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 ...