Free Essays on Report

Samuel Johnson, following in the strides of other incredible English pundits, was an extraordinary artist. Johnson’s verse was unique in relation to some other essayist in the late eighteenth century. He utilized verse as a device for a break from the truth of life. Johnson would likewise utilize verse as an instrument for articulation of feeling and recognition for achievement. At the point when Johnson composed a sonnet of recognition or to communicate feeling he would even now pass on his message past the real world. He would stress an occasion so gigantically that it would appear to be ridiculous. In the case of being genuine, or the truth, is something sensable, at that point The Vanity of Human Wishes is the sonnet where Johnson best display’s these instruments of composing with the end goal of getaway. With the entirety of his endeavors, from legislative issues to composing scrutinizes, Johnson utilized composing verse as his discharge from the real world and the hardships throughout his life. In 1780 Samuel Johnson composed â€Å"A Short Song of Congratulation.† It is a sonnet of commendation to the activities of the nephew of a companion of Johnson. In the sonnet Johnson portrays the youngster opposing the authority of his well off family and wasting a generous legacy. He is expounding on more than the departure of a friend’s nephew, he is expounding on his break from a not exactly faultless adolescence. In the sonnet Johnson transfers to his subject, â€Å"If the gatekeeper or the mother/Tell the troubles of stiff-necked waste,/Scorn their advice and their pother,/You can hang or suffocate at last† (25-28). Johnson is utilizing the life and activities of another to hand-off the battles he experienced as a youngster to get fruitful. Johnson’s subject needed to isolate himself from his unmistakable family so as to be his own man, or â€Å"hang or suffocate at last,† which represents an opportunity to live amazing he wishes. At the point when Johnson utilizes the word â€Å"guardian† in line 25 he is alluding to his own youth yet not to his folks. He bunches his hardships, for example, his nerve illness and appearance from an alternate ailment, ... Free Essays on Report Free Essays on Report Samuel Johnson, following in the strides of other extraordinary English pundits, was an incredible writer. Johnson’s verse was unique in relation to some other author in the late eighteenth century. He utilized verse as a device for a break from the truth of life. Johnson would likewise utilize verse as a device for articulation of feeling and acclaim for achievement. At the point when Johnson composed a sonnet of recognition or to communicate feeling he would even now pass on his message past the real world. He would accentuate an occasion so monstrously that it would appear to be unreasonable. In the case of being genuine, or the truth, is something sensable, at that point The Vanity of Human Wishes is the sonnet where Johnson best display’s these devices of composing with the end goal of getaway. With the entirety of his endeavors, from legislative issues to composing evaluates, Johnson utilized composing verse as his discharge from the real world and the hardships t hroughout his life. In 1780 Samuel Johnson composed â€Å"A Short Song of Congratulation.† It is a sonnet of recognition to the activities of the nephew of a companion of Johnson. In the sonnet Johnson delineates the youngster resisting the authority of his rich family and wasting a significant legacy. He is expounding on more than the break of a friend’s nephew, he is expounding on his departure from a not exactly faultless youth. In the sonnet Johnson transfers to his subject, â€Å"If the watchman or the mother/Tell the burdens of adamant waste,/Scorn their advice and their pother,/You can hang or suffocate at last† (25-28). Johnson is utilizing the life and activities of another to hand-off the battles he experienced as a youngster to get effective. Johnson’s subject needed to isolate himself from his conspicuous family so as to be his own man, or â€Å"hang or suffocate at last,† which represents an opportunity to live incredible he wishes. At the point when Johnson utilizes the word â€Å"guardian† in line 25 he is alluding to his own youth however not to his folks. He bunches his hardships, for example, his nerve illness and appearance from an alternate ailment, ...

Creating Value Through Business Model Innovation

Question: Comprehend the procedure of key arranging? Have the option to figure another technique? Comprehend ways to deal with procedure assessment? See how to actualize a picked methodology? Answer: Presentation The report looks at the business methodology from the procedure of key arranging that clarifies crucial, objectives and get an understanding into the center abilities, obstructions and facilitators utilizing the vital apparatuses like SWOT, BCG, and SPACE. Further new technique detailed utilizing the ability grid, esteem chain examination. The ecological review executed with the assistance of Strategic administration apparatus PESTLE and Porters five powers (Teece, 2010). The report additionally looks at the significance of partners during the time spent defining new system. The different market section procedures are assessed to choose the proper system. At long last the report surveyed the jobs and duties of the HR during the time spent technique execution and characterizing the SMART objective. The business methodology is executed in setting to the retail major Tesco Plc built up in 1919 by Jack Cohen with head office in Hertfordshire, England. The organization is third biggest retailer by benefit and the fourth biggest by deals income with 30% offer in the staple market (Tesco.com). The organization has 6784 stores overall served by a solid group of 500,000. Tesco Plc enlisted income of 63.557 billion with a net gain of 0.970 billion for the budgetary year 2014. It works in the configuration of general store, hypermarket and superstore. Crucial, Goals and Core abilities of Tesco The Mission, Vision and Goals are the key direction that characterizes the course of the organization and fill in as the motivation behind the presence of the organization. A dream proclamation of the organization clarifies the drawn out objective and course of the organization (Teece, 2010). The Vision of Tesco is The Mission proclamation of the organization characterizes the subjective points of the business and the explanation behind the presence with a key viewpoint. The Mission explanation of Tesco is The crucial the organization clarifies why we exist and the vision characterizes what the organization mean to be later on, the objective of the organization momentary points and targets to satisfy the strategic vision of the organization (Teece, 2010). Business objectives are indispensable piece of the vital arranging process as it is time bound. The center skills of Tesco help the organization to appreciate 30% piece of the pie of the basic food item advertise. The companys center abilities incorporate the The results of the organization that are condition well disposed in nature. The client driven methodology of the organization like Club Card and Loyalty card. Giving the client quality items at sensible cost. The improved marking of the items that upgrades simple recovery. Oneself look at process executed by the organization. Ecological checking of Tesco The ecological checking of Tesco is led to evaluate the quality and shortcoming of the organization that sway the development of the organization. The significant quality of the organization is the size of activity both disconnected and online stage where each 7 spent in UK retail outlet 1is spent in Tesco appreciating third biggest in benefit and fourth biggest in income (Hill, Jones, Schilling, 2014). The companys quality is displayed in the enhancement methodology adjusted by the organization in verticals like non food things like books, garments, furniture and petroleum and administrations like programming, media transmission, budgetary administrations, internet providers and music downloads. Another quality recognized is the spread in th 11 nations. The significant shortcoming of the organization is the dropping deals since 2012 attributable to the opposition from Lidl, Netto and Aldi. It is additionally exasperated by the low prcing procedure adjusted by these players. Viability of strategies in creating key marketable strategies for Tesco The business methodology of Tesco is assessed with the key apparatuses BCG development share grid planned by Boston counseling bunch that assesses the market development against the piece of the overall industry utilizing the four characterized framework Stars, Cash Cows, Question stamps and Dogs that can be available four distinct phases of the item. The Stars are those results of the organization that appreciate high piece of the overall industry and market development like music downloads, garments, furniture verticals of Tesco (Hill, Jones, Schilling, 2014). The money cows are items that appreciates high piece of the pie yet low market development to be specific some staple goods results of Tesco. The new verticals of Tesco like media transmission, money related and internet providers are the question mark that has high market development yet low piece of the overall industry and the organization needs to expanding the promotion to gather more piece of the overall industry later on. The book vertical is the Dogs with low piece of the pie and market development and should be dispensed with. The SPACE Matrix is key instrument used to assess the four element of the association specifically money related quality (FS), Competitive favorable position (CA), Industry quality (IS) and natural dependability (ES) where the initial two characterize the interior and next two characterize the outer measurement. In the event of Tesco the inside measurement to be specific money related quality is solid with working salary of 2.631 billion, all out resources worth 50.129 billion and absolute value worth 14.722 billion for the monetary year 2014. The upper hand is additionally positive with the organization getting a charge out of 30% of the basic food item piece of the overall industry and all around enhanced portfolio into non food and administrations however the new players like Lidl, Netto and Aldi are weakening the upper hand (Hill, Jones, Schilling, 2014). The outside measurement in particular industry quality is great with the organization appreciating the main situation in the U K and third biggest retailer in the worldwide market however Wall shops securing of ASDA is the fundamental worry to keep up the business quality. The ecological solidness is the region of worry with changing client conduct, and monetary and innovative weight. Produce an Organization review of Tesco The association review of Tesco is led with the key apparatus ability lattice to distinguish the assets capacity that improve the skills, esteem chain investigation and quality and shortcoming examination that look at the inside capacity and restriction of the organization. The ability framework is a key apparatus that assesses the capacities of the organization in two measurements to be specific the width of capacity and the profundity of abilities (Williamson, 2012). If there should arise an occurrence of Tesco the organization has number of verticals like food supplies, books, apparel, gadgets, furniture, toys, petroleum and programming, money related administrations, telecoms and internet providers that is sold through 6784 stores across 12 nations in Europe and Asia portraying the width of capacity that is upheld by the profundity of abilities both in the budgetary and HR group of 500,000. The worth chain investigation assists with understanding the upper hand of the organization by characterizing the essential and auxiliary exercises. The essential exercises are connected with changing contributions to yields and showcasing the equivalent to clients supporting it with auspicious conveyance and after deals support. The auxiliary exercises are the help exercises dealt with by the staff of the organization and contain acquisition, innovation improvement, foundation and HR (Williamson, 2012). The worth chain examination of Tesco show that the organization has a solid operational and promoting group that handle both the essential and bolster exercises well to improve the upper hand of the organization in the retail space. Nature review further evaluates the quality and shortcoming of the organization to comprehend the inward asset ability and confinement of the organization. The assessment of solidarity of Tesco uncovers that the organization appreciates top situation in the home market and third biggest retailer on the planet advertise with very much characterized item portfolio and different configurations. Additionally the organization is the market head in the online space (Williamson, 2012). Further the natural development of Tesco by getting Safeway and dependability card program improve the quality and capacity. At long last the nearness in the global market in 12 nations including Thailand and Malaysia support the inner asset ability. The significant shortcoming of Tesco is the drop in the business post the financial downturn and further heightened by new players like Lidl, Netto and Aldi since 2012. Complete an ecological review for Tesco The key instrument PESTLE investigation is led to consider the outside elements affecting the matter of TESCO. What's more the chance and danger is assessed to get an understanding into the outside powers encouraging and going about as hindrance in the execution of the business (Doherty Lu, 2012). Further Porters five powers assessed to comprehend the opposition in the market. PESTLE examination The key device PESTLE examination is led the outer variables affecting the matter of Tesco to be specific Political, Economic, Social, Technological, Legal and Environment. Political elements The activity of Tesco spreads across 12 nations in Europe and Asia that has different political conditions, charge suggestion and retail strategy that should be considered by the organization while encircling the business and human asset approach of the organization (Doherty Lu, 2012). Retail part furnish business chance to colossal individuals with different expertise levels and it needs to outline the enrollment in the wake of considering the work strategies in the nation of activity. Financial variables The financial components are significant retail players like Tesco and others as it impacts the buying power, extra cash, request, costs, cost and benefits (Doherty Lu, 2012). The monetary components are outside yet impact the showcasing blend and advertising execution of the organization. The slowd

Mind Mapping for Children with ASD Uses and Benefits - Focus

Mind Mapping for Children with ASD Uses and Benefits - Focus Children with Autism Spectrum Disorder (ASD) face many challenges in life. Their symptoms include difficulties in communication, social impairment as well as repetitive and stereotyped behaviours. Even those with what is called high-functioning autism and Asperger Syndrome have many special needs that have to be met in order for them to integrate with society and be successful throughout the course of their education. “The soul never thinks without a mental image.”  â€" Aristotle What most children with ASD have in common are strong visual skills. They tend to be visual thinkers and learn better through visual means. For those children it is important that caregivers and teachers use visual supports when communicating with them. Images  not only improve memory and recall but also help the child to comprehend information and express their thoughts. One particularly versatile technique that combines texts with images and a graphical structure is  mind mapping, which  is already widely used in educational contexts.   “Often, children can’t learn because one component in their mental ‘circuit board’ is missing. Mind mapping helps them wire the circuit board completely.” Mind mapping offers a number of distinct benefits that are particularly valuable for children with impairments such as ASD. Mind maps enable them to… See the bigger  picture Make out  relationships between individual pieces of information Understand hierarchy and connections While most children are able to comprehend abstract information at a certain age, children with ASD can experience difficulties in this area and, like younger children, they can profit from a learning-by-doing approach, which can be realized by mapping out their thoughts or knowledge about a certain subject.  Because of their graphical structure  as well as their usage of images  and symbols, mind maps also  involve  more senses than plain text normally does. Furthermore, creating a mind map doesn’t feel as much like work as writing linear notes or texts does. Mind mapping feels more like doodling, and thus is actually a lot of fun. Once the child understands the basics of the technique, they can apply it independently and for any given subject. Mind Mapping for Reading Comprehension A Case Study Danny Cayelli is a bright 13-year-old student diagnosed with what is known as high-functioning autism, a type of ASD that compromises his social skills as well as executive functioning. He uses MindMeister for his reading comprehension assignments at school. Danny has problems doing more than one thing at a time. He gets overwhelmed easily and has troubles answering complex questions. “The factual knowledge is there,” his mom, Elsa Cayelli explains, “but it’s like he’s missing a filing structure in his head that would let him access the information efficiently.” When his reading comprehension assignments at school became more difficult, Danny had a hard time keeping up. “He got very frustrated and his grades dropped,” Danny’s mom says. “When we talked to his doctor about it, he suggested Danny do a summary of each chapter as soon as he had finished reading it. That did help, but since Danny was using text documents to do those summaries, he still wasn’t able to organize his thoughts and notes the way he needed to. The big turnaround came when Danny’s English teacher showed him how to use MindMeister.” With it, Danny is able to create mental maps that represent his thoughts in an organized fashion. The visual structure triggers his memory and lets him access information more efficiently than ever before. MindMeister enables Danny to work through his reading assignments and prepare his book reports all on his own. Since he started using the tool, his grades have gone up from an F to a B level and his reading comprehension has improved. But what’s more, he finally enjoys doing his homework again. You can read the complete case study here. An Entire School Based on Mind Mapping According to Tony Buzan, Australia was the first country to apply mind maps in the education of autistic children and has done so with astonishing results.  Seabrook Primary School in Victoria states that it “has had enormous success in student self-confidence and academic achievement following the introduction of mind mapping in 2002”. Their initial efforts were focused on the school’s more difficult students and those with discipline and behavioral problems. They note that mind mapping “enabled them to be far more engaged and less difficult.” For their autistic students, they report that mind maps finally gave them an opportunity to show their knowledge and communicate with their teachers. Studies and Recommendations Over the past few decades a number of studies have been conducted on the subject, one of them by Joy Beaney and Penny Kershaw in 2003*  (“Positive Thinking Skills”). The two women were investigating ways to improvethinking skills of children with ASD and other communication difficulties who were being educated as part of a mainstream class. One of their goals was to provide teachers of such children with practical strategies and tools to be used in the classroom. Among others, they found that one key element is the “specific teaching of ways to record and organize material, with mind maps particularly useful in enabling the children to see both the whole picture and component elements.” Many other experts recommend the use of mind maps and similar techniques in the education of children with ASD, among them Francine Brower (“100 Ideas for Supporting Pupils on the Autistic Spectrum”)**, M. Cathleen Gardill and Asha K. Jitendra (“Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities”)***  as well as the National Autistic Society in the UK. Learn More The following map contains a number of articles, books and studies focusing on mind mapping for children with ASD and other learning disabilities. * Beaney, J. and Kershaw, P. (2003) Positive Thinking Skills. Special, Summer. ** Brower, F. (2007) 100 Ideas for Supporting Pupils on the Autistic Spectrum.  London, Continuum. *** Gardill, M. C. and Jitendra, A. K. (1999). Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities. Mind Mapping for Children with ASD Uses and Benefits - Focus Children with Autism Spectrum Disorder (ASD) face many challenges in life. Their symptoms include difficulties in communication, social impairment as well as repetitive and stereotyped behaviours. Even those with what is called high-functioning autism and Asperger Syndrome have many special needs that have to be met in order for them to integrate with society and be successful throughout the course of their education. “The soul never thinks without a mental image.”  â€" Aristotle What most children with ASD have in common are strong visual skills. They tend to be visual thinkers and learn better through visual means. For those children it is important that caregivers and teachers use visual supports when communicating with them. Images  not only improve memory and recall but also help the child to comprehend information and express their thoughts. One particularly versatile technique that combines texts with images and a graphical structure is  mind mapping, which  is already widely used in educational contexts.   “Often, children can’t learn because one component in their mental ‘circuit board’ is missing. Mind mapping helps them wire the circuit board completely.” Mind mapping offers a number of distinct benefits that are particularly valuable for children with impairments such as ASD. Mind maps enable them to… See the bigger  picture Make out  relationships between individual pieces of information Understand hierarchy and connections While most children are able to comprehend abstract information at a certain age, children with ASD can experience difficulties in this area and, like younger children, they can profit from a learning-by-doing approach, which can be realized by mapping out their thoughts or knowledge about a certain subject.  Because of their graphical structure  as well as their usage of images  and symbols, mind maps also  involve  more senses than plain text normally does. Furthermore, creating a mind map doesn’t feel as much like work as writing linear notes or texts does. Mind mapping feels more like doodling, and thus is actually a lot of fun. Once the child understands the basics of the technique, they can apply it independently and for any given subject. Mind Mapping for Reading Comprehension A Case Study Danny Cayelli is a bright 13-year-old student diagnosed with what is known as high-functioning autism, a type of ASD that compromises his social skills as well as executive functioning. He uses MindMeister for his reading comprehension assignments at school. Danny has problems doing more than one thing at a time. He gets overwhelmed easily and has troubles answering complex questions. “The factual knowledge is there,” his mom, Elsa Cayelli explains, “but it’s like he’s missing a filing structure in his head that would let him access the information efficiently.” When his reading comprehension assignments at school became more difficult, Danny had a hard time keeping up. “He got very frustrated and his grades dropped,” Danny’s mom says. “When we talked to his doctor about it, he suggested Danny do a summary of each chapter as soon as he had finished reading it. That did help, but since Danny was using text documents to do those summaries, he still wasn’t able to organize his thoughts and notes the way he needed to. The big turnaround came when Danny’s English teacher showed him how to use MindMeister.” With it, Danny is able to create mental maps that represent his thoughts in an organized fashion. The visual structure triggers his memory and lets him access information more efficiently than ever before. MindMeister enables Danny to work through his reading assignments and prepare his book reports all on his own. Since he started using the tool, his grades have gone up from an F to a B level and his reading comprehension has improved. But what’s more, he finally enjoys doing his homework again. You can read the complete case study here. An Entire School Based on Mind Mapping According to Tony Buzan, Australia was the first country to apply mind maps in the education of autistic children and has done so with astonishing results.  Seabrook Primary School in Victoria states that it “has had enormous success in student self-confidence and academic achievement following the introduction of mind mapping in 2002”. Their initial efforts were focused on the school’s more difficult students and those with discipline and behavioral problems. They note that mind mapping “enabled them to be far more engaged and less difficult.” For their autistic students, they report that mind maps finally gave them an opportunity to show their knowledge and communicate with their teachers. Studies and Recommendations Over the past few decades a number of studies have been conducted on the subject, one of them by Joy Beaney and Penny Kershaw in 2003*  (“Positive Thinking Skills”). The two women were investigating ways to improvethinking skills of children with ASD and other communication difficulties who were being educated as part of a mainstream class. One of their goals was to provide teachers of such children with practical strategies and tools to be used in the classroom. Among others, they found that one key element is the “specific teaching of ways to record and organize material, with mind maps particularly useful in enabling the children to see both the whole picture and component elements.” Many other experts recommend the use of mind maps and similar techniques in the education of children with ASD, among them Francine Brower (“100 Ideas for Supporting Pupils on the Autistic Spectrum”)**, M. Cathleen Gardill and Asha K. Jitendra (“Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities”)***  as well as the National Autistic Society in the UK. Learn More The following map contains a number of articles, books and studies focusing on mind mapping for children with ASD and other learning disabilities. * Beaney, J. and Kershaw, P. (2003) Positive Thinking Skills. Special, Summer. ** Brower, F. (2007) 100 Ideas for Supporting Pupils on the Autistic Spectrum.  London, Continuum. *** Gardill, M. C. and Jitendra, A. K. (1999). Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities.

Essay on Traditional Values Encourage Prejudice and...

Traditional Values Encourage Prejudice and Discrimination Human evolution took place in a most scattered manner, in time and place. Our world is replete with varied societies, each with its own guidelines, philosophies, conventions, customs, traditions, and institutions. Each group, each society, each culture proclaims its individuality, its differences, its distinctiveness, and concocts devices, legal or otherwise, to ensure they will last forever. Therein lie the seeds of intolerance. Mankind must come to realise that each individual is not a limited member of some isolated and narrowly defined group but rather a member of the people of the planet earth. The customs and traditions of our varied cultures, religions and racial†¦show more content†¦The conflicts that arise out of cultural differences are a consequence of each groups erroneous belief about their culture and the nature of culture. Each group holds its customs and traditions as inviolable, and any request made on the adherence is deemed an affront and becomes an excuse for punishment. One of the most destructive types of prejudice is based on someone’s race or cultural group. Take the Holocaust for example. Because of Hitler’s prejudice, six million Jews were systematically and efficiently slaughtered for no other reason than that they were Jews. Each society had its own way and means of doing things. Values may be instilled in us that others may be less hardworking or less efficient, and this brings about economic and job discrimination. A businessman may refuse to do business on equal terms with members of a disfavoured group. Or, he may refuse employment to workers of another race, just because he feels he should support his own. The Chinese have been known for their favouritism towards boys, the ones who carry on the family name. When China implemented the law that each couple could only have one child, most wanted to have a boy, and that led to the killing of many baby girls. At home, it is the girls who do the household chores, with the stereotyped thinking that a woman’s place is in the house. In the workforce, women are paidShow MoreRelatedThe Causes Of Prejudice By Vincent N. Parrillo1209 Words   |  5 Pagesissue in every part of the world. Prejudice, discrimination and stereotypes have been passed on from one generation to the next. The Society has accepted these behaviors to be normal and acceptable. According to the article, â€Å"Causes of Prejudice† by Vincent N. Parrillo, there are two types of prejudice; psychological and sociological. Psychological prejudice focuses on individual behavior, where as sociological is focused more on a group. Psychological Prejudice is based on a n individual’s behaviorRead MoreThe Patterns Of Majority And Minority Interaction1376 Words   |  6 Pagespatterns of majority and minority interaction eventually play into prejudice and bigotry themes. Prejudice views differ from bigotry. In some form, a comparison can be drawn between ethnocentric ideas and prejudice ideas. When someone is ethnocentric, they believe their own values and customs to be superior to other cultures. From these ethnocentric ideas, which have been displayed throughout history, prejudice ideas occur. Prejudice ideas occur when a person makes a pre-judgment or assumption in regardsRead MoreThe Prevention Of Violence And Discrimination Based On Sexual Orientation And Gender Identity1713 Words   |  7 PagesCommittee: GA3 - The Social, Humanitarian and Cultural Committee Issue: The prevention of violence and discrimination based on sexual orientation and gender identity Student Officer: Sarah Lim Position: Chair of the Social, Humanitarian and Cultural Committee ________________________________________ Introduction: Gender identity and sexual orientation is one of the more stigmatized and marginalized aspects of self-expression for any human in our society today. A state or country with a more liberalRead MoreA Brief Note On Sociological Factors On Clients1666 Words   |  7 Pagespolicy, is the value placed on the human rights of individuals and minority groups. He further asserts that it encompasses the â€Å"fundamental values of equity, equality, social justice, and human rights and freedoms, as well as on the principles of tolerance and embracing diversity† to all minority groups. However, this is contradicted when we look at the violation of individuals rights for same sex marriages. Our social policy to a certain degree almost encourages discrimination because it doesRead MoreAnalysis Of Arnstein s Model As A Way Of Establishing Service Users1390 Words   |  6 Pagesdisabilities or progressive chronic illnesses are the most targeted and isolated in the community due to stigma . This is supported in Adams, et al (2002, p290) stating in part that: ‘Discrimination against disabled people is institutionalised throughout society and welfare provision has compounded rather than alleviated that discrimination’. Adams, et al (2002, p290) In the case study, it may appear that Kwame’s diagnosis of multiple sclerosis (MS) which is progressive and that might be a barrier to participateRead MoreThe Civil Unrest Of Laos993 Words   |  4 PagesGarrett (2012) point out that identity found in ethnicity can be associated to a shared political, social, and economic interest. As Akamu’s family fled the political oppression in Laos, he experienced the social in-justice of the government and the prejudice that resulted most likely in the death of his brother. As refugees his family became subject to continual changes in political power, as well as, the social change as a result of migrating to California. This migration increased an economic voidRead MoreWomen s Autonomy And Respect Of Women1329 Words   |  6 Pagesconfidence to speak up and challenge the traditional female role. Lea Verou, another successful female web developer, reaffirms women’s autonomy and the respect of women power are . For Verou, t he key to achieve this goal is that parents need to protect women from traditional domestic value on women and should teach them in the similar way as boys to evoke their creativity. Both of them reinforce women’s power to change and to break down the traditional value for women, but they overlook the fact thatRead MoreEquality Diversity and Inclusion in Work with Children and Young People956 Words   |  4 PagesEquality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflectedRead More Deontology and Homosexuality Essay887 Words   |  4 Pagesstudent, they are following their traditional viewpoints against the homosexual lifestyle. Several researchers have addressed the issue of sexual preferences and consequential discriminative beliefs. According to research by Herek (1987), religion is one of the most important social agents in defining viewpoints against homosexuality, and their intolerance reflects on both the academic community and the entire society. As a moral realist, I cannot form prejudices because the main rule of moral realismRead MoreChildren Can Experience Prejudice Behaviour And Approaches During Their Young Age884 Words   |  4 PagesI have found that recent researches say that children can experience prejudice behaviour and approaches during their young age. I also understand that children’s behaviour are mostly affected through their attitudes, other educators influence an d the environment around them (Walker, 2010). I have also enjoyed reading the booklet of Child Inclusive learning and Development Australia Inc (2014) that â€Å"a multicultural approach is relevant regardless of whether the children are from diverse cultural backgrounds

Essay on Causes of Suicide - 2158 Words

Causes of Suicide This essay examines the reasons why a person of good physical health decides to terminate their own life. It does not consider euthanasia, assisted or forced suicide. Compared to most aspects of psychological health it is limited in scope for research – no â€Å"follow-up† can be performed, if the act is completed, and no ethical panel would approve experiments to demonstrate a causal link. Suicide has â€Å"no one single cause or stressor† according to the Lancet 2011. Before elaborating on what causes suicide it should be understood what we mean by cause. The Oxford English Dictionary defines cause as â€Å"a person or thing that gives rise to an action, phenomenon or condition.† This essay will in part examine the methods employed†¦show more content†¦The trend of suicide frequency has stayed relatively stable over the past ten years though there has been a sharp increase since the economic downturn according to WHO data in Europe. This has been put down to effects of the crisis – with the greatest increase in Greece and lowest in Finland. It also corresponds with findings of increased prescribing of antidepressants. Suicide was the cause of 9% (second biggest cause) of male deaths in the 16-24yrs, 2009 (ONS), 1 in 5 in the 24-34yr age group. When looking at the causes of suicide it may be useful to look from an epidemiological/ public health perspective. This is owing to the potential for â€Å"copycat suicides† or mass/point clusters of suicide. This phenomenon is not a new one, going back to the â€Å"Sorrows of Young Werter† – people often share behaviours with those they associate with (similarity bias) or look up to (prestige bias). The latter is where the influence of the media comes into consideration, an aspect which has been under supervision for fear of the effect on â€Å"social learning† {Mesoudi 2009}. Genetics: As major depressive disorder, one of the factors associated with suicide risk, has an established heritability – it follows that there is at least some extent to which an argument for genetic predisposition could be argued regarding suicidal behaviour. {A. von Borczyskowski, F. Lindblad, B. Vinnerljung, R. Reintjes andShow MoreRelatedSuicide And Suicide : The Causes Of Suicide745 Words   |  3 PagesSuicide is the act of intentionally taking one’s own life in an attempt to cope with stress or cry for help. Causes of suicide include mental disorders such as depression, exposure to other suicidal individuals, or domestic violence. Potential victims are oftentimes at a very unstable time in their lives and it makes it hard to distinguish thoughts of suicide from other thoughts, however, they generally show warning signs, which can be used to prevent the situation if treated correctly and in a timelyRead MoreSuicide : The Main Causes Of Suicide973 Words   |  4 PagesSu icide takes many loved ones away. Suicide causes despair in families and friends of the victim and causes them to feel at loss at times. It makes them feel like they had wronged the individual and that they are the reason that they have committed suicide. According to the American Foundation for Suicide Prevention, suicide is the 10th leading cause of death in the United StatesRead MoreSuicide : The Main Causes Of Suicide967 Words   |  4 PagesSuicide takes a lot of loved ones away. They make the families and friends of the victim in despair and at loss at times. It makes them feel like they had wronged the individual and that they are the reason that they have committed suicide. According to the American Foundation for Suicide Prevention, suicide is the 10th leading cause of death in the United States, which proves that a lot of families have to go through this.Suicide affects the victims family and friends by making them feel guiltyRead MoreCauses Of Youth Suicide1316 Word s   |  6 PagesYouth Suicide Suicide can be described as a process which includes thoughts of death (killing one’s self), to the actual act of carrying out the suicide attempt. In the United States, suicide is the third leading cause of death among our young people (McWhirter, McWhirter, McWhirter, McWhirter, 2017). Approximately 16% of youth have thoughts of suicide, 13% will attempt to develop a plan, and 8% will actually carry out this plan every year (McWhirter et al, 2017). Every day, five young peopleRead MoreCauses And Consequences Of Suicide1380 Words   |  6 PagesCauses of Suicide We all love our family, friends and co-workers. The worst thing that could happened to them is to know that they want to commit suicide and know that you could prevent them from doing it. Even if it’s a suicidal thought that counts and someone should notice that. We can help them in a lot of ways just by doing really simple things like asking them questions about their day, how they felt and getting them to trust you. Also with this you are saving a life that felt that no one careRead MoreSuicide : Causes And Ways999 Words   |  4 Pagesthe world dies because of suicide. Why is it that our society is so used to seeing people on the news, loose someone because they had completed suicide? Instead of promoting suicides, we should prevent it. In the field of psychology, where it’s the study of mind and behavior, I’ve decided to take a closer look on the current rates, main causes and ways to prevent suicides. Suicides are a result of depression or some kind of mental illness. Most people who complete suicide don’t necessarily want toRead MoreSuicide and the Leading Causes1076 Words   |  5 PagesSuicide is an epidemic that has always plagued society. The option to take your own life rather than face the reality of living and the world is an option that many people take each year. 38,364 suicides were reported in 2010 alone (Facts and Figures, 2014). That number made suicide the 10th leading cause of death in the United States (Facts and Figures, 2014). The staggering number of people committing suicide made me wonder what kind of genetic predisposition some people may have to carry out suchRead MoreThe Cause Death Of Suicide1495 Words   |  6 PagesThe Never Ending Cause to Death. Have you ever lost a family or a friend to suicide? Many people and even I will answer this question with â€Å"yes.† The rate of death, caused by suicide, in the world is way too high. Scientist are relating most of these deaths to teens and retired army members. Every year suicide rates keep climbing. The world need to find a better solution to stopping or lower the rates of suicide. Suicide is a huge social issue that is effecting not only friends and family but,Read MoreCauses of Suicide Essay1617 Words   |  7 PagesCauses of Suicide *No Works Cited Suicide can best be described as the destructive act of voluntarily taking ones own life. Suicide often presents a real and often tragic puzzle to be solved by friends and family, and any other professionals who have been involved with someone who has committed suicide. To be able to definitively answer the question as to why an individual would commit such a deadly act seems to be a highly complex task. The victim himselfRead MoreSuicide : Cause And Effect2125 Words   |  9 PagesSuicide has been a critical worldwide issue over the course of many years, and continues to be one of, if not the most heated topics till today. Suicide rates are at the highest they have ever been and is believed to be the second leading cause of death midst the youth. Often, we underestimate the number of outcome caused by suicide, not by accidents or tragic health issues but by their own two hands. It is the decision an individual makes to end their own life, followed by an act that will result

Mine Accident Free Essays

The Sago Mine Accident in January, 2006, left the world wondering how things were so bungled.   Communication in the incident was almost as large a disaster as the mine explosion itself. Many questions still hound the company and the families of those who died. We will write a custom essay sample on Mine Accident or any similar topic only for you Order Now If the mine had been cited for numerous safety violations, why was it not shut down until those were repaired?   Why had the safety violations not been address by company, union or mine safety officials? Reports indicate it was nearly an hour and half after the explosion before rescue crews were brought in. Why?   Furthermore, when rescue workers began to receive information about the fate of the trapped miners, why was the information released to the families and the news media before it could be verified. While there was nothing the company could do to change the fate of the miners, being told they were alive and then learning that they had died, except for one survivor, demoralized the nation and the families, compounding the tragedy. The question remains why did the company not have better emergency communication procedures in place and why, once rescue workers were in place, were facts no verified before being released to the waiting families? At first glance, it appears that simple communication preparation could have helped the entire incident to be handled more smoothly.   If the union, the company and mine safety officials had better documented the infractions and the response to those refractions, they would have been spared the negative attention from the national media. If the company had had a designated procedure for dealing with crisis communications it might better have been able to reach rescue workers and get them to the mine sooner. The timing of the incident contributed to the communications errors because people were on vacation and the mine had to find other ways to communicate with mine safety officials. Finally, the communication problems during the mine rescue could have been avoided if all information were channeled through one person and then distributed accordingly. How to cite Mine Accident, Essay examples

Personality development free essay sample

Personality Development quint essentially means enhancing and grooming one’s outer and inner self to bring about a positive change to your life. Each individual has a distinct persona that can be developed, polished and refined. This process includes boosting one’s confidence, improving communication and language speaking abilities, widening ones scope of knowledge, developing certain hobbies or skills, learning fine etiquettes and manners, adding style and grace to the way one looks, talks and walks and overall imbibing oneself with positivity, liveliness and peace. PERSONALITY ENHANCEMENT -A NEED FOR ALL- Personality Development is gaining more and more importance because it enables people to create a good impression about themselves on others. It helps them to build and develop relationships, helps in your career growth and also helps to improve your financial needs. After all, Personality Development is nothing but a tool that helps you realize your capabilities and your strengths making you a stronger, a happier and a cheerful person. We will write a custom essay sample on Personality development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page GROOMING Outward appearance is the window of your personality to the world. You are not only dress for others but for yourself too. External appearance is important b’coz that gives the first impression to others about your personality. Two Major Reasons: 1) Outward appearance is easier to examine and easier to improve. 2) Outward appearance has a more direct and immediate effect on ones interactions with others. CRESCENDO PROGRAM HIGHLIGHTS †¢Role Plays †¢Inspirational Clips †¢Learning with Fun †¢Pre-Training Observation * †¢Post-Training Observation * †¢One-on-One Feedback Provided * †¢Weekly Follow-ups * †¢Tailor-made courses to suit your needs †¢Incentives for Improvement from Crescendo* OBJECTIVE: What is â€Å" Grooming? † Importance of Personal Grooming Relation between personal appearance and image projection Disclaimer: This are â€Å"Guidelines Only† about grooming in professional environment and not intended or meant to hurt anyone’s feeling. We understand that dressing and outward appearance are affected by Culture and Ethnic background. It is important to dress according to your own style and for the occasion while meeting your organizational dress code guidelines. What is Grooming? It is the process of making yourself look neat and attractive The things which you do to make yourself and your appearance tidy and pleasant. Whether this is real or imaginary, the most important fact is that your appearance influences the opinions of everyone around you. Your professionalism, intelligence and the trust people form in you is mainly due to your appearance. Some of the perceptions people can form solely from your appearance are: Your professionalism Your level of sophistication Your intelligence Your credibility Personal Grooming Habits: Grooming involves all aspects of yourself Overall Cleanliness Hair Nails Teeth Uniform Make-up Personal Grooming Habit: HAIR It is your crowning glory Keep it at a length and style at which you can maintain it Wash your hair everyday or at least every other day Hairstyles: Men: We recommend to not fall over the ears, eyebrows or even touch the back of the collar Will always present a neat appearance Facial hair should be neatly trimmed ( moustache, sideburns), beards are not recommended Women: Tie your hair in a neat hairstyle with hair pulled back from face Hair if longer than jaw line should be tied into a bun Should be well groomed with a neat appearance at all times hHair holding devices should be plain and of natural colours. Nails: Clip nails short, along their shape A healthy body ensures healthy nails. Brittle or discolored nails show up deficiencies or disease conditions. Teeth: Brush teeth at least twice a day Remember to rinse your mouth after every meal For those who smoke it is important you rinse your mouth after every smoke and use a mouth freshener Uniform: Your uniform talks a lot about your organization First impressions are made within the first five minutes of meeting someone A neat, clean and well ironed uniform is acceptable and appreciated by one and all at all times Your Id-Tags are also an important part of your uniform Make-up: Make up should be natural looking Try avoiding bright and attention catching colors for nail polish and lip color Mild fragrance Women: we advise to stay away from extremely dark, bright reds and fluorescent colors Hair color should not be more than two shades darker or lighter than your natural hair color. Unnatural colors (burgundy, green etc. ) must be avoided Accessories Male: Men should limit possibly limit accessories/jewelry to 3 pieces Accessories include watch, ring, handkerchief A dress watch should be worn, avoid athletic styles Avoid bracelets, necklaces, and visible piercing Women: Jewelry shoud be keep minimal and conservative Remove all facial piercing except earrings The 5 Piece Rule: Wear only five accessories – earrings count as 2; watch count as 3, allowing 2 additional accessories Shoes: Male: Lace up conservative shoes are the most appropriate Choose black, brown or burgundy shoes. Shoe colors should match your trousers or be of a darker color. Avoid very old, shape distorted shoes. Socks should match the color of your suits and cover you calves. (Try changing socks everyday) Safest color is black. Belts should be in good condition and match the color of your shoes. Females: Shoes should be pumps or sling backs, do not wear shoes with open toes, open heel, or ankle straps. Shoes should be of good quality leather Shoe color should be darker than your trouser Hells should be 1-3 inches; higher heels should be saved for after hours. Let’s Remember A neat and clean uniform at all times Hair neatly tied up No bad breath Clean and washed socks with polished shoes Well manicured /pedicured nails Usage of mild deodorants SWAY BACK LUMBAR THORASIC FORWARD GOOD LORDOSIS KYPHOSIS HEAD POSTURE Step 1 Avoid slouching. Straighten your body and pull your shoulders back so that your legs, torso, neck and head are all in a vertical line, recommends OSHA. Step 2 Stand with your feet about shoulder-width apart and bend your knees slightly. Step 3 Bear your weight on the balls of your feet, the portion of the foot between the toes and arch, recommends the American Chiropractic Association. If you have to stand for long periods, shift the weight from your toes to your heels. You can also rest your feet on a footrest one at a time, but maintain proper posture and avoid slouching. Step 4 Let your arms hang freely at your sides when possible. Personality Development Training Everyone is influenced by an attractive personality and without influencing others you can’t get success in today’s competitive world. For many of us, it is not enough to simply have life as it happens. We find it essential to get the most we can out of life and that is being the best that we can be. We may be coping with life – but are we in control of it? You may be successful in some areas of your life, so why not be successful in all aspects of your life? We believe that working on both your inner self and your outer self will help you build the confidence you need to be in complete charge of your life resulting to fulfilled dreams and living life in abundance. By doing so, an individual maximizes their potential to excel both in their careers as well as their personal lives. Similarly a training in personality development enhances the general as well as unique traits (characteristics which differentiate one from others) of a person. This course aims to help a person understand and know his / her purpose in life, get a positive thought pattern, gain confidence, improve behavior, learn better communication and develop a healthy physique. Course Objective: Help create a purpose statement for life and work Usher an individual to personal wholeness and satisfaction To strategize ways for an individual promotion by building your personal brand Aid in achieving correct posture and a healthy life style Manifest good grooming on a person’s outer appearance Read and understand the importance of body talk Describe ways to enhance Verbal Communication Describe common practices in observing manners in your work place and out Module 1: Working on The Inner You Creating a Purpose Statement for Life and Work Becoming Personally Whole Adopt Methods For Gaining New Joy and Satisfaction Discover Gifts in Surprising Places Principles of Promotion and Building Your Personal Brand Strategies in Viewing Life in the Lens of Hope and Possibilities Module 2: Working on the Outer You Your Scale and Your Diet The Importance of Correct Posture – How to Stand Correctly, How to Walk Gracefully and How to Sit Properly The Role of Exercise Module 3: Grooming Skin Care Program Proper Make-Up How Presentable Are You? Proper Hair Care Hand and Feet Fragrance Module 4: Body Talk Body Language Eye Contact Hand Shake Smile Mirroring Aggressive vs. Assertive Gestures Cultural Differences Module 6: A Socially Confidence You Office Decorum Manners to Observe Around Your Office Social Graces in Public Post Training Assessments Closing Activity Graduation Rites

How to Use the French Adverbial Phrase Tout àFait

How to Use the French Adverbial Phrase Tout Fait Tout fait,  pronounced  too ta feh, is a ubiquitous French adverbial phrase  that means absolutely, exactly, completely.  Pas tout fait  means not exactly or not quite. Tout, the  root of the expression, can be used in a number of ways. Tout as an adverb can team with  other adverbs, adjectives, and the prepositions  Ã‚  and  de  to form tout-based adverbial expressions and phrases, which means two or more words act together as an  adverb. Tout  in adverbial phrases and expressions is an intensifier that translates as very, right, quite, all as with tout cà ´tà © de moi  (right next to me).  When it is used  in an adverbial expression such as  tout droit  (straight ahead) or in an adverbial phrase with  Ã‚  and  de  such as  tout fait  (exactly), it is nearly always invariable, meaning its form does not change for agreement.   Pronunciation of the Final 'T' in 'Tout' When tout  precedes a vowel, as it does in  tout fait, the final t is pronounced  to make the phrase easier and faster to say.  Thus, the whole phrase is pronounced  too ta feh. The same goes for tout coup,  tout lheure, and tout au contraire.  When the final t in tout precedes a consonant, the final t is not pronounced, as with tout dun coup, too duh(n) koo.   'Tout' in Adverbial Phrases With the Prepositions: ''and 'de'   Ã‚  Ã‚  tout coup  Ã‚  all of a sudden  Ã‚  Ã‚  tout fait  Ã‚  absolutely  Ã‚  Ã‚  tout lheure  Ã‚  shortly, right away  Ã‚  Ã‚  tout au contraire  Ã‚  on the contrary  Ã‚  Ã‚  tout de suite  Ã‚  immediately  Ã‚  Ã‚  tout de mà ªme  Ã‚  all the same, anyway  Ã‚  Ã‚  tout dun coup  Ã‚  all at once 'Tout' in Adverbial Expressions   Ã‚  Ã‚  tout doucement   very quietly  Ã‚  Ã‚  tout droit   straight ahead  Ã‚  Ã‚  tout haut   very loudly  Ã‚  Ã‚  tout loin dici   very far from here  Ã‚  Ã‚  tout prà ¨s   very near Uses of 'Tout Fait' Generally speaking, the adverbial phrase  tout  Ã‚  fait is used in a couple of ways: 1)  As an interjection to express strong or enthusiastic agreement: Il devrait amener ses parents la fà ªte.   He should take his parents to the party.Oui, tout fait !   Yes, absolutely! 2)  For emphasis: ​Vous avez tout fait raison.   Youre absolutely correct.   Examples Sentences With 'Tout Fait' Ceci constitue notre problà ¨m.   This is our  problem.Tout  Ã‚  fait.   Exactly, I completely agree.Cest tout fait ordinaire.   Its completely ordinary.Ce nest pas tout fait ce que je voulais.   Its not quite what I wanted.Tout le monde est daccord ?   Does everyone agree?Pas tout fait.   Not exactly.En es-tu tout fait conscient  ? Are you fully aware of it ?Je vous comprends tout fait. I understand you perfectly well.Ce nest pas tout fait exact. Its not quite correctNai-je pas raison  ? Tout fait  ! Am I right ? Absolutely !Cest tout fait ce que je cherche. Its exactly what Ive been looking for.Vous faites les retouches  ? Do you do alterations ?Tout fait. Certainly (we do)​.   Additional Resources All About ToutExpressions With Expressions With Fait and FaireSynonyms for NonSynonyms for OuiSynonyms for Trà ¨sMost Common French Phrases

Michael Collins, Astronaut of Apollo 11 Mission

Michael Collins, Astronaut of Apollo 11 Mission Astronaut Michael Collins has often been called the forgotten astronaut. He flew to the Moon aboard Apollo 11 in July 1969, but never set foot there. During the mission, Collins orbited the Moon, doing photography and keeping the command module ready to receive moonwalkers Neil Armstrong  and Buzz Aldrin when they finished their surface mission. Fast Facts: Michael Collins Born: October 31, 1930, in Rome, ItalyParents: James Lawton Collins, Virginia Stewart CollinsSpouse: Patricia Mary FinneganChildren: Michael, Ann, and Kathleen Collins  Education: United States  Military Academy at West Point, Harvard UniversityMilitary Career: U.S. Air Force, Experimental Flight School, Edwards Air Force BaseNASA Accomplishments: Gemini astronaut, pilot of the Apollo 11 Command Module, flew to the Moon with Neil Armstrong and Buzz Armstrong.  Interesting Fact: Collins is a watercolor painter of Everglades scenes and aircraft.   Early Life Michael Collins was born on October 31, 1930, to James Lawton Collins and his wife Virginia Stewart Collins. His father was stationed in Rome, Italy, where Collins was born. The elder Collins was a career Army man, and the family moved quite often. Eventually, they settled in Washington, D.C., and Michael Collins attended St. Albans school before leaving to attend college at the United States Military Academy at West Point.   Collins graduated West Point on June 3, 1952, and immediately entered the United States Air Force to become a pilot. He took flight training in Texas. In 1960, he joined the USAF Experimental Test Pilot School at Edwards Air Force Base. Two years later, he applied to become an astronaut and was accepted into the program in 1963.   Collinss NASA Career Astronaut Michael Collins in his official NASA portrait. NASA   Michael Collins entered NASA in the third group of astronauts ever selected. By the time he joined the program, he had studied spaceflight basics as a graduate student, along with other future astronauts Joe Engle and Edward Givens. Astronaut Charlie Bassett (who died in a crash before he could fly in space) was also a classmate. During training, Collins specialized in extravehicular activity (EVA) planning for the Gemini program, as well as spacesuits for use during spacewalks.  He was assigned to the Gemini mission as the backup and flew aboard the Gemini 10 mission on July 18, 1966. It required Collins and his crewmate astronaut John Young to rendezvous with the Agena vehicles. They also performed other tests, and Collins did two spacewalks during their time on orbit.   Going to the Moon Upon his return to Earth, Collins began training for an Apollo mission. Eventually, he was assigned to Apollo 8. Due to some medical issues, Collins did not fly that mission but was instead assigned as the Capsule Communicator (known as Capcom) for that mission. His job was to handle all communications with Frank Borman, James Lovell, and William Anders on the flight. Following that mission, NASA announced the first team to go to the Moon: Neil Armstrong and Edwin Buzz Aldrin to land and explore, and Michael Collins to be Command Module pilot orbiting the Moon. Astronaut Michael Collins, command module pilot of the Apollo 11 lunar landing mission, studies flight plan during simulation training at the Kennedy Space Center in preparation for the mission. Bettmann Archive / Getty Images The three men lifted off from the Kennedy Space Center on the Apollo 11 mission on July 16, 1969.  Four days later, the Eagle lander separated from the command module, with Armstrong and Aldrin headed to the Moon. Collins job was to maintain the orbiter, follow the mission on the surface of the Moon, and photograph the Moon. Then, when the other two were ready, dock with their Eagle lander and bring the other two men back to safety. Collins performed his duties and in later years, admitted that he was very worried about Armstrong and Aldrin landing safely and getting back. The mission was a success, and upon their return, the three astronauts were heralded around the world as heroes.   Apollo 11 astronauts (L-R) Aldrin, Collins, Armstrong peering out window of quarantine room aboard recovery ship Hornet following splashdown fr. historic moon mission. The LIFE Picture Collection/Getty Images / Getty Images A New Career Path After the successful Apollo 11 flight, Michael Collins was tapped to join government service, where he was made the Assistant Secretary of State for Public Affairs late in 1969, serving under President Richard Nixon. He held that position until 1971, when he took over as Director of the National Air and Space Museum. Collins held that job until 1978 and then was appointed the undersecretary of the Smithsonian Institution (the parent body over the Air and Space Museum).   Since leaving the Smithsonian, Michael Collins has studied at Harvard Business School and served as vice president of LTV Aerospace. Hes also written several books, including his autobiography titled Carrying the Fire. He is also well-known as a watercolor painter, focusing on scenes in Florida and also on spacecraft and aircraft subjects.   Awards and Legacy Michael Collins is a retired USAF general  and belongs to a number of organizations, such as the Society of Experimental Test Pilots and the American Institute of Aeronautics and Astronautics. He was also inducted into the Astronaut Hall of Fame. Over the years, Collins has been given many awards and honors, including the Presidential Medal of Freedom, the NASA Exceptional Service Medal, Air Force Distinguished Service Medal, and NASAs Distinguished Service Medal. A lunar crater is named for him, as well as an asteroid. In a rare and unique honor, due to his involvement in several movies and TV, Collins and his fellow astronauts Armstrong and Aldrin have a star on the Hollywood Walk of Fame dedicated to the Apollo 11 astronauts. He also appeared in a documentary about his flight to the Moon.   Collins was married to Patricia Mary Finnegan until her death in 2014. He remains an active and sought-after public speaker and continues painting and writing. Sources Chandler, David L., and MIT News Office. â€Å"Michael Collins: ‘I Could Have Been the Last Person to Walk on the Moon.’† MIT News, 2 Apr. 2015, news.mit.edu/2015/michael-collins-speaks-about-first-moon-landing-0402.Dunbar, Brian. â€Å"NASA Honors Apollo Astronaut Michael Collins.† NASA, NASA, www.nasa.gov/home/hqnews/2006/jan/HQ_M06012_Collins.html.NASA, NASA, er.jsc.nasa.gov/seh/collinsm.htm.Nasa. â€Å"Michael Collins: The Lucky, Grumpy Astronaut - The Boston Globe.† BostonGlobe.com, 22 Oct. 2018, www.bostonglobe.com/opinion/2018/10/21/michael-collins-the-lucky-grumpy-astronaut/1U9cyEr7aRPidVuNbDDkfO/story.html.

Assignment com 008 Essay Example | Topics and Well Written Essays - 250 words

Assignment com 008 - Essay Example Euphemistic language is commonly used to manipulate others. In involves using a smoother, less objectionable manner of presenting something, rather than a blunt or frank way of saying it. For instance, death can be referred to in a more polite manner such as departure from life or passing away. Euphemism can be used to make the rough edges of life smoother and make what is actually unbearable to be more bearable. Another aim of using euphemism is to make individuals sound more learned and to enhance their self-worthiness. On the other hand, if used to create misconceptions, euphemism can be a risky technique, for both the user and the recipient. For example, euphemism may lead to problem denial, which may hinder an individual from getting a solution. Other people may find it difficult to realize an issue, thus may go unresolved. The most dreadful of all euphemism is that used politically, since all positives and negatives are made either appropriate or inappropriate, depending on the issue at

Case study analysis Example | Topics and Well Written Essays - 5000 words

Analysis - Case Study Example Proper communication channels in an organization aids in the processes of solving problems and communicating the processes of problem solving to all the concern parties in a timely manner (Villines, 2011). In the current business environment, large volume of information is communicated using advanced technological tools to enhance performance and profitability of the organization. Communication creates organizational excellence which stems from the dedication of the people who are effectively communicated to the deliver their best to the organization they work for (Heath, 2006). British petroleum is one of the largest energy players in the global market based on market capitalization and scales of operations. It is headquartered in London, the United Kingdom and has operational presence in several countries across the world and is thus considered as the fifth largest energy multinational in the world. It repackages the refined oils and distributes to different parts of the world as e ither gas, petrochemical and other forms of gas used to drive industries and machines across the world. In the United States, BP America is the largest subsidiary of BP with operations in the United States and southern American continent (Hearit, 2006). On the 20th April 2010, one of the worst disasters hit BP America that culminated into one major organization struggle in an effort to reduce the damage and restore the image of the company. The company’s oil fields in the Gulf of Mexico caused mass spillage into the sea resulting into major environmental destruction, loss of life and interruption of naval activities in the area. During this crisis, the organization adopted a communication approach that enabled its stakeholders and the society at large to respond whenever a situation arose (Coombs, 2007). In this paper, the communication strategies used by BP America will be evaluated in line with organizational communication theories and perspectives. The case study will seek to answer vital questions on the communication approach and response approaches that the company adopted during this time and how these strategies enabled the company to rise to its feet after the disaster. While analyzing BP communication strategies, this case study will a number of organizational communication principles that were applied. It will provide basis for the communication approach the company adopted during this conflict and crisis and how it enabled it to restore normalcy. The management and leadership of BP America will also be paced into perspective as the paper will seek to highlight the communication response that the management adopted during this point in time. Strategic communication approaches used by BP America The BP oil spill occurred at a time when the world communication approach had revolved into a major issue in organizations as it holds the key to any organizational success. Strategic organizational communication is defined as the ability for an organi zation to ineptly analyze the facts involved in a situation while selecting the best approach to deliver it to the eager public. This communication approach seeks to achieve specific targets and is directed at specific people with the belief that the people will buy that idea the organization is selling (Hearit, 2006). In making

Collaborative Work in Social Care

Collaborative Work in Social Care Introduction The following essay proposes to consider the question of collaborative working in social care, looking in particular at the impact of collaborative working between agencies and professional disciplines within the context of children and families. This represents an especially complex problem to attempt to tackle with the issues of both collaborative working and working with children families subject to an almost constant process of reform and change in the contemporary era. When, for instance, we pause to consider the way in which collaborative work has become such a central feature of contemporary social policy in western liberal democracies with the promulgation of the partnership approach to government dictating the pattern of a variety of social, cultural, economic and political initiatives, we can see that any discussion relating to multi-agency work must reside in some part within the realms of a constantly changing political ideology that seeks in the first instance to instil new parameters for social work practice (Quinney, 2006:5-21). Likewise, when we consider the changing nature of working with children and families in the contemporary era, we can see that a decidedly pervasive legislative and policy framework increasingly that seeks to infringe upon the practice of social work on both an individual and a collaborative level cannot help but impact upon our understanding of the nature and role of the social worker within the context of children and families (OLoughlin and Bywater, 2008:14-27). Thus, we need to observe from the outset the way in which the following essay constitutes an inherently subjective discussion where any conclusions garnered should be understood as open to further change and reinterpretation. For the purpose of perspective, we intend to adopt a dualistic approach to the problem at hand, looking firstly at the political, ideological and legal context in which social work with children and families currently takes place. In this way, we will be better able to demonstrate an effective understanding of the field of child and family work, the social work role and the multidiscipline system in relation to children in need and children in need of protection. Secondly, we will look at the implications of our own evidence-based research yielded from group dynamics involving a specific case study of children and families. In this way, we will be better able to demonstrate an understanding of the importance of evidence-based practice. Moreover, in this way, we will be better able to consider both the strengths and the weaknesses of the collaborative approach to social service provision at the dawn of the twenty first century. Before we can begin, though, we need to briefly consider the historical context in order to establish a conceptual framework in which the remainder of the discussion can take place. The political, ideological and legal context of working with children and families To understand the significance of the multi-agency, collaborative approaches to child protection we need to first mention some of the most profound cases of child cruelty, which have acted as a launch pad for reforms of social services. When, for instance, we pause to consider the case of Dennis ONeil who was starved and subsequently beaten to death by his foster father in 1945, we can see that instances of extreme abuse of looked after children directly contributed to reform of the child social services system. Maria Colwell was similarly abused and killed at the hands of her stepfather in spite of over fifty official visits to the family by social services, health visitors, police officers and housing officers before her death in 1973. As a result of the ensuing enquiry into Maria Colwells death, looked after children were assigned a guardian by the state. (Cocker and Allain, 2008:24) Likewise, public outrage, internal inquiries and institutional reform accompanied the murders of J asmine Beckford in 1984 and the uncovering of widespread sexual abuse amongst looked after children in Cleveland in 1987. In addition, the wrongful fostering of children on the Orkney Islands in 1991 after social workers mistakenly assumed that parents were part of a satanic cult triggered a reconfiguration of child protection policy, acting as a timely reminder as to the fallibility of decision making at an individual as well as an organisational level. Yet while it is true that childrens services have been influenced by individual historical cases of neglect, abuse and murder, it is also true that social work and childrens services are inherently tied to the dominant political ideology of the day. As we have already asserted, social work practice in the contemporary era is an inherently political issue with a pervasive neoliberal political ideology dictating the pattern of social policy and welfare reform over the course of the past two decades. Nowhere is this modernising neoliberal impetus more prominent than in the field of social work with children and families (Johns, 2009:39-54). Beginning with the Childrens Act of 1989 and continuing with the amended Childrens Act of 2004, the state has increasingly sought to make provisions for disadvantaged children and failing families in order to reduce the debilitating ill effects of marginalisation and social exclusion. These two Acts, in conjunction with a variety of other related social policies and statutory framework such as the Every Child Matters programme, constitute an ideological watershed with regards to the way in which the state legislatively copes with the numerous issues arising from children and families. Most obviously, these pieces of legislation and the broader emphasis upon social inclusion that they entail telegraph a new way of responding to issues arising from children and families by looking to target the causes (rather than the consequences) of neglect, exclusion, abuse and the ubiquitous problem of failing families. As a result, it is important to observe the way in which the reforms initiated over the closing decades of the twentieth century and the opening decade of the twenty first century represent a move away from the permissive social policies of the post-war years so as to incorporate a discernibly more preventative agenda for working with children and families (Morri s, Barnes and Mason, 2009:43-67). It is within this climate of preventative action that we must consider the genesis and subsequent evolution of collaborative social work practice with multi-agency work being intrinsically tied to the broader imperative of safeguarding children. The statutory framework of the Every Child Matters initiative, underpinned by the Childrens Act (2004) is, for instance, inherently tied to the partnership, collaborative approach to social service provision involving the active participation of professionals across all spectrums who work with children and young adults (Brammer, 2009:166). Understood in this way, the role of the social worker represents one part of a broader network of rights and responsibilities incorporating General Practitioners, psychologists, educational practitioners, housing association officers, National Health Service professionals, law enforcement agencies, government officials, local councillors, parents, family members and any number of related workers and associa tes who are able to help formulate an effective social agenda which places the child at the epicentre of all key decision-making. In this way, the social worker is better able to communicate with children who have suffered or are suffering from cases of neglect and abuse (Davies and Duckett, 2008:164-166). As a consequence, it is clear that partnership and collaboration should be understood as the ideological bedrock of the contemporary legal and political framework for dealing with children, families and young adults, constituting the single most important guiding principle for social workers operating in the highly complex, risk-orientated contemporary social sphere. Fuelled in some part by the high profile cases of internal failings contributing to childrens neglect where, most notably, the untimely death of Victoria Climbie in 2000 highlighted gross failures of the system (Laming, 2003:11-13), collaborative working between agencies and professional disciplines is today understood as the most viable means of positively impacting upon the well being of both children and families (Brammer, 2009:182.) In response to the murder of Victoria Climbie and, more pertinently, as a result of the economic imperative to cut back on public sector spending, the New Labour government, followed by the present coalition government, has increasingly sought to further the multi-agency approach to social services. The Childrens Plan (2007), for example, constitutes an ideological extension of the collaborative methodology championed in the Every Child Matters campaign with the government, agencies and professionals all charged with improving childrens lives. (The Department for Children, Schools and Families, 2010:29) Safeguarding the well being of children is therefore no longer considered to be the sole responsibility of the state; rather, it is clear that promoting the welfare of children and families is increasingly dependent upon adopting an integrated approach with a variety of agencies, organisations and individuals sharing the responsibility for welfare while at the same time ensuring that the child remains the focus of proactive, preventative action (The Department for Children, Schools and Families, 2010:31-34). It is consequently important to underline the strengths of the multi-agency approach to social care provision, underscoring in particular the way in which focusing upon collaborative working with children and families offers a holistic approach to what is an essentially multi-faceted problem. However, while we are correct to acknowledge the modernising ideology that underpins modern social work practice, we also need to observe the way in which the day to day practice of social work with children and families has revealed a significant underlying chasm between, on the one hand, the preventative legal framework and, on the other hand, the deep-seated flaws in the multi-agency, inter-disciplinary approach to welfare provision in the modern day (Oko, 2008:16-39). In spite of the best efforts of policy makers and in spite of the preventative statutory framework enshrined in the Every Child Matters initiative, there remain deep-rooted structural and logistical problems pertaining to the multi-agency approach. For example, the horrific death of Baby P in 2007 which occurred after social services, National Health Service consultants, and police officers demonstrates that there remains a clear and identifiable problem with regards to communication between agencies, organisations and professions. Moreover, the harrowing case of Baby P serves to demonstrate that, even when extreme levels of abuse are being reported, there remains a problem regarding intervention. The multi-agency approach to social care provision in the contemporary should therefore be understood as being inherently flawed with the collaborative system beset by a variety of structural weaknesses and new ideological complexities (Milner and OByrne, 2009:19-23). Although we should not seek to overlook the strengths of multi-agency, collaborative working we must, as Eileen Munro attests, consider the way in which an exceedingly risk-orientated socio-political culture has created additional problems for social workers in the modern era with an increasingly bureaucratic, administrative understanding of social services hampering the attainment of a critical understanding of the underlying economic, cultural and political factors that create problems in the social sphere (Munro, 2008:58-76). An over-emphasis upon res earch and policy has not yet yielded a significant reduction in the chasm between theory and practice. Working in a Group: The Lessons for Working with Children and Families Hitherto, we have focused upon attempting to understand how the dominant political, ideological and legal framework looks to dictate the pattern of social services at the dawn of the twenty first century. We have also seen that while policies and frameworks seek to instil a fresh, collaborative approach to working with children and young families the practical reality of working in a multi-agency context still leads to significant problems pertaining to communication. This, in the final analysis, is an inevitable consequence of working with the dynamics of groups where there is little by way of direction and where, more importantly, different group members harbour different perspectives and different ambitions with regards to the nature, role and purpose of the project at hand. In the group that I worked in, there were six participants. Two were two white women one a young woman in her early twenties; the other a woman in her thirties who is the mother of two young children. There were also two black women in the group; both of these women were in their thirties and both had children. In addition, there were two black men present in the group. As soon as the group began to convene, it was immediately apparent that there was a significant problem with regards to when the group could meet. Family commitments, coupled with work placements, conspired to make agreeing on a time to meet extremely difficult. Furthermore, when work was assigned to particular individuals it was not completed on time. A lack of structure was therefore prevalent from the start. As time went by and the problems with communication within the group continued to grow, it became apparent that the two white women took it upon themselves to act as the leaders of the group, delegating work as if they had been assigned the role of the managers. The younger woman in her early twenties was observed to be especially aggressive and domineering. When confronted she failed to act in a professional manner, which placed further strain upon the dynamics of the group. Furthermore, as the two white women exerted increasing levels of managerial control, it became apparent that they were withholding important information from the rest of the group. This was either because they did not trust the other members of the group to work to their standards or because they wished to take sole responsibility for the project upon completion. Regardless of their true intentions, the lack of co-ordination and communication resulted in a disappointing final presentation that had been undermine d on account of a wholesale lack of rehearsal. The lack of cohesive, coordinated action within the group revealed a great deal about the inherent problems of inter-agency work with children and families. Most obviously, there was a clear and identifiable problem relating to a lack of leadership and direction in the group. Although there were only six members, every participant appeared to have their own specific agenda, which meant that the overall goal became lost in the resulting confusion of responsibilities. This, according to Michael Gasper, is a key problem in multi-agency working with children and young people where a convergence of interests creates fertile grounds for problems relating to management and leadership (Gasper, 2009:92-110). In such circumstances, it is often the agency or partner that adopts the most rigorously aggressive attitude which ends up assuming a leadership-type role largely against the best interests of the project in hand. This was certainly the case in the group we observed where the two white w omen assumed leadership roles although no such premise had been discussed and in spite of the fact that no such policy had been agreed. In this instance, of course, it is impossible to ignore the spectre of underlying race issues that may have consciously or subconsciously influenced the behaviour of the two white women within the group. Race issues are intrinsically tied to power issues; thus, the white women might have felt the need to assume control of a group dominated by black people. Again, the issue of power and the impact that this has upon inter-personal relationships within a multi-agency setting is an important factor for us to consider. As Damien Fitzgerald and Janet Kay underscore, power is an inexorably important factor that needs to be legislated for when teams come together in an interdisciplinary, multi-professional context. This is especially true during the early consultative stages of group work the storming stage where there may be fighting, power struggles, disputes and destructive criticism, which need to be managed effectively so as to minimise the impact upon the setting or the service. (Fi tzgerald and Kay, 2007:92) The relationships that emerge from the storming stage are subsequently normalised during the ensuing norming stage where the team starts to adopt its own identity. If, however, the relationships between the various agencies have not settled down into an egalitarian pattern by the norming stage of development, the power struggles and internal disputes will inevitably affect the performing stage of task management. Most notably, the creative process will be stifled and the focus that should be dedicated towards the completion of the task will be diverted towards the power struggles within the group (Cheminais, 2009:38-40). This was certainly the case in the group I worked in where problems in the storming stage were translated into more serious structural problems in the norming stage, both of which ultimately affected the final performing stage of the task. Thus, once more, we need to acknowledge the significant divide between theory and practice in collaborative working with children and families where, as Jayat suggests, policies can be well intentioned, yet are often poorly co-ordinated and, in practice, under-resourced. (Jayat, 2009:92) Furthermore, while acknowledging the problems that multi-agency, collaborative work entails, we also need to consider the way in which the infusion of children into the scenario creates further avenues for a lack of cohesive, co-ordinated action. If, as the evidence suggests, information sharing is negatively influenced by multi-agency, collaborative working with adults, then it stands to reason that there is bound to be much greater scope for withholding information when children and families are integrated into the procedure. If relationships at an agency level are strained then it stands to reason that, as Butler and Roberts attest, that social workers will find it even harder to maintain open and honest relationships with children and their parents in a social work context (Butler and Roberts, 2004:129-130). More importantly, it is clear that there is little time for power struggles and disputes when a childs welfare is at stake. In the final analysis, this kind of internal wrang ling runs contrary to the central tenet of the Every Child Matters and the Working to Safeguard Children campaigns, which look to make sure that the child remains the centre of task-centred, multi-agency focus (Department for Children, Schools and Families, 2010:32). We should, of course, be careful not to assume that all group dynamics follow the pattern of the group we observed. While evidence suggests that there remains a significant scope for problems of power, communication, authority and direction within multi-agency settings it is also true that, if handled in the appropriate manner, collaborative practice allows differences in values to surface and, if effectively minded, to be aired and resolved over time (Glenny and Roaf, 2008:111) In such circumstances, multi-agency work with children and families can serve to positively influence the health and well being of service users. As a consequence, it is important not to assume that the structural weaknesses of collaboration mean that there are no strengths to the multi-agency process. Conclusion Understanding the strengths and the weaknesses of collaborative working between agencies and professional disciplines is dependent upon first understanding the distance to be travelled between the theory of prevention and the practice of collaboration at a grass roots level. Looking to reduce the divide between theory and practice, between the political and ideological framework and the multi-agency, collaborative approach, consequently represents the most critical challenge facing social workers and social policy makers alike. This is especially true as far as childrens services are concerned. Ultimately, though, when looking to pass a judgement on the relative strengths and weakness of multi-agency working with children and families we need to recall that agencies involve individuals responding to crises in the social sphere. As Beckett attests, every individual participant in the child protection process, and every profession or agency, necessarily sees things from his, her or its own particular standpoint and has his, her or its own particular axes to grind. It is important to bear in mind that no one participant possesses the pure and unadulterated truth.' (Beckett, 2009:29) Social work is an inherently complex and subjective discipline where there is no right or wrong answer to the multitude of questions arising from the breakdown of interpersonal relationships. Collaborative work should consequently be understood as being inherently fallible. Only by concentrating upon improving the internal group dynamics of multi-agency functioning can the chasm between theory and practice begin to be reduced.

The Twilight Saga 4: Breaking Dawn 14. You Know Things Are Bad When …

14. You Know Things Are Bad When You Feel Guilty For Being Rude To Vampires VAMPIRES When I got back to the house, there was no one waiting outside for my report. Still on alert? Everything's cool,I thought tiredly. My eyes quickly caught a small change in the now-familiar scene. There was a stack of light-colored fabric on the bottom step of the porch. I loped over to investigate. Holding my breath, because the vampire smell stuck to the fabric like you wouldn't believe, I nudged the stack with my nose. Someone had laid out clothes. Huh. Edward must have caught my moment of irritation as I'd bolted out the door. Well. That was†¦ nice. And weird. I took the clothes gingerly between my teeth – ugh – and carried them back to the trees. Just in case this was some joke by the blond psychopath and I had a bunch of girls' stuff here. Bet she'd love to see the look on my human face as I stood there naked, holding a sundress. In the cover of the trees, I dropped the stinking pile and shifted back to human. I shook the clothes out, snapping them against a tree to beat some of the smell from them. They were definitely guy's clothes – tan pants and a white button-down shirt. Neither of them long enough, but they looked like they'd fit around me. Must be Emmett's. I rolled the cuffs up on the shirtsleeves, but there wasn't much I could do about the pants. Oh well. I had to admit, I felt better with some clothes to my name, even stinky ones that didn't quite fit. It was hard not being able to just jet back home and grab another pair of old sweatpants when I needed them. The homeless thing again – not having anyplace to go back to. No possessions, either, which wasn't bothering me too bad now, but would probably get annoying soon. Exhausted, I walked slowly up the Cullens' porch steps in my fancy new secondhand clothes but hesitated when I got to the door. Did I knock? Stupid, when they knew I was here. I wondered why no one acknowledged that – told me either to come in or get lost Whatever. I shrugged and let myself in. More changes. The room had shifted back to normal – almost – in the last twenty minutes. The big flat-screen was on, low volume, showing some chick flick that no one seemed to be watching. Carlisle and Esme stood by the back windows, which were open to the river again. Alice, Jasper, and Emmett were out of sight, but I heard them murmuring upstairs. Bella was on the couch like yesterday, with just one tube still hooked into her, and an IV hanging behind the back of the sofa. She was wrapped up like a burrito in a couple of thick quilts, so at least they'd listened to me before. Rosalie was cross-legged on the ground by her head. Edward sat at the other end of the couch with Bella's burrito'ed feet in his lap. He looked up when I came in and smiled at me – just a little twitch of his mouth – like something pleased him. Bella didn't hear me. She only glanced up when he did, and then she smiled, too. With real energy, her whole face lighting up. I couldn't remember the last time she'd looked so excited to see me. What was with her? For crying out loud, she was married] Happily married, too – there was no question that she was in love with her vampire past the boundaries of sanity. And hugely pregnant, to top it off. So why did she have to be so damn thrilled to see me? Like I'd made her whole freakin' day by walking through the door. If she would just not care†¦ Or more than that – really not want me around. It would be so much easier to stay away. Edward seemed to be in agreement with my thoughts – we were on the same wavelength so much lately it was crazy. He was frowning now, reading her face while she beamed at me. â€Å"They just wanted to talk,† I mumbled, my voice dragging with exhaustion. â€Å"No attack on the horizon.† â€Å"Yes,† Edward answered. â€Å"I heard most of it.† That woke me up a little. We'd been a good three miles out. â€Å"How?† Tm hearing you more clearly – it's a matter of familiarity and concentration. Also, your thoughts are slightly easier to pick up when you're in your human form. So I caught most of what passed out there.† â€Å"Oh.† It bugged me a little, but for no good reason, so I shrugged it off. â€Å"Good. I hate repeating myself.† â€Å"I'd tell you to go get some sleep,† Bella said, â€Å"but my guess is that you're going to pass out on the floor in about six seconds, so there's probably no point.† It was amazing how much better she sounded, how much stronger she looked. I smelled fresh blood and saw that the cup was in her hands again. How much blood would it take to keep her going? At some point, would they start trotting in the neighbors? I headed for the door, counting off the seconds for her as I walked. â€Å"One Mississippi†¦ two Mississippi†¦Ã¢â‚¬  â€Å"Where's the flood, mutt?† Rosalie muttered. â€Å"You know how you drown a blonde, Rosalie?† I asked without stopping or turning to look at her. â€Å"Glue a mirror to the bottom of a pool.† I heard Edward chuckle as I pulled the door shut. His mood seemed to improve in exact correlation to Bella's health. â€Å"I've already heard that one,'7Rosalie called after me. I trudged down the steps, my only goal to drag myself far enough into the trees that the air would be pure again. I planned to ditch the clothes a convenient distance from the house for future use rather than tying them to my leg, so I wouldn't be smelling them, either. As I fumbled with the buttons on the new shirt, I thought randomly about how buttons would never be in style for werewolves. I heard the voices while I slogged across the lawn. â€Å"Where are you going?† Bella asked. â€Å"There was something I forgot to say to him.† â€Å"Let Jacob sleep – it can wait.† Yes, please, let Jacob sleep. â€Å"It will only take a moment.† I turned slowly. Edward was already out the door. He had an apology in his expression as he approached me. â€Å"Jeez, what now?† Tm sorry,† he said, and then he hesitated, like he didn't know how to phrase what he was thinking. What's on your mind, mind reader? â€Å"When you were speaking to Sam's delegates earlier,† he murmured, â€Å"I was giving a play-by-play for Carlisle and Esme and the rest. They were concerned – â€Å" â€Å"Look, we're not dropping our guard. You don't have to believe Sam like we do. We're keeping our eyes open regardless.† â€Å"No, no, Jacob. Not about that. We trust your judgment. Rather, Esme was troubled by the hardships this is putting your pack through. She asked me to speak to you privately about it.† That took me off guard. â€Å"Hardships?† â€Å"The homeless part, particularly. She's very upset that you are all so†¦ bereft.† I snorted. Vampire mother hen – bizarre. â€Å"We're tough. Tell her not to worry.† â€Å"She'd still like to do what she can. I got the impression that Leah prefers not to eat in her wolf form?† â€Å"And?† I demanded. â€Å"Well, we do have normal human food here, Jacob. Keeping up appearances, and, of course, for Bella. Leah is welcome to anything she'd like. All of you are.† â€Å"I'll pass that along.† â€Å"Leah hates us.† â€Å"So?† â€Å"So try to pass it along in such a way as to make her consider it, if you don't mind.† â€Å"I'll do what I can.† â€Å"And then there's the matter of clothes.† I glanced down at the ones I was wearing. â€Å"Oh yeah. Thanks.† It probably wouldn't be good manners to mention how bad they reeked. He smiled, just a little. â€Å"Well, we're easily able to help out with any needs there. Alice rarely allows us to wear the same thing twice. We've got piles of brand-new clothes that are destined for Goodwill, and I'd imagine that Leah is fairly close to Esme's size___† â€Å"Not sure how she'll feel about bloodsucker castoffs. She's not as practical as I am.† â€Å"I trust that you can present the offer in the best possible light. As well as the offer for any other physical object you might need, or transportation, or anything else at all. And showers, too, since you prefer to sleep outdoors. Please†¦ don't consider yourselves without the benefits of a home.† He said the last line softly – not trying to keep quiet this time, but with some kind of real emotion. I stared at him for a second, blinking sleepily. â€Å"That's, er, nice of you. Tell Esme we appreciate the, uh, thought. But the perimeter cuts through the river in a few places, so we stay pretty clean, thanks.† â€Å"If you would pass the offer on, regardless.† â€Å"Sure, sure.† â€Å"Thank you.† I turned away from him, only to stop cold when I heard the low, pained cry from inside the house. By the time I looked back, he was already gone. What now? I followed after him, shuffling like a zombie. Using about the same number of brain cells, too. It didn't feel like I had a choice. Something was wrong. I would go see what it was. There would be nothing I could do. And I would feel worse. It seemed inevitable. I let myself in again. Bella was panting, curled over the bulge in the center of her body. Rosalie held her while Edward, Carlisle, and Esme all hovered. A flicker of motion caught my eye; Alice was at the top of the stairs, staring down into the room with her hands pressed to her temples. It was weird – like she was barred from entering somehow. â€Å"Give me a second, Carlisle,† Bella panted. â€Å"Bella,† the doctor said anxiously, â€Å"I heard something crack. I need to take a look.† â€Å"Pretty sure† – pant – â€Å"it was a rib. Ow. Yep. Right here.† She pointed to her left side, careful not to touch. It was breaking her bones now. â€Å"I need to take an X-ray. There might be splinters. We don't want it to puncture anything.† Bella took a deep breath. â€Å"Okay.† Rosalie lifted Bella carefully. Edward seemed like he was going to argue, but Rosalie bared her teeth at him and growled, â€Å"I've already got her.† So Bella was stronger now, but the thing was, too. You couldn't starve one without starving the other, and healing worked just the same. No way to win. Blondie carried Bella swiftly up the big staircase with Carlisle and Edward right on her heels, none of them taking any notice of me standing dumbstruck in the doorway. So they had a blood bank and an X-ray machine? Guess the doc brought his work home with him. I was too tired to follow them, too tired to move. I leaned back against the wall and then slid to the ground. The door was still open, and I pointed my nose toward it, grateful for the clean breeze blowing in. I leaned my head against the jamb and listened. I could hear the sound of the X-ray machinery upstairs. Or maybe I just assumed that's what it was. And then the lightest of footsteps coming down the stairs. I didn't look to see which vampire it was. â€Å"Do you want a pillow?† Alice asked me. â€Å"No,† I mumbled. What was with the pushy hospitality? It was creeping me out. â€Å"That doesn't look comfortable,† she observed. â€Å"S'not.† â€Å"Why don't you move, then?† â€Å"Tired. Why aren't you upstairs with the rest of them?† I shot back. â€Å"Headache,† she answered. I rolled my head around to look at her. Alice was a tiny little thing. ‘Bout the size of one of my arms. She looked even smaller now, sort of hunched in on herself. Her small face was pinched. â€Å"Vampires get headaches?† â€Å"Not the normal ones.† I snorted. Normal vampires. â€Å"So how come you're never with Bella anymore?† I asked, making the question an accusation. It hadn't occurred to me before, because my head had been full of other crap, but it was weird that Alice was never around Bella, not since I'd been here. Maybe if Alice were by her side, Rosalie wouldn't be. â€Å"Thought you two were like this.† I twisted two of my fingers together. â€Å"Like I said† – she curled up on the tile a few feet from me, wrapping her skinny arms around her skinny knees – â€Å"headache.† â€Å"Bella's giving you a headache?† â€Å"Yes.† I frowned. Pretty sure I was too tired for riddles. I let my head roll back around toward the fresh air and closed my eyes. â€Å"Not Bella, really,† she amended. â€Å"The†¦ fetus.† Ah, someone else who felt like I did. It was pretty easy to recognize. She said the word grudgingly, the way Edward did. â€Å"I can't see it,† she told me, though she might have been talking to herself. For all she knew, I was already gone. â€Å"I can't see anything about it. Just like you.† I flinched, and then my teeth ground together. I didn't like being compared to the creature. â€Å"Bella gets in the way. She's all wrapped around it, so she's†¦ blurry. Like bad reception on a TV – like trying to focus your eyes on those fuzzy people jerking around on the screen. It's killing my head to watch her. And I can't see more than a few minutes ahead, anyway. The†¦ fetus is too much a part of her future. When she first decided†¦ when she knew she wanted it, she blurred right out of my sight. Scared me to death.† She was quiet for a second, and then she added, â€Å"I have to admit, it's a relief having you close by – in spite of the wet-dog smell. Everything goes away. Like having my eyes closed. It numbs the headache.† â€Å"Happy to be of service, ma'am,† I mumbled. â€Å"I wonder what it has in common with you†¦ why you're the same that way.† Sudden heat flashed in the center of my bones. I clenched my fists to hold off the tremors. â€Å"I have nothing in common with that life-sucker,† I said through my teeth. â€Å"Well, there's something there.† I didn't answer. The heat was already burning away. I was too dead tired to stay furious. â€Å"You don't mind if I sit here by you, do you?† she asked. â€Å"Guess not. Stinks anyway.† â€Å"Thanks,† she said. â€Å"This is the best thing for it, I guess, since I can't take aspirin.† â€Å"Could you keep it down? Sleeping, here.† She didn't respond, immediately lapsing into silence. I was out in seconds. I was dreaming that I was really thirsty. And there was a big glass of water in front of me – all cold, you could see the condensation running down the sides. I grabbed the cup and took a huge gulp, only to find out pretty quick that it wasn't water – it was straight bleach. I choked it back out, spewing it everywhere, and a bunch of it blew out of my nose. It burned. My nose was on fire†¦. The pain in my nose woke me up enough to remember where I'd fallen asleep. The smell was pretty fierce, considering that my nose wasn't actually inside the house. Ugh. And it was noisy. Someone was laughing too loud. A familiar laugh, but one that didn't go with the smell. Didn't belong. I groaned and opened my eyes. The skies were dull gray – it was daytime, but no clue as to when. Maybe close to sunset – it was pretty dark. â€Å"About time,† Blondie mumbled from not too far away. â€Å"The chainsaw impersonation was getting a little tired.† I rolled over and wrenched myself into a sitting position. In the process, I figured out where the smell was coming from. Someone had stuffed a wide feather pillow under my face. Probably trying to be nice, I'd guess. Unless it'd been Rosalie. Once my face was out of the stinking feathers, I caught other scents. Like bacon and cinnamon, all mixed up with the vampire smell. I blinked, taking in the room. Things hadn't changed too much, except that now Bella was sitting up in the middle of the sofa, and the IV was gone. Blondie sat at her feet, her head resting against Bella's knees. Still gave me chills to see how casually they touched her, though I guess that was pretty brain-dead, all things considered. Edward was on one side of her, holding her hand. Alice was on the floor, too, like Rosalie. Her face wasn't pinched up now. And it was easy to see why – she'd found another painkiller. â€Å"Hey, Jake's coming around!† Seth crowed. He was sitting on Bella's other side, his arm slung carelessly over her shoulders, an overflowing plate of food on his lap. What the hell? â€Å"He came to find you,† Edward said while I got to my feet. â€Å"And Esme convinced him to stay for breakfast.† Seth took in my expression, and he hurried to explain. â€Å"Yeah, Jake – I was just checking to see if you were okay 'cause you didn't ever phase back. Leah got worried. I told her you probably just crashed human, but you know how she is. Anyway, they had all this food and, dang,† – he turned to Edward – â€Å"man, you can cook† â€Å"Thank you,† Edward murmured. I inhaled slowly, trying to unclench my teeth. I couldn't take my eyes off Seth's arm. â€Å"Bella got cold,† Edward said quietly. Right. None of my business, anyway. She didn't belong to me. Seth heard Edward's comment, looked at my face, and suddenly he needed both hands to eat with. He took his arm off Bella and dug in. i walked over to stand a few feet from the couch, still trying to get my bearings. â€Å"Leah running patrol?† I asked Seth. My voice was still thick with sleep. â€Å"Yeah,† he said as he chewed. Seth had new clothes on, too. They fit him better than mine fit me. â€Å"She's on it. No worries. She'll howl if there's anything. We traded off around midnight. I ran twelve hours.† He was proud of that, and it showed in his tone. â€Å"Midnight? Wait a minute – what time is it now?† â€Å"‘Bout dawn.† He glanced toward the window, checking. Well, damn. I'd slept through the rest of the day and the whole night – dropped the ball. â€Å"Crap. Sorry about that, Seth. Really. You shoulda kicked me awake.† â€Å"Naw, man, you needed some serious sleep. You haven't taken a break since when? Night before your last patrol for Sam? Like forty hours? Fifty? You're not a machine, Jake. ‘Sides, you didn't miss anything at all.† Nothing at all? I glanced quickly at Bella. Her color was back to the way I remembered it. Pale, but with the rose undertone. Her lips were pink again. Even her hair looked better – shinier. She saw me appraising and gave me a qrin. â€Å"How's the rib?† I asked. â€Å"Taped up nice and tight, i don't even feel it.'7 I rolled my eyes. I heard Edward grind his teeth together, and I figured her blow-it-off attitude bugged him as much at it bugged me. â€Å"What's for breakfast?† I asked, a little sarcastic. â€Å"O negative or AB positive?† She stuck her tongue out at me. Totally herself again. â€Å"Omelets,† she said, but her eyes darted down, and I saw that her cup of blood was wedged between her leg and Edward's. â€Å"Go get some breakfast, Jake,† Seth said. â€Å"There's a bunch in the kitchen. You've got to be empty.† I examined the food in his lap. Looked like half a cheese omelet and the last fourth of a Frisbee-sized cinnamon roll. My stomach growled, but I ignored it. â€Å"What's Leah having for breakfast?† I asked Seth critically. â€Å"Hey, I took food to her before I ate anything† he defended himself. â€Å"She said she'd rather eat roadkill, but I bet she caves. These cinnamon rolls†¦ † He seemed at a loss for words. ‘Til go hunt with her, then.† Seth sighed as I turned to leave. â€Å"A moment, Jacob?† It was Carlisle asking, so when I turned around again, my face was probably less disrespectful than it would have been if anyone else had stopped me. â€Å"Yeah?† Carlisle approached me while Esme drifted off toward the other room. He stopped a few feet away, just a little bit farther away than the normal space between two humans having a conversation. I appreciated him giving me my space. â€Å"Speaking of hunting,† he began in a somber tone. â€Å"That's going to be an issue for my family. I understand that our previous truce is inoperative at the moment, so I wanted your advice. Will Sam be hunting for us outside of the perimeter you've created? We don't want to take a chance with hurting any of your family – or losing any of ours. If you were in our shoes, how would you proceed?† I leaned away, a little surprised, when he threw it back at me like that. What would I know about being in a bloodsucker's expensive shoes? But, then again, I did know Sam. â€Å"It's a risk,† I said, trying to ignore the other eyes I felt on me and to talk only to him. â€Å"Sam's calmed down some, but I'm pretty sure that in his head, the treaty is void. As long as he thinks the tribe, or any other human, is in real danger, he's not going to ask questions first, if you know what I mean. But, with all that, his priority is going to be La Push. There really aren't enough of them to keep a decent watch on the people while putting out hunting parties big enough to do much damage. I'd bet he's keeping it close to home.† Carlisle nodded thoughtfully. â€Å"So I guess I'd say, go out together, just in case. And probably you should go in the day, 'cause we'd be expecting night. Traditional vampire stuff. You're fast – go over the mountains and hunt far enough away that there's no chance he'd send anyone that far from home.† â€Å"And leave Bella behind, unprotected?† I snorted. â€Å"What are we, chopped liver?† Carlisle laughed, and then his face was serious again. â€Å"Jacob, you can't fight against your brothers.† My eyes tightened. â€Å"I'm not saying it wouldn't be hard, but if they were really coming to kill her – I would be able to stop them.† Carlisle shook his head, anxious. â€Å"No, I didn't mean that you would be†¦ incapable. But that it would be very wrong. I can't have that on my conscience.† â€Å"It wouldn't be on yours, Doc. It would be on mine. And I can take it.† â€Å"No, Jacob. We will make sure that our actions don't make that a necessity.† He frowned thoughtfully â€Å"We'll go three at a time,† he decided after a second. â€Å"That's probably the best we can do.† â€Å"I don't know, Doc. Dividing down the middle isn't the best strategy.† â€Å"We've got some extra abilities that will even it up. If Edward is one of the three, he'll be able to give us a few miles' radius of safety.† We both glanced at Edward. His expression had Carlisle backtracking quickly. â€Å"I'm sure there are other ways, too,† Carlisle said. Clearly, there was no physical need strong enough to get Edward away from Bella now. â€Å"Alice, I would imagine you could see which routes would be a mistake?† â€Å"The ones that disappear,† Alice said, nodding. â€Å"Easy.† Edward, who had gone all tense with Carlisle's first plan, loosened up. Bella was staring unhappily at Alice, that little crease between her eyes that she got when she was stressed out. â€Å"Okay, then,† I said. â€Å"That's settled. I'll just be on my way. Seth, I'll expect you back on at dusk, so get a nap in there somewhere, all right?† â€Å"Sure, Jake. I'll phase back soon as I'm done. Unless †¦Ã¢â‚¬  he hesitated, looking at Bella. â€Å"Do you need me?† â€Å"She's got blankets,† I snapped at him. â€Å"I'm fine, Seth, thanks,† Bella said quickly. And then Esme flitted back in the room, a big covered dish in her hands. She stopped hesitantly just behind Carlisle's elbow, her wide, dark gold eyes on my face. She held the dish out and took a shy step closer. â€Å"Jacob,† she said quietly. Her voice wasn't quite so piercing as the others'. â€Å"I know it's†¦ unappetizing to you, the idea of eating here, where it smells so unpleasant. But I would feel much better if you would take some food with you when you go. I know you can't go home, and that's because of us. Please – ease some of my remorse. Take something to eat.† She held the food out to me, her face all soft and pleading. I don't know how she did it, because she didn't look older than her mid-twenties, and she was bone pale, too, but something about her expression suddenly reminded me of my mom. Jeez. â€Å"Uh, sure, sure,† I mumbled. â€Å"I guess. Maybe Leah's still hungry or something.† I reached out and took the food with one hand, holding it away, at arm's length. I'd go dump it under a tree or something. I didn't want her to feel bad. Then I remembered Edward. Don't you say anything to her! Let her think I ate it. I didn't look at him to see if he was in agreement. He'd better be in agreement. Bloodsucker owed me. â€Å"Thank you, Jacob,† Esme said, smiling at me. How did a stone face have dimples, for crying out loud? â€Å"Urn, thank you,† I said. My face felt hot – hotter than usual. This was the problem with hanging out with vampires – you got used to them. They started messing up the way you saw the world. They started feeling like friends. â€Å"Will you come back later, Jake?† Bella asked as I tried to make a run for it. â€Å"Uh, I don't know.† She pressed her lips together, like she was trying not to smile. â€Å"Please? I might get cold.† I inhaled deeply through my nose, and then realized, too late, that that was not a good idea. I winced. â€Å"Maybe.† â€Å"Jacob?† Esme asked. I backed toward the door as she continued; she took a few steps after me. â€Å"I left a basket of clothes on the porch. They're for Leah. They're freshly washed – I tried to touch them as little as possible.† She frowned. â€Å"Do you mind taking them to her?† â€Å"On it,† I muttered, and then I ducked out the door before anyone could guilt me into anything else.