The Common Law Essay Example | Topics and Well Written Essays - 250 words

The Common Law - Essay Example He meant to convey that what has been formed by the institution of lawmakers is actually an embodiment of the prevailing affair with times across a general culture of the nation in association with legal theories with which people have sought political involvement depending on the relevance and impact lawful matters create upon their lives. Though some degree of sociological approach may be reflected in the overall statement of Justice Holmes, a historical school of jurisprudence substantiates most of its meaning. This Holmes justifies explicating â€Å"The law embodies the story of a nation’s development through many centuries ... In order to know what it is, we must know what it has been, and what it tends to become.† Believing that law operates as a function of history, Holmes likely proposes that the accounts of any period, especially of the past, are amply significant in the foundation and intended accomplishments of a good and sensible

Of mice and men Essay Example for Free

Of mice and men Essay What does this section reveal about Curley’s wife? In Steinbeck’s description of Curley’s wife, he talks a lot about how well dressed she is and how she behaves so flirtatious. This means that she is the complete opposite to George. If she can afford ostrich feathers and all the luxuries of her clothing then she must have a lot of money or just spends it all on this. Steinbeck uses phrases such as â€Å"she bridled a little† to describe her actions. This is another comparison to animals that he uses to animalise people and in more than one case, women. By the way that Curley’s wife speaks and behaves we can tell she isn’t really the cleverest of all people. This means she wouldn’t work and instead get her money from inheritance of Curley himself. The colour red portrays passion and danger which foreshadows her later role in the book. Steinbeck suggests to the reader that Curley’s wife is â€Å"jailbait†. Curley’s wife obviously likes to take care in her appearance because in Steinbeck’s description of her, he says she is â€Å"heavily made up. Her fingernails were red. Her hair hung in little rolled clusters† this suggests to the reader that she is trying to get attention or is acting as a â€Å"tart†. She has no reason to dress up this extravagantly however as she is already married and there are no other women on the ranch, meaning she therefore she has no one to impress. What does the novella reveal about 1930’s America? The paragraph â€Å"She had full, rouged lips and wide-spaced eyes [†¦] which were little bouquets of red ostrich feathers† describes what she wears. Her items of clothing seem very expensive especially during the 1930’s when the people of America were experiencing the Great Depression and had very little money. This means that whatever money she has, she spends it on clothes. This links contextually to the rise of Hollywood as people (women) were caring more about their appearances. Also, the fact that Curley’s wife is never named is a key point as this indicates to us how women were not important and were more of an item that one would have as later on George reveals his dream in which he â€Å"could live so easy and maybe have a girl† which tells us in first person what men thought of women; as objects to own which was a rising ‘issue’ in the 1930’s America. The fact that Slim addresses her as â€Å"Good-lookin’† really proves this point. We notice how the G is capitalised as if he is implying that that she does not need a proper name and is referred to by beauty and not personality. This relates to the Rise of Hollywood as during the 1930’s the role of women changed significantly. They became images and no longer people.

Ramses :: Ancient Egypt Egyptian History

Ramses Ramses the Great ruled as the greatest pharaoh of all times. Also known as Ramses II, he was born in 1304 B.C., and was given the name the Justice of Ray is Powerful. He had the knowledge of the kingdom, and became the focus of the court at an early age. Ramses and his father spent most of their time together. As a young crown prince, Ramses II was appointed a co-ruler by his aging father, Seti I, and fully inherited the throne at age 24 when his father died. Even before he became Pharaoh, the young prince was known as a courageous warrior. At 22, he was sent to quell a minor revolt in Nubia. He brought along two little sons, and they took part in a chariot charge, according to a scene depicted in a carved relief on the walls of the Beit El-Wali Temple south of Aswan. After his ascent to the throne, the kingdom prospered and the young Pharaoh poured his energies and national treasures into building temples and monuments honoring his father, Egypt's gods and himself. In Nubia he constructed six temples, two of which were carved out of a Cliffside at Abu Simbel, with their four colossal statues of the king, are the most magnificent and the best known. Engineers designed the temple so every year on February 22 and October 22 the earliest sunrays shine on the back wall of the innermost chamber and lights up the pharaoh's statue, and fitting, he sits with the three gods of the sun. In all of his monuments he had his name cartouche and texts engraved so deep that no successor would be able to remove it. When Ramses became pharaoh, he had as many women as his heart desired and they were his greatest supporters. Ramses II built a king-size family with a 'considerable harem of wives and concubines'. He had 5 or 6 main wives and is known to have had more than 100 children with all of his wives. His favorite wife was the beautiful Nefertari, his chief queen and mother of his first-born son and other children. Ancient statues and inscriptions suggest she often appeared at her husband's side on state occasions and during religious ceremonies early in his reign. Ramses spent most of his 67-year reign reviving the empire and fighting the Hittites of Asia Minor. Ramses the Great, known for his fighting, went into battle with about 2,000 men in 1275 B.

A Psychological Perspective in “Oedipus Rex” and “Trifles” Essay

The two plays Oedipus Rex by Sophocles and Trifles by Susan Glaspell are great with detailed and remotely fascinating psychological perspectives. A psychological perspective is a perspective that includes the use of the author’s or characters background and/or emotional state to create the story or play. Oedipus Rex and Trifles both offers a great deal of insight into the minds of the characters, that insight also focus on what influenced the characters decision throughout the play. In many stories and/or plays the setting or era can add to the moral background of the characters. Both authors let the reader in on the emotional and psychological influences of the characters as to why they acted in a certain way. A good example on how the setting sets up the entire story or play is in Oedipus Rex where the era was Greek. Throughout the play the reader/audience is introduced to Greek mythology and oracle prophecies that sets up the era of the play and also gives a persona on what type of psychological issues to expect. Another example is in Trifles where the era was 1916 when women had no importance and played secondary roles and was not equal to a man. In Trifles, the play has both psychological and feminist critical perspectives. A good example of feminist critical perspective is when the attorney and sheriff decided that there is nothing important in the room:†Nothing here but kitchen things† (287). This line is the first of many disparaging comments said to minimize the importance of woman in society. The men criticized Mrs. Wright’s housekeeping skills, irking Mrs. Hale and the Sheriff’s wife Mrs. Peters. This incorporates setting and background about the kind of era to help the reader gain the insight needed to get into the minds of the characters. In Oedipus Rex, Freud’s Oedipus complex shows throughout the play. It is a group of largely unconscious (dynamically repressed) ideas and feelings which center on the desire to posses the parent of the opposite sex and eliminate the parent of the same sex. This is exactly what happened in the play and the Oedipus complex is named after the Greek mythical character Oedipus. This is the type of psychological perspective and mind frame that Oedipus portrays in this play by not intentionally murdering his father, marring his mother, committing incest, and carrying out the oracles prophecies. The reader can conclude that Oedipus found out about what he had done by saying the following: â€Å"I think I have called curses on myself in ignorance† (755-5) fearing that he has murdered his own father. â€Å"They will all come out clearly! Light of the sub, let me look on you no more!† (1183-4) from this quote the reader can feel the psychological insight of Oedipus and how the pain of finding out the truth took an emotional drain on him. In Trifles, Mrs. Hale and Mrs. Peters unveil a psychological profile of a desperate housewife. The women observed clues that revealed the bleakness of Mrs. Wright emotional life. They theorized that Mr. Wright’s cold, oppressive nature must have been dreary to live with. To the audience/reader we could conclude that Mrs. Wright has been very unhappy since she married her husband because of this description by Mrs. Hale â€Å"She was kind of like a bird herself- real sweet and pretty, but kind of timid, – fluttery. How she did change†. The psychological perspective of the woman is that they can understand how Mrs. Wright felt, something that the men could not. The reason for that is because Mrs. Hale revealed that she lost her baby and Mrs. Peter’s talks about how a boy hatched her kitten so they both can relate to Minnie and the lost of her bird. As the reader we can look deep inside the minds of these troubled women and have some sort of compassion for Mrs. Wright and the other women. In conclusion psychological perspective allows the reader and/or audience to think on a deeper level regarding how and why the author’s work was written the way it was. When authors put a portion of themselves and their backgrounds into their writing, the reader can not only use this perspective to make sense of the author’s thoughts and feelings but understand the characters as well. In both plays the author’s show a certain insight that helps the reader understands their work on a personal level and the reader can also understand the characters emotional state of mind throughout the play. References: Glaspell, Susan (1882-1948). Trifles. In R. DiYanni (Ed.), Literature: Reading Fiction, Poetry, and Drama (6thEd.) (p. 1858-1868), Boston, MA: McGraw Hill.Sophocles(c. 496-406 B.C.). Oedipus Rex. In R. DiYanni (Ed.), Literature: Reading Fiction, Poetry, and Drama (6thEd.) (p. 1307-1347), Boston, MA: McGraw Hill. Retrieved 1/29/10 from http://www.gradesaver.com Retrieved 1/29/10 from http://myeclassroom.com Retrieved 1/31/10 from http://www.pbsorg/empires/thegreeks/educational/pdf/oedipus_short.pdf

Outline On The History Of Halloween Essay

SPECIFIC PURPOSE:At the end of my speech, my audience should understand three important points of the history of Halloween. THESIS STATEMENT:The three most important points of Halloween can be summed up by looking at its origins, how it came to include jack-o-lanterns and bobbing  for apples, and how it is celebrated today in the 21st century with  trick-or-treating and haunted houses. When the leaves start turning different colors and falling off the trees, when the temperature starts falling and the sun starts setting a little earlier each day, it makes me think of Halloween. Most people think all Halloween is about is dressing up and going trick or treating. It didn’t start out as a going door-to-door and getting candy event every October 31st. In fact, Halloween originated as a Celtic festival more than 2000 years ago. When I was a kid, Halloween was my favorite time of the year. It wasn’t even because of all the candy and the dressing up, but for the overall atmosphere of it. I have always loved all things scary and fall has always been my favorite season so naturally every year I look forward to the end of October every year. The three most important points of Halloween can be summed up by looking at its origins, how it came to include jack-o-lanterns and bobbing for apples, and how it is celebrated today in the 21st century with trick-or-treating and haunted houses. I.Beginning somewhere around 800 BC, The Celts celebrated â€Å"Samhain†(pronounced â€Å"sow-in†), according to the book entitled â€Å"The Celts† by Nora Chadwick. A. Samhain is a festival to recognize the end of summer. 1. The Celtic celebrated Samhain near the end of our month of  October, which was the end of the year for them. 2. It often involved a big feast because it was the end of harvest also. B. The Celts believed that the veil between this world and the next was thinnest at this time of year. 1. Friends and relatives who had died would often return, with their souls inhabiting an animal – often a black cat. 2. Black Cats have remained a symbol of Halloween even today. C. In celebration of the recently completed harvest, Celts would give offerings of food to the Gods. 1. They often went from door to door to collect food to donate to their deities. 2. Also, young Celts would ask the townspeople for kindling and wood, and take it to top of  the hill for the Samhain bonfire. 3. These are the two possible origins of the modern â€Å"trick or treating† ritual. 1. Sacred bonfires were lit on the tops of hills in honor of the Gods. 2. The townspeople would take an ember from the bonfire to their home and re-light the  fire in their family hearth. 3. The ember would usually be carried in a holder, usually a turnip or gourd. E. The Celts felt nervous about walking home in the dark on account of the evil spirits. 1. They dressed up in costumes and carved scary faces in their ember holders. 2. They hoped that the spirits would be frightened and not bother them. 3. This is why we carve pumpkins and children dress up for Halloween. II. For the next eight centuries, the activities going on at the end of October began to change. A. According to website â€Å"The Origins and History of Halloween† 1. Jack was mischievous Irishman that had tricked the Devil into climbing an apple tree. 2. He then cut a cross symbol in the tree trunk, thus trapping the Devil in the branches. 3. At his death, he was unable to again access to Heaven because of his meanness and the  Devil would not allow him into Hell because of the apple tree incident. 4. He was forced to walk the earth endlessly but the devil took pity on him and gave him a piece of coal to light his path. 5. Jack put the coal inside a hollowed-out turnip that he had been eating. 6. This is the reason we light â€Å"jack-o-lantern† pumpkins on Halloween night. B. Apples were considered have long been associated with female deities, and with immortality,  resurrection, and knowledge. 1. One reason is that if an apple is cut through its equator, it will reveal a five-pointed star   outlined at the center of each hemisphere. 2. This was a pentagram — a Goddess symbol among the Gypsies, Celts, Egyptians, 3. Unmarried people would attempt to take a bite out of an apple bobbing in a pail of water, or  suspended on a string. 4. The first person to do so was believed to be the next to marry. 5. This is where the ritual of â€Å"bobbing for apples† originated. C. All Saints’ Day was a holiday to recognize the saints who were without their own day, and to  celebrate saints that the Church had failed to recognize. 1. It originally was held on May 13, but was moved to November 1, possibly to distract  Christians from celebrating Samhain. 2. Halloween was originally called All Hallows’ Eve which means the evening before All  Saints’ Day. 3. â€Å"Hallow† is an Old English word for â€Å"saint† III.Starting in the 20th century through present day, Halloween has become a major folk holiday in A. Trick–or-Treater’s go from door to door and collect candies, apples and other treats. 1. Halloween is the holiday when the most candy is sold. 2. It is second only to Christmas in total sales of any holiday. B. Scares and spookiness are a big part of Halloween. 1. Local community organizations put on fundraising events like haunted hayrides, scary  walks through the woods, etc. to raise money for their programs. 2. Privately-owned organizations take old houses or abandoned buildings, throw in a few  scary monsters here and there to create a haunted house. C. Hell or Judgment houses are a relatively new concept created by conservative Christian sects. 1. The earliest hell house appears to have been created by Rev. Jerry Falwell in the late  1970’s, according to the â€Å"Halloween Spooking, Christian Style,† American Atheists  news release, 2001-OCT-27. 2. A Hell House consists of a group of horrific presentations within a type of haunted  house where a customer walks through a sequence of scenes designed to create terror  and revulsion. 3. The intent is to convert the unsaved public  to Christianity and to promote certain  conservative Christian beliefs like the wrongs of abortion, homosexuality, and sex  before marriage. 4. The last scene is different, typically a portrayal of heaven where visitors are then asked  to accept salvation by repenting of their sins and accepting Jesus as Lord and Savior. Having seen how Halloween in modern times has evolved from its humble beginnings as an end of the growing season celebration, it is interesting to see how much festivities centered around the 31st of October have changed over the last 2000 years. It has gone from an end-of-year festival around 800 BC to a time when kids go door-to-door around their neighborhoods dressed up like their favorite cartoon characters. Halloween is just a fun day for everybody. It can bring out the kid in all of us.

Burnout Prevention Program for Nurses Essay

Burnout Prevention Program for Nurses Essay Burnout Prevention Program for Nurses Essay Example Burnout Prevention Program for Nurses Essay Example The nursing profession is one of the most demanding in terms of responsibilities to be performed and the working environment. The high pressure in the nursing profession makes nurses vulnerable to burnout, which affects their ability to deliver quality services to patients. Accordingly, burnout among nurses is possible when they start experiencing an increased prevalence of depression and anxiety. Their levels of commitment to their respective duties and responsibilities decline with the increasing levels of burnout. Burnout among nurses increases the annual turnover rates, as many nurses opt out of the practice to relax. Such situation is worrying and needs urgent intervention through proper coping strategies that would help them handle the numerous stresses they experience in their respective areas of work. One of the most notable examples of programs that have been successful in preventing burnout among nurses was the Resilience Training Program for Intensive Care Unit. According to Mealer, et al. (2014), the American Association of Critical-Care Nurses (AACN) was in charge of the program and it was based on the cognitive behavioral therapy sessions, regular exercises over a 12-year period, expressive writing and mindfulness-based stress-reduction techniques. The strategies played an instrumental role in giving participants the opportunity to express themselves, hence releasing their stresses and other concerns in the best possible way. They were taught to be stronger and resilient in the stressful field. Therefore, it is vital for hospitals to understand the different challenges that nurses face in their work environments, as it would offer the opportunity to assist them in coping with burnout. Burnout prevention programs are only successful in instances where the needs of nurses are keenly evaluated and addressed in the most significant manner. The training program suggested in current essay would be crucial in addressing diverse challenges, inclu ding family problems, work structure, remuneration, interaction with patients and workplace relationships among nurses and their bosses. Current essay explicates the concept of burnout among nurses and suggests an effective program for burnout prevention for nurses. What is Burnout? Burnout refers to the long-term exhaustion and diminished interest in work among professionals in different field. Ceslowitz (1988) opines that burnout is always common among highly pressured professionals, such as those in the field of nursing. Specifically, burnout is a condition that emanates from the chronic occupational stresses, such as work overload and pressures relating to the completion of different jobs at the workplace. However, further evidence reveals that the etiology of burnout is multifaceted in nature as dispositional factors also tend to play a role in its occurrence. Lambie (2006) informs that burnout is widespread among professionals, but it is not recognized as a distinct disorder in the DSM-5 due to its closeness to other depressive disorders. In the ICD-10, burnout could be found under problems related to life management difficulties. Overall, a burnout could be defined as the unending feeling and exhaustion among professions in their respective areas of work. The Interpersonal Impact of Burnout When the concept of burnout was first described in the 1970s, it was originally linked to interpersonal stressors on the job. Falck and Kilcoyne (1984) inform that the concept of burnout was originally observed in the context of human services, such as healthcare, hence easily revealing its interpersonal impacts. In line with such understanding, the first significant interpersonal impact of burnout is the syndrome of emotional exhaustion. It emanates from a person’s emotional demands in the course of interacting with others at the workplace. Moreover, there is a high possibility that nurses will develop a reduced emotional attachment to other people at work due to the exhaustion caused by the workplace stressors. The individual feels exhausted in terms of responding to emotional demands in respect to others in the workplace. The second vital interpersonal impact of burnout is depersonalization. Ericson-Lidman and Strandberg (2007) are of the view that it is the cynical and negative response to patients and losing interest with oneself. For instance, nurses would lose interest in offering the required care to patients. Moreover, they tend to feel that patients are a bother to them and offer services that do not meet the required criteria due to burnout. The last crucial interpersonal impact of burnout is reduced personal accomplishment. It is believed that due to it a worker cannot work in the most effective manner with the clients. In the hospital setting, nurses tend to feel that they cannot work effectively with patients due to the frustrations they experience in the workplace. Symptoms of Burnout According to Brake, Gorter, Hoogstraten, and Eijkman (2001), burnout exhibits numerous symptoms that are easily noticeable from the behavior of workers. The first symptom is the unique feeling of tiredness. It is when a worker experiences tiredness coupled with aches and pains in different parts of the body. The second symptom of burnout is the loss of interest to work. Most people find their work a fun experience. However, they reach the level, at which they perceive their work a burden rather than a fun experience. The third notable symptom of burnout is the feeling of loneliness emanating from the decision to isolate oneself from others in the workplace. Such detachment tends to lead to depression among workers. Balk, Chung, Beigi, and Brooks (2009) assert that the fourth symptom of burnout is emotional exhaustion. The emotions of individuals tend to be blunted, and they may negatively react to co-workers. They lose that passion of working effectively with other employees and fail to realize the goals of the hospital in terms of service delivery. The last significant symptom of burnout is anxiety and continuous instances of worry among individuals. The workers tend to be anxious about everything occurring in the workplace. Some of them become frustrated with their own job performance and all other activities taking place within the work environment. Stages of Burnout Burnout develops in 12 diverse phases/stages among individuals. Wang, Liu, and Wang (2015) affirm that before explaining each of the stages, it is crucial to point out that burnout is not categorized as a distinct disorder in the DSM-5 because it is problematically closer to depressive disorders. Therefore, such stages are perceived the onset of depressive disorder from the perspective of DSM-5. The relevant stages theorized by Herbert Freudenberger and Gail North are summarized below. Stage 1: The compulsion to prove oneself. According to Falck and Kilcoyne (1984), it refers to the excessive ambition adopted by employees. The pressure to prove oneself at the workplace leads to compulsion. They want to be above everyone in terms of performance in their areas of work. Stage 2: Working harder. It emanates from the desire to prove oneself at the workplace. The employee develops higher expectations and sets higher targets compared to everyone. With the desire to prove themselves, they engage in any work at the workplace. Stage 3: Neglecting their needs. Such individuals place all their focus on work, while forgetting their personal needs. For instance, a worker might forget to eat, spend time with the family or friends. They perceive such activities unnecessary and prioritize work at any given time. Stage 4: Displacement of conflicts. Kushnir and Milbauer (1993) agree that at current stage the individuals convince themselves in the fact that what they are doing is not right. However, the individuals fail to recognize the cause of the problem leading to an individual crisis. Physical symptoms begin appearing at current stage among most individuals. Stage 5: Revision of values. In line with current stage, the individual prefers isolating himself/herself from others. Schaufeli, Leiter, and Maslach (2009) hold the view that individuals avoid conflicts and find themselves in a state of self-denial about their basic needs with the changing perceptions. They develop a new value systems focusing on job performance and become emotionally blunt. Stage 6: Denial of emerging problems. Current stage is characterized by intolerance as individuals are not social. Social relationships are extremely unbearable for them due to their intolerance. At this stage, outsiders are always able to identify aggression and aspects of sarcasm among such individuals. They blame their problems on the way they have changed rather than on their work and other organizational pressures. Stage 7: Withdrawal. It is when the social contacts reduce to the lowest level almost leading to isolation. Individuals tend to minimize their stresses using alcohol and cigarettes. Stage 8: Obvious behavioral changes. Ericson-Lidman and Strandberg (2007) reiterate that changes in the behavior of the person become so apparent that friends, co-workers and family members cannot overlook them. They begin fearing and shying away from other people due to the rapid changes in behavior and aggressive tendencies. Stage 9: Depersonalization. Individuals tend to lose contact with themselves, as they perceive themselves worthless. They also forget their own personal needs and they view their lives from a narrow perspective. They mostly focus on the present, forgetting the future. Stage 10: Inner emptiness. Individuals feel extremely empty on their inside and resort to the activities such as sex, overeating, alcohol and other drugs to overcome their stresses. Their engagement in such activities is always exaggerated. Stage 11: Depression. Smith (1999) informs that depression develops with time, as the individuals become hopeless, exhausted and develop the belief that they do not have a future. They see no meaning in their own lives as a result of the lost hope. Stage 12: Burnout syndrome. The emotions and physical status of such individuals collapses to the lowest level. At this stage, there is always a need for urgent medical attention for individuals. Suicidal ideation might occur in some instances caused by extreme depression. However, only a few people commit suicide. What is Not Burnout? In numerous instances, burnout has always been confused with stress. Specifically, individuals tend to confuse the symptoms of stress with burnout without understanding that they are two distinct disorders. However, stress is different from burnout because it is usually characterized by over-engagement, while burnout is associated with disengagement. A person would not be termed to be experiencing a burnout when he/she over-engages in a particular activity. Additionally, Schaufeli, Leiter, and Maslach (2009) point out that instances of emotional overreaction are not reflections of burnout, but stress. Goetz, et al. (2013) hold the opinion that burnout develops as a result of emotional bluntness among individuals, as they forget their own needs, family and friends. More so, stress might lead to premature death among individuals, while a burnout only makes individuals feel worthless in their lives. It does not necessarily have to lead to suicidal ideations. Therefore, incidences of sui cidal ideations may not necessarily reflect the presence of a burnout among individuals. Again, burnouts mostly tend to occur from the job, hence differing from stress, which might occur from any other causes. A burnout is not a feeling that arises from any other life event, but pressures in the work environment. Analysis of the Real Situation and Background MacKusick and Minick (2010) indicate that The American Association of Colleges of Nursing (AACN) indicates that the shortage of registered nurses in the country exceeds 500,000 registered nurses by 2025. It occurs due to the fear of starting the practice influenced by the associated workplace pressures. MacKusick and Minick (2010) emphasize that the study by AACN also indicated that an estimated 30%-50% of registered nurses leave their practices three years after starting their work. The longer working hours have contributed to burnout among such nurses, as they have to be involved in the routine of taking care of patients on a daily basis. Kalliath and Morris (2002) state that the increasing burnout levels lead to patient dissatisfaction with negative outcomes, which occur in the healthcare environment. Nobody wants nurses to leav the practice due to the increasing burnout levels. Again, everyone wants to experience a situation where patients are satisfied with the services delivere d to them by nurses. Such situation needs to improve to promote the ability of nurses to cope with such challenging environment. Therefore, the burnout prevention program was designed that would enhance the ability of nurses to cope with the pressures in their workplace. The program is specifically dedicated to decrease the pressures that nurses are exposed to and help them cope with their work. For instance, it focuses on encouraging hospitals to reduce the working hours for nurses, hence allowing them maximum time to rest. Even with the shortage of registered nurses, it is possible to deliver shifts that accommodate rest for nurses. The review of the work structure to manageable levels would play an instrumental role in leading to reduced burnout levels. One significant element that makes such burnout prevention program important is that it would involve the identification of a need assessment for nurses before tackling their issues in respect to factors contributing to their burnout. Balk, Chung, Beigi, and Brooks (2009) agree that the identification of needs is crucial because it leads to a more focused approach in the execution of the prevention program. In tandem with the program, the need was expressed to prevent burnout levels among nurses. Therefore, it has been planned to conduct surveys or questionnaires with nurses to identify their needs prior to helping them cope with workplace pressures. As Wang, Liu, and Wang (2015) explain, everyone with a burnout level higher than 4 on both the frequency and the intensity scale of the Maslach Burnout Inventory would need to be involved in such burnout prevention program. It is important as these are moderate levels of burnout as experienced by each person. It is noticeable, hence lead ing to the loss of interest in work and undesirable patient outcomes. Such burnout prevention program would start with involvement of individuals at the moderate to the high levels of burnout to facilitate future coping among them. Such strategy is developed accordance with the research conducted from the daily lives of nurses in the hospital setting. Program Aims and Goals The program will have both general and specific goals to guide its purpose in helping nurses prevent incidences of burnout by dealing with different matters they face. General Goals The first general goal is to train nurses on the best techniques to prevent burnout, while facing different issues at their workplaces; The second general goal of the program would be increase awareness, hence helping nurses identify symptoms easily as they face diverse challenges in their work environments. Specific Goals To promote the understanding of common signs of burnout among nurses; To improve resilience among nurses through in-depth training on relevant coping strategies relating to different challenges in the workplace; To ensure that nurses know the antecedents of burnout, hence enabling them deal with it effectively as they start experiencing it; To help nurses learn how to manage time to avoid finding themselves in working situations that expose them to burnouts. Appropriate time-management skills eliminate overworking; To decrease their burnout levels measured on the Maslach Burnout Index; To help nurses understand themselves in terms of their strengths and limitations; To help nurses learn how to manage their private and job life to avoid overindulgence in one area, while foregoing the other one; To enable nurses to learn how to reveal themselves. It relates to adopting the best strategies to communicate feelings and thoughts to other people, and being able to say â€Å"no† in some cases. Target Population and Location The participants in the program will be nurses from a hospital in the United States. The reason for it is that the nursing profession is one of the occupations that are exposed to numerous pressures, which lead to burnout. Smith (1999) asserts that while working in the hospital environment, nurses face different events, such as suffering cancer patients, dying patients and long working hours. Others have personal financial and family problems that expose them to burnouts, hence the need for the effective coping strategies. As noted earlier, the program would consider nurses who exhibit a burnout level higher than 4 on the Maslach Burnout Index, as they are at a high risk in terms of the burnout level. Such prevention program would only accommodate 15 nurses. Such number is perceived ideal because it is easier to work more efficiently with this number of people compared to working with a large number, for example 30 participants. Moreover, the number is ideal because it enhances perso nal contact with all participants, hence giving them the opportunity to benefit from the prevention program. The most significant thing to indicate here is that everyone will participate voluntarily without being coerced. The inclusion criteria is as follows: A person must be a nurse; A person must be participating in the delivery of healthcare services at a hospital; Should be working in shifts; Must be in a high responsibility area; Must have a social attitude as they help others all the time; Must be experiencing difficult working conditions, such as experiencing death, dealing with cancer patients and other suffering patients all the time; Has to be friendly and needs to have a large base of social contacts; Could be either male or female; Nurses with family and money problems would also be accommodated in such burnout prevention program. Exclusion Criteria: Exhibiting zero levels of burnout; Low responsibility area. Location The burnout prevention program will take place in a hospital in City X. Most of the sessions will take place outside the hospital setting to give the nurses a new experience that would help them relax and learn effectively. Skovholt, Grier, and Hanson (2001) are of the view that learning outside the hospital environment would be the most ideal way of helping them understand the best strategies of preventing burnout, while offering their services to patients in their respective high responsibility areas. Again, they would be able to express themselves better in any other environment away from the hospital. In addition, it may lead to the success of the intervention program in terms of enabling them prevent incidences of burnout, as they work in the future. Timetabling The prevention program is scheduled to take 12 weeks (3months) to accomplish its mission of helping nurses prevent burnout in the future. Participants would engage in similar activities with three sessions every week. There will also be an open forum session where participants have the opportunity to express themselves and receive instant feedback from facilitators. Balk, Chung, Beigi, and Brooks (2009) opine that such approach to learning would be significant in achieving the desired outcomes among the nurses. As a result, it will help improve their resilience and coping strategies in their challenging work environments.

Essay on Management 436 Db

Essay on Management 436 Db Essay on Management 436 Db Unit Four Discussion Board One MGMT436-1205B-01 Managing Organizational Change Dr. Marcia Brown Suequeena Diane Williams January 29, 2013 Hello Dr. Brown and Fellow Classmates: For our first discussion board for the week, we were asked to download the required work redesign document complete by a firm’s internal consulting team. Acting as external consultants, the task is to review the document as it is presented and render suggestions about what was done correctly along with any concerns and recommendations that are deemed necessary to mention. With that prompt in mind, I have formulated the following responses to the questions that Dr. Brown has posed. Discussion on the Utilized Analysis and Work Redesign Strategies In order to address the organizational issues of increasing expense and budgetary costs, lack of quality and timely work, excessive chargebacks and customer service issues, the assigned internal consulting team took the following actions: * Conducted discussion with Management over time * Interviews/discussions with customers * Mailed surveys to employee’s homes in hopes of gauging individual motivation and potential problems * Facilitated team building workshops * Re-issued surveys at workshops when poor response was received Based on the above information and researched material, the internal consulting team opted to employ the Motivational Work Design Strategy. Created from research completed in organizational psychology by Hackman and Oldham, the motivational model encourages job enrichment and enlargement (Campon and Mumford, 2005). Basically, this model of work redesign believes that performance on a job is directly correlated with employing and retaining employees who are both satisfied and involved with organization procedures. Upon gaining knowledge of the issues, the first thing the internal consultants did was interview with the management. From this meeting, they suggested that the employees complete a survey. All of these events directly relate to the Motivational Work Design Strategy discussed above. Discussion on the Successfully and Unsuccessfully Addressed Change Factors As it relates to the given scenario, the increased team building, employee input and communication issues were all properly addressed. However, it is believed that the internal consultants did not properly address the functional complaint routing system. Basically, if a customer contacted the organization with a problem, they could not receive an immediate response because the answering representative did not have the required knowledge to answer the question. As a result, the question had to be forwarded to a supervisor and who would then forward to a compliance specialist. By the time the customer receives the answer to his/her question, the problem is usually resolved which only further aids to the customer’s irritation and/or aggravation. It is believed that the employees would feel more included in the organization if they had the proper information to answer the questions asked of them as opposed to simply being a call taker only registers complaints. Discussion on Addressing the Unsuccessful Change Process Issue Since the internal consultants did not address the employee/customer service issues in the Motivational Model Theory that they

Conjugation of Empezar and Comenzar

Conjugation of Empezar and Comenzar Empezar is a verb that usually means to begin. As with many other stem-changing verbs, the e in the stem changes to ie when stressed. In addition, to maintain the correct pronunciation, the z in the ending changes to c when it is followed by an e or i. The most common verb conjugated in the same way is comenzar, a synonym. Other verbs using the same pattern include tropezar (to bump or run into) and recomenzar (to begin again). Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Empezar Empezar (to begin) Gerund of Empezar empezando (beginning) Participle of Empezar empezado (begun) Present Indicative of Empezar yo empiezo, tà º empiezas, usted/à ©l/ella empieza, nosotros/as empezamos, vosotros/as empezis, ustedes/ellos/ellas empiezan (I begin, you begin, he begins, etc.) Preterite of Empezar yo empecà ©, tà º empezaste, usted/à ©l/ella empezà ³, nosotros/as empezamos, vosotros/as empezasteis, ustedes/ellos/ellas empezaron (I began, you began, she began, etc.) Imperfect Indicative of Empezar yo empezaba, tà º empezabas, usted/à ©l/ella empezaba, nosotros/as empezbamos, vosotros/as empezabais, ustedes/ellos/ellas empezaban (I used to begin, you used to begin, he used to begin, etc.) Future Indicative of Empezar yo empezarà ©, tà º empezars, usted/à ©l/ella empezar, nosotros/as empezaremos, vosotros/as empezarà ©is, ustedes/ellos/ellas empezarn (I will begin, you will begin, he will begin, etc.) Conditional of Empezar que yo empezarà ­a, que tà º empezarà ­as, que usted/à ©l/ella empezarà ­a, que nosotros/as empezarà ­amos, que vosotros/as empezarà ­ais, que ustedes/ellos/ellas empezarà ­an (I would begin, you would begin, she would begin, etc.) Present Subjunctive of Empezar que yo empiece, que tà º empieces, que usted/à ©l/ella empiece, que nosotros/as empecemos, que vosotros/as empecà ©is, que ustedes/ellos/ellas empiecen (that I begin, that you begin, that she begin, etc.) Imperfect Subjunctive of Empezar que yo empezara (empezase), que tà º empezaras (empezases), que usted/à ©l/ella empezara (empezase), que nosotros/as empezramos empezsemos), que vosotros/as empezarais (empezaseis), que ustedes/ellos/ellas empezaran (empezasen) (that I began, that you began, that he began, etc.) Imperative of Empezar empieza tà º, no empieces tà º, empiece usted, empecemos nosotros/as, empezad vosotros/as, no empecà ©is vosotros/as, empiecen ustedes (begin, dont begin, begin, lets begin, etc.) Compound Tenses of Empezar The perfect tenses are made by using the appropriate form of haber and the past participle, empezado. The progressive tenses use estar with the gerund, empezando. Sample Sentences Showing Conjugation of Empezar and Similar Verbs Vamos a comenzar a establecer nuestra presencia en là ­nea. (Were going to begin to establish our presence online. Infinitive.) Yo habà ­a empezado a leer la novela unos dà ­as antes. (I had begun to read the novel a few days earlier. Pluperfect.) Maà ±ana empiezo la dieta. (Tomorrow I begin my diet. Present indicative.) Me tropecà © con ella una vez por accidente (I ran into her one time by accident. Preterite.)  ¡Feliz cumpleaà ±os! Espero que empieces un nuevo aà ±o lleno de alegrà ­as y buenos momentos. (Happy birthday! I hope you begin a year full of happiness and good times. Present subjunctive.) Empieza pronto tu bà ºsqueda de trabajo. (Begin your job search soon. Imperative.)

Sex and Desire in Contemporary China Essay Example | Topics and Well Written Essays - 2000 words

Sex and Desire in Contemporary China - Essay Example China is undergoing a complex evolution process in which modernization is significantly affecting the way the Chinese community interacts sexually. The rapid change in the economy and culture has altered the sexual relationships and desires in the society. This paper will critically analyze the changes on sex and desire during the reign of Mao Zedong and the contemporary society. Today, China has undergone various changes on their views on extramarital affairs. Adultery and behaviors associated with adultery were termed as byproducts of capitalism. However, adultery was only recognized as an offense when it was practiced by the woman (Sheridan 15). Mao Zedong was married to many wives; yet he routinely abused young girls from the peasant family. However, he recommended for severe punishment for any person who was caught practicing adultery. In the contemporary society, the globalization of the economy has led to the post-revolution sex liberation where the moral value of sexual relat ionship has been eroded. This means that the society has confusedly encoded the morals of sex and desires into the rapidly changing social and market economies of the country. Mao Zedong is known to have advocated for the rights of women in the Chinese society. However, he is known to have sexually abused many peasant girls during his rule (Bullough 34). According to his physician, Li Zhisui, Mao is known to have infected many peasant girls with various venereal diseases. Mao’s sexual desires were insatiable, and he is said to have sexually abused many young girls despite his polygamous marriage. This significantly promoted sexual immorality in the society. The men in the Chinese society sexually abuse the young girls in the society. However, today women have their rights in various issues including sexual matters. The contemporary society advocates for sexual satisfaction among the women. Furthermore, the law provides for the punishment of the sex offenders in the society. D uring the Imperial era, the woman was expected to be submissive and obedient to their fathers, elder brothers, husband and sons following the husband’s death. During Mao’s communist era, there was liberation and revolution of the role of the woman in the society (Bullough 12). In 1950, the Marriage Law was enacted by the People’s Republic of China (RPC). However, the law was not followed, and the role of women during this time was similar to that of the traditional Chinese society. Mao’s behavior and attitude towards women also contributed to the failure of this law. In the contemporary society, the society recognizes equal rights for both sexes. In addition, the law protects the interest of the woman in the society. During the time of Mao Zedong, same sex relationships were abolished and discouraged in the society. Mao, a communist who advocated for Marxist principle, termed homosexuality as products capitalism (Ruan 30). Homosexuals and lesbians were ex communicated from the communalist community due to their sexual preferences. In 1997, homosexuality was accepted in the society. In addition, since 2002 it is no longer recognized as a mental disorder. In the Chinese government, various officials, for example, Li Yinhe, is a supporter of the lesbian, transgender, gay and bisexual people in the society (Evans 56). Since 2003, the modern day Chinese government has proposed

Room Division Operation Management Essay Example | Topics and Well Written Essays - 1750 words

Room Division Operation Management - Essay Example Other organisations such as learning institutions provide accommodation plus reception services (Pizam 2010, p. 103). For instance, higher education institutions such as colleges and universities provide accommodation inform of hostels (Andrews 2008, p. 38). Accommodation services in such organisations comprise of administration, booking, as well as communication services, while the reception services comprise of enquiries, cashiers plus room allocation services (Pizam 2010, p. 103). Accommodation and front office services are split into diverse departments and have a number of functions (Pizam 2010, p. 103). They include a front office manager whose works is to provide high quality services through providing more than the demands of the clients (Andrews 2008, p. 39). This manager plans, organises, controls, as well as directs all the functioning expenses plus the issue connected to the revenues (Pizam 2010, p. 103). The work of the guest service personnel is to welcome guests/customers who arrive at the hotel, show them the reception for clearing purposes, assign the guests their rooms plus assisting the customers carry their belongings to their rooms (Pizam 2010, p. 103). They also book and organise for guests’ arrival. Finally, night auditors work at the front office and they complement the work of the front office manager, as well as the guest service personnel. They also posts charges for numerous services offered to the guest (Andrews 2008, p. 39). A number of legal and statutory requirements help prevent business oppression and preserve competition by regulating the business functions (Pizam 2010, p. 104). The law urges that hotel operators should agree on the scope concerning operations and terms of rates, room provision and business conditions along with uniforms. In addition, the room allocation law counts or holds the innkeepers accountable for the customers’ property (Andrews 2008, p. 39). Nevertheless, this

Did Humans Cause the Global Warming Research Paper

Did Humans Cause the Global Warming - Research Paper Example The current state of research does not confirm the link between warming and human activity and implies that years will pass before we have a better understanding of its causes, mechanisms and, if necessary, solutions. Scholars and professionals in climate studies lack unanimous agreement as for whether global warming is the direct consequence of human activity. Nevertheless, most of them unilaterally assert that the planet is gradually warming and that the climate is slowly changing. Statistically, the last century was marked with the steadily rapid increase of surface temperatures on the planet – 0.56 K over a century (Anonymous, 2010). Temperatures at the New York and Paris latitude moved about 2 degrees, while temperatures in the polar latitudes changed up 3 degrees Celsius (Singer & Avery, 2007). Actually, polar latitudes and Arctic ices represent the most complex problem: Arctic warming has already become the issue of the major climatic concern. During the twentieth century, air temperatures in the Arctic land rose by 5 degrees Celsius (West, 2009). By the end of the twenty-first century, the average temperatures in Alaska are expected to rise 3-5 degrees over land and 5-7 degrees over the ocean (West, 2009). In the Arctic, warming is more rapid intense compared with the other regions and the rise of temperatures there will have a profound effect on the flora and fauna. Ultimately, the end of the 20th century was marked with the growing number of hurricanes and storms of unbelievable strength (Houghton, 2007). Windstorms and hurricanes were followed by floods due to unusually intense rainfalls or because of the long periods of reduced rainfalls (Houghton, 2007).

Response to Cole and Foster Essay Example | Topics and Well Written Essays - 1500 words

Response to Cole and Foster - Essay Example Cole and Foster (58-60) identify that there are questions arising and unanswered about environmental safety. Why is dumping done to some communities during others getaway? Why environmental guidelines are vigorously implemented in particular communities while others are spared? Can environmental fairness be incorporated into environmental security? "What institutional changes are needed in order to" attain a just and sustainable environmental society? In addition, what community systematizing strategies and public procedures are helpful tools against environmental racism? This paper studies environmental racism, why there is difficulty in redressing the situation even when it apparent and why it is important for all environmentalists to acknowledge the equity between environmental and social problems. Moreover, the paper analyses the risks associated with environmental racism and how the problem should be addressed. Environmental racism is a shape of institutionalized prejudice. America is in the leading front in terms of economic and military force globally. The US economic engine generates enormous wealth, consumerism and high living standards. Nevertheless, this growth machine also produces pollution, waste and ecological destruction. America has some of the finest environmental laws in planet Earth. However, in the genuine world, not all communities are created equal. Over an extended period, environmental regulations have lagged in achieving homogeneous benefits across all divisions of society. The laws in US allow some communities to be routinely poisoned while others are protected from environmental hazards (Cole & Foster 58). As mentioned earlier, environmental racism refers to the unequal or misappropriate distribution of environmental hazards by race or income. Between the two predictors of environmental hazard distribution, the risk is more profound in terms of race as compared to

Statistics Essay Example | Topics and Well Written Essays - 1250 words

Statistics - Essay Example each patient who has lost weight has also experienced a decline in triglyceride level therefore there can be a relationship between weight and triglyceride level. The straight line regression model should be used with utmost caution when predicting future values. The linear regression model assumes that the data points are scattered around a straight line but unfortunately there are certain cases in which data points may be scattered around a curve and they can be fitted by the straight line model. This can be a ghastly mistake and it can have profound consequences. For the above scenario, if we predict the change in triglyceride level of a patient with a loss of 10 kg in weight than this can be a case of extrapolation. By extrapolation it means that one can not use the regression equation to make predictions for x-values that are outside the range of the x-values in the sample data. Since the x-values in the sample data are limited to (-9.6 kg) therefore it is not viable to make a prediction for (-10

The Puritans Essay Example | Topics and Well Written Essays - 1000 words

The Puritans - Essay Example On September 6, 1620, the Mayflower, a sailing vessel, started her "memorable voyage from Plymouth, England, with about 100 pilgrims aboard, bound for Virginia to establish a private permanent colony in North America." (Roark, et al, 2007). Arriving on November 21, at what is now Provincetown, Massachusetts, 41 of them signed the famous Mayflower Compact. "A small detail of the pilgrims, led by William Bradford, assigned to select a place for permanent settlement, landed at what is now Plymouth, Massachusetts, on December 21." (Roark et al; 2007).The text of the document read: "We, having undertaken for advancement of the Christian faith and the Honour of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, docovenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid, andenact, constitute and frame such just and equal Laws, Ordinances, Acts, Constitutions an d Officesas shall be thought most meet and convenient for the General good of the Colony into which we promise all due Submission and Obedience" (Roark, et al; 2007)Shortly before Charles I dissolved Parliament in 1629, "many Puritans formed the Massachusetts Bay Colony and were granted a charter for colonization in New England". (Roark, et al; 2007; pp 77-101). In 1630 this group sailed for the New World, with elected governor John Winthrop to lead them. Aboard the ship Arbella, "Winthrop delivered a sermon to his followers about the significance of their journey and their duty as settlers to follow a righteous path and to adhere strictly to God's laws" (Roark, et al; 2007). He and his followers "established settlements around Boston in 1630." Unlike the Virginia colonists, "most migrants to New England were farmers or tradesmen of middle-class origin whocame as part of a family" (Roark, et al; 2007). Their "family ties reinforced their religious beliefs through interlocking instit utions of family, church and community". Unlike their Chesapeake counterparts, New Englanders did not scatter across the land, but settled in numerous small towns located either on the coast or along a river. (Roark, et al; 2007) "The townspeople's strong pietyenforced remarkable religious and social conformity in the communities. The word of God-not elaborate ceremony--- was the focus of Puritan services; and Puritans considered 'church' to be not the building in which they worshipped but the men and women who entered into a solemn covenant with each other and with God to lead a holy and righteous life." (Roark, et al; 2007). Since Puritans were Calvinists, "they believed Christians must discipline their behavior to conform strictly to their religious ideas. Calvinism also preached the doctrine of predestination whereby individuals were either saved or damned according to God's predetermined choice; and their covenant required the disciplining of the entire community; church member s were to observe the behavior of other members and report any transgressions to church elders whose job it was to punish violators of the community's covenant. The church had no direct role in civil government; however, "the Puritans believed that government was ultimately subordinate to the church". They sought to make public life fully conform to their view of God's law, "expecting strict observance of the Sabbath, refusing to celebrate Christmas and Easter, and censuring games of chance, music and dancing, among other things" (Roark, et al; 2007) The Puritans "created a civil government that was governed by Puritans for Puritanism; the leading officials in towns of the Colony were the 'freemen' who had to be male church members; they could vote for governor, deputy governor and other colonial officials. When the number of 'freemen' became too large to meet conveniently, each town agreed to send two deputies to the General Court to act as the Colony's legislative body".

Statistics Essay Example | Topics and Well Written Essays - 1250 words

Statistics - Essay Example each patient who has lost weight has also experienced a decline in triglyceride level therefore there can be a relationship between weight and triglyceride level. The straight line regression model should be used with utmost caution when predicting future values. The linear regression model assumes that the data points are scattered around a straight line but unfortunately there are certain cases in which data points may be scattered around a curve and they can be fitted by the straight line model. This can be a ghastly mistake and it can have profound consequences. For the above scenario, if we predict the change in triglyceride level of a patient with a loss of 10 kg in weight than this can be a case of extrapolation. By extrapolation it means that one can not use the regression equation to make predictions for x-values that are outside the range of the x-values in the sample data. Since the x-values in the sample data are limited to (-9.6 kg) therefore it is not viable to make a prediction for (-10

Criminal Law Research Paper Example | Topics and Well Written Essays - 1500 words

Criminal Law - Research Paper Example at the time the crime was committed.†1 This is explained by the fact that insane people are not in the position to appreciate and to tell the difference between good and bad, right and wrong, legal and illegal. Insanity defense is considered to be a defense by excuse. Insanity defense dates back from Ancient Greece and Rome, however, the first definition that is closer to the modern definition of insanity defense was given by an English Court, in 1843, the insane person being compared to a wild beast. However, an earlier definition explains insane defense as it follows: â€Å"If a madman or a natural fool, or a lunatic in the time of his lunacy do [kill a man], this is no felonious act for they cannot be said to have any understanding will.†2 In the USA, some of the leading historical moments directly connected to the insane defense are: the case Durham v. United States3, (which established the Durham rule, also known as the â€Å"Product test†), the drafting of the American Law Institute Test (1953), the Hinckley case4, which led to the adoption of Insanity Defense Reform Act in 1984. Nowadays, more and more jurisdictions choose to rename the insanity defense into mental disorder defense, trying to protect the authors of such crimes from being stigmatized with the label insane. This is the result of the development of human rights protection, this applying not only to good citizens, but also to everybody, disregarding their criminal or/and medical records. As attractive as the insane defense may seem to cold blooded criminals, wishing to avoid justice with an insane plea, all the insane defense cases involve psychiatrists, psychological testing of the person claiming to be insane and the burden of proving to the jury that the crime was committed by a mentally ill person. For example, the case of Colorado v. Connelly5 is the story of a man found not guilty by insanity, and after 10 years, found guilty for the committed crime. The Andrea Yates case is one of

The Great Depression in Arkansas Essay Example for Free

The Great Depression in Arkansas Essay Have you ever wondered about The Great Depression during the 1930’s? During that time period 1930-1940, there were harsh times. People got hung, prices were low. Gas price was 5 to 10 cents a gallon. One quart of milk costed 14 cents. During The Great Depression, unemployment rate was 25%. As of today, the unemployment rate is 7.2 percent. It has fallen 18.3% since 1930. People lost jobs because times were so harsh. People got depressed because of unemployment or losing their jobs. Also people got hung or killed. 27 people got hung/killed. People got mad because they caused them to get unemployed. People got mad when losing their job. People got hung for causing other people to get unemployed. During The Great Depression, one quart of milk costed 14 cents. One gallon of milk costed 55 cents. A round steak costed 42 cents. As of 2012 milk costs 4 dollars. A round steak costs 3 dollars. One quart of milk costs 1 dollar. Therefore, today we have newer automobiles and gas. During The Great Depression, a car costed about 1,000 dollars. As of 2012 a car costs 20,000 to 50,000 dollars. Gas costed 5 to 10 cents a gallon during The Great Depression. As of today gas cost 3.20 dollars a gallon. Finally, The Great Depression 1930-1941 was very harsh times for Arkansas. Some people survived and some people died, people got unemployed and depressed. People went broke; the average salary was 1,900 dollars a year.

Six Markets Model Of Relationship Marketing Marketing Essay

Six Markets Model Of Relationship Marketing Marketing Essay An Organization must exceed customer expectations in order to retain them and develop a healthy relationship with them. The methods and tactics involved to develop long term relationship with the customers in order to retain them is termed as Relationship Marketing. (http://www.learnmarketing.net/relationshipmarketing.htm) To attract and retain its customers the company must put into place some tactics and methods which may include promoting the product and brand, offering good quality product/services at competitive prices. At the same time its very difficult to keep the customers 100% satisfied reasons could be any as needs and wants of the customers change. So its a good practice to keep monitoring them in a number of ways. Internal Markets: The process of bringing support for a company and its activities within its own employees, in order to encourage them to promote its goals is defined as Internal Market. Internal Marketing did not play a vital role in traditional marketing but relational marketing sees the importance and treats the employees as an enabler to enhance external market place performance. If internal market is neglected external market would collapse. Its always the employees who create the trust and build the relationship with the customers. Therefore the firm must meet the needs of the employees are the basis to meet the customer needs. Customer MarketsSupplier Markets: Establishing long term relations with suppliers is a departure from traditional supplier positions. This development means that suppliers are seen as collaborators or partners in improving quality and managing costs.Relationships with suppliers is the main focus in recent years in relationship marketing. In traditional marketing the suppliers were unable to invest in the new plants and technologies which allowed them to deliver better products and services, faster and more cheaply. In relationship marketing manufacturers choose to build less exploitative relationships with fewer suppliers creating integrated and relatively stable supply chains thus allowing quality and flexibility in the system with low costs. Recruitment Markets: Recruitment marketing is the vital area for any organization to conduct strategic and effective partnerships with intermediaries in order to expose the company and capture the best trained and experienced workforce. Getting and retaining best people to work in the profession to build sustainability with the customers. Referral Markets: Developing relationships in referral markets means to link up with those people or institutions that have the power to direct business to the company. Key existing customers are often referral sources, and so are intermediaries, third party buyers, agencies and business networks. This is often the most effective part of an overall marketing plan and the best use of resources. (http://www.economicexpert.com/3a/Relationship:marketing.htm) Influence Markets: Influence markets are important to an organization in terms of relationship marketing as members of this market include bodies that directly impact on the organization. They involve sub markets like government regulators, stockholders, venture capitalists, financial analysts, stockbrokers, consumer associations, environmental associations, and labor associations. Developing relationships in referral markets means to link up with those people or institutions that have the power to direct business to the company. These activities are typically carried out by the public relations department. Customer Markets: The goal of customer markets is to get the customers and retain them. Sustained growth in business usually depends upon the same customer coming back again and again. Existing relationships with customers cost less to sustain than new ones. Traditional marketing: Marketing is the process to identify and retain the customer i.e. to know what products or services are of interest to the customer. In order to stay profitable companies should shift focus from production and build strong customer relationships. These factors are considered as the cutting edge over its competitors. Traditional marketing is a marketing mix with Four Ps. They refer to the four factors that a marketer has to consider comprising of Product, Price, Promotion and Placement. The first is the Product its production and management; second is the price; and the third is its promotion with advertising and branding etc finally the fourth is the placement or the distribution of the product. Before launching any product these four elements are to be well planned by any organization. (http://ezinearticles.com/?Overview-of-Traditional-marketingid=374128 ). Limitations of Traditional Marketing: Traditional marketing is company focused and product based with the intension to increase the visibility of the company and its brand. Its a failure since brand recall is very minimal as customer is exposed to many brands. The company becomes the active participant while the customer becomes inactive. Traditional marketing uses USP (Unique selling proposition) which is exclusive to a particular product from a particular brand. In todays world every brand is has all the features offered by its competitors therefore the USP marketing is becoming passive. Advertising is the main strategy for any business to give product visibility and boosts its sales. Traditional marketing uses Above the line advertising method which uses media as the main source like Newspapers, Magazines, TVs, all kind of mailers and leaflets. Its a drawback since the online marketing is offering a lots of hope to the marketer reaching out to a prospective customer at a faster pace. Internal Marketing is given little or no attention. Market share is taken as customer satisfaction indicator. Commitment to customers is very limited. (http://ezinearticles.com/?Overview-of-Traditional-marketingid=374128 ). Market Segmentation: Examples to evaluate the effective use of relationship marketing: New use of technology as marketing tools: To maximise organizations goals the companies have to adopt latest technologies and developments such as the Internet, Social Networks, Intelligent commercial websites, Media / Advertising using Billboards, Networking and Direct mail etc. (http://appreciativeinquiry.case.edu/uploads/E%20J%20Pullicino%20-%20MBA.pdf) Promoting the products through internet is termed as E-Commerce it is a network enabled business for selling products and services on the website. It is a practical medium for realizing the benefits of Relationship marketing. Consumers get greater and easier access to the market because information about competing offers is searchable and marketers are provided with the information they need to do their job more effectively. Email marketing strategy is used to build business through email marketing campaigns and online surveys. Advertising using Billboard is most common in 21st century. The use of signs along roadways to advertise a wide range of products, services etc. The signs used in these roadside advertising campaigns must be over a certain size in order to be referred to as a billboard and must be large enough for a driver or passenger in a vehicle to be able to clearly read the lettering while navigating the vehicle along a road. The effectiveness of these advertisements led to creating an entirely new branch of the advertising industry, as clients demanded newer and more attractive ads that would catch the eye and entice the traveler to stop and spend money. (http://www.wisegeek.com/what-is-billboard-advertising.htm) An integrated social media marketing strategy can help ecommerce site increase brand visibility, improve customer loyalty, and gain important insights about the markets served. (http://www.practicalecommerce.com/articles/961-Ecommerce-Know-How-Social-Media-as-a-Marketing-Tool) Mobility Marketing: Universal mobility programs are marketed through Mobility Marketing. Mobility programs consist of public, private, and human services modal alternatives. Mobility program is a success by implementing developing Techniques, Strategies, and Public Relations tools. Viral Marketing: A strategy that facilitates and encourages individuals to pass along a marketing message is termed as Viral Marketing. It depends on a high pass-along rate from person to person. If a large number of recipients forward something to a large number of friends, the overall growth rises very quickly. If the pass-along numbers get too low, the overall growth quickly falls down. Hotmail is cited as the first example of viral marketing. (http://www.marketingterms.com/dictionary/viral_marketing/) Its been referred as word of mouth, creating a buzz. Effortless and instant inexpensive communications to people is done through internet which is working out well in Viral Marketing. Another way to propagate the message is use others websites like placing text, graphics etc basically giving adverts in various websites to pass on the message. (http://www.wilsonweb.com/wmt5/viral-principles.htm) Guerrilla Marketing: Guerilla Marketing is unconventional marketing intended to get maximum results from minimal resources and it is specifically used in small business and entrepreneurs. Marketing is done in an unusual way at public places, street giveaways etc. In order to sell a product or a service, a company must establish a relationship with the customer build trust and support and understand the customers needs, and it must provide a product that delivers the promised benefits. Guerilla Marketing uses several tactics as follows: Providing service which is beyond customer expectations. Aiming efforts to impress the customers. Working hours that matches the customers requirements. Use of extreme specialization skills to market a product. (http://www.businessdictionary.com/definition/guerilla-marketing.html) Importance of Social Networks in Marketing: Social Networking is defined as grouping of individuals into groups like communities to make new friends and connect with old ones. Professionals use social networking to improve their career. In 21st century social networking is mainly done online through websites termed as Social sites. They function as online communities for internet users. Depending on the websites the users share their experiences, hobbies, politics etc thus socializing themselves from home. Another benefit is diversity because the internet gives individuals from all around the world to access the social sites. These sites are designed focusing on the interest of the individual. The websites without a main focus are referred to as traditional social networking sites and have open memberships. At the same time there are hidden dangers associated with these sites like data theft and viruses. These crimes are termed as cyber crimes. Depending on the cyber surrounding proceed with caution online conversations, marke ting etc. There are several Forums and groups such as Friendwise, Friendfinder, Facebook, Orkut, Twitter and many more. (http://www.whatissocialnetworking.com/) Promoting Products and Services using Social Networks: Facebook: Businesses large and small are actively connecting with customers through Facebook which has a number of tools that make it powerful helping them to spread brands by attract potential customers. It also helps business to review ways to make it better. Facebook is the second largest website with more than 321 million people. Ways Facebook can help business: Facebook Pages: Businesses can create their own profiles on Facebook using Pages. These pages help the business to give an identity by publishing companys information, photos, videos etc. When a individual is interested in a certain brand a note is written in those pages. These pages are posted back for all the friends to see thus promoting the product. Individuals are spreading the good word about products they are using making it easier for companies to market their products through word of mouth. People can know instantly about any news that they have to share. Applications: With powerful API developers write software helping to promote business on Facebook. For instance Visa Business Network application which takes information about users and allows them to better network with small business owners. Advertising: Facebook is a free application but gets its revenue through its powerful advertising engine that enables businesses to specify a specific demographic target, see how many people that demographic will hit, and advertise to that demographic. It also has advertising links at the bottom promoting products and services. Polls: Its a boon for marketers looking to get a quick answer about a particular feature theyd like to implement, or just to find out information and opinions. (http://www.insidefacebook.com/2008/07/28/facebook-for-business-what-it-needs-what-it-has/) Twitter: Twitter is one of the fast growing free online platforms that is being used for communication and conversation with over 1 million users and broadcasts over 3 million messages everyday. It can be used as a marketing tool, but the users must do it right by following the Twitter etiquette in order to be effective. (http://marketing.about.com/b/2008/10/07/twitter-a-marketing-tool.htm) Twitter is an application that allows to tweet with individuals. Search queries can be performed and notified if someone is searching for us. Its a great tool that can consistently run on the desktop. With the help of Twitterfeed one can post blog posts directly into ones Twitter account. Ubertwitter is a tool to get blogs on cell phone the users can reply and direct messages. Twitter is used as a media outlet by posting news and updates of the company or products. Ultimately Twitter provides an excellent source of free publicity. Twitter marketing is all about talking to the prospective customers, interacting with them thus providing optimal customer service. Its a fantastic tool giving the brand a voice and identity. It can be made as a best marketing tool by following unique style while twittering.

History of the Remote Control: The Downfall of Western Civilization :: essays research papers fc

The History of the Remote Control: The Downfall of Western Civilization History of Technology Research Paper The typical American family has on average four remote controls in their household. Look around the room and count how many you have in your house. I count five in just this room alone, not including the wireless mouse and keyboard I am using right now to type this paper. Everyone has seen remote controls for televisions, VCRs, and stereos. However, can you imagine a remote control that can also control lights, the temperature, drapes, and even the front door lock! Remote controls have come along way since their first uses mainly for military purposes during WWI and WWII. There have been many different types of remote controls invented, some, which have helped society develop, and others that have led to our demise. Throughout this paper, you will learn about how the many different uses of remote controls have helped accomplish tasks once inconceivable by a human alone, but also have led western civilization into a â€Å"lazy† society. In addition, you will learn about the man who invented the first wireless remote control and other types of remotes used in modern day technology.   Ã‚  Ã‚  Ã‚  Ã‚   The first remote controls used to operate machines by the German and United States military during WWI and WWII. During WWI, the German navy used radio-controlled motorboats to ram enemy ships. By WWII, the use of remote controls was beginning to be more of a worldwide concept, controlling bombs and other remote control weapons. The military has a lot of uses for remote controls but beginning in the late 1940’s, scientists in the United States began experiments to discover uses of the remote control for uses other then on the battlefield. One of them scientist, the famous, Robert Adler, holds patents for 180 electronic devices, but is best known for his contribution in the development of the remote control. The first television remote control, established in 1950 by the Zenith Electronics Corporation, which was then known as the Zenith Radio Corporation. The name given to the remote, â€Å"Lazy Bones,† is all the irony I need to have you understand the title of this paper. â€Å"Lazy Bones† used a cable that ran from the TV set to the person watching TV’s hand. A motor in the TV set controlled the tuner through the remote control. Of course, people liked the idea of not having to get up to change the channel, but there were many complaints concerning the cable that ran across the floor that everyone always tripped over.

Freedom Writers Diary Movie Questions Essay

1. Eva’s view of herself and her people is that their nationality is competing with other races because of the discrimination. When Eva is a child, she is taught by her father that she has to fight for her people. â€Å"An Aztec princess is chosen for her blood, to fight for her people, as Papi and his father fought, against those who say we are less than they are, who say we are not equal in beauty and in blessings†. 2. According to Eva her father is arrested for retaliation, he was innocent but was jailed anyway, because of the respect he had from his people. Eva was waiting for the bus on her first day of school when she witnessed the war between races for the first time. â€Å"They took my father for retaliation. He was innocent, but they took him, because he was respected by my people. They called my people a gang because we fight for our America†. 3. The reason that Erin Gruwell decided to teach instead of be a lawyer is because of the influence from her father, being part of the civil rights movement and watching the L.A. riots on TV. Thinking of going to law school but thought that the case is already lost if it reaches the courtroom which indicates that Ms. G believes that going to the beginning where she can educate her students on the fundamentals and essentially prevent them from ending up with a lost court case because a good prevention method has no need for a cure. â€Å"And I remember when I was watching the LA riots on TV, I was thinking of going to law school at the time. And I thought, God, by the time you’re defending a kid in a courtroom the battle’s already lost. I think the real fighting should happen here in the classroom.† 4. In the beginning, obstacles that Ms. G faced are that the students didn’t believe in her, thinking that she wouldn’t be able to last in the classroom or teach because of the difficult interracial battles between students. â€Å"I give this bitch a week.† Erin had to deal with two students fighting on the first day of teaching, and witnessing another between different tribes within the school. Along with the discouragement from her father. â€Å"You’re gonna waste your talents on people who don’t give a damn about education. It breaks my heart†. 5. With gang violence and racial tension reaching an all-time high, the racial situation in Long Beach was separated into tribes based on the races of each person because of the L.A. riots. â€Å"Total civil unrest is happening throughout the Los Angeles area.† â€Å"The city resembles a war zone.† 6. At first, the students of room 203 relate to one another because of the similar situations and issues that each have experienced. Another way the students can relate to one another are the difficult moments of their individual lives they have to face because they’re all trying to cope with the cards they have been dealt in life. Also with discriminating against other races. Most of the students in room 203 are of different race to the teachers of Woodrow Wilson high school and feel separate from the community. â€Å"You can’t go against your own people, your own blood.† 7. A character that I like is Jamal because he seems like he is a funny person and entertaining to be around, making jokes out of negative situations. I can relate to him because I am a student myself. Having to complete unnecessary tasks when there are more important activities that I can be doing. 8. Ms. G tried to engage the students by finding something she thought they would be interested in and using it to relate to them with 2pac rapper lyrics with poetry as an example of an internal rhyme. The students are bothered by this, â€Å"Think we don’t know 2Pac? -White girl gonna teach us about rap†. She mixed up the separate boarders in the classroom to engage the students with differentiation without separate races but fails because of the lack of interest and students stop attending. 9. Reasons that the students do not respect Ms G are because of the racial situation at Long Beach, they think that she is just another white person analogous the rest of the teachers that have never really put any effort into actually teaching or caring about their education and don’t try understand their situations. The students are used to never being a priority in the education system, constantly being looked down on as not being smart enough or trusted with the schools proper resources and recognized as people who don’t want to learn and basically never having the opportunity to become  anything other than the stereotypes they have been categorised into. So Ms G. wasn’t seen as an individual, she was seen as another teacher that didn’t care. â€Å"Lady, stop acting like you’re trying to understand our situation†. They think she doesn’t deserve the respect given from them because she hasn’t earned it. â€Å"I’m not just gonna give you my respect because you’re called a teacher.† 10. Eva hates white people because of negative experiences she has had with white police. â€Å"I know what you can do. I saw white cops shoot my friend in the back for reaching into his pocket, his pocket! I saw white cops come into my house and take my father away for no REASON except they feel like it! Except because they can! And they can, because they’re white†. She feels that white people demand respect without earning it. â€Å"You don’t know what we got to do. You got no respect for how we living†. White people always wanting their respect like they deserve it for free†. Eva thinks that all white people feel that they have authority over her ethnicity, that whites run the world no matter what resulting in Eva hating all white people on sight. 11. Erin’s husband is a very considerate and devoted husband but shows resentment towards her career after assimilating extra jobs to support her teaching career without consulting him. He doesn’t appear to want to talk about her job and when he does, he doesn’t show any support toward it. While not paying attention to Scott, his attitude toward Erin’s career is that he feels that she is getting too involved as a result, letting their marriage suffer. â€Å"Scott, I finally found what I’m supposed to be doing and I love it. When I’m helping these kids make sense of their lives, everything about my life makes sense to me. How often does a person get that?† â€Å"Then what do you need me for?† â€Å"You’re my husband, why can’t you stand by me and be a part of that the way wives support husbands?† â€Å"Because I can’t be your wife.† And their marriage results in divorce because his life with Eri n wasn’t how he wanted it to be. 12. Ms G. again attempts to peak an interest with the students by using topics that relate to them with non-curriculum books about lives similar to  their own that she has bought herself for the students. 13. When Ms G. finds he picture of Jamal she confronts them, belittling their gang actions. â€Å"You think you know all about gangs? You’re amateurs†. Ms G informs the students about discrimination, bringing up the holocaust and how using racist pictures and antics is a way of wrongfully blaming others for their lives being hard to give themselves pride and identity. 14. The holocaust is relative to the students because they’re all associated or associate with gang violence and annihilation of people for the satisfaction of being the prime race. 15. The philosophy of the students is that they believe that the world is all about what colour someone is, not who they are. The students make illegitimate judgements about people of different ethnicity to themselves. To the students, graduation isn’t perceived as a concern when more important factors have to be dealt with. To them, making it through another day is an achievement alone, â€Å"Lady, I’m lucky if I make it to 18. We in a war. We’re graduating every day we live, because we ain’t afraid to die protecting our own. At least when you die for your own, you die with respect, you die a warrior†. 16. Within society, the students see themselves just as others perceive them. That being not as real graduates, as people who are going to be like their parents, as people who won’t really ever amount to much. No one has ever really taken them seriously which has resulted in the students not taking themselves seriously. â€Å"Nobody cares what I do. Why should I bother coming to school?† 17. The activity that united the students was learning about the holocaust, reading the books, hearing the stories of the victims and the excursion to the holocaust exhibition really spoke to students on a personal level that they could all connect and relate too. The main reason all the students are uniting for once is because of Ms Gruwell. Students know she goes above and beyond for them and that she actually cares. â€Å"My crazy English teacher from  last year is the only person that made me think of hope. Talking with friends about last year’s English and our trips, I began to feel better. I receive my schedule and the first teacher is Mrs. Gruwell in Room 203. I walk into the room and feel as though all the problems in life are not so important anymore. I am home.† Ms. G’s teaching is the activity that first started to unite the students. 18. The scene with Sindy and Eva shows that Ms. G’s class has united the students and created a bond between the two making them look beyond their own races. Ms. G’s students are starting to do right within society and not just right for their own race. For example, â€Å"I am my father’s daughter, and when they call me to testify, I will protect my own no matter what.† instead of Eva doing that which is what her family wanted her to do, she told the truth so an innocent man didn’t end up in jail. Eva thought about her actions and the consequences they would have on everyone and she did the right thing. This scene goes to prove that Ms Gruwell’s teaching initiative is working. 19. Marcus’ diary entry struck me most because it’s so unfair that human beings are judged by other human beings by their skin colour when it shouldn’t be considered as a negative factor because underneath it all we’re all the same. When Clive, accidentally shot himself and he stayed by his side until the police came the assumption shouldn’t have automatically been that Marcus did it because he was black, it was so unfair especially when Marcus lost his best friend that day. Marcus’ story moved me the most because he is still searching for his freedom after being wrongfully locked up. If Marcus had never been blamed for Clive’s death and had never gone behind bars, his life could’ve been different. â€Å"Every day I worry, when will I be free?† 20. At the beginning of Freedom Writers Ms. G was full of doubts and was questioning whether she was going to be able to connect with her students, get them to listen to her, to attend every class and whether she would be a good teacher or not, but throughout the movie she earned respect, grew and was taught so much from her students and by the end of the movie she had  transformed a classroom full of racial boarders and hate into a non-judgemental, safe place where the students found hope, connected with one another and felt at home. She had found what she was supposed to do with her life. 21. In the beginning, the students of room 203 were resistant to Erin, especially Eva who hated all white people and blamed them for taking her dad away when she was 5. They were disrespectful, extremely racist and mean toward one another to the point where Ben was scared to be in the classroom. None of the teachers cared about the students or their education. They were seen as lost causes which only made them feel like lost causes, especially Jamal who thought school was a waste of time. With the guidance of Ms. G every student in the class made a transformation for the better. Eva overcame her prejudice against white people and discovered they aren’t all the same; a lot of the racial barriers were broken down within the class. All the students attitude toward their education and each other changed, they developed respect and started caring and wanting to learn. Room 203 was transformed into an accepting, tolerant, secure, place like a home where all students, especially Ben, stopped being terrified. 22. All it takes is feeling as though you have one person in your life that genuinely cares about you, supports and encourages you and takes the time to help you and is behind you every step of the way to have the power to achieve anything and everything in life regardless how many people are against you. Every raindrop raises the sea so hope must never be lost. The most significant lesson to learn from this movie is that no matter what your background may be or how different you might think you are from someone, you’re not because at the end of the day we’re all human beings and we should never forget that. 23. The students of room 203 aren’t similar to the students of our classroom because I don’t think that anyone in my class has to face the sought of problems that the students of room 203 had to. Those kinds of difficulties come from gang violence, drug or alcohol abuse or physical injustice, I don’t know everyone’s story but I don’t think that our classroom has to deal  with those struggles.

Twilight 10. INTERROGATIONS

10. INTERROGATIONS It was very hard, in the morning, to argue with the part of me that was sure last night was a dream. Logic wasn't on my side, or common sense. I clung to the parts I couldn't have imagined – like his smell. I was sure I could never have dreamed that up on my own. It was foggy and dark outside my window, absolutely perfect. He had no reason not to be in school today. I dressed in my heavy clothes, remembering I didn't have a jacket. Further proof that my memory was real. When I got downstairs, Charlie was gone again – I was running later than I'd realized. I swallowed a granola bar in three bites, chased it down with milk straight from the carton, and then hurried out the door. Hopefully the rain would hold off until I could find Jessica. It was unusually foggy; the air was almost smoky with it. The mist was ice cold where it clung to the exposed skin on my face and neck. I couldn't wait to get the heat going in my truck. It was such a thick fog that I was a few feet down the driveway before I realized there was a car in it: a silver car. My heart thudded, stuttered, and then picked up again in double time. I didn't see where he came from, but suddenly he was there, pulling the door open for me. â€Å"Do you want to ride with me today?† he asked, amused by my expression as he caught me by surprise yet again. There was uncertainty in his voice. He was really giving me a choice – I was free to refuse, and part of him hoped for that. It was a vain hope. â€Å"Yes, thank you,† I said, trying to keep my voice calm. As I stepped into the warm car, I noticed his tan jacket was slung over the headrest of the passenger seat. The door closed behind me, and, sooner than should be possible, he was sitting next to me, starting the car. â€Å"I brought the jacket for you. I didn't want you to get sick or something.† His voice was guarded. I noticed that he wore no jacket himself, just a light gray knit V-neck shirt with long sleeves. Again, the fabric clung to his perfectly muscled chest. It was a colossal tribute to his face that it kept my eyes away from his body. â€Å"I'm not quite that delicate,† I said, but I pulled the jacket onto my lap, pushing my arms through the too-long sleeves, curious to see if the scent could possibly be as good as I remembered. It was better. â€Å"Aren't you?† he contradicted in a voice so low I wasn't sure if he meant for me to hear. We drove through the fog-shrouded streets, always too fast, feeling awkward. I was, at least. Last night all the walls were down†¦ almost all. I didn't know if we were still being as candid today. It left me tongue-tied. I waited for him to speak. He turned to smirk at me. â€Å"What, no twenty questions today?† â€Å"Do my questions bother you?† I asked, relieved. â€Å"Not as much as your reactions do.† He looked like he was joking, but I couldn't be sure. I frowned. â€Å"Do I react badly?† â€Å"No, that's the problem. You take everything so coolly – it's unnatural. It makes me wonder what you're really thinking.† â€Å"I always tell you what I'm really thinking.† â€Å"You edit,† he accused. â€Å"Not very much.† â€Å"Enough to drive me insane.† â€Å"You don't want to hear it,† I mumbled, almost whispered. As soon as the words were out, I regretted them. The pain in my voice was very faint; I could only hope he hadn't noticed it. He didn't respond, and I wondered if I had ruined the mood. His face was unreadable as we drove into the school parking lot. Something occurred to me belatedly. â€Å"Where's the rest of your family?† I asked – more than glad to be alone with him, but remembering that his car was usually full. â€Å"They took Rosalie's car.† He shrugged as he parked next to a glossy red convertible with the top up. â€Å"Ostentatious, isn't it?† â€Å"Um, wow,† I breathed. â€Å"If she has that, why does she ride with you?† â€Å"Like I said, it's ostentatious. We try to blend in.† â€Å"You don't succeed.† I laughed and shook my head as we got out of the car. I wasn't late anymore; his lunatic driving had gotten me to school in plenty of time. â€Å"So why did Rosalie drive today if it's more conspicuous?† â€Å"Hadn't you noticed? I'm breaking all the rules now.† He met me at the front of the car, staying very close to my side as we walked onto campus. I wanted to close that little distance, to reach out and touch him, but I was afraid he wouldn't like me to. â€Å"Why do you have cars like that at all?† I wondered aloud. â€Å"If you're looking for privacy?† â€Å"An indulgence,† he admitted with an impish smile. â€Å"We all like to drive fast.† â€Å"Figures,† I muttered under my breath. Under the shelter of the cafeteria roof's overhang, Jessica was waiting, her eyes about to bug out of their sockets. Over her arm, bless her, was my jacket. â€Å"Hey, Jessica,† I said when we were a few feet away. â€Å"Thanks for remembering.† She handed me my jacket without speaking. â€Å"Good morning, Jessica,† Edward said politely. It wasn't really his fault that his voice was so irresistible. Or what his eyes were capable of. â€Å"Er†¦ hi.† She shifted her wide eyes to me, trying to gather her jumbled thoughts. â€Å"I guess I'll see you in Trig.† She gave me a meaningful look, and I suppressed a sigh. What on earth was I going to tell her? â€Å"Yeah, I'll see you then.† She walked away, pausing twice to peek back over her shoulder at us. â€Å"What are you going to tell her?† Edward murmured. â€Å"Hey, I thought you couldn't read my mind!† I hissed. â€Å"I can't,† he said, startled. Then understanding brightened his eyes. â€Å"However, I can read hers – she'll be waiting to ambush you in class.† I groaned as I pulled off his jacket and handed it to him, replacing it with my own. He folded it over his arm. â€Å"So what are you going to tell her?† â€Å"A little help?† I pleaded. â€Å"What does she want to know?† He shook his head, grinning wickedly. â€Å"That's not fair.† â€Å"No, you not sharing what you know – now that's not fair.† He deliberated for a moment as we walked. We stopped outside the door to my first class. â€Å"She wants to know if we're secretly dating. And she wants to know how you feel about me,† he finally said. â€Å"Yikes. What should I say?† I tried to keep my expression very innocent. People were passing us on their way to class, probably staring, but I was barely aware of them. â€Å"Hmmm.† He paused to catch a stray lock of hair that was escaping the twist on my neck and wound it back into place. My heart spluttered hyperactively. â€Å"I suppose you could say yes to the first†¦ if you don't mind – it's easier than any other explanation.† â€Å"I don't mind,† I said in a faint voice. â€Å"And as for her other question†¦ well, I'll be listening to hear the answer to that one myself.† One side of his mouth pulled up into my favorite uneven smile. I couldn't catch my breath soon enough to respond to that remark. He turned and walked away. â€Å"I'll see you at lunch,† he called over his shoulder. Three people walking in the door stopped to stare at me. I hurried into class, flushed and irritated. He was such a cheater. Now I was even more worried about what I was going to say to Jessica. I sat in my usual seat, slamming my bag down in aggravation. â€Å"Morning, Bella,† Mike said from the seat next to me. I looked up to see an odd, almost resigned look on his face. â€Å"How was Port Angeles?† â€Å"It was†¦Ã¢â‚¬  There was no honest way to sum it up. â€Å"Great,† I finished lamely. â€Å"Jessica got a really cute dress.† â€Å"Did she say anything about Monday night?† he asked, his eyes brightening. I smiled at the turn the conversation had taken. â€Å"She said she had a really good time,† I assured him. â€Å"She did?† he said eagerly. â€Å"Most definitely.† Mr. Mason called the class to order then, asking us to turn in our papers. English and then Government passed in a blur, while I worried about how to explain things to Jessica and agonized over whether Edward would really be listening to what I said through the medium of Jess's thoughts. How very inconvenient his little talent could be – when it wasn't saving my life. The fog had almost dissolved by the end of the second hour, but the day was still dark with low, oppressing clouds. I smiled up at the sky. Edward was right, of course. When I walked into Trig Jessica was sitting in the back row, nearly bouncing off her seat in agitation. I reluctantly went to sit by her, trying to convince myself it would be better to get it over with as soon as possible. â€Å"Tell me everything!† she commanded before I was in the seat. â€Å"What do you want to know?† I hedged. â€Å"What happened last night?† â€Å"He bought me dinner, and then he drove me home.† She glared at me, her expression stiff with skepticism. â€Å"How did you get home so fast?† â€Å"He drives like a maniac. It was terrifying.† I hoped he heard that. â€Å"Was it like a date – did you tell him to meet you there?† I hadn't thought of that. â€Å"No – I was very surprised to see him there.† Her lips puckered in disappointment at the transparent honesty in my voice. â€Å"But he picked you up for school today?† she probed. â€Å"Yes – that was a surprise, too. He noticed I didn't have a jacket last night,† I explained. â€Å"So are you going out again?† â€Å"He offered to drive me to Seattle Saturday because he thinks toy truck isn't up to it – does that count?† â€Å"Yes.† She nodded. â€Å"Well, then, yes.† â€Å"W-o-w.† She exaggerated the word into three syllables. â€Å"Edward Cullen.† â€Å"I know,† I agreed. â€Å"Wow† didn't even cover it. â€Å"Wait!† Her hands flew up, palms toward me like she was stopping traffic. â€Å"Has he kissed you?† â€Å"No,† I mumbled. â€Å"It's not like that.† She looked disappointed. I'm sure I did, too. â€Å"Do you think Saturday†¦ ?† She raised her eyebrows. â€Å"I really doubt it.† The discontent in my voice was poorly disguised. â€Å"What did you talk about?† She pushed for more information in a whisper. Class had started but Mr. Varner wasn't paying close attention and we weren't the only ones still talking. â€Å"I don't know, Jess, lots of stuff,† I whispered back. â€Å"We talked about the English essay a little.† A very, very little. I think he mentioned it in passing. â€Å"Please, Bella,† she begged. â€Å"Give me some details.† â€Å"Well†¦ okay, I've got one. You should have seen the waitress flirting with him – it was over the top. But he didn't pay any attention to her at all.† Let him make what he could of that. â€Å"That's a good sign,† she nodded. â€Å"Was she pretty?† â€Å"Very – and probably nineteen or twenty.† â€Å"Even better. He must like you.† â€Å"I think so, but it's hard to tell. He's always so cryptic,† I threw in for his benefit, sighing. â€Å"I don't know how you're brave enough to be alone with him,† she breathed. â€Å"Why?† I was shocked, but she didn't understand my reaction. â€Å"He's so†¦ intimidating. I wouldn't know what to say to him.† She made a face, probably remembering this morning or last night, when he'd turned the overwhelming force of his eyes on her. â€Å"I do have some trouble with incoherency when I'm around him,† I admitted. â€Å"Oh well. He is unbelievably gorgeous.† Jessica shrugged as if this excused any flaws. Which, in her book, it probably did. â€Å"There's a lot more to him than that.† â€Å"Really? Like what?† I wished I had let it go. Almost as much as I was hoping he'd been kidding about listening in. â€Å"I can't explain it right†¦ but he's even more unbelievable behind the face.† The vampire who wanted to be good – who ran around saving people's lives so he wouldn't be a monster†¦ I stared toward the front of the room. â€Å"Is that possible?† She giggled. I ignored her, trying to look like I was paying attention to Mr. Varner. â€Å"So you like him, then?† She wasn't about to give up. â€Å"Yes,† I said curtly. â€Å"I mean, do you really like him?† she urged. â€Å"Yes,† I said again, blushing. I hoped that detail wouldn't register in her thoughts. She'd had enough with the single syllable answers. â€Å"How much do you like him?† â€Å"Too much,† I whispered back. â€Å"More than he likes me. But I don't see how I can help that.† I sighed, one blush blending into the next. Then, thankfully, Mr. Varner called on Jessica for an answer. She didn't get a chance to start on the subject again during class, and as soon as the bell rang, I took evasive action. â€Å"In English, Mike asked me if you said anything about Monday night,† I told her. â€Å"You're kidding! What did you say?!† she gasped, completely sidetracked. â€Å"I told him you said you had a lot of fun – he looked pleased.† â€Å"Tell me exactly what he said, and your exact answer!† We spent the rest of the walk dissecting sentence structures and most of Spanish on a minute description of Mike's facial expressions. I wouldn't have helped draw it out for as long as I did if I wasn't worried about the subject returning to me. And then the bell rang for lunch. As I jumped up out of my seat, shoving my books roughly in my bag, my uplifted expression must have tipped Jessica off. â€Å"You're not sitting with us today, are you?† she guessed. â€Å"I don't think so.† I couldn't be sure that he wouldn't disappear inconveniently again. But outside the door to our Spanish class, leaning against the wall – looking more like a Greek god than anyone had a right to – Edward was waiting for me. Jessica took one look, rolled her eyes, and departed. â€Å"See you later, Bella.† Her voice was thick with implications. I might have to turn off the ringer on the phone. â€Å"Hello.† His voice was amused and irritated at the same time. He had been listening, it was obvious. â€Å"Hi.† I couldn't think of anything else to say, and he didn't speak – biding his time, I presumed – so it was a quiet walk to the cafeteria. Walking with Edward through the crowded lunchtime rush was a lot like my first day here; everyone stared. He led the way into the line, still not speaking, though his eyes returned to my face every few seconds, their expression speculative. It seemed to me that irritation was winning out over amusement as the dominant emotion in his face. I fidgeted nervously with the zipper on my jacket. He stepped up to the counter and filled a tray with food. â€Å"What are you doing?† I objected. â€Å"You're not getting all that for me?† He shook his head, stepping forward to buy the food. â€Å"Half is for me, of course.† I raised one eyebrow. He led the way to the same place we'd sat that one time before. From the other end of the long table, a group of seniors gazed at us in amazement as we sat across from each other. Edward seemed oblivious. â€Å"Take whatever you want,† he said, pushing the tray toward me. â€Å"I'm curious,† I said as I picked up an apple, turning it around in my hands, â€Å"what would you do if someone dared you to eat food?† â€Å"You're always curious.† He grimaced, shaking his head. He glared at me, holding my eyes as he lifted the slice of pizza off the tray, and deliberately bit off a mouthful, chewed quickly, and then swallowed. I watched, eyes wide. â€Å"If someone dared you to eat dirt, you could, couldn't you?† he asked condescendingly. I wrinkled my nose. â€Å"I did once†¦ on a dare,† I admitted. â€Å"It wasn't so bad.† He laughed. â€Å"I suppose I'm not surprised.† Something over my shoulder seemed to catch his attention. â€Å"Jessica's analyzing everything I do – she'll break it down for you later.† He pushed the rest of the pizza toward me. The mention of Jessica brought a hint of his former irritation back to his features. I put down the apple and took a bite of the pizza, looking away, knowing he was about to start. â€Å"So the waitress was pretty, was she?† he asked casually. â€Å"You really didn't notice?† â€Å"No. I wasn't paying attention. I had a lot on my mind.† â€Å"Poor girl.† I could afford to be generous now. â€Å"Something you said to Jessica†¦ well, it bothers me.† He refused to be distracted. His voice was husky, and he glanced up from under his lashes with troubled eyes. â€Å"I'm not surprised you heard something you didn't like. You know what they say about eavesdropners,† I reminded him. â€Å"I warned you I would be listening.† â€Å"And I warned you that you didn't want to know everything I was thinking.† â€Å"You did,† he agreed, but his voice was still rough. â€Å"You aren't precisely right, though. I do want to know what you're thinking – everything. I just wish†¦ that you wouldn't be thinking some things.† I scowled. â€Å"That's quite a distinction.† â€Å"But that's not really the point at the moment.† â€Å"Then what is?† We were inclined toward each other across the table now. He had his large white hands folded under his chin; I leaned forward, my right hand cupped around my neck. I had to remind myself that we were in a crowded lunchroom, with probably many curious eyes on us. It was too easy to get wrapped up in our own private, tense little bubble. â€Å"Do you truly believe that you care more for me than I do for you?† he murmured, leaning closer to me as he spoke, his dark golden eyes piercing. I tried to remember how to exhale. I had to look away before it came back to me. â€Å"You're doing it again,† I muttered. His eyes opened wide with surprise. â€Å"What?† â€Å"Dazzling me,† I admitted, trying to concentrate as I looked back at him. â€Å"Oh.† He frowned. â€Å"It's not your fault,† I sighed. â€Å"You can't help it.† â€Å"Are you going to answer the question?† I looked down. â€Å"Yes.† â€Å"Yes, you are going to answer, or yes, you really think that?† He was irritated again. â€Å"Yes, I really think that.† I kept my eyes down on the table, my eyes tracing the pattern of the faux wood grains printed on the laminate. The silence dragged on. I stubbornly refused to be the first to break it this time, fighting hard against the temptation to peek at his expression. Finally he spoke, voice velvet soft. â€Å"You're wrong.† I glanced up to see that his eyes were gentle. â€Å"You can't know that,† I disagreed in a whisper. I shook my head in doubt, though my heart throbbed at his words and I wanted so badly to believe them. â€Å"What makes you think so?† His liquid topaz eyes were penetrating – trying futilely, I assumed, to lift the truth straight from my mind. I stared back, struggling to think clearly in spite of his face, to find some way to explain. As I searched for the words, I could see him getting impatient; frustrated by my silence, he started to scowl. I lifted my hand from my neck, and held up one finger. â€Å"Let me think,† I insisted. His expression cleared, now that he was satisfied that I was planning to answer. I dropped my hand to the table, moving my left hand so that my palms were pressed together. I stared at my hands, twisting and untwisting my fingers, as I finally spoke. â€Å"Well, aside from the obvious, sometimes†¦Ã¢â‚¬  I hesitated. â€Å"I can't be sure – I don't know how to read minds – but sometimes it seems like you're trying to say goodbye when you're saying something else.† That was the best I could sum up the sensation of anguish that his words triggered in me at times. â€Å"Perceptive,† he whispered. And there was the anguish again, surfacing as he confirmed my fear. â€Å"That's exactly why you're wrong, though,† he began to explain, but then his eyes narrowed. â€Å"What do you mean, ‘the obvious'?† â€Å"Well, look at me,† I said, unnecessarily as he was already staring. â€Å"I'm absolutely ordinary – well, except for bad things like all the near-death experiences and being so clumsy that I'm almost disabled. And look at you.† I waved my hand toward him and all his bewildering perfection. His brow creased angrily for a moment, then smoothed as his eyes took on a knowing look. â€Å"You don't see yourself very clearly, you know. I'll admit you're dead-on about the bad things,† he chuckled blackly, â€Å"but you didn't hear what every human male in this school was thinking on your first day.† I blinked, astonished. â€Å"I don't believe it†¦Ã¢â‚¬  I mumbled to myself. â€Å"Trust me just this once – you are the opposite of ordinary.† My embarrassment was much stronger than my pleasure at the look that came into his eyes when he said this. I quickly reminded him of my original argument. â€Å"But I'm not saying goodbye,† I pointed out. â€Å"Don't you see? That's what proves me right. I care the most, because if I can do it† – he shook his head, seeming to struggle with the thought – â€Å"if leaving is the right thing to do, then I'll hurt myself to keep from hurting you, to keep you safe.† I glared. â€Å"And you don't think I would do the same?† â€Å"You'd never have to make the choice.† Abruptly, his unpredictable mood shifted again; a mischievous, devastating smile rearranged his features. â€Å"Of course, keeping you safe is beginning to feel like a full-time occupation that requires my constant presence.† â€Å"No one has tried to do away with me today,† I reminded him, grateful for the lighter subject. I didn't want him to talk about goodbyes anymore. If I had to, I supposed I could purposefully put myself in danger to keep him close†¦ I banished that thought before his quick eyes read it on my face. That idea would definitely get me in trouble. â€Å"Yet,† he added. â€Å"Yet,† I agreed; I would have argued, but now I wanted him to be expecting disasters. â€Å"I have another question for you.† His face was still casual. â€Å"Shoot.† â€Å"Do you really need to go to Seattle this Saturday, or was that just an excuse to get out of saying no to all your admirers?† I made a face at the memory. â€Å"You know, I haven't forgiven you for the Tyler thing yet,† I warned him. â€Å"It's your fault that he's deluded himself into thinking I'm going to prom with him.† â€Å"Oh, he would have found a chance to ask you without me – I just really wanted to watch your face,† he chuckled, I would have been angrier if his laughter wasn't so fascinating. â€Å"If I'd asked you, would you have turned me down?† he asked, still laughing to himself. â€Å"Probably not,† I admitted. â€Å"But I would have canceled later – faked an illness or a sprained ankle.† He was puzzled. â€Å"Why would you do that?† I shook my head sadly. â€Å"You've never seen me in Gym, I guess, but I would have thought you would understand.† â€Å"Are you referring to the fact that you can't walk across a flat, stable surface without finding something to trip over?† â€Å"Obviously.† â€Å"That wouldn't be a problem.† He was very confident. â€Å"It's all in the leading.† He could see that I was about to protest, and he cut me off. â€Å"But you never told me – are you resolved on going to Seattle, or do you mind if we do something different?† As long as the â€Å"we† part was in, I didn't care about anything else. â€Å"I'm open to alternatives,† I allowed. â€Å"But I do have a favor to ask.† He looked wary, as he always did when I asked an open-ended question. â€Å"What?† â€Å"Can I drive?† He frowned. â€Å"Why?† â€Å"Well, mostly because when I told Charlie I was going to Seattle, he specifically asked if I was going alone and, at the time, I was. If he asked again, I probably wouldn't lie, but I don't think he will ask again, and leaving my truck at home would just bring up the subject unnecessarily. And also, because your driving frightens me.† He rolled his eyes. â€Å"Of all the things about me that could frighten you, you worry about my driving.† He shook his head in disgust, but then his eyes were serious again. â€Å"Won't you want to tell your father that you're spending the day with me?† There was an undercurrent to his question that I didn't understand. â€Å"With Charlie, less is always more.† I was definite about that. â€Å"Where are we going, anyway?† â€Å"The weather will be nice, so I'll be staying out of the public eye†¦ and you can stay with me, if you'd like to.† Again, he was leaving the choice up to me. â€Å"And you'll show me what you meant, about the sun?† I asked, excited by the idea of unraveling another of the unknowns. â€Å"Yes.† He smiled, and then paused. â€Å"But if you don't want to be†¦ alone with me, I'd still rather you didn't go to Seattle by yourself. I shudder to think of the trouble you could find in a city that size.† I was miffed. â€Å"Phoenix is three times bigger than Seattle – just in population. In physical size -â€Å" â€Å"But apparently,† he interrupted me, â€Å"your number wasn't up in Phoenix. So I'd rather you stayed near me.† His eyes did that unfair smoldering thing again. I couldn't argue, with the eyes or the motivation, and it was a moot point anyway. â€Å"As it happens, I don't mind being alone with you.† â€Å"I know,† he sighed, brooding. â€Å"You should tell Charlie, though.† â€Å"Why in the world would I do that?† His eyes were suddenly fierce. â€Å"To give me some small incentive to bring you back.† I gulped. But, after a moment of thought, I was sure. â€Å"I think I'll take my chances.† He exhaled angrily, and looked away. â€Å"Let's talk about something else,† I suggested. â€Å"What do you want to talk about?† he asked. He was still annoyed. I glanced around us, making sure we were well out of anyone's hearing. As I cast my eyes around the room, I caught the eyes of his sister, Alice, staring at me. The others were looking at Edward. I looked away swiftly, back to him, and I. asked the first thing that came to mind. â€Å"Why did you go to that Goat Rocks place last weekend†¦ to hunt? Charlie said it wasn't a good place to hike, because of bears.† He stared at me as if I was missing something very obvious. â€Å"Bears?† I gasped, and he smirked. â€Å"You know, bears are not in season,† I added sternly, to hide my shock. â€Å"If you read carefully, the laws only cover hunting with weapons,† he informed me. He watched my face with enjoyment as that slowly sank in. â€Å"Bears?† I repeated with difficulty. â€Å"Grizzly is Emmett's favorite.† His voice was still offhand, but his eyes were scrutinizing my reaction. I tried to pull myself together. â€Å"Hmmm,† I said, taking another bite of pizza as an excuse to look down. I chewed slowly, and then took a long drink of Coke without looking up. â€Å"So,† I said after a moment, finally meeting his now-anxious gaze. â€Å"What's your favorite?† He raised an eyebrow and the corners of his mouth turned down in disapproval. â€Å"Mountain lion.† â€Å"Ah,† I said in a politely disinterested tone, looking for my soda again. â€Å"Of course,† he said, and his tone mirrored mine, â€Å"we have to be careful not to impact the environment with injudicious hunting. We try to focus on areas with an overpopulation of predators – ranging as far away as we need. There's always plenty of deer and elk here, and they'll do, but where's the fun in that?† He smiled teasingly. â€Å"Where indeed,† I murmured around another bite of pizza. â€Å"Early spring is Emmett's favorite bear season – they're just coming out of hibernation, so they're more irritable.† He smiled at some remembered joke. â€Å"Nothing more fun than an irritated grizzly bear,† I agreed, nodding. He snickered, shaking his head. â€Å"Tell me what you're really thinking, please.† â€Å"I'm trying to picture it – but I can't,† I admitted. â€Å"How do you hunt a bear without weapons?† â€Å"Oh, we have weapons.† He flashed his bright teeth in a brief, threatening smile. I fought back a shiver before it could expose me. â€Å"Just not the kind they consider when writing hunting laws. If you've ever seen a bear attack on television, you should be able to visualize Emmett hunting.† I couldn't stop the next shiver that flashed down my spine. I peeked across the cafeteria toward Emmett, grateful that he wasn't looking my way. The thick bands of muscle that wrapped his arms and torso were somehow even more menacing now. Edward followed my gaze and chuckled. I stared at him, unnerved. â€Å"Are you like a bear, too?† I asked in a low voice. â€Å"More like the lion, or so they tell me,† he said lightly. â€Å"Perhaps our preferences are indicative.† I tried to smile. â€Å"Perhaps,† I repeated. But my mind was filled with opposing images that I couldn't merge together. â€Å"Is that something I might get to see?† â€Å"Absolutely not!† His face turned even whiter than usual, and his eyes were suddenly furious. I leaned back, stunned and – though I'd never admit it to him – frightened by his reaction. He leaned back as well, folding his arms across his chest. â€Å"Too scary for me?† I asked when I could control my voice again. â€Å"If that were it, I would take you out tonight,† he said, his voice cutting. â€Å"You need a healthy dose of fear. Nothing could be more beneficial for you.† â€Å"Then why?† I pressed, trying to ignore his angry expression. He glared at me for a long minute. â€Å"Later,† he finally said. He was on his feet in one lithe movement. â€Å"We're going to be late.† I glanced around, startled to see that he was right and the cafeteria was nearly vacant. When I was with him, the time and the place were such a muddled blur that I completely lost track of both. I jumped up, grabbing my bag from the back of my chair. â€Å"Later, then,† I agreed. I wouldn't forget.