The Kite Runner By Khaled Hosseini - 872 Words

All human relationships are complicated, there are many instances in the Kite Runner, by Khaled Hosseini, which portrays the complexity of human character. Throughout the book, the Amir is burden with his own guilt from his childhood summer of nineteen seventy-five . As the book progresses the reader is forced to grapple with the meaning if redemption and the true meaning of family. Many readers have often debated whether Amir has actually attained redemption for his actions; however through the latter half of the novel the reader comes to understand that Amir does in fact redeem himself. Guilt can become a driving force in a person’s actions. From him running as a coward from Assef assaulting Hassan, to his terrible treatment of Hassan afterwards. In Amir’s life guilt has become a constant in association of his treatment towards Hassan. Amir had avoid the Hassan, who would have done anything for him. His experience of guilt accompanies Amir, throughout his transit ion to American life and into adulthood. This is the reason why Amir falters whenever he is reminded of Hassan. As Amir wife and him discover their inability to have biological children, Amir blames his actions towards Hassan as the reason why he is unworthy to be a father. Several times throughout his life Amir is haunted by Hassans words of â€Å"For you a thousand times over!†(67). Those words reminded with Amir into adulthood, as he knew his own poor character. Guilt has accompanied Amir for theShow MoreRelatedThe Kite Runner, by Khaled Hosseini883 Words   |  4 Pagesregret from past encounters and usually feel guilty and bitter about the situation. The Kite Runner, by Khaled Hosseini, revolves around the theme of redemption. Redemption can be used as a cure for guilt. Throughout the novel, the author shows that redemption requires some sort of sacrifice and the only way that is possible is if you can forgive yourself from the mistakes you have made in the past. K haled Hosseini effectively portrays redemption through motifs such as rape, irony and flashbacks, symbolismRead MoreThe Kite Runner By Khaled Hosseini1651 Words   |  7 Pages  Ã‚  Ã‚   The novel â€Å"The Kite Runner† by Khaled Hosseini describes the life of a boy, Amir. Amir’s best friend and brother (although that part isn’t known until towards the end), Hassan, plays a major role in Amir’s life and how he grows up. Hosseini portrays many sacrifices that are made by Hassan and Amir. Additionally, Amir seeks redemption throughout much of the novel. By using first person point of view, readers are able to connect with Amir and understand his pain and yearning for a way to be redeemedRead MoreThe Kite Runner By Khaled Hosseini1655 Words   |  7 PagesSarah Singer Major Works Data Form Title: The Kite Runner Author: Khaled Hosseini Date of Publication: 2003 Genre: Historical Fiction Historical information about the period of publication: Since the September 11th attacks in 2001, the United States has been at war with Afghanistan. Their goals were to remove the Taliban, track down those in charge of the attacks, and destroy Al-Qaeda. Biographical information about the author: Khaled Hosseini was born in Kabul, Afghanistan, in 1965. HIs motherRead MoreThe Kite Runner by Khaled Hosseini1098 Words   |  5 PagesIn The Kite Runner by Khaled Hosseini, we learn a lot about Amir the main character, and Hassan his servant/brother. In the beginning Hassan and Amir’s relationship was one of brotherly love despite the fact that Hassan was a Hazara and Amir a Pashtun. Back in the 1970’s race and religion played a big part in Kabul and these two races were not suppose to have relationships unless it was owner (Pashtun) and servant (Hazara). Baba Amir’s father had an affair with Hassan’s mother, but it was kept aRead MoreThe Kite Runner By Khaled Hosseini1050 Words   |  5 Pagesâ€Å"There is a way to be good again.† (Hosseini 334). This quote given by Rahim Khan to Amir holds a great amount of force and symbolism. In theory, this quote symbolizes the beginning of Amir’s path to redemption. The eye-opening Kite Runner by K haled Hosseini tells about the struggles of Afghanistan before and during the Taliban, and one’s struggle for redemption and acceptance. With regards to the opening quote, some see Amir’s actions as selfish. However, others may believe that Amir truly changedRead MoreThe Kite Runner By Khaled Hosseini1583 Words   |  7 Pagesnovel the Kite Runner by Khaled Hosseini, Amir, the main character, shares his thoughts and actions due to his poor decisions. The problems he encountered were all because of the sin committed in his youth. His sins taunted the beginning of his life and gave him a troublesome memory full of guilt. As the novel continued, Amir attempted to disengage the memory of his sin and forget about it. Amir then faced the long bumpy road to redemption. Khaled Hosseini’s novel the Kite Runner is about sinRead MoreThe Kite Runner by Khaled Hosseini1313 Words   |  5 Pagesis not unique to just J.K. Rowling. Khaled Hosseini also incorporates life experiences into some of his novels. A prime example of this is The Kite Runner. The storyline of this novel reflects his past to create a journey of a young Afghanistan boy, whose name is Amir. This boy changes drastically throughout his lifetime from a close minded, considerably arrogant boy to an open hearted and minded man. This emotional and mental trip is partially based on Khaled Hosseini’s own life. Throughout Hosseini’sRead MoreThe Kite Runner By Khaled Hosseini1908 Words   |  8 Pages​In the novel, â€Å"The Kite Runner†, written by Khaled Hosseini, was taken place in Afghanistan during the 1970’s to the year of 2002. Many historical events happened during this time period and Hosseini portrayed it into his novel. Kabul, the capitol of Afghanistan, was a free, living area for many Afghanistan families to enjoy the life they were given. Until one day, Afghanistan was then taken over and attacked. In the novel, Amir, the protagonist, must redeem himself and the history behind his actionsRead MoreThe Kite Runner, by Khaled Hosseini871 Words   |  4 Pagesthat person is trying to fix that mistake. This also applies to the novel The Kite Runner. The story revolves around the main character Amir, and his childhood friend, Hassan. After Amir came to America with Baba, his father, he still regrets the things he had done to his childhood friend. He left Hassan getting raped by Assef in a small alley in 1975. Thereafter, Amir always feel regret and seeks for redemption. Hosseini -the author, argues that redemption can be achieved by helping others, teachRead MoreThe Kite Runner By Khaled Hosseini2522 Words   |  11 PagesIn The Kite Runner, Khaled Hosseini creates an awareness and humanization of Afghanistan as a nation and as a culture. Throug h a postcolonial perspective, the main character, Amir resembles the internal conflicts and external tribulations that a country and its citizens’ face when living in a war-torn region. Postcolonial criticism offers a unique perspective by highlighting the destructive events that lead to death and misery, rather than glorifying the exploratory nature of colonists as they

Climate Change And Carbon Reduction Environmental Sciences Essay Free Essays

string(42) " resources and generator of C emanations\." Climate alteration is arguably one of the greatest environmental challenges confronting the universe today. The addition in atmospheric nursery gases has driven a rapid rise in the planetary temperature. Emissions ensuing from human activities are well increasing the concentrations of the nursery gases, C dioxide ( CO2 ) , methane ( CH4 ) , CFCs ( CFCs ) and azotic oxide ( N2O ) and are doing nursery gas consequence. We will write a custom essay sample on Climate Change And Carbon Reduction Environmental Sciences Essay or any similar topic only for you Order Now Carbon dioxide has been responsible for over half the enhanced nursery consequence in the past and is likely to stay same in the hereafter ( Intergovernmental Panel on Climate Change 2007 ) . The Stern Review study suggests that a 25 % decrease below current degrees of emanations is required in order to stabilise planetary CO2 concentrations at degrees that will non hold really inauspicious impacts. And what we besides find out from the Stern Review is that the costs of non moving on clime alteration are greater than the costs of moving ( Stern Review 2006 ) . It has been recognised that developed states are chiefly responsible for the current high degrees of atmospheric GHG emanations ; the Kyoto Protocol places a heavier load on developed states and sets adhering emanation decrease marks of up to an norm of five per cent emanations reductionA compared to 1990 degrees over the five-year period 2008 to 2012. In Doha, Qatar, on 8 December 2012, the Doha Amendment to the Kyoto Protocol was adopted. This launched a 2nd committedness period, get downing on 1 January 2013 until 2020 ( United Nations Framework Convention on Climate Change 2013 ) . So, the motive for this research comes from the widely-accepted demand to greatly cut down the C dioxide ( CO2 ) and other nursery gases ( GHG ) emanations in order to extenuate anthropogenetic clime alteration. The societal, environmental and economic costs associated with C emanations could be immense and world can confront inauspicious effects. Therefore, the demand to cut down CO2 emanations has be en recognised as a cardinal portion of the on-going attempts to battle clime alteration. 1.2. Carbon decrease in the United Kingdom: National context The UK histories for less than 1.5 % of planetary nursery gas emanations ; the authorities has a clear national involvement in guaranting that the universe tackles climate alteration together as it is a planetary job and it requires a planetary solution. ( HM Government 2011 ) . The UK authorities has had a turning committedness to sustainable development over the last 15 old ages, foremost establishing a scheme for sustainable development in 1994. Its current scheme, â€Å" Procuring the FutureaˆY was launched in 2005 and focused on four cardinal countries: ingestion and production, natural resource protection, sustainable communities and clime alteration ( Her Majesty ‘s Stationery Office 2005 ) . The current alliance authorities besides raises a motto of the ‘greenest authorities of all time ‘ , although it has non been followed through unfavorable judgment, and shows its strategic committedness towards low C economic system. The planetary jussive mood of cl ime alteration has been translated into national C decrease marks. The UK authorities has strongly agreed for C decrease after its Kyoto Commitments and has developed Climate Change Act 2008 which is the universe ‘s first long-run lawfully adhering model. It aims to promote the passage to a low-carbon economic system in the UK by puting ambitious C decrease marks of at least 80 % by 2050 and at least 34 % by 2020 against a 1990 baseline ( HMSO 2008 ) . The UK is committed to play a prima function in order to procuring planetary action to cut down C emanations which is consistent with restricting planetary temperature additions to below 2A °C ( HMSO 2010 ) . The UK clime alteration act develops a new attack of pull offing clime alteration through puting institutional marks, doing schemes for accomplishing them, beef uping institutional models and regular answerability. 1.3. Carbon decrease in public sector: Higher Education context The mounting grounds of planetary clime alteration is one of the most of import issues for concerns. Carbon decrease is traveling up the corporate docket and administrations now understand the demand to manage their emanations and it must be embedded within their concern patterns ( Carbon Disclosure Project 2010 ) . The UK populace sector has long been taking the manner when it comes to cutting energy costs andA C emanations and the research has revealed that the populace sector is the most committed to carbon decrease as compared to the private and 3rd sectors ( The Carbon Trust 2012 ) . Camco ( 2011 ) found that the entire nursery gas emanations emitted by public sector organic structures from the usage of electricity and fossil fuels in 2009/10 including for administrative concern conveyance are estimated to be 16.7-23.5 Million tCO2. Against this background, proactive actions are required by all of the populace sector administrations to cut down C and other nursery gases emanatio ns. The Higher Education ( HE ) sector, due to the nature of its operational activities, preponderantly and straight emits C and to a much lesser extent other nursery gas emanations, frequently indirectly, such as methane ( CH4 ) ( Higher Education Funding Council for England 2010 ) . The Higher Education ( HE ) sector has a important societal and economic impact and is non exempt from disputing C decrease marks, in fact, it is argued, should be showing leading in the field. A research was carried out by Camco ( 2011 ) and was presented to the Department of Energy and Climate Change ( DECC ) , which suggests that the most cost effectual chances to accomplish the C decrease marks exist within the Further and Higher Education sectors. In 1990, sum HE sector C emanations were 2.445 million metric tons of C dioxide ( MtCO2 ) and in 2006 they were 3.288 MtCO2, a rise of 34 % ( HEFCE 2009 ) . The HE sector is being encouraged to take in C decrease as it is a important subscriber of C emanations in the public sector but besides because of the privileged place universities occupy in being Centres of research excellence and in cultivating ‘thought leaders ‘ for the hereafter ( HEFCE 2009 ) . HE is a turning consumer of energy and resources and generator of C emanations. You read "Climate Change And Carbon Reduction Environmental Sciences Essay" in category "Essay examples" In 2008-09 the UK Higher and Further Education sector administrations consumed 7.7 TWh of energy ( all fuels ) bring forthing emanations of 2.6 million metric tons of C dioxide equivalent ( Hopkinson and James 2011 ) . So, there is a demand to understand that how Higher Education Institutions ( HEIs ) can strategically cut down their increa sing C emanations through an integrated and comprehensive attack. In National Carbon Strategy, HEFCE encourages higher instruction establishments to follow similar marks ( HEFCE, 2010a ) . Carbon decrease mark and scheme for higher instruction in England has besides been formulated in order to supply guideline for HE establishments to put their ain marks inline with the UK marks and so develop action programs through C direction programs. The lone marks do non run into consequences ; they need to be supported with the schemes. Within the following 10 old ages the higher instruction sector in this state will be recognised as a major subscriber to society ‘s attempts to accomplish sustainability through the accomplishments and cognition that its alumnuss learn and set into pattern, its research and exchange of cognition through concern, community and public policy battle, and through its ain schemes and operations ( HEFCE ) . Capital support for higher instruction establishments in England is linked to carbon decrease from 2011 which makes high er instruction ‘s senior direction concern about their energy ingestion and C emanations. 1.4. Research purpose and aims: There is an ongoing demand to analyze and measure the procedure of C direction in the higher instruction sector and to suggest a clear route map for a strategic attack to better C direction. It is surprising that empirical research analyzing the strategic attack and committedness to carbon direction within the higher instruction establishments is comparatively thin ( Chapter 2: Literature Review ) . A research inquiry was formulated that â€Å" How higher instruction sector establishments can strategically pull off their C emanations from all of their organizational activities? † 1.4.1. Purpose: The purpose of this research is to develop a strategic C direction model for cut downing higher instruction sector establishments ‘ C emanations in the context of the broader public sector. 1.4.2. Specific aims: To consistently reexamine and measure the literature, paperss, schemes and C direction programs of the Higher Education ( HE ) sector establishments. To analyze the current province and effectivity of C direction within the higher instruction sector establishments. To place the drivers and barriers for C direction within the higher instruction sector establishments. To place and understand the characteristics and procedures for implementing effectual C direction schemes ; peculiar attending will be paid to the function of procurance and other range 3 emanations. To develop, suggest and formalize a Strategic Carbon Management ( SCM ) model for cut downing overall C emanations for the higher instruction every bit good as the broader public sector administrations. 1.5. Novel part to the cognition: The PhD research will bring forth a coherent set of findings on a strategic attack to carbon direction and will hold the undermentioned original parts to the bing cognition. Contribution in the bing theoretical cognition of strategic C direction. Substantial/practical part for a strategic attack to carbon direction in the higher instruction sector every bit good as the wider populace sector. Strategic Carbon Management ( SCM ) model will be proposed for bettering HE C direction and implanting C direction in corporate scheme. It will research how range 3 emanations, peculiarly procurance can be incorporated into universities ‘ C direction procedure. Novel methodological part with qualitative and quantitative informations integrating. 1.6. Thesis construction: The thesis will hold nine chapters and the staying chapters are outlined below: Chapter 2: Literature reappraisal This chapter will present the theoretical background for the research through the reappraisal of bing literature around assorted facets of C direction. Chapter 3: Research Methodology This chapter will detail the overall design of the research and sketching the chosen research methodological analysis in order to run into research purpose and aims. Chapter 4: Systematic analysis of secondary informations This chapter will run into the first aim by consistently analyzing the secondary informations. It will chiefly dwell of universities ‘ C direction programs and schemes, other strategic paperss and relevant policies. Chapter 5: Policy context, drivers and barriers to carbon direction This chapter will turn to C direction drivers and barriers with for higher instruction establishments. It will besides turn to policies sing C decrease in general and higher instruction in peculiar. Chapter 6: Preliminary research findings This chapter will analyze and bring forth first stage preliminary research findings based on the explorative interviews carried out with higher instruction sector directors in order to inform more structured attack in the 2nd stage of the research. Chapter 7: Survey Questionnaire This chapter will supply public sector analysis based on the questionnaire study consequences. It will analyze the current province and effectivity of C direction within the higher instruction sector establishments, besides comparison between different sector organic structures in C direction leading. Chapter 8: De Montfort University Case Study This chapter will supply descriptive instance survey of De Montfort University to happen out what is presently go oning in relation to strategic C direction. It will assist in placing and understanding assorted characteristics and procedures for implementing effectual C direction in a university. It will besides research the function of procurance and other range 3 emanations in C direction. Chapter 9: Discussion The treatment chapter will take the research findings from in-depth DMU survey and see in the context of wider higher instruction every bit good as the broader public sector administrations. It will integrate the development and proof of strategic C direction model for pull offing C emanations. Chapter 10: Decisions This chapter will summarize of the cardinal research findings and the original part to knowledge originating from this research, followed by way to future work. How to cite Climate Change And Carbon Reduction Environmental Sciences Essay, Essay examples

Principles of implementing duty of care in health free essay sample

Principles of implementing duty of care in health, social care or childrens and young peoples setting. As a support worker I have a duty of care to ensure all our young people are safe. To encourage them to be healthy and achieve as much as possible. Also to make a positive contribution. My duty of care is also to keep all young peoples information confidental. It is my duty of care to do what is necessary to safeguard and promote the welfare of our young people. It is essential I promote good health and take the correct procedures when a young person is ill. Their behaviours must be managed effectively and appropriately to their individual needs. A potential problem could be not receiving the support I require to maintain my duty of care. We will write a custom essay sample on Principles of implementing duty of care in health or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is essential that all of the staff team are delivering a consistent high standard duty of care. If this is not the case then young persons development could easily be affected. Another issues that may arise could be the sharing of a young persons information. As we must keep all informatio confidental, sometimes you could have a dilemma on your hands. It is important that the young peoples safety is balance with opportunties for the children and young people. This to let them have the freedom to explore and take risks for themselves. A home that is appropriately safe and secure should have opportunties inside and outside the house for the young people, this will encourage them to have a varity of options to choose. I can get addition support and advice for an issues from my registered home manager or the senior that may be on call. There is also contact details for social services and health services should it be necessary to seek their advice. If I were to receive a complaint I would follow the companies complaints procedure. If it was within my authority to deal with the complaint, I would do what was necessary to resolve the complaint. If I was unable to resolve the complaint the young person would have the opportunity to fill in a complaint for, which is located in a community area of the home. They can fill this in, with help from staff if necessary and address it to the home manager. The main points that should be use in respondin g to a complaint is to show the young person that you are listening and assure them you understand if possible. To come across very calm and reassure them to aviod escalation. Try your best to resolve the problem there and then. The first step of making a complaint I would report the problem to a senior or home manager if avaliable. If I were not happy with the outcome I have a right to take the complaint further to the locality manager. If I were still not happy, the regional director is avaliable too. If the problem required me getting a representative from the union involved, this could be avaliable to me. Raising little concerns in my supervisions is an option.

Teenage Pregnancy Essays (1948 words) - Midwifery, Teenage Pregnancy

Teenage Pregnancy The Truth About Teen Pregnancy Although the rate of teenage pregnancy in the United States has declined greatly within the past few years, it is still an enormous problem that needs to be addressed. These rates are still higher in the 1990's than they were only a decade ago. The United State's teenage birthrate exceeds that of most other industrialized nations, even though American teenagers are no more sexually active than teenagers are in Canada or Europe. (Gormly 348) Recent statistics concerning the teen birthrates are alarming. About 560,000 teenage girls give birth each year. Almost one-sixth of all births in the United States are to teenage women are to teenage women. Eight in ten of these births resulted from unintended pregnancies. (Gormly 347) By the age of eighteen, one out of four teenage girls will have become pregnant. (Newman 679) Although the onset of pregnancy may occur in any teenager, some teens are at higher risk for unplanned pregnancy than others. Teenagers who become sexually active at an earlier age are at a greater risk primarily because young teenagers are less likely to use birthcontrol. African-American and Hispanic teenagers are twice as likely to give birth as are white teenagers. Whites are more likely to have abortions. Teenagers who come from poor neighborhoods and attend segregated schools are at a high risk for pregnancy. Also, teenagers who are doing poorly in school and have few plans for the future are more likely to become parents than those who are doing well and have high educationsl and occupational expectations. Although the rate of teenage pregnancy is higher among low- income African-Americans and Hispanics, especially those in inner city ghettoes, the number of births to teenagers is highest among white, nonpoor young women who live in small cities and towns. (Calhoun 309) In addition to the question of which teenagers become pregnant, interest is shown in the social consequences of early parenthood. Adolescent parents (mostly mothers) may find that they have a lost or limited opportunity for education. (Johnson 4) The higher a woman's level of education, the more likely she is to postpone marriage and childbearing. Adolescents with little schooling are often twice as likely as those with more education to have a baby bafore their twentieth birthday. Some 58% of young women in the United States who receive less than a high school education give birth by the time they are twenty years old, compared with 13% of young women who complete at least twelve years of schooling. (Tunick 11) Teens who become pregnant during high school are more likely to drop out. (Calhoun 310) A teen mother leaves school because she cannot manage the task of caring for a baby and studying, and a teen father usually chooses a job over school so that he can pay bills and provide for his child. (Johnson 4) Teen mothers usually have fewer resources than older mothers because they have had less time to gather savings or build up their productivity through work experience, education, or training. (Planned Parenthood 1) Because of this, teen mothers are generally poor and are dependent on government support. (Newman 679) The welfare system is usually the only support a teen parent will receive. Welfare benefits are higher for families with absent fathers or dependent children. (Calhoun 309) In some cases, teen mothers may also receive help like Medicaid, Food Stamps, and Aid to Families with Dependent Children (AFDC). (Newman 679) Besides educational and financial problems, teenage mothers may face a great deal of emotional strain and may become very stressed. Teen mothers may have limited social contacts and friendships because they do not have time for anything other than their baby. Lack of a social life and time for herself may cause the teenage mother to become depressed or have severe mental anxiety. (Johnson 5) Depression may become worse for a teenage mother because she usually does not know much about child development or about how to care for their children. Children who are born to teenage mothers usually suffer from poor parenting. (Berk 188) Also, children of teenage parents start being sexually active before their peers and they are more likely to become teenage parents themselves. These children may also

Free Essays on When We Were Orphans

When We Were Orphans by Kazuo Ishiguro is the story of a detective’s search for his parents who disappeared when he was a small boy. The novel is divided into seven parts by date and location. The protagonist, Christopher Banks, was raised in the International Settlement in Shanghai by his parents until they disappeared when he was nine years old. His father, who was the first to vanish, was an officer in a large company that dealt in the trading of opium. His mother was largely and passionately involved with the anti-opium campaign. (When We Were Orphans by Kazuo Ishiguro) After the disappearance of his parents, Banks is sent to England to live with his aunt. From this time on he believes it is his calling to become a great detective and rid the world of evil. After the vanishing of his father he and his friend Akira role-played as detectives. Banks built a great name for himself as a detective. He was highly regarded in society, but all of the cases he solved did not satisfy him. He felt he needed to find his parents; this would fill the void. He eventually figured out that his parents’ disappearance was connected to the opium trade and set off for Shanghai to solve the case once and for all. (Yardley) Very slowly the details of Banks’ childhood are revealed. The reader gets a sense of the absolute loneliness that he feels. He reveals that he was somewhat of an outsider and was not close to anyone except for his parents and his one true friend Akira. Despite the fact that Banks was somewhat of a loner, he takes great offense when an old acquaintance brings this up to him. Banks refers to Akira throughout the entire story. It seems as though he was almost as obsessed with reuniting with this childhood friend as he was with finding his parents and â€Å"solving the case,† as he referred to it. When he returns to Shanghai, he finds the bulk of his homeland under siege. During his pilgrimage through the city to the house in which h... Free Essays on When We Were Orphans Free Essays on When We Were Orphans When We Were Orphans by Kazuo Ishiguro is the story of a detective’s search for his parents who disappeared when he was a small boy. The novel is divided into seven parts by date and location. The protagonist, Christopher Banks, was raised in the International Settlement in Shanghai by his parents until they disappeared when he was nine years old. His father, who was the first to vanish, was an officer in a large company that dealt in the trading of opium. His mother was largely and passionately involved with the anti-opium campaign. (When We Were Orphans by Kazuo Ishiguro) After the disappearance of his parents, Banks is sent to England to live with his aunt. From this time on he believes it is his calling to become a great detective and rid the world of evil. After the vanishing of his father he and his friend Akira role-played as detectives. Banks built a great name for himself as a detective. He was highly regarded in society, but all of the cases he solved did not satisfy him. He felt he needed to find his parents; this would fill the void. He eventually figured out that his parents’ disappearance was connected to the opium trade and set off for Shanghai to solve the case once and for all. (Yardley) Very slowly the details of Banks’ childhood are revealed. The reader gets a sense of the absolute loneliness that he feels. He reveals that he was somewhat of an outsider and was not close to anyone except for his parents and his one true friend Akira. Despite the fact that Banks was somewhat of a loner, he takes great offense when an old acquaintance brings this up to him. Banks refers to Akira throughout the entire story. It seems as though he was almost as obsessed with reuniting with this childhood friend as he was with finding his parents and â€Å"solving the case,† as he referred to it. When he returns to Shanghai, he finds the bulk of his homeland under siege. During his pilgrimage through the city to the house in which h...

Free Sample Essay on Five Stages of Grief

Free Sample Essay on Five Stages of Grief Because death is an inevitable, natural fact of life, grief is only just as natural. â€Å"Grief† is defined as a deep sorrow, especially one that is caused by someone’s death. Some handle the death of a loved one better than others. Others, well, it tears them up inside and continues to negatively affect them for the rest of their life. Nonetheless, there is generally a process that a person tends to experience beginning after the passing of a loved one, and it starts with the initial shock of losing a dearly loved person and ends with finally accepting their passing. One model that explains the process of grieving is Elizabeth Kubler-Ross’ model â€Å"The Five Stages of Grief† – in which there is 1) Denial, 2) Anger, 3) Bargaining, 4) Depression and 5) Acceptance. Denial happens to people when they first lose a person to death and can’t believe it has happened. They deny it. It is essentially a stage of shock, numbness, and disbelief. They are not denying the death has occurred; they are more so experiencing this mentality: â€Å"I can’t believe this person, whom I love so much and came to depend on, will never be around to embrace again.† This thought process serves to protect the grieving because to understand this reality all at once would be too intense and overwhelming for the living loved ones. Eventually one asks, â€Å"How did this happen?† and â€Å"Why?† But this is natural; it’s a sign that they are moving out of the denial phase and into the process of healing. The second stage is anger – at oneself, at God, at the loved one, at the world. It is often kept bottled up inside until it turns into guilt – guilt that more could have been done to prevent this loved one’s death. But this is a completely natural response to loss. Recognizing this anger phase of the process of grieving and being able to control these strong emotions is a crucial step to moving on toward acceptance. You may also like: What are the qualities of a good friend? Pandas: Failure in a cute disguise Persuasive essay on Allan Edgar Poes story The art of effective problem-solving Argumentative essay on violence in children and the media Bargaining is the third stage. This occurs when the grieving person wants life to be like it used to be when the deceased was still alive and well. They essentially fixate on going back in time in order to prevent the death from happening in the first place. It is the â€Å"If only† mentality. This keeps the person focused on the past – and they avoid dealing with the emotions of the present, the reality of the deceased. Depression is the fourth stage of grieving, according to Elizabeth Kubler-Ross’ model of â€Å"The Five Stages of Grief.† It is when the person who has lost a loved one and who is grieving enters a darker level – one with intense feelings of emptiness and sadness. When daily habits become a burden, and joy is hard to find in any event or experience. It is not a mental illness at this point, per se, but a natural response to loss. In this stage, the griever allows himself or herself to begin accepting the loss. At this point, they allow themselves to feel the pain, loss, grief and sadness that comes  with the death of a loved one. This is crucial to healing – experiencing these emotions for this reason. The fifth and final stage of the grieving process is acceptance. It is not the cure to grief, as the loss of a dearly loved one can impact a person for the rest of their lives. Acceptance only means the person who has lost a loved one is ready to try and move on – to accommodate themselves in this world without the loved one. This is a process that everyone experience in one shape or form. It is one that can actually bring a person closer to the departed, the loved one, with a clear sense of the previous life and clear understanding how they want life to be now.

Genetic Screening Essay Example | Topics and Well Written Essays - 500 words

Genetic Screening - Essay Example Genetic testing does not reveal if you have a disease. It can only show that you are predisposed to getting an ailment. Barring a worker because they may one day develop a fatal disease is like throwing someone in jail because they may someday steal a car. There is no certainty that the disease will ever develop just as there is no way to profile who may become a thief. According to the American Medical Association (AMA), "Genetic tests alone do not have sufficient predictive value to be relied upon..." ("Genetic Testing"). Our limited knowledge of the complex interactions of numerous genes and our environment makes this new science little more than guesswork. If employers begin guessing who may have a genetic marker for a physical ailment, it won't be long before they look at brain scans for a predisposition of a personality trait. Medical ethics would dictate that, "Genetic privacy, like medical privacy in general, involves notions of the dignity and integrity of the individual" (Bereano).

Industrial Safety and Health Management Essay Example | Topics and Well Written Essays - 250 words

Industrial Safety and Health Management - Essay Example aste disposal, conservation of natural resources and energy, to reduction of the amount of waste produced and ensuring that wastes are handled in a manner that is environmentally sound. RCRA is responsible for regulation of the handling of solid wastes such as garbage, underground petroleum products storage tanks products or particular chemicals and hazardous waste. All the three Acts are under the United States Environmental Protection Agency. All these Acts are in place with the sole objective of protecting the human health and the environment from the potential hazard of disposing waste. They all have got objectives that are merging and this means they are fitting together through that singular objective. They are related to OSHA (Occupational Safety &Health Administration) in that they have similar objectives. OSHA’s objective is to ensure health and safety is adhered to by the employers especially as regards employees’ workplace. Employers must therefore comply with all appropriate OSHA standards. This means that employers must fulfill the General Duty Clause of the OSH Act, which necessitates employers to maintain safe workplace, free of any serious recognized

Product service system Essay Example for Free

Product service system Essay More and more researchers, institutes and programmes have paid attention to product-service ystems (PSSes) in the last decade because PSS integrates tangible artefact and intangible service to achieve sustainability, improve enterprise competitiveness, and meet customer needs better. In order to respond to the industrial trend towards PSS and frame the related research, the state-of-the-art of PSS research and development are reported. Furthermore, in order to integrate fragmental PSS solutions, this paper proposes a framework for product-service lifecycle management (PSLM) and technologies of PSS development. So, four categories are focused on: review of PSS, esearch about PSS development, a framework for PSLM, and technologies for PSLM (modular product-service development and ontology-based productservice knowledge expression and reuse). The preliminary solution of the implementation roadmap and technologies for PSLM which need to be perfected is proposed to lay a basis for further development and application of PSS for the benefit of industries. Keywords: product-service systems (Psses); product-service lifecycle management; PSS development; modular product-service development 1. Introduction Since the early 1990s, the driver in our economy has been changing from production f material goods to product-service offers based on knowledge and information (Roy and Baxter 2009). The service proportion of output and profits in manufacturing enterprises are increasing. It has become an important trend in the manufacturing industry that service is used to enhance the competitiveness of businesses as well as an important source of values (Sheehan 2000, Mont 2003). There are mainly two manifestations, the first is manufacturing companies are more and more focused on the service in the design or development phase; the second is manufacturers xpanding their activities to the entire lifecycle of the physical products. As a response to this trend, more and more enterprises are beginning to take this service-oriented model of manufacturing, and there are already a lot of successful examples. Rolls Royce offers Total Care Package and Power by the Hour rather than transterring ownership ot the gas turbine engine.

Comparison of The Rich Boy, The Bridal Party, and The Great Gatsby by F

Comparison of The Rich Boy, The Bridal Party, and The Great Gatsby by F. Scott Fitzgerald The 1920’s market a booming America economy, making evident transition between social classes. People become very optimistic, and sometimes began living their lives as if they had already obtained the American dream. Dreamers usually create illusions to avoid the cruel realities of life. F. Scott Fitzgerald exemplifies three overly enthusiastic believers in â€Å"The Rich Boy† with Anson Hunter, â€Å"The Bridal Party† with Michael Curly, and The Great Gatsby with Jay Gatsby. Fitzgerald easily builds these characters into ‘the man of imagination’ and the ‘the man of action.’ They live an illusion by dwelling on the past, feeling that money can buy what they want, yet reality shatters their fantasy world; thus Fitzgerald depicts how each character evolves in romanticism and realism. All three characters experience a sense of living illusions in which Fitzgerald includes romanticism in them. In â€Å"Rich boy,† Paula Legendre is Anson Hunter’s unattainable love due to his behaviour. As...

The Twilight Saga 3: Eclipse Chapter 17. ALLIANCE

â€Å"BELLA?† Edward's soft voice came from behind me. I turned to see him spring lightly up the porch steps, his hair windblown from running. He pulled me into his arms at once, just like he had in the parking lot, and kissed me again. This kiss frightened me. There was too much tension, too strong an edge to the way his lips crushed mine – like he was afraid we only had so much time left to us. I couldn't let myself think about that. Not if I was going to have to act human for the next several hours. I pulled away from him. â€Å"Let's get this stupid party over with,† I mumbled, not meeting his eyes. He put his hands on either side of my face, waiting until I looked up. â€Å"I won't let anything happen to you.† I touched his lips with the fingers of my good hand. â€Å"I'm not worried about myself so much.† â€Å"Why am I not surprised by that?† he muttered to himself. He took a deep breath, and then he smiled slightly. â€Å"Ready to celebrate?† he asked. I groaned. He held the door for me, keeping his arm securely around my waist. I stood frozen there for a minute, then I slowly shook my head. â€Å"Unbelievable.† Edward shrugged. â€Å"Alice will be Alice.† The interior of the Cullens' home had been transformed into a nightclub – the kind that didn't often exist in real life, only on TV. â€Å"Edward!† Alice called from beside a gigantic speaker. â€Å"I need your advice.† She gestured toward a towering stack of CDs. â€Å"Should we give them familiar and comforting? Or† – she gestured to a different pile – â€Å"educate their taste in music?† â€Å"Keep it comforting,† Edward recommended. â€Å"You can only lead the horse to water.† Alice nodded seriously, and started throwing the educational CDs into a box. I noticed that she had changed into a sequined tank top and red leather pants. Her bare skin reacted oddly to the pulsing red and purple lights. â€Å"I think I'm underdressed.† â€Å"You're perfect,† Edward disagreed. â€Å"You'll do,† Alice amended. â€Å"Thanks.† I sighed. â€Å"Do you really think people will come?† Anyone could hear the hope in my voice. Alice made a face at me. â€Å"Everyone will come,† Edward answered. â€Å"They're all dying to see the inside of the reclusive Cullens' mystery house.† â€Å"Fabulous,† I moaned. There wasn't anything I could do to help. I doubted that – even after I didn't need sleep and moved at a much faster speed – I would ever be able to get things done the way Alice did. Edward refused to let me go for a second, dragging me along with him as he hunted up Jasper and then Carlisle to tell them of my epiphany. I listened with quiet horror as they discussed their attack on the army in Seattle. I could tell that Jasper was not pleased with the way the numbers stood, but they'd been unable to contact anyone besides Tanya's unwilling family. Jasper didn't try to hide his desperation the way Edward would have. It was easy to see that he didn't like gambling with stakes this high. I couldn't stay behind, waiting and hoping for them to come home. I wouldn't. I would go mad. The doorbell rang. All at once, everything was surreally normal. A perfect smile, genuine and warm, replaced the stress on Carlisle's face. Alice turned the volume of the music up, and then danced to get the door. It was a Suburban-load of my friends, either too nervous or too intimidated to arrive on their own. Jessica was the first one in the door, with Mike right behind her. Tyler, Conner, Austin, Lee, Samantha . . . even Lauren trailing in last, her critical eyes alight with curiosity. They all were curious, and then overwhelmed as they took in the huge room decked out like a chic rave. The room wasn't empty; all the Cullens had taken their places, ready to put on their usual perfect human charade. Tonight I felt like I was acting every bit as much as they were. I went to greet Jess and Mike, hoping the edge inmy voice sounded like the right kind of excitement. Before I could get to anyone else, the bell rang again. I let Angela and Ben in, leaving the door wide, because Eric and Katie were just reaching the steps. I didn't get another chance to panic. I had to talk to everyone, concentrate on being upbeat, a hostess. Though the party had been billed as a joint event for Alice, Edward, and me, there was no denying that I was the most popular target for congratulations and thanks. Maybe because the Cullens looked just slightly wrong under Alice's party lights. Maybe because those lights left the room dim and mysterious. Not an atmosphere to make your average human feel relaxed when standing next to someone like Emmett. I saw Emmett grin at Mike over the food table, the red lights gleaming off his teeth, and watched Mike take an automatic step back. Probably Alice had done this on purpose, to force me into the center of attention – a place she thought I should enjoy more. She was forever trying to make me be human the way she thought humans should be. The party was a clear success, despite the instinctive edginess cause by the Cullens' presence – or maybe that simply added a thrill to the atmosphere. The music was infectious, the lights almost hypnotic. From the way the food disappeared, that must have been good, too. The room was soon crowded, though never claustrophobic. The entire senior class seemed to be there, along with most of the juniors. Bodies swayed to the beat that rumbled under the soles of their feet, the party constantly on the edge of breaking into a dance. It wasn't as hard as I'd thought it would be. I followed Alice's lead, mingling and chatting for a minute with everyone. They seemed easy enough to please. I was sure this party was far cooler than anything the town of Forks had experienced before. Alice was almost purring – no one here would forget this night. I'd circled the room once, and was back to Jessica. She babbled excitedly, and it was not necessary to pay strict attention, because the odds were she wouldn't need a response from me anytime soon. Edward was at my side – still refusing to let go of me. He kept one hand securely at my waist, pulling me closer now and then in response to thoughts I probably didn't want to hear. So I was immediately suspicious when he dropped his arm and edged away from me. â€Å"Stay here,† he murmured in my ear. â€Å"I'll be right back.† He passed gracefully through the crowd without seeming to touch any of the close-packed bodies, gone too quickly for me to ask why he was leaving. I stared after him with narrowed eyes while Jessica shouted over the music eagerly, hanging on to my elbow, oblivious to my distraction. I watched him as he reached the dark shadow beside the kitchen doorway, where the lights only shone intermittently. He was leaning over someone, but I couldn't see past all the heads between us. I stretched up on my toes, craning my neck. Right then, a red light flashed across his back and glinted off the red sequins of Alice's shirt. The light only touched her face for half a second, but it was enough. â€Å"Excuse me for a minute, Jess,† I mumbled, pulling my arm away. I didn't pause for her reaction, even to see if I'd hurt her feelings with my abruptness. I ducked my way through the bodies, getting shoved around a bit. A few people were dancing now. I hurried to the kitchen door. Edward was gone, but Alice was still there in the dark, her face blank – the kind of expressionless look you see on the face of someone who has just witnessed a horrible accident. One of her hands gripped the door frame, like she needed the support. â€Å"What, Alice, what? What did you see?† My hands were clutched in front of me – begging. She didn't look at me, she was staring away. I followed her gaze and watched as she caught Edward's eye across the room. His face was empty as a stone. He turned and disappeared into the shadows under the stair. The doorbell rang just then, hours after the last time, and Alice looked up with a puzzled expression that quickly turned into one of disgust. â€Å"Who invited the werewolf?† she griped at me. I scowled. â€Å"Guilty.† I'd thought I'd rescinded that invitation – not that I'd ever dreamed Jacob would come here, regardless. â€Å"Well, you go take care of it, then. I have to talk to Carlisle.† â€Å"No, Alice, wait!† I tried to reach for her arm, but she was gone and my hand clutched the empty air. â€Å"Damn it!† I grumbled. I knew this was it. Alice had seen what she'd been waiting for, and I honestly didn't feel I could stand the suspense long enough to answer the door. The doorbell peeled again, too long, someone holding down the button. I turned my back toward the door resolutely, and scanned the darkened room for Alice. I couldn't see anything. I started pushing for the stairs. â€Å"Hey, Bella!† Jacob's deep voice caught a lull in the music, and I looked up in spite of myself at the sound of my name. I made a face. It wasn't just one werewolf, it was three. Jacob had let himself in, flanked on either side by Quil and Embry. The two of them looked terribly tense, their eyes flickering around the room like they'd just walked into a haunted crypt. Embry's trembling hand still held the door, his body half-turned to run for it. Jacob was waving at me, calmer than the others, though his nose was wrinkled in disgust. I waved back – waved goodbye – and turned to look for Alice. I squeezed through a space between Conner's and Lauren's backs. He came out of nowhere, his hand on my shoulder pulling me back toward the shadow by the kitchen. I ducked under his grip, but he grabbed my good wrist and yanked me from the crowd. â€Å"Friendly reception,† he noted. I pulled my hand free and scowled at him. â€Å"What are you doing here?† â€Å"You invited me, remember?† â€Å"In case my right hook was too subtle for you, let me translate: that was me uninvitingyou.† â€Å"Don't be a poor sport. I brought you a graduation present and everything.† I folded my arms across my chest. I didn't want to fightwith Jacob right now. I wanted to know what Alice had seen and what Edward and Carlisle were saying about it. I craned my head around Jacob, searching for them. â€Å"Take it back to the store, Jake. I've got to do something. . . .† He stepped into my line of sight, demanding my attention. â€Å"I can't take it back. I didn't get it from the store – I made it myself. Took a really long time, too.† I leaned around him again, but I couldn't see any of the Cullens. Where had they gone? My eyes scanned the darkened room. â€Å"Oh, c'mon, Bell. Don't pretend like I'm not here!† â€Å"I'm not.† I couldn't see them anywhere. â€Å"Look, Jake, I've got a lot on my mind right now.† He put his hand under my chin and pulled my face up. â€Å"Could I please have just a few seconds of your undivided attention, Miss Swan?† I jerked away from his touch. â€Å"Keep your hands to yourself, Jacob,† I hissed. â€Å"Sorry!† he said at once, holding his hands up in surrender. â€Å"I really am sorry. About the other day, I mean, too. I shouldn't have kissed you like that. It was wrong. I guess . . . well, I guess I deluded myself into thinking you wanted me to.† â€Å"Deluded – what a perfect description!† â€Å"Be nice. You could accept my apology, you know.† â€Å"Fine. Apology accepted. Now, if you'll just excuse me for a moment . . .† â€Å"Okay,† he mumbled, and his voice was so different from before that I stoppd searching for Alice and scrutinized his face. He was staring at the floor, hiding his eyes. His lower lip jutted out just a little bit. â€Å"I guess you'd rather be with your real friends,† he said in the same defeated tone. â€Å"I get it.† I groaned. â€Å"Aw, Jake, you know that's not fair.† â€Å"Do I?† â€Å"You should.† I leaned forward, peering up, trying to look into his eyes. He looked up then, over my head, avoiding my gaze. â€Å"Jake?† He refused to look at me. â€Å"Hey, you said you made me something, right?† I asked. â€Å"Was that just talk? Where's my present?† My attempt to fake enthusiasm was pretty sad, but it worked. He rolled his eyes and then grimaced at me. I kept up the lame pretense, holding my hand open in front of me. â€Å"I'm waiting.† â€Å"Right,† he grumbled sarcastically. But he also reached into the back pocket of his jeans and pulled out a small bag of a loose-woven, multi-colored fabric. It was tied shut with leather drawstrings. He set it on my palm. â€Å"Hey, that's pretty, Jake. Thanks!† He sighed. â€Å"The present is inside, Bella.† â€Å"Oh.† I had some trouble with the strings. He sighed again and took it from me, sliding the ties open with one easy tug of the right cord. I held my hand out for it, but he turned the bag upside down and shook something silver into my hand. Metal links clinked quietly against each other. â€Å"I didn't make the bracelet,† he admitted. â€Å"Just the charm.† Fastened to one of the links of the silver bracelet was a tiny wooden carving. I held it between my fingers to look at it closer. It was amazing the amount of detail involved in the little figurine – the miniature wolf was utterly realistic. It was even carved out of some red-brown wood that matched the color of his skin. â€Å"It's beautiful,† I whispered. â€Å"You made this? How?† He shrugged. â€Å"It's something Billy taught me. He's better at it than I am.† â€Å"That's hard to believe,† I murmured, turning the tiny wolf around and around in my fingers. â€Å"Do you really like it?† â€Å"Yes! It's unbelievable, Jake.† He smiled, happily at first, but then the expression soured. â€Å"Well, I figured that maybe it would make you remember me once in a while. You know how it is, out of sight, out of mind.† I ignored the attitude. â€Å"Here, help me put it on.† I held out my left wrist, since the right was stuck in the brace. He fastened the catch easily, though it looked too delicate for his big fingers to manage. â€Å"You'll wear it?† he asked. â€Å"Of course I will.† He grinned at me – it was the happy smile that I loved to see him wear. I returned it for a moment, but then my eyes shot reflexively around the room again, anxiously scanning the crowd for some sign of Edward or Alice. â€Å"Why're you so distracted?† Jacob wondered. â€Å"It's nothing,† I lied, trying to concentrate. â€Å"Thanks for the present, really. I love it.† â€Å"Bella?† His brows pulled together, throwing his eyes deep into their shadow. â€Å"Something's going on, isn't it?† â€Å"Jake, I . . . no, there's nothing.† â€Å"Don't lie to me, you suck at lying. You should tell me what's going on. We want to know these things,† he said, slipping into the plural at the end. He was probably right; the wolves would certainly be interested in what was happening. Only I wasn't sure what that was yet. I wouldn't know for sure until I found Alice. â€Å"Jacob, I will tell you. Just let me figure out what's happening, okay? I need to talk to Alice.† Understanding lit his expression. â€Å"The psychic saw something.† â€Å"Yes, just when you showed up.† â€Å"Is this about the bloodsucker in your room?† he murmured, pitching his voice below the thrum of the music. â€Å"It's related,† I admitted. He processed that for a minute, leaning his head to one side while he read my face. â€Å"You know something you're not telling me . . . something big.† What was the point in lying again? He knew me too well. â€Å"Yes.† Jacob stared at me for one short moment, and then turned to catch his pack brothers' eyes where they stood in the entry, awkward and uncomfortable. When they took in his expression, they started moving, weaving their way agilely through the partiers, almost like they were dancing, too. In half a minute, they stood on either side of Jacob, towering over me. â€Å"Now. Explain,† Jacob demanded. Embry and Quil looked back and forth between our faces, confused and wary. â€Å"Jacob, I don't know everything.† I kept searching the room, now for a rescue. They had me backed into a corner in every sense. â€Å"What you do know, then.† They all folded their arms across their chests at exactly the same moment. It was a little bit funny, but mostly menacing. And then I caught sight of Alice descending the stairs, her white skin glowing in the purple light. â€Å"Alice!† I squeaked in relief. She looked right at me as soon as I called her name, despite the thudding bass that should have drowned my voice. I waved eagerly, and watched her face as she took in the three werewolves leaning over me. Her eyes narrowed. But, before that reaction, her face was full of stress and fear. I bit my lip as she skipped to my side. Jacob, Quil, and Embry all leaned away from her with uneasy expressions. She put her arm around my waist. â€Å"I need to talk to you,† she murmured into my ear. â€Å"Er, Jake, I'll see you later . . . ,† I mumbled as we eased around them. Jacob threw his long arm out to block our way, bracing his hand against the wall. â€Å"Hey, not so fast.† Alice stared up at him, eyes wide and incredulous. â€Å"Excuse me?† â€Å"Tell us what's going on,† he demanded in a growl. Jasper appeared quite literally out of nowhere. One second it was just Alice and me against the wall, Jacob blocking our exit, and then Jasper was standing on the other side of Jake's arm, his expression terrifying. Jacob slowly pulled his arm back. It seemed like the best move, going with the assumption that he wanted to keep that arm. â€Å"We have a right to know,† Jacob muttered, still glaring at Alice. Jasper stepped in between them, and the three werewolves braced themselves. â€Å"Hey, hey,† I said, adding a slightly hysterical chuckle. â€Å"This is a party, remember?† Nobody paid any attention to me. Jacob glared at Alice while Jasper glowered at Jacob. Alice's face was suddenly thoughtful. â€Å"It's okay, Jasper. He actually has a point.† Jasper did not relax his position. I was sure the suspense was going to make my head explode in about one second. â€Å"What did you see, Alice?† She stared at Jacob for one second, and then turned to me, evidently having chosen to let them hear. â€Å"The decision's been made.† â€Å"You're going to Seattle?† â€Å"No.† I felt the color drain out of my face. My stomach lurched. â€Å"They're coming here,† I choked out. The Quileute boys watched silently, reading every unconscious play of emotion on our faces. They were rooted in place, and yet not completely still. All three pairs of hands were trembling. â€Å"Yes.† â€Å"To Forks,† I whispered. â€Å"Yes.† â€Å"For?† She nodded, understanding my question. â€Å"One carried your red shirt.† I tried to swallow. Jasper's expression was disapproving. I could tell he didn't like discussing this in front of the werewolves, but he had something he needed to say. â€Å"We can't let them come that far. There aren't enough of us to protect the town.† â€Å"I know,† Alice said, her face suddenly desolate. â€Å"But it doesn't matter where we stop them. There still won't be enough of us, and some of them will come here to search.† â€Å"No!† I whispered. The noise of the party overwhelmed the sound of my denial. All around us, my friends and neighbors and petty enemies ate and laughed and swayed to the music, oblivious to the fact that they were about to face horror, danger, maybe death. Because of me. â€Å"Alice,† I mouthed her name. â€Å"I have to go, I have to get away from here.† â€Å"That won't help. It's not like we're dealing with a tracker. They'll still come looking here first.† â€Å"Then I have to go to meet them!† If my voice hadn't been so hoarse and strained, it might have been a shriek. â€Å"If they find what they're looking for, maybe they'll go away and not hurt anyone else!† â€Å"Bella!† Alice protested. â€Å"Hold it,† Jacob ordered in a low, forceful voice. â€Å"What is coming?† Alice turned her icy gaze on him. â€Å"Our kind. Lots of them.† â€Å"Why?† â€Å"For Bella. That's all we know.† â€Å"There are too many for you?† he asked. Jasper bridled. â€Å"We have a few advantages, dog. It will be an even fight.† â€Å"No,† Jacob said, and a strange, fierce half-smile spread across his face. â€Å"It won't be even.† â€Å"Excellent!† Alice hissed. I stared, still frozen in horror, at Alice's new expression. Her face was alive with exultation, all the despair wiped clean from her perfect features. She grinned at Jacob, and he grinned back. â€Å"Everything just disappeared, of course,† she told him in a smug voice. â€Å"That's inconvenient, but, all things considered, I'll take it.† â€Å"We'll have to coordinate,† Jacob said. â€Å"It won't be easy for us. Still, this is our job more than yours.† â€Å"I wouldn't go that far, but we need the help. We aren't going to be picky.† â€Å"Wait, wait, wait, wait,† I interrupted them. Alice was on her toes, Jacob leaning down toward her, both of their faces lit up with excitement, both of their noses wrinkled against the smell. They looked at me impatiently. â€Å"Coordinate?† I repeated through my teeth. â€Å"You didn't honestly think you were going to keep us out of this?† Jacob asked. â€Å"You are staying out of this!† â€Å"Your psychic doesn't think so.† â€Å"Alice – tell them no!† I insisted. â€Å"They'll get killed!† Jacob, Quil, and Embry all laughed out loud. â€Å"Bella,† Alice said, her voice soothing, placating, â€Å"separately we all could get killed. Together -â€Å" â€Å"It'll be no problem,† Jacob finished her sentence. Quil laughed again. â€Å"How many?† Quil asked eagerly. â€Å"No!† I shouted. Alice didn't even look at me. â€Å"It changes – twenty-one today, but the numbers are going down.† â€Å"Why?† Jacob asked, curious. â€Å"Long story,† Alice said, suddenly looking around the room. â€Å"And this isn't the place for it.† â€Å"Later tonight?† Jacob pushed. â€Å"Yes,† Jasper answered him. â€Å"We were already planning a . . . strategic meeting. If you're going to fight with us, you'll need some instruction.† The wolves all made a disgruntled face at the last part. â€Å"No!† I moaned. â€Å"This will be odd,† Jasper said thoughtfully. â€Å"I never considered working together. This has to be a first.† â€Å"No doubt about that,† Jacob agreed. He was in a hurry now. â€Å"We've got to get back to Sam. What time?† â€Å"What's too late for you?† All three rolled their eyes. â€Å"What time?† Jacob repeated. â€Å"Three o'clock?† â€Å"Where?† â€Å"About ten miles due north of the Hoh Forest ranger station. Come at it from the west and you'll be able to follow our scent in.† â€Å"We'll be there.† They turned to leave. â€Å"Wait, Jake!† I called after him. â€Å"Please! Don't do this!† He paused, turning back to grin at me, while Quil and Embry headed impatiently for the door. â€Å"Don't be ridiculous, Bells. You're giving me a much better gift than the one I gave you.† â€Å"No!† I shouted again. The sound of an electric guitar drowned my cry. He didn't respond; he hurried to catch up with his friends, who were already gone. I watched helplessly as Jacob disappeared.

One to one communication interaction Essay

In this activity, I will be carrying out two interactions, one with an individual and one with a group of service users. For my individual interaction I have chosen to work with a service user from my workplace. I am a social tutor working with deaf and blind adults. I will take an activity with a group of young children in a local school for my group interaction. After these interactions have taken place, I will look at and discuss the types of communication skills shown, and I will also describe the interpersonal interaction that occurred. Communication with other people involves a process that most of us take for granted. We need to pass information using a form of code from one individual to another. A code is a communication system, which contains elements, which all individuals will understand. This could be verbal, non-verbal i.e. body language, Braille, sign language, writing, pictures or even music to convey a message (CCMS, 2006). We need to express our thoughts to another person using methods of communication. The other person thinks about our communication and responds. We then check the response, whether the communication has been correctly interpreted, and if not we need to clarify our communication. Gerard Egan (1986) states that ‘the goal of listening is understanding’. (Moonie, 2005) see more:describe the impact the behaviours of carers and others may have on an individual with dementia I had chosen to work with a male service user, a resident at my workplace. I will refer to this service user as Mr A throughout this report, to protect his identity. This is important, as confidentiality is a basic human right. Law protects confidentiality through the Data Protection Act 1988, and the Freedom of Information Act 2000. Maintaining confidentiality also forms part of the Care Standards Act 2000, and staff in health and social care are expected to work within the boundaries of confidentiality. Before I undertook my individual interaction, I gave some thought to how I could get as much conversation as possible. Mr A has very limited sight and good hearing. He has a pair of glasses but does not like to wear them. He also has learning disabilities, which makes his ability to respond verbally quite difficult. As I know Mr A well, I will use informal conversation, also a formal interview would not be appropriate due to Mr A’s conversational skills. Informal is defined as â€Å"without ceremony or formality; relaxed and friendly.† (Chambers, 2007) Taking this into account I thought of a few questions, which would be easy for him to respond to. I had open questions in my head, such as ‘what are you doing today’ ‘what would you like for breakfast’ and ‘how was your evening’. Using open questions, I hoped to encourage conversation and interaction between us. Closed questions, which only require a yes or no answer, would not be productive to this activity, however due to Mr A’s disabilities I may have to use closed questions at times. As I have worked with Mr A for two years, I already have a good relationship with him. Mr A requires a lot of support with his personal needs, but likes to be as independent as possible. Talking to other staff, reading Mr A’s care plan and observations I have made during the time I have worked with Mr A has allowed me to build up a good relationship with him, and knowledge of how he likes to communicate. I know when to offer support, and Mr A appears to like me. Mr A makes it quite clear when he is unhappy by shouting. On Tuesday 19th December 2006 at 9am I went to my workplace. The weather was dull and cold outside. Mr A was sat in his usual chair in the living room. He had his arms relaxed by his side, and one knee across the other. There was one other service user in the room, and the radio was on low. The radio is always on for Mr A; he likes to listen to either the radio or the television at all times. Another member of staff was also in the living room writing up paper work. The temperature was warm, the room was well lit but not too bright and the atmosphere was calm. Mr A appeared relaxed. My body language was relaxed, and I smiled and said ‘good morning’ to Mr A, and he said ‘yeah’ in response. He shuffled around in his chair at little as he spoke to me. I sat in a chair in close proximity to Mr A so that he would be able to hear me clearly above any background noise, and know where I was location to him as he has very limited sight. Mr A needs a lot of help with his needs, and he is comfortable with carers in his personal space. I sat relaxed, with my body turned towards Mr A, my arms leaning across my knees. I made sure I looked at Mr A so when I spoke to him he would know I was making as much eye contact as possible. Mr A does not make eye contact with anybody, he tends to look down towards his knees and occasionally look up towards the centre of the room. Although Mr A was not making eye contact with me, I felt it important to maintain contact, as I may be able to guess his thoughts and feelings by looking at his eyes. Mr A settled back into his chair and his body posture was relaxed. With my voice at a calm slow pitch I said ‘who is it Mr A’, Mr A said ‘Sarah been on days too long’. This is an affectionate term for Mr A. I responded with ‘yes I think it is time I had a holiday’ and Mr A laughed and said ‘its time you did’. I laughed with Mr A to show I found his remark amusing. He shuffled around a little in his chair again. I continued to talk to Mr A in a varying tone to ensure my voice sent a friendly message. I asked Mr A how he was feeling today and he said ‘yeah’. I asked him if he was feeling poorly and he said ‘didn’t say that’, so I asked him if he was feeling well. Mr A responded ‘yeah’. By maintaining eye contact and looking interested, I assured Mr A that I was actively listening. Mr A’s receptive language is very good however his expressive language is very limited. In order to find out something from Mr A I have to clarify what it is I want to know. By asking if he felt poorly or well first I knew from experience that Mr A would respond ‘didn’t say that’ to the wrong one. I paraphrased what I had asked, reflecting back on the question to ensure I had understood what Mr A was telling me. I touched Mr A on the arm and told him that I was pleased he felt well. I felt touch was appropriate in this instance, however I recognise that this is not always the case. I asked Mr A if he would like some breakfast, and he responded ‘yeah’. He got up from the chair and made his way to the dining table. Mr A is very good at finding his way around the house and does not like being guided. By not intervening until Mr A asks for help, I am empowering him. This gives Mr A a feeling of confidence and higher self esteem. He sat down in his usual place. I asked him if it was ok to put an apron on him, he responded ‘yeah’ and lifted his arms up so I could tie the apron. It is important to offer choice to Mr A as this empowers him further. Mr A has muscle wastage in his right arm and has very little use of it. He eats well out of a specially designed bowl and a special spoon using his left hand. Mr A is unable to put cereal or milk into the bowl himself, or to spread toast or make drinks. He requires someone to do this for him. I asked Mr A what he would like for breakfast. Mr A responded ‘not much’. This is a typical response so I asked whether he would like Weetabix or Shreddies. This again ensured Mr A had a choice. Mr A answered ‘Weetabix’. Mr A will most often copy the last thing a person says, so I encourage his responses by saying the cereal he has every morning first. After Mr A had finished his Weetabix I asked him if he would like any toast and he said ‘yeah’. I then asked Mr A if he would like marmite on his toast. Mr A responded ‘didn’t say that’ and shuffled around in his chair, indicating to me that he was not very happy. His body language became defensive as he turned away from me. With my voice at a calm slow pitch I asked Mr A if he would like jam on his toast (which he always has) and Mr A said ‘yeah’. I used this tone of voice to calm the situation. Mr A then relaxed and turned back towards the sound of my voice. The questions used at this point were closed because I know that Mr A has little expressive language so at times this is unavoidable. I thought I would offer Mr A a drink at this point so I asked him what he would like to drink. Mr A answered ‘tea’, so I went and made him a cup of tea. After he had finished the tea he stood up and made his way to the kitchen with his cup. He removed his apron and held it out to me. I asked Mr A what he wanted me to do with the apron and he responded ‘rubbish’ so I took the apron and threw it in the bin. Mr A then made his way back to his chair in the lounge. He sat down and crossed his legs, tapping his foot to the song on the radio. I sat back down in the chair close to Mr A, again with my body posture relaxed. I asked Mr A if I could turn off the radio and talk. Mr A’s muscle tone became rigid and he started shouting ‘that’s stupid’ over and over again. I waited a moment until he calmed down and stopped shouting, and then, using a calm, quiet tone of voice, I said ‘we can talk with the radio on low’ and Mr A responded ‘yeah’. I asked Mr A what he had done yesterday evening. Mr A did not respond, so I waited a few moments before I asked if he had been busy yesterday after tea. Mr A said ‘not much’. I asked him I if he had been out and he said no. I asked him if he had listened to the TV or the radio, Mr A answered ‘TV times’ which means he listened to the TV. Mr A was shuffling gently in his chair as he spoke to me and he seemed very relaxed. He uncrossed his legs and crossed them the other way so he was facing towards me even more. I was still sat in the same relaxed position, with my arms resting on my knees, turned towards Mr A as much as possible. I asked Mr A what he would be doing today, again Mr A responded ‘not much’. I asked him if he was going out and he said ‘don’t know about it’, I said to Mr A that he would have to think about it and see how he felt later. I told Mr A that I was going to put my feet up for the rest of the day and do no work. Mr A laughed at me and said ‘she does that sometimes!’ I asked Mr A if he had enjoyed talking to me this morning and he answered ‘yeah’. I touched Mr A on the arm again and said goodbye. Mr A responded ‘Yeah’ and continued to tap his foot. I felt the interaction went very well. Mr A responded very well in conversation, and I feel that was due to the factors involved. The location was quiet, warm and calm. Mr A was seated in an environment he is very comfortable with. Mr A appeared comfortable with the proximity, that is, the fact I have to be very close to him, in his personal space. This is due to his personal difficulties, and his need for support with a lot of his personal needs. As he is quite an elderly gentleman, he has relied on carers being very close to him and helping him do things his whole life and seems very comfortable with this. If the support offered to Mr A is more than he wishes for, he quickly becomes very angry. At no time did Mr A appear to be unhappy with the support I gave him. During the interaction, Mr A was not able to see my body language due to his visual disability, however I sat close to him and faced him at all times so he would be aware that I was listening fully. Mr A’s body language was good throughout most of the interaction, he leant towards me and his muscle tone was relaxed. My body language was relaxed throughout the interaction, both when seated and when assisting Mr A with his breakfast. Mr A does not use hand gestures when he speaks, mostly due to his muscle wastage in his right arm. At one point when I asked him if he would like marmite on his toast, he exhibited a little negative body language by turning away from me. When I suggested turning off the radio Mr A’s muscle tone became very rigid and he shouted at me. This was an indicator that Mr A was very unhappy with the suggestion and wanted the radio left on. The radio was turned down low and did not hamper the conversation in any way as we could clearly hear each other. My conversation with Mr A was informal. This is because I know Mr A very well so do not need to speak to him in a formal manner. I gave Mr A appropriate lengths of time to respond to my questions, and I listened carefully to his answers. By giving Mr A time to respond to my questions, I ensured that he had time to think about what I was asking, and formulate the correct response. I followed up by responding to his answers with appropriate further conversation. At one point I had to clarify a question by changing it from asking ‘what he had done yesterday evening’ to ‘if he had been busy yesterday after tea’. By asking the question in a different way I was checking that Mr A had fully understand what information I required from him. This in turn encouraged Mr A to respond when maybe he did not wish to, or maybe did not understand the question. Mr A is a person who likes to be as independent as possible. He appreciates when I understand his needs and what he is trying to tell me. Throughout my interaction with Mr A I used empathy at all times. Empathy is â€Å"a person’s awareness of the emotional state of another person and their ability to share an experience with them† (Richards, 2003, p.121). I was aware of Mr A’s emotional state and my ability to build an understanding. On two occasions I touched Mr A’s arm briefly to show friendliness and compassion. I feel Mr A was very responsive to our interaction and I was very happy with how it went. I think that given Mr A’s verbal disabilities I engaged him in a good conversation, listened well and used correct techniques to aid this. I also provided him with the correct amount of support during his breakfast. The other staff member present in the room was my deputy manager. I asked her to complete a witness statement for my to say I had completed an interaction with Mr A. She agreed to this. I also asked her for feedback on the techniques I had used, and how she felt the interaction went. She told me that I had engaged Mr A well. When Mr A is listening to the radio he doesn’t always want to talk. He responded that he was happy to talk to me with the radio turned down low. She said Mr A appeared very relaxed and seemed to enjoy talking to me. He was also happy to go to the dining table and let me assist him in getting some breakfast. When asked, Mr A said he had enjoyed talking to me. He also appeared to be happy with the support I offered him when getting his breakfast. As he can become angry quite easily when offered too much support, I also felt this was good feedback.

Learn About Molecular and Empirical Formulas

Learn About Molecular and Empirical Formulas The molecular formula is an expression of the number and type of atoms that are present in a single molecule of a substance. It represents the actual formula of a molecule. Subscripts after element symbols represent the number of atoms. If there is no subscript, it means one atom is present in the compound. The empirical formula is also known as the simplest formula. The empirical formula is the ratio of elements present in the compound. The subscripts in the formula are the numbers of atoms, leading to a whole number ratio between them. Examples of Molecular and Empirical Formulas The molecular formula of glucose is  C6H12O6. One molecule of glucose contains 6 atoms of carbon, 12 atoms of hydrogen and 6 atoms of oxygen. If you can divide all of the numbers in a  molecular formula by some value to simplify them further, then the empirical or simple formula will be different from the molecular formula. The empirical formula for glucose is CH2O. Glucose has 2 moles of hydrogen for every mole of carbon and oxygen. The formulas for water and hydrogen peroxide are: Water Molecular Formula: H2OWater Empirical Formula: H2OHydrogen Peroxide Molecular Formula: H2O2Hydrogen Peroxide Empirical Formula: HO In the case of water, the molecular formula and empirical formula are the same. Finding Empirical and Molecular Formula from Percent Composition Percent (%) composition (element mass/compound mass) X 100 If you are given the percent  composition of a compound, here are the steps for finding the empirical formula: Assume you have a 100 grams  sample. This makes the calculation simple because the percentages will be the same as the number of grams. For example, if 40% of the mass of a compound is oxygen then you calculate you have 40 grams of oxygen.Convert grams to moles. Empirical formula is a comparison of the number of moles of a compound so you need your values in moles. Using the oxygen example again, there are 16.0 grams per mole of oxygen so 40 grams of oxygen would be 40/16 2.5 moles of oxygen.Compare the number of moles of each element to the smallest number of moles you got and divide by the smallest number.Round your ratio of moles to the nearest whole number as long as it is close to a whole number. In other words, you can round 1.992 up to 2, but you cant round 1.33 to 1. Youll need to recognize common ratios, such as 1.333 being 4/3. For some compounds, the lowest number of atoms of an element might not be 1! If the lowest number of moles is four-thirds, you will need to multi ply all ratios by 3 to get rid of the fraction. Write the empirical formula of the compound. The ratio numbers are subscripts for the elements. Finding the molecular formula is only possible if you are given the molar mass of the compound. When you have the molar mass you can find the ratio of the actual mass of the compound to the empirical mass. If the ratio is one (as with water, H2O), then the empirical formula and molecular formula are the same. If the ratio is 2 (as with hydrogen peroxide, H2O2), then multiply the subscripts of the empirical formula by 2 to get the correct molecular formula. two.

When to Cite a Source in a Paper

When to Cite a Source in a Paper Write an essay and back it up with facts. How many times have you heard a teacher or professor say this? But many students might wonder what exactly counts as a fact, and what doesnt. That means they dont know when it is proper to cite a source, and when its OK not to use a citation. Dictionary.com states that a fact is: Something demonstrated to exist or known to have existed. Demonstrated is a hint here. What the teacher means when she/he tells you to use facts is that you need to back up your claims with some evidence that supports your claims (sources). Its one trick that teachers use to make sure you actually use some references when you write a paper, instead of simply offering a list of your opinions. This may sound easy, but its actually tough sometimes to know when you need to back up a statement with evidence and when it is fine to leave a statement unsupported. When to Cite a Source You should use evidence (citations) any time you make a claim that is not based on a well-known fact or common knowledge. Heres a list of situations when your teacher would expect a citation: You make a specific claim that could be challengedlike London is the foggiest city in the world.  You quote somebody.You make a specific claim that is not common knowledge like the Indian Ocean is the youngest of the worlds major oceans.You paraphrase information from a source (give the meaning but change the wording).Offer an authoritative (expert) opinionlike germs cause pneumonia.You got an idea from somebody else, even through email or conversation. Although there may be interesting facts that you have believed or know for many years, you will be expected to provide proof of those facts when youre writing a paper for school. Examples of Claims You Should Support Hot water can freeze faster than cold water.Poodles are friendlier than Dalmatians.American Chestnut trees are nearly extinct.Eating while driving is more dangerous than talking on the cell phone while driving.Thomas Edison invented a vote counter. When You Dont Need to Cite a Source So how do you know when you do not need to cite a source?  Common knowledge is basically a fact that practically everyone knows, like the fact that George Washington was a U.S. president. More  Examples of Common Knowledge or Well-Known Facts Bears hibernate in the winter.Fresh water freezes at 32 degrees F.Many trees shed their leaves in the fall.Some trees do not shed their leaves in the fall.Bears hibernate. A well-known fact is something that many people know, but it is also something that a reader could look up easily if he/she didnt know. Its best to plant flowers in the early spring.Holland is famous for its tulips.Canada has a multilingual population. If youre not really certain about something being common knowledge, you could give it the little sister test. If you have a younger sibling, ask him or her the subject youre pondering. If you get an answer, it could be common knowledge! A Good Rule of Thumb A good rule of thumb for any writer is to go ahead and use a citation when youre not certain whether or not the citation is necessary. The only risk in doing this is littering your paper with unnecessary citations that will drive your teacher crazy. Too many citations will give your teacher the impression that you are attempting to stretch your paper to a certain word count! Simply trust your own best judgment and be honest with yourself. Youll get the hang of it soon!

Introduction to Networking Essay Example | Topics and Well Written Essays - 500 words - 4

Introduction to Networking - Essay Example Applications associated with Microsoft.Net do not have to be dependent for example Visual studio, as Microsoft.Net based applications execute within the Common Language Runtime (CLR) that is similar to J2EE based application executing within the Java Virtual Machine (JVM) (Miller, 2003). Likewise, the Microsoft.Net framework incorporates a rich archive of functionality to the CLR that is far greater than J2EE. Moreover, another advantage that the Microsoft.Net framework provides a rich environment for programming, as less coding is required as compared to other programming languages. This is a significant advantage, as less coding concludes to low cost and less time for project completion (Miller, 2003). Furthermore, Microsoft.NET applications are robust and provide features to connect and support many users comparatively. This concludes that the total cost of a solution incorporates the amount of money is required to develop and implement an application. Hence, Microsoft.Net provide s a significant advantage over other programming languages in this domain. (Cabral, Sacramento, & Marques, 2007) one of the researches illustrated the issues associated with Microsoft.NET framework documentation. The research highlighted the nonexistence of appropriate documentation and quality in several Microsoft.NET applications. However, the weightage of the research was on the documentation quality, as different issues were found associated with absence of proper documentation while gathering assemblies for the research. Likewise, the study demonstrated that 87% associated exceptions were not documented. The values were ranging from 80% to almost 98%. However, for the issues associated with inadequate quality in documentation, part of the data associated with inadequate accounts of exceptions that can possible emerge in the process of calling other methods (Cabral, Sacramento, & Marques, 2007). However, the remaining