Entrepreneurs are born and made Essay

There are two sides to every debate, and the â€Å"what makes an entrepreneur† argument has raged for decades with neither side able to conclusively prove their case. There are many who believe that an entrepreneur must possess personality traits such as vision, passion and drive that are innate and cannot be taught. Others argue that the skills of evaluating opportunities, motivating people and operating a business are easily passed on to eager students looking to be entrepreneurs. The truth is that both sides are right and it’s time for a compromise: Entrepreneurs are born and made. Some people may be natural entrepreneurs and immediately open a business, others will have studied and trained long and hard before doing so, and while each may enjoy some success, neither will be as successful as the person who possesses the inherent qualities and has spent the time to get the education and experience of the business world. A lot of studies and research have been done on this particular matter. In the beginning many theorists believe that people are either born entrepreneur or they are not. Professor of Psychology Alan Jacobowitz, after conducting interviews to more than 500 entrepreneurs in a period of 3 years, concludes that entrepreneurs are born not made. He maintains that his subjects share common characteristics, which include: restlessness, independence, a tendency to be a loner, and extreme self confidence. Still, other researchers maintain that there are other personality characteristics that are uniquely entrepreneurial including being innovative, action oriented, high on need for personal control and highly autonomous. In addition to this, Jacobowitz also devised a chronological schema of entrepreneurial indicator that he calls the five ages of entrepreneur. The ages are early childhood exposure, trouble in school, problems with work, desire to risk, and bliss in business independence. Jacobowitz believes that  entrepreneurial aptitude is static, which means that people are either born with the said characteristic or not. Initially this theory was supported by the majority of theorists but other scholars criticize that it has yet to be empirically proven. John Kao, in his attempt to define entrepreneur in a more satisfying manner, holds that they are catalysts. They make things happen. They use creativity to conceive new things and zeal to implement them. In short, they are both creator and innovator. They both generate new idea and serve as the human vehicle by which implementation of that idea occurs. They take the ball and run with it, overcoming obstacles in the way. Still others have also suggested what they term as entrepreneurial traits; Thomas and his colleague summarized the following traits in what they call the characteristics of entrepreneur distilled from 50 research studies. These traits include: Total commitment, determination, and perseverance; Drive to achieve and grow; Opportunity and goal orientation; Taking initiative and personal responsibility; Persistent problem solving; Realism and a sense of humor; Seeking and using feedback; Internal locus of control; Calculated risk-taking and risk-seeking; Low need for stat us and power; Integrity and reliability. In many instances, entrepreneurs are often described as impulsive, gambling adventurer, intoxicated by his or her own adrenaline. But though they put themselves at risk, they are actually motivated to achieve something greater, which is what separates them from the rest of people. Research also shows that they are more of a risk manager rather than risk-seeker. In addition, McLelland’s work on achievement motivation may also help to understanding the entrepreneurship. McLelland holds that human beings are driven by 3 motives: the need for achievement (accomplishing things), for affiliation (being with others) and for power (controlling others). Of these, the need for achievement is considered to be most relevant in understanding the entrepreneur. McLelland further maintains that this particular need derives from people who want to be responsible for solving their problems, setting their goals and  reaching these goals through their own efforts. In addition to this they also desire some kind of measure for their accomplishments. This need for achievement is highly linked to entrepreneurial tendency. The entrepreneurial characteristics largely refer to innate qualities, which separate entrepreneurs from other people who do not seem to possess entrepreneurial traits. These qualities are what drive them to have a vision and remain motivated to pursue their lifelong goals either for personal or practical reasons. It is these qualities that in turn provide jobs for people. Trait theories are not completely condoned by entrepreneurial researchers. Though many agree with what Jacobowitz identifies as entrepreneurial-type characteristics, mostly choose a more dynamic perspective on the matter. Trait theory approach does not provide a distinction particularly to those of managers â€Å"because traits that are used to describe the characteristics of an entrepreneur can just as easily apply to many managers: it lacks specificity, refers largely to men, and is not applicable in all cultures. In his book, he further holds that â€Å"entrepreneurship is environmentally determined†, which means that there are certain conditions that will encourage entrepreneurial activities. This includes capital availability, mechanisms for realizing value, and availability of other resources namely human resources, information resources such as libraries and data banks, and infrastructure resources such as inexpensive space. Other factors would also prove useful in cre ating an atmosphere conducive to entrepreneurial environment; media attention, idea-generating institution, and cultural environment. David Burnett claims that entrepreneurs can be supplied if two important factors are present: opportunity and willingness to become an entrepreneur. According to Praag, opportunity â€Å"is the possibility to become self-employed if one wants to.† And willingness is the relative valuation of work in self-employment compared to one’s other options for employment. An individual’s willingness is positive if self-employment is considered as the best available career option, thus inherently affected by the anticipated market incentives that are available for would be entrepreneurs, namely and  economic benefits. The supply of entrepreneurship is dependent on both individual level factors and general economic factors. Therefore policymakers can foster potential entrepreneurs by creating a supportive atmosphere through initiative market reforms that both increase the market incentives and the availability of capital that available for entrepreneurs. Krueger and Brazeal offer a dynamic model in their approach towards understanding the entrepreneurial behaviors. It suggests that entrepreneurial intention is based on the interaction between personal characteristics, perceptions, values, beliefs, background, and environment (situational context). They base their approach on Shapero’s models of the entrepreneurial event in which entrepreneurship is defined as â€Å"the pursuit of an opportunity irrespective of existing processes†. Basically the model places emphasis on the notion that beliefs, perceptions and assumptions are learned within the context of a given environment (such as business or community). The attitudes and perceptions bring about intentions, which in turn affect behaviors. Through indirect relationship, the Krueger and Brazeal model proposes the following order: individual’s perceptions, attitudes and assumptions are formed through environment or event. This later translates into intention, or potential, which is reflected in behavior. Thus, this approach suggests that entrepreneurial not only can be learned but can vary across individuals and situations. Naffziger even suggests a step further by stating that the intention to act entrepreneurially is influenced by the interaction of several factors namely individual characteristics, individual environment, business environment, an individual’s personal set of goal, and the existence of a viable business idea. They will make comparisons between their perceptions and probable outcome intended targets, intended behavior and actual outcomes. If the outcomes meets or exceeds perceived outcomes, positive behavior toward entrepreneurial endeavors is reinforced. The same thing occurs if otherwise takes place. Though at the dawn of entrepreneurial researches, many believed that entrepreneurs were born, things have changed now. A lot has been understood about the nature of this idea. The processes involved in the business startups have been observed and analyzed to help people better equipped in embarking an entrepreneurial attempt. An increasing number of higher learning institutions, namely tertiary college education, support the idea that entrepreneurship can be taught. While these schools may not produce entrepreneurs of Ford and Gates caliber, persuasive arguments for this notion have been made. The following examples would be cases in point in entrepreneurship-led development strategies further showing that entrepreneurs can actually be made. Conclusively, I would say that while some people are born to be successful entrepreneurs, those who aren’t born with such quality gift can learn and train to be such. Hence, entrepreneurs are born and made.

Masculinity portrayed in “The Great Gatsby” Essay

Masculinity is a well known stereotype that often defines men as being tough, strong, and having no emotions. In most cases, their work tends to identify their level of masculinity. In The Grapes of Wrath by John Steinbeck, The Great Gatsby by Scott F. Fitzgerald, and The Glass Menagerie by Tennessee Williams, the male characters create their identities through their abilities to provide for their families. In these three texts, the males portray their masculinity by their roles as head of the family and their work and wealth. As a tradition in many cultures, the males assume the position as head of the family. In most cases, their family responsibilities and obligations establish their masculinity. Pa was the head of the family now (Steinbeck 139). In The Grapes of Wrath by John Steinbeck, Pa became the leader of the family after Grandpa died. Pa took over Grandpas role in the family and was responsible for the whole family in result. Traditionally, the position of the family leader is passed down to the eldest male. Similar to Pa in The Grapes of Wrath, Tom in The Glass Menagerie by Tennessee Williams, demonstrated his masculinity as the head of the household after his father had abandoned the family. I mean that as soon as Laura has got somebody to take care of her, married, a home of her own, independent — Why, then youll be free to go wherever you please, on land, on sea, whichever way the wind blows you! (Williams 35). Tom is obligated to support his family, especially his crippled sister Laura, until she finds a husband. Because Tom was the only male in his sister and mothers lives, he had to assume household responsibilities, as most men did for their families. Ultimately, Pa and Tom expose their masculinity by obtaining the duties of being in charge of their families. Customarily, a mans masculinity is defined through his wealth, occupation, or means of work. Throughout society, it is a stereotype that if a man makes a sufficient amount of money and has a job that easily supports himself and or his family, he is masculine. If he has a small, not so important, low earning job, then he is typically considered less masculine. In The Grapes of Wrath, Pa struggles to prove his masculinity. Well what the hell am I gonna do? Were out of money. One of my boys got a short job but that wont  feed us. (Steinbeck 374). Pa gets frustrated because hes helpless when it comes to work. He does not feel like he is supporting his family, therefore he feels like he is masculinity is diminishing. Different from Pa, Tom and Gatsby in The Great Gatsby are able to successfully display their masculinity by the amount of wealth that they have. Tom Buchanans arrogance and pride that he shows toward his wealth seems to prove his masculinity to his mistress Myrtle. They are both hung up on his money and Tom likes to flaunt it. Because Tom is wealthy, Myrtle sees him as the perfect gentleman. Two shining arrogant eyes had established dominance over his face (Fitzgerald 7). Tom is described as being clearly aware of his power and manliness. Like Tom, Jay Gatsby also has a large fortune. The fact that Mr. Gatsbys money is entirely earned from work, unlike Tom whose money is passed down through the family, also displays masculinity. His gorgeous home and lavish parties provided by his abundant wealth makes the community realize how much he earns, which otherwise depicts his masculinity. Masculinity is identified in The Grapes of Wrath by John Steinbeck, The Great Gatsby by Scott F. Fitzgerald, and The Glass Menagerie by Tennessee Williams, through the male characters abilities to support their families, which also touches upon their jobs and wealth. In modern society, while masculinity still seems to be based on a mans ability to provide for his family, the type of job he has, or the money that he earns, it plays a crucial and distinctive role in the way that people view men. Overall, it classifies their level of manliness. Furthermore, men tend to strive to gain these qualities that illustrate masculinity, as it is portrayed in these three novels.

Legal infrastructure in Asian countries Essay Example | Topics and Well Written Essays - 1750 words

Legal infrastructure in Asian countries - Essay Example Instead, it is an action of society in which it has a need to direct by Government law, policies of the specific countries, where these activities are going to start and where these special programs are needed. To develop an industry like legal Information Technology, agriculture, and marketing etc, the knowledge of market of specific country is also very necessary. A market design tells about the thickness, congestion, and safety of an industry.Boat and Yacht industry is an excellent opportunity for China because China’s development Marines is speedy. China’s market is very slow still because of China’s rules and regulations regarding boat industry. There is not clear concept of laws, taxation and license in China as compare to other countries. To develop this industry China needs numbers of boats and yacht because it will be costly to purchase from other countries without any expertise. Many foreign shareholders can take benefits of it by investing in this busi ness industry. to develop such industry China has to take license so that the business dispute and social dispute can be settled and people can save from any legal pursuit and take benefits from fair dealing. CCP has reforms its laws and attempted to train the lawyers for effective deals with increasing commercial and civil caseload. The CCP’s purpose is to establish the legal infrastructure of the China and has ventured on this in technocratic style of analyzing the laws of other countries and systemizing its Chinese adoption.

Religious Tolerance and Hindu Rituals Assignment

Religious Tolerance and Hindu Rituals - Assignment Example This is often not the road that is taken and misconceptions are often allowed to turn people against certain religions and beliefs. Ignorance regarding religions is most often the reason for people’s antagonistic attitudes in relation to people of other faiths. This paper shall look at a religious ceremony of Hinduism and reassess a few ideas about the religion that were proven to be misconceptions after it. Religions like Hinduism are often considered to be similar to or even perceived as variations of Satanism. This is the result of various misconceptions that arise out of religious intolerance in people of other religions (Robinson, 2006). People of other religions tend to think of Hinduism as a religion where idols are worshipped in a very simple manner. This is however, not true. According to the ceremony that I attended, which was to worship the Goddess Durga, an idol is what the Goddess reveals herself as to the devotee. The goddess assumes the form that the true devote e wishes to see her in and this becomes a symbol of the love that God holds for the true devotee. The importance of this can be seen in the care and devotion with which the statue of Durga is made before the festival of Durga Puja begins (Durga Puja Preparation, n.d.). Apart from the philosophical and theological reasons that are offered for this form of worship, it also allows the devotees to converge at a particular spot. It enables people to understand the fact that Hinduism is not a religion but a culture that is a part of a society of people. It is not a compendium of rules regarding conduct and worship. This is evident from the fact that there is no single text that is considered to be the most important one. No person is considered to have laid the foundations of this religion either (Das, n.d.). All of these factors combine to transform Hinduism into a culture of a society rather than a conventional religion. The worship of idols and the use of music are factors that cause p eople to conceptualize of Hinduism as a religion that is a mystic one that is similar to orientalist conceptions that Western Civilization holds about the Indian subcontinent. This is however, not true. The music and the idol, apart from being symbols of social togetherness and a shared culture, also enable people to concentrate their minds on the idea of god. This can be done through an immersion into the atmosphere that is created by the combination of the different aspects of the festival. The ritual turns the festival into an opportunity for people to connect with god. A large part of Indian music is non-secular and this results in the fact that it is a part of the Durga Puja. Investing all of one’s attention in the idol of Durga enables the devotee to dissolve his existence into a union with the Goddess. The idol thus serves the practical purpose of giving the devotee an object to focus his or her attention on (Jayaram, n.d.). My understanding of Hinduism was radically a ltered after the ceremony as many of the common misconceptions concerning the religion were proven to be false following it. The deep philosophical tenets and the practical side of the religion were exposed during the ceremony and this led to a change in the perceptions regarding the religion and its practices. The social aspect of the religion also changed my perception regarding it as it enabled me to place it in a context where it is a part of everyday life. Misconceptions regarding

First econ Essay Example | Topics and Well Written Essays - 500 words

First econ - Essay Example The term opportunity cost in the study of economics is used to refer to the cost associated with the next best option given up (Siebert 163). This means that while making a decision of whether to buy or consumer product A or product B, individuals end up facing a cost when they give up the benefits that they may have gained from consuming product A if they had forgone product A and consumed product B. These costs can include both monetary as well as psychological costs. I experience the application of opportunity cost in my daily life when I have to choose between two things at the same time. For example: I face the issue of opportunity cost when I have to select between studies and my favorite sports of cricket. If I study I face the cost of enjoying the most favorite sport in my life and the physical and health benefits that I may derive from playing sports. On the other hand if I play sports, I give up the benefits of scoring high grades at my educational institute and even may en d up failing which will result in monetary losses. The concept of demand and supply in the study of economics state that when the price for a particular good as well as service is high, it is most likely less in demand and when the price of a particular good or service is high it is most likely more in supply and vice-versa. I have experienced the application of the concept of demand and supply in relation to my hobby of playing cricket. When the prices of cricket bats are on the lower side I am most likely going to buy them but when I go to buy them there are very few bats that may seem attractive, while when the prices are higher I see more and more cricket bats on the shelves and they attract me a lot but I fail to purchase them since they are highly prices. Various economic concepts apply to our daily lives. The concept of opportunity cost is applied in my life when I have to select between studying and

Adoption Social Work Law Essay Example | Topics and Well Written Essays - 1000 words

Adoption Social Work Law - Essay Example he National Minimum Standards for Voluntary Adoption Agencies and Local Authority Adoption Service Act of 2003 and the National Minimum Standards for Adoption Support Agencies Act of 2005 in England. Ball (2005) reflects that the series of legislation is indicative of the growing interest and concern for adoption. She points out that adoption is not anymore a last recourse for families who are unable to conceive children but has become a matter of personal choice, if not an expression of social opinion. The 2002 Adoption and Children Act follows closely the provisions set forth by the Children Act 1989 particularly in its emphasis on welfare protection. One of the most critical provisions is the requirement for local authorities to establish a local adoption service pursuant to primarily to the Minimum Standards for Voluntary Adoption Agencies and Local Authority Adoption Service Act of 2003 as well as to national regulatory statutes. The local adoption agencies will be tasked to accomplish assessment of adopting parties, develop and institute support services and implement regulatory measures as needed. For adoption support agencies and other services, national standards for operations and performance were established. In effect, independent adoption agencies were required to subscribe to a uniform system of accessing information, delivering services and developing a database of information for retrieval for minors who were adopted when they reach maturity. The Act also provides for the regulation of inter-country adoption which has significantly increased to the due to international advocacies for the placement of displaced children due to war or wide-scale poverty (Parker & Bradley, 2007) In the 2002 provisions, there is greater sensitivity to changes in social constructions of â€Å"family†. The provisions provided opportunities for adoption for single individuals as well as unmarried couples. The legislation also responded to concerns regarding

Thomas nagel Assignment Example | Topics and Well Written Essays - 500 words

Thomas nagel - Assignment Example The mental states include beliefs, pain, being, desires and others. The theory tends to look at what something does rather than what constitute them. An example is what makes a mousetrap is not the material but rather the function it plays in catching the mice. Functionalism theory separates the brain state from mind state and concentrates on the mind  to elaborate the function of material rather than what constitute it from the mind state. Functionalism theory tends to differentiate the mind state and brain state by concentrating on the roles of mental state or what these mental states cause that define mental state as oppose to general brain state. Functionalist shows that the mind state is different from the brain state and physical system from which it arises. Identity theory other hand, argues that the mind states are identical to the brain states which is a physical state. The identity theory argues that mind and brain states are the same thing. Identity theory suggests that any mind processes such as image formation are just the brain processes. Consciousness has derivation from the Latin words con that means ‘with’ and scire, which means ‘to know’. Hence, consciousness can perceive and know. Nagel argues that the materialism cannot conclusively account for conscious experience by referring to robots having functional state yet they do not experience consciousness. These automated materials also have an identity and fulfill all requirements for the functional state as noted by reductionist yet they do not have conscious experience in their functions. These automated machines always repeat designed commands that a human can change at any given time. From this point, Nagel sees no sense of defending materialism without showing consciousness of mental phenomena. In his bat view, a human being cannot know how it is like to be a bat due to limiting mind resources in imagination. Human imagination can only give an idea in how to behave like a bat.

Business design Essay Example | Topics and Well Written Essays - 500 words

Business design - Essay Example Success has many parents, and good design is only one of them. Good business is creating different designs to increase chances of success in the world. Poorly designed, dishonorable, destructive systems are the best human can do. This design serves as a platform for the future designing as they provide base for better designs. Human industry can be transformed through ecologically intelligent designs. Poorly designed sketches can be the roots of the industrial revolution. A poor designer may after creating a dishonorable design quit the work and admits failure. A failure of their imagination is the ultimate failure. Their work should be remarked â€Å"less bad† than â€Å"no good†. This is a very depressing vision of our role in the world. Instead of discouraging ourselves, we should enhance the sense of satisfaction and general well-being. This is how we might be able to play a more transformative role. Our energies and creativity needs to be appropriately scheduled and well directed. Less bad is good than to consider yourself as a failure or a loser. After continuous failure, we often avoid success by distorting our perception of the world outside. We humans need to feel good about ourselves. In order to progress and improve business, we need to make industry less destructive. World Business Council for Sustainable development (WBCSD) emphasized on eco-efficiency. It is based on the concept of creating more goods and services while using fewer resources and creating less waste and pollution. We can achieve eco-efficiency by providing goods and services that satisfy human needs and bring quality of life. It will progressively reduce environmental impacts of goods. Eco-efficiency includes a reduction in the material and energy intensity, reduced dispersion of waste and toxic materials, improved recyclability, maximum use of renewable resources, greater durability of products and increased service

Tradition and Dissent in English Christianity Essay

Tradition and Dissent in English Christianity - Essay Example Catholicism was the doctrine that God exists in three forms: the Father who created the world, the Son – Jesus Christ who saved it – and the Holy Spirit, who continued after the crucifixion to keep alive the belief that Christ died for us. The transmission and upholding of these beliefs were the prerogative of the clergy, and they were made accessible – if not understandable – by the creation of a familiar series of traditions enshrined in ritual: the sacraments, processions a fixed order of service based on a yearly cycle encompassing a succession of holy days, the belief that religion was central to the local community and, above all, a profusion of recognisable and reassuring objects: images of the Holy Family, the Saints, the altar, the rood and many others which were affectionately recalled by Roger Martyn and described by Dymond & Paine (1992). After the break with Rome events moved fast. In Henry’s time – despite the dissolution of the monasteries - there were few changes in church rituals which largely retained their traditional form. After his death in 1547 Protestantism was introduced, largely reinforced by the production by Archbishop Cranmer of a new â€Å"Protestant† order of service and the determination to remove Catholic rituals. When the young king Edward VI died in 1553 he was succeeded by his half-sister Mary who immediately moved to restore Roman Catholicism. This was vigorously resisted by those who had become convinced Protestants – including Cranmer who was burnt at the stake – who saw this move as dissent against the established religion. Others however with more old fashioned views welcomed the return of a traditional form of religion. However there were others who saw Roman Catholicism as fomenting dissent against Protestantism – being authoritarian, persecuting and antagonistic to England (Foxe 1563). Only five years later Elizabeth I became queen. Although a dedicated Protestant she was also an accomplished

Woman with a parasol by Claude Monet Essay Example | Topics and Well Written Essays - 1000 words

Woman with a parasol by Claude Monet - Essay Example Though in this picture the subject matter is Camille and Jean, Monet manages to counteract the convention of creating a central form of interest, creating instead a vibrant sensation of light and movement throughout the picture, and therein lies his individual brilliance in the treatment of the subject at hand. For most of his pictures, as with this one, â€Å"Monet suggests transience metaphorically, through the formal means at his disposal. He plays on your emotions with color and tonality, ........ Monet ignores the time-honored convention of the center of interest, weighing every portion of his canvas equally with an accumulation of discrete, subtly inflected events†. Just as her shadow anchors her to the ground and her parasol with its handle provides an anchor to the eye, the green in its underside strongly echoes the green of the grass in front of her, planting her firmly in the picture, and providing the required balance. This brings us to the remarkable artistry of Mo net in the use of color, He was a devotee of color, to the extent that he had almost banished black from his canvas. Monet had scientifically studied color, especially Professor Rood's experiments in color, and had come to understand how different colors were affected by sunlight. â€Å"Aided by the experiments of the scientists and by his own keen observation, he discovered certain facts which had escaped the notice of less keen eyes unaided by science; for example, that green, seen under strong sunshine, is not green, but yellow.; that the shadows cast by sunlight upon snow or upon brightly lighted surfaces are not black, but blue; and that a white dress, seen under the shade of trees on a bright day, has

Research Ethics Stanford Prison Experiment Summary Essay Example for Free

Research Ethics Stanford Prison Experiment Summary Essay The Stanford Prison Experiment (SPE) was conducted in 1971 at Stanford University in the basement of the psychology building. Philip Zimbardo as lead researcher headed the research team to study the impact of situational variables on human behaviour. Zimbardo and his team advertised for volunteers to a social experiment offering $15 in payment per day. Wanting to examine the â€Å"dark side† of human nature, applicants were required to have no criminal record, no psychological issues and no major medical conditions. Each of the 70 applicants were psychologically tested and the 24 most â€Å"normal† were selected to take part in the SPE. The 24 selected participants were then divided into two groups randomly, with one half being prisoners and the other half being guards. The guards were taken to the mock prison before the prisoners arrived to help in the final stages of the prison’s construction and to help select their military style uniforms, this was to give the guards a sense of ownership over the prison environment. Alternatively the prisoners were surprised with real police and authentic processing before being incarcerated into the prison. Despite it being an artificially created environment the guards and prisoners quickly altered their behaviour in response to the situational variables of the experiment. Prisoners were dehumanized and their individuality stripped away, while the guards became increasingly more sadistic and degrading towards the prisoners. After the guards crushed an early attempted rebellion by the prisoners, one prisoner was released for acting irrationally to a point that seemed pathological. After this some of the prisoners became super-conformist, following rules to the letter. While other prisoners began to act crazy in an effort to passively escape like the first released prisoner. The guards fell into three categories with some acting sadistically and degrading towards the prisoners, others going completely by the book and some guards acting kindly and doing small favours for the prisoners. None of guards ever intervened or questioned the actions of other guards however no matter what kind of guard they were. The experiment was terminated early after just six days when an outsider, a recent PhD graduate came in from the outside and saw how out of control the experiment had become. Ethical issues that arose during the SPE were the harm done to the participants. Guards were allowed to inflict real pain and humiliation on the prisoners over an extended period of time. The experiment was allowed to continue for longer than it should have because the participants and observers fell too deeply into their roles. There was also little or no regard for the participants’ confidentiality during the SPE.

Focuses of school based instructional supervision

Focuses of school based instructional supervision A further sub-problem in the study was to explore participants perceptions about the focuses of school-based instructional supervision. This section reports the findings regarding the focuses of school-based instructional supervision based on questionnaire and interview data. Questionnaire Findings Twenty-two statements describing the focuses of instructional supervision were listed in each questionnaire instrument (Appendices A and B). The statements addressed the following major aspects regarding instructional supervision focuses: (a) organization of lessons, (b) subject matter, (c) pupils academic development, (d) school curriculum, (e) lesson plan, (f) pupils individual inquiry, (g) teaching guides, (h) course objectives, (i) teachers personality, (j) pupils character development, (k) pupils progress records, (k) records of work covered, (1) teachers dress and appearance, (m) pupils sense of responsibility, (n) instructional course, (o) teachers questioning style, (p) classroom management, (q) extracurricular activities, (r) pupils performance in national examinations, (s) teacher self-evaluation, and (t) teacher-pupil relationship. For details about specific statements regarding supervision focuses, see Appendixes A and B. The respondents were requested to indicate their existing and preferred extent of examination of each aspect by making choices from given alternatives ranging from 1 (never examined) to 5 (very frequently examined). The percentage and frequency distributions as well as mean scores and standard deviations were determined for each of the focuses. The findings on teachers perceptions of the focuses of school-based instructional supervision are presented in this section in terms of existing and preferred frequency of examination of the focuses. I have included only the focuses that ranked highest and lowest in terms of frequency of examination as perceived by teachers. Teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision were explored (Appendix D, Table 3.1). The focuses have been ranked from highest to lowest frequency of examination based on mean responses for existing and preferred focuses of school-based instructional supervision (see Table 3.2). The data collected suggest that availability of properly organized pupils progress records ranked first in terms of existing frequency of examination, teachers concern with pupils performance in national examinations ranked second, and availability of up-to-date weakly record of work covered ranked third (Appendix D, Table 3.2). At the other extreme, three focuses ranked lowest in terms of existing frequency of examination: teachers dress and appearance, teachers use of teaching aids, and the manner in which the teacher asks questions in the class (Appendix D, Table 3.2). In terms of preferred frequency of examination, the focus that ranked first was teachers concern with pupils performance in national examinations, followed by availability of properly organized pupils progress records, and, finally, availability of up-to-date weekly record of work covered (Appendix D, Table 3.2). The focuses that ranked lowest in terms of preferred frequency of examination included preparation of an appropriate lesson plan, the manner in which the teacher asks questions in the class, and teachers dress and appearance (Appendix D, Table 3.2). Based on t-test analyses, there were significant differences at the 0.001 level between teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision. In general, teachers preferred that the focuses of school-based instructional supervision presented in this study be examined more frequently than was currently being done. Interview Findings Interviews with teachers, headteachers, and education officers indicated five major themes relative to focuses of school-based instructional supervision: (a) curriculum and instruction, (b) student success, (c) teacher performance, (d) teachers artifacts of teaching, and (e) human relations. Curriculum and Instruction Three headteachers cited three focuses of instructional supervision that are primarily concerned with curriculum and instruction: (a) teachers attendance to scheduled lessons, (b) teachers participation in extracurricular activities, and (c) syllabus coverage by the teacher. One teacher, in a general remark, stated as follows: I think it is important to check on attendance of teachers to their scheduled lessons or to their participation in extracurricular activities with pupils. Headteachers should also make sure that teachers cover the syllabuses in good time to prepare students for external exams. Student Success Two teachers agreed that instructional supervisors should endeavor to find out how teachers assess their pupils work. They argued that the various strategies that teachers use to assess students progress will determine how students are prepared for national examinations. As one teacher remarked, It would be helpful to know teachers assess their pupils academic work because this is important for students success in the national examinations. Teacher Performance Another area regarding the focuses of school-based instructional supervision cited by four interviewees was concerned with teacher performance in the classroom. These participants agreed that, to facilitate teaching and learning, the teachers level of preparedness and general effectiveness in teaching should be the major focuses of the supervision of instruction. As one education officer commented, The best thing to do is for supervisors to address areas like effectiveness of their classroom teachers and how they are prepared to teach. Teachers Artifacts of Teaching One headteacher observed that teachers teaching artifacts, such as examination and test papers, should be addressed during supervision process. This headteacher remarked, Instructional supervisors should check the quality of examination and test papers set by teachers because these are important teaching tools that would shape students success in the final examinations. Do they set high quality papers which can promote learning? Human Relations A final area relating to focuses of instructional supervision mentioned by some interviewees was concerned with human relations. One education officer noted that how teachers interact with students should be considered in the practices of instructional supervision and that the teacher-pupil relationship should be a major focus of instructional supervision. Another education officer commented, When you are supervising a teacher, for example in the classroom, you must look at how the teacher interacts with pupils. This interaction is important because it will affect learning. In general, the focuses of school-based instructional supervision cited by interviewees concur with high-ranking focuses relative to the existing and preferred extent of examination by the teacher from the questionnaire data. Synthesis and Discussion of School-based instructional supervision Focuses The findings relating to teachers perceptions of existing and preferred frequency of examination of the focuses of school-based instructional supervision revealed by questionnaire data indicate that three focuses received the highest ranking in both existing and preferred frequency of examination: (a) availability of properly organized pupils progress records, (b) availability of up-to-date weekly record of work covered, and (c) teachers concern with pupils performance in national examinations. Similarly, one focus-the manner in which the teacher asks questions in the class-received the lowest ranking in both existing and preferred frequency of examination as perceived by teachers. The findings from the interview data revealed the following focuses of school-based instructional supervision: (a) teachers attendance to scheduled classes, (b) teachers preparedness, (e) teachers methods of assessment of pupils academic progress, (f) quality of test papers set by the teacher, (g) syllabus coverage by the teacher, (h) teachers participation in extracurricular activities, and (i) teacher-pupil relationship. Indicators of Teacher Preparation The three focuses of school-based instructional supervision that received the highest ranking in terms of existing and preferred frequency of examination by the headteacher- availability of properly organized pupils records, availability of up-to-date records of work covered, and teachers concern with pupils performance in national examinations-were particularly interesting because, in Saudi Arabia, the three focuses are among the indicators of teachers preparedness for effective teaching that the Ministry of Education expects headteachers to ensure. As explained by Saudi Arabian Ministry of Education (1998) headteachers, as managers of approved school curriculum, are expected to ensure that teachers prepare comprehensive tools of work, such as lesson plans and weekly records of work done, and check periodically pupils exercise books, practical work, assignments, and continuous assessment to ensure regular marking and systematic use in guiding learners. Teachers Concern with Pupils Performance Teachers concern with pupils performance in national examinations is an important aspect of Saudi Arabias education system, which seems to put a great deal of emphasis on passing of examinations. As Babtain (2004) noted, the overloaded system of education imposes cut-throat competition among schools, where learners are pushed to cut down others in national examinations, and forces teachers to be busy all year round as they struggle to complete the curriculum. To facilitate students success in national examinations, as noted by Ibrahim (2000), teachers are expected to develop and transmit desired knowledge, skills, and attitudes to pupils, it is hoped, through instructional supervision. Teachers Attendance to Scheduled Classes Teachers attendance to scheduled lessons is an important focus in school-based instructional supervision because it facilitates curriculum implementation. Highlighting the role of the school head as a manager of the school, Hassan (1998) observed that the headteacher should ensure regular teaching of subjects to implement the school curriculum effectively. Teacher attendance to scheduled lessons is a major issue in the Saudi Arabian education system because numerous cases of student unrest in the recent past have been attributed to teachers failure to attend scheduled lessons. For example, Mahmoud (2004), commenting about student protest in one school cited lessons missing as one of the reasons for the student strike that paralyzed the school and led to its closure. Similarly, Attari (2005) cited teachers boycott of scheduled classes as a major reason for the indefinite closure of the school and the temporary removal of students from the school. Teachers attendance to scheduled classes is linked to six other related focuses of school-based instructional supervision revealed by the interview data: (a) teachers presence in the school, (b) teachers effectiveness in the classroom, (c) teachers level of preparedness, (d) teachers methods of assessment of pupils academic progress, (e) quality of test papers set by the teacher, and (f) syllabus coverage by the teacher, because they are all concerned with facilitating effective and quality curriculum implementation in the school. In the Saudi Arabian context, as explained in the Education Act (Saudi Arabia, 1980), curriculum means all the subjects taught and all the activities provided at school, and may include the time devoted to each subject and activity (p. 4), and syllabus means a concise statement of the contents of a course of instruction in a subject or subjects (p. 5). To facilitate curriculum implementation, in particular, Saudi Arabia Ministry of Education (1998) has unde rscored the role of the headteacher in supervising the school curriculum to ensure effective teaching and learning. And Mohammed (2002) has concluded that the quality of curriculum implementation and management may determine student performance in external and school-based examinations. Practices of School-based instructional supervision A further sub-problem in the study was concerned with the perceptions of participants regarding the practices of school-based instructional supervision. This section reports the findings relating to the practices of school-based instructional supervision based on questionnaire and interview data. Sixteen statements describing the practices of school-based instructional supervision as conducted by headteachers were listed in each teacher instrument (Appendices A and B). The statements covered the following major aspects relating to the practices of instructional supervision: (a) conducting teaching, (b) evaluating teachers work, (c) providing information about supervisory process, (d) reducing teachers anxieties regarding supervisory program, (e) collecting information about teachers, (f) pre-observation conferencing, (g) using examination results to indicate teacher performance, (h) interviewing students about teacher performance, (i) conferencing with teachers about classroom practice, (j) encouraging self-evaluation, (k) improving instructional quality, (1) writing supervisory reports, (m) providing supervisory feedback, (n) post-observation conferencing, (o) identifying areas of instructional improvement, and (p) rewarding deserving teachers. For details regarding specific statements about the practices of instructional supervision, see Appendices A and B. The respondents were requested to indicate their preferences for existing and preferred importance given to each practice by making choices from given alternatives ranging from 1 (no importance) to 5 (great). The percentage and frequency distributions, means, and standard deviations were determined for each practice. The data obtained from teachers, headteachers, and education officers relative to the practices of school-based instructional supervision are reported in Appendix D, Tables 4.1 and 4.2. This section reports the findings relating to teachers perceptions regarding the practices of school-based instructional supervision in terms of the importance they attach to the practices. Only the practices that received the highest and lowest rankings as perceived by teachers have been reported. Teachers responses relative to existing and preferred importance of practices of school-based instructional supervision were explored, as were comparisons between the existing and the preferred means and standard deviations of the practices of school-based instructional supervision as perceived by teachers (Appendix D, Tables 4.1). The practices have been ranked from highest to lowest based on the mean responses relating to existing and preferred practices (Appendix D, Table 4.2). Encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked first in order of importance as existing practice, followed by using examination/test results as indicators of teacher performance (n=254; see Appendix D, Table 4.2). Setting up specific sessions with teachers to discuss how teaching should be conducted (n=256) and recognizing and rewarding excellent teachers (n=256) formed a cluster in third position in order of importance as existing practices. At the other end, the practices that received the lowest ranks as existing practices included (a) writing supervisory reports for different audiences (n=250), (b) conducting conferences soon after observing teachers (n=248), and (c) meeting with teachers prior to classroom observation (n=250; see Appendix D, Table 4.2). Regarding preferred practices, recognizing and rewarding excellent teachers (n=256) ranked first in order of importance, encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked second, and providing teachers with an adequate amount of information to become familiar with the supervisory process (n=256) ranked third (Appendix D, Table 4.2). The least preferred practices in order of importance were (a) meeting with teachers prior to classroom observation (n=250), (b) writing different supervisory reports for different audiences, and (c) obtaining information from students about their teachers performance through face-to-face interview (n=252; see Appendix D, Table 4.2). Based on t-test analyses, there were significant differences at both the 0.05 and 0.001 levels between teachers perceptions of existing and preferred practices of school-based instructional supervision, except for one practice, holding face to-face interviews with teachers to obtain information about their classroom practice. In general, teachers preferred that more importance be attached to practices of school-based instructional supervision listed in the instrument than was currently the case. Interview Findings Teachers, headteachers, and education officers interviewed cited the following practices of school-based instructional supervision that they had experienced: (a) checking teachers professional tools of work or artifacts of teaching, such as schemes of work, records of work covered, lesson notes, lesson plans, lesson-focus books, mark books, daily preparation books, and part test papers; (b) examining students exercise books; (c) using students to obtain information about teachers; (d) holding conferences with teachers; (e) observing teachers in their classrooms; and (f) supervision by walking around. Frequency distributions of teachers, headteachers, and education officers regarding their mention of practices of school-based instructional supervision were also synthesized from the interview data (Appendix D, Table 4.3). Eleven teachers, four headteachers/deputy headteachers, and three education officers interviewed mentioned checking teachers tools of work or artifacts of teaching, especially schemes of work and records of work covered, as an important practice of school-based instructional supervision in the schools (Appendix D, Table 4.3). Also, six teachers, three headteachers/deputy headteachers, and two education officers agreed that holding conferences with teachers was one of the practices of school-based instructional supervision. Furthermore, two teachers, three headteachers/deputy headteachers, and two education officers identified observing teachers in their classrooms as one of the practices of school-based instructional supervision. However, a few teachers and headteachers interviewed reported that classroom observation, in particular, was not a common practice in their schools. As one headteacher commented: Visiting teachers in their classrooms to see how they teach is very difficult in our situation. And most teachers resent it so much, and personally I dont think I have done it. I dont think it is a practice. You know how it can be taken. In most cases, those who have attempted it have met with a lot of negativity. It is like you want to find faults from the teacher. Teachers fear it most. Three teacher interviewees concurred that there were no supervisory reports on teachers written by headteachers, to the best of their knowledge. As one teacher remarked, Once teachers have been supervised by the headteacher by whatever means, no supervisory reports are made, not at the school level. Maybe the headteacher would have his or her own reports. The interviewees also gave least emphasis to practices such as examination of students exercise books and using student leaders, commonly referred to as prefects, to obtain information about teachers. As one education officer stated, But I dont think we need children to write anything about teachers for us to know whether or not teachers are on duty. Synthesis and Discussion of Practices of School-based instructional supervision The findings regarding the practices of school-based instructional supervision based on the questionnaire data revealed that recognizing and rewarding excellent teachers was ranked highest by teachers as existing and preferred supervisory practice, whereas writing different supervisory reports for different audiences received low ranking as existing and preferred practice. The interview findings revealed six major practices of school-based instructional supervision: (a) checking teachers artifacts of teaching, (b) examining students exercise books, (c) using students to obtain information about teachers, (d) holding conferences with teachers, and (e) observing teachers in their classrooms. Recognizing and Rewarding Deserving Teachers That recognizing and rewarding excellent teachers ranked highest is noteworthy because it seems to be a viable strategy for motivating teachers, especially when the recognition is initiated by the headteacher as an instructional leader. This finding supports Sergiovannis (2001) belief that one of the school principals responsibilities is to build and to nurture motivation and commitment to teaching and that when teaching is rewarding professionally, teachers are likely to keep improving their effectiveness. The importance of recognizing and rewarding teachers has also been supported elsewhere. For example, Hallinger and Murphy (1985) observed that setting up a work structure that rewards and recognizes teachers for their efforts was an important part of the principals role in creating a positive learning climate. In the Saudi Arabian context, as explained by Saudi Arabia Ministry of Education (1998), the headteachers proper management, especially in recognizing excellent performance, may facilitate high morale, motivation, integrity, and appropriate work ethics. Artifacts of Teaching The practices of school-based instructional supervision revealed by the interview data were also observed. For example, checking teachers artifacts of teaching or tools of work is important in Saudi Arabian schooling because it is concerned with teachers preparedness to teach classes. Whereas the Ministry of Education (1987) expects classroom teachers to prepare artifacts of teaching, it is the responsibility of the headteacher and heads of departments, especially, to ensure that such items are actually prepared appropriately and to check their relevance to the intended subjects. Furthermore, as the Ministry of Education explained, heads of departments, in particular, are responsible for maintaining a record of work of the subjects to be completed weekly by all subject heads. Questionnaire and Interview Findings Compared A comparison of questionnaire and interview findings regarding the practices of school-based instructional supervision revealed some interesting similarities. For example, the practice that ranked lowest in both existing and preferred extent of examination as perceived by teachers-writing different supervisory reports for different audiences-was also viewed by some interviewees as being nonexistent Also, the practice of obtaining information from students about their teachers performance through face-to-face interviews, which received relatively low ranking in both existing and preferred extent of examination as perceived by teachers, was also considered inappropriate by some teachers and education officers interviewed. I can speculate that this practice was perhaps common especially in schools where feedback from students regarding teacher performance was productive. However, several views in the literature supported the involvement of students in evaluation of teachers. For example, Stronge and Ostrander (1997) argued that, because students are the primary consumers of teachers services and have direct knowledge about classroom practices on a regular basis, they are in a key position to provide information about teacher effectiveness. Whereas the questionnaire data indicated that meeting with teachers especially prior to classroom observation ranked lowest in order of importance as existing and preferred practice as perceived by teachers, the interview data indicated that holding conferences with teachers was prevalent in schools. I can speculate that conferencing with teachers was not a popular practice in many schools.

Emotions in Psychopathy and Borderline Personality Disorder

Emotions in Psychopathy and Borderline Personality Disorder Fathimath Shaiba Nimal Citation: Herpertz, S. C., Werth, U., Lukas, G., Qunaibi, M., Schuerkens, A., Kunert, H. J., Sass, H. (2001). Emotion in criminal offenders with psychopathy and borderline personality disorder. Archives of General Psychiatry, 58(8), 737-745. The extensive commonality between the current range of recognized personality disorders is evident amid the conditions that constitute to form cluster B, a sub group best referred to as the theatrical, emotive, and volatile cluster (Personality Disorders Symptoms, n.d.). Borderline personality disorder (BPD) and psychopathy are believed to be the most infamous and controversial of the bunch, and share a great deal of parallel features. (Comer, 2009). This particular article aims to build a more concrete barrier between the pair by comparing their respective styles of emotional response. The authors emphasized that though the DSM-IV criteria disregards the expected emotional features of psychopathic patients, the diagnostic measures for psychopathy by Cleckly states that psychopaths usually lack receptiveness to negative stimuli. Experimental studies on psychopathic criminals conducted prior to the article seem to support the claim. However, studies of emotion in BPD offenders were scarce. Accordingly, the authors based their research on the conjecture that patients with psychopathy will demonstrate a significantly weaker reaction to unpleasant and pleasant stimuli compared with BPD patients and control subjects, thus steering the first experiment to touch on the problem of diagnostic specificity. Hypotheses: The hypotheses generated by the experimenters comprised of several prongs, including one null hypothesis and two alternative hypotheses. H1: Psychopaths will display a weaker startle response, weaker facial expressions and lower autonomic responses to emotional stimuli when compared with both BPD criminal offenders and noncriminal control subjects H0: BPD subjects and controls will demonstrate similar configurations of startle response and facial expressions. H1: BPD subjects are will show a decreased electrodermal response, thereby illustrating why BPD patients exhibit a penchant for stimulus-seeking and impulsive behavior. Subjects and Selection Procedure: 50 male inmates convicted of capital crimes from two separate forensic treatment facilities were selected for the initial screening. They were informed that 25 of the criminal offenders were diagnosed with psychopathy, while the latter half was believed to have BPD. The subjects were further evaluated with the aid of the Psychopathy Checklist: Screening Version (PCL: SV) and the International Personality Disorder Examination (IPDE). The two investigators responsible for the screening process were oblivious to the clinical diagnosis the patients had received at the treatment facilities. Depending on their respective scores, the subjects were then selected for one of the two experimental groups. The article accentuates that both the raters had been in agreement on whom to include in the study. Offenders with mental deficiencies, dementia, schizophrenia, paranoid disorder, or current alcohol or drug abuse were disqualified. 25 male controls with no history of psychiatric illness or criminal violence were recruited via bulletin board announcements. The final count consisted of 18 subjects with BPD, 25 psychopaths and 24 controls. Methodology and Procedure of Data Collection: Materials: The investigators opted to use 24 slides from the International Affective Picture System, consisting of 8 pleasant, 8 neutral and 8 unpleasant slides. The slides were selected on its capacity to incite positive and negative feelings from the subjects and were presented in random order for less than six seconds each. Variables: The article had two dependent variables, the valance and arousal ratings, that hinged on the responses demonstrated by the psychopaths, BPD offenders, and controls towards the slides. Therefore, the subject groups and stimuli are believed to be the independent variables controlled by the experimenters while the BPD patients and psychopaths were the experimental unit. The three different types of slides (pleasant, unpleasant and neutral) pertained to the levels of the responses. Valance and arousal ratings were measured via a self-assessment report and physiological measurements. These variables constituted to form a 32 contingency table. Self-Assessment Report: Subjects were asked to rate the strength of their affective response using the Self-Assessment Manikin. The ratings (0-9) reflected both the arousal and valance of emotion. Physiological Measurements Electrodermal Activity: The changes in the skin’s ability to conduct electricity were recorded to demonstrate the arousal dimension of emotion. Electrodes fixed on the non-dominant hands of all subjects measured the magnitude of the skin conductance response every 20 milliseconds. Modulation of the Startle Reflex: The defense response to a sudden acoustic probe was used to measure the valance of emotion. Two miniature electrodes placed round the left eye measured the strength of the eye blink, if any. Electromyographic response: Muscle activity of the face determined whether the subject frowned or remained constant in response to the stimulus and was recorded with the help of tiny electrodes placed above the right eye. Data Analysis and Results Diagnostic group effects were assessed using Kruskal Wallis tests and post hoc Mann-Whitney tests for pairwise comparisons of independent samples. Fluctuations in physiological parameters were analyzed using the Friedman test for repeated measures while post hoc pairwise comparisons were performed on slide valance categories using Wilcoxon signed rank tests for paired samples. The connection between slide valance and psychophysiological measures were tested separately for each diagnostic group. Post-hoc pairwise comparisons for group effects and slide valance categories paved the way for the Bonferroni-Holm procedure which identified the pair with a substantial effect for that particular variable and conserved a 0.05 level error rate. P values were ordered from smallest (i=1) to largest (i=3) among 3 comparisons. The groups relevant to Pi are said to differ at the overall 0.05 level provided Pi ≠¤ 0.05/ [(M+1)-i]. Post hoc contrasts verified that pleasant slides were rated higher compared to both unpleasant and neutral slides, with unpleasant slides being rated significantly lower than neutral slides in valence. Overall slide valence effect for arousal ratings demonstrated similar results. However, the psychophysiological measurements diverged from the self-assessment results. Post hoc Wilcoxon signed rank tests exhibited that the skin conductance responses were higher when viewing pleasant (P Furthermore, the Friedman test showed a noticeable change in electromyographic responses with slide valance categories in both BPD subjects (P=0.02) and controls (P=0.03), as opposed to psychopaths (P=0.44). However, Post hoc Wilcoxon signed rank tests directed that controls exhibited a larger EMG response to unpleasant slides likened to pleasant ones (P=0.01), unlike BPD subjects who displayed no difference in their response to pleasant and unpleasant slides (P=0.46). In fact, BPD subjects revealed a trivial change to pleasant slides (P=0.06). Lastly, psychopaths failed to respond to the startle probes often, regardless of the valance of the slides presented, contrary to both BPD subjects and controls. Nine psychopaths, 1 BPD subject and 2 controls were completely unresponsive. Dear Sir, This article has certainly opened my eyes to a few things, including the fact that reasons for the stigma associated with â€Å"psychopaths† need rebuttal and amendment. One must realize that all people are unique and comprised of distinctive predispositions. The article proved the hypotheses that psychopaths, indeed, displayed hypo-emotionality compared to both BPD subjects and controls, clearly illustrating why tend to act out in their need for stimulation. While I found the article quite interesting and cohesive, it cannot be denied that the experimental design had certain limitations in itself. For starters, the test groups were relatively small and of varying sizes. However, the article stresses that great care was taken to recruit distinctive diagnostic groups with vastly different PCL: SV scores. Secondly, experimental subjects were recruited from psychiatric treatment facilities, all believed to have a criminal record. This can possibly modify the outcomes, since it can be difficult to say if their responses were solely due to the psychiatric illness. Consequently, it can be argued that the differences in responses of control subjects are due to their non-criminal background, rather than the absence of a personality disorder per se. Of course, there is no denying that future research in this matter is essential to grasp a deeper understanding of why violent behavior is prevalent in personality disorders. Perhaps, further studies can use psychopathic and BPD subjects who need not necessarily come from a criminal background. Moreover, I feel that women should also be included in the sample, in order to form a diagnostic sample that can denote the entire population. Overall, I found the article to be an interesting and informative read. They had showcased the evidences for their hypotheses brilliantly well and I found myself completely engrossed in the study. REFERENCES Comer, R. J. (2009). Abnormal Psychology. New York: Worth Publishers. Herpertz, S. C., Werth, U., Lukas, G., Qunaibi, M., Schuerkens, A., Kunert, H. J., Sass, H. (2001). Emotion in criminal offenders with psychopathy and borderline personality disorder. Archives of General Psychiatry, 58(8), 737-745. Personality Disorders Symptoms. (n.d.). Retrieved November 9, 2014, from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/personality-disorders/basics/symptoms/con-20030111

Morality and Responsibility - Moral Development in Mary Shelleys Frank

Moral Development in Shelley's Frankenstein   Ã‚   Mary Shelley's Frankenstein is a commentary on the natural disposition of man. By personifying her vision of a natural everyman character in the form of Victor Frankenstein's creation, The Creature, Shelley explores the natural state as well as the moral development of man, and develops conclusions regarding both. But before Shelley could create her commentary on man's natural dispositions, she was in need of a character to represent her "natural everyman." The character she needed had to possess the same qualities as that of a man in his most natural state. The most common character to represent man in his most natural state is that of a newborn. A newborn is, of course, a new human being in every respect, and a newborn has no past experiences that would taint his role as a natural everyman. However, a newborn is subject to the elements of the outside world without the ability to freely interact with those elements. A newborn cannot defend itself from alien environments that bring in new ideas, new friends, new enemies, and new challenges. Shelley's character must be able to always act upon his own free will (or be "freely" influenced by deterministic processes, depending on one's school or thought). However, a newborn is not able to accomplish this; there is too much ambiguity in what determines and develops a newborn's state of mind. Shelley needed something "better" than a newborn. Victor Frankenstein's creation is the answer to his dilemma. The Creature does not possess any of the shortcomings discussed above. He is brought into this world as a fully mobile human, able to act, as he chooses, not dependant upon other human beings to survive. In The Creature, Shelley ... .... Chapter 15. 4.  Ã‚  Ã‚   Shelley. Chapter 16. 5.  Ã‚  Ã‚   Shelley. Letter 2. 6.  Ã‚  Ã‚   Shelley. Chapter 21. Works Cited and Consulted Bloom, Harold. Mary Shelly's Frankenstein. New York: Chelsea, 1987. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Marder, Daniel. Exiles at Home: A Story of Literature in Nineteenth Century America. Lanham: University Press of America, Inc., 1984. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html Morality and Responsibility - Moral Development in Mary Shelley's Frank Moral Development in Shelley's Frankenstein   Ã‚   Mary Shelley's Frankenstein is a commentary on the natural disposition of man. By personifying her vision of a natural everyman character in the form of Victor Frankenstein's creation, The Creature, Shelley explores the natural state as well as the moral development of man, and develops conclusions regarding both. But before Shelley could create her commentary on man's natural dispositions, she was in need of a character to represent her "natural everyman." The character she needed had to possess the same qualities as that of a man in his most natural state. The most common character to represent man in his most natural state is that of a newborn. A newborn is, of course, a new human being in every respect, and a newborn has no past experiences that would taint his role as a natural everyman. However, a newborn is subject to the elements of the outside world without the ability to freely interact with those elements. A newborn cannot defend itself from alien environments that bring in new ideas, new friends, new enemies, and new challenges. Shelley's character must be able to always act upon his own free will (or be "freely" influenced by deterministic processes, depending on one's school or thought). However, a newborn is not able to accomplish this; there is too much ambiguity in what determines and develops a newborn's state of mind. Shelley needed something "better" than a newborn. Victor Frankenstein's creation is the answer to his dilemma. The Creature does not possess any of the shortcomings discussed above. He is brought into this world as a fully mobile human, able to act, as he chooses, not dependant upon other human beings to survive. In The Creature, Shelley ... .... Chapter 15. 4.  Ã‚  Ã‚   Shelley. Chapter 16. 5.  Ã‚  Ã‚   Shelley. Letter 2. 6.  Ã‚  Ã‚   Shelley. Chapter 21. Works Cited and Consulted Bloom, Harold. Mary Shelly's Frankenstein. New York: Chelsea, 1987. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Marder, Daniel. Exiles at Home: A Story of Literature in Nineteenth Century America. Lanham: University Press of America, Inc., 1984. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html

The Use of Geographic Information Systems in Real Estate Appraisal Essa

The Use of Geographic Information Systems in Real Estate Appraisal Abstract Appraisers need to show the reasoning behind their value opinions by discussing important spatial relationships and their likely effect on value. Geographic information systems (GIS) can be used to analyze these relationships and to show why a client should select an appraiser who has this level of information. Gilbert Castle has noted that real estate is essentially a game of information arbitrage. The likely winner of the game is the person that takes advantage of computerized analyses. Castle explains that GIS is an attention-getting way of showing what you know.(n1) Of course, larger data sets are used for GIS analysis, not just the minimum "three comps." The visual aids that GIS can generate could also be very useful in litigation, to help explain complex issues to a jury that is relatively unfamiliar with real estate valuation. Clear communication of complex technical issues is the basis of forensic consulting, an emerging field that is expected to grow more rapidly in the future. The need for forensic consulting has been created by rapid changes in technology. The Arden-Guthrie Problem Arden-Guthrie is a neighborhood in San Bernardino, California. A number of fraudulent transactions in that neighborhood inflated the ostensible value of local quadruple properties. The question is, How could a reviewer have used GIS to find the problems caused by the fraudulent sales? Many of the properties in question are located within the block group outlined in red in Figure 1. Other problem properties are located in a block group just south of the outlined area. The larger red area at the top of the map is part of a color-coding system that shows median rents by census block groups. As we can see, renters in this area one-half mile to the north were paying from $913 to $1,001 per month at the time of the 1990 census. This represents the highest rent category for San Bernardino County. Rental data from the 2000 census will be available soon. A reviewer could print out such a map and use it to check quickly for inconsistencies. One obvious inconsistency would be an appraisal that concludes that rents in the highest bracket are indicated for a property that is located in a low-rent area. Census data is relatively inexpensive. Data for the entire country was ava... ... 5. Frank F. DeGiovanni in Gentrification, Displacement and Neighborhood Revitalization, SUNY series on urban public policy, Albany State University of New York Press, c1984 6. Emily DeNitto, A Neighborhood Grows in Brooklyn, Crain’s New York Business, January 1, 2001 7. Margaret E. Dewar, Why State and Local Economic Development Programs Cause so Little Development, in Economic Development Quarterly, Vol. 12 No. 1, Sage Publication, February 1998 8. Slobodan Djajic in Slobodan Djajic, International Migration Trends, Policies and Economic Impact, Routledge, London, New York 2001 9. Greg Donaldson, The Ville : cops and kids in urban America, New York : Ticknor & Fields, 1993 10. Economist, A modest contribution, Survey: Migration, October 2002 Bibliography Economist, A modest contribution, Survey: Migration, October 2002 Eliot Asinof, People vs. Blutcher,, Viking Press Inc. New York, 1970 Emily DeNitto, A Neighborhood Grows in Brooklyn, Crain’s New York Business, January 1, 2001 Frank F. DeGiovanni in Gentrification, Displacement and Neighborhood Revitalization, SUNY series on urban public policy, Albany State University of New York Press, c1984

Snakes, Facts and Falsehoods :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Hesson, 2   Ã‚  Ã‚  Ã‚  Ã‚  With its long slender body the snake is probably the funniest shaped creature you will ever encounter. There are many benefits regarding this wonderful reptile that make it a high asset to the world. It has been said that people are always afraid of what is different, afraid of what they do not know. Many of the rumored questions can be easily dispelled. From questions like what is a Thamnophis sirtalis, to where the extracting organs are located. First, let us dispel any of the rumors that are around about these guys. Despite popular belief, the snake does not swallow there young to protect them from harm; the stomach would immediately start to digest them. This myth came around from fear and adrenaline, but snakes cannot crawl faster than a human can run. The tongue of the snake is not a stinger, but actually a sensory organ. In addition, snakes are not slimy, because they do not secrete any kind of oil. Now that we have started uncovering the truth about these reptiles, we can start with some facts.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In the world today, there are about 2,500 known species of snakes belonging to more than ten families. In the U.S., there are about 127 species, with thirty-eight species found within the U.S. (including five venomous Hesson, 3 ones). Most people wonder what will happen to them if they do happen to encounter a snake. Will I get bitten, is it venomous, will I die, is someone going to have to suck the poison out of the wound, is it trying to kill me, should I try to kill him? A lot of things are happening at this point, more than likely the snake is just trying to defend itself. In addition, it has all the right to do so. First, you disrupted the snake, it did not disrupt you. How would you feel if A five to six foot thing with two legs and hair growing on it almost stepped on you and you were a only a half foot off the ground, you would be pretty shocked. More than likely, the snake is harmless. If by chance the snake is a venomous or dangerous snake just simply stop, and walk slowly away from it. Do not threaten it or try to kill it, just back away. With all this talk about confrontation and how to avoid the snake, it would make sense to mention what to stay on the look out for.

Shadow Kiss Chapter 21

Twenty-one I COULD HARDLY WAIT for my day to end. I'd promised Lissa I'd hang out with her and the others after school. It should have been fun, but the minutes dragged by. I was too restless. When curfew came around, I split off from them ran back to my dorm. I asked the woman at the front desk if she could call up to Dimitri's room – off-limits to students – because I had an â€Å"urgent† question for him. She had just picked up the phone when Celeste walked past. â€Å"He's not there,† she told me. She had a large bruise on the side of her face. Some novice had gotten the better of her – some novice who wasn't me. â€Å"I think he was going to the chapel. You'll have to see him tomorrow – you can't be there and back before curfew comes.† I nodded meekly and acted like I was heading for the student wing. Instead, as soon as she was out of sight, I headed back outside again and ran to the chapel. She was right. I wasn't going to make curfew, but hopefully Dimitri could make sure I got back without getting in trouble. The chapel's doors were unlocked when I reached them. I walked in and saw all the candles lit, making all the gold ornaments in the room sparkle. The priest must still be working. But, when I stepped inside the sanctuary, he wasn't there. Dimitri was, however. He sat in the last pew. He wasn't praying or kneeling or anything. He just sat there, looking quite relaxed. Although he wasn't a practicing member of the church, he'd told me he often found peace there. It gave him a chance to think about his life and the deeds he'd done. I always thought he looked good, but just then, something about him nearly made me come to a standstill. Maybe it was because of the background, all the polished wood and colorful icons of saints. Maybe it was just the way the candlelight shone on his dark hair. Maybe it was just because he looked unguarded, almost vulnerable. He was normally so wound up, so on edge †¦ but even he needed the occasional moment of rest. He seemed to glow in my eyes, kind of in the way Lissa always did. His normal tension returned when he heard me come in. â€Å"Rose, is everything okay?† He started to stand, and I motioned him down as I slid into the spot beside him. The faint smell of incense lingered in the air. â€Å"Yeah †¦ well, kind of. No breakdowns, if that's what you're worried about. I just had a question. Or, well, a theory.† I explained the conversation with Alice and what I'd deduced from it. He listened patiently, expression thoughtful. â€Å"I know Alice. I'm not sure she's credible,† he said when I finished. It was similar to what he'd said about Victor. â€Å"I know. I thought the same thing. But a lot of it makes sense.† â€Å"Not quite. As you pointed out, why are your visions so irregular here? That doesn't go along with the ward theory. You should feel like you did on the plane.† â€Å"What if the wards are just weak?† I asked. He shook his head. â€Å"That's impossible. Wards take months to wear down. New ones are put in place here every two weeks.† â€Å"That often?† I asked, unable to hide my disappointment. I'd known maintenance was frequent but not that frequent. Alice's theory had almost provided a sound explanation, one that didn't involve me being insane. â€Å"Maybe they're getting staked,† I suggested. â€Å"By humans or something – like we saw before.† â€Å"Guardians walk the grounds a few times a day. If there was a stake in the borders of campus, we'd notice.† I sighed. Dimitri moved his hand over mine, and I flinched. He didn't remove it, though, and as he did so frequently, guessed my thoughts. â€Å"You thought if she was right, it would explain everything.† I nodded. â€Å"I don't want to be crazy.† â€Å"You aren't crazy.† â€Å"But you don't believe I'm really seeing ghosts.† He glanced away, his eyes staring at the flickering of candles on the altar. â€Å"I don't know. I'm still trying to keep an open mind. And being stressed isn't the same as being crazy.† â€Å"I know,† I admitted, still very conscious of how warm his hand was. I shouldn't have been thinking about things like that in a church. â€Å"But†¦ well†¦ there's something else†¦.† I told him then about Anna possibly â€Å"catching† Vladimir's insanity. I also explained Adrian's aura observations. He turned his gaze back on me, expression speculative. â€Å"Have you told anyone else about this? Lissa? Your counselor?† â€Å"No,† I said in a small voice, unable to meet his eyes. â€Å"I was afraid of what they'd think.† He squeezed my hand. â€Å"You have to stop this. You aren't afraid of throwing yourself in the path of danger, but you're terrified of letting anyone in.† â€Å"I†¦ I don't know,† I said, looking up at him. â€Å"I guess.† â€Å"Then why'd you tell me?† I smiled. â€Å"Because you told me I should trust people. I trust you.† â€Å"You don't trust Lissa?† My smile faltered. â€Å"I trust her, absolutely. But I don't want to tell her things that'll make her worry. I guess it's a way of protecting her, just like keeping Strigoi away.† â€Å"She's stronger than you think,† he said. â€Å"And she would go out of her way to help you.† â€Å"So what? You want me to confide in her and not you?† â€Å"No, I want you to confide in both of us. I think it'd be good for you. Does what happened to Anna bother you?† â€Å"No.† I looked away again. â€Å"It scares me.† I think the admission stunned both of us. I certainly hadn't expected to say it. We both froze for a moment, and then Dimitri wrapped his arms around me and pulled me to his chest. A sob built up in me as I rested my cheek against the leather of his coat and heard the steady beating of his heart. â€Å"I don't want to be like that,† I told him. â€Å"I want to be like everyone else. I want my mind to be †¦ normal. Normal by Rose standards, I mean. I don't want to lose control. I don't want to be like Anna and kill myself. I love being alive. I'd die to save my friends, but I hope it doesn't happen. I hope we all live long, happy lives. Like Lissa said – one big happy family. There's so much I want to do, but I'm so scared †¦ scared that I'll be like her†¦. I'm afraid I won't be able to stop it†¦Ã¢â‚¬  He held me tighter. â€Å"It's not going to happen,† he murmured. â€Å"You're wild and impulsive, but at the end of the day, you're one of the strongest people I know. Even if you are the same as Anna – and I don't think you are – you two won't share the same fate.† It was funny. I'd often told Lissa the same thing about her and Vladimir. She'd always had a hard time believing it, and now I understood. Giving advice was a lot harder than following it. â€Å"You're also missing something,† he continued, running a hand over my hair. â€Å"If you are in danger from Lissa's magic, then at least you understand why. She can stop using her magic, and that'll be the end of it.† I pulled away slightly so I could look at him. Hastily, I ran my hand over my eyes in case any tears had escaped. â€Å"But can I ask her to do that?† I said. â€Å"I've felt how it makes her feel. I don't know if I can take that away from her.† He regarded me with surprise. â€Å"Even at the cost of your own life?† â€Å"Vladimir did great things – so could she. Besides, they come first, right?† â€Å"Not always.† I stared. I'd had they come first drilled into me since I was a child. It was what all guardians believed. Only the dhampirs who'd run away from their duty didn't subscribe to that. What he said was almost like treason. â€Å"Sometimes, Rose, you have to know when to put yourself first.† I shook my head. â€Å"Not with Lissa.† I might as well have been with Deirdre or Ambrose again. Why was everyone suddenly challenging something that I'd held as absolute truth my entire life? â€Å"She's your friend. She'll understand.† To make his point, he reached forward and tugged at the chotki peeking out underneath my sleeve, his fingertips brushing my wrist. â€Å"It's more than that,† I said. I pointed to the cross. â€Å"If anything, this proves it. I'm bound to her, to protect the Dragomirs, at all costs.† â€Å"I know, but †¦Ã¢â‚¬  He didn't finish, and honestly, what could he have said? This was becoming an old argument, one without a solution. â€Å"I need to get back,† I said abruptly. â€Å"It's past curfew.† A wry smile crossed Dimitri's face. â€Å"And you need me to get you back or you'll get in trouble.† â€Å"Well, yeah, I was kind of hoping†¦.† We heard some rustling near the door of the sanctuary, and Father Andrew walked in, which definitely ended our session. He was getting ready to shut down the chapel. Dimitri thanked him, and then the two of us headed back to the dhampir dorm. Neither of us spoke along the way, but it was a comfortable silence. It was weird, but since his outburst outside the med clinic, I felt like something had intensified between us, as impossible as that seemed. Dimitri got me past the woman at the front desk, and just as I was about to head off for my wing, a guardian named Yuri walked by. Dimitri called to him. â€Å"You've been working with security, haven't you? When was the last time they laid new wards?† Yuri considered. â€Å"A couple days ago. Why?† Dimitri gave me a meaningful look. â€Å"Just curious.† I nodded to Dimitri to show that I understood his point, and then I went off to bed. After that, the next week or so played out in a repetitive pattern. I followed Christian for three days a week, had my counseling sessions, and trained with Dimitri. During those times, I could see the concern on Dimitri's face. He always asked how I was but didn't push me to talk about anything I didn't want to. Mostly, it was all physical training, which I liked since it didn't require too much ruminating. Best of all, I didn't see Mason during this time. I also didn't witness any attacks – of either the Man? type or the guardian type. We were in full throes of the field experience, and every other novice in my class was having regular fights. The tests grew intricate and more difficult, and everyone had to stay on their toes. Eddie seemed to have to defend Lissa every other day from some guardian playing Strigoi – but it never happened when I was around. In fact, no attacks at all happened to anyone when I was around. After a while, I began to get the idea. They were going soft on me. They were worried I couldn't handle it. â€Å"They might as well have cut me from the field experience after all,† I grumbled to Christian one evening. â€Å"I'm not doing anything.† â€Å"Yeah, but if you still pass, why worry about it? I mean, do you actually want to get in a fight every day?† He then rolled his eyes. â€Å"Never mind. Of course you do.† â€Å"You don't understand,† I told him. â€Å"This job isn't about taking the easy way out. I want to prove what I can do – to them and to myself. You can never get enough practice. I mean, Lissa's life is at stake.† And also possibly my future with her. I'd worried before that they might decide to replace me – and that was before they thought I was nuts. It was nearly curfew time, and I was dropping him off for the night. He shook his head. â€Å"Rose, I don't know if you're crazy or not, but I'm actually starting to think you might be the best guardian – or soon-to-be guardian – out there.† â€Å"Did you just give me a serious compliment?† I asked. He turned his back on me and headed inside his dorm. â€Å"Good night.† My life was still in chaos, but I couldn't help a small grin as I headed back toward my dorm. The walk always made me nervous since I now lived in perpetual fear of seeing Mason. There were other people scurrying back before curfew too, though, and he mostly tended to show up when I was alone, either because he preferred the privacy or because he really was a figment of my imagination. Talking about Lissa reminded me that I'd hardly seen her today. Comfortable and content, I let my mind slip into hers while my body continued its walk. She was in the library, hurriedly trying to finish up some notes. Eddie stood near her, glancing around. â€Å"Better hurry up,† he said teasingly. â€Å"She's making another round.† â€Å"Almost done,† Lissa said, scrawling a few more words. She shut the textbook just as the librarian came by and told them they had to leave now. With a sigh of relief, Lissa stuffed her papers into her bag and followed Eddie out. He picked it up and carried it over his shoulder as they went. â€Å"You don't have to do that,† she said. â€Å"You aren't my valet.† â€Å"You can have it back as soon as you fix that.† He gestured to where she was tangled up in her coat. She'd shoved it on while trying to get out of the library on time. She laughed at her own disorderliness and adjusted the inside-out sleeve. â€Å"Thanks,† she said when he handed it back. â€Å"No problem.† Lissa liked Eddie – though not in a romantic kind of way. She just thought he was nice. He did things like that all the time, helping her out while still doing an excellent job in his duties. His motives weren't romantic, either. He was just one of those rare guys who could be both a gentleman and a badass. She had plans for him. â€Å"Have you ever thought about asking Rose out?† â€Å"What?† he asked. What? I thought. â€Å"You guys just have so much in common,† she said, trying to sound casual. Inside, she was excited. She thought this was the best idea in the world. For me, it was one of those moments where being in her mind was being too close to her. I would rather have been standing beside her so I could shake some sense into her. â€Å"She's just my friend,† he laughed, his face taking on kind of a cute shyness. â€Å"And I don't think we'd actually be that compatible. Besides †¦Ã¢â‚¬  His expression fell. â€Å"I could never go out with Mason's girlfriend.† Lissa started to say what I always told her, that I hadn't actually been Mason's girlfriend. Wisely, she instead chose to let Eddie keep believing the best. â€Å"Everyone has to move on sometime.† â€Å"It hasn't been that long, not really. Just over a month. And it's not really something you get over quickly.† His eyes had a sad, faraway look that hurt both Lissa and me. â€Å"I'm sorry,† she said. â€Å"I didn't mean to make it sound like something small. What you saw – I know it was horrible.† â€Å"You know what's weird? I actually don't remember much of it. And that's what's horrible. I was so drugged out that I had no idea what was going on. I hate that – you have no idea. Being helpless like that†¦ it's the worst thing in the world.† I felt the same way. I think it was a guardian thing. Eddie and I had never talked about it, though. We'd never even talked about Spokane much. â€Å"It wasn't your fault,† Lissa told him. â€Å"Strigoi endorphins are strong. You couldn't have fought against them.† â€Å"I should have tried harder,† he countered, holding the door to her dorm open. â€Å"If I'd been even a little more conscious †¦ I don't know. Mason might still be alive.† Eddie and I, I realized, should both have been in therapy as soon as we got back from winter break. I finally understood why everyone said blaming myself for Mason's death was irrational. Eddie and I were both holding ourselves responsible for things that had been beyond our control. We were torturing ourselves with guilt we didn't deserve. â€Å"Hey, Lissa. Come here.† The serious subject was put on hold as Jesse and Ralf waved at her from across the dorm's lobby. My defenses immediately went up. So did hers. She didn't like them any better than I did. â€Å"What's this about?† asked Eddie warily. â€Å"I don't know,† she muttered, walking over. â€Å"I hope it's fast.† Jesse gave her a dazzling smile, one that I had once found really hot. Now I saw it for the fake piece of crap it was. â€Å"How's it going?† he asked. â€Å"It's going tired,† she replied. â€Å"I need to get to bed. What's up?† Jesse looked over at Eddie. â€Å"Would you give us a little privacy?† Eddie looked at Lissa. She nodded, and Eddie backed up enough to be out of earshot but still watch her. When he was gone, Jesse said, â€Å"We have an invitation for you.† â€Å"To what, a party?† â€Å"Kind of. It's a group †¦Ã¢â‚¬  Ralf wasn't so good with words, and Jesse took over again. â€Å"More than a group. It's only for elite people.† He gestured around. â€Å"You and me and Ralf†¦ we're not like a lot of other Moroi. We're not even like a lot of other royals. We have concerns and issues that we need to take care of.† I thought it was funny that he'd include Ralf. Ralf's royalty came from his mother, a Voda, so he didn't even carry one of the royal names, even if he technically had the blood. â€Å"It sounds kind of †¦ snobby,† she said. â€Å"No offense. Thanks for the offer, though.† That was Lissa. Always polite, even to creeps like these. â€Å"You don't understand. We aren't just sitting around. We're working to get things done. We're – † he hesitated and then spoke more softly, † – working on ways to get our voices out there, to make people see our way no matter what.† Lissa gave an uncomfortable laugh. â€Å"Sounds like compulsion.† â€Å"So?† I couldn't see her face, but I could feel her working hard to keep it as straight as possible. â€Å"Are you out of your mind? Compulsion's forbidden. It's wrong.† â€Å"Only to some people. And apparently not you since you're pretty good at it.† She stiffened. â€Å"Why would you think that?† â€Å"Because someone – a couple people, actually – hinted at it.† People? I tried to remember what Christian and I had said in the feeder room. We'd never mentioned her by name, though both of us had bragged about having seen someone use compulsion. And apparently, Jesse had noticed other things about her. â€Å"Besides, it's actually kind of obvious. People love you. You've gotten out of so much trouble, and I finally figured out why. You've been working people over this whole time. I was watching you in class the other day when you convinced Mr. Hill to let Christian work with you on that project. He never would have let anyone else do that.† I'd been with them in class that day. Lissa actually had used compulsion on her teacher to get help for Christian. She'd been so caught up in her pleas that she'd compelled Mr. Hill without even realizing it. Compared to other things I'd seen her do, it had actually been a pretty weak show of compulsion. No one had noticed. Well, almost no one. â€Å"Look,† Lissa said uneasily, â€Å"I seriously have no idea what you're talking about. I need to go to bed.† Jesse's face grew excited. â€Å"No, it's okay. We think it's cool. We want to help you – or actually, we want you to help us. I can't believe I never noticed it before. You're really good at it, and we need you to show us. Plus, none of the other Man? chapters has a Dragomir. We'd be the first to have every royal family represented.† She sighed. â€Å"If I could use compulsion, I'd make you guys go away. I told you, I'm not interested.† â€Å"But we need you!† exclaimed Ralf. Jesse shot him a sharp look and then turned his smile back on Lissa. I had this weird feeling he might actually be trying to compel her, but it had absolutely no effect on her – or me, since I was watching through her eyes. â€Å"It's not just about you helping us. There are groups of Man? at every school,† said Jesse. He was leaning close, and suddenly, he didn't look very friendly anymore. â€Å"Its members are all over the world. Be a part of it, and you'll have the connections to do whatever you want with your life. And if we can all learn to work compulsion, we can stop the Moroi government from doing stupid things – we can make sure the queen and everyone else make the right decision. Everything about this is good for you!† â€Å"I'm doing fine on my own, thanks,† she said, stepping back. â€Å"And I'm not really sure you know what's best for the Moroi.† â€Å"Fine? With your Strigoi boyfriend and slutty wannabe guardian?† exclaimed Ralf. He spoke loudly enough to get Eddie's attention, and Eddie did not look happy. â€Å"Be quiet,† Jesse told him angrily. He turned to Lissa. â€Å"He shouldn't have said that†¦but he's kind of right. Your family's reputation is all on you, and the way you're going, no one's taking you seriously. The queen's already trying to keep you in line and get you away from Ozera. You're going to crash and burn.† Lissa was growing angrier and angrier. â€Å"You have no idea what you're talking about. And – † She frowned. â€Å"What do you mean she's trying to get me away from Christian?† â€Å"She wants to marr – † Ralf started to speak, but Jesse immediately cut him off. â€Å"That's exactly what I'm talking about,† said Jesse. â€Å"We know all sorts of things that could affect you and help you – you and Christian.† I had a feeling that Ralf had been about to mention the queen's plans to marry Lissa off to Adrian. I was puzzling out how he would know about that until I recalled again that Ralf was related to the Vodas. Priscilla Voda was the queen's adviser and best friend. She knew all of the queen's plans and had probably told Ralf. His relationship to her must have been closer than I'd realized. â€Å"Tell me,† Lissa demanded. The thought of using compulsion on him actually crossed her mind, but she dismissed it. She wouldn't lower herself to that. â€Å"What do you know about Christian?† â€Å"No free information,† said Jesse. â€Å"Come to a meeting and we'll tell you everything.† â€Å"Whatever. I'm not interested in your elitist connections, and I don't know anything about compulsion.† Despite her words, she was insanely curious about what he knew. She started to turn away, but Jesse grabbed her arm. â€Å"Damn it! You have to – â€Å" â€Å"Lissa's going to bed now,† said Eddie. He'd shot over as soon as Jesse touched her. â€Å"Remove your hand, or I'll do it for you.† Jesse glared at Eddie. Like most Moroi-dhampir matchups, Jesse had height, and Eddie had muscle. Of course, Jesse had Ralf's bulk too, but it wouldn't matter. Everyone there knew who would win if Eddie went up against them. The beauty of it was that Eddie probably wouldn't even get in trouble if he claimed he'd done it to save Lissa from harassment. Jesse and Ralf slowly backed off. â€Å"We need you,† said Jesse. â€Å"You're the only one. Think about it.† When they were gone, Eddie asked, â€Å"Are you okay?† â€Å"Yeah†¦thanks. God, that was so weird.† They moved toward the stairs. â€Å"What was it about?† â€Å"They're obsessed with this royal society or something and want me to join so they can have every royal family in it. They were kind of fanatic about it.† Eddie knew about spirit, but she wasn't comfortable reminding him what a badass she was with compulsion. He opened the door for her. â€Å"Well, they can annoy you all they want, but they can't make you join something you don't want to.† â€Å"Yeah, I suppose.† Part of her still wondered what they knew about Christian or if it had been a bluff. â€Å"I just hope they don't get too annoying.† â€Å"Don't worry,† he told her, his voice hard. â€Å"I'll make sure they don't.† I slipped back to my body and opened the door to my own dorm. Halfway up the stairs, I discovered I was smiling. I certainly didn't want Jesse and Ralf bothering Lissa, but if it came down to Eddie having to rough them up? Yeah. I wouldn't mind seeing them get a little payback for what they'd done to others.