we should start expanding out of Seattle and hit some of the other big cities in the area. You know, like Portland and Vancouver. If we can start getting a following in the Northwest, we can hit the rest of the west coast, you know? And Corey's dad knows this guy who knows someone at a record company, and he's going to send him the review that was in the SeattleTimes†¦ â€Å" I let him go on, nodding my head and saying â€Å"uh-huh† a lot. I should point out that I really was interested in Nocturnal Admission's success. I believed in them and their talent. Just not tonight. Other things demanded my attention. â€Å"You know,† he suddenly said out of nowhere, â€Å"I didn't think you really liked me.† Yeah. Good observation. I smiled. â€Å"Sorry about that. There are so many jerks out there that I come off a little bitchy at first, until I know a guy. But the rest of the band swears by you, and I trust them. Besides† – I leaned closer, lowering my voice to a sultry purr – â€Å"I know you now, and I definitely like you now.† To my astonishment, Alec broke away from me. How unexpected was that? Weirder still was that I saw interest in his eyes but only his eyes. The rest of him was plainly distressed about something. My surprise must have been reflected in my expression, because a moment later, he laughed like nothing had happened and returned the hand to my waist. â€Å"I wouldn't really trust the guys on much, but hey, if they've convinced you, whatever.† I turned the smile back on, pretending I hadn't noticed the weird reaction. We started talking again, and I continued to let him dictate the parameters of our conversation. When he brought up skateboarding and the benefits of one board brand over another, I decided Doug didn't appreciate the extent of my love for him. Slightly bored, I leaned into Alec and drank from the cup without thinking about it. â€Å"Son of a bitch!† I swore, tasting that mess again. â€Å"What?† â€Å"This.† I set the cup down on a rickety coffee table, sloshing the green liquid. â€Å"It's terrible.† I realized this was my opening. â€Å"God, I've had such a fucked-up week.† I turned so that I stood even closer, resting a hand on his back, sliding it down to his waist. â€Å"I'm glad you had this party. You guys must need to get a little crazy too to handle all the stuff you've been doing.† He seemed happy about my proximity but didn't move his hand from my waist. â€Å"We know when to work, and we know when to play.† He spoke with a ridiculous swagger, again attempting to project a wisdom he was too young to have. I grinned at him. â€Å"I like to play too.† Like before, the look in his eyes said he did want to play – especially if we played doctor. But his body language didn't match it. He was holding himself back for some reason, which didn't fit with my image of him as a womanizing drug lord. But he kept smiling, even if the rest of him was stiff. â€Å"How do you like to play?† â€Å"Not with that.† I pointed at the jettisoned cup and looked back up at him with doe eyes, both innocent and provocative. I tried to recall the stupid expression he'd used at the first party. â€Å"You maybe got anything†¦harder?† A pleased and – unless I was mistaken – relieved smile danced on his face. â€Å"Maybe I do.† I punched him lightly, then snaked my arm around his neck. â€Å"I know you do. I saw you give it to Doug. You guys are in on something good, and you won't share. Whereas me†¦well, I always share†¦Ã¢â‚¬  He still didn't take the physical bait or go for my over-the-top vixen lines, but the rest had piqued his interest. â€Å"I've got something,† he said, glancing around carefully. â€Å"Let's go talk in the bedroom. â€Å" Ah. Now we were getting somewhere. I followed him back to Wyatt's small messy bedroom which miraculously wasn't occupied yet. I sat on the unmade bed, crossing my legs, keeping my body language as open and relaxed as possible. â€Å"Are we going to play now?† He answered with a question of his own: â€Å"You sure you can handle the hard stuff?† I arched an eyebrow. â€Å"Baby, I can take it as hard as you can give it. â€Å" Reaching into his coat pocket, he sat down on the bed beside me and held up a tiny plastic bag, much smaller than the bag Reese kept his pot in. In the poor lighting, I could discern tiny glittering crystals. Almost like red sugar. â€Å"This,† he said in a low voice, â€Å"is what you've been waiting for your whole life. This is the stuff that's going to change your world. Make you who you were born to be.† I was rendered speechless, but not from his melodramatic prologue. It was the crystals. This close to them, I†¦well, felt them. They had an aura, almost the same way an immortal has a signature. Only this wasn't exactly a pleasant aura. The crystals felt strange to me. They sent little Shockwaves into the air. They made my skin crawl. And weirdest of all, I'd felt them before. Once with Doug, once with the band. I hoped Alec would interpret my frown as cute confusion. â€Å"What is that?† A sly smile spread over his face. â€Å"A magic potion, Georgina.† I smiled back, not having to feign puzzlement. â€Å"I don't believe in magic.† â€Å"Oh, you will after this.† He pressed the bag into my palm, and I squelched a sharp cry. I didn't like touching the crystals. â€Å"Go grab something to drink and put them in it. Mix it all up and then drink – preferably as fast as you can. You'll get the effects sooner.† â€Å"What'll they do?† â€Å"Something good. Something you'll like.† He ran his hand through the strands of my hair. â€Å"Man, I can't wait to see how you react to them.† How I reacted? I didn't like the sound of that. Maybe I wasn't getting the same thing as Doug after all. Maybe I was getting the date-rape drug. Of course, with as inviting as I was trying to be, he had to realize those kinds of extremes weren't necessary. I pushed the unease out of my head. â€Å"What do I owe you for these?† The smoke in my voice clearly told him how I'd like him to extract payment. â€Å"Nothing. It's a gift.† â€Å"Nothing?† I trailed my hand across his leg. Believe me, I really didn't want to sleep with this guy, but I wanted to stay in his good graces to figure out what the hell this stuff was. And yeah, okay, I sort of wanted to see him suffer from the energy loss. â€Å"Are you sure?† I slid my body closer to his, gently pushing him back on the bed. His eyes widened as I lay down next to him, brushing my lips over his neck. Turning his face toward mine, I moved my lips closer to his, lightly kissing the area just by his mouth. â€Å"Are you really sure?† I asked, voice lower. His breathing grew heavy, and he stroked my side, tracing the shape of my hip and moving down to my bare leg. Looking half-terrified, he moistened his lips in anticipation. My tongue snaked up to them, dancing around their edges before gently probing inside. He stifled a moan and then pushed me aside. â€Å"No†¦I†¦no. No.† He sat up, shaking. â€Å"Not yet.† I sat up as well, moving in one fluid and graceful motion. Tossing my hair over one shoulder, I gave him a languid smile. â€Å"Come on, I want to.† â€Å"I can't†¦but maybe, well maybe later we can work something out.† Both longing and reluctance showed in his expression, which I found relieving. Nice to know my charms were still working and he wasn't all business after all. Maybe this was just a first-one's-free type of deal, and he'd be more thorough in his demands later. Fine by me. It wasn't the end of the world if I didn't sleep with him, and hopefully we wouldn't even need the second batch. â€Å"Here.† Having seized control of himself, Alec held out his beer to me. â€Å"Huh?† â€Å"Go ahead and try them. You can mix them in this.† I looked down at the sparkling red granules. They almost had a light of their own. That weird sensation pulsed out at me, grating my immortal senses. No way was I going to ingest the contents of this bag. I shook my head. â€Å"I can't right now. I've got to go to another party. I promised a friend. I'll try them later, okay?† He didn't look happy about that. â€Å"I wanted you to try it now.† â€Å"What's wrong with later?† â€Å"Nothing I guess†¦just, look, don't let anyone else know, okay? I don't have a lot of this stuff. If word gets out, everyone'll want some. Right now I'm only letting special people try it.† â€Å"Am I special?† I teased. Alec gave me a long, searching look, blatantly studying my face and the way the silk fit me. Again, the appreciation and attraction shone in his eyes, but he held himself back from my smile of invitation. â€Å"Very special.† I managed to extract myself from the party shortly thereafter but not before Alec had warned me again to keep the crystals to myself. He also urged me to let him know how I liked them. â€Å"The second dose is even better,† he promised. Finally escaping, I breathed a sigh of relief, alone in the cool night air. As I walked to my car, I shoved the crystals into my purse, still creeped out by how they felt. They were supernatural; that much was obvious. I knew I had to get them to someone who could identify them. That, however, would have to wait a little longer since I was already past when I'd said I'd call Seth. Happily, I discovered I could no longer sense the packet once it was encased in the fabric. That was something, at least. â€Å"Where are you at?† I asked Seth when he answered his cell phone. â€Å"Terry and Andrea's. You want to come over?† Spending the evening with his family sounded refreshingly ordinary after the sleaze and debauchery of Alec and that party. In fact, compared to everything else weird in my life at the moment, it sounded downright wonderful. Identical blonde faces greeted me at the door when I arrived, both sets of lips forming a perfect ‘o' when they saw me. A moment later, Brandy appeared behind her little twin sisters. â€Å"Oh, Georgina, that dress is so pretty.† She pushed Morgan and McKenna out of the way, both still starstruck. I stepped inside the Mortensen home and found complete chaos. Sheets of clear plastic lay everywhere. Masking tape covered the wall trim. Most of the furniture had been pushed out of the living room, shoved into a pile in the hallway beyond. Those items remaining were wrapped in thick cocoons of more plastic sheeting. Paint buckets, trays, and brushes littered most of the free space, and everything – the people included – was splattered with yellow paint. â€Å"Georgina!† squealed eight-year old Kendall, tearing toward me. Her mother, walking into the room, leapt out and tackled her daughter. â€Å"Don't touch her!† Andrea exclaimed, tumbling to the ground. â€Å"Not in that dress.† I laughed, wanting to sweep up each one of the girls in an enormous hug, the dress be damned. â€Å"Seth,† chastised Terry, standing on top of a ladder, â€Å"why didn't you tell her this was a war zone?† The Mortensen Brothers always entertained me. Despite being younger, Terry always seemed exasperated by Seth's scattered behavior and often had to prod him into reality. Seth sat cross-legged on the floor with Kayla, youngest of the Mortensen daughters, on his lap. Like everyone else, he had paint all over him – including his Writers Do It at Their Desks shirt. Looking as serene as a Buddhist monk, he flashed me one of his distracted smiles. â€Å"Because it's always a war zone over here. â€Å" â€Å"Well, get her out of here and take her somewhere nice,† Terry said. â€Å"No need to drag her down into this.† This immediately triggered cries of outrage from the girls. â€Å"I don't mind staying,† I told them. â€Å"I'd like to help.† Andrea rose from her tackle, one arm still around Kendall. â€Å"We're going to have to cover you up then. Come on, let's see if I've got anything that'll fit.† She released Kendall. The little girl took a step toward me but didn't touch anything. â€Å"You look like one of the ladies in the Victoria's Secret catalog.† â€Å"My favorite reading material,† I told her solemnly. â€Å"Daddy's too.† Her mother groaned and led me to her bedroom, forcing us to squeeze through the furniture packed hallway. Being in Terry and Andrea's bedroom was a lot different than being in Dana's. It was messier for one thing, with an unmade bed and piles of laundry on the floor. The color scheme and decorating were a lot less coordinated too, suggesting it had all been pieced together over the years, not preplanned with a designer's cold eye. Pictures of the girls at various ages covered the walls and dressers, and free surfaces held odd pieces of jewelry, books, and change. And yet, despite that clutter, the whole room felt filled with love, like the people who occupied it were happy and cared about each other. It made the place warm and cozy, not sterile and sharp as Dana's had been. It made me feel good to be in here, jealous that I had nothing like it with another person, and almost intrusive to be in such an intimate setting. It was like eavesdropping. â€Å"Ah, here we are,† murmured Andrea, rummaging through drawers. She handed me some clothes. I slipped out of the dress and tried them on. While she had a fantastic body for having birthed five daughters, Andrea was still taller and bigger than me, so the clothes hung loose and long. Changing her mind, she handed me denim overalls instead of the jeans. They had to be rolled up at the cuffs, but the straps kept them on me. I tied my hair in a ponytail and was ready to go. Seth laughed when he saw me. â€Å"Hey,† I said, poking him with my foot, â€Å"be nice.† â€Å"I think this is the first time I've ever seen you look anything less than†¦Ã¢â‚¬  He paused, playing with word choice. â€Å"Well-planned.† â€Å"Why, you silver-tongued romantic devil. That is the look I usually go for. Other women go for sexy or chic or beautiful. But me? Well-planned all the way.† â€Å"You know what I mean. Besides, unplanned isn't a bad look for you. Not bad at all.† His voice sounded deliciously low and dangerous, and something ignited between us as we held each other's eyes. â€Å"You guys can flirt on your own time,† said Terry briskly, handing me a roller and tray of paint. â€Å"Right now, you work for us. Think you can do this part of the wall?† â€Å"Sure.† I glanced over at Seth, whose main job still seemed to be restraining Kayla. â€Å"Why aren't you painting?† â€Å"Because he isn't allowed to,† answered Brandy, painting deftly around a doorway. â€Å"Uncle Seth's a libation,† explained Kendall. â€Å"Liability,† corrected her mother. She grinned at me. â€Å"The odds say you have to be a better painter than him. Correction: the laws of the universe say you have to be.† â€Å"Of course she is. She's good at everything.† Seth watched me apply a smooth, even coat. â€Å"See?† Painting with the Mortensens made for an utterly normal and utterly enjoyable evening. They were so funny and nice that it was hard not to love them. Working side by side, I could almost pretend I was really one of them. Like this could be my own family. They included me in everything and spoke as though Seth and I were a done deal, assuming I would be with them not only for Thanksgiving but also for Christmas and an assortment of other get-togethers. The simple, casually extended affection made me feel happy inside, and sad too. I would never be able to quite fit in with any mortal family, even if this wacky relationship with Seth did ever stabilize. I pushed aside a plastic-covered box and got a peek inside. Moving the sheet further, I smiled down at a framed picture of Terry and Andrea's wedding party – including a much younger Seth. â€Å"Look at you,† I teased. â€Å"You used to shave.† He rubbed the stubble on his lower face. â€Å"I still shave.† â€Å"So this is the infamous occasion Seth almost missed?† â€Å"Yup,† said Terry, a rueful tone in his voice. â€Å"Apparently finishing A Talented Heat was more important than witnessing my nuptials.† â€Å"Oh,† I said neutrally, â€Å"that's a really good one.† I wasn't sure if it was missing-a-wedding good, but it was still one of my favorites. It might have been worth the sacrifice. â€Å"Who's the other guy beside you?† â€Å"Our other brother. Ian.† â€Å"Another Mortensen? You guys are abundant.† â€Å"Tell me about it,† said Terry. â€Å"Ian's the black sheep.† â€Å"I thought I was the black sheep,† said Seth, sounding almost hurt. â€Å"No. You're the unfocused artistic one. I'm the responsible one. Ian's the wild, hedonistic one.† â€Å"What's hedonistic?† asked Kendall. Her father considered. â€Å"It means you run up a lot of credit card bills you can't pay, change jobs a lot, and have a lot of†¦lady friends.† Brandy rolled her eyes. â€Å"Good euphemism, Dad.† Only in the Mortensen family, I decided delightedly, would a fourteen-year old use a word like â€Å"euphemism.† Andrea walked over to the portrait and admired her younger self. In the picture, she wore a long-sleeved lace dress that left her shoulders bare. â€Å"Ah, those were the days,† she sighed. â€Å"Back before pregnancy ruined my body.† â€Å"Well, that wasn't entirely before pregnancy,† observed her husband in an undertone. She shot him a dangerous look. Brandy groaned. Seth tried to hide a smile and changed the subject. â€Å"That church had horrible carpet. Burgundy shag.† He shook his head. â€Å"I think I'm going to get married outdoors.† â€Å"Oh my God,† said Terry with mock horror, â€Å"I can't believe you just acknowledged you might get married. I thought you were married to your writing.† â€Å"Hey, I've never had a problem with polygamy.† Kendall's eyes widened. â€Å"What's polygamy?† Later, when we'd finished the living room, Seth and I offered to start cleaning up while Terry and Andrea put the brood to bed. The girls resisted, clinging to Seth and me, wanting us to talk and come back tomorrow. â€Å"My nieces think you're a rock star,† he observed as we washed brushes in the kitchen. â€Å"I think they like you better than me.† â€Å"I'm not the one they had to tear Kayla from. Hey, does she ever talk?† â€Å"Sometimes. Usually when there's bait involved – like candy or small objects she might choke on.† We washed the brushes in silence until I brought up the topic that had been on my mind ever since he'd mentioned it. â€Å"An outdoor wedding, huh?† The notion of Seth getting married held a perverse fascination for me. Fascinating because I was female and attracted to such things. Perverse because I knew I wouldn't be the bride at such an event. Succubus logistics obviously made that impossible. Then, of course, there was the fact that my mortal marriage had not gone so well. In addition to me cheating and pushing my husband into a debilitating depression, it had later resulted in me selling my soul and joining the ranks of hell. That didn't make for a good matrimonial track record. Seth cut me a look, eyes amused. â€Å"Yup.† â€Å"I didn't know guys ever thought about that kind of stuff.† â€Å"Sometimes we do.† â€Å"You got any other details worked out? Or just the outside lovefest part?† He pondered this as we returned to the living room. He wore the intense expression that seized him when he was trying to write a certain line or think of something clever to say. â€Å"I want a good buffet,† he said. â€Å"Not one of those cheap ones with cold cuts. And no bows on the chairs or anything like that. Man, I hate those.† â€Å"Wow. I guess you've got it all figured out.† I began pulling masking tape off the trim while he knelt down to gather more brushes. He continued on, still considering. â€Å"And I want my bride to wear open-toed shoes.† â€Å"Why open-toed?† He looked up with astonishment. â€Å"Because toes are sexy.† I looked down at my own bare feet. They were small and cute, each toenail painted a pale lavender. Andrea hadn't had any shoes my size. I gave him a sly smile. â€Å"Like these toes?† He looked away and returned to his work. Forgetting my masking tape, I strolled over to him, trying not to laugh. â€Å"Why Seth Mortensen, do you have a fetish?† â€Å"It's not a fetish,† he replied evenly. â€Å"Just an appreciation.† This time I did laugh. â€Å"Oh yeah?† I moved my foot out to tickle his arm, wiggling the toes. â€Å"You appreciate these toes?† â€Å"I appreciate everything about you – even how mean you are.† I crouched beside him and slung an arm around him. â€Å"To think, all this time I've been prancing around you in low-cut shirts and no underwear, in awe of your stalwart resistance, when really it was my toes – â€Å" â€Å"No underwear?† he interrupted. â€Å"Wait. Are you wearing any now?† â€Å"My lips are sealed. You'll have to find out the old-fashioned way. I'm not going to talk. â€Å" â€Å"Oh,† he said in a warning voice, â€Å"we have ways of making you talk.† â€Å"Like what?† In one surprisingly quick motion, Seth sprang up and rolled me onto my back. One arm pinned me and the other held a paintbrush over me, wet with paint. â€Å"Hey!† I cried. â€Å"That's not sexy. That's not even cool.† Actually, being pinned to the floor by him was about as sexy as it got. He stabbed it toward me playfully, never actually making contact, but I flinched anyway. â€Å"What's the problem?† he teased. â€Å"You can just shape-shift it away.† â€Å"Oh! You're a twisted bastard.† His lips quirked into a wicked smile, and he dabbed the brush at my cheek, leaving a small streak of paint. A second later, he added a matching mark on the other cheek. â€Å"Ready for battle,† he declared. I yelped in dismay, then used his momentary satisfaction to break free and reverse the situation, rolling him over. Now I hovered on top of him, one hand on his chest, the other on his arm. â€Å"I'm learning more about you every day,† I observed, leaning my face toward his. My hair had come undone from its haphazard ponytail and now hung down, almost creating a curtain around him. â€Å"You've got a real dark side.† â€Å"Is that a problem?† â€Å"Actually I kind of like it.† I lowered my mouth and gave him what we had now dubbed a â€Å"stealth kiss† – the kind of semi-deep kiss perfected at the concert that just pushed the envelope of succubus absorption. I pulled up a moment later, my lips still tingling from where we'd touched. He shifted one hand to the small of my back while his other tangled itself up in my hair. A lazy and contented smile played on his face. â€Å"You want to go grab something to eat after this?† â€Å"What do you have in mind?† â€Å"Anything. So long as the company stays this good.† I smiled and leaned down to kiss him again, only this time I had trouble keeping the kiss as stealthy as it should have been. When I should have broken away, I kissed him a little harder instead, letting my tongue probe more boldly into his mouth. Surprisingly, what abruptly stopped this indiscretion was not the twinge of energy transfer, but Seth himself. â€Å"Thetis,† he warned, pushing me away – not harshly, but not gently either. I stared, my better judgment suddenly scrambled. I wanted to kiss him again. And again. To hell with the succubus thing. And it wasn't just because of the chemistry or the physical roughhousing, the comments about my toes and lack of underwear. It was about everything tonight. Pretending I was part of his family. Talking about weddings that could never happen. I was suddenly overcome with emotion. Joy and delight over the way just being around him felt. Knowing he loved me for both my inner and outer selves. A warm contentment that his presence naturally brought on. And, of course, the dark emotions were there too. Anger that our relationship could never be complete. Despair that he was not immortal. Jealousy that I could never be his bride. What had Jerome said? That being with me denied Seth all the normal things in life? Kissing him was a base, anxious reaction to all these emotions I couldn't otherwise deal with. â€Å"Thetis,† he repeated, studying my face and whatever crazy expression was on it. â€Å"Come on. You're stronger than this.† He sounded sad and sympathetic, yet stern and parental too. His words snapped me out of my emotional vortex, suddenly making me feel, well, inadequate compared to him. Terry walked back into the living room, looking rightfully startled to see me on top of his brother. â€Å"Do you guys need to go to bed too?† Seth and I exchanged bitter, amused smiles. â€Å"If only,† I said. Once everything was cleaned up, Seth and I left to find a very late dinner. We stayed quiet, neither of us bringing up what had happened earlier. I think he knew I was taking it harder than he had and wanted to say something to cheer me up. But nothing apparently came to mind, so silence reigned until we returned to Terry's house to get our respective cars. â€Å"Georgina,† he said suddenly, hesitantly, as we stood by my car. â€Å"I have to know something.† I looked at him wearily, not liking the seriousness in his voice. I really didn't want to deal with any more weighty issues tonight. I sighed. â€Å"What?† He studied me a moment, apparently assessing my emotional state. â€Å"So†¦ areyou wearing any underwear now?† I blinked in astonishment, taken aback. Then I saw how hard he fought to keep a straight expression. It was too funny. Seth was trying to make me feel better, very much in a goofy way I might have attempted. The tight coil of frustration inside of me unwound. â€Å"Yes,† I told him with a smile. â€Å"Oh,† he said, looking relieved to see me relax but disappointed by the answer. â€Å"But you know what the real beauty of shape-shafting is?† â€Å"What?† â€Å"I'm not anymore.†

Coping mechanisms Essay Example

Coping mechanisms Essay Example Coping mechanisms Essay Coping mechanisms Essay The complexness of human activities causes a batch of effects to the lives of every person. Whatever the consequence of these activities. favourable or non. adult male is affected peculiarly in the facet on how every activity is to be carried out utilizing his physical strength therefore doing him stressed finally. It is normal for people to see emphasis but when it comes. every individual should be ready to manage it in order for its consequence to go favourable on his portion. Though by and large. its effects are negative. In the position of many people. on the other manus. it can profit others in some ways. No 1 can populate without sing some grade of emphasis at all times ( Selye1987 ) . Stress nowadays plays a great portion non merely on pupils but besides in each person’s day-to-day life. it occurs when there is an instability between the demands of life and our ability to get by with them. Most people know something about emphasis. One may believe that merely serious disease or intensive physical or mental hurt can do emphasis. this is false ( Selye1978 ) . Job force per unit areas. school plants. household statements. fiscal force per unit areas and non holding adequate clip are merely few of the stressors that people at the present twenty-four hours society faces daily. In fact. it has been accepted in the society that mundane emphasis is portion of modern life ( Murray and Pizzorno. 1998 ) . Everyone thinks that taking up Bachelor Science of Nursing as a class needs a batch of forbearance and difficult work. Students must take it earnestly because clip. attempt and money are truly at interest. If you are non decisive plenty or hasty. it would be better to halt and don’t pursue it at all. Everyone has a dream. if you don’t have something to keep on to make your end. you should believe non merely one time or twice. What differs of taking BS Nursing as a class from the other classs is that it demands a batch of forbearance and attempt. Enlisted below. are the top troubles that a pupil may meet while prosecuting this enterprise. Fiscal quandaries. We are non merely speaking about tuition fee that ranges 20 to forty five thousand pesos. but besides the allowance needed for a pupil to last a twenty-four hours that includes transit. repasts. photocopy for manus outs. books and other supplies and gear. Time. Clashing of agendas can’t be avoided. When it comes to executing Related Learning Experience outside the Manila Central University. some professors are carry oning scrutinies or quizzes on the agenda given to different groups because non all pupils could do it. so there should be a clear understanding from the professor and pupils when it comes to schedule. Punctuality. It is non truly a trouble but a major concern. If a pupil could merely wake up early to avoid traffic or any undependable alibis. possibly the per centum for make-up responsibilities of pupils will be low or eradicated. Rating system. The scaling system of Bachelor Science of Nursing is enormously different from the other classs. Its passing rate is expected to be 70 five per centum unlike the others which is 50 per centum. The force per unit area rises here but the advantage of it is that pupils are forced to stand out and strive harder in order to run into its standards to go through which prepares them in local board scrutiny. Teaching styles competences. Everyone can learn but non all can be good at this. A professor which is truly an expert in his field sometimes have a higher outlook from the pupils. He tends to talk fast when discoursing without recognizing that pupils couldn’t understand what he was stating so most of the pupil merely rely on notes. memorising but non understanding or set it on their Black Marias that’s why most of the pupils fail when it comes to analytical type of scrutiny particularly when it comes to multiple pick because of confusion. Students have different personalities and uniqueness to execute schemes in order to get by with these troubles that they could meet that’s why in malice of the quandaries stated above. immense figure of alumnuss is still expected. Some may give up and neglect. some fails but still take to stand up. STATEMENT OF THE PROBLEM This research survey was undertaken to find the troubles encountered in nursing class and the emphasis get bying mechanisms of selected BSN 4 pupils of Medical Colleges of Northern Philippines Specifically. this survey sought to reply the undermentioned inquiries: 1. ) What are the sensed degrees of emphasis among selected BSN 4 pupils of Medical Colleges of Northern Philippines in footings of: a. ) Studies b. ) Family c. ) Friends d. ) Relationship 2. ) Which of these stressors has greatly contributed to the emphasis felt by the pupils therefore impacting the public presentation of the nursing pupils? 3. ) What are the get bying mechanisms the respondents used to pull off their emphasis and better their public presentation? SIGNIFICANCE OF THE STUDY This survey will function as a guiding tool for pupil nurses whenever they encounter troubles or jobs which bring them emphasis. It will edify them about emphasis header schemes which they can utilize. The research workers believe that through this undertaking survey and being pupil nurses themselves. it will be a great aid if we could depict and recite exhaustively the troubles encountered in the nursing class and the emphasis get bying mechanisms in a specific form so that our chap selected BSN 4 pupils of Medical Colleges of Northern Philippines will hold extra cognition on the most common ways of get bying in different state of affairss encountered in our day-to-day lives as pupil nurses. We are cognizant that every pupil has their ain manner of get bying in every hard state of affairs. We merely want to dig in’ more profoundly. As we all know. being a nurse is a really difficult occupation. It is really nerve-racking. And cognizing that non all people have the same personalities and properties. every individual has their ain manner of loosen uping or wind offing. We would wish to analyze farther the ways of our fellow pupils on their emphasis get bying mechanisms. And to sum it up. the research workers would recite different situations/difficulties a nurse or a pupil nurse may meet in the schoolroom and in hospital responsibility. Scope and Delimitations This survey will discourse the different troubles or jobs encountered and the ways of header of pupil nurses. The research workers believe that being a registered nurse and being a pupil nurse has its differences. The research workers would wish to concentrate more on pupils. cognizing that pupil nurses non merely have hospital responsibilities but lecture yearss every bit good. The troubles of registered nurses are more serious in the sense that they have bigger duties than pupil nurses. This survey was conducted last September to October 2013. The sample population is limited to BSN 4 pupils of the College of Nursing. The range will be about The most normally used get bying mechanisms. HYPOTHESIS This survey will take to research the lived experiences of a nursing senior pupil about the troubles that they encountered in the nursing class and the emphasis get bying mechanisms that they do. The research inquiries that will be addressed in this survey guided the development of the undermentioned hypothesis: Conceptual/Theoretical Framework Sister Callista Roy developed the Adaptation Model of Nursing in 1976. This theoretical account comprises the four sphere constructs of individual. wellness. environment. and nursing and involves a six measure nursing procedure. Andrews A ; Roy ( 1991 ) provinces that the individual can be a representation of an person or a group of persons. Roy’s theoretical accounts see the individual as a bio-psychosocial being in changeless interaction with a altering environment ( Rambo. 1984 ) . The individual is an unfastened. adaptative system who uses get bying accomplishments to cover with stressors. Roy sees the environment as all conditions. fortunes and influences that surround and affect the development and behaviour of the person ( Andrews A ; Roy. 1991 ) . Roy describes stressors as stimulations and uses the term residual stimuli’ to depict those stressors whose influence on the individual is non clear ( Andrews A ; Roy ) . Originally. Roy wrote that wellness and unwellness are on a continuum with many different provinces or grades possible ( Rambo. 1984 ) . More late. she states that wellness is the procedure of being and going an integrated and whole individual ( Andrews A ; Roy ) . Roy’s end of nursing is the publicity of version in each of the four manners. thereby lending to the person’s wellness. quality of life and deceasing with dignity ( Andrews A ; Roy ) . These four manners are physiological. self-concept. function map and mutuality. Roy employs a six-step nursing procedure which includes: appraisal of behaviour. appraisal of stimulation. nursing diagnosing. end puting. intercession and rating. In the first measure. the person’s behaviour in each of the four manners is observed. This behaviour is so compared with norms and is deemed either adaptative or uneffective. The 2nd measure is concerned with factors that influence behavior. Stimuli are classified as focal. contextual or residuary ( Rambo. 1984 ) . The nursing diagnosing is the statement of the uneffective behaviours along with the designation of the likely cause. In the 4th measure. end scene is the focal point. Goals need to be realistic and come-at-able and are set in coaction with the individual ( Andrews A ; Roy. 1991 ) . Intervention occurs as the 5th measure. and this is when the stimulations are manipulated. It is besides called the doing phase’ ( Rambo ) . In the concluding phase. rating takes topographic point. The grade of alteration as evidenced by alteration in behaviour. is determined. Ineffective behaviours would be reassessed. and the intercessions would be revised ( Andrews A ; Roy ) . Beginning: hypertext transfer protocol: //en. wikipedia. org/wiki/Adaptation_model_of_nursing Operational Definition of Footings The following are footings defined by the research workers to guarantee clearer apprehension and grasp of the survey: Adaptation- The procedure or province of altering to suit new fortunes or conditions. or the resulting alteration ( Encarta Encyclopedia ) Affectivity- This means doing a consequence. particularly the coveted or intended consequence. ( Encarta Encyclopedia ) Competency- The ability to make something good or to a needed criterion ( Encarta Encyclopedia ) Coping mechanisms- It is a behavioural tool which may be used by persons to countervail or get the better of hardship. disadvantage. or disablement without rectifying or extinguishing the implicit in status. Coping accomplishments are besides sometimes called work-arounds. Virtually all life existences routinely utilize get bying accomplishments in day-to-day life. These are possibly most noticeable in response to physical disablements. ( Encarta Encyclopedia ) Stress- It is a strain felt by person: mental. emotional. or physical strain caused. for illustration by anxiousness or overwork. It may do such symptoms as raised blood force per unit area or depression. ( Encarta Encyclopedia ) Stressors- These are something that causes emphasis: an activity. experience. or other state of affairs that causes emphasis. for illustration deficiency of H2O to a works or overwork to a individual ( Encarta Encyclopedia ) . CHAPTER II Review of Related Literature and Studies Local Literature The followers is a sum-up of the troubles encountered and stress get bying mechanisms of nursing pupils locally: A nursing student’s life will ever be arduous and compelling. Intellectual. physical. and sometimes emotional demands can be encountered in the Nursing subject. Most Registered Nurses at present had experienced the same quandaries and challenges. in changing grades. before going the great nurses they are today. The premier manner on how to cover with the BSN life is to hold this realisation: It’s neer easy to go a nurse. One must pour on a great trade of difficult work. Tina ( hypertext transfer protocol: //nurses. definitelyfilipino. com/index. php/2010/12/a-bsn-students-guide-to-nursing/ ) is a good organized web log for Filipino Nurses. [ 1 ] In the article stated above. it says that being a nurse is non an easy occupation. It requires passion. attempt. and forbearance. It’s normal for nurses to hold a really nerve-racking modus operandi. But because of single differences of people. we all have our ain ways of covering with emphasis. some of us want to eat or possibly run into friends after school or work. slumber. It’s a decidedly a fact. We have our ain individualism. Even at the early beginning of life. emphasis is being encountered. It appears to be a cosmopolitan status which everyone immature or old. married or single. Filipino or alien. hapless or rich. learned or non learned - experiences or develops. In other words. it affects all sorts of people from different walks of life. There are many events in life that can do emphasis. It could be generic. physical. chemical. psychological. cultural. ecological or occupational in nature. Simbulan ( hypertext transfer protocol: //www. jpsimbulan. com/2008/11/19/stress-and-the-working-nurse/ ) is a site for researches in local nursing and other Fieldss. [ 2 ] Nurses are non far exempted from confronting many nerve-racking things. It has been recognized that the universe he lives is a powerful beginning of emphasis. Nursing is a profession that demands high degree of duty because it promotes individualized. sensitive. relevant and effectual nursing attention to patients. Therefore. degrees of emphasis are associated with the occupations that are excessively varied and demanding. Nurses are really much capable of developing a great trade of emphasis doing either physical or psychological responses in footings of carry throughing the occupations in the infirmary scenes. every bit good as in run intoing their duties in their several place because of these feverish activities they have less chances for societal interaction. Therefore. there is a great for demand for surveies in order to find the beginnings of nerve-racking factors that the behaviour of nurses. When a certain person for illustration. experiences a nerve-racking state of affairs. that individual may seek to get by up by doing an attempt to alter the state of affairs into a good one and avoids unbearable state of affairss. Almost all literature claims that work factor produces emphasis in different degrees and that the people vary in their ability to get by with them. In recent old ages. research worker had begun to look into dearly-won effects of occupational emphasis burnout. Burnout is a province of physical and emotional exhaustion that occurs bit by bit over a period of clip. First described in 1974 by Freudenburger. the burned-out are normally professionals who work in people-intensive occupations that are emotionally demanding which is chiefly nurses and societal workers are likely to be affected. Physical symptoms typically include chronic weariness and frequent minor unwellness. such as colds. that resolve easy. Burned out people spend an surfeit of clip at work but are disorganized. easy enraged and accomplish little. The most distinguishing feature of burnout is the manner burned out distance themselves from clients in which distancing is accomplished through depersonalisation mode. The burned-out are professionally committed. extremely idealistic persons who over identify in their personal life. Believing their work will do a important societal difference and be financially every bit good as emotionally honoring. And these persons are unprepared for the twenty-four hours to twenty-four hours worlds of their occupations that consequences from enduring stress-related unwellnesss. As it is normally used. emphasis is referred as a burden or load under which a individual survives or clefts. It was besides been defined as any internal or external influence that interferes with satisfaction of basic demands or slightly a thing. which disturb homeostasis. This may be a perturbation in the organic structure homeostasis. general or terrible plenty to bring forth a co-ordinated organic structure response. These responses include nephritic. respiratory. metabolic. sympathetic and circulative reactions. A well-known psychologist. Hans Selye. besides a universe renowned authorization defined emphasis as the non-specific response of the organic structure to any demand made upon it. He coined stressor as a factor or agent that produces emphasis. He farther stated that the body’s response to emphasis is non-specific because it occurs without respect to and really much independently of. the specific stressor ; thereby non-specific response to stressor is the kernel of emphasis. Human existences are viewed as an unfastened system which is invariably responding to his internal and external environment. There will ever be happening of influential factors that could do great response of menaces to the stability and stableness of the individual. During early 1980’s. psychologists had come up of naming emphasis and had developed certain graduated tables to be stressed and can fix for this happening. The individual must be able to accommodate himself and get the hang his get bying behaviours satisfactory. in a mode to keep homeostasis. Walter Cannon pointed out that the intent of homeostasis is freedom in which it allows the individual to make his potencies as human. Homeostasis is besides associated with the person’s province of wellness. it is believe that when individual is healthy. he is said to be in province of equilibrium. Health harmonizing to Wolff. is the absence of unwellness had become entrenched in many peoples’ heads and that the facets of human holistic position is a really critical consideration non merely the physical facets as an result. In other words. stress trades with how the organic structure could set to the demands of life. These demands could either be menace. challenge or alteration that requires the organic structure to react. either. on the positive or negative side. Therefore when the organic structure is able to accommodate to a certain demand and serves as a incentive. it is said to be reacting positively. Whereas. when the organic structure fails to accommodate. in which there is much attempt is released by a emphasis response. it is turned inward reacting negatively and disrupted homeostasis occurs. In add-on. effectual header is necessary in pull offing emphasis such that it is an built-in portion of the emphasis experience. And in order to make these successfully. an single must cover with the state of affairs or job. trade with the feelings. usage available support and cut down the psychological rousing of emphasis by appropriate activities such as relaxation. exercising and others. Simbulan ( hypertext transfer protocol: //www. jpsimbulan. com/2008/11/19/stress-and-the-working-nurse/ ) is a site for researches in local nursing and other Fieldss. [ 3 ] Another survey done specifically with nursing forces showed similar findings plus other negative conditions in the occupation and infirmary scene. Harmonizing to these research workers. emphasis exists as a major issue in nursing. Factors which their topics identified as enforcing job-related force per unit areas were: staff deficits. increased demands by direction. the demand for greater cognition and accomplishments ( compared with demands when foremost employed ) . patients who were more critically ill. and an unwieldy work burden ( in footings of keeping quality of work ) . Nurses and pupil suffered from unrealistic self-expectations. a high-intensity work environment and an increasing figure and assortment of wellness workers with whom attention of patient was coordinated. The scenes of smiling and express joying Filipinos. vocalizing and dance ( and imbibing ) off can be delusory. Quite frequently. Filipinos particularly the immature 1s and the pupils deal with emphasis by seeking to be happy. I put that in quotation marks because the Filipino term is masaya. which is truly more of an externalized gaiety. Masaya is societal chumminess. it’s doing cheer and rather frequently we do it exactly because there have been unhappy events. nerve-racking events. The best illustration is that of a decease - our aftermaths are ill-famed for its merry-making. but that. exactly. is portion of our stress-coping mechanism. We have folk psychological science. possibly even folk psychopathology. at work here. Filipinos aware of how unsafe it is to let emphasis to devour us. We warn people approximately excesses as a cause of unwellness. and that includes the inordinate emotions generated by emphasis. But for all the talk about our communitarian orientation. of assisting friends to get the better of emphasis. societal force per unit areas in the Philippines can besides be counterproductive with the manner we sometimes force people to quash the emphasis. Enjoy! we urge them. non recognizing there are bounds to resilience. There are power dimensions to all this. such as those found in gender. Contrary to pigeonhole about adult females pupil being more expressive. Filipinas are really more prone to covering with nerve-racking state of affairss through tiis ( endurance ) and kimkim ( repression ) . Check out the local scenes of gaiety: it’s normally work forces pupils holding a good clip. conveying out the beer and crispening their jobs off. while their adult females look for ways to do ends meet. Men. pupils excessively. are expected to maintain their feelings in cheque. but more out of masculine values of strength and stolidity. Work force are by and large non allowed to shout. much less to travel into hysterics ; and this likely helps to explicate why more work forces suffer from cardiovascular disease. Harmonizing to Dr. Lourdes Ignacio many pupils will show their emphasis by kicking about repeating concerns. or abdominal strivings. accompanied by giddiness. sickness. weariness. Doctors used to disregard these as being all in the head. but it has become clear the physical hurting and hurt may be rather existent. that the repressed emphasis is expressed through the organic structure. The butch jussive moods around emphasis are necessarily tied to alcohol and drugs. Younger male Filipinos particularly nursing are peculiarly vulnerable. given their battles with individuality. maleness and self-pride. unable to show their defeats and bitterness. Drugs are one manner of covering with the emphasis. with all its attender jobs. It’s important though that the most abused drugs are metaphetamines. which are uppers or stimulations. Again. the Filipino response to emphasis is to look for more stimulation. The nervus cells fire off until. frayed and exhausted. the user develops paranoia ( borrowed into Filipino as praning ) and so psychosis. Ignacio said Filipinos have their ain natural get bying mechanism compared to other nationalities. She said Filipinos’ strong religion in God. sense of wit and concern for others. are among the mechanisms that help them get by with depression. We are really much crisis-oriented and we have natural ways of get bying with it. she said. Ignacio said they consider these as signifiers of get bying with mental upsets even without scientific footing. Reyes said some mental patients could work usually once more after being treated. Of class. for illustration. a bank director suffered from schizophrenic disorder. he or she can non travel back as a bank director. but as a clerk. There is some signifier of arrested development but in footings of symptoms. they are free from symptoms. but their operation has already regressed in some signifier. he said. On the other manus. Ignacio revealed that the Philippines are confronting an acute deficit of head-shrinkers due to the unabated migration of mental wellness physicians who seek greener grazing lands abroad.