International entrepreneurship 3 Essay Example | Topics and Well Written Essays - 2750 words

International entrepreneurship 3 - Essay Example Consequently, the use of the term entrepreneurial opportunities begs the question on how these opportunities for investment come about and how different entrepreneurs utilize them, which serves as the basis for this paper. This is due to the ever-growing world of entrepreneurship globally and the need to understand how investments are made starting from the identification of an opportunity to its exploitation. Market Dynamics Entrepreneurial Opportunities in international entrepreneurship can be analyzed on different levels with the first being that of availability of markets to which one can expand to in order to make more business. Then main aspect in this level involves analysis of market dynamics, a crucial factor in determining how far one’s entrepreneurial skills and ventures can go. Concerning international entrepreneurship, this aspect is significant following the presence of many opportunities in the international market, and especially following then availability of many countries that invite entrepreneurs into their countries for different purposes. With market dynamics and their analysis, they determine the success rate of a venture and the availability of the said opportunities (Kor et al 2007, p.1189). For example, having a country play host for one’s entrepreneurial venture brings with it plenty of uncertainties, such that the country must in the first place have a demand for one’s services or goods prior to facilitation or provision of the opportunity. Consequently, for entrepreneurial opportunities to be deemed viable or unviable there must analysis of market dynamics as this is new venture altogether in an attempt to identify the different loopholes and strengths that are readily available. In addition, it allows to conduct feasibility studies for future investments following the presence of uncertain factors in new countries far from the home country and into the host country. Internationalization In addition, there is th e common factor of internationalization of business venture, which act as a focal point for most entrepreneurs and their entrepreneurial ventures (Oyson n.d, p.3). This is following then possibility of founding an institution and the having demand for its gods and services go everywhere into foreign nations. This could also be as a result for the need to expand one’s business in an attempt to have more sales and drive one’s venture into increased profitability. In the former case, entrepreneurial opportunities are brought about by increased demand and this call for bringing one’s venture closer to the people and to the market that is mainly marginalized. This, therefore, presents an opportunity for the entrepreneur to drive the venture into expansion in foreign lands with little or no information raising the question of market dynamics again as these must be looked into prior to taking the entrepreneurial opportunity lest it turns disastrous in losses and uncalc ulated moves. Feasibility Other factors considered in the development of entrepreneurship opportunities in international entrepreneurship include the ability to control different resources in different countries, coupled with strategic management in the said different countri

Communication Shc Essay Example for Free

Communication Shc Essay Parents and other adults who come into the school are more likely to give beneficial support if communication is strong and effective – this, in turn, benefit pupils. Communication takes many different forms, from talking to letters and memos; for a child care workers is very important to develop good communication skills so they can communicate effectively. WHY PEOPLE COMMUNICATE? There are many reasons why people communicate such as: * To give and receive information * To give and receive instructions Discuss a situation * Make a point or outline a concern * Express a need * Negotiate * Develop learning 1. 2 EXPLAIN HOW EFFECTIVE COMMUNICATION AFFECTS ALL ASPECTS OF YOUR WORK Effective communication is the key area for developing relationships with others and also covers many different forms of communication. It is a two-way process. The person communicating has to send the right message, but also needs to make sure that it is being correctly received and understood by the other person or people. Communication involves talking or verbal communication, and non-talking or non-verbal communication. To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Showing respect and considering the other child’s or adult’s point of view * Have a rapport with the child or adult you are communicating with * Taking time to listen to others * Being clear on key points Maintaining a sense of humour (laughter can be a good icebreaker and is also a great way of relaxing and relieving stress) * Find opportunities to speak (some children lack confidence and need to be given a chance to warm-up first so that they feel able to do so) * Give eye contact and actively listen (if you look away or are busy doing something else, this gives the recipient the message that you are not really interested in what they are saying) * Use body language and facial expressions, an d be approachable(for example, with very young children, get down to their level) * React and comment on what they are saying (you may need to repeat back to pupils to check on your understanding * Be interested, responding and questioning to maintain conversation so that they can build up an understanding about how it works * The age of the child or young person ( children of different ages will require varying levels of attention) The benefits of good communication are: * Your relationship with the children * Your relationship with colleagues * Your relationship with parents 1. 3 EXPLAIN WHY IT IS IMPORTANT TO OBSERVE AN INDIVIDUAL REACTIONS WHEN YOU ARE COMMUNICATING WITH THEM? When communicating with children or adults it is important to take account individuals feelings and what they want to say. You can do this by carefully observing a variety of reactions such as: * Facial expressions and eye contact * Body language: posture and actions or gestures which help to convey meaning * Tone of voice: this can alter the meaning of what has been said * Pauses * Turn taking * Take account of culture and context, such as where English is an additional language * Build a rapport by showing understanding, respect and honesty It is thought that more than 70% of messages are conveyed through non-verbal ways. NON-VERBAL REACTIONS Facial expressions They can be a way to find out how someone feels. Some facial expressions have the same meaning all over the world, but some cultures inhibit the expression of certain emotions, such as anger or disgust. EYE CONTACT People’s eyes can express a wide range of emotions. People may have intense eye contact because they are trying to understand you. However, some cultures or people may avoid eye contact when they do not understand or agree with you, want to avoid showing their feelings or fear negative feedback. Eye contact has five important functions in communications: 1. It regulates the flow of conversation 2. It controls intimacy in a relationship 3. It gives feedback 4. It express emotion 5. It informs both speaker and listener BODY LANGUAGE Your body language can often indicate your attitudes and emotions. If the person you are communicating with has arms crossed over their chest, this may indicate anger or tension (closed position = communication barrier) * If they lean forward with separated arms and legs, this communicat es warmth and friendliness (open communication) * Indifference to your communication may be expressed through shoulders shugs, raised arms, and outstretched hands * Clenched fists and hunching may convey anger * Slouched shoulders may convey a lack of confidence * A posture with the shoulders back in a relaxed position makes it more likely that others will view you as self-confident GESTURES It is important to learn to observe and understand as much as you can about gestures of the adults and children you are communicating with. * People often use gestures such as head and hand movements to reveal or conceal feelings. They can use them to add emphasis, to illustrate points, and to manage turn-taking * A nod may encourage others to continue talking. Some of these gestures may be used as part of a signed language – such as Makaton – or as an aid to verbal communication in a noisy environment, such a the floor of a busy factory. TOUCH It is one of our most basic forms of communication and it is associated with comfort. It is also a non-verbal communication. The amount of everyday touch which we will allow people to have with us is also culturally determined. VOICE TONE Paralanguage is the way in which language is spoken. By altering our tone of voice or changing its pitch, we can convey different emotions. An example of paralanguage is whispered speech. Paralanguage features include the tone of voice (such as flat or bright), the tempo (fast or slow), and the way in which we emphasise certain words. 2. 2 DEMONSTRATE COMMUNICATION METHODS Effective communication happens when the right method is used to send a message so it can be received and understood. Early years practitioners need to know about a range of communication methods. They should also be skilled at identifying the communication and language needs, wishes and preferences of children and adults in the setting. Children and young people’s care settings are used by people from a diverse range of backgrounds who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. You can do this by: * asking parents whether their children have particular language or communication needs * reading reports and notes that provide information on a child’s * speech and language development, learning difficulties, disabilities (such as hearing or visual impairment) or physical conditions that affect communication abilities (for example, cleft palate) * being aware that an adult or child’s culture, ethnicity and nationality may affect their language preferences and needs * observing the children and adults who use your setting to see how they use their communication and language skills * asking your supervisor or mentor, senior staff and specialist professionals (such as speech and language therapists and SENCOs) for information, advice and support when communicating with children or adults who have special communication needs. You may need to communicate with adults (parents, work colleagues, visitors or other professionals) who have special communication needs as a result of a hearing or visual impairment, or because English is not their first language. Meeting an individual’s needs, wishes and preferences Talking is not the only way of communication with adults and children in a setting. There are different ways of communication that may be used during the day, such as: * telephone * email * video conferencing * letters * memos * sing language * interpreting 2. 3 HOW AND WHEN TO SEEK ADVICE ABOUT COMMUNICATION There may be situations in which you feel unsure about how you should communicate with a child or adult. Perhaps you will be aware that you are struggling to communicate effectively with somebody. In situations like these, you should seek advice and obtain support. You can do this by: * talking to your supervisor, mentor or line manager about the difficulty – ask for their advice about how to deal withthe problem * talking to communication or language support specialists (teachers, psychologists or speech and language therapists) who work at or spend time in your work setting. When to look for support * When you are anxious about approaching an individual * When you are not sure how to deal with a situation * When child uses another language * When you want to improve your relationship with an individual * When communication is not effective * When you feel communication is not effective If you want to learn how to communicate in a way such as signing or an individual’s home language * If you find out an adult or child has communication needs Where to look for support * Always talk first to the line manager, who may be able to advise you or work with you to seek support * Then she/he will advise you where to find support, and will probably be the person to find appropriate support if it is external * If you work in a children’s centre you are likely to have support services to help both children and adults develop their communication skills BE ABLE TO REDUCE BARRIERS TO COMMUNICATION Knowing about different barriers to effective communication will enable you to avoid potential difficulties and adapt your communication approach when this is necessary. Barriers to communicate are things that interfere with a person’s ability to send, receive or understand a message. These may be physical, organisational, personal, to do with language and culture or to do with the presentation of information. Attitudinal example Language and culture WAYS TO REDUCE BARRIERS TO EFFECTIVE COMMUNICATION Barriers to communication can often be overcome, or at least reduced by making changes to the environment, adapting your approach or by using support services such as SENCO (Special Educational Needs Coordinator). Adapting the environment Environmental changes might include: * replacing poor lighting with brighter lighting * reducing background noise or creating some quiet areas putting up multilingual posters and displaying signs clearly * fitting electronic devices such as induction loop systems for hearing-impaired people. Adapting your approach to communication In order to improve communication, early years practitioners can adapt their approa ch by: * making sure they can be seen clearly, facing both the light and the person they are talking to * making sure their mouth is visible when speaking * minimising background noise * using eyes, facial expressions and gestures to communicate as necessary and appropriate. Timing Speaking clearly and slowly, and repeating or rephrasing what you say can make communication more effective for some children and adults. The speed or pace of communication may need to be slower if a person has a hearing or visual impairment, a learning disability or is anxious and confused. It is also important to allow time for the person to digest your communication and to respond. This can mean making silences comfortable while the person works out how to reply. Using support services and specialist devices Early years practitioners should understand the language needs and communication preferences of the children and adults with whom they work. If a child or adult has difficulty communicating in English or has sensory impairments or disabilities that affect their communication skills, specialist communication support may be needed. Learning a few words of another person’s language or developing some basic sign language skills can really help an early years practitioner to establish a positive, supportive relationship with a child and their parents. HOW TO ENSURE THAT COMMUNICATION HAS BEEN UNDERSTOOD There are various ways that you can find out if your communication has been successful. If you can do this, it can help to solve any issues that arise and stop barriers from developing. Active listening Active listening involves paying close attention to what the other person is saying, while also noticing their non-verbal communication. People who are good at active listening also tend to be skilled at using minimal prompts. These are things like nods of the head, ‘Mm’ sounds and encouraging words like ‘Yes, I see’ or ‘Go on’. Skilful use of minimal prompts encourages the person you are communicating with to keep speaking or to say a little more. Clarifying or repeating You can ensure that your communication has been understood by clarifying (repeating back, summarising or rephrasing) aspects of what the person has said during the conversation. You could say something like, ‘Can I just check that you meant †¦? ’ or, ‘Do you mean †¦? ’ You should try not to clarify too often in a conversation as this will interrupt the speaker’s flow; it might also make them think you are ‘parroting’, which may appear insincere. 3. 4 SOURCES OF INFORMATION AND SUPPORT OR SERVICES FOR MORE EFFECTIVE COMMUNICATION Royal National Institute for the Deaf (RNID): They give support to people with hearing and sight loss with agencies in different areas. Association of Sign Language Interpreters Qualified in sign language professionals help people who are hard of hearing to communicate. Royal National Institute for the Blind Agencies in different areas give visually impaired people support in communicating. Teaching Development Agency Have courses to support teaching assistants working with children in schools. Common Assessment Framework (CAF) Give practitioners a right to seek support in communicating with parents and children who have specific needs. Department of education The government website or your local authority website gives information about local agencies that will help to communicate with families from a variety of cultures and religions. BIBLIOGRAPHY Children amp; Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 1-15 PRESENTED BY MONICA BELALCAZAR INTRODUCTION TO COMMUNICATION UNIT SHC 1. 2 CYPW L2 KNOWLEDGE TASK PART TWO 4. 1 WHAT IS CONFIDENTIALITY Confidentiality is not about keeping secrets; it is about protecting an individual’s right to privacy. You may obtain private, personal information from children or parents as part of your work role. As an early years practitioner you have a duty to: * keep personal information about children and families private * only share information about children and families with those who have a right to know or when a parent has given permission. Your workplace will have a confidentiality policy that sets out the rules and procedures on sharing confidential information. You should read this and make sure that you follow it in your practice. You may be asked to sign a confidentiality agreement as part of your employment contract. Again, you should have a clear understanding of what this means in practice. Cross reference with TDA 2. 2 assessment criteria 3. 5 4. 3 SITUATIONS WHERE CONFIDENTIAL INFORMATION MIGHT NEED TO BE PASSED ON There may be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organisation. A parent, child or colleague’s request that you maintain confidentiality can be overridden if: * what they say suggests that a child may be at risk of harm * they reveal information that can be used to protect another person from harm * a court or a statutory organisation, such as OFSTED, asks for specific information about a child. * If a child needs additional support from other professionals * If a child is suspected to be in a situation that risks their safety * If an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting * If an outside body such as Ofsted requests to see an adult’s or child’s records When should you seek advice about confidentiality It is best to treat everything you learn about children and their families in your workplace as confidential information; it is advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone wants to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you or not. Always do this in an area where nobody else can overhear what you are saying. It is better to seek advice verbally rather than using communication such as email, which other adults could access. BIBLIOGRAPHY Children amp; Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 28-29

Pardee Lowe Father and Glorious Descendent :: Essays Papers

Pardee Lowe Father and Glorious Descendent Pardee Lowe penned his autobiography, Father and Glorious Descendent, in 1943. In the book, Lowe tells his story of growing up in the home of first generation Chinese immigrants. Throughout the book he relates the trials and tribulations endured by himself and his family in California, ranging from major events like the Great San Francisco earthquake at the beginning of the century to everyday occurrences like dealing with widespread racism in the white majority. In the end, the author relates his success in attending Stanford College and later attending one of our nations most prestigious business schools. In doing so, he presents an Asian-American success story that serves as a tribute to the spirit and culture of a people. During the time when the field of Asian-American studies began to emerge, many scholars looked back upon Asian works from the past to try and build a library of books to convey the experiences of early Asian immigrants. Father and Glorious Descendent was dismissed by many in the field as a â€Å"document of self contempt† and a â€Å"humiliating book† to the Chinese and thus it was dismissed in most academic circles. Lowe begins his book with the statement â€Å"I strongly suspect that my father’s life is a fraud,† but he does not mean this as a derogatory statement. Instead it is a subtle compliment to his father’s ability to amalgamate into a foreign culture and become successful. This mirrors the fact that the rest of the book is a tribute to the ability of a people to adapt to a foreign land without losing themselves or their culture. It is for this reason that I believe Father and Glorious Descendent deserves to be studied by today’s scholars and students. First, Pardee Lowe’s book is a compliment to the Chinese because it continually paints the first generation of immigrants in a very favorable light. This story is filled with numerous success stories of immigrants building large businesses and becoming reasonably successful. There are families that own laundries and others, like Lowe’s, that own large dry goods stores. The author never refers to these businessmen in a derogatory way and often he speaks of his childhood amazement at the wealth of some of these people. At no point does he attribute this wealth to a shedding of traditional Chinese ways or to a complete adoption of American attitudes either.

Study of Southwest Airlines Essay -- Business Management Studies SWOT

Study of Southwest Airlines 1. What three things impress you most about this company? One thing that really impressed me about Southwest was their ability to maintain high profits and maintain a high customer base even after the September 11 attacks and 2002 recession. Another impressive attribute is the fact that they can keep their prices very low and affordable to customers. The last thing that really impressed me about Southwest Airlines was their management system. Their motto that employees are equal to upper management seemed to me a risky approach, but for Southwest it was a very brilliant and profitable idea. 2. Do a SWOT analysis. (See Exhibit 1 for analysis) STRENGTH * Major profitable airline company since September 11, terror attack * Lower prices than competitors * Friendly service * Short air travel between two cities * Upside-down pyramid management system * Plenty of daily flights * Entertainment for passengers WEAKNESS * Only flies to 29 states * Cannot compete with larger airline companies * Does not utilize a hub system * No first class seating * Smaller seats compared to larger airline companies * Only uses Boeing 737 Airlines OPPORTUNITES * Slash Prices even more to eliminate competitors * Add first class compartment * Expansion into new geographic region * Add flights in areas where rivals were cutting back service * Expand airline fleet to fly longer distances * Add longer, non-stop flights THREATS * New entrants * Increased rivalry * FAA rules and regulations * Government Regulation * Land-based travel such as Amtrak and Greyhound * Other airline companies duplicating Southwest Airlines? strategy 3. What grade would you give Southwest management for the job it has done in crafting the company?s strategy? I would give Southwest management an A grade, for the reason that Southwest Airlines is described as an upside-down pyramid. The upper management is at the bottom and supports the front line employees, who are the experts. This is Herb Kelleher's unorthodox leadership style, in which management decisions are made by everyone in the organization, not just the head executives. The company is described as not having much of an emphasis on structure; instead, employees are encouraged to think freely without constrai... ...mselves and stress the quality of these frills (such as roomier seats). Others, through use of flight hubs, are the only ones who can economically serve remote customers. Another weakness of Southwest Airlines is its preference for Boeing 737s. Being limited to one type of airplane leaves them with little flexibility when the model receives a bad reputation or a critical flaw is discovered. Such would be a costly venture for this company, who has used only one type of airplane, and in the face of a dire situation would face a costly venture of finding replacements or counteracting bad publicity. A possible threat is that since Southwest Airlines' strategy has proven so effective, it will be duplicated by its competitors to a point where it would lose originality. This could result in competitors offering low rates to the areas covered by Southwest and beyond, making Southwest Airlines' range and limitations more obvious. It would be very possible in the near future where a big company, with its hubs (something Southwest does NOT have), would basically introduce Southwest Airlines' low-cost model to a wider market, encroaching and outdoing Southwest Airlines.

A family ritual to strengthen family bonds Essay

As I was answering the Family rituals questionnaire, I felt good as i was somewhat compelled to reminisce the activities which I shared with my family when I was a child. It feels good to see that our family got a high score in the questionnaire. In only proves that we have been quite close as a family. I was only mesmerized as I recalled those moments when we simultaneously scan our old pictures and laugh at the way all of us looked in the past. I also enjoyed recalling the fond memories of our excursions when I was still a child. Personally, I do not want to change that kind of relationship which I had with my family in the past. I would like us to maintain this close relationship we have right now. For me, this is how families are supposed to be. Families are supposed to spend most of the time together so they can be updated with the events happening to one another. In this sense, they will always be available to succor when one among the family members is having some dilemma. In addition to that, the intimacy between them will not be lost; and instead, will only be kindled. That feeling of intimacy will make them more comfortable and more expressive with one another. The ritual that I would like to apply to my family is a unique Islamic tradition called Eid al-Fitr. Eid al-Fitr is being done some time after Ramadan. It is basically a tradition celebrating the success of the recently done Ramadan which is a whole month of blessings and joy. Moreover, Eid al-Fitr is also the extension of these blessings and joy to those who happen to be less fortunate. Every Muslim family must offer some donation of any kind to those who are in need. They do this so the needy can participate in the celebration as well. This is done before the end of the Eid so all the people can be prepared for the jubilation. When the day of the Eid comes, all of the participants will gather outdoors – in mosques – to perform a prayer that is especially for the Eid. Afterwards, the participants will begin to disperse and mingle with one another. They will meet up with their families, friends and other acquaintances to give presents and express their cordial greetings. If they have relatives who are not present and cannot go to the event, they can call them on the hoping and likewise extend their wishes. This event usually lasts for three days to allow the Muslims make the most out of the celebration. The meaning of this ritual is that it can manifest the unity and comradeship among its participants. By extending their warm wishes to other people and giving donations to those who are in need, the participants learn to take care aside from their selves and value other people as well. The act of giving donations can be symbolically interpreted as an act of offering something that sincerely comes from the self. The act is like transcending the self and its own interests in order to extend one’s hands to other people. By applying this ritual with my family, I aim that my family will have a sense of responsibility and learn how to work as a group. Moreover, I can also reinforce family planning. My family will learn that they also have responsibility over other people –their fellowmen – and that all of us must unite for a singular cause. By promoting the behavior of giving donations to the poor and mingling with the family members, the unity of a singular cause is reinforced. As we harbor in mind the need to achieve a singular purpose, we will learn how to work as a group. In the latter process, we will develop a more cohesive bond among ourselves. The part of mingling with other people can only encourage us to commune more deeply with one another and be aware of one another’s experiences. As the ritual will be repetitious, all of its objectives will be recurrently addressed. In addition to that, by mingling with the family members in the course of the ritual, we will realize the importance of family planning. In our family, there are more than ten of us who are siblings and it will surely be harder for us to greet one another while doing the ritual. Lastly, I think that the ritual need not to change as the members of the family grow older. We must only adapt with one another and our family embers – and our oscillating temperaments, tastes and yearnings. The touchstone of the ritual is that we feel the warm company of our family members as we do and enjoy doing things together. In that sense, my two goals can be achieved. We learn that we are responsible for the welfare of our family members and we learn to work collectively in making all of us grow individually as persons and the family as a whole.

How to Tell if You Are in a Toxic Relationship

How to Tell if You Are in a Toxic Relationship â€Å"Toxic† is not just the name of a famous song by Britney Spears. It’s also a definition of a relationship that brings destruction and sadness. A toxic relationship is something that people often fall into without realizing how bad the situation is. They usually dont even try to escape this cage. Why? Because of love, affection, or fear. But if you feel unhappy with your relationship, its time to change something, and this article will help you understand if you are in a toxic relationship. Why Is It Important to Exit a Toxic Relationship? We all love love, and we all love being loved back. Thats why sometimes people prefer not to pay attention to little details that might ruin the magic of the world that this person has made up. He or she might not see the influence of the partner and their bad attitude because of a subconscious (or conscious) fear of loneliness. This is what makes a toxic relationship even worse – not all people are ready to end this nightmare. A toxic relationship often causes various mental problems – depression, neurosis, and anxiety alongside with low self-esteem or even suicidal thoughts. A relationship should bring joy, a sense of protection, care, and stability. A toxic partner takes all this away, creating an unhealthy atmosphere. The following are the most common signs that your relationship is slowly destroying you. 1. You Always Feel Guilty Guilt, in general, is a healthy emotion that we face throughout our lives. It helps us understand whats right and whats wrong or how to avoid making mistakes in the future. However, a constant sense of guilt is unnatural and unhealthy as it has a bad influence on your self-esteem and your psychological balance. Does your partner always comment on your actions or the way you look, making you feel like you do everything wrong? Then you should make it stop. 2. You Feel Lonely Even When You Are Together A great relationship means that your partner is also your best friend, someone whom you can talk to about anything in the world, who supports you and cares about you. However, if you feel like you are lonely and not understood even after trying to communicate with your partner, you may be involved in a relationship with the wrong person. If being together with your partner doesnt bring you any joy (and especially if it makes you feel worse than being alone), consider ending this relationship. 3. You Dont Share Much with Your Friends and Family Some partners are just too jealous. It can get so extra that it makes you talk less to the people closest to you. Toxic relationships make people distance themselves from their families and friends, which results in losing the chance to get help from people who know you the best. If your partner presses you to give up contacts with your friends and family, it is truly a bad sign. Ask yourself, why does your partner do that to you? Maybe he or she understands that this way you will become more dependent on your relationship. This is a manipulative move that ties you down and limits your freedom. 4. You Feel Emotionally Drained Not all vampires look like Edward from Twilight. Some of them look just like regular people. Of course, we are not talking about the ones who crave blood but about the ones who actually take your energy and will away. Emotional vampires might seem like a myth, but they do exist. They dont have fangs and dont make you fall into some hypnotic sleep. They just exhaust people around them and make people emotionally weak, suppressed, and dependent. By taking your inner calmness away with scandals, blaming, suspicions, and insults, they make you do what they want. Energy vampires might not look as scary as Dracula, but their toxic influence is as dangerous as sharp teeth of any bloodsucking immortal. 5. You Are Careful with What You Say and Do Are you always afraid of making your partner angry with what you say or do? Do your conversations feel more like tipping on your toes? If instead of expressing your thoughts and feelings genuinely, you have to be very careful with your words, that means that you dont have the kind of emotional bond that has to exist in a really deep relationship. Being with someone means understanding the needs of your partner and their experience. If you cant share what bothers you with your significant other, ask yourself if they are really the one who you should be with. 6. You Give up Things that You Like for Your Partner It doesnt matter what it is that your partner makes you give up (a hobby, a friend, a job), its not a good sign. If you like to dance, sing, meet with your friends, visit galleries, or if you have some other hobbies etc., but have to avoid doing it in order not to annoy your partner, this is one of the surefire signs of being in a toxic relationship. 7. You Dont Have Privacy Does your partner check your phone and emails? Does he or she want to spend all your time together? Is he or she against you spending quality time with your friends? If you can recognize your partners behavior in these questions – consider ending this relationship. If there is no trust in a relationship, there is no future for the couple at all. Think about the joy that you are forced to give up when you are not allowed to do what you want. You are in a relationship where you both are equal in rights, so there can be no â€Å"I dont allow you to do that.† Come on! 8. You Are Forced to Do What You Dont Want To A lot of toxic partners are really demanding, especially when it comes to plans, activities, etc. They usually consider your opinion irrelevant and decide everything for you. For example, if you are going to see a movie together, you might suggest some particular film, but in the end you always go see what you partner wanted. It also might be applied to other spheres of life. For example, sexual, social, professional, etc. If you feel like you have no voice in this relationship, its the time for changes. What to Do if You Are Trapped in a Toxic Relationship? Toxic relationships can rarely be fixed, as there is little to no understanding and willingness to change something. If you feel unhappy with your relationship, try to talk to your partner about your feelings. Comminucation is the key! However, if all of your efforts end up a disaster and your partner stays indifferent, dont blame yourself. Basically, what you have to do in this case is end the relationship with the least amount of damage as possible. Its not always easy, as toxic partners usually are afraid of losing the power they have over another person. Sometimes this might lead to aggressive behavior. So, be careful and try to distance yourself as much as possible. Dont fall for provocations and be strong – they might tell you that you wont find anybody else, that they love you like nobody ever will, or that they cant live without you. Your happiness should be the priority #1, and you can be happy, just believe it.

The Congressional Election of 1794 essays

The Congressional Election of 1794 essays In 1794, John Swanwick was elected to a congressional representative seat in Philadelphia. John Swanwick was the challenger in this election, defeating incumbent Thomas Fitzsimons. This period of history saw many changes from the ratification of the U.S. Constitution to the use of federal troops to quiet rebellions. Through analysis of the evidence in the congressional election of 1794, three key issues take part in the election. The candidates backgrounds, the excise taxes on goods, and the role of political factions are the contributing factors that got John Swanson elected in 1794. There were three contributing factors to Swanwicks election. First are the different backgrounds of the two candidates. Both came to America a few years before the American Revolution. Fitzsimons was a Roman Catholic from Ireland while Swanwick was a Protestant from England. (Becker, p. 101-102). The country of origin and more importantly their religious beliefs were contributing factor to Swanwicks victory. The north is where people settled to get away from Catholicism and the Church of England, and even with the event happening over a hundred years earlier, that fact was still fresh in the minds of the people. Being English gave Swanwick the upper hand as well. Before the revolution, most people living in the colonies in the northern part of the country (New England) were English, not Irish. A connection to the mother country was made between the people and John Swanwick. In legislative politics, incumbents have the upper hand in elections. Fitzsimons had a service record. Becker states, [Fitzsimons] served as a captain...during the Revolution, he was a member of the Continental Congress...and [he] was elected to Pennsylvania House of Representatives in 1786... (Becker, p. 101). Fitzsimons service did not stop there. Becker goes on to write, [he] was a signer of the Constitution, and was elect...