Report style Essay Example | Topics and Well Written Essays - 1000 words - 1

Report style - Essay Example As expected, Coke will once again participate in the 2012 Olympics as a Major partner. This is to reiterate their market stance and continue working on maintaining their market position. Every celebration, the Olympics gathers athletes and spectators, old and new alike, from every color and race. The management sees this as a potential to further penetrate new and emerging markets as well as sustaining old ones. There is always something new to look forward to every Olympics celebration, and there will always be new heights to be conquered. A. Strength – Coca Cola’s strength lies mainly on its brand popularity. It can’t be denied that Coke is a well-known brand worldwide, topping the lists of preferred beverages. Showing the brand logo alone triggers recall among the audience, having been a dominant brand in the market for over a century already. B. Weakness – Negative Publicities being released against the brand prove to be Coke’s weakness. Through the years, carbonated drinks have been associated to health concerns, and this contributes to the brand/ product’s weaknesses. C. Opportunity – Despite’s Coke’s stature as the best selling soft drink internationally, there is still an opportunity to introduce a new product positioning particularly in global celebrations such as the Olympics. As a consumer product, there is always more room to grow and more market to saturate. This brand may emerge as the preferred thirst quencher during the event, resulting to greater brand loyalty and repeat consumption even after the event ends. D. Threat – The emergence of health drinks such as cold teas and non-carbonated drinks has definitely affected the sales of cola drinks. People are now becoming health conscious, with grocery shelves being filled with Health Beverages. This proves as a threat especially now that these beverages are being sold in retail and competes with Coca Cola pricing. Sometimes, these brands even emerge

Nowadays, Food Has Become Easier to Prepare Essay Example for Free

Nowadays, Food Has Become Easier to Prepare Essay Nowadays, Food Has Become Easier to Prepare. Has This Change Improved the Way People Live? Use Specific Reasons and Examples to Support Your Answer. By annicat Man, through the ages, has undergone many changes, from a period when he hunted for his food to the present era when man is dependent on preprocessed foods. During this period not only has man changed his mode of eating but his whole lifestyle as well. In pursuit of more in this competitive world, man no longer has time as he once had. He is caught in a race against the clock. A person who finishes more n lesser time is considered more efficient. This pressure to do more in less time has affected his eating habits as well and, as a result, man no longer has time to cook food. Early mans only objective was to seek food to sustain him and his family. Nowadays finding food has taken a back seat to other priorities, such as career and education. Food is no longer of that importance. This is not an encouraging trend. People are too dependent on preprocessed or precooked food, which no longer has the freshness it once had. Such foods loose their mineral and vitamin content and re not as healthy as fresh food. That is why the number of diseases is also rising. People have also shifted to high calorie content food like French fries, pizzas, and ice cream, etc. , which is causing obesity, fatigue, etc. As man is becoming busy and too involved in his busy schedule, he has no time even to take care of his own personal needs. Furthermore, cooking is an art which is dying out. People once enjoyed cooking . It was a means of eliminating stress and tension. People were once able to relax during this time and reflect on their lives. People may tend to argue that by sing precooked and preprocessed food they are efficiently using time and can use this precious time saved for other purposes. But is it really worth it? This is a question whose answer can invite much speculation about whether by saving this little time we are inviting lots of other problems, which could easily be avoided. It is actually making our lives not simpler but more complicated. We have lost many of the simpler things in our lives, like the simple acts of selecting our evening meal, preparing it, and enjoying it with our loved ones, and we are worse off for it.

Teaching - Reflections, Questions, Desicions Essay -- Education, Quali

Introduction What is teaching? What do we mean by quality education? What is the best way to motivate a child to reach their full potential? These are some of the questions that the effective teacher may ask themselves. In fact, much of the role of the modern teacher can be defined in the statement; Teaching – reflections, questions, decisions. These aspects are interwoven and iterative. Teachers need to reflect upon various policies, concepts and strategies. They need to ask the right questions and make the right decisions. The cycle continues. This assignment examines the role of the teacher with reference to professionalism and ethics, the teaching role and teaching strategies, classroom management and motivation. Professionalism and Ethics The foundations for becoming an effective teacher perhaps lie within professionalism and ethics. After all, this influences every single decision a teacher makes. Professionalism can be divided into six distinct categories; these are academic, legal, ethical, professional, personal and cultural professionalism. (Whitton et al., 2010) This is possibly a good starting point because teachers need to reflect upon what professionalism means for them and how it will affect their teaching practices. For example, legal professionalism encompasses a whole range of aspects including duty of care, child protection, freedom of information, discipline, restraint, bullying and harassment, sexual assault and physical contact, discrimination and defamation. (Whitton et al., 2010) The list is vast and so are the implications. The effective teacher will need to keep their policy knowledge up to date. They will also have to make decisions based on these policies. Perhaps this is w... ...n, there are many facets to the effective teacher. Professionalism and ethics are of upmost importance and underpin the ethos of the teaching role. Moreover, the teacher must exhibit certain characteristics and focus on building quality relationships with the students. A range of teaching strategies should be utilised, in particular teachers need to be proficient in the use of questions. Planning is important in creating a safe and positive learning environment that incites a sense of belonging and managing misbehaviour efficiently is vital. Motivation needs to be examined and understood with reference to the students in the class. Teachers need to reflect upon and question their own teaching practices and understanding of the policies and strategies available to them in order to make the best decisions for the children in their classroom under their care.

The Pitiful Campus Dining Experience Essay example -- Argumentative Pe

The Pitiful Campus Dining Experience      Ã‚  Ã‚  Ã‚  Ã‚   When I was a waiter at a local pizza parlor, the area manager would come in once every two weeks and give the restaurant an inspection. He would watch us through the course of an evening, and when the crowds subsided, he would gather us all around and give us our review. At the onset of every debriefing, as they were called among the crew, the first words from his mouth would always be, "From the moment the customer enters those doors, his dining experience begins. He will form an opinion in his mind about us, and it is your job to make sure that opinion is good! If it isn't, I'll know about it, and then so will you." Even though my experiences at that restaurant are a year behind me, whenever I eat out I always keep in mind the customer's opinion -- especially when I am the customer. When  Ã‚   State students eat at the campus facilities, they form opinions about their dining experience just as any customer would, and whether that opinion is good or bad is the responsibility of the food service. Recently I conducted a survey to determine the student opinion of the food service at  Ã‚   State. My purpose was simply to see if the students were satisfied with the overall performance of Service America, the catering company that handles all of the campus dining facilities. I surveyed fifty students over a period of two days at different times and locations. All of those I surveyed ate at least occasionally at one of the dining facilities. The survey rated such aspects as variety, quality, and taste of the food offered as well as the student's opinion of the prices they paid and overall service they received. The ratings given were initially somewhat mediocre. ... ...ts known will have them resolved in one manner or another, and by solving the students' problems as best they are able, Service America will ensure good public opinion and keep its contract. This arrangement is beneficial for both parties involved, and since my results concluded that there is no widespread discontent with the food service, there is no real justification for procedures any more radical than those I have suggested. Perhaps a monopoly does exist at  Ã‚   State in the form of Service America, but it is a monopoly that is ultimately controlled by its patrons, who have the freedom and the power to act on their opinions. The choice for action lies in their hands.      Sources Cited Goodman, Stephanie. "Dinner Is Served--At the Mall." Adweek's Marketing Week 24 Ju1y 2013:30-34. Loprete, Michael. Personal interview. 26 Feb. 2014.   

Critical reflection practice Essay

Introduction The area of critical reflection is generally understood to be a difficult and contested terrain, that appears to be attractive on paper but is complex to put into action. Educators say this is an important capability for students to develop as it contributes to greater depth of understanding and learning (Boud, Cohen, & Walker, 1993; Lay & McGuire, 2010; Moon, 2006; Wolf, 2010). The wide range of approaches to critical reflection suggests the focus of learning is placed on technique rather than the broader purpose and outcomes of critical reflection. Critical reflection should not be a prescriptive activity (Moon, 2006) but guidelines should enable the student to develop their own style. This paper begins a conversation on the challenging topic  of critical reflection in cooperative education. Defining Critical Reflection There appears to be lack of a clear understanding of critical reflection, as it is a contested term reflecting the ideology of the user. Depending on one’s perspective critical reflection can be understood to mean very different things (Boyd & Fales, 1983; Brookfield, 2009; Gardner, 2009; Harvey, Coulson, Mackaway, & WinchesterSeeto, 2010; Hatton & Smith, 1995; Smith, 2011; van Woerkom, 2010) and varies within individuals and contexts. Critical reflection is widely recognised as a key component in the learning processes of individuals and is advocated in many areas of professional practice (Brookfield, 2009; Jarvis, 2010; Leijen, Valtna, Leijen, & Pedaste, 2011), especially within programmes where there is rich learning possible through specific experiences (Harvey et al., 2010). The terms reflection, critical reflection, reflective practice, reflective thinking and reflexivity have similar meanings and application in educational literature, as well as, used interchangeably (Black & Plowright, 2010; Rogers, 2001). Authors consider that not all reflection is critical reflection and critical reflection maybe at higher, more complicated level that challenges the learner and the educator (Harvey et al., 2010; Hatton & Smith, 1994). Further unpacking is required to clearly identify the true nature of ‘critical’ reflection. Fook (2006) suggests work needs to be done from a â€Å"common basis of understanding† so the practice of critical reflection maybe refined and improved. Mezirow (1990) considers critical reflection as a precursor to transformative learning, which may lead to changes in personal understandings and potentially behaviour. Students can use critical reflection practices for engaging in metacognition (Eames & Coll, 2010). It is associated with a number of learning outcomes including improved thinking, learning and assessment of self and social systems (Smith, 2011). Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection. To use knowledge critically we do not accept the situation at ‘face value’. This  requires the ability to look beneath the surface to see what may influence the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger picture and view the situation more holistically develops critical breadth. These enable us to develop a fuller understanding of experiences so we are better equipped to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is developed over time (Crowe & O’Malley, 2006) through guidance and support. Critical reflection is advocated in many areas of professional development and practice, including the all areas of health care education, teaching, management, and research, as it encourages practitioners to gain insight into their own professionalism through their experiences. These programmes generally require some form of fieldwork to be closely integrated with academic study. Consequently there is wide variation in the techniques and approaches used in the practice of critical reflection. Approaches may range from informal discussions to highly structured formats. Guidelines in the literature on how to determine, facilitate and assess critical reflection in practice appear to be limited (Leijen et al., 2011; Smith, 2011). Models of critical reflection This vast area in the literature, which explores models of critical reflection, lacks clarity. There seems to be similarities within and across the various applications from many fields or disciplines of education that may have little or no areas of overlap (Fook & Gardner 2007). Many models of reflection based on a philosophical approach, may be considered to assist students develop an understanding of critical reflection. These have been briefly outlined in table 1.0 to help visualize the relationship between the models and frameworks. The framework chosen to guide students’ reflections may be determined by the expectations of the learning outcomes. Some models of reflection may not encourage critical reflection. Models may guide the process of reflection but should not impose a prescription of what reflection is. It is not essential to follow a model and some practitioners choose not to. There is some criticism of models that reduce reflection to levels but this approach maybe useful for teaching what the focus of  reflection entails. The student may choose whether or not to adopt a model to frame their reflection as a temporary measure until confidence in the reflective activity is gained and understood. Table 1.0: Three models of critical reflection identifying two frameworks that provides guidance for reflecting within each model. Model of critical reflection Framework General comments Dewey’s model of reflective Knowledge can be constructed learning through active reflection on past and present experiences. Pragmatic approach. Gibb’s model A cyclic generic framework. A general and nonspecific approach to reflection. Novices may find it too vague requiring further guidance. Stephenson’s framework A detailed set of cue questions. Focuses on consequences of actions and examines practice knowledge. Habermas’s model of critical Based on 3 areas of knowledge: reflection technical, practical and emancipatory. Critical theory approach. Taylor’s framework Describes activities associated with 3 types of reflection: technical, practical and emancipatory. Highly structured. Kim’s framework Called critical reflective enquiry. Three phases of reflection: descriptive, reflective, critical/emancipatory. Processes and products applied to each phase. Kolb’s model of reflexive Attempts to integrate thinking and learning practice. Experiential learning approach. Borton’s framework Simplified model using 3 questions: What? So what? Now what? Very easy to remember. Rolfe’s framework Expanded Borton’s framework. Added questions to each step. Turned the last step back to form reflexive cycle. Generic, easily adapted to suit most situations. * Adapted from Rolfe et al (2011). Critical reflection in cooperative education According to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an essential component of the pedagogy of cooperative education and other forms of work integrated learning. The process of critical reflection needs to be facilitated with structured strategies within the course that encourage engagement in reflection. It is important to create a culture where reflection is valued as a learning tool and it is safe to be honest. Practice and feedback on reflection throughout the program are important to enable the student to progress through their learning experience. Van Gyn (1996) suggests that reflective practice to enhance student-learning outcomes requires an organised partnership between the student, academic and industry supervisors. There is a widespread  assumption that reflection has positive outcomes for student learning. Cooperative education is student driven learning, which increases the need for the student to be self-motivated, proactive, organised and reflective. Critical reflection encourages students to be willing and able to question, explore and critique ways of behaving and thinking as they engage in workplace experiences (Higgins, 2011) and into the future. Consequently the student is better able to understand and gain insights into his/her skills, competencies and knowledge. The use of critical reflection in cooperative education increases the chances of the learning being relevant and meaningful to the student. Therefore the student’s engagement in reflection can assist them in making sense of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, White & Gardner, 2006) of reflection should be considered, as personal reflection is part of the broader context of the organization culture and structure (Thompson & Pascal, 2012). The industry context is complex and may challenge other dimensions of reflection, such as emotional demands of the learning experience, power relationships and time constraints. The strategies that facilitate reflection should cater for the individual needs of the student, suit the learning environment and guide the development of students reflective skills (Martin & Fleming, 2010). Strategies may include learning contracts, reflective journals, progress reports, reports and oral presentations providing the student with many opportunities to practice critical reflection. Conclusion Critical reflection is used in education to encourage the integration of theory and practice while enhancing student learning and self-confidence. However, an extensive literature search on the role of reflection for learning through experience by Harvey et al (2010) concluded that the relationship between reflection and positive student learning outcomes was inconclusive. This suggests there is scope to explore the role of critical reflection in learning and the development of a theoretical basis in cooperative education. There is increasing interest in the concept of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009). References Black, P. E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11(2), 245-258. doi:10.1080/14623941003665810 Boud, D., Cohen, R., & Walker, D. (1993). Using experience for learning. Buckingham [England] ; Bristol, Pa.: Society for Research into Higher Education and Open University Press. Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191. Boyd, E. M., & Fales, A. W. (1983). Reflective learning. Journal of Humanistic Psychology, 23(2), 99-117. Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. Crowe, M., & O’Malley, J. (2006). Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive-reconstructive approach [Article]. Journal of Advanced Nursing, 56(1), 79-87. doi:10.1111/j.1365-2648.2006.03982.x Dewey, J. (1938). Experience and education. New York: Touchstone. Eames, C., & Coll, R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180-196) Fook, J. (2006). Beyond reflective practice: reworking the â€Å"critical† in critical reflection. presented at the meeting of the Professional Lifelong Learning: Beyond Reflective Practice, Leeds. Fook, J., & Gardner, F. (2007). Practising critical reflection : a resource handbook. Maidenhead: Open University Press. Fook, J., White, S., & Gardner, F. (2006). Critical reflection: a review of contemporary literature and understandings. Critical reflection in health and social care, 3-20. Gardner, F. (2009). Affirming values: using critical reflection to explore meaning and professional practice [Article]. Reflective Practice, 10(2), 179-190. doi:10.1080/14623940902786198 Harvey, M., Coulson, D., Mackaway, J., & Winchester-Seeto, T. (2010). Aligning reflection in the cooperative education curriculum| Macquarie University ResearchOnline. Asia-Pacific Journal of Cooperative Education, 11(3), 137-152. Hatton, N., & Smith, D. (1994, July 3-6, 1994)). Facilitating Reflection: Issues and Research. presented at the meeting of the Conference of the Australian Teacher Education Association (24th), Brisbane, Queensland, Australia. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. Higgins, D. (2011). Why reflect? Recognising the link between learning and reflection. Reflective Practice, 12(5), 583-584. doi:10.1080/14623943.2011.606693 Jarvis, P. (2010). Adult education and lifelong learning : theory and practice (4th ed.). New York: Routledge. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. doi:10.1080/713693162 Lay, K., & McGuire, L. (2010). Building a Lens for Critical Reflection and Reflexivity in Social Work Education [Article]. Social Work Education, 29(5), 539-550. doi:10.1080/02615470903159125 Leijen, A., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2011). How to determine the quality of students’s reflections? Studies in Higher Education, 1-15. doi:10.1080/03075079.2010.504814 Martin, A., & Fleming, J. (2010). Cooperative education in outdoor education. Australian Journal of Outdoor Education, 14(1), 41-48. Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1-20. Moon, J. A. (2006). Learning journals : a handbook for reflective practice and professional development (2nd ed.). London ; New York: Routledge. Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57. Rolfe, G., Freshwater, D., & Jasper, M. (2011). Critical reflection in practice (2nd ed.). Houndmills, Basingstoke, Hampshire ; New York, N.Y.: Palgrave. Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211-223. Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multidisciplinary Perspectives(iFirst Article), 1-15. doi:10.1080/14623943.2012.657795 Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke [England] ; New York: Palgrave Macmillan. Van Gyn, G. H. (1996). Reflective Practice: The Needs of Professions and the Promise of Cooperative Education. Journal of Cooperative Education, 31(2-3), 103-131. van Woerkom, M. (2010). Critical Reflection as a Rationalistic Ideal. Adult Education Quarterly, 60(4), 339356. Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602. Copyright  © 2012 Patricia Lucas The Author assign to the Australian Collaborative Education Network (ACEN Inc.) an educational non-profit institution, a nonexclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a nonexclusive licence to the Australian Collaborative Education Network to publish this document on the ACEN website and in other formats for the Proceedings ACEN National Conference Melbourne / Geelong 2012. Any other use is prohibited without the express permission of the author(s).

Jake Drake Bully Buster Chapter Book About Bullying

Jake Drake Bully Buster Chapter Book About Bullying Jake Drake Bully Buster: Summary In Jake Drake Bully Buster, author Andrew Clements focuses on a problem too many kids have to cope with: bullies and bullying. What do you do if youre a bully-magnet? Thats Jakes problem in the chapter book Jake Drake Bully Buster. Fourth grader Jake Drake tells the story of how he went from being a bully-magnet starting in preschool to becoming a bully buster in second grade. Jakes experiences not only make an entertaining story for 7-10 year olds, they also provide a lot of food for thought. Why Jake Was a Bully-Magnet Jake begins his story with tales of all of the bullies who bullied him before second grade, starting when he was a 3-year-old and continuing through preschool, kindergarten and first grade. Jake figures he has these bully-magnet characteristics: Hes small but not so small that he doesnt represent a challenge, he doesn’t have an older brother or sister to defend him, he’s not the type to complain, and he looks â€Å"brainy.† Interestingly, these dont change as Jake goes from being a bully-magnet to a bully buster. Instead, Jakes experiences in second grade change him. Jake and the Grade A, SuperBully Jakes says he didn’t become a bully buster until second grade and then, only after â€Å"being picked on by a Certified, Grade A Super Bully.† Second grade starts out wonderfully. Jake likes his teacher, Mrs. Brattle. There are no bullies in his class, although he still has to watch out for bullies on the playground and in the lunchroom. However, when a new student, Link Baxter, whom Jakes quickly learns is â€Å"a Certified, Grade A Super Bully,† joins the class. Link continually picks on Jake at school and on the school bus. The first time it happens, Jake is so upset that when he gets home he bullies his little sister until his mother stops him, saying, â€Å"What’s gotten into you!?† Jake realizes that â€Å"It was Link. Link had gotten into me! I was being like Link. I had caught BULLYITIS!† When he apologizes to his little sister, she tell him that Link’s sister is in her class, and she is a bully like her brother. Jakes Attempts to End the Bullying Jake decides to try acting like Link’s bullying doesn’t bother him. When Link makes fun of him on the bus, Jake acts like it’s a joke. All day, Jake tries to act cook when Link bothers him, but this only makes Link bully him more. Finally, Link splashes water on Jake so it looks like Jake wet him pants and proceeds to mock him, â€Å"Wook, wook! Wittle Jakey had an accident!† Jake get very mad and can tell Link is pleased about that. Jake is so mad that he hits Link, who acts like he has a terrible injury. Link gets sent to the nurse’s office for ice and sympathy and Jake was sent to the principal’s office. Afterwards, when he and Link meet in the hallway, Jake asks Link why he bullies him and Link doesn’t have an answer. Jake decides, â€Å"†¦if I could figure out that reason – or if I could give him a reason NOT to be a bully – then Link Baxter, SuperBully, would become Link Baxter, Ex-SuperBully.† From Bad to Worse Leads to New Insights Things go from bad to worse when Jake’s teacher decides that everyone in the class has to work in pairs on a Thanksgiving project, and she assigns Jake and Link to work together. Their assignment is to do a project about how Native Americans lived. Jake is appalled, but Link thinks it’s funny and tells Jake that he’s going to have to do all the work. Jake prepares the report but keeps hoping Link will help so they have something to show the class. When the day before the project is due Link tells Jake to do that also, Jake is so mad that he refuses. Link tells him to come over to his house after school so they can make something. At Link’s house, Jake learns two surprising things about Link: Link is skilled at creating models and dioramas and his older sister bullies him. He also learns that when Link is involved in model making, it’s like he’s one of the kids instead of a SuperBully. In fact, according to Jake, â€Å"When he forgot I was there, he had a different face from his bully face, Not mean. Almost nice.† The visit to Link’s house gives Jake a lot to think about, but he’s still not sure how to make Link stop bullying him. Everything Changes With Jakes Good Choices Everything changes again when it is time for Jake and Link to give their project report. Jake finds out that Link has stage fright about doing the presentation. Rather than pay Link back for all Link has done to Jake by humiliating Link in front of his classmates, Jake covers for him. He tells Link he will give the report and Link can point out things in the diorama he made. Their project is a big success, but the best outcome is that Link no longer bullies Jake and Jake realizes that by getting to know the real person â€Å"behind those mean eyes and that bully-face,† he can be a bully buster rather than a bully-magnet. Throughout the book, Jake reacts to the bullying in different ways, not all of them appropriate. He quickly learns that bullying others, being mean, and hitting the bully are all not the responses he wants to, or should, make. As time passes and he learns more and more about the bully, Jake begins to make better decisions: standing up to Link and refusing to finish the project by himself, covering for Link when it’s time for their presentation and acknowledging Link’s model-building skills in front of the class. Its the fact that Jake is essentially a good kid who is willing to take the time and thought to look beyond the bully-face to the person within that enables him to become a bully buster. Jake Drake Bully Buster: Guide Recommendation I recommend Jake Drake Bully Buster for independent readers in grades 2-4. It is also an excellent classroom or family read aloud. At under 90 pages, it is a quick and enjoyable read, but it also has some substance and can easily and effectively be used as a bullying discussion prompt. The Jake Drake series includes a total of four books about the fourth graders experiences st school, and I recommend them all. (Atheneum Books for Young Readers, Simon Schuster, 2007 reprint edition. ISBN: 9781416939337) Additional Resources About Bullies and Bullying From About.com Dr. Vincent Iannelli, the About.com Pediatrics Expert, provides statistics about bullying and some of the signs of bullying parents should look for in his article Bullying and Bullies. For information about cyberbullying, see A Parents Guide to Cyberbullying. For picture books about bullies and bullying, see my reviews of Each Kindness, Oliver Button Is a Sissy and The Bully Blockers Club. For a list of books about bullying for older kids, see Bullies and Bullying in Books for Kids to Teens.

Deer of Providencia Essay Example

Deer of Providencia Essay Example Deer of Providencia Paper Deer of Providencia Paper The story â€Å"The Deer at Providencia† begins with four North Americans in the jungle of Ecuador. Three of the other North Americans are metropolitan men; our narrator is the only female in the group. As they made their way from riverside villages to the next, they came across a village called Providencia. There they saw an â€Å"awful† sight, a poor helpless deer tied to a tree. Its limbs caught in the noose around its neck. Its malnutrition body limped on the ground. The deer was caught just earlier that morning, and would be prepared for dinner that night. For fifteen minutes the travelers and village people watched as the â€Å"poor† animal thrashed for its life, trying to free itself, without success, the travelers proceeded to eat lunch. Here they were given a type of stew of meat in shreds and rice. When our narrator asked what kind of deer was tied to the tree, she was answered â€Å"Gama. † They were also told that the stew they were eating was Gama as well. The narrator went on to say that the meat was very good, and was surprised by the tenderness of the meat. The three men were surprised by how our narrator was able to watch the â€Å"awful† event earlier that day without making an expression. The story then switched, and our narrator is now at home. As she combs her hair in front of the mirror there is a photograph from a newspaper taped to her mirror. It reads â€Å"Alan McDonald in Miami hospital bed. † He was a burn victim, for the second time. He was burnt thirteen years ago by flaming gasoline. Now thirteen years later he is a burnt victim once again from gunpowder this time. Alan McDonald asked from his hospital bed â€Å"Why does God hate me? †(p714) His wife concludes to the piece with â€Å"Man, it just isn’t fair. †(p714) Unfairness happens in life, people and animals alike suffer, and that is just how life is. How you continue living is what matters. At first glance the narrator seems to be emotionally detached because she shows no emotion to the helpless. She has no problem eating the same kind of meat as that of the deer, right after seeing the horrific scene. One man went on to say â€Å"if that had been my wife, she wouldn’t have cared what was going on; she would have dropped everything right at the moment and gone in the village from here to there to there, she would not have stopped until that animal was out of its suffering one way or another. She couldn’t bear to see a creature in agony like that. (p713) Or one may conclude that she just does not understand why these things happen, in the case of the deer and Mr. McDonald. That â€Å"These things are not issues; they are mysteries. †(p713) But as I see it, the narrator is not emotionally detached nor seeking the answer to a question that is impossible to answer. She is a realist. She realizes that these types of things happen. Whether they happen for a reason or not is not the question. She understands that suffering goes on in the world, and worrying about it does not change anything. Why did she not run in to save the deer when it was suffering and was able to eat right after that? It is simple; she realizes that everything needs to eat to survive. The village people hunt to feed themselves. To not eat a meal that has been prepared is disgraceful to your host. Also to eat the meat of an animal that has lost its life to be part of the meal is a disgrace to the animal. I also believe that the reason our narrator tapes a newspaper clipping of Mr. McDonald’s ordeal is to constantly remind herself that whatever may happen to you, you should not lose hope but continue to live. Once I read that people who survive bad burns tend to go crazy; they have a very high suicide rate. †(p714) Mr. McDonald was different, after being burnt the first time thirteen years ago. He did not give up on life and continued to live his life. Was it fair to him that it happened again thirteen years later? Mrs. McDonald said â€Å"Man, it just isn’t fair. †(p714) Wh ether or not it is fair is not the question. The question is will he continue to live his life again now that it has happened again? I would believe he would. He has been through it before once. He was able to live thirteen more years, with his family and friends. Therefore after being through all the pain and suffering once, the second time might be easier for Mr. McDonald. I see no reason for him to end his life now that it has happened again. Like the narrator in the story, I’ve witness my share of unfairness in life, whether it be racially or just for no reason. I am lucky to say I have not witness suffering myself, but I have seen suffering. My uncle just passed away in April of 2008. His courage to endure suffering is what I keep in mind constantly. It drives me to pursue life to the fullest. In his mid 20’s he was diagnosed with having failing kidneys. He had to go through blood transfusions three times a week, as he waited on the donor list for a kidney transplant. As he was lying in his death bed at the hospital awaiting his fate, the doctors got a call a donor has been found. He got the kidney he dearly needed, but in a kidney transplant situation the kidney would only last 10 years. He saw it was God’s way of giving 10 more years. After he was married with one child, and the 10 year mark drew near. The second time was better than the first; he did not have to wait long. After the operation was done, my uncle found out that kidney he got was from a 12 year old boy. The boy died in a car accident. Was it fair for the 12 year old boy who died so my uncle to live? Did my uncle give up on life to run from the suffering? My uncle continued to live life fullest, traveling to his birthplace Vietnam, taking award winning photos, and loving his family. Until the 10 year mark once again creped up. This time was different from the rest; he could not be put on the donor list. So he went back to the ever painful blood transfusions. On April of this year, in Saint Joseph Hospital, my uncle, after a life time of suffering and pain, drew his last breath. Both in the story and my uncle’s suffering, shows that suffering and unfairness happens whether we want it to or not. Whenever something bad happens to you or someone around you, you will most often hear â€Å"Man that just isn’t fair† or â€Å"life isn’t fair. † That is the basic truth behind life, it is not fair. It will happen and does happen. As humans we hope it never happens to us. Unfairness can take many forms, so as can suffering. Whether it takes form in racial profiling, religious discrimination, or simply the difference between rich and poor. Was it fair for the deer that died? Was it fair for Mr. McDonald? The answers to those are simple, no. Why did the deer have to suffer? Why did Mr. McDonald have to suffer? Why did my uncle have to endure all those years of suffering? Why did that 12 year old boy have to die at such a young age? Those questions are not issues, they are more like enigmas. How we stand up, and continue to strive to live which will make the difference. I’ll leave you now with two quotes â€Å"Our greatest glory is not in never falling, but in rising every time we fall. † – Confucius. â€Å"It’s not your fault you were born with nothing, but it is your fault if you die with nothing. † – Bill Gates.

The History of License Plates in the U.S.

The History of License Plates in the U.S. License plates, also known as vehicle registration plates, are required for every car in the United States these days, but when automobiles first started to appear on the road, there was no such thing! So who created license plates? What did the first one look like? Why and when were they first introduced? For these answers, look no further than the turn of the 20th century in the Northeastern United States.   The Very First License Plate Although New York was the first state to require automobiles have license plates in 1901, these plates were made by individual owners (with the owners initials) rather than being issued by state agencies as they are in modern times. The very first license plates were typically handcrafted on leather or metal (iron) and were meant to denote ownership via the initials.   It wasnt until two years later, in 1903, that the first state-issued license plates were distributed in Massachusetts. The very first plate, featuring the number 1, was issued to Frederick Tudor. (One of his relatives still holds an active registration on the plate.)   What Did the First License Plates Look Like? These early Massachusetts license plates were made of iron and covered in porcelain enamel. The background was colored a cobalt blue and the number was in white. Along the top of the plate, also in white, were the words: MASS. AUTOMOBILE REGISTER. The size of the plate was not constant; it grew wider as the plate number reached into the tens, hundreds, and thousands. Massachusetts was the first to issue license plates, but other states soon followed. As automobiles began to crowd the roads, it was necessary for all states to find ways to start regulating cars, drivers, and traffic. By 1918, all states in the United States had begun issuing their own vehicle registration plates.   Who Issues License Plates Now? In the U.S., vehicle registration plates are issued solely by the states Departments of Motor Vehicles. The only time a federal government agency issues these plates are for their federal vehicle fleet or for cars owned by foreign diplomats. Notably, some Native American tribes also issue their own registrations to members, but many states now offer a special registration for Native Americans.   When Did It Become a Requirement to Annually Update License Plate Registrations? Although the first license plates were meant to be semi-permanent, by the 1920s, states had begun mandating renewal for personal vehicle registration. At this time, individual states began experimenting with different methods for creating the plates. The front would typically contain registration numbers in large, centered digits while smaller lettering on one side dictated the abbreviated state name and a two- or four-digit year the registration was valid during. By 1920, citizens were required to obtain new plates from the state each year. Oftentimes these would vary in color year to year to make it easier for police to identify expired registrations.

MANAGING PEOPLE IN RETAIL Essay Example | Topics and Well Written Essays - 2000 words - 1

MANAGING PEOPLE IN RETAIL - Essay Example Ð s retÐ °il orgÐ °nizÐ °tion, reporting relÐ °tionships chÐ °nge, spÐ °ns of control Ð °re modified, Ð °nd depÐ °rtmentÐ °l functions Ð °re Ð °ltered. In most retÐ °il orgÐ °nizÐ °tions, these chÐ °nges come in the fÐ °ce of relÐ °tively little premerger plÐ °nning. Ð lthough mÐ °ny firms consider the implicÐ °tions of structurÐ °l chÐ °nge on their orgÐ °nizÐ °tion, often such Ð °nÐ °lysis is cursory Ð °nd superficiÐ °l. This pÐ °per will introduce the elements of structure within the retÐ °il orgÐ °nizÐ °tion, then explore the relÐ °tionship Ð °mong structure, strÐ °tegy, Ð °nd culture. FinÐ °lly, the structurÐ °l chÐ °nges within retÐ °il orgÐ °nizÐ °tion strÐ °tegy is presented in the previous pÐ °ssÐ °ges of the pÐ °per. RetÐ °il orgÐ °nizÐ °tionÐ °l structure hÐ °s numerous dimensions: formÐ °lizÐ °tion, speciÐ °lizÐ °tion, stÐ °ndÐ °rdizÐ °tion, hierÐ °rchy of Ð °uthority, complexity, centrÐ °lizÐ °tion, professionÐ °lism, Ð °nd personnel rÐ °tios. Ð mong them, complexity, formÐ °lizÐ °tion, Ð °nd centrÐ °lizÐ °tion Ð °re focÐ °l to our discussion of retÐ °il orgÐ °nizÐ °tion (see Figure 1). Complexity refers to the number Ð °nd vÐ °riety of hierÐ °rchicÐ °l lÐ °yers, job titles, Ð °nd divisions Ð °nd depÐ °rtments within Ð °n orgÐ °nizÐ °tion. The more lÐ °yers Ð °nd divisions, the higher the complexity of Ð °n orgÐ °nizÐ °tion. (BÐ °ddeleys, JÐ °mes, 1990) It is needed to sÐ °y thÐ °t the level of complexity vÐ °ries within the retÐ °il orgÐ °nizÐ °tion. Within Tesco, the legÐ °l depÐ °rtment hÐ °s mÐ °ny lÐ °yers of lÐ °wyers Ð °nd stÐ °ff members servicing the legÐ °l needs of different regions of the country, whereÐ °s mÐ °nufÐ °cturing mÐ °y hÐ °ve only one locÐ °tion with two hierÐ °rchicÐ °l levels. FormÐ °lizÐ °tion refers to the number Ð °nd content of rules Ð °nd regulÐ °tions present within Ð °n retÐ °il orgÐ °nizÐ °tion. The more written rules, stÐ °ndÐ °rd operÐ °ting procedures, Ð °nd policy mÐ °nuÐ °ls, the more formÐ °l Ð °n orgÐ °nizÐ °tion. The degree of formÐ °lizÐ °tion determines how mÐ °ny decisions Ð °re preprogrÐ °mmed, since

Service Industry Supply Chains Assignment Example | Topics and Well Written Essays - 3000 words

Service Industry Supply Chains - Assignment Example The researcher states that today, it is not the firms that struggle with each other, but the effective supply chain management that makes the difference. Supply chain management has been regarded as one of the main concerns for companies to achieve better  performances. The Fashion Industry has been able to make  significant  alterations within its supply chain  systems  as a result of the changing characteristics of the fashion market around the world which requires price benefits by the company and fresh products by the clients. Leading Fashion chains like Zara and Gucci have  developed  successful  supply chains, to meet consumer needs in an  effective  manner. The industry has closely maintained its  focus  through the years of uninterrupted improvement and innovation supported strongly by customer needs and  satisfaction  criterion. The Fashion companies focus on providing the market frequently with the latest trends and maintain to change over 70% of the products every month. According to  Luis  Blanc, an  Inditex  Designer Director, â€Å"Most of the Fashion Companies recommend their clients to understand  that if they like something, they must buy it now, because it will not be in the shops the following week. It is all about creating a climate of scarcity and opportunity†. Every retail business that includes supply chain systems, add value to their product in some form or other. An effective supply chain management is an act of optimizing all actions throughout the supply chain process for the retail businesses, and an efficient management of the supply chain is the key to obtaining higher competitive retail business advantages. Supply chain management is all about having the right kind of resources at the right time and supply of the products to the right customers at a limited cost.

Dubai Essay Example | Topics and Well Written Essays - 3000 words

Dubai - Essay Example Dubai has a unique new exciting story of more than fifty years. The city has emerged from a poor fishing village to the fastest growing city in the world. Going back to the history, education was given priority in the different Emirates prior to the confederation. The Emirate of Dubai started educating it children in 1954. A few facts about the simplest basics of the country are men out number man in the male to female ratio of the country. All university tuitions are paid for by the states. All books stationary and study materials provided free of charge to the student. If the student works and studies, he/she is paid the salary for the job. From this, the business and infrastructure success story of Dubai is not hard to establish. 'In the 1990s the three fastest growing cities in the world were Dublin, Las Vegas and Dubai. This has accelerated in the 21st century with 23% population growth in Dubai in the past four years. The present real estate boom is obvious enough, particularly in the Jebel Ali-Dubai corridor. Today Dubai is the trading, business and increasingly financial hub of the Middle East, and for parts of Africa, the CIS and even the Indian subcontinent. It's a vast hinterland for such a small place' (Peter J. Cooper 2006).In the 1970s oil wealth turned the UAE from a desert kingdom to a modern metropolis, and its rulers took a keen interest in this development. Not for them the idleness and corruption that afflicted some nations blest with oil wealth. While the oil wealth can be considered as one of the reasons for the growth of Dubai, there are also other factors which could be considered as the key factors in developing the city state to be one of the best in the world. In Dubai the late Sheikh Rashid developed his tiny emirate into a trading hub with the timely development of port infrastructure and a driving ambition to invest oil wealth back into the local economy. Again this was sharply at variance with the policy of investing oil wealth ab road pursued in many countries (Peter J. Cooper 2006). In a yet another move towards the success, Dubai was to become the business and commercial hub of the Middle East. The Dubai Government and the leading local families invested even more into the physical infrastructure of the emirate and pursued more and more ambitious plans. 'Surprisingly, to many observers, most of them succeeded, usually better than expected. Perhaps it was because the Government could act decisively, eliminating red-tape and shortening the planning process to a simple 'build it there' decision by the CEO of Dubai Inc. as Sheikh Mohammed is often known' (Peter J. Cooper 2006). The Modern History of Dubai in BriefWithin recorded history, Dubai started as a fishing village probably some time in the 18th century. It was a dependency of the sheikhdom of Abu Dhabi and its inhabitants were probably mostly Bani Yas. In 1833 a group of about 800 people of the Al Bu Falasah subsection of the Bani Yas seceded from Abu Dhabi and settled in Dubai. The leaders of the exodus, Ubaid bin Saeed and Maktoum bin Buti, remained joint leaders until the death of the

ART Essay Example | Topics and Well Written Essays - 1000 words

ART - Essay Example These categories can be broken down to subsections. For example, nature has animals, landscape, plants and flowers, waterways, and weather. These can also be broken down, point being that there is a wealth of accurate portrayal of the knowledge of 19th century living in an English village. His scenes are more distinct than Turner's and more diversified. His use of light is different as he shows the reflection of clouds in the water. The reflection in the water is realistic. We are almost looking at a photo. Turner use of light was totally different. He blended the horizons with the sky and the clouds with the blue of the sky. He was before his time of the Impressionist school. Turner's Raby Castle, the Seat of the Earl of Darlignton 1818 is just the opposite of Constable. Nothing is distinque. His painting is beautiful. It shows a large area that would be called a landscape in a different time period. In this painting, we see the clouds descending in the valley. His little ray of sun in only shining in one area of the whole valley. Yes he does have the concept of light, but his idea of light has nothing to compare with the concept of Constable. In his Caernarvon Castle 1799 where he uses watercolor over pencil, the use of light is very different. There are yellow and green hues. The boats are distinque and the castle looks as though it is in the shadow. Turner did landscape, and watercolor paintings and experimented in printmaking.(Magister n.d.) At 14 years old, he entered the Royal Academy of Arts and had one painting exhibited per year to the end of his life. (Magister, n.d.) Because he had financial stability, he travelled all over Europe and was able to expand his horizons something Constable was never able to do.(Magister, n.d.). Constable was never financially stable. He sold his first painting at 43 years of age. When Turner used his landscape paintings as historical paintings or to tell a story. The Opening of Wallha, 1842 exhibited 1843 was done in co mmemoration of the opening of the Walhalla Temple in Germany.(Art Authority). Oil on mahogany support The painting tells a story showing the temple as a historical monument, the Danube river, the bridge and people on the shore having a good time.(Art Authority) It is complicated and much to be seen. It is in the end of the romantic style. The lines and colors blend into other subjects. Here the lines are soft and the colors blend into other color. There is still the Romantic school of having people clearly visible. There is a contrast in lighting between the water, the clouds and the sky. As this is a historical painting, the story of the painting is clear. The Shipwreck "The moods of nature": (Magister, n.d.) This painting shows the contrasts in nature: water and waves, sky and clouds, life and death, dark and light, windy and calm. So much is expressed at the tip of a brush, perhaps Turner was expressing his emotions. His images are blended other than the sails of the boats. In ea ch of his painting he has at least one subject where the image is not troubled. Snow storm- Steam-Boat of a Harbour's Mouth, 1842 is a complete blending of colors. The steam and the sky are visible. The waves are not discernable from the steam boat nor is it obvious that there is a storm. The pre -impressionism has started. The parting of hero and leander - from the Greek of Musaeus, 1837,

Research methods (Evangelistical literature) Essay

Research methods (Evangelistical literature) - Essay Example Epistemological assumptions begin with an inherent suspicion of the knowledge basis of the concept or product. They want to understand and interpret everything in a framework of methodology Conventional science is based on 'rational positivist' thought. This includes the presumptions that there is a 'real world'. Data can be gathered by observing it This data is factual. It is truthful and unambiguous. The 'post-positivist', 'interpretivist' philosophy, on the other hand, asserts that these assumptions are unwarranted, According to this philosophy 'facts' and 'truth' are a wild supposition and 'objective' observation is impossible, and that the act of observation-and- interpretation is dependent on the perspective adopted by the observer. Interpretivists criticise even the physical scientists for the narrowness of their assumptions. Their criticisms hold some truth particularly strongly in the social sciences, where the objects of study are influenced by so many factors. These factors are extremely difficult to isolate and control in experimental laboratory. This builds up to a requirement that multiple interpretations of the same phenomena must be allowed for, and that no truth is attainable. An organization which depends solely on ontological beliefs has to at some point embrace epistemological assumptions to survive. So it sells faith' - the very basis of the philosophy of being. Evangelistical literature or material is published and marketed to influence people of ontological belief into their way of life. Since ontological assumption is based on positivism, the belief that everything being is good, the positivist approach quite easily gets affected by such marketing ventures. To them pictures of God or human beings in reverence, Biblical stories...To them pictures of God or human beings in reverence, Biblical stories and incidents hold an incredible position of awe. be made attributable to the purpose of collection. Similarly, the data collated in terms of cases individuals or groups runs the risk of the age factor being misrepresented which amounts to a great deal of confusion. In such a scenario greater credence is given to the written word.

ART Essay Example | Topics and Well Written Essays - 1000 words

ART - Essay Example These categories can be broken down to subsections. For example, nature has animals, landscape, plants and flowers, waterways, and weather. These can also be broken down, point being that there is a wealth of accurate portrayal of the knowledge of 19th century living in an English village. His scenes are more distinct than Turner's and more diversified. His use of light is different as he shows the reflection of clouds in the water. The reflection in the water is realistic. We are almost looking at a photo. Turner use of light was totally different. He blended the horizons with the sky and the clouds with the blue of the sky. He was before his time of the Impressionist school. Turner's Raby Castle, the Seat of the Earl of Darlignton 1818 is just the opposite of Constable. Nothing is distinque. His painting is beautiful. It shows a large area that would be called a landscape in a different time period. In this painting, we see the clouds descending in the valley. His little ray of sun in only shining in one area of the whole valley. Yes he does have the concept of light, but his idea of light has nothing to compare with the concept of Constable. In his Caernarvon Castle 1799 where he uses watercolor over pencil, the use of light is very different. There are yellow and green hues. The boats are distinque and the castle looks as though it is in the shadow. Turner did landscape, and watercolor paintings and experimented in printmaking.(Magister n.d.) At 14 years old, he entered the Royal Academy of Arts and had one painting exhibited per year to the end of his life. (Magister, n.d.) Because he had financial stability, he travelled all over Europe and was able to expand his horizons something Constable was never able to do.(Magister, n.d.). Constable was never financially stable. He sold his first painting at 43 years of age. When Turner used his landscape paintings as historical paintings or to tell a story. The Opening of Wallha, 1842 exhibited 1843 was done in co mmemoration of the opening of the Walhalla Temple in Germany.(Art Authority). Oil on mahogany support The painting tells a story showing the temple as a historical monument, the Danube river, the bridge and people on the shore having a good time.(Art Authority) It is complicated and much to be seen. It is in the end of the romantic style. The lines and colors blend into other subjects. Here the lines are soft and the colors blend into other color. There is still the Romantic school of having people clearly visible. There is a contrast in lighting between the water, the clouds and the sky. As this is a historical painting, the story of the painting is clear. The Shipwreck "The moods of nature": (Magister, n.d.) This painting shows the contrasts in nature: water and waves, sky and clouds, life and death, dark and light, windy and calm. So much is expressed at the tip of a brush, perhaps Turner was expressing his emotions. His images are blended other than the sails of the boats. In ea ch of his painting he has at least one subject where the image is not troubled. Snow storm- Steam-Boat of a Harbour's Mouth, 1842 is a complete blending of colors. The steam and the sky are visible. The waves are not discernable from the steam boat nor is it obvious that there is a storm. The pre -impressionism has started. The parting of hero and leander - from the Greek of Musaeus, 1837,

Reading To a Child Everyday and Language Development Essay

Reading To a Child Everyday and Language Development - Essay Example Nativist perspective: This theory was suggested by Noam Chomsky and has remained significant in understanding language acquisition in children. The nativist perspective postulates that children learn through their innate ability to organize language laws. However, the theory acknowledges that children cannot utilize their ability to organize and utilize language laws in the absence of adults. Based on this theory, children have in-born Language Acquisition Device embedded in their brains, which enable them to learn language skills as they grow (Martin, Fabes & Fabes, 2009). Social interactionist theory: This theory emphasizes on the environment and context in which language is acquired. According to this theory, pragmatics of a language precedes grammar. Children and adults live in a negotiated environment where there is likelihood of feedbacks. As such, language develops through one’s negotiation of his or her environment (Martin, Fabes & Fabes, 2009). Language development stems from children’s desire to learn and share new information with others. The theory argues that language acquisition takes both biological and social dimensions. Cognitive theory: In this theory, Jean Piaget postulated that symbols and structures constitute language and becomes exposed as children’s brains develop. Consequently, language is a mental activity. Piaget’s cognitive theory on how a child’s brain develops has for a long time been influential in shaping educational theory (Ellis, 2006; Pütz, 2001).

The Chapters of my Grandmothers Life Essay Example for Free

The Chapters of my Grandmothers Life Essay An amazing, talented completely young at heart woman who has aged with complete grace and honesty; this is my grandmother, Gloria Whelan. I have dozens of perfectly clear memories from my childhood that would not be the same without her. I have always respected, admired, and attempted to pursue the astonishing way she has woven her faith and love into every aspect of her life. My grandmother recently had her eightieth birthday and is currently living in Northern Michigan with her husband Joseph. She has enjoyed a rewarding and successful career as a childrens author, and is well respected by her husband, friends, peers, and family. Her life, like many of her books, can be divided into chapters and the occasional picture that combine to paint the portrait of a truly remarkable woman. As we open the book of my grandmothers life, we see it began with a comfortable lifestyle, growing up as an only child. This was quickly catapulted into a much more meager living along with all families of America as the Great Depression struck. Her father lost everything he had, and her family was forced to move into apartment housing owned by her uncle. Everyone in her extended family had experienced a similar horrible loss and my grandmother found herself living amongst all her aunts and uncles. As an only child, she unconsciously seemed to fall into the roles of hero and lost child, diving into books in her spare time by always aiming high to reach her goals. Her relatives took on the mascot roles where holes had been left by the lack of siblings and she recalls many of their quirks or family humor from parties. The reality and difficulty of their loss was an incredible burden to her parents, and my grandmother felt that this affected her greatly. It caused to her always appreciate what she had, not only in terms of monetary value but also in terms of strong faith, hope for the future, family support, and good relationships. She always regretted not having a sibling, especially during these rough times where she found herself surrounded mostly by adults. During grade school, she pretended she had an older brother, and even named him Lancelot Reginald Bartholomew which obviously displays her creativity and love for imagination at an early age. Another thing that my grandmother regrets deeply was her parents being so overprotective. As an only child, it can be expected that parents are more defensive; however, my grandmothers parents did not allow her to participate in any physical activities, by herself or with other children. She was not allowed to bike, skate, or swim, and as a result never learned to how to do these seemingly universal activities. She feels that sports and exercise are important to social development and confidence as well as a sense of belonging with peers. At the young age of eight my grandmother came down with rheumatic fever which had her bedridden for a full year. Obviously, for an eight-year-old this is a very traumatic feat, which my grandmother found herself overcoming by diving into books. It was the beginning of a love that led to her career far before she could have guessed. It also allowed for introspective, personal time, which likely led to her great understanding of herself and others.

Same Sex Marriage Essay

Same Sex Marriage Essay Throughout American history, social rights have changed drastically. During its birth, the United States accepted slavery to be just and reasonable. As the nation grew, some people’s philosophy changed, and thus the Civil War began. The country was deeply divided, but regardless, the North and South stood up and fought for what they believed in. After much struggle, slaves were allowed freedom and eventually given the same rights as other Americans. In the 1920’s, women suffrage grew as a social movement. Women who were protesting for their rights were beaten, arrested, and kept in prison for wanting to vote and have the same opportunity as men. They were extremely passionate, however, to be given the same rights. We now face another social right movement. Michael Bloomberg, the mayor of New York, stated, â€Å"Throughout our history, each and every generation has expanded upon the freedoms won by their parents and grandparents. Each and every generation has removed so me of the barriers to full participation in the American dream. And the next great barrier standing before our generation is the prohibition on marriage for same-sex couples (Huffpost).† The gay community relentlessly and courageously fight for equal rights. Gay couples don’t have the same opportunities of getting married or even being recognized by the state in a civil union. The United States has always prided itself on its freedom from prejudice and inequality, and same sex couples have suffered from injustice too long, and their right to marry must be recognized. Gay marriage rights has undergone a long, struggling history. In the United States during the 1970’s, Jack Baker and James McConnell applied for a marriage license in the state of Minnesota. The state didn’t allow them to continue with the marriage, though. In response, Baker and McConnell filed a suit for state court, which ended up being pushed up to the Supreme Court. Baker and McConnell won their case, and they were allowed to marry each other. A few decades later, however, President Bill Clinton signed the Defense of Marriage Act (DOMA). This gave other states the choice to refuse to recognize same-sex marriages. On December 3, 1996, Baehr v. Miike was the first trial to challenge the freedom of marriage for same-sex couples since DOMA. The trial was ruled unconstitutional, and the state had no legitimate reason for depriving the right to marriage for homosexuals (History of Marriage). The set-backs kept coming. In the early 2000’s, Alaska, Hawaii, Nebraska, Missouri, Louisiana, Ohio, Michigan, Montana, Texas, Kansas and Oklahoma voted to prohibit same-sex marriage, civil unions and domestic partnerships. In 2004, President George W. Bush stated that he supported a constitutional amendment banning same-sex marriage. This year, 2014, the judges in Texas and Ohio have ordered their state to reconsider each states ban on same sex marriage because the ruling has no reason why they should not be able to marry. While there has been struggles, other states moved towards recognizing gay marriage. Vermont, Massachusetts and Connecticut recognized civil unions and domestic partnerships during the early 2000’s. The same year that Bush stated his opinions, Massachusetts became the first state to legalize gay marriage in the United States. Today, approximately seventeen states and twenty-one countries and providences throughout the world have either legalized same -sex marriage or recognized it (BostonGlobe). Those who support gay marriage argue that gay couples should be able to get married and celebrate their love like every other traditional couple does. They state that same sex marriage does not weaken the meaning of marriage like others believe. Love is love. Anyone, regardless of who they love, should be able to not only celebrate their love, but also live a life the way traditional couples do with all the benefits. These benefits include tax reductions on estates, adoption, employee, social security, and survivor benefits (Gay Marriage). Gay couples cannot reproduce offspring, so they typically turn to adoption when they want a family. This could take care of the several children in the foster care system and give needy children a warm and loving home. Not only would legalizing gay marriage benefit the couple, but also the state in which the couple lives. The increased revenue that comes in from marriage licenses and higher income taxes would be a big financial gain for states. Estimations found that New York City would bring in $142 million to the economy of New York City through the legal and financial recognition of gay marriage (Love Counts, Thompson). The lack of financial recognition of gay marriage is causing complications for these individuals. While some people may think of Social Security as just a retirement program, but it can make a huge difference in other ways. One of the struggles that gay and lesbian couples are facing is receiving benefits after their significant other has died. Social Security doesn’t give benefits or money to the survivor of a gay or lesbian couple because most states don’t recognize them as being married. Or even worse, if a gay or lesbian couple adopts a child and they both pass away, the child usually does not get any help from Social Security because his or her parent’s marriage was not recognized by the state or the federal government (Survivor Benefits). Being denied financial help right after a significant other has passed must be extremely difficult for anyone. The side supporting same-sex marriage concludes that legalizing gay marriage will not damage marriage and life for the worst, but for the better. According to the opposing side, marriage should reside between a man and a woman. Anything else weakens the meaning of marriage. They argue that by legalizing gay marriage, it will pave the way for legalizing polygamy, incest, bestiality, and lead to a weaker marriage and a weaker family. Marriage is already threatened with high divorce rates, and allowing gay marriage would give some people the ability to have bestiality come into play and marry other objects. This was seen in Sweden in 1987. Sweden began offering gay couples the same benefits as heterosexual couples, and it weakened the meaning of marriage as both divorce rates and marriage rates increased. Studies in Sweden, Denmark and Norway showed that each countries birth rates increased by five percent, and the number of single parents rose twenty-five percent when gay marriage was legalized (Trandafir 317-340). The opposing side also argues with Bible verses such as Leviticus that says, â€Å"If a man lies with a man as one lies with a woman, both of them have done what is detestable. They must be put to death; their blood will be on their own hands (New International Version, Leviticus 20:13).† The opposition also makes the argument that it is not right that they have to pay taxes for something that goes against their beliefs. In 2009, the Congressional Budget Office estimated what the cost would be if government expanded the marriage definition to include homosexual couples in the Constitution. The total cost would be about 300 million more dollars between 2010 and 2019 (Gay Marriage). Another argument is the children that gay couples raise will not be raised in an optimum environment due to the lack of nurture the other gender spouse brings to their child’s life (Gay Marriage). However, Charlotte Patterson and Jennifer Wainright completed a scholarly study about the effects on children who have homosexual parents during 2007. The study found that the children of gay couples do just as well in school and in other activities as children with heterosexual parents (Adolescence). Most children that are raised with homosexual parents are mentally, physical and emotionally stable (American Psychological Association). In its final argument, the opposition says that marriage is a privilege, not a right. People declare that marriage was created to allow society to support traditional couples in reproduction. Meaning, if we allow gay couples to get married, they cannot have children, so they would not be able to populate (Gay Marriage). Generally speaking, there have been several U.S. Supreme Court cases dealing with same sex marriage. The most recent case was United States v. Windsor. Edith Windsor brought evidence to fight for the right to benefits for same sex couples across the nation. In 2007, Windsor and her spouse, who lived in New York, fled to Canada in order to get married. In 2009, her spouse Thea Spyer passed away leaving everything she owned to Windsor. Under the law in the United States, widows do not have to pay tax on anything given or inherited from their dead spouse. When Windsor tried to exempt herself from paying taxes, they would not allow it because she was not married to a man. The Section 3 of DOMA specifically stated that marriage is between a man and a woman. The Internal Revenue Service (IRS) denied her claim. They then expected her to pay a gigantic amount of money in inheritance taxes. In the Supreme Court, the justices ruled in a 5-4 vote in Windsor’s favor. According to the Due Process Clause of the Fifth Amendment, DOMA Section 3’s definition of marriage between a man and a woman was unconstitutional. This case practically re-arranged the meaning of marriage within the DOMA act. With Windsor winning her case, this changed the meaning of marriage in DOMA forever (Wikipedia, United States v. Windsor). There are several smaller cases of their own kind happening as well. In Ohio during 2013, Judge Timothy Black revoked part of the state’s recognition of same sex marriage in other states. He commented, â€Å"Once you get married lawfully in one state, another state cannot summarily take your marriage away, because the right to remain married is properly recognized as a fundamental liberty interest protected by the Due Process Clause [of the Constitution].† In Michigan, District Judge Bernard Friedman will hear arguments in a lesbian couples challenge to the state’s ban on adoption by gay couples. Their lawsuit also protests the state’s ban on same sex marriage. Hopefully, theses recent and smaller cases do not need to go up into the higher courts, and each case can get accomplished within their own state. It’s quicker and easier for everyone (The Week, 4 Pivotal). For anyone who is going through a frustrating time such as defending their marriage or love, they need a support group or community that they can always rely on. This is where the Lesbian, Gay, Bisexual, and Transgender (LGBT) community comes into the scene. The LGBT community is comprised of people who are either gay, bi-sexual, transgender, questioning, or supporters who want to see marriage equality in the near future. The LGBT community also claims to have another meaning to their name, â€Å"Love, Grace, Beauty, and Truth.† The idea is that everyone can fit in a certain box or category titled love, grace, beauty or truth, but most gays tend to not pertain to a certain â€Å"box† because they are different from the average straight person (Mott). Love stands for lesbian and it is an emotion that fills the human heart with joy and lust for something or someone. It is not just pertained towards a man and a woman; love can happen between two women. Grace uses the analo gy, â€Å"you starve while I feast and please be controlled, polite and pleasant about it (Mott).† Gay people are asked to demonstrate controlled behavior in public while others can feast in each other’s love. Beauty stands for bisexuality. Being bi-sexual means that you are attracted to both males and females. Being bi-sexual is beautiful because they do not care what the gender is, they fall in love with the person regardless of their gender. Last but not least, truth stands for transgender. Transgender people stop pretending what gender society wants them to be. They become whatever gender they want to be. Most people like to think of this as a sex change, but many people in the transgender community say, â€Å"I did not transition. I transitioned the way I present myself to you, and I transitioned your understanding of who I am, but I am the same woman I have always been. What I did, was begin telling you the truth about me. And in the process, I bloomed like a fl ower finally allowed to live in the light (Mott).† LGBT members do not just deal with matters of sexual orientation, they also help with suicide hot lines and prevention websites for such trauma. The LGBT community petitions by either creating or signing an actual petition, writing to their state representative, boycotting certain establishments, or picketing out front of the desired establishment or court case (LGBT, Wikipedia). To continue this boycotting and standing up for what they believe in, I believe that a single organization or a community shouldn’t be funded by an outside source. If a person or organization truly believes in what they are fighting for, they will either spend the money from their own pockets or get a group of people together in order to fundraise the costs needed. In the light of this topic’s controversy, it is easy to see that it is complicated due to biblical, logical, and emotional morale. It is also easy to get lost within one’s own argument without realizing it. Throughout writing this paper, I have grown to understand and respect the opposing side’s choices better, while expanding my knowledge on this topic I truly care about. If we as a nation could join together and legalize same sex marriage for equality, it would settle one of the many controversial issues of our time. We could then move forward and focus on something else that is even more controversial like fixing our primary and secondary education system. In fact, recent polls state that about 70 percent of voters under the age of 30 support the legalization of same-sex marriage. It is only a matter of time until everyone will be able to get married. Imagine if everyone just switched. Meaning that if straight people turned gay and gay people turned straight. The newly gay people would feel the struggle and resistance of not being able to marry or get benefits, while the newly straight people would understand first-hand what the newly gay people are going through and help fight for them. This division that same-sex marriage is creating between states clouds the fundamental issue we face taking away natural-born rights that each American deserves. Works Cited An Overview of Federal Rights and Protections Granted to Married Couples. Human Rights Campaign. N.p., n.d. Web. 4 Apr. 2014. Answers to Your Questions About Same-Sex Marriage. Http://www.apa.org. N.p., n.d. Web. 16 Apr. 2014. History and Timeline of the Freedom to Marry in the United States. Freedom to Marry. N.p., 7 Mar. 2014. Web. 20 Apr. 2014. LGBT. Wikipedia. Wikimedia Foundation, 24 Mar. 2014. Web. 29 Mar. 2014. . Livingston, Gretchen. Chart of the Week: Big Drop in Birth Rate May Be Leveling off. Pew Research Center RSS. N.p., 6 Sept. 2013. Web. 20 Apr. 2014. Mott, Stephanie`. LGBT: What Does It Really Mean? HuffPost. N.p., 24 Sept. 2013. Web. 28 Mar. 2014. . NYC.gov. NYC.gov. N.p., 16 June 2011. Web. 16 Apr. 2014. Patterson, Charolette, and Jennifer Wainright. Adolescents with Same-Sex Parents: Findings from the National Longitudinal Study of Adolescent Health. American Psychological Association. N.p., 7 Nov. 2007. Web. 6 Apr. 2014. Gay Marriage ProCon.org. ProConorg Headlines. N.p., n.d. Web. 14 Apr. 2014. Rayfield, Jillian. 4 Pivotal Gay Rights Court Cases You Should Know about. The Week. N.p., 28 Jan. 2014. Web. 13 Apr. 2014. Social Security. Survivor Benefits. N.p., July 2013. Web. 20 Apr. 2014. Thompson, William C., Jr. Love Counts: The Economic Benefits of Marriage Equality for New York. Publication. New York: n.p., 2007. Print. Trandafir, Mircea. The Effect Of Same-Sex Marriage Laws On Different-Sex Marriage: Evidence From The Netherlands. Demography 51.1 (2014): 317-340. Business Source Complete. Web. 30 Apr. 2014. United States v. Windsor. Wikipedia. N.p., n.d. Web. 12 Apr. 2014. 11 Facts About Gay Marriage. Do Something. N.p., n.d. Web. 21 Apr. 2014.

Understanding Hypnosis Essay -- Hypnotherapy

I feel it useful to provide a definition of hypnotherapy as well as hypnosis before moving on and answering this question of this essay. Linnenkamp Doyle writes, ‘hypnotherapy is the use of hypnosis to treat disease’ something that she documents in her case study. This medical idea of hypnosis needs further exploration in terms of how it has evolved and sparked debate amongst medical and dental practitioners. Four very significant hypnotherapists are arguably Mesmer, Braid, Esdaile and Elliotson, all putting emphasis on the medical aspect of hypnotherapy. Mesmer, for example, devoted his 1779 27 Propositions concerning animal magnetism. Closer to modern day, in his book Hypnotherapy, Dave Elman not only concentrates on relaxation (a topic which is relevant in this essay), but also puts forward the fundamental medical idea of hypnosis, specifically concentrating on factors such as the use of anesthesia in subjects of hypnosis before they have dental or medical procedures. This medical and dental use of hypnosis, which provides the transition from hypnosis to hypnotherapy, also introduced the related problem of people falsely claiming to have special skills in this area. For Instance, D Zimmerman, chairman of the council for medical and dental hypnosis, wrote to the British Medical Journal in 1968, expressing concerns that ‘hypnotherapeutic charlatans’ had been invading and jeopardizing medical and dental procedures. Zimmerman writes that ‘it has been brought to the notice of this Society that courses in hypnotherapy are being offered to medical and dental practitioners by persons who hold no recognized professional qualifications’. Zimmerman adds to this a request for the validation of the official society for medical and d... ...s identified, analyzed, and made me understand the various definitions of hypnosis. It has also demonstrated the psychological and physiological effects to the role of relaxation. Works Cited Hypnotherapy: A Handbook Michael Heap and Windy Dryden (Milton Keynes: Open University Press) Hypnotherapy Dave Elman (New York: Westwood Publishing, 1983) Hidden Depths: The Story of Hypnosis Robin Waterfield (New York: Brunner-Routledge, 2003) The British Medical Journal, ‘Hypnotherapy’ D Zimmerman (Vol. 3, No. 5616 (Aug. 24, 1968), p. 501) Hypnotherapy A Practical Handbook Helmut Karle and Jennifer Boys, (New York: Free Association Books, 1987) http://web.archive.org/web/20040710162753/http://www.unbf.ca/psychology/likely/readings/mesmer.htm Franz Mesner (27 Propositions, 1779) http://www.brainandhealth.com/Brain-Waves.html

Twilight 15. THE CULLENS

15. THE CULLENS The muted light of yet another cloudy day eventually woke me. I lay with my arm across my eyes, groggy and dazed. Something, a dream trying to be remembered, struggled to break into my consciousness. I moaned and rolled on my side, hoping more sleep would come. And then the previous day flooded back into my awareness. â€Å"Oh!† I sat up so fast it made my head spin. â€Å"Your hair looks like a haystack†¦ but I like it.† His unruffled voice came from the rocking chair in the corner. â€Å"Edward! You stayed!† I rejoiced, and thoughtlessly threw myself across the room and into his lap. In the instant that my thoughts caught up with my actions, I froze, shocked by my own uncontrolled enthusiasm. I stared up at him, afraid that I had crossed the wrong line. But he laughed. â€Å"Of course,† he answered, startled, but seeming pleased by my reaction. His hands rubbed my back. I laid my head cautiously against his shoulder, breathing in the smell of his skin. â€Å"I was sure it was a dream.† â€Å"You're not that creative,† he scoffed. â€Å"Charlie!† I remembered, thoughtlessly jumping up again and heading to the door. â€Å"He left an hour ago – after reattaching your battery cables, I might add. I have to admit I was disappointed. Is that really all it would take to stop you, if you were determined to go?† I deliberated where I stood, wanting to return to him badly, but afraid I might have morning breath. â€Å"You're not usually this confused in the morning,† he noted. He held his arms open for me to return. A nearly irresistible invitation. â€Å"I need another human minute,† I admitted. â€Å"I'll wait.† I skipped to the bathroom, my emotions unrecognizable. I didn't know myself, inside or out. The face in the mirror was practically a stranger – eyes too bright, hectic spots of red across my cheekbones. After I brushed my teeth, I worked to straighten out the tangled chaos that was my hair. I splashed my face with cold water, and tried to breathe normally, with no noticeable success. I half-ran back to my room. It seemed like a miracle that he was there, his arms still waiting for me. He reached out to me, and my heart thumped unsteadily. â€Å"Welcome back,† he murmured, taking me into his arms. He rocked me for a while in silence, until I noticed that his clothes were changed, his hair smooth. â€Å"You left?† I accused, touching the collar of his fresh shirt. â€Å"I could hardly leave in the clothes I came in – what would the neighbors think?† I pouted. â€Å"You were very deeply asleep; I didn't miss anything.† His eyes gleamed. â€Å"The talking came earlier.† I groaned. â€Å"What did you hear?† His gold eyes grew very soft. â€Å"You said you loved me.† â€Å"You knew that already,† I reminded him, ducking my head. â€Å"It was nice to hear, just the same.† I hid my face against his shoulder. â€Å"I love you,† I whispered. â€Å"You are my life now,† he answered simply. There was nothing more to say for the moment. He rocked us back and forth as the room grew lighter. â€Å"Breakfast time,† he said eventually, casually – to prove, I'm sure, that he remembered all my human frailties. So I clutched my throat with both hands and stared at him with wide eyes. Shock crossed his face. â€Å"Kidding!† I snickered. â€Å"And you said I couldn't act!† He frowned in disgust. â€Å"That wasn't funny.† â€Å"It was very funny, and you know it.† But I examined his gold eyes carefully, to make sure that I was forgiven. Apparently, I was. â€Å"Shall I rephrase?† he asked. â€Å"Breakfast time for the human.† â€Å"Oh, okay.† He threw me over his stone shoulder, gently, but with a swiftness that left me breathless. I protested as he carried me easily down the stairs, but he ignored me. He sat me right side up on a chair. The kitchen was bright, happy, seeming to absorb my mood. â€Å"What's for breakfast?† I asked pleasantly. That threw him for a minute. â€Å"Er, I'm not sure. What would you like?† His marble brow puckered. I grinned, hopping up. â€Å"That's all right, I fend for myself pretty well. Watch me hunt.† I found a bowl and a box of cereal. I could feel his eyes on me as I poured the milk and grabbed a spoon. I sat my food on the table, and then paused. â€Å"Can I get you anything?† I asked, not wanting to be rude. He rolled his eyes. â€Å"Just eat, Bella.† I sat at the table, watching him as I took a bite. He was gazing at me, studying my every movement. It made me self-conscious. I cleared my mouth to speak, to distract him. â€Å"What's on the agenda for today?† I asked. â€Å"Hmmm†¦Ã¢â‚¬  I watched him frame his answer carefully. â€Å"What would you say to meeting my family?† I gulped. â€Å"Are you afraid now?† He sounded hopeful. â€Å"Yes,† I admitted; how could I deny it – he could see my eyes. â€Å"Don't worry.† He smirked. â€Å"I'll protect you.† â€Å"I'm not afraid of them,† I explained. â€Å"I'm afraid they won't†¦ like me. Won't they be, well, surprised that you would bring someone†¦ like me†¦ home to meet them? Do they know that I know about them?† â€Å"Oh, they already know everything. They'd taken bets yesterday, you know† – he smiled, but his voice was harsh – â€Å"on whether I'd bring you back, though why anyone would bet against Alice, I can't imagine. At any rate, we don't have secrets in the family. It's not really feasible, what with my mind reading and Alice seeing the future and all that.† â€Å"And Jasper making you feel all warm and fuzzy about spilling your guts, don't forget that.† â€Å"You paid attention,† he smiled approvingly. â€Å"I've been known to do that every now and then.† I grimaced. â€Å"So did Alice see me coming?† His reaction was strange. â€Å"Something like that,† he said uncomfortably, turning away so I couldn't see his eyes. I stared at him curiously. â€Å"Is that any good?† he asked, turning back to me abruptly and eyeing my breakfast with a teasing look on his face. â€Å"Honestly, it doesn't look very appetizing.† â€Å"Well, it's no irritable grizzly†¦Ã¢â‚¬  I murmured, ignoring him when he glowered. I was still wondering why he responded that way when I mentioned Alice. I hurried through my cereal, speculating. He stood in the middle of the kitchen, the statue of Adonis again, staring abstractedly out the back windows. Then his eyes were back on me, and he smiled his heartbreaking smile. â€Å"And you should introduce me to your father, too, I think.† â€Å"He already knows you,† I reminded him. â€Å"As your boyfriend, I mean.† I stared at him with suspicion. â€Å"Why?† â€Å"Isn't that customary?† he asked innocently. â€Å"I don't know,† I admitted. My dating history gave me few reference points to work with. Not that any normal rules of dating applied here. â€Å"That's not necessary, you know. I don't expect you to†¦ I mean, you don't have to pretend for me.† His smile was patient. â€Å"I'm not pretending.† I pushed the remains of my cereal around the edges of the bowl, biting my lip. â€Å"Are you going to tell Charlie I'm your boyfriend or not?† he demanded. â€Å"Is that what you are?† I suppressed my internal cringing at the thought of Edward and Charlie and the word boy friend all in the same room at the same time. â€Å"It's a loose interpretation of the word ‘boy,' I'll admit.† â€Å"I was under the impression that you were something more, actually,† I confessed, looking at the table. â€Å"Well, I don't know if we need to give him all the gory details.† He reached across the table to lift my chin with a cold, gentle finger. â€Å"But he will need some explanation for why I'm around here so much. I don't want Chief Swan getting a restraining order put on me.† â€Å"Will you be?† I asked, suddenly anxious. â€Å"Will you really be here?† â€Å"As long as you want me,† he assured me. â€Å"I'll always want you,† I warned him. â€Å"Forever.† He walked slowly around the table, and, pausing a few feet away, he reached out to touch his fingertips to my cheek. His expression was unfathomable. â€Å"Does that make you sad?† I asked. He didn't answer. He stared into my eyes for an immeasurable period of time. â€Å"Are you finished?† he finally asked. I jumped up. â€Å"Yes.† â€Å"Get dressed – I'll wait here.† It was hard to decide what to wear. I doubted there were any etiquette books detailing how to dress when your vampire sweetheart takes you home to meet his vampire family. It was a relief to think the word to myself. I knew I shied away from it intentionally. I ended up in my only skirt – long, khaki-colored, still casual. I put on the dark blue blouse he'd once complimented. A quick glance in the mirror told me my hair was entirely impossible, so I pulled it back into a pony tail. â€Å"Okay.† I bounced down the stairs. â€Å"I'm decent.† He was waiting at the foot of the stairs, closer than I'd thought, and I bounded right into him. He steadied me, holding me a careful distance away for a few seconds before suddenly pulling me closer. â€Å"Wrong again,† he murmured in my ear. â€Å"You are utterly indecent – no one should look so tempting, it's not fair.† â€Å"Tempting how?† I asked. â€Å"I can change†¦Ã¢â‚¬  He sighed, shaking his head. â€Å"You are so absurd.† He pressed his cool lips delicately to my forehead, and the room spun. The smell of his breath made it impossible to think. â€Å"Shall I explain how you are tempting me?† he said. It was clearly a rhetorical question. His fingers traced slowly down my spine, his breath coming more quickly against my skin. My hands were limp on his chest, and I felt lightheaded again. He tilted his head slowly and touched his cool lips to mine for the second time, very carefully, parting them slightly. And then I collapsed. â€Å"Bella?† His voice was alarmed as he caught me and held me up. â€Å"You†¦ made†¦ me†¦ faint,† I accused him dizzily. â€Å"What am I going to do with you?† he groaned in exasperation. â€Å"Yesterday I kiss you, and you attack me! Today you pass out on me!† I laughed weakly, letting his arms support me while my head spun. â€Å"So much for being good at everything,† he sighed. â€Å"That's the problem.† I was still dizzy. â€Å"You're too good. Far, far too good.† â€Å"Do you feel sick?† he asked; he'd seen me like this before. â€Å"No – that wasn't the same kind of fainting at all. I don't know what happened.† I shook my head apologeticallv, â€Å"I think I forgot to breathe.† â€Å"I can't take you anywhere like this.† â€Å"I'm fine,† I insisted. â€Å"Your family is going to think I'm insane anyway, what's the difference?† He measured my expression for a moment. â€Å"I'm very partial to that color with your skin,† he offered unexpectedly. I flushed with pleasure, and looked away. â€Å"Look, I'm trying really hard not to think about what I'm about to do, so can we go already?† I asked. â€Å"And you're worried, not because you're headed to meet a houseful of vampires, but because you think those vampires won't approve of you, correct?† â€Å"That's right,† I answered immediately, hiding my surprise at his casual use of the word. He shook his head. â€Å"You're incredible.† I realized, as he drove my truck out of the main part of town, that I had no idea where he lived. We passed over the bridge at the Calawah River, the road winding northward, the houses flashing past us growing farther apart, getting bigger. And then we were past the other houses altogether, driving through misty forest. I was trying to decide whether to ask or be patient, when he turned abruptly onto an unpaved road. It was unmarked, barely visible among the ferns. The forest encroached on both sides, leaving the road ahead only discernible for a few meters as it twisted, serpentlike, around the ancient trees. And then, after a few miles, there was some thinning of the woods, and we were suddenly in a small meadow, or was it actually a lawn? The gloom of the forest didn't relent, though, for there were six primordial cedars that shaded an entire acre with their vast sweep of branches. The trees held their protecting shadow right up to the walls of the house that rose among them, making obsolete the deep porch that wrapped around the first story. I don't know what I had expected, but it definitely wasn't this. The house was timeless, graceful, and probably a hundred years old. It was painted a soft, faded white, three stories tall, rectangular and well proportioned. The windows and doors were either part of the original structure or a perfect restoration. My truck was the only car in sight. I could hear the river close by, hidden in the obscurity of the forest. â€Å"Wow.† â€Å"You like it?† He smiled. â€Å"It†¦ has a certain charm.† He pulled the end of my ponytail and chuckled. â€Å"Ready?† he asked, opening my door. â€Å"Not even a little bit – let's go.† I tried to laugh, but it seemed to get stuck in my throat. I smoothed my hair nervously. â€Å"You look lovely.† He took my hand easily, without thinking about it. We walked through the deep shade up to the porch. I knew he could feel my tension; his thumb rubbed soothing circles into the back of my hand. He opened the door for me. The inside was even more surprising, less predictable, than the exterior. It was very bright, very open, and very large. This must have originally been several rooms, but the walls had been removed from most of the first floor to create one wide space. The back, south-facing wall had been entirely replaced with glass, and, beyond the shade of the cedars, the lawn stretched bare to the wide river. A massive curving staircase dominated the west side of the room. The walls, the high-beamed ceiling, the wooden floors, and the thick carpets were all varying shades of white. Waiting to greet us, standing just to the left of the door, on a raised portion of the floor by a spectacular grand piano, were Edward's parents. I'd seen Dr. Cullen before, of course, yet I couldn't help but be struck again by his youth, his outrageous perfection. At his side was Esme, I assumed, the only one of the family I'd never seen before. She had the same pale, beautiful features as the rest of them. Something about her heart-shaped face, her billows of soft, caramel-colored hair, reminded me of the ing? ¦nues of the silent-movie era. She was small, slender, yet less angular, more rounded than the others. They were both dressed casually, in light colors that matched the inside of the house. They smiled in welcome, but made no move to approach us. Trying not to frighten me, I guessed. â€Å"Carlisle, Esme,† Edward's voice broke the short silence, â€Å"this is Bella.† â€Å"You're very welcome, Bella.† Carlisle's step was measured, careful as he approached me. He raised his hand tentatively, and I stepped forward to shake hands with him. â€Å"It's nice to see you again, Dr. Cullen.† â€Å"Please, call me Carlisle.† â€Å"Carlisle.† I grinned at him, my sudden confidence surprising me. I could feel Edward's relief at my side. Esme smiled and stepped forward as well, reaching for my hand. Her cold, stone grasp was just as I expected. â€Å"It's very nice to know you,† she said sincerely. â€Å"Thank you. I'm glad to meet you, too.† And I was. It was like meeting a fairy tale – Snow White, in the flesh. â€Å"Where are Alice and Jasper?† Edward asked, but no one answered, as they had just appeared at the top of the wide staircase. â€Å"Hey, Edward!† Alice called enthusiastically. She ran down the stairs, a streak of black hair and white skin, coming to a sudden and graceful stop in front of me. Carlisle and Esme shot warning glances at her, but I liked it. It was natural – for her, anyway. â€Å"Hi, Bella!† Alice said, and she bounced forward to kiss my cheek. If Carlisle and Esme had looked cautious before, they now looked staggered. There was shock in my eyes, too, but I was also very pleased that she seemed to approve of me so entirely. I was startled to feel Edward stiffen at my side. I glanced at his face, but his expression was unreadable. â€Å"You do smell nice, I never noticed before,† she commented, to my extreme embarrassment. No one else seemed to know quite what to say, and then Jasper was there – tall and leonine. A feeling of ease spread through me, and I was suddenly comfortable despite where I was. Edward stared at Jasper, raising one eyebrow, and I remembered what Jasper could do. â€Å"Hello, Bella,† Jasper said. He kept his distance, not offering to shake my hand. But it was impossible to feel awkward near him. â€Å"Hello, Jasper.† I smiled at him shyly, and then at the others. â€Å"It's nice to meet you all – you have a very beautiful home,† I added conventionally. â€Å"Thank you,† Esme said. â€Å"We're so glad that you came.† She spoke with feeling, and I realized that she thought I was brave. I also realized that Rosalie and Emmett were nowhere to be seen, and I remembered Edward's too-innocent denial when I'd asked him if the others didn't like me. Carlisle's expression distracted me from this train of thought; he was gazing meaningfully at Edward with an intense expression. Out of the corner of my eye, I saw Edward nod once. I looked away, trying to be polite. My eyes wandered again to the beautiful instrument on the platform by the door. I suddenly remembered my childhood fantasy that, should I ever win a lottery, I would buy a grand piano for my mother. She wasn't really good – she only played for herself on our secondhand upright – but I loved to watch her play. She was happy, absorbed – she seemed like a new, mysterious being to me then, someone outside the â€Å"mom† persona I took for granted. She'd put me through lessons, of course, but like most kids, I whined until she let me quit. Esme noticed my preoccupation. â€Å"Do you play?† she asked, inclining her head toward the piano. I shook my head. â€Å"Not at all. But it's so beautiful. Is it yours?† â€Å"No,† she laughed. â€Å"Edward didn't tell you he was musical?† â€Å"No.† I glared at his suddenly innocent expression with narrowed eyes. â€Å"I should have known, I guess.† Esme raised her delicate eyebrows in confusion. â€Å"Edward can do everything, right?† I explained. Jasper snickered and Esme gave Edward a reproving look. â€Å"I hope you haven't been showing off- it's rude,† she scolded. â€Å"Just a bit,† he laughed freely. Her face softened at the sound, and they shared a brief look that I didn't understand, though Esme's face seemed almost smug. â€Å"He's been too modest, actually,† I corrected. â€Å"Well, play for her,† Esme encouraged. â€Å"You just said showing off was rude,† he objected. â€Å"There are exceptions to every rule,† she replied. â€Å"I'd like to hear you play,† I volunteered. â€Å"It's settled then.† Esme pushed him toward the piano. He pulled me along, sitting me on the bench beside him. He gave me a long, exasperated look before he turned to the keys. And then his fingers flowed swiftly across the ivory, and the room was filled with a composition so complex, so luxuriant, it was impossible to believe only one set of hands played. I felt my chin drop, my mouth open in astonishment, and heard low chuckles behind me at my reaction. Edward looked at me casually, the music still surging around us without a break, and winked. â€Å"Do you like it?† â€Å"You wrote this?† I gasped, understanding. He nodded. â€Å"It's Esme's favorite.† I closed my eyes, shaking my head. â€Å"What's wrong?† â€Å"I'm feeling extremely insignificant.† The music slowed, transforming into something softer, and to my surprise I detected the melody of his lullaby weaving through the profusion of notes. â€Å"You inspired this one,† he said softly. The music grew unbearably sweet. I couldn't speak. â€Å"They like you, you know,† he said conversationally. â€Å"Esme especially.† I glanced behind me, but the huge room was empty now. â€Å"Where did they go?† â€Å"Very subtly giving us some privacy, I suppose.† I sighed. â€Å"They like me. But Rosalie and Emmett†¦Ã¢â‚¬  I trailed off, not sure how to express my doubts. He frowned. â€Å"Don't worry about Rosalie,† he said, his eyes wide and persuasive. â€Å"She'll come around.† I pursed my lips skeptically. â€Å"Emmett?† â€Å"Well, he thinks I'm a lunatic, it's true, but he doesn't have a problem with you. He's trying to reason with Rosalie.† â€Å"What is it that upsets her?† I wasn't sure if I wanted to know the answer. He sighed deeply. â€Å"Rosalie struggles the most with†¦ with what we are. It's hard for her to have someone on the outside know the truth. And she's a little jealous.† â€Å"Rosalie is jealous of me?† I asked incredulously. I tried to imagine a universe in which someone as breathtaking as Rosalie would have any possible reason to feel jealous of someone like me. â€Å"You're human.† He shrugged. â€Å"She wishes that she were, too.† â€Å"Oh,† I muttered, still stunned. â€Å"Even Jasper, though†¦Ã¢â‚¬  â€Å"That's really my fault,† he said. â€Å"I told you he was the most recent to try our way of life. I warned him to keep his distance.† I thought about the reason for that, and shuddered. â€Å"Esme and Carlisle†¦ ?† I continued quickly, to keep him from noticing. â€Å"Are happy to see me happy. Actually, Esme wouldn't care if you had a third eye and webbed feet. All this time she's been worried about me, afraid that there was something missing from my essential makeup, that I was too young when Carlisle changed me†¦ She's ecstatic. Every time I touch you, she just about chokes with satisfaction.† â€Å"Alice seems very†¦ enthusiastic.† â€Å"Alice has her own way of looking at things,† he said through tight lips. â€Å"And you're not going to explain that, are you?† A moment of wordless communication passed between us. He realized that I knew he was keeping something from me. I realized that he wasn't going to give anything away. Not now. â€Å"So what was Carlisle telling you before?† His eyebrows pulled together. â€Å"You noticed that, did you?† I shrugged. â€Å"Of course.† He looked at me thoughtfully for a few seconds before answering. â€Å"He wanted to tell me some news – he didn't know if it was something I would share with you.† â€Å"Will you?† â€Å"I have to, because I'm going to be a little†¦ overbearingly protective over the next few days – or weeks – and I wouldn't want you to think I'm naturally a tyrant.† â€Å"What's wrong?† â€Å"Nothing's wrong, exactly. Alice just sees some visitors coming soon. They know we're here, and they're curious.† â€Å"Visitors?† â€Å"Yes†¦ well, they aren't like us, of course – in their hunting habits, I mean. They probably won't come into town at all, but I'm certainly not going to let you out of my sight till they're gone.† I shivered. â€Å"Finally, a rational response!† he murmured. â€Å"I was beginning to think you had no sense of self-preservation at all.† I let that one pass, looking away, my eyes wandering again around the spacious room. He followed my gaze. â€Å"Not what you expected, is it?† he asked, his voice smug. â€Å"No,† I admitted. â€Å"No coffins, no piled skulls in the corners; I don't even think we have cobwebs†¦ what a disappointment this must be for you,† he continued slyly. I ignored his teasing. â€Å"It's so light†¦ so open.† He was more serious when he answered. â€Å"It's the one place we never have to hide.† The song he was still playing, my song, drifted to an end, the final chords shifting to a more melancholy key. The last note hovered poignantly in the silence. â€Å"Thank you,† I murmured. I realized there were tears in my eyes. I dabbed at them, embarrassed. He touched the corner of my eye, trapping one I missed. He lifted his finger, examining the drop of moisture broodingly. Then, so quickly I couldn't be positive that he really did, he put his finger to his mouth to taste it. I looked at him questioningly, and he gazed back for a long moment before he finally smiled. â€Å"Do you want to see the rest of the house?† â€Å"No coffins?† I verified, the sarcasm in my voice not entirely masking the slight but genuine anxiety I felt. He laughed, taking my hand, leading me away from the piano. â€Å"No coffins,† he promised. We walked up the massive staircase, my hand trailing along the satin-smooth rail. The long hall at the top of the stairs was paneled with a honey-colored wood, the same as the floorboards. â€Å"Rosalie and Emmett's room†¦ Carlisle's office†¦ Alice's room†¦Ã¢â‚¬  He gestured as he led me past the doors. He would have continued, but I stopped dead at the end of the hall, staring incredulously at the ornament hanging on the wall above my head. Edward chuckled at my bewildered expression. â€Å"You can laugh,† he said. â€Å"It is sort of ironic.† I didn't laugh. My hand raised automatically, one finger extended as if to touch the large wooden cross, its dark patina contrasting with the lighter tone of the wall. I didn't touch it, though I was curious if the aged wood would feel as silky as it looked. â€Å"It must be very old,† I guessed. He shrugged. â€Å"Early sixteen-thirties, more or less.† I looked away from the cross to stare at him. â€Å"Why do you keep this here?† I wondered. â€Å"Nostalgia. It belonged to Carlisle's father.† â€Å"He collected antiques?† I suggested doubtfully. â€Å"No. He carved this himself. It hung on the wall above the pulpit in the vicarage where he preached.† I wasn't sure if my face betrayed my shock, but I returned to gazing at the simple, ancient cross, just in case. I quickly did the mental math; the cross was over three hundred and seventy years old. The silence stretched on as I struggled to wrap my mind around the concept of so many years. â€Å"Are you all right?† He sounded worried. â€Å"How old is Carlisle?† I asked quietly, ignoring his question, still staring up. â€Å"He just celebrated his three hundred and sixty-second birthday,† Edward said. I looked back at him, a million questions in my eyes. He watched me carefully as he spoke. â€Å"Carlisle was born in London, in the sixteen-forties, he believes. Time wasn't marked as accurately then, for the common people anyway. It was just before Cromwell's rule, though.† I kept my face composed, aware of his scrutiny as I listened. It was easier if I didn't try to believe. â€Å"He was the only son of an Anglican pastor. His mother died giving birth to him. His father was an intolerant man. As the Protestants came into power, he was enthusiastic in his persecution of Roman Catholics and other religions. He also believed very strongly in the reality of evil. He led hunts for witches, werewolves†¦ and vampires.† I grew very still at the word. I'm sure he noticed, but he went on without pausing. â€Å"They burned a lot of innocent people – of course the real creatures that he sought were not so easy to catch. â€Å"When the pastor grew old, he placed his obedient son in charge of the raids. At first Carlisle was a disappointment; he was not quick to accuse, to see demons where they did not exist. But he was persistent, and more clever than his father. He actually discovered a coven of true vampires that lived hidden in the sewers of the city, only coming out by night to hunt. In those days, when monsters were not just myths and legends, that was the way many lived. â€Å"The people gathered their pitchforks and torches, of course† – his brief laugh was darker now – â€Å"and waited where Carlisle had seen the monsters exit into the street. Eventually one emerged.† His voice was very quiet; I strained to catch the words. â€Å"He must have been ancient, and weak with hunger. Carlisle heard him call out in Latin to the others when he caught the scent of the mob. He ran through the streets, and Carlisle – he was twenty-three and very fast – was in the lead of the pursuit. The creature could have easily outrun them, but Carlisle thinks he was too hungry, so he turned and attacked. He fell on Carlisle first, but the others were close behind, and he turned to defend himself. He killed two men, and made off with a third, leaving Carlisle bleeding in the street.† He paused. I could sense he was editing something, keeping something from me. â€Å"Carlisle knew what his father would do. The bodies would be burned – anything infected by the monster must be destroyed. Carlisle acted instinctively to save his own life. He crawled away from the alley while the mob followed the fiend and his victim. He hid in a cellar, buried himself in rotting potatoes for three days. It's a miracle he was able to keep silent, to stay undiscovered. â€Å"It was over then, and he realized what he had become.† I'm not sure what my face was revealing, but he suddenly broke off. â€Å"How are you feeling?† he asked. â€Å"I'm fine,† I assured him. And, though I bit my lip in hesitation, he must have seen the curiosity burning in my eyes. He smiled. â€Å"I expect you have a few more questions for me.† â€Å"A few.† His smile widened over his brilliant teeth. He started back down the hall, pulling me along by the hand. â€Å"Come on, then,† he encouraged. â€Å"I'll show you.†