Employee Motivation and Effective Job Performance Essay -- Positive, N

â€Å"It seems that the ethos of â€Å"shared sacrifice† evoked by this past generation has gone by the wayside. In place of the Greatest Generation, we are now in the midst of what might be termed the â€Å"greediest generation,† whose hallmark include an insatiable appetite for the trappings of status and wealth† (Monheit, 2010, p.272). Studies show how effective upbringing can influence the independence of an individual and the roles these characteristics play throughout adulthood (Lekes, Gingras, Phillippe, Koestner & Fang, 2009). In addition to providing structure, consistent rewards and punishments must exist to reinforce that behavior. These traits learned throughout adolescence are detrimental for managers in determining employee motivation methods and effective job performance. For thousands of years, humans have strived for independence. Moses’ people fleeing the Egyptians and Pilgrims escaping Europe’s religious persecution are examples of people seeking freedom from hostile conditions that dampened their free will. For these groups, independence was far from free, the journey was dangerous, but the reward was extraordinary. Their nobility and perseverance is what makes their actions so admirable and memorable hundreds and thousands of years later. Getting something for nothing has not always been the norm, but a learned trait conveyed for many generations. Parental involvement has been linked to a wide variety of outcomes including perceived competence and control according to a study performed by Farkas and Grolnick (2010, p.267). Parental supported child autonomy produce high levels of warmth and involvement along with providing structure, motivation, and persistence (Farkas and Grolnick, 2010, p.266). Structure enables children ... ...e kinds of sacrifices that are essential to promote the common good† (Monheit, 2010, p.272). Receipt of â€Å"something,† whether it be tangible goods or feedback, not contingent on a specific performance will decrease an individual’s motivation and satisfaction as well as future performance (Podaskoff, 2010, p.298). Parents’ influence on adolescents mold the characteristics and behaviors for adulthood. These learned traits are pertinent for managers seeking to validate and administer rewards to reach a specific outcome or goal. With consideration of personality response to feedback, one can determine how rewards not linked to performance can have little effect on the attitudes or behaviors of individuals (Podaskoff, 2010, p.299). People who get something for nothing, become good for nothing through unwarranted honors rewarding unsatisfactory behavior and performance.

The Loons

Journal of the Short Story in English 48   (Spring 2007) Varia †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Jennifer MurrayNegotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Electronic reference Jennifer Murray,  «Ã‚  Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons†Ã‚  Ã‚ », Journal of the Short Story in English [Online], 48  |  Spring 2007, Online since 01 juin 2009, Connection on 01 avril 2013. URL  : http:// jsse. revues. org/index858. html Publisher: Presses universitaires d'Angers http://jsse. revues. org http://www. revues. org Document available online on: http://jsse. revues. org/index858. html Document automatically generated on 01 avril 2013.The page numbering does not match that of the print edition.  © All rights reserved Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† 2 Jennifer Murray Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† : p. 71-80 1 2 3 4 5 â€Å"The Loons† belongs to Margaret Laurence’s story-sequence A Bird in the House which is built around the character Vanessa MacLeod and her growing-up years in the fictional town of Manawaka, Manitoba. Following on from the collection’s title story which has the death of Vanessa’s father as its central event, â€Å"The Loons† is set in a time prior to the father’s death and is the first of three stories which deal with Vanessa’s progressive opening up to the world around her and her increasing awareness of the suffering, poverty and forms of oppression outside of her family circle (Stovel 92). More specifically, â€Å"The Loons† gives us Vanessa’s perception of a young girl called Piquette Tonnerre who is of Metis descent and who accumulates the social disadvantages of poverty, illness, ethnic discrimination and being female.The story has been taken to task for the questionable values attached to its u se of Piquette as the stereotype of the doomed minority figure, most notably by Tracy Ware who asks: â€Å"To what extent [does this short story] confirm a debased master narrative that regards Natives as victims of a triumphant white civilization? † (71). At the same time, Ware recognizes the â€Å"enduring sense of [the] aesthetic merit† (71) of this story which so clearly has its place within the canon of Canadian literature.Evaluating the text against its depiction of the Metis can only lead to the negative conclusions that Ware arrives at, namely, that Laurence’s â€Å"The Loons† falls ideologically short of the expectations of today’s politically-conscious reader. What this reading of â€Å"The Loons† does not take into account is that the â€Å"aesthetic merit† of the story is situated elsewhere—not in the portrait or role of Piquette as such, but in the story’s treatment of loss and in the central role of the fat her in the symbolics of this particular knot of meaning.In the context of the full story-sequence, loss and the father would seem more naturally associated in â€Å"A Bird in the House,† where the death of the father is the central event. In â€Å"The Loons,† the death of the father is recalled and reactivated as an informing event related to other moments in Vanessa’s life and to her relationship to others, Piquette bearing the weight of this role as ‘other’. On one level—that of Vanessa’s childhood perception of Piquette2—the story is about incomprehension, misconstruction, defensiveness and the impossibility of communication between the two girls.But the entire history of this failed relationship is revisited through the narrating voice of the adult Vanessa; in the telling of the story, she reshapes past events through the experience of loss provoked by her father’s death and invests them with symbolic value. Like the dreamer and the dream, Vanessa’s story is more about Vanessa than about those around her; it is her attempt to fit her own sense of loss into a world which is, more than she knows, beyond her.The father’s role in giving Vanessa access to symbolic values is central to the story; indeed, the first ‘event’ in the story is the father’s announcement of his concern (as a doctor) for the health of the young Piquette, who is in his care. After having prepared the ground briefly, he asks his wife: â€Å"Beth, I was thinking—what about taking her up to Diamond Lake with us this summer? A couple of months rest would give that bone a much better chance† (110).This act of social generosity, which is to involve his whole family, introduces the reader to the father’s values; it also inaugurates the continuing association in the text between the father and Piquette. The father is a reference point for Piquette; she invokes him to justify her re fusal to accompany Vanessa on a short walk: â€Å"Your dad said I ain’t supposed to do no more walking than I got to† (113), and in later years, Piquette tells Vanessa, â€Å"Your dad was the only person in Manawaka that ever done anything good to me† (116). This positive assessment of the father is Journal of the Short Story in English, 48 | Spring 2007Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† 3 6 the only shared ground between the girls. In response to the comment above, Vanessa â€Å"nodded speechlessly [†¦ ] certain that [Piquette] was speaking the truth† (116). In the name of her love for her father, Vanessa will make several attempts at approaching Piquette: these attempts are regularly met with rejection, leading to a moment of hurt for Vanessa: ‘Want to come and play? ’ Piquette looked at me with a sudden flash of scorn. ‘I ain’t a kid,’ she said. Wounded, I stamped a ngrily away [†¦]. 112) 7 8 This pattern recurs twice on the following page, with Piquette’s â€Å"scorn† taking on other forms —â€Å"Her voice was distant† (113); â€Å"her large dark unsmiling eyes† (113)—and her refusals becoming more verbally aggressive: â€Å"You nuts or somethin’? † (113); â€Å"Who gives a good goddamn? † (114). The impossibility of sharing between the girls is seen both from the perspective of the child Vanessa, who is mystified, â€Å"wondering what I could have said wrong† (113), and from the more experienced perspective offered by the narrated construction of events.This double vision allows the reader to see the misperceptions and involuntary insensitivity on which Vanessa’s attempts at communication are based. Where Vanessa fantasizes Piquette into â€Å"a real Indian† (112) and projects onto her the knowledge of the ‘secrets’ of nature, Piquette lives her identity as a Metis through the social rejection which characterizes Manawaka’s view of her family:   Ã¢â‚¬ËœI bet you know a lot about the woods and all that, eh? ’ I began respectfully. †¦] ‘I don’t know what in hell you’re talkin’ about,’ she replied. [†¦] If you mean where my old man, and me, and all them live, you better shut up, by Jesus, you hear? ’ (113) 9 While the child cannot understand the defensiveness of Piquette, as readers, our knowledge of Piquette’s social conditions, outlined in the opening paragraphs of the story, leads us to a position of empathy with the offended girl. Similar effects are produced by Vanessa’s enthusiasm about her summer cottage, —â€Å"‘I love it,’ I said. We come here every summer,’† (113)—expressed in the face of Piquette’s poverty, which habitually excludes her from the world of lakeside summer homes. Just as much as Piquette’s social disadvantages, Vanessa’s self-absorbed immersion in the comforts of middle-class Manawaka is the source of the girls’ mutual wariness. As the narrator of the story, the older version of Vanessa puts forward expressions of regret at the failure of the relationship between herself as a child, and Piquette.This regret, however, is not distinct from childhood, but a part of it, recounted in the past tense: â€Å"Piquette and I remained ill at ease with one another. I felt I had somehow failed my father, but I did not know what was the matter, nor why she would not or could not respond† (115). The linguistic markers â€Å"somehow† and â€Å"did not know† suggest that the emotional experience of failure remained confusing for the child, but the ability to formulate this metadiscourse indicates that things have become clearer to the adult Vanessa.This acquired comprehension allows the narrator to develop the expression of failure once again, two pages further on, including, this time, more details about the possible expectations of the father: Yet I felt no real warmth towards her—I only felt that I ought to, because of that distant summer and because my father had hoped she would be company for me, or perhaps that I would be for her, but it had not happened that way. (117) 10 Through the voice of the more experienced Vanessa, the regret of the past is understood to have been intimately related to a sense of having failed not herself, nor Piquette, but her father.The focus is on the father’s symbolic role in attributing potential value to the possibility of their friendship. Along with the father’s generosity towards Piquette, a series of other values related to the father are offered in the short story. The father’s name, MacLeod, is also the name which designates the family cottage (111), which itself is associated with nature and authenticity: it Journal of the Short St ory in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† 4 11 s the father who comes and sits by the lake with Vanessa to listen to the loons (114); the lake, the nighttime, the loons, all come to signify intuitive communication (â€Å"we waited, without speaking†), mystery and transcendence (â€Å"They rose like phantom birds†), a reproach to human civilization (â€Å"Plaintive, and yet with a quality of chilling mockery, those voices belonged to a world separated by aeons from our neat world of summer cottages and the lighted lamps of home†) (114). The idea that the loons belong to a separate world is reinforced by the father’s comment that the loons had been there â€Å"before any person ever set foot here† (114).The loons are both a form of access to the continuum of natural time as opposed to civilized time, and a reminder that man cannot bridge that gap; there is therefore a form of retrospective loss attached to the image of the loons: the imagined loss of what came before and is now inaccessible. However, the birds also prefigure future loss—the enduring presence of the loons is endangered, as Vanessa tells Piquette: My dad says we should listen and try to remember how they sound, because in a few years when more cottages are built at Diamond Lake and more people come in, the loons will go away. 114) 12 We can also see the metonymic association between this loss and the approaching end of the permanence of Vanessa’s world; her father, associated with the loons in Vanessa’s childhood, is soon to disappear: â€Å"Neither of us suspected that this would be the last time we would ever sit here together on the shore, listening† (115). The symbolic charge of the loss of the loons is therefore great for Vanessa, but meaningless to young Piquette, who, on learning of the precarious situation of the birds, says: â€Å"Who gives a good god damn? (114). For Piquette, they are literally, â€Å"a bunch of squawkin’ birds† (115). Meaning is to do with symbolic construction and â€Å"The Loons†, for all of its focus on Piquette, is about Vanessa’s construction of personal meaning. Coral Ann Howells notes that Vanessa’s choosing to write about Piquette is a way of â€Å"silently displacing her own feelings into [Piquette’s] story† (41). This process is clearest in the paragraph which announces the father’s death: That winter my father died of pneumonia, after less than a week’s illness.For some time I saw nothing around me, being completely immersed in my own pain and my mother’s. When I looked outward once more, I scarcely noticed that Piquette Tonnerre was no longer at school. (115) 13 14 The words which tell of the loss of the father are almost immediately followed by words which tell of the disappearance of Piquette. This is given in the form of a neg ation: â€Å"I scarcely noticed†¦,† but what the young Vanessa had â€Å"scarcely noticed,† the narrating Vanessa gives weight to by placing it in verbal proximity to the death of the father, obliquely associating the two events.Through indirection, therefore, Vanessa speaks of her own loss. But the process is not entirely parasitic; in the telling, she also constructs Piquette. Piquette is, in some ways, a difficult character for today’s reader to take on board: like Pique, the daughter of Morag Gunn in the final Manawaka story, â€Å"The Diviners†, she â€Å"suffers from the weight of too much thematic relevance† (Howells 51) since, as I noted earlier, she accumulates an extraordinary number of handicaps, all of which are seen to be indirectly related to her Metis origins.In spite of the older Vanessa’s gentle mocking of her earlier self in her desire to ‘naturalize’ Piquette into a folkloric Indian, the story does imply that part of Piquette’s tragedy is that, like the loons, she belongs to a more ‘authentic’ heritage which has been/is being destroyed. 3 The romanticism which the narrating voice mocks is nonetheless supported by the story’s symbolism, as is the attempt to fix Piquette into a sterile, stereotyped role of ‘representativity,’ something that Piquette’s direct discourse has violently rejected.Yet, we do have access to a more tenacious Piquette; in her silences, rejections, and refusals, she is a character who is fighting for her own survival in a world clearly divided along class lines and this tenacity is seen principally in her rejection of Vanessa’s self-satisfaction. Vanessa’s sense of superiority over Piquette is implicit in the narrator’s comments about the Metis girl’s invisibility to her younger self; at that time, Piquette was but â€Å"a vaguely embarrassing presence† who â€Å"moved somewhere w ithin my scope of vision† (109). Moreover, Piquette can drop out of sight for years without notice: â€Å"I do not remember seeing her at allJournal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† 5 until four years later† (115). It would seem to be the total separateness of their social worlds that creates and sustains what might be experienced as a ‘lack of affinity’. Whereas these social differences remain unformulated to the child Vanessa, they are close to the surface for Piquette whose discourse refuses to endorse the smugness of the well-off Vanessa: ‘Do you like this place,’ I asked [†¦] Piquette shrugged. It’s okay. Good as anywhere. ’ ‘I love it,’ I said, ‘We come here every summer. ’ ‘So what? ’ (113) 15 Other details suggest a Piquette who has dreams of her own, but who cannot allow herself t o expose them to others: â€Å"When she saw me approaching, her hand squashed flat the sand castle she had been building, and she looked at me sullenly, without speaking† (113). For Piquette, the child Vanessa is a potential enemy, someone to guard oneself against. Dreams cannot be shared, and cannot even be envisaged within the society of which Vanessa is a part.Indeed, even in her later teenage years, Piquette holds no hope of improvement for herself within the confines of small-town Manawaka: â€Å"Boy, you couldn’t catch me stayin’ here. I don’ give a shit about this place. It stinks† (116). Piquette knows that Manawaka holds nothing for her in the sense that no one there believes in her chances for a better future. When she becomes engaged to be married, she remarks that, â€Å"All the bitches an’ biddies in this town will sure be surprised† (117).The implication that the town gossips have nothing good to say about Piquette is un derscored by Vanessa’s own reactions. On seeing Piquette several years after the summer at the cottage, Vanessa is â€Å"repelled† and â€Å"embarrassed† by her, and although she is â€Å"ashamed† at her own attitude, she gives way to an emphatic outpouring of animosity towards the teenage girl:   Ã‚  Ã‚  I could not help despising the self-pity in her voice. I wished she would go away. I did not want to see her. I did not know what to say to her.It seemed that we had nothing to say to one another. (117) 16 The force of this expression suggests a negative identification with Piquette on Vanessa’s part. It is as if Piquette represents the photo negative of Vanessa’s life; the result of poverty, illness, and lack of education made flesh and standing there as a threat to the integrity of Vanessa’s identity as a middle-class, reasonably well-educated girl with a future. There is no indication in the story that Vanessa ever overcomes thi s violent rejection of Piquette during the Metis girl’s lifetime.This moment of intense emotional confrontation is followed by what may be seen as the story’s signature moment: For the merest instant, then, I saw her. I really did see her, for the first and only time in all the years we had both lived in the same town. Her defiant face, momentarily, became unguarded and unmasked, and in her eyes there was a terrifying hope. (117) 17 These last two words encapsulate the relative positions of the two girls.Where Piquette ‘reveals’ her most guarded treasure—hope, arguably the most positive emotion which exists, Vanessa reproduces the condemning judgement of the town; with the word â€Å"terrifying,† she declares this hope to be without any ground. It is therefore coherent with Vanessa’s view of Piquette’s life that the Metis woman should be left as a single mother, follow in the drunken path of her father, and finally die in a hous e fire along with her two children. Vanessa’s reaction to this news is, â€Å"I did not say anything. As so often with Piquette, there did not seem to be anything to say† (119).It is not that there is ‘nothing to say’ about Piquette, but rather, that what there is to say would involve a questioning of community values which would also have to be a form of self-questioning. The narrative does not take the direction of a critique of human and social relationships; it deals with the vague sense of guilt expressed by the narrator—â€Å"I wished I could put from my memory the look that I had seen once in Piquette’s eyes† (119)—by sublimating Piquette into the symbol (along with the loons) of something lost.The ground is prepared through the falling action of the story which lists the avalanche of losses which Vanessa experiences after having heard about Piquette’s death: â€Å"The MacLeod cottage had been sold after my father ’s Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† 6 death†; â€Å"The small pier which my father had built was gone†; â€Å"Diamond Lake had been renamed Lake Wapakata†; and finally, â€Å"I realized that the loons were no longer there† (119).These different elements reinstall the triad of the father, the loons and nature as the paradigm of loss and the narrator then brings Piquette into this sphere of symbolism: I remember how Piquette had scorned to come along when my father and I sat there and listened to the lake birds. It seemed to me now that in some unconscious and totally unrecognised way, Piquette might have been the only one, after all, who had heard the crying of the loons. (120) 18 19 â€Å"Piquette,† â€Å"father,† â€Å"lake,† â€Å"birds,† â€Å"loons†: all of these words are given a place in the final parag raph.The narrator too, is present amongst these elements, and her place as the one who reconstructs meaning is affirmed: â€Å"I remember how [†¦]. † But it is affirmed, finally, as a process of questioning: in the phrase, â€Å"It seemed to me now that in some unconscious and totally unrecognised way,† (where it is uncertain as to whether it is the narrator’s unconscious or Piquette’s which is being invoked), the narrator seems to romanticize Piquette’s Metis status into the ‘natural’ world and confer on her the positive charge of nostalgia related to loss. In this statement of restricted awareness, it would seem that the narrator is trying to resolve the problem of her own position in relation to Piquette; the irreconcilable distinction between how she felt towards Piquette and how she felt she should have felt, if only for her father’s sake. The solution to this is to transform Piquette from the living girl—judged by society, including Vanessa and her mother—as â€Å"sullen and gauche and badly dressed,† â€Å"a real slattern,† â€Å"a mess† (118), into a symbol: a young girl, representative of an oppressed minority, with a tragic destiny, doomed to die. In this form, the loss of Piquette can be associated with both the death of the father and the disappearance of the loons; the desire to bring Piquette into this association suggests an unresolved sense of guilt—towards the girl character, on the level of the diegesis, but also towards the Metis people, whose â€Å"long silence† (108) is echoed in the â€Å"quiet all around me† experienced by Vanessa (119) as she becomes aware of the disappearance of the loons.Silenced by death, Piquette’s ‘otherness’ can be neutralized and romanticized into nostalgia. The contradictions which structure â€Å"The Loons† give the story its force. In spite of the control of the adult n arrator in the choice and ordering of memory, there is no attempt to beautify the emotions of her childhood self. The limited, often egocentric aspects of her childhood perspective are rendered, so that the reader’s sympathy goes out towards the other girl, Piquette. This construction of perspective may be een as a form of generosity, whereby, in spite of Vanessa’s statement that â€Å"there was nothing to say,† the narrator’s rendering of the past has allowed the reader to achieve an awareness of Piquette’s specificity as a character: she has moved from the general sense of absence which characterizes her in Vanessa’s memory, to a form of visibility in which the reader may see her as the victim of multiple vectors of oppression; in this context, her ‘defiance’ and ‘sullenness’ become the marks of a fighting spirit, and her ‘hope,’ the sign of her humanity.Through these effects constructed by the narrat ing voice, the earlier generosity of the father is ultimately echoed and loss takes on its complex human dimension. Bibliography Howells, Coral Ann. Private and Fictional Words : Canadian Women Novelists of the 1970s and 1980s. London: Methuen, 1987. Laurence, Margaret. A Bird in the House (1970). Chicago : The University of Chicago Press, 1993. Stovel, Bruce. â€Å"Coherence in A Bird in the House,† in New Perspectives on Margaret Laurence : Poetic Narrative, Multiculturalism, and Feminism.Ed. Greta McCormick Coger. Westport: Greenwood Press, 1996. Vauthier, Simone. â€Å"‘A Momentary Stay Against Confusion’ : A Reading of Margaret Laurence’s ‘To Set Our House in Order. ’† The Journal of the Short Story in English vol. 3 (1984): 87-108. Ware, Tracy. â€Å"Race and Conflict in Garner’s ‘One-Two-Three Little Indians’ and Laurence’s ‘The Loons. ’† Studies in Canadian Literature vol. 23:2 (199 8) : 71-84. Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons† 7 Notes   I am grateful to my colleagues in Besancon who participated in a discussion on â€Å"The Loons. † 2   See Vauthier (96-99) for a detailed analysis of Vanessa’s function as narrator (based on the short story â€Å"To Set Our House in Order,† but equally valid here). 3    Indeed, Tracy Ware argues that the association of Piquette with nature, on the basis of her Metis origins, â€Å"den[ies] Piquette her full humanity, [and it also] makes a tragic outcome inevitable. We will never be able to imagine a future for people whom we regard as separate[d] from us ‘by aeons’† (80).   Margery Fee’s comment, quoted in Ware, that â€Å"Native people [†¦] are so rarely depicted as individuals, because they must bear the burden of the Other—of representing all that the modern person has lost† (Ware 82), seems relevant to the construction of Piquette as a character who comes to bear the symbolic weight of the very idea of loss. 5   Ware declares that this symbol is â€Å"a misrecognition because it ignores the historical struggles of both Natives and Metis† (79). References Electronic referenceJennifer Murray,  «Ã‚  Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons†Ã‚  Ã‚ », Journal of the Short Story in English [Online], 48  |  Spring 2007, Online since 01 juin 2009, Connection on 01 avril 2013. URL  : http://jsse. revues. org/index858. html Bibliographical reference Jennifer Murray,  «Ã‚  Negotiating Loss and Otherness in Margaret Laurence’s â€Å"The Loons†Ã‚  Ã‚ », Journal of the Short Story in English, 48  |  2007, 71-80. Jennifer Murray Jennifer Murray is an associate professor at the University of Franche-Comte.Her research is focused primarily on Canadian literatur e and on American writers from the South. Ms. Murray’s publications include articles on Margaret Atwood, Carson McCullers, Flannery O’Connor and Tennessee Williams. She is currently working on the short stories of Margaret Laurence and Alice Munro. Copyright  © All rights reserved Abstract Je me propose ici d’etudier l’impact symbolique de la disparition du pere dans â€Å"  The Loons  Ã¢â‚¬ , une nouvelle de Margaret Laurence.Au niveau de l’intrigue, l’histoire est celle d’une amitie impossible entre la narratrice, Vanessa, fille de medecin, et une jeune metisse, Piquette, soignee par le pere de Vanessa. Les differences de niveau social, d’education et d’origine ethnique creent une incomprehension fondamentale entre les deux filles et vouent a l’echec les tentatives de Vanessa de sympathiser avec Piquette. Cet insucces attriste Vanessa  ; elle pense avoir decu son pere qui esperait que le sort de sa jeu ne patiente serait adouci par le contact avec sa famille.Devant son incapacite a transformer la realite et le remords qu’elle en eprouve, la narratrice transforme son souvenir de Piquette, l’exclue, en symbole. Ce symbole se developpe autour d’un noyau d’elements semantiques associes a l’authenticite, la nature, et la nostalgie du passe  ; des concepts valorises par le pere, et qui, pour la narratrice sont lies au sentiment de perte occasionne par sa mort Journal of the Short Story in English, 48 | Spring 2007

Sector of Employment and Employee Type Affecting Trade Preferences Free Essay Example, 2500 words

Several studies have brought it out that the UK is blessed with a mix of unskilled as well as skilled labour and though the proportion is slightly tilted higher towards unskilled labour, the skilled labour is on a rise. We have seen above about fitting the HO model on the UK and analyzing the trade preferences. Now we will look at how the RV model works on it. As per the RV model, the labour in the UK that is employed in sectors where price shall fall due to the trade policy i. e. the sectors that have a comparative disadvantage shall have a preference for protection whereas those who are employed in sectors having comparative-advantage shall have a preference towards free trade. Asset Ownership Affecting Trade PreferencesThe analysis of individual trade preferences has an assumption that individuals certainly know about the impact that trade policies have on their income as well as on the assets that they hold. This happens to be a common assumption, though not universal. Ina trade model, it is generally assumed that all the income of the factors is spent on daily consumption items. We will write a custom essay sample on Sector of Employment and Employee Type Affecting Trade Preferences or any topic specifically for you Only $17.96 $11.86/page

The Success Of A Business Owner - 999 Words

Being an entrepreneur is about believing in something and standing for what you believe in. The reasons entrepreneurs start businesses is to be successful as well as to make money. No one ever starts a business with the intent to fail, however if a business does fail most entrepreneurs learn from their mistakes and try again. The mentality of successful business owner is an I will not lose attitude that motivates that person to not accept failure as an option. Having what it takes to survive and succeed is a core value of entrepreneurs, making it your civil duty to find solutions to problems people face on a daily basis. In my research I think the main objective of an entrepreneur, is to change the world in a way that will benefit everyone in one way or another. This is the entrepreneurs right and clear intention to make sure they are operating from a good intent and integrity. Entrepreneurs that have achieved a pinnacle of success often ask themselves, How can I help? or better yet you ask yourself, How can I serve?. These are the the main motivating factors an entrepreneur needs to create a plan of action. Any entrepreneur that is successful in business has an instinctive ability to see problems and needs that people have as an opportunity to apply their entrepreneurial capabilities to come up with solutions and satisfy a person s problems or needs. Another great example are social media entrepreneurs whoShow MoreRelatedThe Success And Success Of A Small Business Owner754 Words   |  4 Pages This is a difficult feat many business owners find to be very difficult and challenging. The life of a small business owner is one filled with many challenges, both big and small. Many factors will determine the levels of confidence and success that a small business will experience. 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Analysis Of John Steinbeck s Of Mice And Men Essay

Biases and inequality towards women have been a problem in society since men foolishly decided to give women the stereotype of being housewives and only good for breeding children. Those who refuse to follow the stereotype are considered promiscuous, or unfaithful towards their significant other. This stereotype was highly expected of women during the early twentieth century, and was also exhibited in John Steinbeck’s Of Mice and Men towards Curley’s wife. Of Mice and Men took place in the 1930s, and the plot follows two best friends trying to achieve their dreams, which lands them in a ranch that will do them nothing but harm. In this ranch, only the strongest may survive, and those who do not follow the usual stereotype were considered weak, and will most likely die. Steinbeck’s theme of death is always feared, but to some it is a way to leave the misery that is the world reveals the social injustices in society causes gender discrimination towards Curleyâ€⠄¢s wife. 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That Day free essay sample

Throughout my life I have heard people say that when an event of great historical importance occurs, a person remembers every detail for the rest of their life. My parents remember vividly the day President Kennedy was killed. I never really believed that I would experience anything so important that it would change me forever. The events of January 28, 1986 proved me wrong. When I was six, my parents decided they needed a change of scenery, so we moved to Titusville, Florida. Only 15 minutes from the space center, it was an interesting place to live. My mom got a job at the center, and we got free passes to see launches. I learned a lot about the space program and must have viewed 15 take-offs. After a while, the excitement wore off and seeing a launch when walking out to get the morning paper was something everyone took for granted. For this reason, we didnt really think too much when we heard about the Challenger launch. We will write a custom essay sample on That Day or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was just like any other day, until I got to my math class. My friends informed me we were going outside to watch because a teacher, ChristaMcAuliff, was going up. Excited to miss class, we ran outside and stood in the playground waiting for the take-off. My school was so close to the space center we could hear the countdown. I remember getting impatient because they continually started counted and then stopped because something was wrong. Then, finally, the real countdown began: 10-9-8-7-6-5-4-3-2-1- LIFT OFF! The shuttle rocketed up into the sky at a tremendous speed, as usual, and everyone cheered. Then something went wrong. The shuttle seemed to slow down and was suddenly engulfed in a mass of smoke and flames. I was shocked at first and didnt understand what had happened. When I heard teachers around me let out horrified gasps and begin to cry, it began to sink in. I was too shocked to cry. As I stared at the fireball in the sky, I just stood there on the playground enveloped in my own thoughts. It blew up! I cant believe this. How could something like this happen? I thought of the children and families of the astronauts and how they must have felt as they watched their loved ones die. I thought of one of the astronauts I knew. His name was Ron and he was my next door neighbors best friend. I thought of how he used to yell, Hey, Blondie! at me whenever he saw me playing in the yard. I remember him taking my brother and me fishing on Saturdays. He cant be dead. I just saw him two days ago. Then a woman standing behind me yelled, Look! Parachutes! Momentary hope filled me. Then I remembered that the Challenger had not been equipped with parachutes, so that couldnt be possible. My heart was again filled with despair as I realized that what she saw were pieces of debris falling from the sky. Finally a teacher touched my shoulder and motioned me inside. My classmates and I filed into the classroom without saying a word. There was no sound until the principal came on the intercom and told us we were to be dismissed early. I rode my bike home with my friends as usual. The only difference was the deafening silence. Even the crossing guard who normally joked did not speak. When I arrived home, my brother and father were already there. They were watching television, which kept replaying the horrible incident. I went to my room; I didnt want to see it anymore. One time was bad enough. I was waiting for my mother to come home from the space center. I wished she would come in and announce that there had been some kind of miracle and the astronauts had survived, but when she walked in with tears streaming down her face, I knew there wasnt going to be any miracle. The Challenger astronauts were gone. This experience had a great effect on me because I realize I have to live life to the fullest and do my best in everything I do. There may not always be a tomorrow to fix my mistakes. When I thought of the families of the astronauts, it made me appreciate my family and all I have more. I learned not to take things for granted. This experience really changed me as an individual and I know I will never forget anything about that day for as long as I live. That Day free essay sample That day was one of the greatest days I have had in a while, that day I felt accomplished and that all of my hard work had finally paid off, that day is what I wanted all of my days to feel like in the future. That day that I am talking about was on February 16th, 2013, at the forty-third annual Bloomington Tournament, when I won my first medal with the Benilde-St.Margaret’s (BSM) speech team. That day I experienced wonderful feelings of pride, joy and success. I felt so accomplished because this was only my third tournament and my first year participating on BSM speech team. Now I remember every specific aspect and element of February 16th, therefore let me explain to you what happened on that day. I woke up bright and early at five thirty, afterwards I continued with my normal agenda. Next my dad and I drove to BSM, where the speech team loaded on the bus to proceed to the forty-third annual Bloomington Tournament. We will write a custom essay sample on That Day or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At that moment I remember performing my speech to the window, to make sure that I retained all of my speech and didn’t forget anything. We got to the school in about fifteen minutes, which is when I started to sense butterflies in my stomach. Now my first performance started at nine o’clock, with about six other people and I was third. Therefore this gave me thirty minutes to practice, I went through my speech a few more times, and every time I repeated it I felt more and more confident. When it was my time to perform I remember including lots of expression in my face and my voice, and I nailed all of my gestures at the right time. I had to keep in mind that I shouldn’t become to overconfident because this was only my first performance out of three. Henceforth I performed with all of my heart for the next two performances; I got lots of compliments on my third performance, which I believe was my personal best. Afterwards I headed back to the school’s cafe teria and ate my lunch while we were waiting for the final results. At that time I remember being so anxious, then the judges put the list of finalists on the wall. As I walked up to the novice poetry list, I was ecstatic to see my name on the list. After that I collected my stuff and performed my speech one more time, with one hundred and fifty percent effort. Afterwards we went to the auditorium to accept the awards. As the announcer announced the novice poetry category, and said my name for third place I was so excited and I couldn’t stop smiling. From then on my work ethic has improved immensely, including school, my volunteer work and my life in general. This demonstrates how with one success your inspiration can increase. Therefore this will forever be one of my greatest memories that I will refer to as â€Å"That Day†.

Understanding The Silent Killer Essay Example For Students

Understanding The Silent Killer Essay Uncontrolled high blood pressure, hypertension, is one of the leading causes of disability or death due to stroke, heart attack, heart failure and kidney failure. High blood pressure has been described as the silent killer because it often occurs without symptoms. Headaches, blurred vision, nosebleeds, or dizziness may occur, but these symptoms are not specific to high blood pressure. Everybody has, and needs blood pressure. Without it, blood cannot circulate through the body. And without circulating blood, vital organs cannot get the oxygen and food that they need to work. So its important to know the role of blood pressure, and the organs and systems that help regulate it. We will write a custom essay on Understanding The Silent Killer specifically for you for only $16.38 $13.9/page Order now The explanation of blood pressure begins with the cardiovascular system, the system responsible for circulating blood through the heart and blood vessels. When the heart beats, a surge of blood is released from the left ventricle, which is the hearts main pumping chamber, into an intricate web of blood vessels that spread throughout the body. The arteries are the blood vessels that carry nutrients and oxygenated blood from the heart to the bodys tissues and organs. The largest artery, aorta, is connected to the left ventricle and serves as the main channel for blood leaving the heart. The aorta branches off into smaller arteries, which turn into even smaller arteries, called arterioles. (1)Within the bodys tissues and organs are microscopic blood vessels called capillaries. The capillaries exchange nutrients and fresh oxygen from the arterioles for carbon dioxide and other waste products produced by our cells. This used blood is sent back to the heart through a system of blood vessel s called veins. When it reaches the heart, blood from the veins is routed to the lungs, where it releases carbon dioxide and picks up a new supply of oxygen. This freshly oxygenated blood is sent back to the heart, ready to begin a new journey. Other waste products are removed as blood passes through the kidneys. (1) To keep this process working and all of the 11 pints of blood in our body moving, a certain amount of pressure is required. Blood pressure is the force thats exerted on the artery walls as blood passes through. This force helps keep blood in the arteries flowing smoothly. Several factors help control blood pressure and keep it from increasing too high or decreasing too low. They include three major organs; heart, arteries, and kidneys. When the heart releases blood into the aorta, a certain amount of force is created by the pumping action of the heart muscle. The harder the heart muscle has to work to release blood, the greater the force exerted on the arteries. To assist the surge of blood coming from the heart, the arteries are lined with smooth muscles that allow them to expand and contract as blood flows through. The more elastic the arteries are, the less resistant they are to the flow of blood and the less force exerted on their walls. When arteries lose their elasticity or become narrowed, resistance to blood flow increases and additional force is needed to push blood through the vessels. (1)The kidneys regulate the volume of water circulating in the body and the amount of sodium the body contains. More sodium in the body means that more water is retained in the circulation and may cause an increase in blood pressure. More sodium in the body also may increase the tendency for blood vessels to narrow. The cen tral nervous system, hormones, and enzymes are other factors that also influence blood pressure. Within the walls of the heart and several blood vessels, are tiny structures called baroreceptors. The baroreceptors job is to monitor the pressure of blood through the arteries and veins. If a change is noticed, the baroreceptors send signals to the brain; to slow down or speed up the heart rate, or to widen or narrow the arteries to keep the blood pressure within a normal range. (1)The brain reacts on the messages from the baroreceptors, by signaling the release of hormones and enzymes that affect the functioning of the heart, blood vessels, and kidneys. Epinephrine, adrenaline, is one of the most significant hormones to affect blood pressure. Epinephrine is released during high periods of stress or tension. The release of Epinephrine, causes the arteries to narrow and heart contractions become stronger and rapid, increasing the pressure on the arteries. Blood pressure is the measure o f the force generated by the heart against the artery walls. This force is expressed as two numbers, such as 110 over 80 mm Hg (millimeters of mercury). The first number, the systolic blood pressure, represents the amount of force used by the heart to initially fill the blood vessel circuit; the second number, the diastolic blood pressure, is a measure of the resistance to that force. Combined, these numbers give a picture of how hard the heart is working to get blood to the tissues in the body. .u82eeb0c54be7238aa4c8a4c3339ffc45 , .u82eeb0c54be7238aa4c8a4c3339ffc45 .postImageUrl , .u82eeb0c54be7238aa4c8a4c3339ffc45 .centered-text-area { min-height: 80px; position: relative; } .u82eeb0c54be7238aa4c8a4c3339ffc45 , .u82eeb0c54be7238aa4c8a4c3339ffc45:hover , .u82eeb0c54be7238aa4c8a4c3339ffc45:visited , .u82eeb0c54be7238aa4c8a4c3339ffc45:active { border:0!important; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .clearfix:after { content: ""; display: table; clear: both; } .u82eeb0c54be7238aa4c8a4c3339ffc45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u82eeb0c54be7238aa4c8a4c3339ffc45:active , .u82eeb0c54be7238aa4c8a4c3339ffc45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .centered-text-area { width: 100%; position: relative ; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u82eeb0c54be7238aa4c8a4c3339ffc45:hover .ctaButton { background-color: #34495E!important; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u82eeb0c54be7238aa4c8a4c3339ffc45 .u82eeb0c54be7238aa4c8a4c3339ffc45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u82eeb0c54be7238aa4c8a4c3339ffc45:after { content: ""; display: block; clear: both; } READ: Comparison Between Pop Music and Classical Music EssayHigh blood pressure, is blood pressure that consistently reads above 140 over 90 mm Hg. There are 3 separate stages of high blood pressure, based on increased severity. They are simple referred to as stages 1, 2, and 3. Among people whose blood pressure is uncontrolled, about 75 percent, have stage 1 high blood pressure. About 20 percent of people have stage 2, and about 5 percent have stage 3 high blood pressure. (2) High blood pressure causes undue stress to the circulation of key organs, particularly the brain, heart and kidneys. This leads to increased risk of stroke, heart attack and kidney failure. High blood pres sure also can cause an aneurysm, a small balloon-like weakening of the artery wall, which can be life-threatening. Nearly one-third of the people affected by high blood pressure do not even know they have it. They may go for years without knowing it. Among people whom are aware of their condition, only about half are being treated. And even fewer, only about one-quarter of the people with high blood pressure, have their blood pressure under control. High blood pressure can occur in children or adults, but is particularly prevalent in blacks, middle-aged and elderly people, obese people, heavy drinkers and individuals who are taking oral contraceptives. Hypertension can be especially hard to manage when combined with other disorders, such as diabetes or obesity. The more you know about blood pressure, hopefully, the more willing you will be to take the necessary steps to lower your blood pressure and keep it under control. BibliographyBibliography1. Sheldon G. Sheps, M.D. Mayo Clinic on High Blood Pressure; 1999 Mayo Clinic Research and Development2. American Heart Association, About High Blood Pressure; 1999Health and Beauty Essays