The Assassin Essay Example For Students

The Assassin Essay The sky was scorched crimson as the obscurity of night overpowered the light of day. In the distance the picturesque profile of London was perceptible under the blanket of radiant silver stars. Beneath this unique declaration of splendour a solitary silhouette was projected against the wall of a dimly lit back alley. He had an unnaturally intense glare, his vision passionately focused on an excruciatingly striking cerise TVR Tuscan. It was almost time. Despite the evident risk he was undertaking his eyes portrayed obsession, infatuation and desire to realize his acutely elusive vocation. The moon shone through the bare branches of an old oak tree casting ghostly shadows on the transparent sheet of astonishingly delicate ice. As the unique complicity of crystallised snowflakes descended delicately from the sky, the searchlight of a police helicopter briefly illuminated the car park. He remained unruffled by this passing scare. As the faint sound of stiletto heels approached his patiently awaiting ears, he knew it was time. He obscured himself from view as she cautiously approached her car aware of the potential threat. The delicate roar of her car was an indication to follow. We will write a custom essay on The Assassin specifically for you for only $16.38 $13.9/page Order now The vicious velocity boost gave her an obvious advantage but he continued to follow her with cunning initiative. She indicated in the direction of the next slip road and continued to accelerate away from him. As she advanced towards her strikingly refined cottage he waited. After furtively making enquiries and analysing her every move for months he knew her like a lover. She slowly pulled into her gravel drive carefully avoiding the colossal wrought iron gates, the stones crunched and rolled beneath her almost reflective alloy wheels. As he had repeatedly scrutinized her he knew the pattern of events that would follow. She removed her perfectly petite leather gloves and positioned them painstakingly precisely on the dashboard. Checking her appearance in the rear view mirror she noticed an imperfection and re-applied a perilously dangerous shade of rich scarlet to her voluptuously full lips. She then complemented this with a sweep of blusher to each of her remarkably proportioned cheekbones. After delicately brushing her glossy golden hair she switched of her radio and stepped out of the car. As she struggled across the rock-strewn drive with immense precaution he prepared himself for the big finale. His timing had to be impeccable. She advanced towards the towering oak door and seductively flicked her ivory white menthol cigarette. As she gently inserted her key into the lock, he waited. She dropped her bag. He waited. Timing was one of the many vital qualities that he had learnt to have power over. He stood secreted from her line of vision and inaudibly removed a platinum plated PPK from the pocket of his trench coat. The gun was almost as striking as her its exterior beauty and expensive taste was unambiguously apparent to the naked eye. Only the best would suffice. He aligned the weapon towards his target and as her key clicked the brutally beautiful bullet pierced her heart. As the definition of perfection fell to her death the walls were left permanently stained by the ruby red blood that seeped out of her chest. As she drew in her final breath a shooting star fired across the jet-black sky symbolising the bullet that tragically stole her flawless life leaving her as nothing more than a memory. As he made his way back to the car he stopped. It was disturbing to see such a beautiful woman degradingly slumped across her own doorstep bleeding profusely. As he calmly closed the car door, a cynical grin infected his otherwise expressionless face like a virus. He knew his association was undetectable. After lighting a cigarette he expertly manoeuvred his way out of the crime scene oblivious to the prior assassination. No evidence of remorse or repentance was shown for the infringement and murder immorally committed.

11 Skills To Be Successful In A Content Marketing Career

11 Skills To Be Successful In A Content Marketing Career â€Å"What are you ever going to do with that?† That’s the usual response I’d get when people would ask what my college degree was in (it was art and art history). There would be a prolonged moment of silence and then that question. I don’t know if that prolonged moment of silence was in honor of the memory of what they thought was now-gone employability.  I can promise you that as I got older and there was more distance from my college graduation, I fretted less. Because in the ensuing years, I learned that the answer to that question was: quite a lot. Sometimes a skill is not just a skill. Thats what youll discover as you work toward a successful content marketing career. 11 Skills That Will Make You Successful In A Content #Marketing Career via @JulieNeidlinger Your Content Marketing Skills Add Up To A Lot Getting your art degree, it turns out, doesn’t only make you a prime candidate for being a professional artist, but it also spawns the ability to defend your work in front of a room of critics. You know the skill of B.S. (yes, it’s a real skill) and can create something out of nothing. As a content marketer, you're holding onto skill sets that go beyond â€Å"simply† being a content marketer. So, the next time someone asks you what you do as a content marketer, rest assured you have some solid answers. 1. You Write, Which Many People Cannot Do This skill is huge. Don’t ever undersell yourself as a content marketer, because your ability to write is paramount. Oddly,  writing  every day makes me forget that not everyone is a writer. I assume everyone is writing constantly and am shocked when I come across someone struggling with their writing. Reading long posts and comments on Facebook, for example, is stunning at times. I’m not interested in correcting grammar or making people feel embarrassed (many bizarre words and typo errors can be blamed on type assist on mobile devices), but I am genuinely surprised. In the past 5 years, the ability to write has noticeably declined among college students. #mindblownIn the past five years, the ability to write- which also includes vocabulary, grammar, and analysis- has noticeably declined among college students. 26% of college graduates  have deficient writing skills. That’s college graduates, we’re talking about. It’s easy to think writing great copy is just about stringing together the right words, but there is a huge analysis factor. Good writers have to be able to analyze their own ideas  and the ideas of others. Writing also involves communicating persuasively as well as clearly. Too often, good writing is seen as something that is clever rather than clear. Snappy and clever is fine, but not at the sake of clarity. And, of course, good writing is done in a way where you inform people while making every reader, no matter their skill and knowledge level, feel welcome. The fact that content marketers, out of necessity, are constantly writing means they are always in a state of practice. The sheer amount of times you put pen to paper (or word to screen) means that you are exercising your writing muscles and brain cells. Perhaps this is why I am surprised by the lack of writing skills I come across in others: They simply do not write every day. Your ability to write puts you at an extreme advantage in this world. Improve Your Skill: How To Write Content That Sells: The Anatomy In A 6-Figure Post How To Write Awesome Blog Posts With The Science Of Appeal How To Write For Your Intended Audience 2. You Create Under Pressure And With Others In a content marketing career, you're frequently at the mercy of the winds of trends, breaking news, and ever-changing technology. That means you get used to creating under some level of pressure. There’s no letting up, no break- because your audience is just one yawn away from leaving you (or so you think). You never know who will say what to you on social media, and you have to figure out a response in the moment that is both appropriate and genuine. Unless you’re a solo content marketer, you’re also pretty good at working with others. You delegate duties, plan timelines, and brainstorm. You have the ability to hit the ground running and think on your feet- with or without a team at any given moment. Improve Your Skill: How To Save Time Writing Blog Posts How To Rock A Content Development Process That Will Save You Tons Of Time 3. You Handle Criticism And Critique Criticism and critique are not the same thing.  Both can be valuable. As a content marketer, you know how to handle both criticism or critique, whether that means knowing how or when to respond, or if you should respond at all. You can identify what you should take seriously and which battles to fight. You know how to participate in amicable disagreement, or you knowing when to avoid it entirely.

5 Examples of How Hyphens Help

5 Examples of How Hyphens Help 5 Examples of How Hyphens Help 5 Examples of How Hyphens Help By Mark Nichol Confusion about whether or not to use a hyphen remains one of the most common mechanical problems in writing. Here are five sentences in which hyphens are erroneously omitted. 1. â€Å"The head on crash sent three people to the hospital.† This sentence creates the unfortunate impression that a human head is somehow responsible for a car accident: The phrasal adjective â€Å"head on† should be hyphenated before the noun it refers to (but, like all the other examples in this post, should left open when it follows the noun): â€Å"The head-on crash sent three people to the hospital.† 2. â€Å"It’s unfortunate that she didn’t make better informed decisions.† One could refer to informed decisions that are better, but that’s not quite what is meant here. The reference is to decisions that are better informed, so the phrasal adjective should be hyphenated: â€Å"It’s unfortunate that she didn’t make better-informed decisions.† 3. â€Å"His report suggested a less than careful analysis of the facts.† What kind of analysis being discussed? One that is less than careful. So this combination of words should be hyphenated: â€Å"His report suggested a less-than-careful analysis of the facts.† 4. â€Å"She showed excellent time management skills.† This sentence can be read only as intended, but because â€Å"time management† is not awarded status as a standing phrase by being honored with a dictionary entry, it should be treated like any other temporary phrasal adjective: â€Å"She showed excellent time-management skills.† 5. â€Å"By observing quality of care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† The issue is not care measures and their quality; it is measures of quality of care, or â€Å"quality-of-care measures†: â€Å"By observing quality-of-care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:How Many Tenses in English?8 Types of Parenthetical PhrasesLetter Writing 101

Life of galileo lalilei Research Paper Example | Topics and Well Written Essays - 1000 words

Life of galileo lalilei - Research Paper Example His views that the Earth is not the center of the Universe therefore created more resentment and opposition than the work of any other scientist during that era. However, despite the opposition of the mighty, the ideas of Galileo prevailed and the world was able to develop a modern system of astronomy and physics which has evolved and culminated into the current model of science. Society has therefore benefited a lot from his work and how it really shaped the way science as a whole has evolved over the period of time. This paper will therefore argue that Galileo Galilie was a rebel scientist and his ideas and work has greatly changed the way is now progressing. The overall context of his work will also be presented. Galileo Galilie Born in 1564, Galileo became one of the most important scientists in the history of science who laid the foundations for the modern science. During his early life, he seriously considered to become a priest however, due to his father’s insistence he went on to study in the University of Pisa for a medical degree. However, he was not able to complete his degree and went on to study mathematics instead of medical sciences. It was during that era that his overall interests for the mathematics and other physical sciences started to develop. He was later appointed on different teaching assignments and his real contribution towards science started to emerge during the early part of the 17th century. At University of Padua he was able to develop different scientific theories and contributed not only towards the pure fundamental science but towards the applied science also. Galileo therefore is also famous for his contributions for inventing new technology and setting the foundations for technological innovations. (Hilliam) During that time he went on to make some of the most important discoveries and invented many equipment which allowed scientists to perform mathematical calculations relatively easily. It was also during that period that Galileo started to evolve as one of the most established scientists of his time. The conflict between the Galileo’s discoveries and scientific faith however, was believed to be in direct conflict with the established religious orthodox thought of that time. Over the period of time, Galileo through his hard work produced scientifically accurate theories however the unacceptability of his ideas despite the fact that Galileo was a religious person all through his life. It was also because of his religious beliefs that he could not take up his illegitimate daughters and asked them to spend most of their lives in church. (McNeese) He was accused of heresy and was later sent for inquisition which he survived only after retracting from his earlier position thus giving Church time to establish and re-establish its own authority. Scientists as Rebels It is argued that scientists always remained rebels as throughout the entire history of Science; scientists have uncovered or disc ussed issues that were considered as unacceptable as per the norms of the society. This tendency seems to continue till today where scientists, despite their innovation and creativity are still considered as agitators because what they discuss and achieve may take time to get the acceptance

Personal Statement for Masters Degree of Computational Finance Essay

Personal Statement for Masters Degree of Computational Finance - Essay Example As I walk down the crowded streets of downtown Chicago, I am always left wonderstruck at the high rising skyscrapers. I imagine the elegant office interiors and debonair lives of CEOs and Presidents of various affluent companies nested in these massive buildings. And then I stand there feeling totally elated because I know it is the wonderful field of Finance that has resulted in these modern wonders. From a singleton in a society to the society itself and consequently the world at large; everyone is affected by the variables of finance. And it is this very power and reaches that the field of finance possesses, inspires me every minute to master its various nuances. Whenever I retrospect my own life, I distinctly see the roller coaster ride that I have been through. I have faced innumerable challenges, including certain events so critical and stressful, that it could have ended my career in a miserable state, had I not managed them effectively. But I have carved my way out of every problem I faced, and today I strongly believe that I possess all the skills necessary to take up any challenge and surface to the solution successfully. Quite interestingly, on observation, it is evident that the most important causes for my success in all the challenges I have faced are my alacrity for finance, management, and mathematics. My decision to take up finance as my major for my under-graduation was not by chance, but rather by choice. Since the very beginning of my school days, I have been proficient in mathematics. I have always remained to be a topper of my class in all mathematics-related subjects. I have always wanted to enter and consolidate in a field that blends both mathematics and finance. At the outset, I must confess that my GPA does not fall in the very top percentage of my class. However, I strongly feel that my GPA does not truly reflect my knowledge in the domain. I have taken advanced courses during my under-graduation which justifies the fall in my final GPA.

Emotional Regulation Conflict Management Style in Students

Emotional Regulation Conflict Management Style in Students Abstract EMOTIONAL REGULATION AND CONFLICT MANAGEMENT STYLE AMONG UNIVERSITY STUDENTS M. VIJAY * S. KADHIRAVAN ** Research scholar Research supervisor This study examines about university students’ emotional regulation and conflict management style on the basis of demographic variables such as, stream of study, year of study and type of family. The researcher has employed the descriptive survey method for this study and the sample was carried from university students in Salem. The sample size is N=93, and‘t’ test, Pearson’s r and ANOVA were used and the data was analyzed through SPSS.V.22. This study reveals that students from arts and science background haven’t differed in their emotional regulation, first and final year students have partially differed in their emotional regulation than their conflict management style and finally students from nuclear family background have partially differed in their emotional regulation than the counterpart. The study concludes that, emotional regulation partially correlated with conflict management style at 0.05 levels. Key words: Emotional regulation, Conflict management style. INTRODUCTION Students are come across from many events in their life. Perhaps, events are generates some emotional reactions; those reactions invite either positive or negative consequences. Emotions are complex reaction that would not raise isolate, it is involved with internal subjective feelings and as well as influence of socio-cultural factors. When separating the problem students have different opinions, creative thoughts, skills, and values to directing the goals. In these context, when the person wants engaging an activity that is incongruent with his/her interest or needs lead to disagreement. An even disagreement produces some emotional reaction. In these contexts emotional regulation help to cope students’ emotional reaction, which means, it deal with any coping strategy used by the individual when deal with an unnecessary thoughts, feelings and emotions. In order to use managing conflict style also helps to coping their incongruent conflict issues in good manner. EMOTIONAL REGULATION In the stage of adolescence to adulthood is a major obstacle to move up for everyone because, in these stage people are inviting many commitments for showing their values in the social system.Through inviting more commitments people are experiencing emotional events. In these context, emotional regulation help to cope their emotion in wider perspective. Emotional regulation refers to extrinsic and intrinsic processes responsible for observing, assessing and modifying emotional reactions, in particular their exhaustive and temporal features toachieve one’s own goals Thompson (1994). Emotional regulation is a coping mechanism, it is concerned with emotions context whatever people areraised. There are two specific strategies often involving to regulate people emotions effectively, such as, cognitive reappraisal and expressive suppression. Cognitive reappraisal strategies deal with cognitive changes such as thinking, feeling, creating new ideas to interpreting emotional stimulus w hich means it involves recognition of the individual’s negative emotional response and reinterpretation of the situation by exchanging the negative thoughts to increasing positive thoughts. Expressive suppression also involves emotional regulation, it means, person’s knowledge about the causes of emotion that inhibiting ongoing emotional expressive behavior. CONFLICT MANAGEMENT STYLE When students are require to perform some activity that is incongruent with their interest leads disagreement. According to Rahim (1992) Conflict is an interactive process that manifested in incompatibility, disagreement or dissonance within or social entities. Conflict management refers to minimizing the negative outcomes of conflict and promotes the positive outcomes of conflict with the goal of improving learning in an organization. (Rahim, 2002).Conflict management helps to recognize, cope and to direct the conflict from negative aspect to positive manner. Rahim (1979) who psychologist, conceptualized five different conflict management styles to cope students’ conflict situation in an effective mode, there are, (I) integrating style, which involves high concern for self and others., (II) obliging style, it involves person who concerning low level for their own self and concerning high level for others, (III) dominating style, it involving high level of concern for their ow n self and as well low level of concern for others, (IV) avoiding style involves low level of concern for their own and also others and (V) compromising style involves equal concern for own and others. REVIEW OF RELATED LITERATURE The review of literature in the research study helps researcher to gain some knowledge and insight in to the purpose and the result of the study. Studies on emotional regulation and conflict management style are given below. Ahmet yigit and ahmwtozpolat (2014) conducted research on emotional regulation strategies as a predictor of life satisfaction of university students based on parent profession, income level and educational background. They found cognitive reappraisal strategy directly predict life satisfaction of parent profession, income level and educational background. Gulcimenyurtsever (2014) investigated negotiator profit predicated by cognitive reappraisal, suppression of emotions, and misrepresentation of information and tolerance of ambiguity among undergraduate students. The result reveled that negative coefficients were obtained from scored between emotional reaction and cognitive reappraisal and tolerance of ambiguity. PiiaNaykki and SannaJarvela (2014) examined socio-emotional conflict in collaborative learning of higher education context. Collaborative work of higher education students was followed during a three month course. The result indicate that has students are more experienced in socio-emotional challenges and adopt avoidance-focused emotion regulation behavior and to lower their on task engagement. Jianzhongxu (2013) conducted research on individual and group level factors for students’ emotion management in online collaborative group work in united state. The researcher found that, emotion management in group work was positively related to feed back, learning oriented reasons, arranging the environment. In addition compared with part-time students, fulltime students were more initiative in managing their emotions with doing online group work. Nicole M. Monteiro and Shyngle K (2014) examined the emotion regulation of coping strategies among university students in Botswana. The result indicate that students’ emotional suppression was positively correlated with problem solving, cognitive restructuring, expressing emotion, social support, problem avoidance and wishful thinking coping strategies. Ishfaq Ahmed and Muhammad (2010) studied about personality does affect conflict handling style among college students. The researchers’ found that personality affects avoiding and competing style of conflict management style. Hidetomorita (2003) investigated conflict management style of American and Japanese with close friendships among college students. He found that dominating and obliging style of conflict management often by American students than Japanese. Hossein Khanaki (2010) examined conflict management style among engineering students and experience engineers from Iran. The result reveled that experience engineers often prefer to avoid conflict management style and similarly both of them generally showed a lack of inters in competing style. Joanne C.Y. Chan (2014) examined conflict management styles, emotional intelligence and implicit theory of personality of nursing students. The researcher found that students often used obliging and integrating style than dominating style conflict management style for clinical supervisions. Eunjookim and ayano Yamaguchi (2014) investigated the effects of taking conflict personality on conflict management style across culture among undergraduate students. The researchers’ found that taking conflict personality indicated positive relation with participant’s conflict management style. Sehrish Hassan and Muhammad (2015) examined the relationship between conflict management, social support among university students in Pakistan. The result found that social support was not significantly correlated with conflict management styles and female students’ social support shown higher than males’. Tong Yu and guo-mingchen (2008) investigated intercultural sensitivity and conflict management styles in cross-cultural organizational situations among university students. The result revealed that moderate relationship between the two concepts and among respective dimensions. On above related literature provides detail knowledge about present status of emotional regulation and conflict management style. The researcher examines the relationship between emotional regulation and conflict management style among university students with the help of previous related literature knowledge. NEED FOR THE STUDY Emotions are develops throughout the life span. It does not arise in isolation; it is a combination of cognitive, behavioral and socio-cultural influences. Every student were experienced by emotional and conflict events, but they know how, where and which type of decision would aid to solve the problem. In these situations, emotional regulation and conflict management style would help to handle students’ problems in good manner. This study would help to examine the relationship between emotional regulation and conflict management style of university students’. HYPOTHESES Emotional regulation will be correlate with conflict management style of university students. Students from arts and science will be significantly differs in their emotional regulation. Students from first and final year will be significantly differs in their emotional regulation and as well as conflict management style. Students from nuclear and joint family will be significantly differs in their emotional regulation. RESEARCH METHOD The researcher has used descriptive survey method for this study. This study analyzes the relationship between emotional regulation and conflict management style of university students. The researcher has exploit incidental sampling method for select the participant in university. Students from first and final year were selected as a sample for this study. The data were collected from 160 students and finally only N=93 were selected for this study and also remaining data was eliminated on the consideration of spurious data. Emotional regulation questionnaire (ERQ) by Gross and john (2003) and conflict management style by Johnson (1990) were used for this study. The selected data were scored as per the scoring norms and also analyzed with the help of SPSS V-22. The data was in additionally promote to classified on the basis of stream of study [arts= 40; science = 53], year of study [first=59; final = 34] and the type of family [nuclear = 66; joint 27]. RESULT AND DISCUSSION Table-1 shows the difference between arts and science students in their emotional regulation. Table-1 From the table-1 it is found that the ‘t’ values are not significant for any one of the facet of emotional regulation. Hence the hypothesis is not accepted. It is concluded that students from arts and science stream did not differ in their emotional regulation. Table-2 shows the difference between first and final year students in their emotional regulation. Table-2 From the table-2 it is observed that the t-values are significant for cognitive reappraisal facet of emotional regulation than expressive suppression facet. It is indicate that first year students are often using their cognitive reappraisal strategies in their emotional regulation than final year students. First and final year students are significantly differ in their emotional regulation. Hence the hypothesis is accepted. Table-2.1 shows the difference between first and final year students in their conflict management style. Tabe-2.1 From the table-2.1 it is found that the t-values are not significant in none of the dimension of conflict management style.Hence the hypothesis is not accepted for conflict management style, but this hypothesis is accepted for emotional regulation. In general, it is concluded that the first and final year university students are differ in their emotional regulation than their conflict management style. Table-3 shows the difference between nuclear and joint family students in their emotional regulation Table-3 From the table-3 it is observed that the t-values are significant for cognitive reappraisal facet of emotional regulation than expressive suppression facet on the basis of students’ type of family. The table indicates that students from nuclear families are often used their cognitive reappraisal strategies in their emotional regulation rather than expressive suppression strategies. In general students from nuclear and joint families are partially differing in their emotional regulation. Hence the hypothesis is accepted. Table-4: Shows the correlation between emotional regulation and conflict management styles of university students. Table-1 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). From Table-4 it is found that the students’ emotional regulation is partially correlated with conflict management style. There are two strategies specifically involving in emotional regulation such as expressive suppression and cognitive reappraisal, this table shows that cognitive reappraisal facet is significantly correlated with collaborating style of conflict management style at the level of 0.05 (2-tailed). Cognitive reappraisal facet deals with person’s cognitive changes, such as, thinking, feeling, creating new ideas to interpreting emotional stimulus which means it involves recognition of the individual’s negative emotional response and reinterpretation of the situation by exchanging the negative thoughts to increasing positive thoughts. In addition collaborating style indicates that person’s high level of assertiveness and cooperation, it also attempts to provide the best solutions in conflict situation. In other hand, expressive suppression facet did not correlate with any dimension of conflict management style of university students. It indicates that university students are often using cognitive reappraisal facet of emotional regulation than expressive suppressive suppression. In general students’ emotional regulation and conflict management styles are significantly correlates at the level of 0.05. Hence, the hypothesis is accepted. CONCLUSSION Table-1 shows university students’ emotional regulations do not significantly differ in their basis of stream of study. Table-2 shows university students’ emotional regulation differences on the basis of year of study. First and final year students are significantly differ in their cognitive reappraisal facet than expressive suppression facet, and table-2.1 shows the difference about students’ conflict management style on the basis of year of study. It shows students from first and final year do not differs in their conflict management style. In addition table-3 shows the students’ differences on the basis of type of family in their emotional regulation.Table-4 shows university students’ emotional regulation strategies partially correlated with collaborating style of conflict management style. From the discussion we conclude that, students from nuclear and joint families are partially differing in their emotional regulation. In general, over all fin dings shows university students’ emotional regulation are partially correlated with conflict management style, and the study conclude that university students’ emotional regulation positively correlated with conflict management style. REFERENCES Chan, J. C., Sit, E. N., and Lau, W. M. (2014). Conflict management styles, emotional intelligence and implicit theories of personality of nursing students: a cross-sectional study.Nurse education today,34(6), 934-939. joo Kim, E., Yamaguchi, A., Kim, M. S., and Miyahara, A. (2015). Effects of taking conflict personally on conflict management styles across cultures. Personality and Individual Differences,72, 143-149. Hassan, S., Aqeel, M., and Hussain, W. (2015). The relationship between conflict management and social support among university students. Yu, T., Chen, G. M. (2008). Intercultural sensitivity and conflict management styles in cross-cultural organizational situations. Ulcimen Yurtsever (2008). Negotiators profit predicate by cognitive reappraisal, suppression of emotions, misrepresentation of information, and tolerance of ambiguity. Perceptual and Motor Skills: Vol 106, Issue, pp. 590-608. Scott, J. P., DiLillo, D., and Watkins, L. (2015). Negative urgency and emotion regulation strategy use: associations with displaced aggression.Aggressive behavior. March2015. Yigit, A., Ozpolat, A. R., and Kandemir, M. (2014). Emotion regulation strategies as a predictor of life satisfaction in university students.Journal of Psychology,2014. Vol.5. (2014). Monteiro, N. M., Balogun, S. K., and Oratile, K. N. (2014). Managing stress: the influence of gender, age and emotion regulation on coping among university students in Botswana.International journal of adolescence and youth, Vol19(2), 2014. NÃ ¤ykki, P., Jarvela, S., Kirschner, P. A., and Jarvenoja, H. (2014). Socio-emotional conflicts in collaborative learning a process-oriented case study in a higher education context.International Journal of Educational Research,68, 1-14. Vol 68, Pages 1–14, 2014. Xu, J., Du, J., and Fan, X. (2013). Individual and group-level factors for students emotion management in online collaborative group work.The internet and higher education, vol19, pages 1-9.

Park Tea Room Essay

Master â€Å"Hally† Harold is the seventeen year old lead of Athol Fugard’s work, a white boy of South African descent, son of his mentor Sam’s employer. Sam is one of two black waiters employed by his family’s business, the St. George’s Park Tea Room. The focus of the play is of the two men’s mutual educating of the other. The younger of the two, Hally takes great pride in his â€Å"educating† Sam on book knowledge, the things that he has learned in reading or the classroom, whereas the elder Sam spends his days educating Hally on the ways of life and the world, showing him how important it is to take pride in oneself and the things that can be accomplished by your own hands. Hally has been caught in a dastardly position being a young man desperately in search of his place in this world as he rapidly approaches manhood, and being the only son of an immensely racist drunkard in the face of South African apartheid. Hally has found himself stuck between the ideologies of his inadequate father and the teachings of his gifted mentor. He battles himself for both loving and being ashamed of his white South African roots and alcoholic father. This play is about the corrosive power and denunciation of racism, ignorance and hatred in a society where those elements are all that surround you. Hally is a very bright young lad torn by his implied societal position and his loyalties to the man whom he feels has afforded him life’s greatest lessons, a black waiter who works for his father, Sam. Hally is a tortured and tormented soul; even the title of the play denotes the societal position of these individuals-Hally is referred to as Master Harold, a seventeen year old boy while Sam and Willie are grown men referred to as boys. The division between the races is clear, there is no â€Å"distortion of the political significance† (Jordan pp. 461) of the setting in which this work takes place, white is better than black and can in no socially significant way be mixed without ill regard. The only comfort to be found in the underlying premise of this work is the fact that Harold does not initially feed into the views of his father and society. He, in the beginning sees what great things he can learn from these black African men and chooses to err on the opposing side of his father’s views of race relations. It is not until Hally begins to feel trapped and cornered by his father’s impending release from the drunkard ward of the local hospital that he slips into the standard ideology of a white male finding his path during South African apartheid. He turns on his mentor, spits in his face and throws a total tantrum because he has not learned how to deal with all the scrapes and cuts that can come of being a man in this world. The introduction of Hally’s drunkard father back into the home is the unadulterated reason for his abruptly abusive and racist behavior toward â€Å"the boys†. His underlying fear is that he won’t be able to stand up for himself and his true beliefs if his father is present. Deep down I don’t feel that Hally believes himself to be any greater or more important than Sam or Willie but he is aware that society feels him to be superior to these two men and that he has yet to find it within him to give his own personal ideals a voice. He has spent all of his life under foot of one of the most racist men in South Africa, yet in the face of that socially and paternally enforced racism Hally has, for the most part, allowed himself to remain open-minded to the gifts and understandings of others, realizing that everyone has something to offer. His father’s hospital stay afforded Hally the time he needed to reflect on his own thoughts to determine what his outlook on this world would be. He was able to live without the weight of race long enough to become comfortable with himself as an individual and the other individuals surrounding him without regard to race or social standing. Being the intelligent lad that he is, he realizes that his father coming home means a lot for the way that he has been living his life, he is inevitably going to have to make some changes; he will either have to change the way that he views the world and begin fully subscribing to his father’s way of thinking, or he will have to find his own manhood and let his father know how he really feels. Hally is a clay chameleon being molded to fit whatever situation he finds himself in; he harbors an immense amount of disgust and disdain for his father and it is apparent at every turn except when he is speaking to his father. When engaging with the patriarch of his family Hally appears loving, caring and compassionate. He does not allow his hatred for his father’s world views to be seen by the man who gave him life, instead he hunts for the underlying love and respect that a son should have for his father as a man, and harnesses that love long enough to engage in an empathetic exchange. The fact that this young man has named the cycle of life the â€Å"principle of perpetual disappointment† speaks volumes of his outlook on the daily affairs of this world. He feels that having his father present in the home will just complicate the lives of everyone else around without justification; his father is just an impediment of unnecessary worth, a hurdle to be overcome if Hally ever desires to see himself find true happiness. As far as Hally is concerned, where reference is made to life being a dance as discussed in the play, it is his thought that no one knows the moves, no one man has all of the steps in order because no one can fully hear the music; as such the voluntary reality that these men discuss throughout the play could never exist. Just the thought of his father coming home changes Harold for the worse. Even in remembering the night that Sam strapped Harold’s father to his back and carried him home from the bar in the rain or the day that Sam took Harold under his wing and taught him not only to ‘fly a kite’ literally but symbolically by spreading his wings as a man and learning to fly on his own. The kite was merely a symbol to teach Harold how important it is to find his own way in this world, not to follow his father’s mind or anyone else’s other than his own. Yet where Sam felt that all these things made he and Harold closer, forging a bond that could not be broken, Hally instead turns on Sam stressing that he no longer refer to him as Hally but as Master Harold, signifying the social position and difference between the two. He does the one thing that Sam would have never expected him to do; he takes the position of the superior being and reduces Sam to a â€Å"nigger† thereby inflicting upon his former mentor an irreversible wound. Hally took his opportunity to put Sam in his place and let him know that no matter what Sam has been to him or done for him and his family over the years that he is not immune to the underlying hatred that erodes the human conscience in instances such as the time period in which this play has been set. Sam tries to make clear the implications of Harold’s actions and stresses the significance of what he has done to him, and their relationship, until the young lad comes to his senses and admits the effect that his love for his father has on him and his behaviors. Hally is fully dependent upon Sam for his understanding of this world because Hally can’t even understand himself. He lashes out at Sam because Sam is the closest person to him and sometimes it’s just easier to hurt the ones you love because you know better what will hurt them than a stranger, but I feel that another reason why he lashed out at Sam in such a way was because beneath it all he knew that Sam could always see his heart and his true intentions. Sam was able to discern and decipher the complex feelings that Hally had for his father and the emotions provoked by the idea of his father’s return. I understand the impressionable minds of youth but this young man is seventeen years old, it is time for him to stop relying on things like his relationship with Sam and to start making a way for himself. In a world full of adults you can’t just act out whenever you want to lashing out at those around you and always expecting people to be as forgiving as Sam was in this instance because it is my thought that the fact of the matter is-Hally was releasing some pinned up thoughts and emotions that he has been harboring, waiting for the day that he could release that portion of his father’s essence which he holds within him. There is no doubt that the relationship previously held between the two has forever been changed. Because he is seventeen years old the world says that it is time for this young lad to become a man, but he is not ready. He’s still relying upon others to tell him what he thinks and how he really feels. If he can’t handle the complexity of his thoughts and emotions for his father how could he ever hope to handle a life out in the world on his own. Harold knows that racism and hatred are wrong, both a lose thread eroding the fabric of life, but that makes no difference to him, when put in a position of discomfort he lashed out at Sam and Willie in the same manner that one would expect of a small child. In his article Boehmer makes it clear how often Fugard uses his main character to bring about the realization of conditions of separateness by shining a light on the trappings of historical pains, that his inevitable alienation has given representation to ordinary lives and not necessarily unique and therefore ‘dramatic’ situations† (Boehmer pp. 165). That is the point which commands emphasis in our analysis because there is nothing particularly special or significant about the setting of this play other than the backdrop of the apartheid era. Without knowledge of this story having taken place during the apartheid era these events could have taken place in any part of the world at any time throughout history. ‘Master Harold’ was no special case; he was a seventeen year old boy like any other seventeen year old boy enthralled in the decision to either follow in his fathers footsteps or to tread his own path. Cummings piece says that Fugards’ work â€Å"dramatizes the racial situation in South Africa† (Cummings pg. 2), this is true insofar as Fugard has taken the apartheid struggle and turned it into a dramatic work, as have many other artists, but not in such a way as for the thoughts or ideas of the characters within the play to have been exaggerated because just like I said, Hally was no special case. There was no need of exaggeration because we see young men like Hally everyday, unsure of themselves or their place in this world, worried that if they make a decision for their life that it may be the wrong one so they choose to sit idly in their comfort zone too afraid to venture into any unfamiliar territory. For Hally it would have been widely unfamiliar for him to stand up to his father and say, ‘thank you father, for giving me life, but my thoughts of this world should be formed of my own volition, not handed down from generation to generation’ and it is until just such young men can do that very thing that the older ideals of racism and hatred will begin to falter. Cummings is right about one thing though, the simplicity of the setting does largely contradict the complexity of the characters (Cummings pg. 2) but I think that it must be understood that if the setting and characters would otherwise be in constant competition with each other and no one would be able to follow the play. The characters are what carry the work. If Hally had no minutiae to set his character apart and was just another seventeen year old lead, there would be nothing pivotal to hold this play together. All the little details are what make these characters so profound and the work of such high quality; it would be a detriment to the production if anyone was to ever tamper with the formula. References Fugard, Athol. â€Å"Master Harold †¦ and the Boys†. New York: Penguin Plays (1982). Boehmer, Elleke. â€Å"Review: Speaking from the Periphery†. Third World Quarterly, Vol. 11, No. 1 (Jan. , 1989), pp. 161-166. Cummings, Mark. â€Å"Reclaiming the Canon: A World Without Collisions: â€Å" â€Å"Master Harold†Ã¢â‚¬ ¦and the Boys† in the Classroom†. The English Journal, Vol. 78, No. 6 (Oct. , 1989), pp. 71-73. Jordan, John O. â€Å"Life in the Theatre: Autobiography, Politics, and Romance in â€Å"Master Harold†Ã¢â‚¬ ¦and the Boys†. Twentieth Century Literature, Vol. 39, No. 4, Athol Fugard Issue (Winter, 1993), pp. 461-472. Solomon, Alisa. â€Å"Review: [untitled]-Reviewed work(s): †¦Master Harold†¦and the Boys by Athol Fugard†. Performing Arts Journal, Vol. 7, No. 1 (1983), pp. 78-83.