No Interruption Zone on Medication Safety in Intensive Care Units Research Paper

No Interruption Zone on Medication Safety in Intensive Care Units - Research Paper Example Furthermore, the review supports the needs of the   study which is mainly medicinal errors that occur in the intensive care unit due to interruptions among the nurses.   This is evident, in the illustrations provided in the review under objective one medication errors and incidence in the intensive care unit.    The   second objective provides reviews on the strategies that can be used to reduce medication errors in the intensive care unit. A research design is a strategy, a plan or road map for planning and conducting any study (Borg, 2003).   In this research, the study measured the various interruptions that affected the nurses during the preparation stage in the intensive care unit. This study used   quasi-experimental   design to observe   and to compare the number of interruptions in medication preparation process.  The variables were; the dependent variable a nurse preparation on   medication for administration at one of the medication preparation areas and independent variable were the Interruption that interrupts the nurse in the preparation process. The study mainly used the nurses within the intensive care unit and their patients as the study sample.   Quasi Experimental design   is the most appropriate design   for the study. In   this design, the researcher studies the effect of the treatment on the intact groups rather than being able to randomly assign participants to the experimental or control groups.   

Organizational chart Essay Example | Topics and Well Written Essays - 1000 words

Organizational chart - Essay Example Organizational Structure of Cambridge Memorial Hospital is basically the framework that easily defines the formal reporting relationships between the different levels of management of any organization. Cambridge Memorial Hospital's organization structure is the mechanism that also operationalizes the management more effectively and efficiently of the organization. In the context of the Cambridge Memorial Hospital, organizational structure also refers to the different levels of the management within the hospital. It also defines the hospital's chain of command. (William, Kondra, Vibert, 2004) The above figure demonstrates very well that how the Cambridge Memorial Hospital's organizational structure is working. As mentioned in the above figure, the top most are the important one who plays an important role in the hospital's (Cambridge Memorial Hospital) organizational structure. Decisions are no doubt taken by collaboration but the final decisions are taken by the heads. There is a string linkage between the heads and the supervisors. They collaborate with each other, work in groups and decide things and different issues. The organizational structure of hospital is no doubt important, because all the management based issues and decisions are taken with the help of the organizational structure. If the structure is strong then results would be beneficial for the corporation. (William, Kondra, Vibert, 2004) The list of CMH board of directors is as follow: Chairperson Mr. Robert Purdy. Vice Chair Mr. Michael Ritchie. Secretary Ms Linda LeBourdais. Treasurer Mr. dough Lee. Ms. Mary Adamson. Ms. Natalie Bodnar. Ms. Susan Brown. Hospital Board Rep Mr. Robert Cunningham. Hospital CEO Ms. Julia Dumanian. Mr. Heather Ferber. Mr. Fred gaskin. Hospital Chief of staff Mr. Cathy Morris. Ms. Milena Protich. METHODS OF DEPARTMENTALIZATION IN CMH Departmentalization basically refers to the process of grouping different activities into different departments. In CMH various activities are grouped according to the different functions. Various departments are sales department, HR department, marketing department, accounting department and management department. The departmentalization of the Cambridge memorial hospital began along with the establishment of the four major clinical departments, which are Obstetrics and Gynecology, medicine, Pediatrics and Surgery. Departmentalization by function is also an important part for this hospital because this is the way with the help of which this hospital can maintain all the functions properly. Departmentalization is also based on all the operating functions. Every single operating function of this hospital is responsible for the better departmentalization. (William, K

Impact of Cushioned and Ball Chair on Classroom Behaviour

Impact of Cushioned and Ball Chair on Classroom Behaviour The Impact of Air Sit Cushioned and Ball Chair on Classroom Behavior of Students with Autism Spectrum Disorder (ASD) Nader Matin Sadr1, Hojjat Allah Haghgoo2, Sayyed Ali Samadi3, Mehdi Rassafiani2, Enayat Allah Bakhshi 2 1. Ph.D Candidate of Occupational therapy 2. PhD 3. Ph.D University of Ulster Introduction: Increasing number of children with autism spectrum disorder is 1 case per 110 Students is a great challenge for education system (1). Difficulty in engagement in class tasks, low attention span, and inappropriate behaviors are common in these students, which interfere with student’s ability to participate in the educational mainstream (2). One reason that children with ASD have limited success in educational improvement with some intervention strategies is that these strategies do not address the sensory issues that may underlie the disruptive behavior (Ayres, 1972; Dunn, 2000). In an extensive research on 200 children with autism, %95 had difficulties in sensory modulation. Physiological need for proper sensory stimulation leads to spending most of student time on stereotype and repetitive movements to adjust their sensory system. Therefore, their attention would not be concentrated on learning and assignments in class. Greenspan and Wieder argued that the decrease in sensory processing may resulted in social isolation and inattention to class tasks (2).Viola and Noddings stated that children with low sensory sensibility require additional sensory stimulation to accomplish the tasks which require attention and concentration (3). Therefore, one of the prominent approaches to address the behavioral problems in these chi ldren is sensory integration approach. Sensory integration approach includes integration of three essential sensory systems: the proprioceptive, the vestibular, and the tactile systems. These systems, regulate the awareness of the body in space, joint and limbs positions, control sensations of gravity and movement, and perceives the sense of touch (4). Sensory Integration theory is focused on these special key sensory systems which are useful in person’s interpretation and application of sensory information. Proper sensory integration is a gate to successful educational learning through successful application of sensory and perceptual systems which would lead to forming vital skills for doing on task behaviors (4). Occupational therapists who work in school often use sensory techniques to increase students’ levels of attending, on-task behavior, and performance in the classroom. Many clinicians perceive these approaches to be successful in promoting functional classroom behavior. According to previous findin gs, 99% of occupational therapists use sensory integration techniques (5). Smith and Miller had been in contact with 292 occupational therapists in 1992 and found that Sensory Integration based-therapy was the most common applied technique among all of them (6). The effects of proper sensory integration, improve students ability to educational achievements and success by goal directed use of sensory and perceptual systems. This method can lead to success in learning (Gilman). Furthermore, formal research conducted on sensory-based interventions has supported this belief (Schilling, 2004; Schilling Schwartz, 2004; Schilling, Washington, Billingsley, Deitz, 2003). Hemmingsson and Borel in their investigations emphasized on lack of environmental modification in the classroom that directly refers to the limitation of student’s engagement. So, lack of proper changes in environment can lead to restriction in learning. Furthermore, previous emphasis in pediatric occupational therapy has been on modifying the individual’s behavior with less emphasis placed on changing the environment, but focus is now shifting to ergonomic and sensory modifications to promote academic success (Asher, 2010). Various sensory-based strategies, including the use of alternative seating devices, have been examined by researchers and in many cases have been found to promote functional classroom behavior (Fertel-Daly, Bedell, Hinojosa, 2001; Schilling et al., 2003; Schilling Schwartz, 2004; Zissermann, 1992). Two of these functional methods are the using of balls and air cushions rather than common chairs. The use of therapeutic balls have been lead to marke d improvements in the in-seat behavior and legible word production, in school age children with attention deficit hyperactivity disorder (ADHD; Schilling, 2004; Schilling et al., 2003) and to increase in engagement and in-seat behavior of preschoolers with ASD (Schilling Schwartz, 2004) (7). Clinicians have been using dynamic seating systems such as the Disc ‘O’ Sit cushion for many years to assist students to increase their attention span. While clinical evidence that these systems can lead to desired results, but very little research has been completed and published to support their use. Sitting on a ball allows the child to pay more attention to activities while receiving stimulation in a passive form, rather than seeking stimulation from disruptive activities. Gamache-Hulsmans (2007) stated that students said they feel better when sitting on ball chairs. Students also felt more comfortable and said their backs did not hurt when sitting. The ball chairs are soft compared to regular classroom seats and are more fun to sit on (3). To what extent, dynamic seating chairs will effect on attention to on task behaviors and in-seat behavior? Therefore, in this research, the effects of sitting on ball and air cushion were investigated. With regards to thousands of special students with difficulty in sitting and classroom performance, these devices may be optional selection for solving the mentioned class behavior problems. Materials and Method Research Design: A single subject multiple treatments withdrawal design A-B-A-C was used to investigate the effects of 3 seating options including common chairs, therapy balls, air cushions on the in-seat, on class task behavior, communication and social behavior of four students with ASD. During the 2 A phases students were sitting on common chairs, in B phase on air cushions, and during C phase they were sitting on therapeutic balls. Participants: This investigation performed in an especial school for ASD students. A convenience sample including four participants was recruited from the Preschool students in autism elementary school in Mashhad, Iran. Participants were diagnosed as ASD by specialists and taking their own medications regularly throughout the study. According to teachers’ report, all children were identified as having difficulty with in-seat behavior and on task behavior. Procedures: Informed consents were obtained prior to experiment and contents were comprehended and signed by students’ legal representative. Data collection: Gilliam Autism Rating Scale-Second Edition (GARS II) and Vineland testes were given and were used to examine social and communication skills of students in the first and final of research for all students of class. To assess the students’ class behavior, staff was instructed to give no additional feedback on students sitting behavior either positive or negative throughout the duration of the study. But, if a student exhibited behavior that could be potentially harmful to him, peers, or the staff must have been prevented by staff. To remove any novelty effects, students were introduced with stability balls and air cushion instead of their chairs for 2 full days, before baseline data collection. Video recording: Setting camera recorders in class, Students’ behaviors during class task (sitting period and attention performance related to class tasks) were recorded all the day-time. Students’ behaviors were quantified three times per week, one day after another, with an overall of 12 sessions. Two occupational therapists were trained as observer of videos. In-seat data were collected via momentary real time sampling (MTS); the observers coded the student’s behavior on the basis of several behavioral classifications. The mean score across raters was used to calculate weekly on-task and in seat behavior. Videos were regularly checked throughout the study to determine inter and intra rater reliability agreement. Observers individually, watched videos every 10-s intervals, stopped it and marked the observation on each child’s designated worksheet, thus resulting in 60 observations per session per participant. This MTS interval would serve to make the obs ervations more valid and representative of the child’s behavior throughout the baseline and interventions periods. Additionally, GARS II and Vineland testes were given and were used to examine social and communication skills of students in the first and final phases of research for all students of class. Students’ class behaviors during two intervention phases (each 1 week) were compared with class behavior during baseline and withdrawal phases (each one week). Teacher Social Validity Scale: Social validity questionnaire was used at the end of the study to evaluate teacher opinion regarding the intervention. The questionnaire consisted of 8 questions and assessed effects of intervention on sitting and activity participation as well as the extent of preference of stability balls or air cushion instead of chairs. Questions were answered on a 5-point Likert scale that ranged from strongly disagree (1) to strongly agree (5). On-Task Behavior:† Engagement was defined as â€Å"oriented towards appropriate classroom activity or teacher and either interacting with materials, responding to the speaker or looking at the speaker† (Schilling Schwartz, 2004, p. 427). This definition included reading, and writing as well. In-Seat Behavior: Data on in-seat behavior was defined according to Schilling and Schwartz (2004) and quantified during video review. â€Å"Any portion of the child’s buttocks in contact with the seat portion of the chair† (Schillling Schwartz, 2004, p. 427) and â€Å"the four legs of the chair in contact with the floor† (p. 427). For the intervention phase (B), any portion of the participant’s buttocks in contact with the air cushion, air cushion in contact with the chair and the four legs of the chair in contact with the floor. For the intervention phase (C), in-seat behavior was defined as â€Å"any portion of the participant’s buttocks in contact with the ball, the ball in contact with the floor, and at least one foot in contact with the floor† (Schilling Schwartz, 2004, p. 427). GARS-2: The GARS is a screening instrument used for the assessment of individuals’ ages 3–22 years old who exhibit behavioral characteristics that may be indicative of autism. This is a standardized instrument, which consists of 42 items divided into three subscales that describe specific, observable and measurable behaviors. The items included in this instrument are based on the definition of autism adopted by the Autism Society of America (2003) and on the diagnostic criteria for autistic disorder published in DSM-IV-TR. Vineland Materials: Therapy balls: The selected therapy balls to be used in classroom use, had 55-cm-diameter (n Sit ball by †¦) with five little feet to prevent it from moving or rolling when used as a sitting ball. Therapy balls were individually fitted with air pressure into the ball (at different degrees of inflation) that confirm the student could sit comfortably with his feet flat on the floor with knees and hips flexed at 90 degrees. Air cushion: The Disc ‘O’ Sit cushion is a round and widely available. The Disc ‘O’ Sit, are instability cushions, strong enough to sit. It is designed to fit on a classroom chair and provide movement while seated (7). Chair: A general wooden with iron frame classroom chair without armrests (height, 72 cm; depth, 34 cm; width, 39 cm; seat height, 36 cm). 1. Participant 1, speak with himself slowly and repeatedly with low attention and cannot tolerate sitting on chair. Participant 2 an 8-yr-old boy, he has low level endurance for performing occupation and sitting. He was hyperactive. Participant 3 an 8-yr-old boy, he has visual perceptual problem with low attention and endurance. Participant 4 a 11-yr-old boy, auditory problem, he likes, Results: During Phase A1 the number of times Hossin was on seat ranged from 11 to 18 (mean [M] = 14). During Phase B, the range was 30–36 (M = 34). During Phase A2, (chair) 15-38 (M = 23). During Phase C, (ball) the range was 2-10 (M = 6). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. During Phase A1 the number of times Hossin was on task ranged from 23 to 32 (mean [M] = 27.5). During Phase B, the range was 42-56 (M = 50). During Phase A2, (chair) 33-44 (M = 39). During Phase C, (ball) the range was 47-51 (M = 48). The number of on seat for Hossin shows increase on air cushion and decrease in sitting on ball. Each child’s data are presented in separate graphs in Figure (A) Total number of times that Hossin was on seat each phases. (B) Total number of times that Hassan was on seat and engaged each session. (C) Total number of times that Parsa was on seat and engaged each session. (D) Total number of times that Amir was on seat and engaged each session. Films was regularly checked throughout the study for determining inter and intra rater reliability agreement. Final inter rater agreement percentages ranged from 93% to 100% for in-seat behavior and from 80% to 90% for on-task behavior. They had a mean age of 8.75  ± 1.9 years, mean height 132.5  ± 9 cm, and mean weight 29.25  ± 8.5 kg. Each child demonstrated a unique response to the use of the therapy ball chair and air cushion. Discussion: Conclusions: This investigation suggests that dynamic seating in the classroom, increases in-seat behavior on task behavior for children with ASD. However no one type of seating was found appropriate for all children with ASD. For some forms of classroom behavior, the use of dynamic seating appears proactive, serving  as a positive behavior support strategy to assist in creating an opportunity for learning. References 1.Koegel L, Matos-Fredeen R, Lang R, Koegel R. Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice. 2011. 2.Schilling DL, Schwartz IS. Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of autism and developmental disorders. 2004;34(4):423-32. 3.Horgen KM, Kathryn M. Utilization of an Exercise Ball in the Classroom: Its Effect on Off-task Behavior of a Student with ADHD [thesis]: University of Wisconsin; 2009. 4.Wu W-L, Wang C-C, Chen C-h, Lai C-L. Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/Hyperactivity Disorder. 2011. 5.Tunstall H.R. Effects of Alternative Seating on the Academic Engagement of Children With Autism 2010. 6.Lang R, O’Reilly M, Healy O, Rispoli M, Lydon H, Streusand W, et al. Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 2012;6(3):1004-18. 7.Schilling DL. Alternative seating devices for children with ADHD: Effects on classroom behavior. Pediatric Physical Therapy. 2006;18(1):81.

Marbury vs. Madison :: essays research papers

In the Supreme Court case of George Reynolds vs. United States, 1879, concerned an older Mormon living in the Utah Territory under federal laws, was charged with a violation of a federal law forbidding marriage in all federal territories. The practice of multiple marriage couples is a practice common among Mormons of that time period. The United States put into effect a law the restricted multiple marriage couples upon receiving word that Mormons were moving into the Utah Territory. Since the United States Government was founded on Judeo-Christian beliefs, they frowned heavily on the Mormon practice and used their power to restrict their ability to act on their beliefs. The principle of democracy that is directly applicable to this situation is Equality under the Law. George Reynolds took his case to the Supreme Court in objection that he could not fully pursue his religion. He argued that the first amendment guarantees that persons will be free from any law prohibiting the free exercise of religion. That no federal law could interfere with a person’s religious belief or with actions based on those beliefs. That the federal law was unconstitutional and his conviction should be overturned. In his eyes he was not being treated fairly by the government because of what his religion believed was acceptable. He felt that multiple partner relationships should be allowed and that the United States was out of line in restricting that. The Supreme Court ruled that the case presented an obvious and compelling need to regulate a question of behavior offensive to public will. The first amendment cannot be used as a shield to protect any person against criminal behavior. This ruling states that the first amendment cannot be used as an excuse to do whatever you want simply because your religion says that’s ok to do. Mr. Reynolds is allowed to believe that multiple partners are acceptable, but he is not allowed to practice that belief, according to the law of the United States. The Supreme Court ruling was quite inaccurate in that they think Mormon beliefs are wrong because they differ from their own beliefs. Because Mormon religion is a minority in this country, the rest of the United States feels that they have the right to regulate how the Mormon religion can and cannot be practiced. Mormons should be allowed to pursue their religion to the fullest extent without causing harm to himself or herself or any other individual.

The Twilight Saga 2: New Moon Chapter 6 FRIENDS

THE MOTORCYCLES DIDN'T NEED TO BE HIDDEN ANY further than simply placing them in Jacob's shed. Billy's wheelchair couldn't maneuver the uneven ground separating it from the house. Jacob started pulling the first bikethe red one, which was destined for meto pieces immediately. He opened up the passenger door of the Rabbit so I could sit on the seat instead of the ground. While he worked, Jacob chattered happily, needing only the lightest of nudges from me to keep the conversation rolling. He updated me on the progress of his sophomore year of school, running on about his classes and his two best friends. â€Å"Quil and Embry?† I interrupted. â€Å"Those are unusual names.† Jacob chuckled. â€Å"Quil's is a hand-me-down, and I think Embry got named after a soap opera star. I can't say anything, though. They fight dirty if you start on their namesthey'll tag team you.† â€Å"Good friends.† I raised one eyebrow. â€Å"No, they are. Just don't mess with their names.† Just then a call echoed in the distance. â€Å"Jacob?† someone shouted. â€Å"Is that Billy?† I asked. â€Å"No.† Jacob ducked his head, and it looked like he was blushing under his brown skin. â€Å"Speak of the devil,† he mumbled, â€Å"and the devil shall appear.† â€Å"Jake? Are you out here?† The shouting voice was closer now. â€Å"Yeah!† Jacob shouted back, and sighed. We waited through the short silence until two tall, dark-skinned boys strolled around the corner into the shed. One was slender, and almost as tall as Jacob. His black hair was chin-length and parted down the middle, one side tucked behind his left ear while the right side swung free. The shorter boy was more burly. His white T-shirt strained over his well-developed chest, and he seemed gleefully conscious of that fact. His hair was so short it was almost a buzz. Both boys stopped short when they saw me. The thin boy glanced swiftly back and forth between Jacob and me, while the brawny boy kept his eyes on me, a slow smile spreading across his face. â€Å"Hey, guys,† Jacob greeted them halfheartedly. â€Å"Hey, Jake,† the short one said without looking away from me. I had to smile in response, his grin was so impish. When I did, he winked at me. â€Å"Hi, there.† â€Å"Quil, Embrythis is my friend, Bella.† Quil and Embry, I still didn't know which was which, exchanged a loaded look. â€Å"Charlie's kid, right?† the brawny boy asked me, holding out his hand. â€Å"That's right,† I confirmed, shaking hands with him. His grasp was firm; it looked like he was flexing his bicep. â€Å"I'm Quil Ateara,† he announced grandly before releasing my hand. â€Å"Nice to meet you, Quil.† â€Å"Hey, Bella. I'm Embry, Embry Callyou probably already figured that out, though.† Embry smiled a shy smile and waved with one hand, which he then shoved in the pocket of his jeans. I nodded. â€Å"Nice to meet you, too.† â€Å"So what are you guys doing?† Quil asked, still looking at me. â€Å"Bella and I are going to fix up these bikes,† Jacob explained inaccurately. But bikes seemed to be the magic word. Both boys went to examine Jacob's project, drilling him with educated questions. Many of the words they used were unfamiliar to me, and I figured I'd have to have a Y chromosome to really understand the excitement. They were still immersed in talk of parts and pieces when I decided that I needed to head back home before Charlie showed up here. With a sigh, I slid out of the Rabbit. Jacob looked up, apologetic. â€Å"We're boring you, aren't we?† â€Å"Naw.† And it wasn't a lie. I was enjoying myselfhow strange. â€Å"I just have to go cook dinner for Charlie.† â€Å"Oh well, I'll finish taking these apart tonight and figure out what more we'll need to get started rebuilding them. When do you want to work on them again?† â€Å"Could I come back tomorrow?† Sundays were the bane of my existence. There was never enough homework to keep me busy. Quil nudged Embry's arm and they exchanged grins. Jacob smiled in delight. â€Å"That would be great!† â€Å"If you make a list, we can go shop for parts,† I suggested. Jacob's face fell a little. â€Å"I'm still not sure I should let you pay for everything.† I shook my head. â€Å"No way. I'm bankrolling this party. You just have to supply the labor and expertise.† Embry rolled his eyes at Quil. â€Å"That doesn't seem right,† Jacob shook his head. â€Å"Jake, if I took these to a mechanic, how much would he charge me?† I pointed out. He smiled. â€Å"Okay, you're getting a deal.† â€Å"Not to mention the riding lessons,† I added. Quil grinned widely at Embry and whispered something I didn't catch. Jacob's hand flashed out to smack the back of Quil's head. â€Å"That's it, get out,† he muttered. â€Å"No, really, I have to go,† I protested, heading for the door. â€Å"I'll see you tomorrow, Jacob.† As soon as I was out of sight, I heard Quil and Embry chorus, â€Å"Wooooo!† The sound of a brief scuffle followed, interspersed with an â€Å"ouch† and a â€Å"hey!† â€Å"If either of you set so much as one toe on my land tomorrow† I heard Jacob threaten. His voice was lost as I walked through the trees. I giggled quietly. The sound made my eyes widen in wonder. I was laughing, actually laughing, and there wasn't even anyone watching. I felt so weightless that I laughed again, just make the feeling last longer. I beat Charlie home. When he walked in I was just taking the fried chicken out of the pan and laying it on a pile of paper towels. â€Å"Hey, Dad.† I flashed him a grin. Shock flitted across his face before he pulled his expression together. â€Å"Hey, honey,† he said, his voice uncertain. â€Å"Did you have fun with Jacob?† I started moving the food to the table. â€Å"Yeah, I did.† â€Å"Well, that's good.† He was still cautious. â€Å"What did you two do?† Now it was my turn to be cautious. â€Å"I hung out in his garage and watched him work. Did you know he's rebuilding a Volkswagen?† â€Å"Yeah, I think Billy mentioned that.† The interrogation had to stop when Charlie began chewing, but he continued to study my face as he ate. After dinner, I dithered around, cleaning the kitchen twice, and then did my homework slowly in the front room while Charlie watched a hockey game. I waited as long as I could, but finally Charlie mentioned the late hour. When I didn't respond, he got up, stretched, and then left, turning out the light behind him. Reluctantly, I followed. As I climbed the stairs, I felt the last of the afternoon's abnormal sense of well-being drain from my system, replaced by a dull fear at the thought of what I was going to have to live through now. I wasn't numb anymore. Tonight would, no doubt, be as horrific as last night. I lay down on my bed and curled into a ball in preparation for the onslaught. I squeezed my eyes shut and the next thing I next I knew, it was morning. I stared at the pale silver light coming through my window, stunned. For the first time in more than four months, I'd slept without dreaming. Dreaming or screaming. I couldn't tell which emotion was strongerthe relief or the shock. I lay still in my bed for a few minutes, waiting for it to come back. Because something must be coming. If not the pain, then the numbness. I waited, but nothing happened. I felt more rested than I had in a long time. I didn't trust this to last. It was a slippery, precarious edge that I balanced on, and it wouldn't take much to knock me back down. Just glancing around my room with these suddenly clear eyesnoticing how strange it looked, too tidy, like I didn't live here at allwas dangerous. I pushed that thought from my mind, and concentrated, as I got dressed, on the fact that I was going to see Jacob again today. The thought made me feel almost hopeful. Maybe it would be the same as yesterday. Maybe I wouldn't have to remind myself to look interested and to nod or smile at appropriate intervals, the way I had to with everyone else. Maybe but I wouldn't trust this to last, either. Wouldn't trust it to be the sameso easyas yesterday. I wasn't going to set myself up for disappointment like that. At breakfast, Charlie was being careful, too. He tried to hide his scrutiny, keeping his eyes on his eggs until he thought I wasn't looking. â€Å"What are you up to today?† he asked, eyeing a loose thread on the edge of his cuff like he wasn't paying much attention to my answer. â€Å"I'm going to hang out with Jacob again.† He nodded without looking up. â€Å"Oh,† he said. â€Å"Do you mind?† I pretended to worry. â€Å"I could stay† He glanced up quickly, a hint of panic in his eyes. â€Å"No, no! You go ahead. Harry was going to come up to watch the game with me anyway.† â€Å"Maybe Harry could give Billy a ride up,† I suggested. The fewer witnesses the better. â€Å"That's a great idea.† I wasn't sure if the game was just an excuse for kicking me out, but he looked excited enough now. He headed to the phone while I donned my rain jacket. I felt self-conscious with the checkbook shoved in my jacket pocket. It was something I never used. Outside, the rain came down like water slopped from a bucket. I had to drive more slowly than I wanted to; I could hardly see a car length in front of the truck. But I finally made it through the muddy lanes to Jacob's house. Before I'd killed the engine, the front door opened and Jacob came running out with a huge black umbrella. He held it over my door while I opened it. â€Å"Charlie calledsaid you were on your way,† Jacob explained with a grin. Effortlessly, without a conscious command to the muscles around my lips, my answering smile spread across my face. A strange feeling of warmth bubbled up in my throat, despite the icy rain splattering on my cheeks. â€Å"Hi, Jacob.† â€Å"Good call on inviting Billy up.† He held up his hand for a high five. I had to reach so high to slap his hand that he laughed. Harry showed up to get Billy just a few minutes later. Jacob took me on a brief tour of his tiny room while we waited to be unsupervised. â€Å"So where to, Mr. Goodwrench?† I asked as soon as the door closed behind Billy. Jacob pulled a folded paper out of his pocket and smoothed it out. â€Å"We'll start at the dump first, see if we can get lucky. This could get a little expensive,† he warned me. â€Å"Those bikes are going to need a lot of help before they'll run again.† My face didn't look worried enough, so he continued. â€Å"I'm talking about maybe more than a hundred dollars here.† I pulled my checkbook out, fanned myself with it, and rolled my eyes at his worries. â€Å"We're covered.† It was a very strange kind of day. I enjoyed myself. Even at the dump, in the slopping rain and ankle-deep mud. I wondered at first if it was just the aftershock of losing the numbness, but I didn't think that was enough of an explanation. I was beginning to think it was mostly Jacob. It wasn't just that he was always so happy to see me, or that he didn't watch me out of the corner of his eye, waiting for me to do something that would mark me as crazy or depressed. It was nothing that related to me at all. It was Jacob himself. Jacob was simply a perpetually happy person, and he carried that happiness with him like an aura, sharing it with whoever was near him. Like an earthbound sun, whenever someone was within his gravitational pull, Jacob warmed them. It was natural, a part of who he was. No wonder I was so eager to see him. Even when he commented on the gaping hole in my dashboard, it didn't send me into a panic like it should have. â€Å"Did the stereo break?† he wondered. â€Å"Yeah,† I lied. He poked around in the cavity. â€Å"Who took it out? There's a lot of damage† â€Å"I did,† I admitted. He laughed. â€Å"Maybe you shouldn't touch the motorcycles too much.† â€Å"No problem.† According to Jacob, we did get lucky at the dump. He was very excited about several grease-blackened pieces of twisted metal that he found; I was just impressed that he could tell what they were supposed to be. From there we went to the Checker Auto Parts down in Hoquiam. In my truck, it was more than a two hour drive south on the winding freeway, but the time passed easily with Jacob. He chattered about his friends and his school, and I found myself asking questions, not even pretending, truly curious to hear what he had to say. â€Å"I'm doing all the talking,† he complained after a long story about Quil and the trouble he'd stirred up by asking out a senior's steady girlfriend. â€Å"Why don't you take a turn? What's going on in Forks? It has to be more exciting than La Push.† â€Å"Wrong,† I sighed. â€Å"There's really nothing. Your friends are a lot more interesting than mine. I like your friends. Quil's funny.† He frowned. â€Å"I think Quil likes you, too.† I laughed. â€Å"He's a little young for me.† Jacob's frown deepened. â€Å"He's not that much younger than you. It's just a year and a few months.† I had a feeling we weren't talking about Quil anymore. I kept my voice light, teasing. â€Å"Sure, but, considering the difference in maturity between guys and girls, don't you have to count that in dog years? What does that make me, about twelve years older?† He laughed, rolling his eyes. â€Å"Okay, but if you're going to get picky like that, you have to average in size, too. You're so small, I'll have to knock ten years off your total.† â€Å"Five foot four is perfectly average.† I sniffed. â€Å"It's not my fault you're a freak.† We bantered like that till Hoquiam, still arguing over the correct formula to determine ageI lost two more years because I didn't know how to change a tire, but gained one back for being in charge of the bookkeeping at my houseuntil we were in Checker, and Jacob had to concentrate again. We found everything left on his list, and Jacob felt confident that he could make a lot of progress with our haul. By the time we got back to La Push, I was twenty-three and he was thirtyhe was definitely weighting skills in his favor. I hadn't forgotten the reason for what I was doing. And, even though I was enjoying myself more than I'd thought possible, there was no lessening of my original desire. I still wanted to cheat. It was senseless, and I really didn't care. I was going to be as reckless as I could possibly manage in Forks. I would not be the only keeper of an empty contract. Getting to spend time with Jacob was just a much bigger perk than I'd expected. Billy wasn't back yet, so we didn't have to be sneaky about unloading our day's spoils. As soon as we had everything laid out on the plastic floor next to Jacob's toolbox, he went right to work, still talking and laughing while his fingers combed expertly through the metal pieces in front of him. Jacob's skill with his hands was fascinating. They looked too big for the delicate tasks they performed with ease and precision. While he worked, he seemed almost graceful. Unlike when he was on his feet; there, his height and big feet made him nearly as dangerous as I was. Quil and Embry did not show up, so maybe his threat yesterday had been taken seriously. The day passed too quickly. It got dark outside the mouth of the garage before I was expecting it, and then we heard Billy calling for us. I jumped up to help Jacob put things away, hesitating because I wasn't sure what I should touch. â€Å"Just leave it,† he said. â€Å"I'll work on it later tonight.† â€Å"Don't forget your schoolwork or anything,† I said, feeling a little guilty. I didn't want him to get in trouble. That plan was just for me. â€Å"Bella?† Both our heads snapped up as Charlie's familiar voice wafted through the trees, sounding closer than the house. â€Å"Shoot,† I muttered. â€Å"Coming!† I yelled toward the house. â€Å"Let's go.† Jacob smiled, enjoying the cloak-and-dagger. He snapped the light off, and for a moment I was blind. Jacob grabbed my hand and towed me out of the garage and through the trees, his feet finding the familiar path easily. His hand was rough, and very warm. Despite the path, we were both tripping over our feet in the darkness. So we were also both laughing when the house came into view. The laughter did not go deep; it was light and superficial, but still nice. I was sure he wouldn't notice the faint hint of hysteria. I wasn't used to laughing, and it felt right and also very wrong at the same time. Charlie was standing under the little back porch, and Billy was sitting in the doorway behind them. â€Å"Hey, Dad,† we both said at the same time, and that started us laughing again. Charlie stared at me with wide eyes that flashed down to note Jacob's hand around mine. â€Å"Billy invited us for dinner,† Charlie said to us in an absentminded tone. â€Å"My super secret recipe for spaghetti. Handed down for generations,† Billy said gravely. Jacob snorted. â€Å"I don't think Ragu's actually been around that long.† The house was crowded. Harry Clearwater was there, too, with his familyhis wife, Sue, whom I knew vaguely from my childhood summers in Forks, and his two children. Leah was a senior like me, but a year older. She was beautiful in an exotic wayperfect copper skin, glistening black hair, eyelashes like feather dustersand preoccupied. She was on Billy's phone when we got in, and she never let it go. Seth was fourteen; he hung on Jacob's every word with idolizing eyes. There were too many of us for the kitchen table, so Charlie and Harry brought chairs out to the yard, and we ate spaghetti off plates on our laps in the dim light from Billy's open door. The men talked about the game, and Harry and Charlie made fishing plans. Sue teased her husband about his cholesterol and tried, unsuccessfully, to shame him into eating something green and leafy. Jacob talked mostly to me and Seth, who interrupted eagerly whenever Jacob seemed in danger of forgetting him. Charlie watched me, trying to be inconspicuous about it, with pleased but cautious eyes. It was loud and sometimes confusing as everyone talked over everyone else, and the laughter from one joke interrupted the telling of another. I didn't have to speak often, but I smiled a lot, and only because I felt like it. I didn't want to leave. This was Washington, though, and the inevitable rain eventually broke up the party; Billy's living room was much too small to provide an option for continuing the get-together. Harry had driven Charlie down, so we rode together in my truck on the way back home. He asked about my day, and I told mostly the truththat I'd gone with Jacob to look at parts and then watched him work in his garage. â€Å"You think you'll visit again anytime soon?† he wondered, trying to be casual about it. â€Å"Tomorrow after school,† I admitted. â€Å"I'll take homework, don't worry.† â€Å"You be sure to do that,† he ordered, trying to disguise his satisfaction. I was nervous when we got to the house. I didn't want to go upstairs. The warmth of Jacob's presence was fading and, in its absence, the anxiety grew stronger. I was sure I wouldn't get away with two peaceful nights of sleep in a row. To put bedtime off, I checked my e-mail; there was a new message from Renee. She wrote about her day, a new book club that rilled the time slot of the meditation classes she'd just quit, her week subbing in the second grade, missing her kindergarteners. She wrote that Phil was enjoying his new coaching job, and that they were planning a second honeymoon trip to Disney World. And I noticed that the whole thing read like a journal entry, rather than a letter to someone else. Remorse flooded through me, leaving an uncomfortable sting behind. Some daughter I was. I wrote back to her quickly, commenting on each part of her letter, volunteering information of my owndescribing the spaghetti party at Billy's and how I felt watching Jacob build useful things out of small pieces of metalawed and slightly envious. I made no reference to the change this letter would be from the ones she'd received in the last several months. I could barely remember what I'd written to her even as recently as last week, but I was sure it wasn't very responsive. The more I thought about it, the guiltier I felt; I really must have worried her. I stayed up extra late after that, finishing more homework than strictly necessary. But neither sleep deprivation nor the time spent with Jacobbeing almost happy in a shallow kind of waycould keep the dream away for two nights in a row. I woke shuddering, my scream muffled by the pillow. As the dim morning light filtered through the fog outside my window, I lay still in bed and tried to shake off the dream. There had been a small difference last night, and I concentrated on that. Last night I had not been alone in the woods. Sam Uleythe man who had pulled me from the forest floor that night I couldn't bear to think of consciouslywas there. It was an odd, unexpected alteration. The man's dark eyes had been surprisingly unfriendly, filled with some secret he didn't seem inclined to share. I'd stared at him as often as my frantic searching had allowed; it made me uncomfortable, under all the usual panic, to have him there. Maybe that was because, when I didn't look directly at him, his shape seemed to shiver and change in my peripheral vision. Yet he did nothing but stand and watch. Unlike the time when we had met in reality, he did not offer me his help. Charlie stared at me during breakfast, and I tried to ignore him. I supposed I deserved it. I couldn't expect him not to worry. It would probably be weeks before he stopped watching for the return of the zombie, and I would just have to try to not let it bother me. After all, I would be watching for the return of the zombie, too. Two days was hardly long enough to call me cured. School was the opposite. Now that I was paying attention, it was clear that no one was watching here. I remembered the first day I'd come to Forks High Schoolhow desperately I'd wished that I could turn gray, fade into the wet concrete of the sidewalk like an oversized chameleon. It seemed I was getting that wish answered, a year late. It was like I wasn't there. Even my teachers' eyes slid past my seat as if it were empty. I listened all through the morning, hearing once again the voices of the people around me. I tried to catch up on what was going on, but the conversations were so disjointed that I gave up. Jessica didn't look up when I sat down next to her in Calculus. â€Å"Hey, Jess,† I said with put-on nonchalance. â€Å"How was the rest of your weekend?† She looked at me with suspicious eyes. Could she still be angry? Or was she just too impatient to deal with a crazy person? â€Å"Super,† she said, turning back to her book. â€Å"That's good,† I mumbled. The figure of speech cold shoulder seemed to have some literal truth to it. I could feel the warm air blowing from the floor vents, but I was still too cold. I took the jacket off the back of my chair and put it on again. My fourth hour class got out late, and the lunch table I always sat at was full by the time I arrived. Mike was there, Jessica and Angela, Conner, Tyler, Eric and Lauren. Katie Marshall, the redheaded junior who lived around the corner from me, was sitting with Eric, and Austin Marksolder brother to the boy with the motorcycleswas next to her. I wondered how long they'd been sitting here, unable to remember if this was the first day or something that was a regular habit. I was beginning to get annoyed with myself. I might as well have been packed in Styrofoam peanuts through the last semester. No one looked up when I sat down next to Mike, even though the chair squealed stridently against the linoleum as I dragged it back. I tried to catch up with the conversation. Mike and Conner were talking sports, so I gave up on that one at once. â€Å"Where's Ben today?† Lauren was asking Angela. I perked up, interested. I wondered if that meant Angela and Ben were still together. I barely recognized Lauren. She'd cut off all her blond, corn-silk hairnow she had a pixie cut so short that the back was shaved like a boy. What an odd thing for her to do. I wished I knew the reason behind it. Did she get gum stuck in it? Did she sell it? Had all the people she was habitually nasty to caught her behind the gym and scalped her? I decided it wasn't fair for me to judge her now by my former opinion. For all I knew, she'd turned into a nice person. â€Å"Ben's got the stomach flu,† Angela said in her quiet, calm voice. â€Å"Hopefully it's just some twenty-four hour thing. He was really sick last night.† Angela had changed her hair, too. She'd grown out her layers. â€Å"What did you two do this weekend?† Jessica asked, not sounding as if she cared about the answer. I'd bet that this was just an opener so she could tell her own stories. I wondered if she would talk about Port Angeles with me sitting two seats away? Was I that invisible, that no one would feel uncomfortable discussing me while I was here? â€Å"We were going to have a picnic Saturday, actually, but we changed our minds,† Angela said. There was an edge to her voice that caught my interest. Jess, not so much. â€Å"That's too bad,† she said, about to launch into her story. But I wasn't the only one who was paying attention. â€Å"What happened?† Lauren asked curiously. â€Å"Well,† Angela said, seeming more hesitant than usual, though she was always reserved, â€Å"we drove up north, almost to the hot springsthere's a good spot just about a mile up the trail. But, when we were halfway there we saw something.† â€Å"Saw something? What?† Lauren's pale eyebrows pulled together. Even Jess seemed to be listening now. â€Å"I don't know,† Angela said. â€Å"We think it was a bear. It was black, anyway, but it seemed too big.† Lauren snorted. â€Å"Oh, not you, too!† Her eyes turned mocking, and I decided I didn't need to give her the benefit of the doubt. Obviously her personality had not changed as much as her hair. â€Å"Tyler tried to sell me that one last week.† â€Å"You're not going to see any bears that close to the resort,† Jessica said, siding with Lauren. â€Å"Really,† Angela protested in a low voice, looking down at the table. â€Å"We did see it.† Lauren snickered. Mike was still talking to Conner, not paying attention to the girls. â€Å"No, she's right,† I threw in impatiently. â€Å"We had a hiker in just Saturday who saw the bear, too, Angela. He said it was huge and black and just outside of town, didn't he, Mike?† There was a moment of silence. Every pair of eyes at the table turned to stare at me in shock. The new girl, Katie, had her mouth hanging open like she'd just witnessed an explosion. Nobody moved. â€Å"Mike?† I muttered, mortified. â€Å"Remember the guy with the bear story?† â€Å"S-sure,† Mike stuttered after a second. I didn't know why he was looking at me so strangely. I talked to him at work, didn't I? Did I? I thought so Mike recovered. â€Å"Yeah, there was a guy who said he saw a huge black bear right at the trailheadbigger than a grizzly,† he confirmed. â€Å"Hmph.† Lauren turned to Jessica, her shoulders stiff, and changed the subject. â€Å"Did you hear back from USC?† she asked. Everyone else looked away, too, except for Mike and Angela. Angela smiled at me tentatively, and I hurried to return the smile. â€Å"So, what did you do this weekend, Bella?† Mike asked, curious, but oddly wary. Everyone but Lauren looked back, waiting for my response. â€Å"Friday night, Jessica and I went to a movie in Port Angeles. And then I spent Saturday afternoon and most of Sunday down at La Push.† The eyes flickered to Jessica and back to me. Jess looked irritated. I wondered if she didn't want anyone to know she'd gone out with me, or whether she just wanted to be the one to tell the story. â€Å"What movie did you see?† Mike asked, starting to smile. â€Å"Dead Endthe one with the zombies.† I grinned in encouragement. Maybe some of the damage I'd done in these past zombie months was reparable. â€Å"I heard that was scary. Did you think so?† Mike was eager to continue the conversation. â€Å"Bella had to leave at the end, she was so freaked,† Jessica inserted with a sly smile. I nodded, trying to look embarrassed. â€Å"It was pretty scary.† Mike didn't stop asking me questions till lunch was over. Gradually, the others were able to start up their own conversations again, though they still looked at me a lot. Angela talked mostly to Mike and me, and, when I got up to dump my tray, she followed. â€Å"Thanks,† she said in a low voice when we were away from the table. â€Å"For what?† â€Å"Speaking up, sticking up for me.† â€Å"No problem.† She looked at me with concern, but not the offensive, maybe-she's-lost-it kind. â€Å"Are you okay?† This is why I'd picked Jessica over Angelathough I'd always liked Angela morefor the girls' night movie. Angela was too perceptive. â€Å"Not completely,† I admitted. â€Å"But I'm a little bit better.† â€Å"I'm glad,† she said. â€Å"I've missed you.† Lauren and Jessica strolled by us then, and I heard Lauren whisper loudly, â€Å"Oh, joy Bella's back.† Angela rolled her eyes at them, and smiled at me in encouragement. I sighed It was like I was starting all over again. â€Å"What's today's date?† I wondered suddenly. â€Å"It's January nineteenth.† â€Å"Hmm.† â€Å"What is it?† Angela asked. â€Å"It was a year ago yesterday that I had my first day here,† I mused. â€Å"Nothing's changed much,† Angela muttered, looking after Lauren and Jessica. â€Å"I know, I agreed I was just thinking the same thing.†

Music is the speech of angels

Music is the speech of angels. Angels are the exemplifications of goodness, uprightness, and everything that bespeaks of morality and mortality. It is said that music is the child of prayer and the companion of religion. Among the Hindus and the Egyptians, music is interwoven with religion. I Aristotle, the great philosopher, saw in music not only enjoyment, relaxation, and recreation, but also release of tension and an incentive to a positive development of character. Likewise Plato, another Greek philosopher said, â€Å"Through music, rhythm and harmony find their ways into the inner-most soul of man which becomes part of his personality.† Music is the unifying element where man finds adequate expression and inner satisfaction for feelings. Dignity and love of work is manifested in songs about the boatman (barcarolle), sailor (chantey) , and the farmer (Japanese rice planting songs). Early history of man has a treasure of   songs evoking friendship (English), victory (Greeks), grief ( Russians), and festivities ( French ). The Belgians have songs for bathing, and the Vikings also had songs about rowing their boats. John Dewey said in Sobritchea’s â€Å" Famous People on Music†, As sculpture expresses the enduring, the stable , and the universal, so music expresses stir, agitation, movement, the particular, and contingencies of existence (47). Music helps establish emotional integrity. Fully aware   of his social and moral responsibilities, the teachers uses remedial measures to extricate the student from delinquent situations, safe from the thorny clutches of evil and vice and from crime—through new musical presentations such as music in the puppet and marionette shows. That music is a manna for emotional catharsis finds evidence in the continuing proliferation of music groups, vocal and instrumental, and in the various contests and festivals which allow the surfacing of talents of the people, young an old ( American Idol, Just for Variety et al ). It is now generally realized   that music; brought about in ways that have meaning to the child, contributes significantly to building the child’s personal identity, enriching his life by developing understanding and perception in his social environment through sound, color, emotion, thought and social relationships and expanding his ability to imagine, create, and appreciate with discriminating judgment. Human beings are lovers of music. Singing, according to Quema   Torrelavega in â€Å" The Myths in Music†Ã‚   was an ongoing even before the discovery of other countries such as the Americas (98). In Roman mythology, the spirits of the gods had to be appeased through songs. Prayers, lustrations and laughter were accompanied by songs. Music is a necessary ingredient in all ceremonies: weddings, delivery of the new baby, baptismal, etc. Music is the flavor of games, dances, worship, festivities, and other ceremonies expressing joy, humor, wonder, and sorrow. Again to include John Dewey as cited in David’s â€Å" Music’s Mystique†, said that music is also change. For Music is a discipline geared to the physical, social, and physiological developments of people, as well as to the socio-economic aspects that lead to the fulfillment of moral values. Motivated and inspired to music, the out- of- school youth is more   than willing to sing and strum his guitar, if only to give expressions of enjoyment and pride in his chosen are- music.   People young and old, have developed a natural and perennial longing for cultural evidence local and foreign, and a feeling for increased involvement and a high level of participation. They seize every opportunity to go out not only to promenade in the streets but also to share, as willing and intelligent music consumers, to free concerts, recitals, vocal or instrumental and other presentations at open parks, cultural centers, art auditoriums, theaters, and other entertainment venues. A powerful antidote to the multifarious problems of delinquency in this troubled world, music affords profitable changes in man’s societal surroundings (89) , according to Peaches Noveuelli   in her book †Ã‚   The Fancies and Guiles of Music†.   Cultural exchange in the performing arts have paved the groundwork for deepened social, and moral goodwill amongst people—Asian, European and the like. Music has effected the blending of culture of the east and west. Music serves as the liaison between the youth and his stand in the community, socially and morally. Singing native songs becomes a pleasurable campaign to propagandize the country’s vast reservoir of human talent. Music is a very important vehicle in the extension of man’s love of country. It is a strong medium that strengthens nationalism and solidarity. The reference book,   Ã¢â‚¬Å"The Legacy of Euripedes† by Edward Romulis states that Hungarian music educators – Zoltan Kodaly, and Bela Bartok, introduced folksongs-the supreme expression of life, play, and work – as the core of their music curriculum (90). Frederick Chopin, the great Polish composer, known as the Poet of the Piano expressed the national sentiments of his people through his polonaises. Music has a deep respect for the beauty of nature. To achieve beauty, the composer utilizes a kinship of many elements: melody, harmony, rhythm and dynamics. Through music, man attempts to reduce phenomena into matters of order and definite form. With sound and silence as basic components, music is delivered into varied styles whether in the haunting and mystic music of the East or to the acculturated music of the West. Music is a testing ground and clearing house for talents. Shinichi Suzuki has spent more than three decades teaching violin to children. Music   is a mental discipline, after all, and oftentimes demands training, schooling, and guidance. Music performed as solo or in groups has been one of countries’ big â€Å"exports†Ã¢â‚¬â€be it choral or instrumental. The creative rock and pop singers, the gyrating combo players in their new age music, and other instrumental players are tangible evidences that they are substantial contributors to the country’s coffers. Music is really an impetus for progress and indispensable in the enhancement of the quality of man’s life. Music’s continuing attention for aesthetic pleasure is adequately shown in Chopin music, romantic violin concertos, or in the magnificent operas, sonatas, and symphonies of the elite society to whet the appetite of music lovers. The only bad effect that can be mentioned of music, is the effect of some forms of innovations in music, like rap and spoken word music, because they tend to increase the hyperactivity of the youth of today,[ sometimes, the young merely opt to have their earphones plugged into their ears, even during class hours, and they do not listen to their teacher’s lectures anymore ], but this is problem that can be handled easily, through discipline measures, like detention. But, this aside, one thing remains, that music knows no bounds. Sources: David, Lucianno.   Ã¢â‚¬Å" Music’s Mystique† Dell Publishing: Chicago, 2000. Noveuelli, Peaches †Ã‚   The Fancies and Guiles of Music†. 9th gate Presses: Italy, 2001. Romulis, Edward.   Ã¢â‚¬Å"The Legacy of Euripedes† Blaisdale Publishing: London, 1996. Sobritchea, Paulinho. â€Å"Famous People on Music†. Wagonhouses Books: London, 1999. Torrelavega, Quema.   â€Å"The Myths in Music† . Harper and Row: USA , 1997.   

breakfast at tiffanys essays

breakfast at tiffanys essays Breakfast At Tiffany`s Breakfast at Tiffanys by T... Breakfast At Tiffany`s Breakfast at Tiffanys by Truman Capote is about the thought that friendship can make a person take drastic measures in helping a friend. The setting is New York City. The point of view is first person limited. Seen through the eyes of the narrator, called "Fred" ( the main character ), who is a starting writer. I enjoyed the story because it was very interesting to learn and experience life in old New York. The story starts out, probably in the present time, when "Fred", who had now been living in New York for a great deal of time, goes into his friend Joe Bells bar for a drink. There he learns the his long time friend, Holly Golightly, is still alive by the use of a photograph from an explorer which shows a wood carving made by a tribesman which bears the uncanny resemblance to Holly. After this encounter, "Fred" begins to reminisce about his past with Holly and all of their wild adventures. "Freds" first meeting with Holly was through his apartment window. Holly Golightly is a nineteen year-old self-sufficient woman. Some of her personality traits are admirable, affectionate, while cold hearted. She is motivated in life by striving for her purpose in life, which is to be rich and famous while keeping her ego. She believes that love is not sexual. Holly, trying to escape a horrible date, decides to visit her new downstairs neighbor. There she practically tells "Fred" everything about her life. Fred was a name Holly chose for "Fred" because he looked like her brother Fred, but since the point of view is first person, the narrator refers to himself throughout the story as "I", but Holly generally refers to him as "Fred". In "Freds" apartment, Holly tells "Fred" about her involvement with a imprisoned drug runner name Sally Tomato, a stock mobster character who pays Holly to visit him. "Fred" learns more abou ...

4 Tips for Writing A Strong Cover Letter

4 Tips for Writing A Strong Cover Letter While a well-written resume shows off a job candidate’s skill set, an effective cover letter offers a different yet related opportunity: the chance to demonstrate why you’re the right candidate for the job on one pithy page. Consider these four tips designed to help your cover letter stand out from the crowd. 1. Make it PersonalWhile you might be able to get away with recycling your resume for multiple jobs, this is an absolute no-no when it comes to cover letter writing. Why? Because cover letter are all about showing off how your background, skills and experience match the needs of a company as they pertain to the job for which you’re applying.Effective cover letters are anything but cookie cutter. Rather, each cover letter should be carefully crafted to match with the job at hand.Making it personal also means addressing the letter to an actual human person. While it may take a little time to identify the proper department head or hiring manager, doing so demon strates initiative and resourcefulness.2. Focus on FitEven if you’re the most amazing candidate in the world, this attribute is worthless if your cover letter fails to convey how your skills match the position. Pay careful attention to the job description when writing your cover letter, using keywords and key phrases to showcase your qualifications.However, keep in mind that anyone can throw some keywords on a page. Don’t arbitrarily stuff your cover letter with keywords; instead, come up with specific examples which align with what the company is looking for.In addition to researching the job, also research the company, along with its products and services. More and more companies are prioritizing â€Å"cultural fit† when it comes to filling open positions. Understanding a company’s culture can help you focus your cover letter for best success, while further enhancing your status as a desirable candidate.3. Catch Their EyeHundreds of resumes may cross a hiring manager’s desk every single day. How do you make sure yours gets noticed? Skip the conventional â€Å"five paragraph† letter, and instead use bullet points to highlight your strengths. This spares hiring managers the task of sorting through your essay trying to identify its main points. Instead, it does the work on their behalf. You will still need an introduction and closing paragraphs, but stick with bullets to deliver the content you want to emphasize.4. Assert YourselfMany cover letters lack one essential element: a call to action. While expressing your gratitude is important, ending with a follow-up is a much stronger appeal. Whether you mention that you’ll call to check in on the status of your resume next week or express that you’re looking forward to further discussing why you’re right for the position, including a call to action not only demonstrates confidence, but also gives you the chance to show you’re accountable.Ultimat ely, if a good cover letter is a foot in the door, a call to action is the chance to leverage that food into something greater.One tip, however: if you say you’re going to follow up, FOLLOW UP.While it’s impossible to fully understand what’s going through a hiring manager’s mind when evaluating candidates, a cover letter gives you the opportunity to make a positive first impression. These four tips can help you take your cover letter from average to amazing.

Cannabis Misuse Effects on Wellbeing

Cannabis Misuse Effects on Wellbeing How does cannabis misuse impact on the health and well-being of young people between the ages of 11-17 in England ? Introduction The major focus of this research will be to explore how the misuse of cannabis can affect the health and wellbeing of young people in England and who are between the ages of 11 – 17 years. Gaining understanding on the impacts on the impacts on health and well being of these young people within the age group will help the researcher to make informed and evidence based recommendations on the appropriate health promotion interventions to tackle the health issue. Therefore, the research will involve an extensive review of journals that have specific relevance to the cannabis misuse among young people between the ages 11 – 17; and the review will be followed by critical discussions on the key themes that will arise from the results of the literature review. Also the discussions will be drawn from the activities of a Non Governmental Organisation (NGO) that is involved in tackling cannabis misuse among young people in the UK. Background and Rationale for Study Cannabis is from flowering plant known as cannabis sativa and it produces both euphoria and reduces anxiety (Naftali et al, 2013; Moore, 2007). The drug can be used occasionally by individuals without causing significant social or mental problems but heavy users or addicts may experience anxiety and disturbed sleep after withdrawal from its use (Schaub et al, 2013; Moffat et al, 2013). In the year 2009, the UK Government reclassified cannabis from being Class C drug to Class B making it illegal for anyone in possession of supply quantity (Health and Social Care Information Centre, 2011). The reclassifying of cannabis represents Government intervention to discourage poor lifestyle choices especially among young people who have been found to be indulged in cannabis abuse and also to promote healthy lifestyles. The 2011 data from the Health and Social Care Information Ce ntre revealed that the â€Å"prevalence of young adults ever having taken drugs has decreased from 48.6% in 1996 to 40.1% in 2010/11; and in 2009/10 lifetime prevalence was 40.7%. The number receiving help for primary cannabis use has increased by more than 4,000 since 2005/06 to 13,123 in 2009/10. The number of under- 18s treated for problem drug use associated with primary use of heroin and crack is 530, less than half the number in 2005/06† (Health and Social Care Information Centre, 2011). Furthermore the data reveals that number of young people receiving help for primary cannabis use has increased by more than 4,000 since 2005/06 to 13,123 in 2009/2010. This increase in the number of young people receiving help for cannabis use is a major concern and this has prompted the decision to choose this topic. The concern here is that cannabis the misuse of cannabis health risks and which will widen the gap in the inequalities in the health of the population in the UK. According to Moffat et al (2013) the use of cannabis affects the nervous system and causes anxiety and this has the potential to affect the health and wellbeing of the individual in the long term especially where the body metabolism is not able to resist those effects. Another rationale for choosing to research on cannabis misuse among the young people of this age group is that, though there is recorded decrease in the use of cannabis based on the data by the Health and Social Care Information Centre (2011), the 2013 report shows that â€Å"as in previous years cannabis was the most widely used drug among pupils in 2012 with 7.5% reporting they had taken it in the last year† (Health and Social Care Information Centre, 2014). The data suggests that the cannabis use among pupils is becoming a lifestyle and that if appropriate and adequate behavioural interventions are not implemented to cause a significant change of behaviour, this lifestyle may become a way of life of the 7.5% of the p opulation of pupils. The wider implication of this unhealthy lifestyle is that the 7.5% of pupils may likely experience inequalities in health and also exclude them from maximising potentials. Health inequality simply means lack of uniformity in health or differences in health and this is often caused by various factors among which is the lifestyle of the population (Naidoo and Wills, 2011). This clearly suggests that the social distribution of health is linked to the differences in the risk behaviours of the individuals and that a change of risky behaviour reduces the differences in health (Naidoo and Wills, 2011).

Finance accounting assignment on earning management

Finance accounting on earning management - Assignment Example The second part of the paper would answer questions relating to impairment of assets. It will involve a critique of the circumstances under which impairment is declared. It will also explain when companies must perform impairment reviews and examine a practical case of impairment my Peugeot-Citroen and Vodafone. A. Managers' Incentive for Earning Management. â€Å"Earning management occurs when managers use judgement in financial reporting and in structuring transactions to alter financial reports to either mislead some stakeholders about the underlying economic performance of the company or to influence contractual outcomes that depend on reporting accounting numbers† (Rowen and Yaari, 2009: 26). This implies that earning management is centred around the fact that a firm's directors and managers might want to present information in a way and manner that is not true nor accurate. Earning management is sometimes called disclosure management and creative accounting. It includes the use of approaches and systems to disclose accounting information in a way and manner that meets a defined end or objective (Alistair, 2008). Managers often have targets that are predetermined for them by the board of directors. This implies that they would have to work hard and do whatever is legally acceptable and possible to meet those objectives and standards. In the process of attaining the given standards and objectives of financial statements, most managers end up putting together financial statements in a creative manner. In other words, they do everything possible and practicable to balance the accounts so that it reflects the ends or the final figure that is expected of the management of an organization. In most situations, earning management is done to smoothen profits and ensure that the earning of the company in a given period is forged in a way and manner that it is in line with targets. This presents a different reality of the earnings of the period and this defeats the purpose of financial statements and financial reporting of capturing the economic realities in an objective and complete manner. These managers therefore manage their earning and disclosures in a way that favours them and enables them to appear to be meeting the end that they have in mind. In a research conducted by Cheng and Warfield (2005) they identified that the main objective for earning management amongst manager includes three interlinked ideas and concepts. They include: 1. Earning management incentives 2. Future manager trading. 3. Enhancement of organisational position. The first idea is that earning management incentive allows managers to attain the favour of people who set targets for them. This is because in most cases, managers are judged and assessed on the basis of the attainment of results and targets. In reality, manager's worth is identified by how well he meets the financial and economic targets that are set by the people at the top of corporate governance. There is therefore the desire or expectation to use creative techniques to ensure that they attain financial targets. This leads to pressure to use various loopholes and techniques in accounting concepts to present a favourable position. The second idea is that managers often get incentives that are tied to their performance.

Why is there a higher prevalence of lupus SLE found among females of Literature review

Why is there a higher prevalence of lupus SLE found among females of Afro Carribbean origins - Literature review Example These hormonal imbalances have the capability of changing the genetic makeup of an individual, resulting to the development of Lupus SLE. However, it is important to explain that genetics alone is not the factor responsible for the development of Lupus SLE amongst women. Another important factor is the environment. The environment plays a role in the development of Lupus SLE because of the ultra violet rays of the sun. Research indicates that women, who are heavily exposed to the ultra violet rays of the sun, are always vulnerable to developing Lupus SLE. In terms of ethnicity, Lupus is more common in people of African descent. One of the major reasons advanced, is because of the high rates of poverty amongst these people, making them to be unable to afford medical treatments in regard to the type of contraceptives to use. In as much as this is information that has been given, this fact is disputed, because hormonal changes are not the only factors responsible for the high rate of Lupus amongst women. This paper is a critical analysis of the ethnic and sex differences in the epidemiology and clinical course of lupus. This paper will analyze the ethnic and sex differences in the clinical and epidemiology course of Lupus. In meeting the objective of this paper, there will be a need of understanding the genetic predisposition of Lupus. This is important in helping us to understand why women and people of African origin are vulnerable to an attack by Lupus. Furthermore, for purposes of understanding this disease, and its epidemiological and clinical cause, there will be a need of identifying its causes. These are well explained in this paper. This paper would also identify and explain the neuropsychiatric consequences of lupus, and an example is the Lupus fog. It would further explain the epidemiology of this disease, and this is in relation to

'In this modern day and age, it is arguable that changes to Essay

'In this modern day and age, it is arguable that changes to traditional employment patterns and the growth of what might be ca - Essay Example Strengthening the Case for Extending Statutory Rights Generally, the traditional employee is entitled to statutory employment rights. Such rights as right from unfair dismissal and other related jobs are enjoyed by employees who have jobs that last from 9 AM till 5 PM. This means that such an employee has a right to be informed in advance of the intention by the employer to lay him/her off. There are a lot of case laws that has been affected to protect the rights of the traditional employee. An example, such a case, is the case of Commissioners of Inland Revenue v Ainsworth [2005] IRLR 465. In this case, the matter was of the enforceability of the right to holiday pay (Moffatt 2011). There are all forms of material concerning the protection of the rights of the traditional employee. The new or emerging form of employment has also necessitated an urgent need to protect the rights of the atypical employee. One of the contentious matters that are encountered in this stage is the form of protection that an atypical employee is afforded. In England, more than 25% of the labour force constitutes part-time employees (Vettori 2007). Vettori 2007 emphasizes on the number of the atypical employees globally has shot up to a very large size warranting the need to revise the title ‘atypical’ that is normally assigned to them. Currently, the atypical employees do not enjoy many rights (Vettori 2007). This means that employers have the power to hire, and fire them at will since they do not have signed contracts to secure tenure at the place of employment. The employer who utilises these atypical labourers has the advantage of having a labour force that is highly vulnerable, therefore, easy to manipulate in his/her favour. The employer in this case is able to escape many obligations in the form of collective bargaining or even legislation. This sorry state of affairs thus brings up the urgency to grant these employees statutory rights. In some countries like Engla nd, there have been steps towards the granting of a level of protection to the atypical employees. One way of doing this has been through the passing of the Employment Relations Act 1999 (Galbraith et al 2011). This law grants authority to some statutory organs to ensure that the statutory rights are extended to other forms of employment such as atypical employees. This aims to ensure that the employees are given a sort of protection by the law. An example of this in the application is the case of Byrne Brothers (Formwork) Limited v Baird. In the above case, the employees who were level D subcontractors-only were able to claim paid leave for the duration of time that they were laid off. This was during the period of Christmas and New Year’s celebrations. The basis of their victory was because the Work Time Regulations 1998 applied to all employees. This sort of egalitarian law had the effect of placing all the employees in the same rights level. This thus ensured that employe es were protected within this duration, and it was not easy to lay them off. Currently, the atypical employment sector is growing steadily. This sector, which includes the temporary employees, part-time employees, self employees, and subcontracted employee has managed to grow. Some of the reasons for this growth are attributed to the absolute growth in the sectors or industries that rely in this form of labour such as retail

A Broader Passage by Leila Ahmed Essay Example | Topics and Well Written Essays - 500 words

A Broader Passage by Leila Ahmed - Essay Example The cultural politics have also embarked limitation on the narratives. It should be noted that the author has discussed the gender difference in this context as well. This makes it evident to note that the relationship between identity, power, narratives and politics is interrelated. This paper aims to provide an address regarding the relationship between identity, narrative and politics within the context of Ahmed’s experiences during her long life development. Ahmed discusses the relationship between identity, culture and politics in an interrelated manner. For instance, at one point, the author notes that she was able to speak English which made her consider Arabic language as an inferior language. Being in Egypt, Islamic population was made weak as they have not been given a free hand to experience the rituals of world. Ahmed notes that it is the politics that define the culture and identity of an individual. Egyptian politics have rather made people liable of expressing t hemselves in a sphere which does not allow complete liberty. In the case of women, this seems to be stricter as politics have embarked the role of women in Islamic states like Egypt to be fairly limited to their homes and nurture of family (Ahmed). It will not be incorrect to state that it is due to the lack of political liberty that people Islamic people are grouped with people from Africa and furthermore, they are termed as black people.

Osteopetrosis and its Effects on the Elbow Essay

Osteopetrosis and its Effects on the Elbow - Essay Example In disease diagnosis, radiographic images are taken. The radiographic findings in the case of osteopetrosis show symmetrical increase in the mass of bone in the affected region e.g. the elbow (p. 399). This accumulation of bone mass in the affected region leads to disturbance of bone formation processes which include bone growth, bone modelling and bone remodeling. Using radiographic images, the elbow and joint will show accumulated mass of bone and hence joint movement will be hampered (Arun, Rysavy, & Wozniak, 2007). Laboratory tests are also applied to clear and explain the findings after the radiographic analysis. In most cases hypocalcemia is evident due to low levels of calcium in the body culminating from the disease. Rachitic changes in growth plates is seen in cases where hypocalcemia is severe (p. 400). Treatment is complex and may involve bone marrow transplant from human leukocyte antigen identical donors. This is used to avert the situation as the disease could be hereditary. Hormonal and dietary therapy using calcium deficient diet has also been used in treatment of the

Super Keyword Research Paper Example | Topics and Well Written Essays - 1000 words

Super Keyword - Research Paper Example However, other languages have a liberal approach, which allows redefinition of keywords for purposes. Keywords refer to identifiers or symbols which stand for functions or variables. This means that keywords have a characteristic of self evaluating and self quoting interned in the KEYWORD package. They have their application in labeling named opinions to functions, and they represent symbolic values (Savinov, 2008). Programming languages vary on the provision of keywords and library routine. For instance, some languages have provisions for keyword output or input operations, while other languages offer library routine. Languages such as Python and Basic dialect use, print, as a keyword, while Lisp and C use, format and printf, in their standard library. When a programmer applies keywords to functions or variables name, this triggers a compilation error. Most of the current editors have keywords automatically set in different text color for the purposes of indicating that they are key words. Super keywords have their definition and application in Java, where they play a crucial role during inheritance. Programmers use super keywords when accessing members of the super class. Super keywords have their application when a subclass needs to define or refer to an immediate super class. The super keyword can be invoked when a method overrides one of the super class’s methods. The super keyword in this case can be invoked to override the method. As a result, the super keyword in java indicates the super class of the classes in which the super keyword has recently been used (Leahy, 2011). Super keywords are also standalone statements used in calling the constructor of super classes in the base class. The super keyword has two forms. The first form calls the super class constructor, while the second form accesses members of the super class that have been hidden by members of a subclass. A super keyword can be illustrated as; Public class Super class { Public void p rintMethod () { System.out.println (â€Å"printed in Superclass.†); } } Purpose of the Super Keyword The super keyword can be used when referring to a hidden field. This will enable the access of hidden variable data of the original class. For instance, class A has two instance variables; float b and int a. Class B, expands to class A, and it has its own data members with similar names, (a) and (b). In this instance, class B will be hiding the variables in class A. The super keyword is used in accessing the hidden variables. This can be done by using the super.member; syntax. This gives the super keyword a function of identifying the super class of its identifiable subclass. In this case, members can take the form of an instance variable or a method (Leahy, 2012). The program will display (a) in super class 1 and (a) subclass 2. The instance variable (a) in B conceals the (a) in A, hence; super keyword allows access to (a) defined in the super class. Therefore, the super keyw ord can be used in calling methods hidden by a subclass. Another purpose of the super keyword is in calling class constructors. Super keywords are used when calling super constructors in a subclass. This is done using the super(parameter-list); syntax. The parameter list includes parameters that the constructor needs in the super class. For instance, the super keyword can be used to cite a super class constructor. The mountain bike can be considered as a subclass of a

Osteopetrosis and its Effects on the Elbow Essay

Osteopetrosis and its Effects on the Elbow - Essay Example In disease diagnosis, radiographic images are taken. The radiographic findings in the case of osteopetrosis show symmetrical increase in the mass of bone in the affected region e.g. the elbow (p. 399). This accumulation of bone mass in the affected region leads to disturbance of bone formation processes which include bone growth, bone modelling and bone remodeling. Using radiographic images, the elbow and joint will show accumulated mass of bone and hence joint movement will be hampered (Arun, Rysavy, & Wozniak, 2007). Laboratory tests are also applied to clear and explain the findings after the radiographic analysis. In most cases hypocalcemia is evident due to low levels of calcium in the body culminating from the disease. Rachitic changes in growth plates is seen in cases where hypocalcemia is severe (p. 400). Treatment is complex and may involve bone marrow transplant from human leukocyte antigen identical donors. This is used to avert the situation as the disease could be hereditary. Hormonal and dietary therapy using calcium deficient diet has also been used in treatment of the

The Catcher and the Rye Essay Example for Free

The Catcher and the Rye Essay The Biographical Lens applied to The Catcher in the Rye J.D. Salinger expresses his view of society in his novel, The Catch in the Rye. His viewpoints are seen in the book through the eyes of young Holden Caulfield. This novel demonstrates modern-day dilemmas and complications that teenagers confront in life. Throughout this novel, Holden Caufield, the protagonist shows signs of clinical depression mourning over the death of his younger brother Allie which caused him to have a slight case of Tropophobia. There are many instances that sustain evidence against Holden Caufield’s depression which expose his continuous thoughts of suicide, his choice of withdrawal from society, and his incapability of viewing the beneficial aspects in life rather than the imperfect. Holden is convinced that society is full of â€Å"phonies† and nothing else, that all people have a side in which they should not be proud of, expect the younger generation, whom are completely innocent. Tropophobia, is a global issue where people who suffer from it have the fear of changes. Tropophobia is caused by severe trauma that is somehow linked to sudden changes. Holden has a slight case of this illness, caused by the death of his younger brother, Allie. This would explain the reason that Holden loves the Museum. Holden loves it because it never changes, it’s always the same and is always predictable. Holden Caufield demonstrates that he has continuous thoughts of suicide in the novel â€Å"The Catcher in the Rye†. Holden shows symptoms of depression by giving up when life confronts him with a problem. There are two examples that express’ Holden’s feelings towards death that are exhibited in this novel. A major conflict in this story is when Holden and his roommate get into a dispute. Holden mourns while looking out the window and says â€Å"I felt so lonesome, all of a sudden. I almost wished I was dead† (page 48, chapter 7). This displays Holden’s suicidal thoughts when faced with a setback. Another instance that express’ Holden’s suicidal thoughts are viewed during a conflict with Maurice (a pimp in the hotel). Holden Caufield is afflicted by Maurice and entertains the thought of ending his life. â€Å"What I really felt like, though, was committing suicide. I felt like jumping out the window.†(Page 104, chapter 14). As al ways, when problems arise, Holden seems incapable of resolving them and reasons the alternative of ending his life. This is revealed as a symptom of clinical depression. Holden Caufield also decides to withdraw himself from society. Holden makes this evident in multiple times throughout the novel. He chooses to outcast himself from his peers, family and from society. He demonstrates this aspect when he abruptly asks Sally to move to Massachusetts, â€Å" How would you like to get the hell out of here?What we could do is, tomorrow morning we could drive up to Massachusetts and Vermont, and all around there, see.†(Page 132, chapter 17). Holden chooses to withdraw himself from his peers and family to live alone and start over in an unfamiliar place. He wants to forget about all he ever knew (New York) and start over; his way of escaping his depressed and lonely surrounding. He displays this aspect once again when he intends to escape out west and live in a cabin away from society. He makes the decision to isolate himself from everyone he knows: â€Å"What I’d do, I figured, I’d go down to the Holland Tunnel and bum a ride, and then id bum another one, and another one, and another one, and in a few days I’d be somewhere out West where it was sunny and where nobody’d know me and id get a job.†(Page 198, chapter 25) He wants to completely isolate himself and extract from others: â€Å"I thought what I’d do was, I’d pretend I was one of those deaf-mutes. That way I wouldn’t have to have any goddam stupid useless conversations with anybody.†(Page 198, chapter 25). He desires to extort himself from civilization. Holden caufield is incapable of recognizing the beneficial aspects in life rather than the imperfect. Holden doesn’t see the positive qualities in people and views the negative. He calls others (including his peers and family) â€Å"phonies†. There are many moments throughout the novel where Holden is judgmental regarding people he’s never encountered before. He claims that they’re deceiving and â€Å"phony† when he hardly knows them. For instance, before Holden Caufield encounters Sally’s friend at the play (â€Å"strictly ivy league†, page 127, chapter 17) he says â€Å"Then all of a sudden, she saw some jerk she knew on the other side of the lobby† (Page 127, chapter 17). Holden calls Sally’s friend a jerk before he even meets him, as he contemplates negative thoughts from the commencement of things. Additionally, Holden calls a considerate and thoughtful teacher by the name of Mr. Spencer, deceptive: â€Å"Even the couple of nice teachers on the faculty, they were phonies, too†¦There was this one old guy, Mr. Spencer.† (page 168, chapter 22) Mr. Spencer is extremely considerate and concerning towards Holden; when he invites him over to his house to say good-bye: â€Å"I’m trying to help you. I’m trying to help you, if I can.†(Page 14, chapter 2). He calls many things around him phony, these phony things are usually things he relates to adulthood. Not only does Holden fear adulthood himself, but he also wants to save others from becoming adults. As he explains about his dream job that Holden’s only place in life is to catch kids who fall from the rye. J.D. Salinger uses the term falling because falling into or towards something is usually used in a negative aspect. Holden is a depressed character; he reveals the negative traits of people fr om the beginning, instead of admiring the respectable qualities they have. J. D. Salinger uses symbolism in several occasions, he shows Holden’s curiosity about the ducks in the lagoon. Holden doesn’t understand how the ducks are so adequate with change while he fears it so much. The author also mentions the strangeness of Holden’s hat, this represents his uniqueness and how he doesn’t want to become like other people, like adults. The red hunting hat is also symbolic in the way that both Allie’s and Phoebe’s hair is red, this represents how Holden wants to be like them; the fact that they are both young and innocent attracts Holden to want to be like them. The protagonist in J.D Salinger’s novel â€Å"The Catcher in the Rye†, Holden Caufield is portrayed as a clinically depressed character. He is suicidal, constantly contemplating negative thoughts, and isolates himself from civilization. It is revealed that depression amongst youth is not easily overcome as is the grieving process of progressing after a significant loss in their life. Bibliography Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown, 1951. Print.

Understanding the various World Climate Types

Understanding the various World Climate Types Scientists used the word â€Å"Climate† to describe the precipitation and temperature of an area for a long period of time. They have defined the factors that have a great effect on temperature. These factors include latitude, wind, elevation, as well as the effect of the nearby ocean currents. The scientists pointed out that the factors which contribute primarily to precipitation are the prevailing winds and mountain ranges. As for the earths major climate zone, the scientists have divided the earth into three main regions: polar, temperature and tropical zone. In this study, we will discuss all that matters in details in addition to other matters which are related to the climate. (Ruddiman, et.al; (2005) 1- Factors affecting climate 1.1 Elevation: it is clear that the higher you go, the colder it gets. When oxygen becomes less in the air, it affects vegetation. The oxygen exists in the rain shadow of mountains leads to relief rain ( in the matter of fact the monsoons occurred when air goes up to passes over the Himalayas, carrying a lot of water. When it goes up, it cools and so cant carry the water, therefore it rains). 1.2 Latitude, location: the further you are from the equator, the colder it is. This because the sun rays coming on the earth are less and, therefore, they have less warming effect because the angle of the planet becomes near water resulting in altering the high specific heat capacity comparing to land. This means that water has the ability to absorb a lot of energy without showing a very big change in the temperature. The reverse is also true. Therefore the islands and areas which are surrounded by water have fewer variations in the temperature degree over the course of the year (including day and night, than continental places. (William F. Ruddiman (2005) 1.3 Wind: in the matter of fact, wind leads to reducing the ability of a place to support life. This because it removes away all the soil as well as what is needed to start life. At the coast, for example ,life only begins on the strand line because that keeps providing a little shelter against the wind , therefore the plants become capable to grow and they, in turn, lead to trapping the debris to become a bigger wind shelter etc. however, without the wind shelter, it would have just blown away. 1.4 Oceans: the oceans have a great effect on the climate. The Indian Ocean, for example, represents a signature of climate change over the past years. It has showed the temperatures the climate near Australia. By measuring and analyzing the climate, it is clear that there are changes in features of the ocean that cannot be explained by natural variability. These changes on the ocean climate are almost related to changes in the heat structure of the atmosphere and this affected the temperature of water by raising it in the Indian Ocean of around two degrees Celsius. There are many other factors such as atmosphere (thickness, composition), shape of land, ozone, and natural disaster such volcanoes, earthquakes, floods, etc. 2.0 Earths major climate zone 1. Polar o It is a known fact that the polar climate zone goes from North and South Poles to 60 degrees latitude. The annually average temperatures stand below freezing, or 32 degrees Fahrenheit. There are some famous polar zones which include Alaskas and Canadas northern coasts as well as the southernmost tip of South America, in which the snow melts during the warmest periods of the year. Many areas have layers of ice or glaciers. They get up to 10 inches of precipitation yearly, this, in turn; result in making the area very dry. 2.2 Temperate o It is a known fact that the temperate zone is situated between the arctic or Polar Regions and the tropics, ranging from nearly 23.5 degrees to 66.5 degrees latitude, north and south of the equator. The areas which are very far from the equator may have snow during the winter season. The rains fall throughout the year closer to the equator. Yearly, the average temperatures range from 41 to 68 degrees Fahrenheit. Inland deserts are also included in temperate zone includes, such as the Gobi Desert in Central Asia and the Great Sandy Desert in Australia. (Edwards, et.al; (2001) 2.3 Tropical Zones o Tropical zones, in the matter of fact, tend to cover the area ranging from the Tropic of Capricorn, situated at 23.5 degrees south latitude, up to the Tropic of Cancer, situated at 23.5 degrees north latitude. The Tropical zones include high temperatures as well as humidity levels. Throughout the year, the temperature degree remains above 64 Fahrenheit. Throughout the day, temperature degree sometimes exceeds 95 Fahrenheit. It is known that the tropical climates have sub-tropical zones including rainforests, semi-arid zones and savannas. These climates have high levels of humidity as a result of the air convection and vertical uplift. Climate Changes In the matter of fact, the climate changes all over the world. Actually, we have new changes in the climate throughout the world. No one, all over the world, can deny this fact. Those changes may have a great effect on life throughout the world in general and on the Arabic area in particular. In fact, the problem of climate change has a relationship with the problems of the water or rivers resources and human health; therefore, these changes may have a negative effect on the economy of various countries throughout the world. Rising of temperature may lead to the destruction of many beaches; the matter may result in causing harm to the animals in the oceans. World Climate Type The Kà ¶ppen Climate Classification System is the system which is used throughout the world to classify the various types of climates in the world. The categories of this system are based on the annual and monthly averages of temperature as well as precipitation. The Kà ¶ppen system has identintified five major types of climate , each one of these types is distinguished by a capital letter. A Tropical Moist Climates: it a known fact that this type of climate has average temperatures exceeding 18 ° Celsius all months. B Dry Climates: it is well known that this type of climate has deficient precipitation nearly throughout the year. C Moist Mid-latitude Climates: this type of has Mild Winters. D Moist Mid-Latitude Climates: this type of climate has Cold Winters. E Polar Climates: this kind of climate has extremely cold winters and summers (Ruddiman, et.al; (2005) There are also 8 biomes. It is known that they represent the tropical forest, dessert, temperate grassland, savannah, temperate forest, coniferous (pine) forest, chaparral and tundra. There are some people who may count High Mountain and arctic as two extra biomes, however they theyre not really biomes because they dont have almost n plant life, How the oceans influence the climate It is a well known fact that the oceans have a great influence on the climate over long as well as short time-scales. On the longest time-scale of geologic time, the location and shape of the continents leads to specify the oceans circulation patterns. As continental plates drift at nearly 5 cm per year and mountain ranges rise by nearly 1 mm, it takes usually many years for new land formations in order to change the oceans. In the matter of fact, the patterns of ocean circulation can also change rapidly, leading to climate fluctuations and variations on a human time-scale. Records of regional, in particular, and global, in general, climate indicates periods continuing from years to centuries during which the climate was systematically different from earlier and later periods. Most of the scientists believe that this behavior has a relationship with the changes in the way that the oceans store and transport heat, though the precise causes of these changes are not always clear. (D. Q in, et.al; 2007) The scientists assured that there is a strong link between the oceans and the atmosphere indicating that they together form the most dynamic component of the climate system. The temperature and circulation patterns of the atmosphere-ocean system can be altered as a result of changes in external factors such the distribution of various plant species, the suns energy or the emission of greenhouse gases into the atmosphere. Atmosphere and oceans can also generate internal fluctuations because they are turbulent. The currents and temperature of the underlying ocean can also be directly influenced by the short-term changes and fluctuations in wind or temperature (namely, weather), meanwhile oceanic fluctuations can diminish, magnify, or modify the atmospheric fluctuations. The scientists assured that the oceans play an important role in storing carbon and heat. The change in temperature becomes greater and faster over the land than the over the oceans especially when the earths surface cools or is heated by the sun. The ocean spread the effects of the temperature change for great distances through vertical mixing and convective movements because it is a fluid. On the contrary, the solid land cannot, therefore the suns heat penetrates only the thin, upper crust. The oceans ability to absorb more heat resulted in that when an area of ocean becomes cooler or warmer than usual, it takes much longer for that area to revert to normal than it would for a land area. This clarifies the reason that makes maritime climates tend to be less extreme than continental ones, with smaller day-night and winter-summer differences. The powerful currents lead to moving the oceans waters constantly. The currents of the surface are largely wind-driven, though the presence of continents, the rotation of the earth, as well as the oceans internal dynamics have a great influence. The density differences produced by cooling and heating as well as by and evaporation and precipitation lead to driving the deep-ocean flow. The behavior of the atmosphere actually has great effects on these density differences. Clouds, for example, can lead to cooling the sea by preventing the warming rays coming from the sun or reducing the surface salinity by bringing rain. The wind can also have a great influence on the evaporation rates by blowing more weakly or more strongly. By transporting heat, these currents have a great influence on the climate. The horizontal currents, especially the currents moving north or south, can carry cooled or warmed or water as far as many thousand kilometers. After that, the displaced water can cool or warm the air as well as the land over which this air passes. Water from the tropical and subtropical Atlantic, for example, moves north through the Atlantic in a current with is well known as the Gulf Stream. There it passes the shores of Western Europe, resulting in producing the climate which is mild for that latitude. Scientists asserted that the currents which are involved in deep-water formation are very important for climate. Surface cooling, in winter, makes water become denser. (As the fresh-water which is cooled begins to expand at temperatures less than 4 C, salt-water continues to compress all the way down to its freezing point of -2 C.) .In the areas where the evaporation becomes more than precipitation, the resulting rise in salinity leads increasing density. Convective overturning occurs as well as the dense surface water mixes downwards especially when the surface water becomes denser than the underlying water. In some places this downward mixing can extend all the way to the bottom, even in deep oceans. Therefore, the dense, deep water which is formed spreads throughout the ocean. When the downward mixing occurs at high latitudes, as a result, it leads to creating a circulation pattern where the warm water from tropical and subtropical regions moves pole ward, surrenders heat to the a tmosphere, sinks, cools and flows back towards the equator. This in turn resulted in transporting the heat pole ward. Now it becomes clear that a small change in just one aspect of the oceans behavior can result in producing major climate variations over very bi areas of the earth. The cold-water formation areas represent good example of this possibly wide-spread phenomenon. Although the scientists asserted that there is an urgent need for conducting more researches, the oceanographers agreed that, as for the whole area north of 30 N latitude, the oceans pole ward transport of heat is equivalent to nearly 15 watts per square meter of the earths surface (W/m2). This actually can be compared with about 200 W/m2 from direct sunshine, and nearly 6 W/m2 for what climate change models predict will happen if the atmospheric concentration of carbon dioxide doubles. Ocean core records, recent observations, and many results denoted that North Atlantic deep-water formation as well as its ocean heat flow changes and fluctuate substantially over time-scales ranging from years up to millennia. Effect of climate change on oceans In the matter of fact, the climate change and variation may have a great effect on the oceans throughout the world. Actually, from the south Arctic with its diminishing sea ice to the new low-lying beach areas in England to the Great Barrier Reef, the temperature of the planet raised more than the last century. The sea level is continuously rising. The CO2 gas levels are constantly increasing. The planets and animals are appearing in some areas and disappearing from others. As for the climate variation and change, the oceans represent a wonderful source of indicators. The climate change, in general, has a great effect on these oceans are affected. The Climate change has also a great effect on the ocean animals such as the sea turtles, polar bears, penguins, right whales, lobsters, seals, and cod. The beach sea fish are also involved; therefore it is too important to work on ways that may lead to reducing the negative impacts that the climate has by supporting the research, creating pristine marine protected sanctuaries and promoting sustainable seafood. (Hansen, et.al: (2000). Conclusion Finally, we can safely say that climate play an important role in our world. In this study, we have tried to cover some of the main sides of the climate in the world. First, we touched upon one of the main sides of the climate in the world, namely, the factors that have a great effect on the climate explaining how these factors affect the climate greatly. Then we moved to another important point, that is, the earths major climate zone explaining how the scientists have divided the earth into three major regions: polar, temperature and tropical zone. We didnt stop at this point, but we continue to shed the light on the world climate type, the oceans influence on the climate and the effect of climate change on oceans to end our study with the effect of the climate change on the Indian Ocean.