Speech Speech Therapy - 1776 Words

The origin: Elementary School, I was seven years old and completely friendless. This second grader had just gotten done being the laughing stock with her two bright casts taken off her legs and the wheelchair being removed. Hard times had not quite started to fade yet, sadly I learned slower than the other kids at this time in life. Now instead of being the physically handicapped like before I couldn’t help, but feel mentally impaired to top it off. This in turn trapped me in â€Å"Speech Therapy†. A wretched place that was made to undermine students reducing their confidence and overwhelming their brains with childish talk. It took the whole year to be released of that horrid place. Now it was to be the third grade and I was determined step†¦show more content†¦Instead of focusing on our studies we were distracted by the world around us, leaving my grades to slightly suffer and my reading comprehension progress to temporarily be put on hold. Despite a minor s etback Brianna later encouraged me to be more focussed on school work for the years to come. Not to mention the start of the House of Night series we began together in the school library. Unable to be challenged by the books they featured we decided to share teen fiction and adult books from that point on. You can see, that a mix of all these people and struggles has each taken a role in shaping me for the future. The good years: Intermediate School, began with the fifth grade and a whole new start again. Instead of getting bad grades and barley completing assignments, I was determined to change my ways. Sadly, Brianna was separated from us for both fifth and sixth grade. So going into Intermediate School, it was just good old Kira and I to fend for ourselves. There were two new major people at this time to help me along the journey, Mr. Godfrey and Mia Godfrey. With absolute no actual family relation, these two both played their part. The exact time of initially getting to know Mia is Fuzzy, but each and every day we grew closer as best friends or buff’s if you will. One time while texting Mia she wrote buff instead of BFF, A.K.A we later adapted the name buff for each other. Her smarts put mine to the test as I

The System Of Naming And Classifying Organisms - 853 Words

The theory of evolution is significant as repeated testing that explains â€Å"an observable, verifiable truth – that life on this plant has changed over time.† (Fuentes, 22) It is the well-supported history of where all life came from on this planet. Starting over 500 years ago with Nicolaus Copernicus, Galileo Galilei, Francis Bacon, and Isaac Newton paving the way for the possibility of new scientific exploration into studies such as â€Å"stratigraphy, the study of the rock and soil layers of the earth† by Robert Hooke and Carolus Linnaeus’ study of taxonomy, â€Å"the system of naming and classifying organisms† based on morphological similarities and differences, humanity would begin to uncrack the code of where life came from in a nonbiblical sense. (Fuentes, 26) Further studies by George-Louis Leclerc – Comte du Buffon, Erasmus Darwin (Charles’ grandfather), Georges Cuvier, James Hutton and Charles Lyell as well as Jean Baptiste Pierre Antoine de Monet – Chevalier de Lamarck’s studies in which he â€Å"correctly identified the environment as a challenge to organisms and adaptation as the result of changing to meet environmental challenges† helped prompt the formulation of the current understanding of evolution by Charles Darwin and Alfred Russel Wallace each in their own special way. Through the work of curious minds before them, Darwin’s inspiration working as a naturalist on the HMS Beagle and traveling to the Galapagos Islands, and Wallace’s promptings for publication in 1856,Show MoreRelatedHistory of Taxonomy Essay849 Words   |  4 Pagesbranches of biology. Today, it is a universal methodology of grouping organisms according to their characteristics and their evolutionary history. (Source: Modern Biology 337) One of the oldest known systems of classification is that of Aristotle, who lived around 300 B.C. Dichotomies, or polar opposites, were what Aristotle based his division of the complexity of life upon. He divided organisms into two primary groups: animals and plants. Then, he applied his dichotomy-basedRead MoreThe Endangered Species Act By President Richard Nixon1461 Words   |  6 PagesTaxonomists have the important occupation of naming, describing, and classifying organisms into specific species. A species is defined as a group of organisms that consist of similar individuals that are competent of exchanging genes through interbreeding. Scientists estimate that there are roughly 6.5 million terrestrial species and 2.2 aquatic species living on planet Earth. The naming of a specific organism becomes crucial when dealing with those who are endangered because of the EndangeredRead MoreMajor Contributors to the Theory of Evolution Essay example879 Words   |  4 Pagesunchanging species overruled suggested ideas of evolution. Natural theologian Carolus Linnaeus (1701-1778) was the â€Å"Father of Taxonomy† and he developed the two-part system (genus and species) of naming organisms and grouping species into a hierarchy. He firmly b elieved that species were permanent and dedicated his life to classifying organisms to reveal the plan of God’s creation. Through greater knowledge of the natural world, discoveries in the geological sciences greatly contributed to making Darwin’sRead MoreTaxonomy Essay2257 Words   |  10 PagesTaxonomy A species is a genetically distinct group of organisms, which can interbreed and produce fertile, viable offsprings. External similarity is the common basis for identifying individuals as being members of the same species. Yet a bulldog, a terrier, and a golden retriever are very different in appearance, but they are all dogs because they can interbreed. People can also interbreed with one another, and so can Read MoreOral Indigenous Knowledge Systems Different From Written Western Science Traditions1438 Words   |  6 PagesQ1. How are oral Indigenous knowledge systems different from written Western science traditions? Indigenous knowledge comprise of all knowledge pertaining to particular people and its region, with the nature of knowledge transmission being primarily oral via generations. Knowledge such as scientific, agricultural, technical as well as ecological knowledge is all part of the Indigenous knowledge. Indigenous knowledge has some distinct features that are not seen in Western science traditions. UnlikeRead MoreEvolution Study Guide1319 Words   |  6 Pagesterms: 1. Evolution – a change in the number of times specific genes that codes for specific characteristics occur within an interbreeding population over a period of time. 2. Fossils – preserved remains of organisms that lived long ago, usually in sedimentary rock. 3. Acquired traits – organisms that acquire, not inherit, traits over a period of time and that cannot be passed down to the next generation. 4. Artificial selection – a breeder that selects desired traits for a species and then breedsRead MoreThe Oldest Sedimentary Rocks : Evidence For The Origin Of Life3774 Words   |  16 Pagesthe first organic molecules. Describe the contribution of the Murchison meteorite finding to the understanding of the origin of life The Murchison meteorite provided a substantial amount of information about complex compounds and the early solar system. It was so influential because it was a carbonaceous chondrite, the most primitive of all meteorites. After studying this meteorite, scientists discovered hundreds of amino acids, and unique molecular compositions and organic compounds. Amino acidsRead MoreMicrobiology Pioneers2051 Words   |  9 PagesContributors to Microbiology Pioneers of Microbiology I. Antonie van Leeuwenhoek (Oct. 24, 1632- Aug. 30, 1723) A. In 1676 Leeuwenhoek saw tiny organisms in water, he was the first man to observe and describe bacteria accurately. He discovered microscopic nematodes, blood cells and sperm. He also made over 500 microscopes to view specific objects. B. Microbiology is concerned with the study of all forms of life that are too small to be seen with the naked eye. Antonie’s workRead MoreBiology Exam1670 Words   |  7 Pages1. The classification system developed by Linnaeus in the early 1700s divided living organisms into plant and animal kingdoms. Today, that has been expanded into five kingdoms. Which of the following inventions was most responsible for creating the need for the additional three kingdoms and why? (2 points) (0 pts) Fossil fuel-based transportation made it easier to explore and discover new species. (0 pts) Genetic engineering created new species which then needed new kingdoms. (2 pts) MicroscopesRead MoreHonors Biology-Early Topics3382 Words   |  14 PagesLEVELS We can study biology and biological processes at various levels. The broadest (biome) is at top left. Biosphere Organism Cell ↑ ↑ ↑ Biome Organ System Organelle ↑ ↑ ↑ Ecosystem Organ Organic Molecule ↑ ↑ ↑ Community Tissue Inorganic Molecule ↑ ↑ ↑ Population Cell Atom ↑ Organism BRANCHES OF BIOLOGY Biology is a huge subject and cannot be studied by a professional scientist in its entirety. Thus, a scientist

Successful Completion

Question: Write a "Successful Completion" and reflective analysis? Answer: Reflective Analysis In order to fulfill the first learning outcome, I have focused on my interpersonal skill to understand the principles of interpersonal communication that are inescapable, irreversible, complicated and contextual. It helped me to understand the different communication ways that was beneficial for me to develop my skill and have healthy conversation. For the second outcome that is teamwork skills I have focused on my internal skills and experience that helped me in coping up with other team member (Johnson, 2012). On the other hand I focused on listening, persuading, sharing and participating skills that was valuable for doing the work in effective way. Apart from that, for third outcome, I dealt with communication skill by using verbal and written format in order to converse with the other people. It was effective in completing the task in due time and gaining due support from other people. In the fourth learning, I focused on oral presentation for delivering my thoughts and work to the audience. It was done by creating a simple and in understandable language. In the next that is fifth learning, I discussed the effectives of following ethics and adopting codes of behavior and dealt with issues relating to legal, societal and privacy in reference ICT industry. I have used the entire principles associated behind such act and it developed my personal and professional skill. In the sixth learning, I highlighted on the work practices that has to be adopted during course of action. It helped me in knowing that work has to be done within the set rules and practice so that other does not get affected. In the seventh learning, I assess the use of ICT in improving the processes of organization. I found that ICT is helpful in coordinating the work and work can be carried in quick pace (Morrison, 2012). In the eighth learning, I found that use of technology is effective in enhancing the communication channel that increases the information and work process. The course helped me to enhance my knowledge and professional skill that will be beneficial for me in my future development. The two things that I liked during the course is focus on interpersonal skill and use of ICT in organization. I liked it because interpersonal skill is necessary to build better and healthy relationship with the people around. On the other hand, advancement in technology such ICT has reduced the workload and work can be carried in much easier manner. Therefore, ICT is important in today complex environment. I found that there was lack of support from the seniors and due to that it took time for me to understand the topic and continuing my work. Therefore, I want it should be improved so that other people can be able to do their task in due time. Other suggestion that I want to provide is reduction in the course length. I want it because lengthy course increases fatigue and lower down the interest of mine. Therefore, short course length will maintain the interest and work can be done in more effective manner. References Johnson, C. (2012). Organizational ethics. Thousand Oaks, Calif.: SAGE Publications. Morrison, T. (2012). Working alliance and functional outcomes in an occupational therapy intervention.

Case Study Analysis Samsung and Tablet Business Model

Question: Discuss about theCase Study Analysisfor Samsung and Tablet Business Model. Answer: Introduction The national business systems are distinct based on the political economy, belief system, and cultural roots of a country. Competition in the technology industry is pushing the South Korean Conglomerate, Samsung to respond by countering its rivals in the market. Samsung operates in different business portfolios including electronics, chemicals, finance and insurance, machinery, and other subsidiaries (Barkema, Chen, George, Luo, and Tsui 2015). The issue has been the conflicting business model that companies in this industry have used. Interestingly, the subsidized tablet business models remain a niche as it is dominated by the Google Nexus 7 and Amazon Kindle Fire seem to be a limiting factor for other entrants (Barrett 2013). In fact, most companies can only sell the tablets where the contents of these firms are available and to consumers who are ready to pay for the content or relevant advertising. Based on the Asian business system that focus on quality to services, the subsidized business model requires a distinct measurement and judgment (Barkema et al. 2015). Currently, many people seem to judge the technology industry depending on the units sold and overall market share. It is essential for the companies to use profits in assessing the performance of the company. To this effect, it would be prudent to judge the Google Nexus 7 and Amazon Kindle Fire should be judged by the profits generated from the content sales and advertising. The business platform has exposed the strength of every player in this mobile tablet strategy. Apple seems to be the strongest company in the tablet platform as evident in its profits and sales (Somaya, Teece, and Wakeman 2012). Similarly, Amazon appears to understand the platform as the subsidized business approaches focuses on the content than applications. To this effect, Amazon needs more time to develop its platform because the Kindle Fire is a new kid on the bloc (Kirk 2012). Besides, Google does never understand the tablet platform because its platform is weak and has failed to hurt its phone sales thus crippling the tablet efforts. In fact, by introducing the Google Nexus 7, the company has confirmed its focus on content than applications. For Samsung, its understanding of tablet platform is moderate. Conversely, the Korean giant has no control over its android operating system. Samsung no longer controls the Android apps and content thus exposing the company to the competiti ve pressure (Bajarin 2014). The Samsungs tablet model appears to be a two-fold. For instance the hardware of the current tablet forms the basis of its value chain. The company has no control over the software, apps, content, and overall ecosystem. Unfortunately, the hardware where it can add value is moving towards commoditization and good enough rapidly (Zeman 2014). The future of the platform between the operating and hardware systems of the competitors remains alive. However, the businesses will succeed based on their business models. For instance, the companies can change the models, because Apps will retain its platform as the tablets take the lead (Kirk 2012). Samsung tablets has nowhere to go and the company must readjust based on the Asian business model to allow it generate substantial profits. The future of the platform will depend on the business model. Unfortunately, the current models are never responsive towards the future. Bibliography Bajarin, Tim. How Apples Business Model Burned Samsung. The Daily Techpinion, September 26, 2014. https://techpinions.com/how-apples-business-model-burned-samsung/35093. Barkema, Harry G., Xiao-Ping Chen, Gerard George, Yadong Luo, and Anne S. Tsui. West Meets East: New Concepts and Theories. Academy of Management Journal 58, no. 2(2015): 460-479. https://dx.doi.org/10.5465/amj.2015.4021. Barrett, Paul M. Apple v. Samsung: Three Lessons from the Smartphone Patent Fight. Bloomberg June 5, 2013. https://www.bloomberg.com/news/articles/2013-06-05/apple-v-dot-samsung-three-lessons-from-the-smartphone-patent-fight. Kirk, John. Battle of the Tablet Business Models: Lessons Learned and a Look Ahead. Featured Tech.pnions Samsung, October 5, 2012. https://techpinions.com/battle-of-the-tablet-business-models-lessons-learned-and-a-look-ahead/10987. Somaya, Deepak, David J. Teece, and Simon Wakeman. Business Models and Patent Strategies in Multi-Invention Context. IVEY Business Journal September/October 2012. https://iveybusinessjournal.com/publication/business-models-and-patent-strategies-in-multi-invention-contexts/. Zeman, Eric. Samsungs next Frontier: Apps. InformationWeek April 21, 2014. https://www.informationweek.com/mobile/mobile-applications/samsungs-next-frontier-apps/d/d-id/1204595?itc=edit_in_body_cross.

The Guardian Ad Litem Program Essay Research free essay sample

The Guardian Ad Litem Program Essay, Research Paper The Guardian Ad Litem Program represents kids who appear in the province tribunals. These kids have non committed any offense but are victims of maltreatment, disregard or forsaking. The plan is comprised of voluntaries who represent kids in the tribunals, doing certain they do non go victims of # 8220 ; the system # 8221 ; . Each voluntary works with one or more kids involved in the judicial system and societal services bureaus, going familiar with there lives, while stand foring the involvement of each kid before the tribunal or societal services bureaus involved. Specifically, a voluntary acts in the involvement of each kid in five different capacities. First, as an research worker, a guardian learns every bit much as possible about the kid # 8217 ; background ( i.e. school, church, friends, and any otherpeople/organizations that affect the kid ) . As a proctor, a guardian makes certain societal services bureaus, and any other organisations involved with the kid are run intoing their duties to the kid. We will write a custom essay sample on The Guardian Ad Litem Program Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a defender, a guardian prevents insensitive inquiring in the tribunals that is really frequently carbon monoxide mmonplace. As a reporter, a guardian is a liaison between the child and the courts, presentingwritten reports and recommendations to help act in the child’s best interests. Finally, as a spokesperson, a guardian makes sure the child’s wishes are heard and their best interests are presented to the courts and social services agencies involved with the child. Qualifications to be a Guardian Ad Litem are: at least 19 years old; pass screenings with law enforcement agencies, the Abuse Registry, and Guardian Ad Litem staff; and have a genuine concern for a child’s welfare. No prior experience is necessary as each volunteer goes through 48 hours of training, ranging from juvenile justice, child development, and child abuse and neglect. Professional full-time staff are also available for volunteers’ questions and concerns. Time commitment will vary, depending on the child’s needs and the volunteers own schedule. Efforts are made to match a volunteer with time constraints with a child who needs less representation. As lifestyles and family priorities change in our society, there is a growing demand for volunteers to represent these children.

A hope in the unseen essays

A hope in the unseen essays In this Story A Hope in the Unseen we see a young man that has great deal of potential, that is stuck inside a school where it is hard for him to advance as far as a normal student in normal circumstances would. Our main character, Cedric, is constantly put up against odds that are against him, yet he strives to achieve so much in his life. We watch him in this book go through many triumphs and failures that most of us would never imagine having to deal with in our own lives. Cedric main supporter throughout his life is his mother Barbara. She is a very religious and caring mother that has also had many hardships in her life, including the birth of Cedric due to the fact that Cedrics father wanted her to have an abortion. She is the person that always helps Cedric to find the path he needs to be on when Cedric himself lost his way. Another large supporter early on in this book was Cedrics science teacher Mr. Taylor. Mr. Taylor realized the great potential Cedric had academically, but he also knew that Cedric frequently set his goals too high for even himself. Mr. Taylor also encouraged Cedrics growing knowledge by supplementing Cedric with after school tasks and challenges. When Cedric is accepted into the MITES program at MIT after he applied and prayed that he would get in, he put all his focus and hopes in the fact that MIT was the school for him. After getting to MIT and realizing the great difficulty and challenge it presented him, he quickly became discouraged and decided that he did not in fact want to attend MIT. After he returned to Washington D.C. after his MIT visit, Justice Clarence Thomas asked to have a meeting with Cedric in order to discuss his goals. Justice Thomas was very straightforward with Cedric and told him how he felt about Cedrics choices regarding colleges, although some of what Justice Thomas told Cedric was not what Cedric wanted to hear. ...

Investigation of Current Performance in Inverleith Hotel (B&B) Edinbur Assignment

Investigation of Current Performance in Inverleith Hotel (B&B) Edinburg - Assignment Example Additionally, a SWOT analysis of the hotel has been conducted with the aim of understanding strengths, weaknesses, opportunities and threats of Inverleith Hotel (B&B) located in Edinburgh, which is a B&B hotel. A comparison is also made between the hotel with other similar size B&B hotels in the same geographical area. Alternatively, it also intends to explain the methods through which the current performance of the hotel can be maintained properly and the possible solutions for the expansion of the business. In order to determine strengths, weaknesses, opportunities and threats of Inverleith Hotel (B&B), a SWOT analysis has been conducted. In this respect, the strengths, as well as weaknesses of the hotel, can be determined. The possible opportunities related to the success and development of the hotel can also be ascertained. After identifying the weaknesses and threats, the hotel can reduce the weakness by applying new strategies to improve the performance of the hotel (Practical Entrepreneurship, n.d.). The hotel is one of the leading fast food hotels in England. The hotel focuses on the preferences of the customers, which is one of the important strength of the hotel. This strength helps the hotel to attract the more customers to increase the sale as well as increase the profit of the hotel. It also helps to improve the performance of the employees so that the objectives of the hotel can be accomplished. It has multiple numbers of customers in the market. The financial growth of the hotel has increased to a substantial extent. The geographical area of the hotel is good for marketing or doing business. The facilities provided by the hotel are based on quality standards and in accordance with the needs of the customers. The rooms of the hotel are equipped with modern equipment like telephone and broadband access and with self-catering accommodation (Practical Entrepreneurship, n.d.).

Learning journal Essay Example | Topics and Well Written Essays - 1500 words - 1

Learning journal - Essay Example Significantly, Student A had a fast food business and is looking to taking a shift after completion of his degree in Business Degree where he hopes to be a financial Analyst after a certain period. Strategic Learner Realizing one-self is a vital factor especially when one wants to be successful; typically, one should know the kind of person they are and what style and mode of learning fits them best. Considerably, the best methods which are applicable when it comes to interpreting of information are through visual, audio and kinesthetic methods and this can go hand in hand with reflection, experience, theories and experiments (Fleming and Mills, 1992: Kolb, 1984). Student A learns most out of seeing and activity, as from the results which he should put much into so that they can impact his life as an academic and a professional. Any good learner with a strategy will identify specific methods (one of them being a main method) that they will use for their personal learning experience a nd simply apply these methods with Kolb’s cycle. From this a lot can be achieved including Student As goals and aims in both worlds (academic and professional). Moreover, the mindset of a person also matters in any learning situation and a matter of fact the best mind set is one that has room for growth and not the fixed mindset (Carol 2007). In this case, Student A must have a growth- mindset that will help him overcome the different difficulties and challenges in different situations i.e. he can acquire more knowledge out of the normal class/school setting and read further about the current trends of the business world and this will have a great impact and be part of the learning process. Student A will be in a better position if he is able to learn independently and the growth mindset will be easily developed; all the same, this will involve seeing the teacher after class or before for consultation, guidance and feedback. Significantly, there are merits that Student A has like his problem solving and investigating skills that are essential when it comes to independent study but his poor skills in time management and planning might be a big hindrance to his development as a strategic learner. Being a financial analyst requires a lot and for Student A to be successful he must have a lot of self-awareness and high emotional intelligence which he will be likely to apply in most of his working situations. Self awareness and emotional intelligence are applied in social and professional behavior through displaying high levels of maturity and consideration of the people one is working with, respecting both these people and also the cultures of these environments despite the diversity. By and large, Student A must be alert in all the relative areas reflected in his learning journal, core skills and personal SWOT analysis portraying high level of confidence and put into action an active learning style. However, he must also observe his weaknesses and not let t hem take the best of opportunities or affect his learning and development. Skills Analysis Student A’s has high mark when it comes to his core skills through experiences and a lot of developments that have helped him in analysis; all the same, through the SWOT analysis the threats still

The US and middle east Essay Example | Topics and Well Written Essays - 1000 words

The US and middle east - Essay Example However, the Second World War was a wakeup call in all regions of the world as it fuelled nationalism, and this instigated calls for the Arab Nationalism. The Arabs felt that they had had enough of the British and the French who were colonising them. The Americans were not left out, and this is what led to the conflicts that exist to date between the United States and the Middle East. The writer of the article is addressing the Middle East by opening up some of the unseen agendas of the American - Middle East relationship. The writer explains the origin of the relationship between the Middle East and the United States of America, the factors that led to the sharp conflict, democracy in the Middle East as well as the effects of the September 11 attacks on the American Middle East relationship. The author attempts to convince the audience and actually sets forth credible points to support his arguments. The writer is also at times harsh and objective in putting his points across such a s arguing that the United States has a huge disregard for the Middle East in respect to human rights and democracy. The writer is convincing as his sources are credible and has conducted an in-depth analysis to make us understand what the relationship is all about. In addition, the writer looks at the historical relationship and where it was as well as where the relationship is headed. He also looks at who are the major beneficiaries of the relationship, which is very persuading. Nevertheless, at some instances the arguments are out of line; for instance, the claim that the United States does not care for the Middle East and for a very long time the relationship has been based on how they could acquire oil by fuelling conflict without making up for it. Ethos, Pathos and Logos are the modes of persuasion that are used in argumentative essays. The writer uses Logos, which is a persuasion technique that embraces the use of logic or logical arguments. He uses deductive and inductive rea soning, which helps make the argument credible. The writer also uses pathos, which is meant to appeal to the reader’s emotion, as well as ethos, which is meant to convince the reader that the writer is an expert in the field he is writing about. The Ethos the writer uses in the paper includes quoting credible sources such as Colin L. Powell, who is the former United States secretary of state; he also states his credentials as a scholar in the Middle East affairs, and hence the information he is presenting is credible. Reading through the essay, one is able to extract much information, e.g. the US policy on IRAQ, the US strategy on the Arab World as well as the relations between the US and Qatar, which for the a long time could be described as strained and problematic. The ethos can be defined by a quote by Powell (2004), who was defending the US policy in the Middle East: â€Å"The United States’ National Security Strategy does commit us to preemption under certain li mited circumstances† (as quoted in Shunnag, p. 833) Finally, the other instance when the author resorts to Ethos in the paper is when he provides credible evidence and information about the US policy in Iraq and relations with Qatar as well as the strategy of the United States in the Middle East. Those are among the sharp areas of focus that he uses to persuade the reader. In this case

How Can You Classify Welfare States Politics Essay

How Can You Classify Welfare States Politics Essay Introduction: As I have found it so difficult to structure this essay and formulate a strong line of argument, which would be outlined here, I will limit the introduction to some of my thoughts surrounding issues which may have an effect on the discussion. What authors mean by the term welfare state varies from each classification attempt. This results in different classifications which within the boundaries the author has set can be very convincing. Different measures and types of analysis are used creating different outcomes, different levels, and different understandings of welfare states. Some focus more on expenditure than others, definitions may be broader or narrower. As Cochrane points out à ¢Ã¢â€š ¬Ã‚ ¦a loose working definition is required to make comparison possible in the first place (1993) but there is not an overwhelming consensus about what constitutes the welfare state. This is one reason why there is so much controversy surrounding classification, as writers disagree about what the welfare state consists of, and thus use different types of evidence according to their particular view on what makes up the welfare state. However, classifying welfare states helps makes useful generalisations which can enrich our understanding of a complex and important subject. Main body: Early attempts to classify the welfare state of the advanced world did so largely according to expenditure. Wilensky (1975) analyses differences in the levels of government spending, using this criteria to distinguish the leaders from the laggards. Cutright (1965) also bases his differentiation of welfare states primarily on expenditure specifically on social insurance provision. Bonoli (1997) makes the point that This approach, by concentrating exclusively on the levels of expenditure completely neglects other dimensions of welfare provision. Esping-Anderson (1990), in his ground-breaking work The Three Worlds of Welfare Capitalism makes the point that within expenditure based classifications that all spending counts equally. Of course the level of money a government assigns to its welfare provision is very important in classifying states but the way in which it is spent can have implications for the provision and leads to large differences between welfare states, even if expenditure levels appear similar. Firstly in countries such as Austria, governments à ¢Ã¢â€š ¬Ã‚ ¦spend a large share on benefits to privileged civil servants which, Esping-Anderson points out, à ¢Ã¢â€š ¬Ã‚ ¦is normally not what we would consider a commitment to social citizenship and solidarity. Furthermore, expenditure analysis has tended to neglect for instance whether benefits are means tested or universal. Expenditure can be misleading in other ways too, Esping-Andersen uses the example of Britain under Thatcher, where total expenditure grew, but that it was mainly a function of very high unemployment. Castles and Mitchell (1992) concur; ceteris paribus, an identical input of expenditure will lead to quite different observed levels of poverty and inequality, depending on the distribution of incomes prior to income maintenance expenditures and taxes. Most recent classifications agree that expenditure alone is inadequate criterion to classify welfare states. Esping-Andersen has been praised for highlighting this problem (Bonoli, Pierson Castles) The way in which money is spent is crucially important as is the rights the welfare state grants its citizens. But more than this required, according to Esping-Andersen, who argues further that welfare states can not merely be understood in terms of rights granted. We must also take into account how state activities are interlocked with the markets and the familys role in social provision. Esping-Andersens understanding of the welfare state is thus broader than many other authors in their attempts at classification. This is a major strength as it attempts to include many activities carried out by governments that have implications for the standard of living of its citizens. Esping-Andersen focuses on the notion of decommodifying the impact of diverse systems of social rights (Pierson and Castles). Decommodification is defined as the degree to which individuals or families can uphold a socially acceptable standard of living independently of market participation (Esping-Andersen 1990). As well as firmly moving the emphasis away from expenditure as the sole tool of analysis, Esping-Andersen has been praised for suggesting that the welfare state is about more than just services and transfers (Pierson and Castles 2000). Esping-Andersens three proposed welfare regimes, the liberal, social-democratic and corporatist or conservative are argued convincingly and well supported. The analysis goes beyond merely the descriptive, and attempts to provide common development of the welfare states within each regime type, largely around class and power issues. This strengthens the common characteristics identified by Esping-Andersen in todays welfare states. However, Esping-Andersen has been criticised on a number of grounds. A good classification must result in the welfare states of the advanced world being classified. That is to say, they must fit into the categories proposed, meeting the necessary criteria to be associated with a particular welfare regime of type. Esping-Andersen admits that none of the regimes he identifies can be found in a perfect or pure form. Still, even if we ignore this inevitable consequence of classification, (all welfare states are unique), further objections to Esping-Andersen remain concerning welfare states comfortably fitting into the regimes. A major problem with the three regime types is that Japan cannot be comfortably incorporated, as it possesses features of all three types, and yet it is without doubt part of the advanced world. Esping-Andersen admits this, as Japans level of expenditure is relatively low, similar to the liberal classification, but that unemployment rates are typically low too, more similar to those found in social-democratic regimes. Elements of the conservative/corporatist model may be found too, due to Japans reliance on non-state forms of support from the family and the firm for example. The failure to incorporate Japan into his analysis is clearly an unsuccessful aspect of Esping-Andersens classification attempt. Many alternative classifications have been proposed in response to Esping-Andersens The Three Worlds of Welfare Capitalism, which highlight other deficiencies and problems with the work. Abrahamson (1991) and Leibfried (2000) both point to the difficulty of including various Southern European States into Esping-Andersens three regimes and argue for a 4th world, the rudimentary or Latin rim. According to Leibfried the Southern countries of Europeà ¢Ã¢â€š ¬Ã‚ ¦seem to constitute a welfare state regime of their own. Countries such as Spain, Portugal and Greece would come under this banner, more easily described as rudimentary and similar to each other than grouped with liberal, social-democratic or conservative welfare states, as they display very different characteristics. Castles and Mitchell (1992), however, use different techniques to establish an alternative 4th world, which they term radical. They base a classification of countries such as Australia, Canada and the United Kingdom as radical because these nations equality outcomes are much more favourable than other states which Esping-Andersen describes as liberal. The above countries, according to Castles and Mitchells analysis, do more for increasing equality among their people than the Netherlands does, which according to his [Esping-Andersens] classification is a socialist, high decommodification system. Many criticisms of Esping-Andersen are the basis for new models, adding or adjusting his three worlds. But other criticisms have been launched too, which also apply to those studies stemming from Esping-Andersens three worlds. Allan Cochrane makes the point that the most striking absences from the statistical approaches and indeed (except in asides) from Esping-Andersens regimes are those relating to gender. He notes how the decommodification of labour is tarnished as a tool for classification because of failing to fully consider gender issues, many of which find no expression in aggregate statistics. (Of course this criticism also applies to most other statistics used to support classification attempts.) For instance Esping-Andersen fails to acknowledge the extent to which womens involvement in that sphere is a necessary basis for the commodification of labour. (Cochrane). Peter Taylor-Gooby developed this point arguing that analysis must include both uncommodified care work in th e home and the position of women in the formal labour market and that this will mean different struggles will develop in the various regime types in response to current pressures on the welfare states. Consequently a classification neglecting to investigate these angles will result in presenting welfare states as very different to their true nature. Many have argued that classifying welfare states without understanding issues such as this that they face greatly reduces their value. (Langan Ostner 1991, Dominelli 1991) Both Bonoli, Kemeny, and Castle Mitchell argue that whilst Esping-Andersen criticises over reliance on expenditure as a basis for classification, and that this is a valid and important claim, he is in some ways also guilty of this fault. Each of the three regimes is heavily contaminated by expenditure considerations. Kemeny notes that e-as classification does not make a complete break with the traditional quantification approach. Bonoli maintains that e-a still ends up with a classification overly based on the quantity of welfare provided by individual states. Instead of using spending to measure welfare states he measures decommodification and Bonoli argues that a consequence of this quantitative approach is a failure to reflect the substantial differences which exist in the way welfare is delivered. Other attempts at classification have placed their emphasis on how welfare states have administered welfare provision rather than how much they have spent in doing so. In Bonolis article Classifying Welfare States; A Two Dimensional Approach he notes that Ferrera (1993) and traditional French approaches to welfare state classification (commonly known as the Beveridgean and Bismarckian types) examine the ways in which provision is made, moving away from the quantitative how much approach. Ferrera openly sets out to break with the quantification approach and the French models are considered independent of the quantity of welfare it provides. Ferrera focuses on one aspect of welfare provision the coverage of welfare protection schemes, mainly distinguishing between universal and occupational schemes. Briefly, Bismarckian social policy is concerned with income maintenance for employees, whereas Beveridgean social policy aims at the prevention of poverty (Bonoli). Bonoli, however, highlights that although Ferreras classification is able to account for differences in the way in which welfare is delivered more competently than Esping-Andersen, its obvious weakness is the fact that it now fails to take into account the quantitative dimension of state welfare. Aside from the fact that knowing how much government spends on the ways on which they administer welfare as a useful element in distinguishing welfare states there are other problems. For instance, as with (ironically) some expenditure only analyses, the Bismarckian /Beveridgean approaches do not distinguish between universal and means tested benefits, a distinction which has very important connotations for welfare provision. A major point in Bonolis article is that welfare state classification requires a comprehensive two-dimensional approach considering both expenditure and the way in which that money is spent, as well as other methods such as policy measures. That is to say how welfare is administered. These vital two dimensions are found in some form in Esping-Andersens three worlds, but Bonoli argues this is not adequate, as the two dimensions are limited only to decommodification rather than to the whole analysis. Bonoli attempt at classifying welfare states takes the Beveridgean/Bismarckian approach but adds a new twist differentiating not only the two from each other but also distinguishing between higher spending and lower spending within the regime types. This addresses more fully the issue of two dimensions of analysis. Although Bonolis point that these two dimensions of analysis are required to understand the welfare state, it seems quite simplistic to imply that there are only two hows- the Beveridgean and Bismarckian. Esping-Andersens three regime types appear more convincing generally although Bonoli makes a useful methodological point. Many rival classifications to Esping-Andersens stem form his work, and similar methodology is sometimes used. However, differences in methodology are also common, perhaps due to different understandings of what constitutes the welfare state. Ferreras understanding, it could be argued, is rather narrow, solely concentrating on social protection schemes. It is difficult, apart from in very broad terms to talk in detail about the variations in methodology (although ideally this is what I would like to have done). Conclusion issues, not a comprehensive summing up. The failure to fit Japan into Esping-Andersens three worlds clearly reduces the success of the classification which in many other ways came as a crucial addition to the study of welfare states. But this is an excellent way of examining whether a classification attempt is successful in its main objective that has to allow all welfare states in the advanced world to be comfortable in the classification groups. However, this is very difficult to assess in many of the other cases. Different authors use different ways of formulating classifications, and their methodology leads to different conclusions. Therefore, often the countries discussed do fit generally well into the regimes proposed. But because the criteria for classification varies so much between authors, and because, for instance, Japans relevant statistics are not available to me, it is difficult to know whether all the advanced countries do indeed fit snugly into all the different regimes presented. One could argue however, that most of the authors discussed do succeed in creating classifications which manage to incorporate all the countries they have analysed according to the particular way they have chosen to analyse them, this is largely inevitable! Esping-Andersen has admitted that Japan is a large exception to the rule, but the absence of Japan form the discussion by other authors could also be seen as some sort of failure. Functionalism classification of welfare states is pointless, the fact they exist is the main point? It is also important to remember that although welfare states show enduring characteristics and tendencies that remain over the years, that they are not static, unchanging entities. As such, classification may only really be able to group states according to their past trends and present characteristics, and arguably welfare states could ultimately change regimes depending on government policies. For instance, it could be said that the influence of globalisation may alter welfare states make-up, and make certain classifications void or in need of adjustment.

The Counterculture of the Amish: A Fundamentalist Perspective Essay

â€Å"They call themselves the Plain People. The men and women known as the Old Order Amish till their fields with horse and plow, travel by horse and buggy, and live without electricity or telephones† (Egenes xiii). In the technologically advanced and modern world we live in today, the word â€Å"plain† is extinct from contemporary culture. It is hard to imagine a life without the present-day conveniences that American society tends to take for granted on a daily basis. A world without telephones, electricity, computers and television is almost unfathomable in America, however, not to the Amish. This paper will be discussing how the Amish are a counterculture that oppose almost every aspect of the modern lifestyle of society in the United States, as well as develop a research proposal which will focus on crime in the Amish culture versus crime in American culture among teens. In order to begin to investigate this, it is important to have an understanding of the his tory of the Amish. The origin and migration, religious beliefs and practices, economic organization, family and community, as well as education are all important components to understanding the background of the Amish. The first Amish families arrived to America in the 1700s, in search of religious freedom, escaping persecution in Germany, Switzerland, and France (Egenes xiii). The families started in Pennsylvania, and after waves of immigration in the 1800s, Amish population eventually spread to 20 other states (Egenes xiii). Religion is a remarkably significant component of their society in which a member vows to live a life full of Christian principles and follow the rules of church and community until death (Egenes xiv). Baptism does not occur until later in teenage ye... ...t. Gaddy, C. Welton., and Barry W. Lynn. First Freedom First: A Citizen's Guide to Protecting Religious Liberty and the Separation of Church and State. Boston: Beacon, 2008. Print. McGahey, Richard, and Jennifer S. Vey. Retooling for Growth: Building a 21st Century Economy in America's Older Industrial Areas. Washington, D.C: Brookings Institution, 2008. Print. Misiroglu, Gina. "Amish." American Countercultures: An Encyclopedia of Nonconformists, Alternative Lifestyles, and Radical Ideas in U.S. History. Vol. Two. Armonk, NY: Sharpe Reference, 2009. 28-29. Print. Schwieder, Elmer, Dorothy Schwieder, and Thomas J. Morain. A Peculiar People: Iowa's Old Order Amish : An Expanded Edition. Iowa City: University of Iowa, 2009. Print. Walbert, David J. Garden Spot: Lancaster County, the Old Order Amish, and the Selling of Rural America. Oxford: Oxford UP, 2002. Print.

Improving Health and Wellness in Students Essay

Rising consumerism is a problem that has a profound effect on children today.   Children and adults watch television and are inundated with commercials that urge viewers to buy the latest technological gadgets that replace outdoor activities and exercise.   As well, the latest candy, ice cream, and other unhealthy products are cast in between cartoons that capture children’s attentions and their parents are pressured to please their children and buy them material objects to satisfy them rather than engaging them in healthy activities and studying much of the time. Many parents are working and have little time to spend with their kids, sitting in front of the television together or encouraging kids to quietly play with their gadgets (play stations, computers, and others), so parents can relax may become the norm.   To make up for this lack of involvement many parents guiltily give in to children’s whims and buy them candy and unhealthy food, to save time â€Å"fast-food† replaces a healthy dinner and that much needed time at the dinner table to interact and be involved in their children’s lives. An efficient school program would not only target the youth, but their parents, as well then.   â€Å"Operation Pause the PlayStation† will be aimed at educating parents and children separately on issues involving obesity and other unhealthy behaviors.   It is probable that parents of children, who are not obese, will be less receptive and unlikely to come to these after-school classes. But, it is postulated this involvement program will be less receptive if it were labeled as a program for â€Å"troubled kids†.   Therefore this program will have the contingency that children will not be able to pass to the next grade level unless parents attend (this is fitting as the program should be implemented at the end of the school year before children have summer break and may be more sedentary and involved in unhealthy activities without the benefit of healthy school lunches and physical education). Therefore, parents and children should attend at least three classes that tackle these problems.   Class one should tackle the â€Å"McDonaldization of Society† and demonstrate that busy working families do not mean to do their children harm when settling for fast food, but that fast food is unhealthy and can lead to obesity and/or unhealthy learned behaviors that will follow children into adulthood. â€Å"Giving in† to children and buying them unhealthy food to fill the void that is left from lack of quality time, should also be addressed.   Most importantly, the lack of parental involvement in school activities due to rushed lifestyles should be addressed.   This class will be a sort of forum, as well, not meant to single out any parent, but an opportunity for parents facing the same kinds of strain to network with one another and see that they can be part of a healthy solution. Class two should encompass the overuse of technical gadgets (including television) that interfere with healthy activity.   Teachers of these classes that can be taken from high school level health classes and may choose films or other forms of media that deal with these issues to show that, in a sense, these parents and their families are â€Å"victims† of consumerism. Outside of class, more and more children are watching more and more TV, to the point that they are watching approximately 40,000 TV commercials annually. (The CEO of Prism Communication notes, â€Å"They aren’t children as much as what I like to call ‘evolving consumers’† (Heiner, 2006). Deconstructing these facts that lead to sedentary and possibly unhealthy behaviors in children from a larger, systemic base will, also, help parents to realize that they are not being singled out, but instead part of a consumer culture that demands this type of behavior. While the parents are involved in the first two classes, high school level physical education and health teachers should teach the children about food pyramid and what different foods do to help the body grow and be strong.   They should, also, focus on different exercise techniques that are fun and help to keep children in shape.   The two courses should help children to begin to think beyond McDonald’s and PlayStation and the children will take what they learn and teach their parents. This is what class three should be revolving around, a fun and light-hearted end to the requirement.   Here students will tech their parents what they have learned as far as healthy eating and a better overall lifestyle.   The parents will, most likely, appreciate that their children are making an effort to improve their lifestyles and will continue where the classes left off.   Additionally, there should be representatives from various summer camps and programs that are inexpensive , so that even children in poverty could attend.   The YMCA, Boys and Girls Club, and other organizations should promote what they have to offer at this time and, hopefully the summer will serve as a break from studies, but a beginning to more healthy behavior. In conclusion, problems with obesity and unhealthy behavior are systemic.   We live in a consumer culture that causes both the old and young to sometimes believe that having â€Å"things† is essential.   Hurried lifestyles, as well, from long work hours, and especially in single-parent households may lead to turning to â€Å"fast food† and a lesser interest in school activities.   Competing with friends to have the most up-to-date technology may lead to parents having pressure put on them to provide these unnecessary gadgets and relaxing may start to take the form of television watching or other technological time.   These problems are not unique to any one group, but all parents and all children are at risk.   â€Å"Operation Pause the Playstation†, should help change attitudes on this. References Heiner, R. (2006).   Social Problems: An Introduction to Critical Constructionism.   New York: Oxford University Press. Insidehighered.com.   Advanced Placement Still Ascending.   (2007). Retrieved February 18, 2007 from       http://www.insidehighered.com/news/2007/02/07/ap.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leone, Peter & Drakeford, William.   Alternative Education: From a â€Å"Last Chance† to a Proactive Mode. (1999).   Reprinted with permission of The Clearing House: Volume 3, Number 2, November/December 1999: The Helen Dwight Reid Educational Foundation. Published by Heldref Publications, 1319 18th St. N.W. Washington, D.C. 20036-1802. Copyright 19.   Retrieved February 18, 2007 from http://www.edjj.org/Publications/pub_06_13_00_1.html. Payne, R.   (1996).   A Framework for Understanding Poverty.   p. 59.   Highlands: aha! Process, Inc.   

Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Essays

Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Essays Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Paper Roe-Deer by Ted Hughes, An Advancement of Learning by Seamus Heaney And The Arrival of The Bees Box by Sylvia Plath Paper Essay Topic: Poetry Seamus Heaney Poems The Poems of Ted Hughes In the poem Roe-Deer the poet describes the deer as a very secretive and supernatural animal, which, in my opinion has caused the poet to write about his experience. They planted their two or three years of secret deer hood Clear on my snow screen vision of the abnormal. The poet knows that he is not supposed to see the deer, as if they are usually hidden by a snow screen because they do not usually let themselves to be seen at all. He admires the deer and become a part of their secretive society. He says they have a secret deer hood and he suggests, I could think the deer were waiting for me. When the deer run off the poet is disappointed because he feels that they had come for him, when they hadnt. He wishes, The deer had come for me. When the deer disappear Into the boil of big flakes. On the last line of the poem he says that everything returned Back to the ordinary. When the poet sees the animals he feels that the deer are special Clear on my snow-screen vision of the abnormal and is pleased that have come into his own private dimension. They had happened into my dimension The poet thinks about the deers secret lives. He envies them and wishes he could join their company. The poet senses that the deer inhabit a supernatural element, and that the snow makes everything seem abnormal. The snow enhances the poets Vision of the abnormal and when the poet returns back to the ordinary he is disappointed. He also writes about the deer living secret lives that humans dont know about, They planted their two or three years of secret deer hood. The poet regrets that he cannot communicate with the deer however much he wants to become apart of their deer hood. The deer had come for me. This is not true but the poet believes that it is. In the poem, An Advancement of Learning, the poet, Seamus Heaney, has a phobia of rats. The poem is about a person taking a walk and chooses to go under the bridge rather than over it. He notices an animal slime out of the water, it is a rat. The poet stares out the rat although he dislikes it he continues to stare. He describes the rat with its Back bunched and glistening, Ears plastered down on his knobbed skull, This makes the reader feel sick at the poets description of the animal. The poet describes the sighting as a battle, I established a dreaded Bridgehead He trained on me These lines are commonly associated with a war or battle so that is how we view his sighting. At the end of the poem the poet walks over the bridge, meaning he has lost this battle. After the experience with the rat the poet takes a different route rather than the route he usually takes. I took the embankment path (As always deferring The bridge). This is where the poet sees the rat, on the embankment path, so he walks over the bridge instead Then I walked over the bridge. He does this because he is so terrified by the rats that he couldnt stand to see another because it makes him sick feel sick, My throat sickened. So the only way to avoid them is to go over the bridge. The rat made the poet think about his past experiences with rats that lived in his house and yard. When his grey brothers scraped and fed Behind the hen-coop in our yard, On ceiling boards above my bed. The sighting is bringing back his almost forgotten childhood fear of the animal. Forgetting how I used to panic In the poem The Arrival of the Bee Box by Sylvia Plath we learn that the poet wants to be a bee keeper. She requests a box of bees, but when they arrive she is afraid of what they might do. This fear keeps her fascinated by the buzzing box and thinks of what she could do with the boxed bees. The box of bees cause of much anxiety because of the noise coming from the box, It is the noise that appals me most of all, The unintelligible syllables, Because of this noise the poet cant keep away from it, and is very curious about what is inside. And I cant keep away from it. There are no windows so I cant see what is in there. There is only a little grid, no exit. I put my eye to the grid. The poet thinks that she will starve them because she is too afraid to let them free, They can be sent back. They can die, I need feed them nothing, I am the owner. She the decides to set the bees free because she thinks that if they are hungry they will go for food; I wonder how hungry they are. I wonder if they would forget me They might ignore me immediately The poet relates the packing of the bees to the African slave trade, where black Africans were herded into a ship and packed together, squashed, so they could not move. With the swarmy feeling of African hands, Minute and shrunk for export, Black on black, angrily clambering. She also relates the buzzing to an ancient Roman mob that speaks Latin, which needs to be appeased by a Caesar. Its like a Roman mob, Small, taken one by one, but my god, together! I lay my ear to furious Latin. I am not a Caesar. When there is a riot the Caesar at the time would calm the mobs down. She says this because she can hear a language spoken by the bees, the buzzing, but she cant calm them down because she does not speak that language. The poems Roe-Deer and An Advancement of Learning are total contrasts to each other, in Roe-Deer the poet admires the animal, and describes it as a supernatural creature. In An Advancement of Learning the poet has a lot of hate towards the rat and regards it as his enemy, but, in The Arrival of The Bee Box the poet has mixed feelings about the bees, she is afraid of the bees and decides to kill them, but she changes her mind and decides to set them free.

Free Essays on A Males Territory

Hibbett Sports From the moment that I walked into the doors of Hibbett Sports, until the moment I left, it was obvious that I was in a male’s domain. The clothes, equipment, organization, and even the employees were all screaming out masculinity. The lighting was poor, the colors were dark, and it smelled like a locker room. It was apparent that in this store the merchandise was meant for the male gender. I find this quite interesting given that women play sports equally as much as men do. Everything about this store was formed to fit the interest of men. It was completely different from that of a women’s store and because of this I felt a little uncomfortable during my two visits to this store. The first sign that this store is male territory is through the smell of the store. The second that you walk into Hibbett Sports, you are knocked down by the stench of a locker room. Men like this smell because they can relate to it. They recall the times after their football, basketball, or baseball games. It reminds them of whatever memory that they may have of being a strong, sporty, sweaty man. Women on the other hand, do not like this smell at all. A women’s store would have a sweet, fruity, or sexy aroma. This would be a type of smell that they can relate to. Because of the smell of Hibbetts when you first walk in, women are already being turned off and will not want to continue into the store. That makes this predominately male territory and women do not feel welcome here. Secondly, the colors of the store make this male’s territory. Men prefer darker colors while women prefer lighter colors. From the signs, to the walls, to the carpet, and to the clothes, everything in Hibbett Sports is dark. The sign is black, the walls are gray, and the carpet is green. It almost resembles a football stadium with black signs, gray bleachers, and green turf. This definitely appeals to men. Along with the exterior ... Free Essays on A Males Territory Free Essays on A Males Territory Hibbett Sports From the moment that I walked into the doors of Hibbett Sports, until the moment I left, it was obvious that I was in a male’s domain. The clothes, equipment, organization, and even the employees were all screaming out masculinity. The lighting was poor, the colors were dark, and it smelled like a locker room. It was apparent that in this store the merchandise was meant for the male gender. I find this quite interesting given that women play sports equally as much as men do. Everything about this store was formed to fit the interest of men. It was completely different from that of a women’s store and because of this I felt a little uncomfortable during my two visits to this store. The first sign that this store is male territory is through the smell of the store. The second that you walk into Hibbett Sports, you are knocked down by the stench of a locker room. Men like this smell because they can relate to it. They recall the times after their football, basketball, or baseball games. It reminds them of whatever memory that they may have of being a strong, sporty, sweaty man. Women on the other hand, do not like this smell at all. A women’s store would have a sweet, fruity, or sexy aroma. This would be a type of smell that they can relate to. Because of the smell of Hibbetts when you first walk in, women are already being turned off and will not want to continue into the store. That makes this predominately male territory and women do not feel welcome here. Secondly, the colors of the store make this male’s territory. Men prefer darker colors while women prefer lighter colors. From the signs, to the walls, to the carpet, and to the clothes, everything in Hibbett Sports is dark. The sign is black, the walls are gray, and the carpet is green. It almost resembles a football stadium with black signs, gray bleachers, and green turf. This definitely appeals to men. Along with the exterior ...

The movie 13th Warrior Review Example | Topics and Well Written Essays - 1250 words

The 13th Warrior - Movie Review Example There are also references to the Cain killing Abel â€Å"this unhappy being had long lived in the land of monsters since the Creator cast them out as kindred of Cain.   For that killing of Abel the eternal Lord took vengeance.†( Heaney, 165).   Beowulf has taken 12 men to his last fight, just like Jesus had twelve disciples at the table during the Last Supper.   Probably, the author was trying to put Beowulf on the line with Jesus.   Beowulf went to kill the dragon in order to stop killings on innocent, just like Jesus has sacrificed himself to give salvation to the whole human kind.     The same elements of Christianity can be traced in the movie â€Å"13th Warrior†, however, with some differences.   For example, the movie starts with Arab meeting with his people to go on a quest.   This Arab is the narrator of the story, and, therefore, he is Muslim, not Christian.   However, all of those Christianity elements mentioned above (twelve people, referenc e to one God not many) still remain.   Such difference in representing religion is a bit confusing, because it is believed that Muslim religion belongs to the Pagan.   The Vikings (members of the Arab’s bang) showed in the movie were the part of the culture according to which there are numerous Gods and they reside on Mount Olympus.   The similarity between Arab and Beowulf is that both of them believe in one God.   From the other side, mentioning of the trolls, giants fighting ogres and elves which are plenty in the poem, are not part of the Christianity (Beowulf, 164).. Moreover, the mentioning to the idols is also part of the Paganism. These Pagan symbols and creatures are also present in the movie. Therefore, the depiction of Pagan religion in the poem and in the movie is the same. Another theme covered in the poem is the traditional funeral of that time. Both the movie and poem start with the funeral of the king which is described very vividly. As it is written in Beowulf, the warrior and king are set a float with all the possessions and then the raft is set on fire. â€Å"13th Warrior† presents this scene exactly the same. Afterwards the great feast comes to celebrate the death of the old ruler and the life of the new ruler. It is a very interesting historical tradition to make the celebration of the king’s death and life of new king at one day. It seems that joy and sorrow stand at one line. Further, the personality of Beowulf is depicted differently in the poem compared to the movie. For example, Beowulf has led his warriors in the search for glory (not because of his desire to be good) and decided to help the town only because this act will add up fame in his life. In the movie, it is presented differently: the warriors traveled to the village in order to relieve distress and for this reason they have offered their assistance. However, the courage of these warriors is equally appraised in the movie and in the poem: not a single person went to sleep

Marketing Essay Example | Topics and Well Written Essays - 500 words - 63

Marketing - Essay Example While marketing identifies and determines the needs of the consumers, its promotional techniques become critical elements that help create customer base for the products. It is important that the needs of the customers are met by the products. The various channels of communication provide the necessary platform to showcase the features of the product. They not only attract target consumers but also motivate them to try and cultivate consumption habit towards the product. Hence, effectiveness of channels and the creativity in the advertisement become two most important factors for the success of the product. In other words, aggressive market growth of RDA would mainly depend on the channels that are chosen to advertise the products. While there are various direct channels of direct marketing like email, questionnaire, free sampling, social networking etc., the integrated market communication hugely helps in delivering effective messages regarding products to wider network of target consumers. Television advertising is more prolific but costly. However, various channels of viral marketing are not only cost effective but also well accepted. Products can be advertised on tickets, carry bags, balloons, posters, hoardings etc. The social networking sites and blogs have also emerged as cost effective channels of marketing that are very effective and trendy. Most importantly, they promote interactive sessions between consumer and producer, thereby providing ample of opportunities for creating a need for the product. The free sampling of RDA as supplement with chocolate flavored drink as promotion would also help develop taste for the product. Developing linkages with health centers and restaurants that serve healthy food would also help to expand its market. Its nutrient content would add value to it and thereby greatly contribute to its market growth. The major

After Visiting Local Museum Essay Example | Topics and Well Written Essays - 750 words

After Visiting Local Museum - Essay Example Visiting the museum, I had two agendas, one was an academic agenda, while the other was having a good time in the place and getting to know more about different things about the Native Americans. What caught my attention most was the atmosphere of the museum. The outside of the museum was serene and extremely quiet. The compound was dotted with different types of trees and shrubs that gave the compound an anaesthetic look and feeling. Its paved walkways gave the museum a decent feeling and look, which was captivating to the visitors. There were different species of flowers planted in close intervals, with the well-trimmed glass surrounding its compound. The first instance, the place looked less of a museum, with the neat compound with the extra efforts extended towards making it a beautiful place to captivate the attention of the people and the visitors. The outside walls of the one storey building housing the museum were red, with large windows that let in adequate light into the interior of the museum. The architectural design of the museum was very similar to that of a learning institution. Its interior walls were coloured bright, making it brightly lit from the inside. The arrangement of the collection was appealing. The arrangement of the collection pieces were in accordance to their respective categories. The professionalism used in the arrangement and the labelling of the artefacts as well as cultural pieces was amazing. Not a single piece appeared mistakenly placed, as their descriptions matched with the categories placed in.

The Da Vinci Code Essay Example for Free

The Da Vinci Code Essay Also searching for the Grail is a secret cabal within Opus Dei, an actual prelature of the Holy See, who wishes to keep the true Grail a secret; the revelation of this secret would certainly destroy Christianity. The Da Vinci Code film, like the book, was considered controversial. It was met with especially harsh criticism by the Roman Catholic Church for the accusation that it is behind a two-thousand-year-old coverup concerning what the Holy Grail really is and the concept that Jesus Christ and Mary Magdalene were married and that the union produced a daughter. Many members urged the laity to boycott the film. Two secret organizations, the Priory of Sion and the Council of Shadows, whose existence is a polarizing issue, figure prominently in the story. In the book, Dan Brown insists that the Priory of Sion and all descriptions of artwork, architecture, documents and secret rituals in this novel are accurate. The Da Vinci Code was met with largely negative critical response upon its release on May 19, 2006. However, this did little to hamper its box office performance; it earned US$230 million in its opening weekend and was the second highest-grossing film of 2006 behind Pirates of the Caribbean: Dead Mans Chest. Cast * Tom Hanks as Professor Robert Langdon * Audrey Tautou as Sophie Neveu * Ian McKellen as Sir Leigh Teabing * Paul Bettany as Silas * Jean Reno as BezuFache * Alfred Molina as Bishop Aringarosa * Charlotte Graham as Mary Magdalene * Jurgen Prochnow as Andre Vernet * Etienne Chicot as Lt. Jerome Collet * Jean-Yves Berteloot as Remy Jean (RemyLegaludec in the novel) * Jean-Pierre Marielle as Jacques Sauniere * Hugh Mitchell as Young Silas * Seth Gabel as Michael the Cleric * Marie-Francoise Audollent as Sister Sandrine Plot In Paris, Jacques Sauniere is pursued through the Louvres Grand Gallery by albino monk Silas (Paul Bettany), demanding the Priorys clef de voute or keystone. Sauniere confesses the keystone is kept in the sacristy of Church of Saint-Sulpice beneath the Rose before Silas shoots him. At the American University of Paris, Robert Langdon, a symbologist who is a guest lecturer on symbols and the sacred feminine, is summoned to the Louvre to view the crime scene. He discovers the dying Sauniere has created an intricate display using black light ink and his own ody and blood. Captain BezuFache (Jean Reno) asks him for his interpretation of the puzzling scene. Silas calls a mysterious man known as The Teacher, revealing that he has killed all four protectors of the keystone and that all confirmed the same location. He dons a metal cilice on his thigh and proceeds to flagellate himself with a whip for the sins of murder. Facilitated by Bishop Manuel Aringarosa, Silas then travels to Saint-Sul pice and is admitted by an elderly nun; left alone, he excavates beneath the floor of the church to find a stone saying only JOB 38:11. He confronts the nun, who quotes the passage: Hitherto shalt thou come, but no further. Realizing that he has been deceived, Silas is enraged and kills the nun. Sophie Neveu, a cryptologist with the French police, enters the Louvre as well and slips Langdon a message which leads him to the bathroom. There, Sophie meets him and tells him that he is being tracked, a GPS tracking dot has been (unknown by him) slipped into his jacket and that he is a primary suspect in the murder case because of a line of text found by the corpse (P. S. find Robert Langdon). Sophie however, believes that Sauniere, who is revealed to be her grandfather, wanted to pass a hidden message on to her (Princesse Sophie, P. S. , was the nickname he used for her), and that he had wanted to bring Langdon into the equation so that he could help her crack the code. Buying some time by throwing the tracking device into the back of a truck, the pair begin exploring the Louvre, finding more anagram messages that Sauniere had left behind. Many of these relate to Leonardo da Vincis art, and the pair find a key with a Fleur-de-lis behind Madonna of the Rocks. Langdon deduces from this that Sauniere was a member of the Priory of Sion, a secret society associated with the Knights Templar. Pursued by the French police and cut off from the United States Embassy, the pair escape to the Bois de Boulogne where Langdon closely inspects the key. He notices an inscription on the side – an address. The address directs them to the Depository Bank of Zurich where the key is used for a safety deposit box. In the bank, they find Saunieres deposit box and open it using the 10 digit Fibonacci numbers in order (1123581321). Inside the box, they find a rosewood container, which contains a cryptex: a cylindrical container with five alphabetical dials which must be arranged in the correct sequence to spell out a 5-letter code word, in order to open and access the papyrus message inside. Using force to open the cryptex would break a vial of vinegar inside, which would dissolve the papyrus and destroy the message. Unfortunately, the police are called by a security guard and they are forced to leave. The bank manager, Andre Vernet, assists them in escaping by taking them as passengers in an armoured van to escape the routine checks of the police. In the back of the truck Langdon and Neveu have a lengthy discussion about the cryptex and Neveu says that her grandfather often played games with her involving cryptexes. Langdon says that the cryptex might hold valuable information or another clue about what they are trying to discover. Eventually, they come to a sudden stop and Vernet forces them at gunpoint to give him the cryptex. Langdon tricks Vernet and disarms him and he and Sophie escape with the cryptex in their hands. Langdon suggests that they visit his friend, Leigh Teabing (Ian McKellen), for assistance to opening the cryptex. Leigh Teabing turns out to be an enthusiastic seeker of the Holy Grail, which he believes is not actually a cup but instead Mary Magdalene. Mary was pregnant at the time of Christs crucifixion, and Teabing tells Sophie that the Priory of Sion was formed to protect the descendants of Jesus. Jacques Sauniere was believed to be a part of this society and Teabing suspects that he was training Sophie to join it also. Silas, meanwhile, breaks into Teabings mansion and attempts to steal the cryptex. Teabing uses his cane to knock Silas out and they escape again, taking the butler, Remy Jean, and Silas with them. The group escapes in Teabings plane, following the next clue to London. Fache learns of their destination, and alerts the London Metropolitan Police to apprehend them at the airport. But Teabing manages to slip the party past the police with a trick of misdirection. Teabing leads Langdon and Neveu to the Temple Church in London, which is shown to be a red herring. Silas is freed by Remy Jean, who is revealed to be a follower of The Teacher as well. The two take Teabing hostage, and Silas, believing Remy to be The Teacher, holes up in an Opus Dei safehouse. Remy is killed by the mysterious man after deceiving Silas. Silas accidentally shoots Aringaros and is shot by the police. Aringarosa is taken to the hospital and apprehended by Fache. Langdon is betrayed by Teabing, who is revealed to be the true Teacher. He escapes with the Cryptex, and attempts to find the next clue at Isaac Newtons tomb in Westminster Abbey, as Newton was another member of the Priory. Langdon and Neveau catch up with him, and chase him into the nearby hapter house. Teabing explained that he wanted to find Mary Magdalenes remains to prove he was correct about the Holy Grail and threatens to shoot Sophie if Langdon does not open the cryptex. Langdon throws the cryptex into the air, and Teabing fumbles and destroys it. Distraught at not receiving the code, Teabing is arrested, but Langdon had cracked the code (Apple, a reference to Newton) and removed the cl ue from the cryptex before destroying it. Using the clue, they travel to Rosslyn Chapel in Scotland where Magdalenes remains had previously been hidden. The remains had since been moved, but they meet other members of the secret organization that protected her. Sophie is actually Magdalenes descendant and therefore is the current living descendant of Jesus Christ. They vow to keep her safe before going their separate ways. In Paris, Langdon accidentally cuts himself while shaving and the line of blood on the sink reminds him of the Rose Line. He follows the Rose Line and finds the location of the Holy Grail, buried under the pyramid in the Louvre. Langdon then kneels above Mary Magdalenes tomb as the Knights Templar did before him. first-rate thriller . The exposition is actually the best and most valuable part of the film A great film to look at and Salvatore Totinos cinematography is pitch-perfect. This is a servicable enough adaptation, but like many others, the book is of course far better. Robert Langdon is a symbology professor who gets called into a criminal investigation that gets him wrongfully implicated. On the way to figu ring things out for himself, he begins a quest to discover the truth about the Holy Grail, the details having some very shocking revelations. I really liked the book. Its a standard thriller sure, but its so well written and thought provoking. In the end, you need to just put personal beliefs aside (same here) and just accept it as riveting and entertaing fiction. Even though it is just fiction, the details of the truth behind the Holy Grail are so well argued that Dan Browns ideas actually do seem like a realistic and plausible scenario. With this adaptation, it seems a little stiff, and more overly serious than the book, but its mostly faithful, for the most. Some details had to be changed for time concerns, others for content, but the end result here could be far worse. I enjoyed this a fair amount when I first saw it, but in revisiting it, some of that has worn off, and the films not as good as I initially thought, but its hardly a failure. Its just not as gripping and suspenseful as the book. The film is really well cast though, and their performances are better than average, especially those by Bettany and McKellan. The location shooting is good, the direction is fair, and having Howard as director ensures that the film has some decent clout and production values. All in all, its okay. The Twilight Saga: Breaking Dawn – Part 1 (commonly referred to as Breaking Dawn – Part 1) is a 2011 romanticfantasy film directed by Bill Condon and based on the novel Breaking Dawn by Stephenie Meyer. The first part of a two-part film forms the fourth installment in the The Twilight Saga series. All three main cast members, Kristen Stewart, Robert Pattinson, and Taylor Lautner, reprise their roles. Plot Further information: Breaking Dawn The film starts out as Bella Swan plans her wedding with the Cullen family. Before the wedding, Edward Cullen tells Bella that he has murdered people in the past. Undaunted by this, Bella and Edward go ahead with the wedding. During the reception following her wedding to Edward, Bella is visited by her friend Jacob Black. When Bella admits that she and Edward plan to consummate their marriage during their honeymoon, Jacob becomes angry but is held back by his pack. He then runs off into the woods, and Edward takes an upset Bella back to the reception. The couple spends their honeymoon on the Cullens private Brazilian island. Although hesitant, Edward has sex with Bella for the first time. After, Edward realizes that he bruised Bellas arm, back and shoulders during sex and he vows to never be intimate with her again, much to her disappointment; he later gives in to her seductions. Two weeks into their honeymoon, Bella discovers that she is pregnant with a baby growing at an extraordinarily accelerated rate. After consulting with Carlisle, they rush back to Forks. Bella refuses to consider having an abortion, and enlists Rosalies help to protect her wishes. Opposed to Sam Uleys plans to kill Bella and her child, which is thought to be a demon, Jacob angrily leaves his pack and arrives at the Cullens to protect Bella; Seth and Leah Clearwater join him, forming a new wolf pack. As the pregnancy progresses, Bellas health severely deteriorates. As a last resort, she begins drinking blood, which satisfies the fetus vampiric thirst and allows her to regain some strength. Soon afterward, Bella goes into a painful labor and gives birth to her child, Renesmee, anconflation of the names of Bellas mother, Renee and Edwards adoptive mother, Esme. To save her life, Edward injects Bellas heart with his venom to transform her into a vampire, but nothing seems to happen and Bella is thought to be dead. Greatly distraught, Jacob attempts to kill the baby, but stops when he realizes he has imprinted on the child. When the werewolves learn of Bellas death, they attack the Cullens house in an attempt to kill the baby. They are forced to stop after learning Jacob has imprinted on Renesmee (imprinting is the involuntary response when a werewolf finds his soul mate; thus under their wolf law, Renesmee cannot be harmed).

Process Essay - How to Reduce Plagiarism and Cheating -- Expository Pr

Process Essay - How to Reduce Plagiarism and Cheating Recent studies have shown that a steadily growing number of students cheat or plagiarize in college -- and the data from high schools suggest that this number will continue to rise. A study by Don McCabe of Rutgers University showed that 74 percent of high school students admitted to one or more instances of serious cheating on tests. Even more disturbing is the way that many students define cheating and plagiarism. For example, they believe that cutting and pasting a few sentences from various Web sources without attribution is not plagiarism. Before the Web, students certainly plagiarized -- but they had to plan ahead to do so. Fraternities and sororities often had files of term papers, and some high-tech term-paper firms could fax papers to students. Overall, however, plagiarism required forethought. Online term-paper sites changed all that. Overnight, students could order a term paper, print it out and have it ready for class in the morning -- and still get a good night's sleep. All they needed was a charge card and an Internet connection. One response to the increase in cheating has been to fight technology with more technology. Plagiarism-checking sites provide a service to screen student papers. They offer a color-coded report on papers and the original sources from which the students might have copied. Colleges qualify for volume discounts, which encourages professors to submit whole classes' worth of papers -- the academic equivalent of mandatory urine testing for athletes. The technological battle between term-paper mills and anti-plagiarism services will undoubtedly continue to escalate, with each side constructing more elaborate countermeasures... ...tter grades and more advantages with less effort. Honest students lose grades, scholarships, recommendations and admission to advanced programs. Honest students must create enough peer pressure to dissuade potential cheaters. Ultimately, students must be willing to step forward and confront those who engage in academic dishonesty. Addressing these issues is not a luxury that can be postponed until a more convenient time. It is a short step from dishonesty in schools and colleges to dishonesty in business. It is doubtful that students who fail to develop habits of integrity and honesty while still in an academic setting are likely to do so once they are out in the "real" world. Nor is it likely that adults will stand up against the dishonesty of others, particularly fellow workers and superiors, if they do not develop the habit of doing so while still in school.

Reflections for Creativity Essay

1. What reflections will you need to make before you can start brainstorming ideas? We will need to reflect on each team members personal skills. Evaluate the team’s needs and what the team wants to acheive. 2. Why is it important to acknowledge and learn about the backgrounds and skills of the team members within your group? Its important to know the skills of the people in the group to know what their strong points are and to delegate them to task to efficiently work together. 3. as team leader, give 5 examples of ground rules you would establish, after consulting with the other members of your team. 1) All team members should respect each other’s ideas. 2) Hold each person accountable and responsible. 3) Communication and information sharing procedures 4) Encourage creativity and the development of effective relationships between members of the team. 5) Accept that each member comes from diverse backgrounds, must treat each other with fairness and honesty. 4. Name 5 characteristics you believe you need to possess in order to be an effective team leader? 1) Must be fair and honest 2) Knowledge of how to encourage team members to produce effective results. 3) Provide resources, time and support for the team to form and develop. 4) Teach winning strategies and tactics for the team 5) run interference and remove barriers in order to let employees do their jobs. 5) It is important to utilize external stimuli, to effectively generate new ideas and solutions. Name 5 sources of external stimuli that you could access? 1) Legislation 2) Research data 3) Customer, supplier, shareholder and other stakeholder feedback 4) Best practice information  5) Political and socio-economic information that will impact on operations 6) Describe 3 methods of encouraging your team members to share their knowledge and experience. 1) Celebration of successful innovation 2) Employee recognition, such as employee of the month program 3) Rewards, could be monetary incentive 7) Why is debriefing an integral activity that should be exercised regularly? It is necessary to debrief regularly to ensure that team members are confident of their own abilities and those of other team members. This allows them to reflect individually and as a team on what they have achieved and what is needed to be improved. 8) Your team is generating ideas that you believe have been over used by other fundraising volunteers. List three constructive ways that you can push your team to generate more innovative ideas? 1) We can hold a drawing, and the person with the most innovative idea wins a large prize. 2) Suggest to the team to use external stimuli or other resources to come up with more innovative ideas. 3) Suggest to the team to network and attend seminars to build on more innovative ideas.

The Return: Shadow Souls Chapter 11

Arizona was as hot and barren a state as Elena had imagined. She and Damon drove directly to the Juniper Resort, and Elena was depressed, if not surprised, to see that Matt was not checked in. â€Å"It can't have taken him longer than us to get here,† she said, as soon as they'd been shown up to their rooms. â€Å"Unless – oh, God, Damon! Unless Shinichi caught him somehow.† Damon sat down on a bed and regarded Elena grimly. â€Å"I guess I hoped I wouldn't have to tell you this – that the jerk would at least have the courtesy to tell you himself. But I've been tracking his aura ever since he left us. It's been getting steadily farther away – in the direction of Fell's Church.† Sometimes, really bad news takes a while to sink in. â€Å"You mean,† Elena said, â€Å"that he's not going to show up here at all?† â€Å"I mean that, as the crow flies, it wasn't all that far from where we got the cars to Fell's Church. He went in that direction. And he didn't come back.† â€Å"But why?† Elena demanded, as if logic could somehow conquer fact. â€Å"Why would he go off and leave me? Especially, why would he go to Fell's Church, where they're looking for him?† â€Å"As for why he'd leave: I think he got the wrong idea about you and me – or maybe the right idea a little early† – Damon raised his eyebrows at Elena and she threw a pillow at him – â€Å"and decided to let us have some privacy. As for why Fell's Church†¦Ã¢â‚¬  Damon shrugged. â€Å"Look, you've known the guy longer than I have. But even I can tell he's the Galahad type. The parfait gentil knight, sans peur et sans reproche. If I had to say I'd say he went to meet Caroline's charges.† â€Å"Oh, no,† Elena said, going to the door as a knock sounded. â€Å"Not after I told him and told him – â€Å" â€Å"Oh, yes,† Damon said, assuming a slight crouching position. â€Å"Even with your sage advice ringing in his ears – â€Å" The door opened. It was Bonnie. Bonnie, with her petite frame, her curly strawberry hair, her wide, soulful brown eyes. Elena, in a state to disbelieve the evidence of her own eyes, and still not through with the argument with Damon, shut the door on her. â€Å"Matt's going to get lynched,† Elena almost screamed, vaguely annoyed that some knocking was going on somewhere. Damon uncrouched. He passed Elena on the way to the door, said, â€Å"I think you'd better sit down,† and then sat her down by putting her in a chair and holding her there until she stopped trying to get up again. Then he opened the door. This time it was Meredith knocking. Tall and willowy, with her hair falling in dark clouds around her shoulders, Meredith radiated the intention to go on knocking until the door stayed open. Something happened inside Elena, and she found that she could get her mind around more than one subject at once. It was Meredith. And Bonnie. In Sedona, Arizona! Elena leaped up from the chair where Damon had put her and flung her arms around Meredith, saying incoherently, â€Å"You came! You came! You knew I couldn't call you, so you came!† Bonnie edged around the embrace and said to Damon in an undertone, â€Å"Is she back to kissing everyone she meets?† â€Å"Unfortunately,† Damon said, â€Å"no. But be prepared to be squeezed to death.† Elena turned on him. â€Å"I heard that! Oh, Bonnie! I just can't believe you two are really here. I wanted to talk to you so much!† Meanwhile, she was hugging Bonnie, and Bonnie was hugging her, and Meredith was hugging both of them. Subtle velociraptor sisterhood signals were being passed from one to another at the same time – an arched eyebrow here, a slight nod there, a frown and shrug ending with a sigh. Damon didn't know it, but he had just been accused, tried, acquitted, and restored to duty – with the conclusion that extra surveillance was necessary in the future. Elena snapped out of it first. â€Å"You must have met with Matt – he had to tell you about this place.† â€Å"He did, and then he sold the Prius and we sort of packed on the run and got plane tickets here and we've been waiting – we didn't want to miss you!† Bonnie said breathlessly. â€Å"I don't suppose that would have been just about two days ago that you bought your tickets here,† Damon asked the ceiling wearily as he lounged with an elbow on Elena's chair. â€Å"Let me see – † Bonnie began, but Meredith said flatly, â€Å"Yes it was. What? It made something happen to you?† â€Å"We were trying to keep things slightly ambiguous for the enemy,† Damon said. â€Å"But as it turns out, it probably didn't matter.† No, Elena thought, because Shinichi can reach inside your brain whenever he wants and try to take away your memories and all you can do is try to fight him off. â€Å"But it does mean that Elena and I should start off right away.† Damon continued. â€Å"I have to do an errand first. Elena should pack. Take as little as you can, just the absolute essentials – but include food for two or three days.† â€Å"You said†¦starting now?† Bonnie breathed, and then she sat down abruptly on the floor. â€Å"It makes sense, if we've already lost the element of surprise,† Damon replied. â€Å"I can't believe you two came to say good-bye to me while Matt watches over the town,† Elena said. â€Å"That is so sweet!† She smiled radiantly before adding, in her own mind, And so dumb! â€Å"Well – â€Å" â€Å"Well, I still have an errand,† Damon said, waving without turning around. â€Å"Let's say we'll leave here in half an hour.† â€Å"Stingy,† Bonnie complained, when the door was safely shut behind him. â€Å"That might have only given us a few minutes to talk before we start.† â€Å"I can pack in less than five minutes,† Elena said sadly, and then got tangled up in Bonnie's previous sentence. â€Å"‘Before we start'?† â€Å"I can't pack just essentials at all,† Meredith was fretting quietly. â€Å"I couldn't store everything on my mobile, and I have no idea when I'll be able to recharge the batteries. I've got a suitcase of stuff on paper!† Elena was looking back and forth at them nervously. â€Å"Um, I'm pretty sure I'm the one who's supposed to be packing,† she said. â€Å"Because I'm the only one going†¦right?† Another look back and forth. â€Å"As if we would let you set off into some other universe without us!† Bonnie said. â€Å"You need us!† â€Å"Not another universe; only another dimension,† Meredith said. â€Å"But the same principle applies.† â€Å"But – I can't let you come with me!† â€Å"Of course you can't. I'm older than you,† Meredith said. â€Å"You don't ‘let' me do anything. But the truth is that we have a mission. We want to find Shinichi's or Misao's star ball if we can. If we could do that we think we could stop most of the stuff going on in Fell's Church immediately.† â€Å"Star ball?† Elena said blankly, while somewhere in the depths of her mind, an uneasy image stirred. â€Å"I'll explain later.† Elena was shaking her head. â€Å"But – you left Matt to deal with whatever supernatural stuff is going on? When he's a fugitive and has to hide from the police?† â€Å"Elena, even the police are scared of Fell's Church now – and frankly, if they put him in custody in Ridgemont it might be the safest place for him. But they're not going to do that. He's working with Mrs. Flowers and they're good together; they're a solid team.† Meredith stopped to take a breath, and seemed to be considering how to say something. Bonnie said it for her in a very small voice. â€Å"And I was no good, Elena. I'd started – well, I started to get hysterical and see and hear things that weren't there – or at least to imagine them and maybe even make them come true. I was scaring myself out of my mind, and I think I actually was putting people in danger. Matt's too practical to do that.† She dabbed at her eyes. â€Å"I know the Dark Dimension is pretty bad, but at least I won't be able to put houses full of innocent people in danger.† Meredith nodded. â€Å"It was all†¦going bad with Bonnie there. Even if we hadn't wanted to come with you I would have had to get her out. I don't want to be overly dramatic, but I believe that the demons there were after her. And that since Stefan's gone, Damon may be the only one who can keep them away. Or maybe you can help her, Elena?† Meredith†¦overly dramatic? But Elena could see the fine tremors running under Meredith's skin, and the light sheen of perspiration on Bonnie's forehead that was dampening her curls. Meredith touched Elena's wrist. â€Å"We haven't just gone AWOL or anything. Fell's Church is a war zone now; it's true, but we didn't leave Matt without allies. Like Dr. Alpert – she's logical – she's the best country doctor there is – and she might even convince somebody that Shinichi and the malach are real. But besides all that, the parents have taken over. Parents and psychiatrists and newshounds. And they make it almost impossible to work openly anyway. Matt's not at any disadvantage.† â€Å"But – in just a week – â€Å" â€Å"Take a look at this week's Sunday paper.† Elena took the Ridgemont Times from Meredith. It was the biggest paper in the area of Fell's Church. A banner headline read: POSSESSION IN THE 21ST CENTURY? Under the headline were many lines of gray print, but what really caught the eye was a photo of a three-way fight between girls, all of whom seemed to be undergoing seizures or contortions impossible to the human body. The expressions of two of the girls were simply those of pain and terror, but it was the third girl who froze the blood in Elena's veins. Her body was humped so that her face was upside down, and she was looking directly at the camera with her lips skinned back from her teeth. Her eyes – there was just no other way to put it – were demonic. They weren't rolled back in her head or malformed or anything. They weren't glowing eerily red. It was all in the expression. Elena had never seen eyes that made her sick to her stomach before. Bonnie said quietly, â€Å"Do you ever sort of slip and get that feeling like, ‘Oh, whoops, there goes the whole universe'?† â€Å"Constantly, since meeting Stefan,† Meredith said. â€Å"No offense meant, Elena. But the point is that all this has happened in just a couple of days; from the minute the adults who knew that there was something really going on got together.† Meredith sighed and ran fingers with perfectly manicured nails through her hair before continuing. â€Å"Those girls are what Bonnie calls possessed in the modern sense. Or maybe they're possessed by Misao – female kitsune are supposed to do that. But if we could just find these things called star balls – or even one – we could force them to clean all this up.† Elena put the newspaper down so she wouldn't have to see those upside-down eyes staring into hers. â€Å"And while all this is happening, what is your boyfriend doing during the crisis?† For the first time, Meredith looked genuinely relieved. â€Å"He may be on his way as we speak. I've written to him about everything that's happening, and he was actually the one who said to get Bonnie out.† She flashed a glance of apology at Bonnie, who simply lifted her hands and face to the heavens. â€Å"And as soon as he's finished with his work on some island called Shinmei no Uma, he's coming to Fell's Church. This kind of thing is Alaric's specialty, and he doesn't get spooked easily. So even if we're gone for weeks, Matt will have a backup.† Elena threw her own hands up in a gesture similar to Bonnie's. â€Å"There's just one thing you'd better know before we start. I can't help Bonnie. If you're counting on me to do any of the things I did when we fought Shinichi and Misao last time – well, I can't. I've tried over and over, as hard as I could, to do all my wings attacks. But nothing has ever come of it.† Meredith said slowly, â€Å"Well, then, maybe Damon knows something – â€Å" â€Å"Maybe he does, but, Meredith, don't push him right now. Not right this minute. What he knows for certain is that Shinichi can reach in and take his memories – and who knows, maybe even possess him again – â€Å" â€Å"That lying kitsune!† Bonnie spat out, sounding almost proprietory. As if, Elena thought, Damon was her boyfriend. â€Å"Shinichi swore he wouldn't – â€Å" â€Å"And he swore he'd leave Fell's Church alone, too. The only reason I have any faith at all in the clues that Misao gave me about the fox key, is that she was taunting me. She never thought we'd do a deal, and so she wasn't trying to lie or be too clever – I think.† â€Å"Well, that's why we're here with you, to get Stefan out,† Bonnie said. â€Å"And if we're lucky, to find the star balls that will let us control Shinichi. Right?† â€Å"Right!† Elena said fervently. â€Å"Right,† Meredith said solemnly. Bonnie nodded. â€Å"Velociraptor sisterhood forever!† They laid their right hands over one another's quickly, forming a three-spoked wheel. It reminded Elena of the days when there were four spokes. â€Å"And what about Caroline?† she asked. Bonnie and Meredith consulted each other with their eyes. Then Meredith shook her head. â€Å"You don't want to know. Really,† she said. â€Å"I can take it. Really,† Elena said in almost a whisper. â€Å"Meredith, I've been dead, remember? Twice.† Meredith was still shaking her head. â€Å"If you can't look at that picture, you shouldn't hear about Caroline. We went to see her twice – â€Å" â€Å"You went to see her twice,† Bonnie interrupted. â€Å"The second time I fainted and you left me by the door.† â€Å"And I realized I could have lost you for good, and I've apologized – † Meredith broke off when Bonnie put a hand on her arm and gave her a little push. â€Å"Anyway, it wasn't exactly a visit,† Meredith said. â€Å"I went running into Caroline's room ahead of her mom and found her inside her nest – never mind what that is – eating something. When she saw me, she just giggled and went on eating.† â€Å"And?† Elena said, when the tension got to be too much for her. â€Å"What was it?† â€Å"I think,† Meredith said bleakly, â€Å"that it was worms and slugs. She would stretch them up and up and they'd squirm before she bit them. But that wasn't the worst. Look, you had to have been here to appreciate it, but she just smirked at me, and said in this thick voice, ‘Have a bite?' and suddenly my mouth was filled with this wriggling mass – and it was going down my throat. So I was sick, right there on her carpet. Caroline just started laughing, and I ran down again and picked Bonnie up and ran out and we never went back. But†¦halfway down the path to the house, I realized Bonnie was suffocating. She had the – the worms and things – in her mouth and her nose. I know CPR; I managed to get most of them out before she woke up vomiting. But – â€Å" â€Å"It was an experience I would really rather not have again.† The very lack of expression in Bonnie's voice said more than any tone of horror could. Meredith said, â€Å"I've heard that Caroline's parents have moved out of that house, and I can't say I blame them. Caroline's over eighteen. All I can add is that everybody's sort of praying that somehow the werewolf blood will win out in her, because that seems at least to be less horrible than the malach or the – the demonic. But if it doesn't win out†¦Ã¢â‚¬  Elena rested her chin on her knees. â€Å"And Mrs. Flowers can deal with this?† â€Å"Better than Bonnie can. Mrs. Flowers is glad to have Matt around; like I said, they're a solid team. And now that she has finally spoken to the human race of the twenty-first century, I think she likes it. And she's been practicing the craft constantly.† â€Å"The craft? Oh – â€Å" â€Å"Yeah, that's what she calls witchcraft. I have no idea whether she's any good at it or not, because I don't have anything to compare her to – or with – â€Å" â€Å"Her poultices work like magic!† Bonnie said firmly just as Elena said, â€Å"Her bath salts certainly work.† Meredith smiled faintly. â€Å"Too bad she isn't here instead of us.† Elena shook her head. Now that she had reconnected with Bonnie and Meredith she knew she could never go into the Darkness without them. They were more than her hands; they were so much more to her†¦and here they were, each prepared to risk their life for Stefan and for Fell's Church. At that moment, the door to the room opened. Damon walked in, carrying a couple of brown paper bags in one hand. â€Å"So everybody's said bye-bye nicely?† he asked. He seemed to have trouble looking at either of the two visitors, so he stared particularly hard at Elena. â€Å"Well – not really. Not as such,† Elena said. She wondered if Damon was capable of throwing Meredith out a fifth-story window. Best to break it easily to him, by degrees†¦. â€Å"Because we're going with you,† Meredith said, and Bonnie said, â€Å"We forgot to pack, though.† Elena slid quickly so that she was between Damon and the others. But Damon just stared at the floor. â€Å"It's a bad idea,† he said very softly. â€Å"A very, very, very bad idea.† â€Å"Damon, don't Influence them! Please!† Elena waved both hands at him in a gesture of urgency, and Damon raised one of his hands in a gesture of negation – and somehow their hands brushed each other's – and tangled. Electric shock. But a nice one, Elena thought – although she didn't really have time to think it. She and Damon were both trying desperately to get their hands back to themselves, but didn't seem to be able to. Little shockwaves were running from Elena's palm all through her body. Finally, the disentanglement worked and then they both turned, in guilty unison, to look at Bonnie and Meredith, who were staring at them with enormous eyes. Suspicious eyes. Eyes that belonged in faces saying â€Å"Aha! What have we here?† There was a long moment when no one moved or spoke. Then Damon said seriously, â€Å"This isn't some kind of pleasure trip. We're going because there's no other choice.† â€Å"Not alone, you're not,† Meredith said in a neutral tone. â€Å"If Elena goes, we all go.† â€Å"We know it's a bad place,† Bonnie said, â€Å"but we are definitely going with you.† â€Å"Besides, we have our own agenda,† Meredith added. â€Å"A way to cleanse Fell's Church of the harm Shinichi has done – and is still doing.† Damon shook his head. â€Å"You don't understand. You won't like it,† he said tightly. He nodded at her mobile. â€Å"No electric power in there. Even owning one of those is a crime. And the punishment for just about any crime is torture and death.† He took a step toward her. Meredith refused to back away, her dark gaze fixed on his. â€Å"Look, you don't even realize what you have to do just to get in,† Damon said bleakly. â€Å"First, you need a vampire – and you're lucky to have one. Then you'll have to do all sorts of things you won't like – â€Å" â€Å"If Elena can do it, we can do it,† Meredith interrupted quietly. â€Å"I don't want either of you to get hurt. I'm going in because it's for Stefan,† Elena said hastily, speaking partly to her friends and partly to the innermost core of her being, which the shockwaves and pulses of electricity had reached at last. Such a strange, melting, throbbing sweetness for something that had started out as a shock. Such a fierce shock for simply touching another person's hand†¦. Elena manged to tear her eyes away from Damon's face and tune back into the argument that was going on. â€Å"You're going in for Stefan, yes,† Meredith was saying to her, â€Å"and we're going in with you.† â€Å"I'm telling you, you won't like it. You'll live to regret it – if you live, that is,† Damon was saying flatly, his expression dark. Bonnie simply gazed up at Damon with her brown eyes wide and pleading in her small heart-shaped face. Her hands were clasped together at the base of her throat. She looked like a picture on a Hallmark card, Elena thought. And those eyes were worth a thousand logical arguments. Finally, Damon looked back at Elena. â€Å"You're probably taking them to their deaths, you know. You, I could probably protect. But you and Stefan, and your two little teenage girlfriends†¦ I can't.† Hearing it put that way was a shock. Elena hadn't quite thought of it like that. But she could see the determined set of Meredith's jaw and the way Bonnie had gone up a little on her toes to try to look bigger. â€Å"I think it's already been decided,† she said quietly, aware that her voice shook. There was a long moment as she stared into Damon's dark eyes, and then suddenly he flashed his 250-kilowatt smile at all of them, shut it off almost before it had begun, and said, â€Å"I see. Well, in that case, I have another errand. I may not be back for quite a while, so feel free to use the room – â€Å" â€Å"Elena should come to our room,† Meredith said. â€Å"I have a lot of material to show her. And if we can't take much with us, we'll have to go over it all tonight – â€Å" â€Å"Then let's say we meet back here at dawn,† Damon said. â€Å"We'll set off for the Demon Gate from here. And remember – don't bring money; it isn't any good there. And this is not a vacation – but you'll get that idea soon enough.† With a graceful, ironic gesture, he handed Elena her bag. â€Å"The Demon Gate?† Bonnie said as they went to the elevator. Her voice shook. â€Å"Hush,† said Meredith. â€Å"It's only a name.† Elena wished she didn't know so well when Meredith was lying.