Identification of Metallic Ions

Ocean County College Department of Chemistry Identification of Metallic Ions Purpose: The purpose of this lab exercise was to perform and observe the flame tests of some alkali and alkaline earth metal ions. When electrons in metallic ions are grounded, their configuration is stable. In other words, the loosely bound electrons in the valence shell of the atom are satisfied at their â€Å"low† energy state. They do not require to be balanced by emitting any type of radiation or receiving any additional electrons.However, these stable, grounded electrons in the metallic ions become excited to higher energy levels due to the presence of heat, thus losing their stability. They absorb heat energy, but counteract by releasing the absorbed energy to become grounded once again. This released energy comes in the form of electromagnetic energy. Some of the released heat energy is in the visible light region. The metallic ions being heated disperse unique colors which are characteristic ranging from a lower energy (red) to a high energy (violet) and some colors in between.We can learn much about the element we’re working with by simply observing the color flame that is produced. Flame tests are a common confirmation test to identify specific elements. Procedure: I began the lab by preparing a safe work area and the required metallic ions. The ions used in this lab were as follows: Barium Nitrate, Calcium Nitrate, Cupric Nitrate, Lithium Nitrate, Potassium Nitrate, Sodium Nitrate, Strontium Nitrate, and an unknown solution. I placed 0. 5 mL of sodium nitrate into a well on the 24-well plate, recording its location.I placed 0. 5 mL of the other 7 solutions in 7 other wells on the plate, recording their locations as well. I soaked the tip of a cotton swab into the solution of sodium nitrate and passed the soaked end through the flame several times until I noticed a color change. I recorded all observations in the Data Table chart below. I repeated these steps f or the other 7 solutions. Data Table: Observations Column1| Column2| Metallic Ion| Flame Color| Sodium Nitrate| Orange/yellow| Strontium Nitrate| Deep Crimson Red|Potassium Nitrate| Violet| Barium Nitrate| Green/Yellow| Lithium Nitrate| Deep Crimson Red| Calcium Nitrate| Orange| Cupric Nitrate| Blue/Green| Unknown (Lithium)| Deep Crimson Red| Conclusion: The flame test was a success and satisfied my learning objective. Since every metal gives the flame a different color, I was able to identify most of the given elements with a slight room for error. The unknown solution gave off a deep crimson red glow which could have been either strontium nitrate or lithium nitrate.I went with the latter after doing the test several times, comparing the glows. Dimming the light in the room helped tremendously to get a better idea of the true color of each flame. Although this method isn’t perfect to identify more unknown ions due to the slight variations of colors, it does the job. The low energy metallic ions include were Strontium and Lithium. The moderate energy ions were Sodium, Barium, and Calcium. The higher energy ions were Copper and Potassium.

Self reflection in it truest sense education essay

Integrating a brooding pattern in one ‘s ain professional instruction methods, would be one manner to maintain up with the on-going assessments that should happen in any professional set up or larning experience. One could depict contemplation as looking back at past instruction experiences, either good or bad, and finding whether the experience could hold been better managed or taught. There is a clear differentiation between believing and reflecting. Thinking could be associated with a job and solution where as reflecting may non hold an absolute terminal consequence. Working as a instructor in a secondary school airss many jobs, and many inquiries that are really seldom answered. The job that surfaces with the thought of reflecting on 1s ain pattern is that we as instructors are non given the clip, or the motive to reflect more frequently, or more profoundly into our methods, learning manners or bringing of the course of study. The debut of standardization by manner of the N ational Curriculum towards the terminal of the 1980 ‘s and the beginning of the 1990 ‘s by the Conservative Government, has taken away the power from the single instructor in make up one's minding what is of import. It could be argued it has reduced the instructor to nil more than a courier of a province controlled course of study. It besides suggests a concealed docket. Neary, M ( 2002 ) highlights the ‘hidden course of study ‘ and the attitude towards instruction and the map a school should play in fixing people for society. Neary, M ( 2002, p45 ) states Lynch 1989 ( 1989, p3 ) : ‘The peculiar societal dealingss they deem of import in the generative procedure are chiefly the hierarchal division of labor between instructors and scholars, the anomic character of scholars ‘ school work itself, and the atomization in work – reflected in the institutionalized and frequently destructive competition among scholars through continual and apparently meritocratic ranking and rating ‘ . Neary, M argues that authors such as Bowles and Gintis have made connexions with a capitalist society and how this is reflected in the school system. It is of import to reflect on the course of study one Teachs and who decides what is ‘Really Useful Knowledge ‘ and how socially effectual this is for the scholars that we teach. The course of study that is offered at The Community College Whitstable is GCSE ‘S in all the nucleus topics, BTEC in Construction, Physical Education, Science, Drama, Science, Music, Business Studies, Travel and Tourism, Design and Technology, NVQ in Hairdressing, professional makings in Motor Vehicles ( IMA and ABC ) and A ‘ Levels. Students at The Community College Whitstable are progressively going familiar with BTEC instead than the traditional GCSE ‘S which are favoured by most Grammar and the top grade of other State schools. The logical thinking for this could be that province instruction is undergoing immense cardinal alte rations through political and ideological mentalities. The National Curriculum was sought to increase the pupil ‘s acquisition, the House of Commons 4th study provinces ( 2008, p10 ) : ‘This papers basically identified four wide intents ; presenting an entitlement for students to a wide and balanced course of study ; scene criterions for pupil attainment and to back up school answerability ; bettering continuity and coherency within the course of study, and helping public apprehension of the work of school: ‘ The school province system has now moved on more than a decennary since that pledge and is presently at the Centre of a political inspection and repair. The Community College Whitstable is come ining more pupils onto the BTEC programmes than of all time before. Through contemplation of the stance and vision that the school is taking, and with respects to the increased flexibleness of the school course of study programme, one could see that schools such as The Community College Whitstable are progressively fighting to vie on national and local footings through GSE ‘S consequences. Therefore turning to BTEC ‘s is a manner to increase pupils consequences and travel up the conference tabular arraies. The popularity with BTEC ‘s are that they are all coursework driven and this does give them an advantage over GCSE ‘S which are portion coursework, and portion terminal of twelvemonth test towards concluding Markss. The coursework is internally marked and externally v erified, pupils who would non hold had any opportunity of acquiring good consequences through GSES ‘s, stand a better opportunity with BTEC ‘s ( perchance acquiring 4 GSSE ‘s at A* – C class on another topic. ) The Community College Whitstable has been first-class in implementing the old Governments name for Vocationalism and Diversity in the course of study but is that all about to alter with the new Coalition Government. It is of import to reflect on 1s learning of the course of study, cognition, bringing, larning manners and methods, if we are to come on and turn as a instructor or facilitator. At present there are no school guidelines to go a Brooding Practitioner but there have been many writers and professionals that have laid down theoretical accounts for brooding pattern to be incorporated into the course of study. Brookfield, S provinces ( 1995 p29 ) : ‘We have available four lenses through which we can see our instruction. These lenses are represented by the four pointers in figure 2.1. They are ( 1 ) our autobiographies as instructors and scholars, ( 2 ) our pupils ‘ eyes, ( 3 ) our co-workers ‘ experiences, and ( 4 ) theoretical literature. Sing what we do through these different lenses alerts us to falsify or uncomplete facets of our premises that need farther probe. ‘ For illustration utilizing a ambitious pupil as a instance survey who attends the vocational Centre is a good manner to reflect on Brookfield ‘s lenses. The pupil that I have identified has had domestic jobs and personal jobs that stem from his place life. The pupil has a low academic ability and falls into the class of extra excess demands, which would hold been recorded on his informations from appraisals conducted in cardinal phase two and three. I believe this pupil suffers from low ego regard and assurance which reflects his aggressive nature towards instruction and higher-ups such as instructors and people in authorization. The pupil was pushed into the vocational Centre because of stereotyping and the low standards needed to inscribe on the classs at the vocational Centre at The Community College Whitstable. Taking this into consideration and seeing it from the pupil ‘s eyes would assist all instructors deal with his/her disputing behavior with greater empathy and compassion, and in bend this would enable us to undertake these jobs with greater cognition. A minority of pupils may hold an atrocious place state of affairs and life in a societal environment that does non advance larning. Students may be come to school with that luggage of place life and may endure from a deficiency of assurance through low academic ability. Sing this state of affairs from a pupil ‘s point of position should promote us as instructors to be more thoughtful and tactful when covering with certain pupils. From my experience of working and learning at The Community College Whitstable, the pupils who chose vocational classs are by and large lower ability pupils. Although there are some exclusions to this, and at that place will ever be pupils who opt for vocational class who are academically bright. Students that are on the Construction courses at The Community College Whitstable may hold jobs that range from behavioral, societal and academic through to the medic al and physical. Through my experience as a instructor, communicator or facilitator I have ever relied on my autobiographical acquisition, for illustration, learning pupils woodworking and joinery through my ain good experience as an learner and so traveling on to analyze at college. This contemplation into my past experiences has helped me to go a more rounded and competent instructor of the accomplishments of a trade that goes back many centuries. I believe that all instructors should utilize their autobiographical acquisition in their instruction because we can all retrieve the good instructors or the good teachers and employers. Our autobiography should organize the foundation of our learning methods and manners. Peer appraisal is a important portion of a instructors larning experience either informal or formal, both of these tools are every bit of import. Teaching on the BTEC Level 2 Construction class involves two members of staff and each member has equal duty to internally verify each others work. Fifty per cent of all pupils work will necessitate to be cross referenced and internally verified. There are regular squad meetings and departmental meetings on marker, pupil ‘s public presentation, attending and behavior. These meetings have ever been a good manner to go through on shared cognition and to interchange thoughts and beliefs on the best ways of learning. Informal feedback from 1s co-workers can be merely as effectual, for illustration inquiring a co-worker to come into a category to detect a peculiar portion of the lesson can supply us with greater cognition of the state of affairs. By merely inquiring other instructors how they deal with job pupils can work out the enigma. From my experience a co-worker had advised me to do up a seating program at the beginning of the lesson to battle bad behavior. The thought is that you have already taken control of the state of affairs and the pupil understands this and responds consequently. To this twenty-four hours the scheme has worked. Understanding how and why pupils behave in a mode requires understanding of human demands, this may non come of course to most of us, but the ability to reflect and to research is a tool all instructors have at their disposal. Completion of the Certificate of Education class in old old ages and now analyzing the BA Hons in Lifelong Learning, has put me on a acquisition curve utilizing theoretical literature that I am still researching and seeking to grok. This research into course of study political orientation, course of study alteration, cognition of instruction etc. suggests that instruction is non what it seems but a smokescreen for viing self-importances and constabularies f rom political parties at the helm of the state ‘s hereafter. Brookfield ‘s Lenses challenges us to travel off from our point of position and to take onboard other interventions that may or may non do a pupils advancement or fail. Brookfield highlights the complexnesss of how we learn, and how the acquisition environment is ever affected by more than one issue. By going a Brooding Practitioner it can assist one understand the jobs that arise from the jobs instructors face. Brookfield identifies Reflective Practice as a manner in which instructors can do sense of the instruction system and the political invasions that occur in the course of study. He suggests that through critical contemplation we find our terms and are so able to hold an openness that benefits both pupils and instructor. The pupils can be really ambitious and will all hold their ain set of issues to cover with as lineations above. Using Brookfield ‘s Four Lenses to cover with a ambitious pupil would be one manner of detecting the true art of pedagogical instruction. Brooding Practice through Brookfields theoretical account would be good when 1 encounters a hard twenty-four hours. Peer rating signifiers an of import function in our instruction methods, Brookfield highlight this in his Four Lenses and provinces ( 1995, p35 ) ‘Our co-workers serve as critical mirrors reflecting back to us images of our actions that frequently take us by surprise. As they describe their ain experiences covering with the same crises and quandary we face, we are able to look into, reframe and broaden our ain theories of pattern. ‘ This find through other instructors who deal with the same job pupils is really of import for a instructor to come on, and travel on in their chase of going a competent instructor. Brookfield ‘s 4th lens system focuses on theoretical literature whereby instructors and lectors should read more about the procedures of larning theory and research. Brookfield provinces ( 1995, p37 ) : ‘Reading a theoretical analysis that offers an alternate interpretative model for a state of affairs can be life salvaging – or at least, calling economy. Critical theory may assist us recognize, for illustration, that pupils ‘ neutrality is the predictable effect of a system that forces people to analyze staccato balls of cognition at a gait prescribed by course of study councils and license organic structures. ‘ Theoretical literature is covered by the leading squad at The Community College Whitstable in Staff Development eventides. From my experience this literature is used to warrant their scheme instead than to professionally develop a instructor ‘s head. Theoretical literature can assist instructors to still their frights and seek confidences from other professionals outside their on the job environment. Unfortunately excessively few instructors actively read theoretical literature on pedagogical instruction, from my experience reading and analyzing literature on behavior has been a great beginning of encouragement. Brookfield points out that the logical thinking for this is that the surveies carried out about learning in theoretical books are ever written by faculty members and non instructors. The old Government had realised this, the 4th study on the National Curriculum provinces ( 2008, p32 ) : ‘At the same clip, instructors need to be given a stronger sense that their ain inventions in teaching method can be valued. There is considerable support for the debut of some signifier of ‘pedagogic bank ‘ developed by instructors for instructors. ‘ In order for instructors to go a Brooding Practitioner or instructor they would hold to oppugn the footing of the Curriculum and the hierarchal establishment that administers it. This would convey them in direct struggle with the whole school system and the powers that control the system, both centrally through authorities, and straight through the senior direction of the school. This theory of oppugning the nucleus values of an educational establishment goes against the National Curriculum set up under the Conservative Government, where instructor control and powers are limited. In a universe where we are now used to following the regulations and codifications of administrations the true spirit of people power has been born out of us through Capitalism, Globalisation and laterality. If one was to take onboard brooding instruction and utilize it as portion of the course of study timetabling it would assist us to go better instructors and this would assist us learn pupils what we thin k is of import to them in the outside universe. Schon, D ( 1995, p332 ) argues: ‘What happens in such an educational bureaucratism when a instructor begins to believe and move non as proficient expert but as brooding practician? Her reflection- in-action poses a possible menace to the dynamically conservative system in which she lives. ‘ As mentioned earlier the ‘hidden course of study ‘ has many dockets, of all time since the debut of free province schooling in the 1940 ‘s the issue has ever been what should the pupils learn and why. Education was seen to be a manner to travel a state on from the injury of the World War and the deepnesss of desperation. The Education Minister at the clip was R. A. Butler. In a bill of exchange white paper ( 1943, pp182 ) he stated: ‘The new educational chances must non, hence, be of a individual form. Schools and classs must be available to accommodate the demands and aptitudes of different types of student or pupil. It is merely every bit of import to accomplish diverseness as it is to guarantee equality of educational chance. ‘ Although the Government were non straight involved in educational course of study there was a steadfast directive from the Government. Scholars throughout history have identified learning theoretical accounts and theories, armitage et Al ( 2003 ) identified five Models of Educational Political orientations: Classical Humanism, Liberal Humanism, Progressivism, Instrumentalism and Reconstructionism. Armitage argues that we as instructors need to understand these political orientations in order to take them on board and through this cognition we as instructors can put the acquisition experience for our pupils. Out of the five political orientations Reconstructionism seems the furthest off from our educational system and would accommodate the Developing World who need political orientations to draw themselves out of economical convulsion. Neary, M ( 2002 ) suggests that the Liberal Humanist political orientation has been the most relevant since the industrialized West evolved. Neary argu es that this political orientation had favoured the private and higher classed schools such as the Grammar schools but non the State schools. Tony Blair ‘s New Labour Government and the educational political orientation could be coined with instrumentalism. The educational policies under Blair such as the Leitch Report ( 2006 ) are in maintaining with the instrumentalism armitage et Al provinces ( 2003, p209 ) : ‘The instrumental course of study sees knowledge in factual footings and is clearly lecturer/teacher/trainer led. Therefore, through instrumentalism instruction and preparation pupils are fixing themselves for their functions in the workplace and in society as a whole. ‘ This instrumentalism has had a major consequence on province schools such as The Community College Whitstable because since New Labour, Vocationalism has made its manner into Secondary schools and is now portion of the course of study for 14 twelvemonth olds. It remains to be seen whether the new Coalition Government are prepared to transport on these political orientations or follow another way. In a perfect universe the educational political orientation would be Progressivism Armitage et Al provinces ( 2003, p208 ) : ‘The course of study would be based around active problem-solving in a assortment of societal contexts and be constructed of subjects which interested and challenged pupils ( larning from experience ) with the purpose that people would larn how to believe for themselves, make determinations, cooperate and take part as shapers of a democratic society. ‘ The job that has arisen in the course of study today is that pupils are being spoon fed the information and that they can non believe for themselves. This is the consequence of the course of study being excessively narrow and excessively focussed on good consequence and attainment instead than pupils growing. In order for our society or political administrations to make up one's mind the destiny of our instruction system or the function it plays in how the pupils will be taught, curriculum research is carried out to determine the terminal end. Neary, M ( 2002 ) has highlighted two course of study theoretical accounts the Product Model and the Process Model. The Product Model is linked with behavior and Neary, M ( 2002, p60 ) cites Tyler ( 1949 ) ; ‘1. What are the purposes and aims of the course of study? 2. Which larning experiences run into these purposes and aims? 3. How can the extent to which these purposes and aims have been met be evaluated? 4. How can these learning experiences be organised? ‘ Under this theoretical account each inquiry will necessitate to be answered in order for the development of the course of study to be successful and achieve the ends and results intended. Harmonizing to Neary the theoretical account was non without its critics based entirely on the idea that a course of study can non be based on Behaviourism. Armitage et al provinces there was an alternate theoretical account for course of study development, the Process Model ( 2003, p203 ) : ‘This is an attack to curriculum which is interested in the procedures and processs of larning so that the scholar is able to utilize and develop the content, non merely have it passively. ‘ Neary, M states the Process Model focuses on ( 2002, p61 ) : ‘Teacher activities ( and hence the instructor ‘s function ) , pupil and scholar activities ( possibly the most of import characteristic ) , the conditions in which the acquisition takes topographic point. ‘ Students on the BTEC degree 2 Construction classs at The Community College Whitstable will hold a variable grade of both theoretical accounts in the class purposes and aims and the construction and bringing of the content stuff and appraisals. The BTEC Level 2 Construction classs will already hold predetermined purposes and results in which the scholar will hold to run into to fulfill the awarding organic structure, if they are to accomplish the making, this type of course of study falls in line with the Product Model. The BTEC does let for some liberty of the instructors because the faculties or units will hold to be personally written by the instructor or lector for the pupils to finish. This does reflect portion of the Process Model but the ego written units and bringing of the units have specific guidelines laid down by BTEC Edexcel. Curriculum alteration and the political orientation behind it are really of import when sing a sweeping alteration of the National Curriculum for schools in Britain. With the debut of new makings, the appraisal of that is basically of import to the success and the length of service of the new set up. Knight, J Minister of province schools ( 14-19 ) provinces ( 2008, p1 ) : ‘Many schools are already seeing the benefits of utilizing appraisal for larning patterns and resources, but I want all schools to hold entree to high-quality preparation and support so that appraisal for acquisition can be embedded in all schoolrooms. ‘ The old Labour Government had targeted appraisal as the manner frontward for schools to undertake pupil ‘s weaknesss. Harmonizing to the section for Children, Schools and Families ( 2008 ) the appraisal for larning championed by Labour would enable pupils, instructors, parents and schools to cognize how the pupil is executing, where they should be and how they are traveling to accomplish a satisfactory degree of public presentation. For schools this meant that the construction would be crystalline for all to see. For instructors they would now hold a foundation to work from and be able to prove pupils intermittently against the in agreement appraisals and standards that are laid down by Government organic structures. There are many ways to prove pupils runing from summational testing ( terminal of twelvemonth test ) , to formative testing: this could be conducted in the schoolroom and workshops, and initial testing which would be carried out at the beginning of the class. The n ucleus inquiry that needs to be answered when assessing is, are the agencies of proving dependable and valid? Armitage et Al ( 2003, p 157 ) provinces: ‘A valid appraisal method is one which tests whether the purposes and aims of a learning experience have been achieved. ‘ The BTEC degree 2 Construction class that is taught at The Community College Whitstable has assorted signifiers of appraisal in order for the pupil to finish the units for that peculiar class. Currently pupils will hold to go through six units in which three are theory units, and three are practical units. The theory units are taught on a modular footing, one time the pupil has completed one unit they move onto the following 1. The units are broken down into three smaller balls of appraisal so that it is easier for the pupils to digest and use themselves and come on through the scaling system. The rating systems start with a base on balls and so travel onto a virtue and eventually a differentiation. This sort of appraisal follows the standard referenced path of appraisals, the pupils will hold a set of inquiries and each inquiry will hold base on balls, virtue or differentiation attached to it. The pupils can lucubrate on their replies and accomplish a higher mark or class. The prono unced work is so marked by the assessor and so internally verified by a co-worker learning the same class. This is indispensable for the appraisal procedure to be made valid and dependable. The practical elements of the BTEC degree 2 Construction class are marked by the assessor every bit shortly as the pupils has achieved the purpose, which could run from constructing a Flemish Bond wall, doing a panel door or preparing and painting a booth. The instructor ( assessor ) will immediately tag their piece of work in line with the class specification and rate the pupils a fail, base on balls, virtue or differentiation. This appraisal is in maintaining with a competency based expression which is similar with NVQ ‘s. There have been unfavorable judgments of this sort of competency based proving Armitage et Al ( 2003, p166 ) provinces: ‘Some argue that a competence-based system makes larning assessment-led. That is, for pupils at least, one oculus is ever on the competences that have yet to be awarded and the full class of survey the becomes skewed towards clicking off such competences. ‘ The pupils at The Community College Whitstable could place with this unfavorable judgment as we as instructors are pushed to increase accomplishments and base on balls makings instead than doing certain that the pupil is ready equipped for the outside universe. Assessment schemes and the dependability and cogency have become an issue with new Coalition Government. An independent reappraisal conducted by Sir Richard Sykes ( 2010p3 ) provinces ; ‘There is an compulsion with measuring, puting quantitative marks and roll uping conference tabular arraies, as though what can non be measured numerically has no value and should hold no topographic point in instruction. Yet the best things in instruction frequently can non readily be measured in this manner. ‘ Dockrell and Black ( 1980 ) pick up on this subject of cogency and dependability but their focal point is assessment in the affectional sphere. Dockrell and Black ( 1980 ) argue that this sort of appraisal is good for the success of the pupil ‘s patterned advance in their educational experience. Assessing person ‘s public assistance and fixing lessons to suit all pupils sat in forepart of them is portion of the pupil centred course of study at The Community College Whitstable. Teachers are expected to compose studies three times a twelvemonth on every kid they teach measuring both ability and attitude although this does non travel towards their concluding class it can move as a tool to measure the pupil ‘s advancement. Every kid must be taught to the best of their ability is the mantra at the college. Although I do non hold with the current instruction system in Britain one hundred per cent, there seem to be really small alternate. The 11 plus trial that is conducte d in the Kent District is designed to divide the brighter pupils from the less academic to the addition of the Grammar schools. This sort of appraisal has a immense consequence on all secondary schools in Kent, particularly The Community College Whitstable who will hold to choose pupils that have failed or are non eligible. The Tomlinson study ( 2004 ) had promised or set out a new course of study and appraisal that would hold revolutionised our province instruction. The study had identified that GCSE ‘s and A'Levels needed to be reformed every bit good as vocational instruction for 14 twelvemonth olds. Unfortunately, the reform did non transform the instruction system but was merely brought in a moire downed degree. Sir Richard Sykes ( 2010, p3 ) argues: ‘We therefore present a treatment and a set of recommendations which if adopted would, we believe, help to right the balance between instruction and appraisal. ‘ The new specification for all BTEC classs has been renewed as of September 2010, this follows a whole shingle up of the QCA model and the regulating organic structures that preside over the way of our making system in Britain. It remains to be seen whether this will convey the alteration that will bridge the spread between pupil ‘s advancement and an instruction system that is envied throughout the universe. In decision Reflective Practice enables one to see their professional function as a instructor and within society. It is of import that we as instructors and professionals encourage pupils to accomplish all that they can in the instruction system and to go life long scholars. It is of import that we encourage pupils to non merely larn what the course of study has offered them but to widen their acquisition. The essay has researched the course of study of The Community College Whitstable and how it has adapted to the alterations of a tiered school system through conference tabular arraies and appraisals such as the Eleven Plus. Schools such as The Community College Whitstable will hold to continually excel their outlooks if they are to last in this Capitalist State System. Brookfield ‘s Four Lenses is an of import starting point for contemplation in 1s ain professional pattern and this can set the teacher/professional onto the route of true satisfaction of 1s ain pattern. Curric ulum political orientations have played an of import portion in Britain and the World ‘s instruction system. This essay has focussed on instrumentalism and how this affects The Community College Whitstable and how it has played an of import portion in Britain ‘s Education System. This essay has identified and developed a cognition and apprehension of appraisals in our State Education System. It has identified how these appraisals are being used in a vocational sense through BTEC makings at The Community College Whitstable. It is of import to understand Britain ‘s instruction system, political orientations and cardinal beliefs as this will enable the instructor to come on and to do sense of educational alteration. Schools such as The Community College Whitstable have benefited from political orientation, political invasion and course of study development because more pupils are now come ining 6th signifier and traveling on to university or higher instruction than of all time before. Schools play an of import portion when educating the pupil and the local community, it is the start of womb-to-tomb acquisition for some pupils. Comparing the instruction system of the 1970 ‘s to the present twenty-four hours, pupils have a greater advantage because schools are now set up to profit the pupil. The Community College Whitstable offers a huge scope of makings that would be the enviousness of many states.

Sustainable Business Development Automobiles Essay

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Marketing - Essay Example This paper presents an insightful investigation of the effectiveness and contribution of advertising towards the success of a company’s sales. It manifests if at all the advertisement expenditures, exclusively lead to the sales elevation; or these efforts need to be blended with other suitable marketing activities so as to derive much better outcomes. It indicates the impact of advertising on company’s sales margin, while establishing facts from the theoretical material and draws out the potency of marketing activities in combination with proper advertisement towards the achievement of sales and profit targets. The effectiveness of advertising in precipitating a company’s sales success in relation to the other elements of marketing strategies happen to be matter of serious concern in today’s business domain. Corporations tend to squander millions on advertising along with other marketing activities in an anticipation to enhance their sales and profitability. If advertising alone can lead to the company to improved sales, new customer attainment and existing customer retention successfully, then it could subsequently save a lot of company’s funds and efforts exerted in conducting other marketing activities. Aaker (1991) states that the purpose of advertising is to distinguish a company’s product from others in the market hence establishing the product’s brand equity. The author signifies the concept of advertising with product differentiation and establishment of brand equity. Merino Srinivasan and Srivastava, (2006, p12) confirm this point as, â€Å"high brand equity firm may be able to differentiate themselves effectively in competitive environments, achieving both high prices and high customer loyalty increasing and stabilizing its sales revenues and profits†. Here also, high brand equity and product differentiation has

Essay 2 Assignment Example | Topics and Well Written Essays - 500 words

Essay 2 - Assignment Example Currently, I still do recall the numerous stories told to me every night by my parents, as I grew up. For instance, I remember when my father, while sitting on his large recliner chair used to read a number of books to me. One book I can remember is ‘The Lord of Rings’ that I enjoyed and was ever ready to hear more and more every time he read to me. My earliest remembrance of learning how to read is that I only liked to hear stories read to me by other people such as my parents or teachers but I did not like the idea of reading loudly on my own. Every time my mother told me to read to her, I used to cry feeling that it was not fair to for me to read. However, later on I changed my attitude on realising that it was important for me to know how to read to be able to read for myself. The first storybooks that I read when at school were those of Roger Red Hat, as the themes and storyline was properly presented and developed. After developing deep desire of reading, my favourite book was the ‘Fantastic Mr. Fox’ written by Ronald Dahl because of the manner it provides good description of the food, golden cider and the luscious chicken. Until now, I like flicking though the story just because it is that which kept me very entertained during my early times. The most important benefit of mastering literacy in the early elementary grades, as pointed by Torgesen et al. (2007) is that it will enable student to gain knowledge and skills to read grade level manuscript confidently and with significant comprehension. Comprehension is a very complicated skill requiring skills in reading the text precisely and confidently. It requires enough backdrop knowledge as well as vocabulary to be able to understand the content well. It also requires the ability of thinking and reasoning about the concepts and the overall information to make the appropriate judgments. Moreover, motivation for understanding as well as learning from the information contained in

Negative Effect of Reality TV Essay Example | Topics and Well Written Essays - 1250 words

Negative Effect of Reality TV - Essay Example These shows are very entertaining but many professionals are expressing concerns over the harmful implications. They point out that negative impacts of reality TV are higher for children and teenagers than adults. Studies have shown that children within the age of 9-12 who were depressed believed that money, popularity and beauty are key elements of gaining happiness because reality shows reinforce this concept (Genesis Health System , 2003).  A lot of stunt shows illustrate people doing risky, disgusting and scary stunts which often result in detrimental consequences when duplicated by the audience. These people tend to ignore the fact that participants in the reality show have stunt coordinators who ensure proper safety measures. Therefore, people should not follow what they see on the TV and should objectively comprehend and assess the messages and images being shown. Reality TV shows are real and profitable but the primary basis of such stunt shows seems to put people in pain o r humiliation for the audience to watch and derive enjoyment out of it. This way youngsters are turning into heartless individuals who delight in the distress and humiliation of others.Furthermore, reality TV shows often stress on superficial characteristics such as outward appearance over inner beauty consequently leaving a distorted impact on teenagers’ young and innocent minds (enotes, 2011).   Getting plastic surgery to enhance looks and becoming famous on the basis of beauty without having much talent are shallow messages. being conveyed to t

Post-Modern Anthropology Dissertation Example | Topics and Well Written Essays - 2250 words

Post-Modern Anthropology - Dissertation Example Postmodern anthropology provided solutions that religion did not fathom to the problem of mental illness. Over long time religion patented that madness could only be controlled but not cured, but with advent of the anthropological theory, â€Å"religion was part of the movement which indicated in spite of everything the presence of reason of madness and which led from insanity to health† (Michael and Richard 1961:394). The understanding of the real nature of madness helped in deriving a way the fear that had been passing down like an evocation of a common nature. Before the adoption of the contemporary anthropology, the society was encapsulated with an error that alienated the people of their freedom and joy. As a result of the theory, madness could cause no more fear and the solitary attitude and character that existed between the sane and the madman disappeared. The use of such theory enabled the understanding of the ancient mythical methods of treatments of such illnesses i n the olden society and also provided the cause of such diseases thereby enabling the acquisition of medication. â€Å"The obscure guilt that once linked transgression and unreason is thus shifted; the madman, as human being originally endowed with reason is no longer guilty of being mad† and can instead now feel morally responsible and respected especially because the disease can be treated. Natural religion which was mostly a local cures’ concern proved effective. It made use of the benevolence of nature to cure.

How to be a global citizen Essay Example | Topics and Well Written Essays - 1500 words

How to be a global citizen - Essay Example As a UCSB student and as a community member of Santa Barbara, I learn about social, economic and cultural differences between my high school and community and appreciate and respect each community’s strengths and limitations; I determine student behaviors and attitudes that enhance safety; and I realize what it means to be a global citizen by feeling that I socially belong to the university and the Santa Barbara community and by participating in their activities, not as an outsider, but as a meaningful member of society. Social, economic and cultural differences affect differences in my high school and UCSB and community experiences. Social differences are mostly in social practices. In UCSB, parties are commonly done outdoors at Isla Vista and other popular social hangouts. In high school, we do not normally go out because we do not have regular school outdoor parties. When there are parties, they are generally done indoors and under the strict supervision of high school teac hers and parents. Furthermore, UCSB and community parties are loud and extend to the wee hours of the morning, but not in my local community. Nelson and Campion (2014) described a typical Isla Vista party: â€Å"There were the token couples along the side of the street making out on cars†¦ the house music was loud as ever and Isla Vista seemed to be in its natural state.† In high school, such noisy activities and sexual practices are considered socially unacceptable and illegal.

Gangs and the Music industry Essay Example | Topics and Well Written Essays - 1250 words

Gangs and the Music industry - Essay Example Today’s youths are like sponges soaking anything up which is given to them. The music industry has the greatest impact to today’s youth which gives it the most influential power, but sad to say the message being put out is not uplifting or promoting growth so that young people can better themselves. Instead, it puts out a message that it is okay to have multiple sex partners, to be part of a gang, and even use drugs every now and then. Music for a long time has been used to relay messages regarding sex and it is important to note that with time the sexual content and extent of explicitness has been getting worse decade after another. In the early to mid 20th century and before, music was quite conservative and sexual contents were rather to be deduced rather than explicitly expressed as the case is today. Today’s music is apparently changing the fundamental nature of sex to something that is causal and a form of expressing someone’s freedom rather than something with commitment for a relationship that is monogamous by nature. Today’s music and in this case rap and hip hop is bringing to the fore the idea that society is now liberal and all are free to act as they please. This kind of music has lyrics as well as videos that are clearly showing sex as an act of freedom and maturity. Martino, et al. (2006) says that there is increasing explicit use of sex on the songs’ lyrics and their mus ic videos as an expression of pleasure, empowerment, and freedom. The youth with their peer pressure attitudes take these messages as literally as possible ending up having sexual relations quite early in their life. â€Å"Fifty-one percent of teens who listened to music laced with sexual debauchery ended up engaging in sexual activity, compared to just 29 percent of those who listened to little or none of the same types of music† (Wallace, 2010, p. 2). A study reveals that 15% of music videos illustrate or feature violent

Dynamicity in HRD Essay Example for Free

Dynamicity in HRD Essay Introduction One of the vital pre-requisites in the field of human resource management is the development of its members.   Consequently, to be able to meet the complex changes that occur in every organization, human resource development seemingly surfaces through the essence of maintaining the ability of the human resource to perform their duties and obligations in the most competitive mean possible.   Organizational behavior critically stresses the idea that every organization must shape up an efficient managerial style—which includes the human resource department—so as to have a thorough breakdown of work for the pursuance of the organization’s established goals and objectives (Schwab, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conceivably, to be able to get the top notch mark of the member’s designated task or job prescription, one undergoes a series of training to be able to harness the skills and the abilities apt for that certain individual as well as for the person to be able to thoroughly understand the importance of being â€Å"an expert† on the certain job.   Moreover, organizational changes must take place when companies change strategies. However, even the best strategic plans encounter resistance. Any significant transformation creates â€Å"people issues†. To thrive, administration should have a personal indulgence of the human phase—the placement of the company’s culture, values, people, and behaviors—to support the preferred results.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Training is considered as a dynamic that contain value; value is realized only through the continual, combined actions of all employees who are accountable for designing, executing, and existing with the shifting milieu.   Hence, in this certain kind of schema, then it goes to show the perception that no matter how high an individual’s position may be, each member of the organization must be open to change, to allow themselves to be trained and develop for the betterment of the whole group or the company for that instance. Synthesis on the role of HRDs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human resource developers are perhaps one of the most important key players in an organization.   It is through them that the employees and the prospect workers are being oriented, trained, assessed and evaluated before a certain position is given.   As a matter of fact, they are vested with the authority to control the inevitable shortcomings or other forms of predicaments which normally arise in diverse situations.   Promotion for example, is influenced by the HRD’s advice to the higher authority since that these individuals are concisely those who have carefully studied and analyzed whether an employee deserves to get that position (Wilson, 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Further, human resource developers are required to be in flying colors in public relation skills as well as with human behavior schemas.   Not only does it make the responsibility quite complicated, but it is also one of the main reasons why they need to not only see the â€Å"intellectual† skills of the employees but must also pay high regard on the factors that may have manifested the behavior and the performance of the subjects under study.   As to how HRD is defined: â€Å"..Organized learning activities arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the individual, and/or the organization.† (Wilson, 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With this connotation alone, the role of human resource developers in managing an organization is nevertheless the backbone of the management.   Globalization stresses the need of carefully and intelligently crafted programs designed to set certain provisions on communication, leadership and management skills as a pre-requisite in achieving administrative goals (Hughes Beatty, 2005).   The complexity of the world of business strategically sets varied requirements which stage the flow of the environment’s dynamicity requiring a higher level of attention for the adaption of organizational changes (Segil, 2002).   Hence it may then be taken to assumption that without the aide of these â€Å"critics† in an organization, growth and development within its members would be crippled down.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The role of the HRD’s specifically include areas of training and development, career development, and organization enhancement which, in essence, adheres with the level of changes that occur in the environment as well as with the society where the organization falls of service.   Training is primarily the focal point of enhancing the skills and abilities of the employee.   Surveys have shown that employees who are inclined with rigor training through the guidance of HRD constituents are most likely to have an outstanding performance in an organization.   This is because through proper training—wherein the employee is able to fully understand, practice and study one’s job description—mistakes have a minute chance for being committed. Key aspects of training in HRD Managers of training and trainers, no matter what their titles, will find in this book all the tools they need for any training challenge (Wilson, 2002).   Training directors and human resources directors, who are in positions with administrative accountability, will find this short and snappy how to method, particularly the checklists that have a propensity to make bigger judgment, exceptionally useful. Executives will promptly see the capacity of a variety of aspects of training and be ministered to in decision making about the series of their responsibilities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are several ways to perform training, (1) learning and development can be best defined with the quote:   â€Å"If you are not going forwards, you are in fact going backwards;† (2) leadership/management training and development can be done through a series of formal or informal approaches which will help both the trainee and the trainer meet the loop of expectations, (3) setting training and learning at the right level denotes that in every training, there is a corresponding time or duration for each activity or session to be performed, hitherto implying that the activities involved need to be in an order and has to be followed. Not only does the training need to be speculated in the most deliberative context of the schema, (4) it must also give high regard on Training Needs Analysis (TNA) which is characterized as the point of determining what is necessary to complete the work in action; the accessible skill intensity of the staff carrying out the work and the preparation gap—which floats in the final stages of the training. Understanding the root causes of training is an essential advantage in management. Theories of mental models and mind traps help explain why individuals are more likely to maintain previous positions. As individuals, we all build our own mental maps that we use to perceive, contextualize, simplify, and make sense of things happening in front of us. Those formulated mental maps can trick us into mental traps from thinking objectively, logically or rationally. They also hinder us from accepting differences. Changing mental maps causes discomfort or pain. The greater the pain and the experience, the greater the training will be. Conclusions and further remarks   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The necessity of training in an organization is consequently a factor which presumably exists even in the medieval ages and is carried along in the contemporary society.   The difference between the past and the present would only fall on the streamline of â€Å"intellectual capacity† hence taking the training methods which are implemented nowadays are aimed towards the composition of technical and conceptual skills—all of which tantamount to a conclusion that for a person to be able to develop, one must consistently train his or her self so as not to be left behind and be competent enough for society’s constant changes (Watson Noble, 2005). References Hughes, R. L., Beatty, K. M. (2005). Becoming a Strategic Leader: Your Role in Your Organizations Enduring Success (Lst Ed ed.). San Francisco: Jossey-Bass. Schwab, D. P. (2004). Research Methods for Organizational Studies (Second ed.). New York: Lawrence Erlbaum. Segil, L. (2002). Dynamic Leader Adaptive Organization: Ten Essential Traits for Managers (1 ed.). Toronto: Wiley. Watson, T., Noble, P. (2005). Evaluating Public Relations: A Best Practice Guide to Public Relations Planning, Research Evaluation. London, United Kingdom: Kogan Page. Wilson, J. P. (2002). Human Resource Development: Learning and Training for Individuals and Organizations (Second ed.). London: Kogan Page.

Is a College Education Necessary to Succeed in Life Essay Example for Free

Is a College Education Necessary to Succeed in Life Essay Education is the key that opens the door to all life has to offer. The benefits of a good education, enhanced vision, increased motivation, and improved performance is crucial to being successful in life. Success belongs to those who acquire a good education. Enhanced vision Getting a good education can help you gain a better view of what you are capable of doing. Education gives a person an enhanced sense of personal control (Schieman and Plickert, 2008). Sound theoretical and empirical research has established that educational attainment is the critical first step in improving communication skills, improving relationship skills and improving your life (Schieman and Plickert, 2008). The most important thing to remember about education is education is the most important element that can help you increase your personal control in life. Increased motivation Acquiring a good education can also help you improve your station in life. Abraham Maslow believed that what motivates people is a hierarchy of needs beginning at the most basic needs of food, shelter, and clothing and ending in self actualization (Wilson and Madsen, 2008). Maslow believed individuals have the ability through education to become whatever they want to become because the individual has an ability to learn (Wilson and Madsen, 2008). Through using this ability to learn and acquiring education you can find success and you can find the power to change your life. Increased performance Improving your education will improve your chance for success. Getting a good education has a tendency to make you feel good about yourself. When you begin to feel good your life takes on a new meaning and you are able to cast off the garments of a meaningless life and put on the garments of a meaningful life (The humanist, 1992). This change is accomplished through the renewal of your dreams. When you start dreaming again you will begin to learn through structured programs of learning, from friends and family, from daily experiences, and from self reflection (Teare, 1997). Learning will become a fun thing to do. Finally, education equips you with the critical career and life skills that lead to a successful life (Hays, 2008). When you learn through education to listen, have empathy, start caring about life, become persuasive, become aware of the world in which you live, develop foresight or vision, start seeing the big picture, become committed to your growth as a person, become concerned about doing the right thing, and realize that you are a small part of a greater whole (Hays, 2008) then you will be well on your way to being successful in life and will have proved that people really do need education to succeed.

Benefits Of Nuclear Energy Power On Malaysian Society Engineering Essay

Benefits Of Nuclear Energy Power On Malaysian Society Engineering Essay A comprehensive energy policy study has been undertaken and in June 2009 the government decided formally to consider nuclear power. A Nuclear Power Development Steering Committee was set up, to plan and coordinate the nuclear power development program through three working groups. Late in 2013 was set as target date for the steering committees Nuclear Power Infrastructure Development Plan (NPIDP), at which point the government will decide whether to proceed. In May 2010 the Energy Minister said that nuclear power was the only viable energy option long-term. Under the NP Steering Committee are three bodies: Nuclear Power Program Working Group under the Malaysian Nuclear Energy Agency (MNA), the Nuclear Power Project Working Group under the utility Tenaga Nasional Berhad (TNB), and a Legal and Regulatory Coordination Working Committee involving the Atomic Energy Licensing Board (AELB) and the Energy Commission.   Prior to all this, in August 2006 the Malaysian Nuclear Licensing Board said that plans for nuclear power after 2020 should be brought forward and two reactors built much sooner. In July 2008 the government directed TNB to set up a task force to look at the feasibility of nuclear power. In September the government announced that it had no option but to commission nuclear power due to costly fossil fuel, and set 2023 as target date. It then sent a draft energy policy blueprint back to the Energy Commission as it was not comprehensive enough. As of early 2010 the government had a $7 billion budget to build a nuclear power plant, and in May the Ministry of Energy, Green Technology and Water was told to find a suitable site so that the first unit could be in operation by 2021. The next step is the appointment of consultants to prepare feasibility study by late 2013, along with developing the regulatory framework, the soft infrastructure, and winning public support. Plus, In May 2010, the chairman of the Malaysian Nature Society recommended that the state of Sabah consider nuclear energy as an alternative to coal. Generally, most people do not prefer to use nuclear energy as the power source is due to the costly initial investment required to construct a nuclear plant. However, they do not think carefully on the benefit that we will achieve if we lessen the usage of fossil fuel as source of energy and move to nuclear energy. It is because nuclear energy is much cheaper. Even when oil and gas prices are lowered, electrical energy is competitive with fossil fuels. In fact, by using the nuclear energy, we can cover back the cost of building the nuclear plant in a just a short period as we should have save a lot of money from the usage of fossil fuels. Furthermore, we know that nuclear energy can supply larger source of energy from less amount of nuclear source which is mainly uranium. Not just that, nuclear energy prices are stable compare to oil and gas which is unstable and usually always increase due to circumstances such as political issues and world oil crisis. A country can purchase years o f uranium supply when the price is low as it does not required much space and can be easily stored until the time we need to use it.   From what have been discussed above, we should have realized that nuclear energy bring more benefits on economy compare to oil and gas and thus, it should be highly recommended to build a nuclear plant in Malaysia. Environment Apart from that, nuclear energy is also claims as a clean way to produce energy as it does not result in the emission of any of the poisonous gases like carbon dioxide or nitrogen dioxide. In todays world when pollution of the atmosphere is one of our main worries, an option such as this is definitely preferable compared to burning of fossil fuels which causes so much pollution. It can help to minify global warming by reducing the emission of Carbon Dioxide level in the surrounding far better than fossil fuels or also known as petroleum. According to international Energy Agency (IEA), that was examined to which energy sources can really help to lessen global warming by reduce Carbon Dioxide imitation, shows that from all the measures suggested, nuclear energy was found to have minimum effect on causing global warming. It is just about 10 percent! This result is even more remarkable to face the fact from International Energy Agency (IEA) that having no reservation to oppose nuclear en ergy. In comparison, coal and oil have Sulphur impurities that can cause smog and city pollution, but nuclear fuel is pure and free Sulphur. As nuclear energy produce electricity through the Uranium fission, not by burning of fuel, so that accordingly nuclear power does not pollute air. However, the use of nuclear energy application gives rise on many problematic because Carbon Dioxide emission must not be looked at solely of all risk. Hence, nuclear energy is not solution to all. This technology is still young and new. Lots of test and research should be done in order to find the greatest way in handling with its waste product, atomic fission, cooling method and etc. Until the scientists fine the correct method in controlling, handling and suitable materials to be used, it is recommended not to build up this energy sources as it very risky either in economic phase because it consumed quiet large investment of cash or especially bad effect to human being, other living organisms as w ell as our mother nature. Society There are many benefits of nuclear energy power on society in Malaysia and one of the benefits is that this power can produce vast amount of electricity that can be used on our country in a long term. The average amount of electricity that can be produced by a nuclear plan is 850 MW and about 439 nuclear energy plan around 30 countries that contribute on electricity production about 16 percent from the entire electricity around the world. Instead, there was a statement state by Mohammad Zamzam Jaafar, Head of Tenaga Nasional`s (TNB) nuclear unit said, Malaysia will hire Korea Electric Power Corporation (KEPC) in order to assist Malaysia prepare fundamental feasibility study for Malaysias first nuclear plant. An agreement already construct by TNB. Actually, using the fission energy of Uranium and not by burning fuel does not pollute air. However, the use of nuclear energy can give us highly problematic matter because carbon dioxide emission must not be looked at independently of all r isk and problems. This technology is still young and lots of test and research should be conducted in order to find the greatest way handling with it waste product, atomic fission, cooling method and many more. Moreover, nuclear energy can produced high amount of energy unlike wind and radiant light from the sun or solar energy and it is the only logical option now instead of fossil fuels. This is nuclear energys benefit which is undeniable. When compared to the fossil fuel waste, the nuclear waste which occurs due to the production of nuclear power is not only small in quantity but also remains confined so as not to affect anyone in its surroundings. It has been proved that if a typical family of four uses nuclear power for all its needs then the waste produced over a period of a lifetime would be as small as a golf ball. Other than that, the availability of nuclear power is competitive compared to other sources of power like oil and gas since the cost of the nuclear fuel is a smal l part of the total reaction and therefore even if there is a slight fluctuation in the market the entire reaction need not be affected and one of the main benefits of nuclear power is that it is an extremely reliable source of power because most nuclear reactors have a life cycle of 40 years which can be easily extended further for 20 more years. That means that this form of power is virtually inexhaustible. Furthermore, by using nuclear power, it can be our biggest political advantages by the reduction of dependence upon foreign oil, most of which lies in the Middle East and Russia. It can also decrease the western democracies of foreign oil free and it can be further facilitated with nuclear power. Most of all, nuclear power is safe although we heard a few accident cause by this power but these are only sporadic incidents compared to the rate of accidents which occur in fossil fuel industries, coal mines and gas pipelines which have a history of eruption. A report from nuclear po wer conference, Shangri- La, state that gas currently makes up 60 percent of Malaysias energy mix, but by 2027, the gas fields expected to be depleted, so that it is vital for Malaysia to search another source of alternative energy in order to ensure the electricity to this country always continue and supplies to the society.

Flowers and Fairytale :: Free Descriptive Observation Essay

Flowers and Fairytale By the school, there is a little garden with a water fountain and several little trees around it. Each tree is grounded in a two-foot high cement block. The tree is covered with leaves, and the leaves have scattered flowers around them. The fountain contains several little water shooters, shooting out forms of water, which resembles the flower as a dancing fairy. The flowers start at the bottom of the tree. The ring of flowers surround the tree. They are made up of many bright colors of red, pink, violet, blue and white. From a distance there appears to be a swarm of them. The flowers’ petals are soft and sweet smelling. They don’t suffocate my senses, though. The flowers are like a weak perfume. They are gentle and subtle. When I touched one of the flowers in my hand, it was as soft as silk. I realized that they were so fragile, because they sliced apart very easily. The flowers are held captive by the army of leaves. The green leaves are mixed in with the flowers. The shades of the green leaves range from light yellowish green to dark bluish green. Most of them are shaped like tiny bananas and others are wider, like pears or apples. The crashing water near by drowns out the scent of the leaves’ chlorophyll. Some of the leaves are almost as smooth as the flowers, but some are rough, similar to a rug. The leaves are grouped together like many little trees. The trees and leaves cover the soil and the bottom part of the tree—like a drooping green gown. The tree is very much like a queen, wearing its dress of leaves. I would not reach out and touch it—because it would be rude. At the shoulders of the tree—the branches fork off into three directions. The thick branches hold up more green leaves—the delicate kind—shaping the head of the tree like a mushroom. The tree resembles a green Queen Amadalia—young and bright. When I looked up at her, you see the sunlight reflect off her hair—the leaves—creating a peaceful glow. It blurs everything, however, and I had to stop looking. The wind does blow the leaves, but it is so lightly that you can barely tell. The fountain near by spurts out water in this direction. I look over there and see groups of dancing water in the wide square pool. Flowers and Fairytale :: Free Descriptive Observation Essay Flowers and Fairytale By the school, there is a little garden with a water fountain and several little trees around it. Each tree is grounded in a two-foot high cement block. The tree is covered with leaves, and the leaves have scattered flowers around them. The fountain contains several little water shooters, shooting out forms of water, which resembles the flower as a dancing fairy. The flowers start at the bottom of the tree. The ring of flowers surround the tree. They are made up of many bright colors of red, pink, violet, blue and white. From a distance there appears to be a swarm of them. The flowers’ petals are soft and sweet smelling. They don’t suffocate my senses, though. The flowers are like a weak perfume. They are gentle and subtle. When I touched one of the flowers in my hand, it was as soft as silk. I realized that they were so fragile, because they sliced apart very easily. The flowers are held captive by the army of leaves. The green leaves are mixed in with the flowers. The shades of the green leaves range from light yellowish green to dark bluish green. Most of them are shaped like tiny bananas and others are wider, like pears or apples. The crashing water near by drowns out the scent of the leaves’ chlorophyll. Some of the leaves are almost as smooth as the flowers, but some are rough, similar to a rug. The leaves are grouped together like many little trees. The trees and leaves cover the soil and the bottom part of the tree—like a drooping green gown. The tree is very much like a queen, wearing its dress of leaves. I would not reach out and touch it—because it would be rude. At the shoulders of the tree—the branches fork off into three directions. The thick branches hold up more green leaves—the delicate kind—shaping the head of the tree like a mushroom. The tree resembles a green Queen Amadalia—young and bright. When I looked up at her, you see the sunlight reflect off her hair—the leaves—creating a peaceful glow. It blurs everything, however, and I had to stop looking. The wind does blow the leaves, but it is so lightly that you can barely tell. The fountain near by spurts out water in this direction. I look over there and see groups of dancing water in the wide square pool.

From the Perspective of the Spouse :: Neurology Medical Health Essays

From the Perspective of the Spouse The cerebellum is the main part of the brain where primary motor functions take place, so lesions in this area of the brain are extremely serious. It is located at the bottom rear of the head just above the brainstem (see picture 1). Although the cerebellum looks small it contains nearly 50% of all of the neurons in the brain, and the cerebellum handles nearly 200 million inputs. The cerebellum is involved in computing movements, the measurement of time, directing attention and many other motor and cognitive functions. The cerebellum is an essential part of the brain and a lesion to the brain can cause severe problems (wikipedia.org). I have recently noticed my husband eliciting odd behavior, he recently has had difficulty moving, he seams to have a hesitation or a slight tremor before attempting to make a movement. A good example was when my husband began to walk over to the bathroom he hesitated and had difficulty reaching for the bathroom door. I also noticed another odd behavior of my husband elicited when he began to reach for his coffee cup and he used an excessive amount of force and instead of grabbing his coffee cup he knocked it clear across the room. After noticing this odd behavior, I took my husband to see a doctor who referred us to a neurologist, who informed us of a lesion that had occurred in my husbands cerebellum(wikipedia.org). The cerebellum is key in motor coordination and lesions to the cerebellum cause difficulty in performing such tasks. An issue that the spouse needs to realize is that their partner may have language problems, which may cause them to become frustrated when attempting to say a particular sentence it takes them several attempts, so you need to be patient. Some people with these lesions only have poor verbal intelligence and problems with complex language tasks. While some other patients also exhibit auditory comprehension problems, such as difficulty reading and writing. Another issue that concerns cerebral lesions can be problems associated with the storage of information, which is another issue the spouse needs to be concerned with because they may need to verbally remind their significant other several times about simply tasks (Schmidt).

Gender :: essays research papers

â€Å"The Men’s Right Movement: ‘Male’ is Not a Four-Letter Word†   Ã‚  Ã‚  Ã‚  Ã‚  Jack Kammer’s article seeks to point out that negative aspects have stemmed from the growing women’s liberation movement. This article does a good job bringing to light the anti-male feelings that are sometimes associated with the word â€Å"feminism.† However, it does not really have a concrete basis that supports this author’s opinions. Kammer’s article does share one concept common among some of the other critiques I have read on this man vs. women phenomenon. That is, without a factual base they tend to sound like simple complaints. I feel that articles such as these tend to take attention off of real problems that are embedded in our society. They also lead other reader to perceive the whole subject as a joke rather than a social science seeking solutions to real problems. Kammer does take the time to include some statistics on the many ways a man’s life is worse than that of a women, but these can be quickly thrown o ut. For example, women have typically not been allowed to work in â€Å"death professions.† I am sure that as our society grows everyone will have an equal chance at these wonderful jobs. I found it appalling that he even objected to differential treatment of children in hostage situations. I have shared some of the same feelings that Kramer describes, but I tend to ignore those as just differences of opinion or an ignorant person speaking to quickly. His use of the media portraying men as â€Å"secret admirer and blood brother to the gang rapist† is useless. The media will do anything to sell their product. That is something we can all agree on. We as a society are the police force that must control the media. Refuse to buy their product and they will change. I agree with Krammer in that many feminists tend to focus on men’s shortcomings as a way to further their cause. He does go a little far in using comics as an example of zapping our culture’s male e nergy. This is a large problem that is detrimental to a lot of arguments present today. (Look at the elections.) Rather than seeking a solution that will bring one side up to meet the other these people hope to bash the other side down.

Bloodlines Chapter Eleven

BEFORE CLASS THE NEXT DAY, I left a message with someone at the Alchemists' office, telling them I needed â€Å"Mr. and Mrs. Melrose† to send a note excusing Jill from PE – or at least from outdoor activities. I hoped they'd move quickly on this. The Alchemists were fast when they wanted to be, but they sometimes had odd ideas of what took priority. I hoped they didn't have the same attitude toward Jill's misery as Keith did. But I knew not to expect any action that day, so Jill had to suffer through another PE class – and I had to suffer through watching her suffer. What was really terrible was that Jill didn't whine or try to get out of anything. She didn't even show any sign of last night's breakdown. She came in with determination and optimism, as though maybe this would be the day the sun wouldn't affect her. Yet, before long, she began to wane just as she had last time. She looked sick and tired, and my own performance faltered a little because I kept watching her, afraid she'd pass out. Micah was the saving grace. Once again, he fearlessly switched teams – this time from the very start of class. He covered for her just as he had last time, allowing her to escape the notice of teacher and classmates – well, except for Laurel, who seemed to notice – and get annoyed by – everything he did. Her eyes flicked angrily between him and Jill, and she kept flinging her hair over her shoulder to get his attention. I was a little amused to note that Micah's attention remained solely on keeping the ball away from Jill. Micah also jumped immediately to her side when class ended and had a water bottle ready, which she accepted gratefully. I was grateful too, but seeing his concern for her dredged up all my old worries. She was good to her word, however. She returned his attentions in a friendly way, but you definitely couldn't call it flirting. He made no secret of his intentions, though, and I still worried that it would be better if she didn't have to deal with them. I'd meant it when I said I trusted her, but I couldn't help but think it'd be a lot easier on everyone if he laid off in his advances. This would require A Talk. Dreading what I had to do, I caught up with Micah outside the locker rooms. We were both waiting for Jill to finish up, and I took advantage of the alone time with him. â€Å"Hey, Micah,† I said, â€Å"I need to talk to you†¦Ã¢â‚¬  â€Å"Hey,† he returned brightly. His blue eyes were wide and excited. â€Å"I had an idea I wanted to run past you. If you guys aren't able to get a note for her, maybe you could see about getting her schedule switched around? If she took PE first period, it wouldn't be nearly as hot out yet. Maybe it wouldn't be as hard on her. I mean, she seems like she'd like to participate in some of this stuff.† â€Å"She would,† I said slowly. â€Å"And that's a really good idea.† â€Å"I know some people who work in the office. I'll ask them to run some options and see if it's even possible with the rest of her classes.† He faked a pout. â€Å"I'll be sad not to have her in class, but it'd be worth it to know she's not so miserable.† â€Å"Yeah,† I agreed weakly, suddenly feeling at a loss. He really had come up with a good idea. He was even unselfish enough to give up the chance to be with her in order to promote the greater good. How could I have â€Å"the talk† with him now? How could I suddenly say, â€Å"Leave my sister alone,† when he was going out of his way to be so nice? I was as bad as Eddie, avoiding confrontation with Micah. This guy was too likable for his own good. Before I could manage a response, Micah then went off in an unexpected direction. â€Å"You really should get her to a doctor, though. I don't think she has a sun allergy.† â€Å"Oh?† I asked in surprise. â€Å"Have you not been watching her suffer through class each day?† â€Å"No, no, believe me, she's definitely got an issue with the sun,† he assured me quickly. â€Å"But she might be misdiagnosed. I read up on sun allergies, and people usually get rashes with them. This overall weakness she gets†¦ I don't know. I think it might be something else.† Oh no. â€Å"Like what?† â€Å"I don't know,† he mused. â€Å"But I'll keep researching theories and let you know.† Wonderful. PE also gave me my first glimpse at one of Amberwood's metallic tattoos in action. Greg Slade was impossible not to watch during class, and I wasn't the only one who got distracted. Just as Kristin and Julia had said, he really was faster and stronger. He made dives no one else was quick enough to react to. When he hit the ball, it was a wonder we didn't hear a sonic boom shortly thereafter. This earned him praise at first, but soon, I noticed something. There was a sloppy edge to his game. He was filled with ability, yes, but sometimes it was unfocused. Those powerful hits didn't always help because he'd blast the ball out of bounds. And in running to make a shot, he rarely considered those around him. When a guy from my English class got knocked down flat on his back, simply for being in the path of Slade and the ball, Miss Carson stopped the game and roared her displeasure about Slade's aggression. He took it in with a sulky smirk. â€Å"Too bad Eddie's not in this class,† Jill said afterward. â€Å"He'd be a total match for Slade.† â€Å"Maybe it's better no one notices,† I remarked. Eddie, from what I'd heard, was already a shining star in his PE class. It was part of a dhampir's natural athleticism, and I knew he was actually working hard not to be too good at everything. I checked in with Ms. Terwilliger after PE, happy to find my teacher fully stocked with coffee of her own. I spent most of the period going through the book and taking notes on my laptop. Partway through, she came over to check my work. â€Å"You're very organized,† she said, looking over my shoulder. â€Å"Headings and subheadings and sub-subheadings.† â€Å"Thank you,† I said. Jared Sage had been very particular in teaching his children research skills. Ms. Terwilliger took a sip of coffee and continued reading the screen. â€Å"You didn't list the ritual and spell steps,† she pointed out moments later. â€Å"You just summarize them in a couple lines.† Well, yes, that was the point of note-taking. â€Å"I cite all the page numbers,† I said. â€Å"If you need to check the actual components, there's an easy reference.† â€Å"No†¦ go back and put all the steps and ingredients in your notes. I want to be able to have them all in one place.† You do have them in one place, I wanted to say. In the book. Notes were about condensing the material, not retyping the original text word for word. But Ms. Terwilliger had already wandered away, staring at her filing cabinet absentmindedly as she muttered to herself about a misplaced folder. With a sigh, I flipped back to the beginning of the book, trying not to think about how this was going to set me back. At least I was only doing this for credit and not a grade. I stayed past the late bell in an effort to make up some lost time. When I got back to my room, I had to wake up Jill, who was sound asleep after her exhausting day. â€Å"Good news,† I told her as she blinked at me with sleepy eyes. â€Å"It's feeding day.† Definitely words I never thought I'd say. I also didn't think I'd be excited for it. And sure, I certainly wasn't thrilled about the idea of Jill biting into Dorothy's neck. I was, however, feeling pretty bad for Jill and was glad she'd get some nourishment. Being on such a limited supply of blood had to make things doubly hard for her. We met up with Eddie downstairs when it was time to go. He looked Jill over worriedly. â€Å"Are you okay?† â€Å"I'm fine,† she said with a smile. She looked nowhere near as bad as she had earlier. I shuddered to think what Eddie would've done if he'd actually been in our class and seen her at her worst. â€Å"Why is this still going on?† he asked me. â€Å"Weren't you going to talk to Keith?† â€Å"We're a little delayed,† I said evasively, leading them to where Latte was parked in the student lot. â€Å"We'll make it happen.† If the Alchemists didn't come through with the note, I was going to try to act on Micah's suggestion and get her switched into morning PE. â€Å"We know you will,† said Jill. I could just barely pick out the sympathy in her voice, reminding me that she knew about my fight with Keith yesterday. I hoped she wouldn't mention it in front of Eddie and was saved when she switched to a more random and surprising topic. â€Å"Do you think we can pick up some pizza along the way? Adrian doesn't want any more of Dorothy's cooking.† â€Å"How terrible for him,† remarked Eddie, getting into the backseat and letting Jill ride shotgun. â€Å"Having a personal chef on hand to make him whatever he wants. I don't know how he gets by.† I laughed, but Jill seemed outraged on Adrian's behalf. â€Å"It's not the same! She cooks really super-gourmet stuff.† â€Å"Still waiting for the problem,† said Eddie. â€Å"She tries to also make it really healthy. She says it's better for Clarence. So, there's never any salt and pepper or butter.† Jeez, how often did she and Adrian talk? â€Å"There's no flavor or anything. It's driving him crazy.† â€Å"Everything seems to be driving him crazy,† I remarked, remembering his plea for new lodging. â€Å"And he can't have it too bad. Didn't he go to LA last night?† Jill's only answer was a frown. Nonetheless, I had a feeling we'd be hanging out at Clarence's for a while, and I personally didn't want to eat anything prepared in that house. So, it was more for selfish reasons that I agreed to stop at a takeout place en route and buy a few pizzas. Adrian's face was radiant when we entered the sitting room, which – pool games aside – seemed to be his primary hangout at Clarence's. â€Å"Jailbait,† he declared, leaping up. â€Å"You're a saint. A goddess, even.† â€Å"Hey,† I said, â€Å"I'm the one who paid for them.† Adrian carried off one of the boxes to the couch, much to Dorothy's dismay. She hurried off muttering about plates and napkins. Adrian gave me a conciliatory nod. â€Å"You're okay too, Sage,† he said. â€Å"Well, well, what have we here?† Clarence came tottering into the room. I hadn't noticed before, but he used a cane to get around. It had a crystal snake head on top, which was both impressive and scary. Just the kind of thing you'd picture for an old vampire. â€Å"Looks like a party.† Lee was with him, greeting us with smiles and nods. His eyes lingered briefly on Jill, and he made a point of sitting near her – but not too near. Jill perked up more than she had in days. Everyone was just starting to dive into the pizza when Dorothy appeared in the doorway with a new guest. I felt my eyes widen. It was Keith. â€Å"What are you doing here?† I asked, keeping my voice neutral. He winked. â€Å"Came to check in on everybody and make sure all's well. That's my job – to look after everyone.† Keith was chipper and friendly as he helped himself to the pizza, with no indication of the fight we'd gotten into last time. He smiled and talked to everyone as though they were all best friends, leaving me totally bewildered. No one else seemed to think anything odd about his behavior – but then, why would they? None of them had my history with Keith. No – that wasn't quite true. Despite being deep in conversation with Eddie, Adrian paused to give me a curious look, silently asking about yesterday's fight. He glanced at Keith and then back to me. I shrugged helplessly, letting him know I was just as confused by the change of heart. Maybe Keith regretted his outburst from yesterday. Of course, that would've been much easier to accept if it had come with, oh, an apology. I nibbled on a piece of cheese pizza, but mostly I observed the others. Jill was animatedly recounting her first couple of days to Adrian, noticeably leaving out any of the negative parts. He listened to her indulgently, nodding and interjecting with occasional witty quips. Some of the stuff she told him was pretty basic, and I was surprised it hadn't come up in their phone conversations. Maybe he just had so much to say at those times that there'd been no chance for her. As it was, he made no mention of his boredom or other grievances. Clarence occasionally chatted with Eddie and Lee, but his eyes constantly strayed to Jill. There was a wistful look in his gaze, and I remembered that his niece had only been a little older than Jill. I wondered if perhaps part of the reason he'd been so willing to take us all on was in an effort to reclaim some part of the family life that had been lost to him. Keith had sat down near me, at first making me uncomfortable but then later giving me a reason to pick his brain. Seeing the others engaged in conversation, I asked him softly, â€Å"Have you ever heard of knockoff Alchemist tattoos making it into the general population?† He gave me a startled look in return. â€Å"I don't even know what that means.† â€Å"At Amberwood, there's this trend. There's apparently someplace in town that gives metallic tattoos, and they have special properties – kind of like ours. Some just kind of give off a high. Others kind of have a steroid effect.† He frowned. â€Å"They're not bound with gold, are they?† â€Å"No. Silver and copper. So, they don't last. Probably so the people giving them can make more money.† â€Å"But they can't be ours, then,† he argued. â€Å"We haven't used those metals for tattoos in centuries.† â€Å"Yeah, but someone may be using Alchemist technology to create these.† â€Å"Just to get people high?† he asked. â€Å"I wouldn't even know how you'd go about that with metallic agents.† â€Å"I have some ideas,† I said. â€Å"And let me guess. They involve narcotic mixtures.† When I nodded, he sighed and gave me a look like I was ten years old. â€Å"Sydney, it's most likely someone's found a crude tattooing method that's like ours but has no connection. If so, there's nothing we can do about it. Drugs happen. Bad things happen. If it isn't mixed with Alchemist business, then it isn't our business.† â€Å"But what if it is connected to Alchemist business?† I asked. He groaned. â€Å"See? This is why I was worried about you coming, this tendency you have of running off with tangents and wild theories.† â€Å"I don't – â€Å" â€Å"Please don't embarrass me,† he hissed, casting a glance at the others. â€Å"Not with them, not with our superiors.† His rebuke silenced me, mostly from surprise. What did he mean about this â€Å"tendency† I had? Was he actually suggesting he had made some deep psychological analysis of me years ago? The idea that I would embarrass him was ludicrous†¦ and yet his words planted a seed of doubt in me. Maybe the tattoos at Amberwood were just an unrelated fad. â€Å"How's PE?† Adrian's words dragged me from my own thoughts. He was still getting the summary of school from Jill. She made a face at the question. â€Å"Not great,† she admitted, giving a recap of some of the worse moments. Eddie shot me a meaningful look, similar to the one from earlier. â€Å"You can't go on like that,† exclaimed Lee. â€Å"The sun around here's brutal.† â€Å"I agree,† said Keith, of all people. â€Å"Sydney, why didn't you tell me how bad it was?† I think my jaw hit the floor. â€Å"I did! That's why I was trying to get you to contact the school.† â€Å"You didn't really give me the whole story.† He flashed one of his sugary smiles at Jill. â€Å"Don't worry. I'll take care of this for you. I'll get in touch with school officials – and the Alchemists.† â€Å"I already talked to them,† I argued. But I might as well have not said anything. Keith had already switched topics and was talking to Clarence about something irrelevant. Where had this about-face come from? Yesterday, Jill's discomfort had been low priority. Today, Keith was her knight in shining armor. And in the process, he was suggesting that I was the one who'd screwed up. That's his plan, I realized. He doesn't want me here. He never has. And then something even worse occurred to me. He's going to use this to start building a case against me. Across the room, Adrian caught my eye again. He knew. He'd been eavesdropping when I talked to Keith in the driveway. Adrian started to speak, and I knew he was going to call Keith out on his lie. It was gallant but not what I wanted. I would deal with Keith myself. â€Å"How was LA?† I asked quickly before Adrian had a chance to say anything. He looked at me curiously, no doubt wondering why I wouldn't let him be a witness to my case. â€Å"You went there with Lee last night, right?† Adrian looked confused, but a grin smoothed over his face. â€Å"Yeah,† he said at last. â€Å"It was great. Lee showed me college life.† Lee laughed. â€Å"I wouldn't go that far. I don't know where you were half the night.† Adrian got this look on his face that was somehow charming but made me want to slap him at the same time. â€Å"We parted ways. I was getting to know some of the other Moroi in the area.† Even Eddie couldn't stay silent at that. â€Å"Oh, is that what you call it?† Jill abruptly stood up. â€Å"I'm going to get my blood now. Is that okay?† There was a moment of awkward silence, largely because I don't think anyone really knew who she was asking permission from. â€Å"Of course, my dear,† said Clarence, stepping into his role as host. â€Å"I believe Dorothy's in the kitchen.† Jill gave a curt nod and hurried out of the room. The rest of us exchanged puzzled glances. â€Å"Is something wrong?† asked Lee, looking worried. â€Å"Should I†¦ should I go talk to her?† â€Å"She's still just stressed,† I said, not daring to mention the screaming or crying episodes. â€Å"I thought of something that might be fun for her†¦ for all of us to do,† he said tentatively. He glanced around and then settled his gaze on me. I guess I was the designated mother here. â€Å"If you think it's okay. I mean†¦ it's kind of silly, but I thought we could go mini-golfing in the evening. They've got all these fountains and pools on the course. She's a water user, right? She must be missing it out here.† â€Å"She does,† said Eddie, frowning. â€Å"She mentioned it yesterday.† I shivered. Keith had been texting on his phone and froze. No matter our differences, we still shared a core of similar training, and both of us were uneasy with the idea of Moroi magic. â€Å"She'd probably like that a lot,† said Adrian. He sounded reluctant to admit it. I think he was still uneasy with the idea of Lee being interested in Jill, no matter how friendly the two guys were. Lee's idea was both innocent and conscientious. Hard to find fault with. Lee tilted his head thoughtfully. â€Å"You have a later curfew on the weekends, right? Do you want to go tonight?† It was Friday, granting us an extra hour extension at our dorm. â€Å"I'm game,† said Adrian. â€Å"Literally and figuratively.† â€Å"If Jill's there, I'm there,† said Eddie. They looked at me. I was trapped. I wanted to go back and catch up on homework. Saying that sounded pathetic, though, and I supposed I had to represent as Jill's only female chaperone. Besides, I reminded myself, this assignment wasn't about me and my academics, no matter how much I pretended it was. It was about Jill. â€Å"I can go,† I said slowly. Thinking that this sounded very much like fraternizing with vampires, I glanced uneasily at Keith. He'd gone back to texting now that magic wasn't being discussed. â€Å"Keith?† I asked by way of permission. He looked up. â€Å"Huh? Oh, I can't go. I have to be somewhere.† I tried not to grimace. He'd misread me and thought I was inviting him. On the bright side, he also wasn't objecting to the rest of us going. â€Å"Ah, how nice,† said Clarence. â€Å"An outing for you young people. Perhaps you'll share a glass of wine with me first?† Dorothy was just entering with a bottle of red wine, Jill trailing behind her. Clarence smiled at Adrian. â€Å"I know you'd like a glass.† Adrian's expression said he most definitely would. Instead, Adrian took a deep breath and shook his head. â€Å"I'd better not.† â€Å"You should,† said Jill gently. Even after a short drink of blood, she looked full of life and energy. â€Å"Can't,† he said. â€Å"It's the weekend,† she told him. â€Å"It's not that big of a deal. Especially if you're careful.† The two locked gazes and then at last, he said, â€Å"All right. Pour me a glass.† â€Å"Pour me one too, please,† said Keith. â€Å"Really?† I asked him. â€Å"I didn't know you drank.† â€Å"I'm twenty-one,† he countered. Adrian accepted his from Dorothy. â€Å"Somehow, I'm thinking that's not Sage's concern. I thought Alchemists avoided alcohol the same way they do primary colors.† I glanced down. I was wearing gray. Keith was wearing brown. â€Å"One glass won't hurt,† said Keith. I didn't argue with him. It wasn't my place to babysit Keith. And the Alchemists didn't have rules against drinking per se. We had strong religious beliefs about what it meant to live a good and pure lifestyle, and drinking was generally looked down upon. Was it forbidden? No. It was a custom, one I considered important. If he didn't, I guessed that was his choice. Keith was just bringing the glass to his lips when Adrian said, â€Å"Mmm. O positive, my favorite.† Keith sprayed out the wine he'd just drunk and promptly started coughing. I was relieved that none got on me. Jill burst into giggles, and Clarence stared at his glass wonderingly. â€Å"Is it? I thought it was a cabernet sauvignon.† â€Å"So it is,† said Adrian, straight-faced. â€Å"My mistake.† Keith gave Adrian a tight smile, like he too thought it was a funny joke, but I wasn't fooled. Keith was mad at having been mocked, and no matter how friendly he pretended to be with everyone, his views against vampires and dhampirs were as harsh as they'd ever been. Of course, Adrian probably wasn't helping matters any. I thought it was pretty funny, honestly, and worked to hide my smile so that Keith wouldn't get mad at me again. It was hard to do because shortly thereafter, Adrian flashed me a secret, knowing smile that seemed to say, That's payback for earlier. Eddie glanced at Jill. â€Å"I'm glad you got your blood today. I know you've been wanting to learn some defense moves, but I wanted to wait until you were back up to strength.† Jill lit up. â€Å"Can we do it tomorrow?† â€Å"Of course,† he said, looking nearly as delighted by this as she did. Keith frowned. â€Å"Why should she learn to fight when she's got you around?† Eddie shrugged. â€Å"Because she wants to, and she should have every edge she can get.† He didn't specifically mention the attempts on her life – not in front of Lee and Clarence – but the rest of us understood. â€Å"I thought Moroi weren't good at fighting, though,† said Keith. â€Å"Mostly because they haven't trained for it. They aren't as strong as us, sure, but their reflexes are better than yours,† explained Eddie. â€Å"It's just a matter of learning the skills and having a good teacher.† â€Å"Like you?† I teased. â€Å"I'm not bad,† he said modestly. â€Å"I can train anyone who wants to learn.† He elbowed Adrian, who was reaching for the wine and a refill. â€Å"Even this guy.† â€Å"No, thank you,† said Adrian. â€Å"These hands don't sully themselves with fighting.† â€Å"Or with manual labor,† I remarked, recalling past comments of his. â€Å"Exactly,† he said. â€Å"But maybe you should have Castile show you how to throw a punch, Sage. It might come in handy. Seems like a skill a plucky young woman like yourself should possess.† â€Å"Well, thanks for the vote of confidence, but I'm not really sure when I'd need it,† I said. â€Å"Of course she needs to learn!† Clarence's exclamation caught all of us by surprise. I'd actually thought he was dozing off since he'd had his eyes closed moments ago. But now, he was leaning forward with a zealous expression. I cringed under the intensity of his stare. â€Å"You must learn to protect yourself!† He pointed at me, then moved on to Jill. â€Å"And you. Promise me you'll learn to defend yourself. Promise me.† Jill's light green eyes went wide with shock. She tried to give him a reassuring smile, though it was tinged with uneasiness. â€Å"Of course, Mr. Donahue. I'm trying to. And until then, I've got Eddie to protect me from Strigoi.† â€Å"Not Strigoi!† His voice dropped to a whisper. â€Å"The vampire hunters.† None of us said anything. Lee looked mortified. Clarence squeezed his wineglass so tightly that I worried it would break. â€Å"No one talked about this back then – about defending ourselves. Maybe if Tamara had learned something, she wouldn't have been killed. It's not too late for you – for either of you.† â€Å"Dad, we've been over this,† said Lee. Clarence ignored him. The old man's gaze flicked between me and Jill, and I wondered if he even knew I was human. Or maybe it didn't matter. Maybe he just had a slightly deranged protective instinct toward all girls the same age as Tamara. I kind of expected Keith to tactlessly point out that there were no such things as vampire hunters, but he was uncharacteristically quiet. Eddie was the one who finally spoke, his words soothing and kind. He so often gave off the impression of a do-or-die warrior that it was surprising to realize he was actually very compassionate. â€Å"Don't worry,† said Eddie. â€Å"I'll help them. I'll keep them safe and make sure nothing bad happens to them, okay?† Clarence still looked agitated but focused on Eddie hopefully. â€Å"You promise? You won't let them kill Tamara again?† â€Å"I promise,† said Eddie, in no way indicating how weird the request was. Clarence studied Eddie a few more seconds and then nodded. â€Å"You're a good boy.† He reached for the wine bottle and topped off his glass. â€Å"More?† he asked Adrian, as though nothing had happened. â€Å"Yes, please,† said Adrian, holding out his glass. We continued the conversation as though nothing had happened, but the shadow of Clarence's words continued to hang over me.