The Twilight Saga 2: New Moon EPILOGUE TREATY

ALMOST EVERYTHING WAS BACK TO NORMALTHE GOOD, pre-zombie normalin less time than I would have believed possible. The hospital welcomed Carlisle back with eager arms, not even bothering to conceal their delight that Esme had found life in L.A. so little to her liking. Thanks to the Calculus test I'd missed while abroad, Alice and Edward were in better to shape to graduate than I was at the moment. Suddenly, college was a priority (college was still plan B, on the off chance that Edward's offer swayed me from the post-graduation Carlisle option). Many deadlines had passed me by, but Edward had a new stack of applications for me to fill out every day. He'd already done the Harvard route, so it didn't bother him that, thanks to my procrastination, we might both end up at Peninsula Community College next year. Charlie was not happy with me, or speaking to Edward. But at least Edward was allowedduring my designated visiting hoursinside the house again. I just wasn't allowed out of it. School and work were the only exceptions, and the dreary, dull yellow walls of my classrooms had become oddly inviting to me of late. That had a lot to do with the person who sat in the desk beside me. Edward had resumed his schedule from the beginning of the year, which put him in most of my classes again. My behavior had been such last fall, after the Cullens' supposed move to L.A., that the seat beside me had never been filled. Even Mike, always eager to take any advantage, had kept a safe distance. With Edward back in place, it was almost as if the last eight months were just a disturbing nightmare. Almost, but not quite. There was the house arrest situation, for one thing. And for another, before the fall, I hadn't been best friends with Jacob Black. So, of course, I hadn't missed him then. I wasn't at liberty to go to La Push, and Jacob wasn't coming to see me. He wouldn't even answer my phone calls. I made these calls mostly at night, after Edward had been kicked outpromptly at nine by a grimly gleeful Charlieand before Edward snuck back through my window when Charlie was asleep. I chose that time to make my fruitless calls because I'd noticed that Edward made a certain face every time I mentioned Jacob's name. Sort of disapproving and wary maybe even angry. I guessed that he had some reciprocal prejudice against the werewolves, though he wasn't as vocal as Jacob had been about the â€Å"bloodsuckers.† So, I didn't mention Jacob much. With Edward near me, it was hard to think about unhappy thingseven my former besi fnend, who was probably very unhappy right now, due to me. When I did think of Jake, I always felt guilty for not thinking of him more. The fairy tale was back on. Prince returned, bad spell broken. I wasn't sure exactly what to do about the leftover, unresolved character. Where was his happily ever after? Weeks passed, and Jacob still wouldn't answer my calls. It started to become a constant worry. Like a dripping faucet in the back of my head that I couldn't shut off or ignore. Drip, drip, drip. Jacob, Jacob, Jacob. So, though I didn't mention Jacob much, sometimes my frustration and anxiety boiled over. â€Å"It's just plain rude!† I vented one Saturday afternoon when Edward picked me up from work. Being angry about things was easier than feeling guilty. â€Å"Downright insulting!† I'd varied my pattern, in hopes of a different response. I'd called Jake from work this time, only to get an unhelpfulBilly.Again. â€Å"Billy said he didn't want to talk to me,† I fumed, glaring at the rain oozing down the passenger window. â€Å"That he was there, and wouldn't walk three steps to get to the phone! Usually Billy just says he's out or busy or sleeping or something. I mean, it's not like I didn't know he was lying to me, but at least it was a polite way to handle it. I guess Billy hates me now, too. It's not fair!† â€Å"It's not you, Bella,† Edward said quietly. â€Å"Nobody hates you.† â€Å"Feels that way,† I muttered, folding my arms across my chest. It was no more than a stubborn gesture. There was no hole there nowI could barely remember the empty feeling anymore. â€Å"Jacob knows we're back, and I'm sure that he's ascertained that I'm with you,† Edward said. â€Å"He won't come anywhere near me. The enmity is rooted too deeply.† â€Å"That's stupid. He knows you're not like other vampires.† â€Å"There's still good reason to keep a safe distance.† I glared blindly out the windshield, seeing only Jacob's face, set in the bitter mask I hated. â€Å"Bella, we are what we are,† Edward said quietly. â€Å"I can control myself, but I doubt he can. He's very young. It would most likely turn into a fight, and I don't know if I could stop it before I k† he broke off, and then quickly continued. â€Å"Before I hurt him. You would be unhappy. I don't want that to happen.† I remembered what Jacob had said in the kitchen, hearing the words with perfect recall in his husky voice. I'm not sure that I'm even-tempered enough to handle that You probably wouldn't like it so much if I killed your friend. But he'd been able to handle it, that time â€Å"Edward Cullen,† I whispered. â€Å"Were you about to say ‘killed him? Were you?† He looked away from me, staring into the rain. In front of us, the red light I hadn't noticed turned green and he started forward again, driving very slowly. Not his usual way of driving. â€Å"I would try very hard not to do that,† Edward finally said. I stared at him with my mouth hanging open, but he continued to look straight ahead. We were paused at the corner stop sign. Abruptly, I remembered what had happened to Paris when Romeo came back. The stage directions were simple: They fight. Paris falls. But that was ridiculous. Impossible. â€Å"Well,† I said, and took a deep breath, shaking my head to dispel the words in my head. â€Å"Nothing like that is ever going to happen, so there's no reason to worry about it. And you know Charlie's staring at the clock right now. You'd better get me home before I get in more trouble for being late.† I turned my face up toward him, to smile halfheartedly. Every time I looked at his face, that impossibly perfect face, my heart pounded strong and healthy and very there in my chest. This time, the pounding raced ahead of its usual besotted pace. I recognized the expression on his statue-still face. â€Å"You're already in more trouble, Bella,† he whispered through unmoving lips. I slid closer, clutching his arm as I followed his gaze to see what he was seeing. I don't know what I expectedmaybe Victoria standing in the middle of the street, her flaming red hair blowing in the wind, or a line of tall black cloaks or a pack of angry werewolves. But I didn't see anything at all. â€Å"What? What is it?† He took a deep breath. â€Å"Charlie† â€Å"My dad?† I screeched. He looked down at me then, and his expression was calm enough to ease some of my panic. â€Å"Charlie is probably not going to kill you, but he's thinking about it,† he told me. He started to drive forward again, down my street, but he passed the house and parked by the edge of the trees. â€Å"What did I do?† I gasped. Edward glanced back at Charlie's house. I followed his gaze, and noticed for the first time what was parked in the driveway next to the cruiser. Shiny, bright red, impossible to miss. My motorcycle, flaunting itself in the driveway. Edward had said that Charlie was ready to kill me, so he must know thatthat it was mine. There was only one person who could be behind this treachery. â€Å"No!† I gasped. â€Å"Why? Why would Jacob do this to me?† The sting of betrayal washed through me. I had trusted Jacob implicitlytrusted him with every single secret I had. He was supposed to be my safe harborthe person I could always rely on. Of course things were strained right now, but I didn't think any of the underlying foundation had changed. I didn't think that was changeable! What had I done to deserve this? Charlie was going to be so madand worse than that, he was going to be hurt and worried. Didn't he have enough to deal with already? I would have never imagined that Jake could be so petty and just plain mean. Tears sprang, smarting, into my eyes, but they were not tears of sadness. I had been betrayed. I was suddenly so angry that my head throbbed like it was going to explode. â€Å"Is he still here?† I hissed. â€Å"Yes. He's waiting for us there.† Edward told me, nodding toward the slender path that divided the dark fringe of the forest in two. I jumped out of the car, launching myself toward the trees with my hands already balled into fists for the first punch. Why did Edward have to be so much faster than me? He caught me around the waist before I made the path. â€Å"Let me go! I'm going to murder him! Traitor!† I shouted the epithet toward the trees. â€Å"Charlie will hear you,† Edward warned me. â€Å"And once he gets you inside, he may brick over the doorway.† I glanced back at the house instinctively, and it seemed like the glossy red bike was all I could see. I was seeing red. My head throbbed again. â€Å"Just give me one round with Jacob, and then I'll deal with Charlie.† I struggled futilely to break free. â€Å"Jacob Black wants to see me. That's why he's still here.† That stopped me coldtook the fight right out of me. My hands went limp. They fight; Paris falls. I was furious, but not that furious. â€Å"Talk?† I asked. â€Å"More or less.† â€Å"How much more?† My voice shook. Edward smoothed my hair back from my face. â€Å"Don't worry, he's not here to fight me. He's acting as spokesperson for the pack.† â€Å"Oh.† Edward looked at the house again, then tightened his arm around my waist and pulled me toward the woods. â€Å"We should hurry. Charlie's getting impatient.† We didn't have to go far; Jacob waited just a short ways up the path. He lounged against a mossy tree trunk as he waited, his face hard and bitter, exactly the way I knew it would be. He looked at me, and then at Edward. Jacob's mouth stretched into a humorless sneer, and he shrugged away from the tree. He stood on the balls of his bare feet, leaning slightly forward, with his trembling hands clenched into fists. He looked bigger than the last time I'd seen him. Somehow, impossibly, he was still growing. He would tower over Edward, if they stood next to each other. But Edward stopped as soon as we saw him, leaving a wide space between us and Jacob. Edward turned his body, shifting me so that I was behind him. I leaned around him to stare at Jacobto accuse him with my eyes. I would have thought that seeing his resentful, cynical expression would only make me angrier. Instead, it reminded me of the last time I'd seen him, with tears in his eyes. My fury weakened, faltered, as I stared at Jacob. It had been so long since I'd seen himI hated that our reunion had to be like this. â€Å"Bella,† Jacob said as a greeting, nodding once toward me without looking away from Edward. â€Å"Why?† I whispered, trying to hide the sound of the lump in my throat. â€Å"How could you do this to me, Jacob?† The sneer vanished, but his face stayed hard and rigid. â€Å"It's for the best.† â€Å"What is that supposed to mean? Do you want Charlie to strangle me? Or did you want him to have a heart attack, like Harry? No matter how mad you are at me, how could you do this to him?† Jacob winced, and his eyebrows pulled together, but he didn't answer. â€Å"He didn't want to hurt anyonehe just wanted to get you grounded, so that you wouldn't be allowed to spend time with me,† Edward murmured, explaining the thoughts Jacob wouldn't say. Jacob's eyes sparked with hate as he glowered at Edward again. â€Å"Aw, Jake!† I groaned. â€Å"I'm already grounded! Why do you think I haven't been down to La Push to kick your butt for avoiding my phone calls?† Jacob's eyes flashed back to me, confused for the first time. â€Å"That's why?† he asked, and then locked his jaw, like he was sorry he'd said anything. â€Å"He thought I wouldn't let you, not Charlie,† Edward explained again. â€Å"Stop that,† Jacob snapped. Edward didn't answer. Jacob shuddered once, and then gritted his teeth as hard as his fists. â€Å"Bella wasn't exaggerating about your abilities,† he said through his teeth. â€Å"So you must already know why I'm here.† â€Å"Yes,† Edward agreed in a soft voice. â€Å"But, before you begin, I need to say something.† Jacob waited, clenching and unclenching his hands as he tried to control the shivers rolling down his arms. â€Å"Thank you,† Edward said, and his voice throbbed with the depth of his sincerity. â€Å"I will never be able to tell you how grateful I am. I will owe you for the rest of my existence.† Jacob stared at him blankly, his shudders stilled by surprise. He exchanged a quick glance with me, but my face was just as mystified. â€Å"For keeping Bella alive,† Edward clarified, his voice rough and fervent. â€Å"When I didn't.† â€Å"Edward,† I started to say, but he held one hand up, his eyes on Jacob. Understanding washed over Jacob's face before the hard mask returned. â€Å"I didn't do it for your benefit.† â€Å"I know. But that doesn't erase the gratitude I feel. I thought you should know. If there's ever anything in my power to do for you† Jacob raised one black brow. Edward shook his head. â€Å"That's not in my power.† â€Å"Whose, then?† Jacob growled. Edward looked down at me. â€Å"Hers. I'm a quick learner, Jacob Black, and I don't make the same mistake twice. I'm here until she orders me away.† I was immersed momentarily in his golden gaze. It wasn't hard to understand what I'd missed in the conversation. The only thing that Jacob would want from Edward would be his absence. â€Å"Never,† I whispered, still locked in Edward's eyes. Jacob made a gagging sound. I unwillingly broke free from Edward's gaze to frown at Jacob. â€Å"Was there something else you needed, Jacob? You wanted me in troublemission Accomplished. Charlie might just send me to military school. But that won't keep me away from Edward. There's nothing that can do that. What more do you want?† Jacob kept his eyes on Edward â€Å"I just needed to remind your bloodsucking friends of a few key points in the treaty they agreed to. The treaty chat is the only thing stopping me from ripping his throat out right this minute.† â€Å"We haven't forgotten,† Edward said at the same time that I demanded, â€Å"What key points?† Jacob still glowered at Edward, but he answered me. â€Å"The treaty is quite specific. If any of them bite a human, the truce is over. Bite, not kill,† he emphasized. Finally, he looked at me. His eyes were cold. It only took me a second to grasp the distinction, and then my face was as cold as his. â€Å"That's none of your business.† â€Å"The hell it† was all he managed to choke out. I didn't expect my hasty words to bring on such a strong response. Despite the warning he'd come to give, he must not have known. He must have thought the warning was just a precaution. He hadn't realizedor didn't want to believethat I had already made my choice. That I was really intending to become a member of the Cullen family. My answer sent Jacob into near convulsions. He pressed his fists hard against his temples, closing his eyes tight and curling in on himself as he tried to control the spasms. His face turned sallow green under the russet skin. â€Å"Jake? You okay?† I asked anxiously. I took a half-step toward him, then Edward caught me and yanked me back behind his own body. â€Å"Careful! He's not under control,† he warned me. But Jacob was already somewhat himself again; only his arms were shaking now. He scowled at Edward with pure hate. â€Å"Ugh. I would never hurt her.† Neither Edward or I missed the inflection, or the accusation it contained. A low hiss escaped Edward's lips. Jacob clenched his fists reflexively. â€Å"BELLA!† Charlie's roar echoed from the direction of the house. â€Å"YOU GET IN THIS HOUSE THIS INSTANT!† All of us froze, listening to the silence that followed. I was the first to speak; my voice trembled. â€Å"Crap.† Jacob's furious expression faltered. â€Å"I am sorry about that,† he muttered. â€Å"I had to do what I couldI had to try† â€Å"Thanks.† The tremor in my voice ruined the sarcasm. I stared up the path, half-expecting Charlie to come barreling through the wet ferns like an enraged bull. I would be the red flag in that scenario. â€Å"Just one more thing,† Edward said to me, and then he looked at Jacob. â€Å"We've found no trace of Victoria on our side of the linehave you?† He knew the answer as soon as Jacob thought it, but Jacob spoke the answer anyway. â€Å"Trie last time was while Bella was away. We let her think she was slipping throughwe were tightening the circle, getting ready to ambush her† Ice shot down my spine. â€Å"But then she took off like a bat out of hell. Near as we can tell, she caught your little female's scent and bailed. She hasn't come near our lands since.† Edward nodded. â€Å"When she comes back, she's not your problem anymore. We'll† â€Å"She killed on our turf,† Jacob hissed. â€Å"She's ours!† â€Å"No,† I began to protest both declarations. â€Å"BELLA! I SEE HIS CAR AND I KNOW YOU'RE OUT THERE! IF YOU AREN'T INSIDE THIS HOUSE IN ONE MINUTE !† Charlie didn't bother to finish his threat. â€Å"Let's go,† Edward said. I looked back at Jacob, torn. Would I see him again? â€Å"Sorry,† he whispered so low that I had to read his lips to understand. ‘†Bye, Bells.† â€Å"You promised,† I reminded him desperately. â€Å"Still friends, right?† Jacob shook his head slowly, and the lump in my throat nearly strangled me. â€Å"You know how hard I've tried to keep that promise, but I can't see how to keep trying. Not now† He struggled to keep his hard mask in place, but it wavered, and then disappeared. â€Å"Miss you,† he mouthed. One of his hands reached toward me, his fingers outstretched, like he wished they were long enough to cross the distance between us. â€Å"Me, too,† I choked out. My hand reached toward his across the wide space. Like we were connected, the echo of his pain twisted inside me. His pain, my pain. â€Å"Jake† I took a step toward him. I wanted to wrap my arms around his waist and erase the expression of misery on his face. Edward pulled me back again, his arms restraining instead of defending. â€Å"It's okay,† I promised him, looking up to read his face with trust in my eyes. He would understand. His eyes were unreadable, his face expressionless. Cold. â€Å"No, it's not.† â€Å"Let her go,† Jacob snarled, furious again. â€Å"She wants to!† He took two long strides forward. A glint of anticipation flashed in his eyes. His chest seemed to swell as it shuddered. Edward pushed me behind himself, wheeling to face Jacob. â€Å"No! Edward!† â€Å"ISABELLA SWAN!† â€Å"Come on! Charlie's mad!† My voice was panicked, but not because of Charlie now. â€Å"Hurry!† I tugged on him and he relaxed a little. He pulled me back slowly, always keeping his eyes on Jacob as we retreated. Jacob watched us with a dark scowl on his bitter face. The anticipation drained from his eyes, and then, just before the forest came between us, his face suddenly crumpled in pain. I knew that last glimpse of his face would haunt me until I saw him smile again. And right there I vowed that I would see him smile, and soon. I would find a way to keep my friend. Edward kept his arm tight around my waist, holding me close. That was the only thing that held the tears inside my eyes. I had some serious problems. My best friend counted me with his enemies. Victoria was still on the loose, putting everyone I loved in danger. If I didn't become a vampire soon, the Volturi would kill me. And now it seemed that if I did, the Quileute werewolves would try to do the job themselvesalong with trying to kill my future family. I didn't think they had any chance really, but would my best friend get himself killed in the attempt? Very serious problems. So why did they all suddenly seem insignificant when we broke through the last of the trees and I caught sight of the expression on Charlie's purple face? Edward squeezed me gently. â€Å"I'm here.† I drew in a deep breath. That was true. Edward was here, with his arms around me. I could face anything as long as that was true. I squared my shoulders and walked forward to meet my fate, with my destiny solidly at my side.

Key Benefits And Challenges Of An Integrated Approach To Working With Children With Additional Needs And Their Families In An Early Years Setting.

Introduction Many families who have children with additional needs often fear sending their children to mainstream schools (Wang 2009). Such parents often fear that their children will not be treated equally in mainstream school, and also worry about how well their specific needs can be met (NCSE 2011). As such they often place them in special settings with low student-pupil ratios and with specialized teaching. However, the effectiveness of special settings has recently been questioned. Placing children with special needs in special settings has been a subject of considerable debate over the past few years (Wall 2011). While the general public view is that special needs students can benefit from individual and small group instruction, there is no compelling evidence to support this claim. In fact, the opposite seems true. According to a study conducted by Casey et al (1998), it was found that special schools with curricula designed specifically for special needs students did not necessarily result in better improvements in children’s cognitive ability or developmental outcomes. A similar study by Bunch & Valeo (1997) came to similar conclusions It was claimed that special placement of children with additional needs has not demonstrated substantive advantages over mainstream classes, despite specialized teaching and lower teacher to pupil ratio. More recent researches by Brown et al (2005) and Allen & Cowdery (2005) have made similar conclusions. In this regard, this paper examines the key benefits and challenges of an integrated approach to working with children with additional needs and their families in an early years setting. Defining the term ‘Additional needs’ Before exploring further, it is worthwhile to first define the term ‘additional needs’. This term is used in reference to certain conditions or circumstances that might lead to children requiring special support (Owens 2009). Children with additional needs are mainly those that have health conditions and needs related to learning and physical development (Roffey 2001). That is, children with additional needs include: those who are physically handicapped, those with developmental delay or intellectual disability, communication disorders and those diagnosed with conditions such as Down syndrome, Autism or Attention Deficit Hyperactivity Disorder (Owens 2009). ‘Inclusion’ Having defined the term ‘additional needs’, it is important to understand the context in which the term ‘inclusion’ is used. As Connor (2006) points out, the concept of inclusion is used to describe placement of children with additional needs in regular settings rather than special facilities. It should be noted that inclusion goes beyond just teaching the child in inclusive classroom settings and includes the quality of the child’s experience of school life and association with other peers. Legislative framework. Key legislations governing provision of services to special needs children include the ‘Education (NI) Order 1996’ and the ‘Special Education Needs and Disability (NI) Order 2005’ (DoE 2009). The former outlines the rights and duties of the following in relation to special needs students: schools, parents, Health and Social Services Boards, Education and Library Boards Department of Education It also sets out a Code of Practice and establishes an arrangement for issuing a statement and assessment of these children’s education needs (Porter 2003). The ‘Special Education Needs and Disability (NI) Order 2005’ resulted from amendments made to the first one to include the right of special needs children to mainstream education and introduction of new disability discrimination responsibilities (DoE 2009). Integrated approach In the UK, these children with special needs are integrated into the mainstream schools provided that there is adequate equipment, enough staff and the right resources to ensure that they achieve their full potential ( Heinemann & Vickerman 2009). However, it is not mandatory for mainstream schools to enroll children with special needs. Rather, it depends on the ability of the school itself to meet their needs. If the mainstream school setting cannot provide for their needs, the child is placed under the local authority which then seeks to provide solutions (Silberfeld 2009). There is a growing recognition of the benefits of including special needs students in mainstream schools as opposed to remedial settings. Now more than ever, there is an increased emphasis on collaborative model and joint working to ensure that children with special needs are included in mainstream education (Duke & Smith 2007). Perhaps this has been driven by the recognition of its benefits and increasing trend in children in need of special attention. The number of children with educational needs in the UK has been on the rise over the past few years. For example, their proportion as a percentage of the total school population increased from 14.6% in 2003 to 17.7% in 2007 (DoE 2009). Benefits There are several benefits for such an integrated approach to working with children with special needs. First, such inclusive programs will help other children to understand them, accept them, appreciate and value their similarities and differences (Sammons et al. 2003). This will enable them to see each person as an individual as opposed to seeing them in terms of their needs. Another benefit to such an integrated approach is the reduction in stigma. There is compelling evidence that shows that placing children with special needs in mainstream schools in the early stages can significantly reduce stigma (Griffin 2008). Inclusion programmes have the potential to facilitate a relationship that can be mutually beneficial for both groups of students. It allows children from both groups to develop awareness and to value their differences, thereby reducing stigmatization and labeling. An integrated approach to learning enhances social integration and reduces stigmatization and prejudice ag ainst children with special needs (Griffin 2008). Inclusion also reflects the acceptance of special needs children in the society. The integrated approach makes children with special needs to feel accepted to the society and by their peers and gives them a sense of belonging (Robinson & Jones-Diaz 2005). Such inclusive programmes can as well be of benefit to the parents. All that parents want is for their children to live typical lives like other students including being accepted by their friends and peers (Owens 2009). Families’ visions of having their children experience typical life like other regular students can come true (Weston 2010)Furthermore, maintaining an inclusive setting can be more economical than running a special setting (Weston 2010). Additionally, the economic outputs can be greater when special needs students are educated in mainstream schools because of the self-sufficiency skills stressed in such settings (Mitchell 2009). Other benefits to such an integr ated approach include: improved academic performance, opportunity to participate in typical experiences of childhood, and gaining confidence to pursue inclusion in other settings such as recreational groups (Jones 2004). Research seems to suggest that special need children perform better when placed together with other peers in the natural setting (Brown et al., 2005). As Allen & Cowdery (2005) points out, special need children who receive services such as occupational therapy, language therapy and special education perform even better when provided with these services in the natural settings with their typically developing peers. Challenges While the arguments in favour of integration are valid, it should also be remembered that integration in itself is a two-way process. In most cases, the benefits of integration have been argued from the side of special needs student. What about the other group of students. Aren’t they going to be affected by the way services are devoted t o special needs students? Such an integrated approach raises several key challenges. One particular challenge relates to the issue of fairness. Given their inclusion in mainstream classrooms, how can fairness be determinedWhat is fair for a typical average studentAnd what is fair for a special needs student (Swartz 2005)It is questionable whether the educational needs of these students can be met in mainstream classes especially given that they requires some sort of specialized services and special attention as well. There is a danger that the attention given to the special needs students will affect the quality of services that the regular students receive (Hoccut 1996). Given the developmental delays that most special needs students experience, the other regular students may rate themselves with these students in terms of academic performance which eventually might lead to the decline in their creativity and critical thinking capabilities (Wang 2009). Can this be termed as fair to either groupThis remains a major challenge to such inclusion programmes. Another challenge relates to the aggressive nature of some of these children. Coping with emotionally and behaviourally disturbed children can be particularly challenging for both the students and teachers (Cohen et al 2004). This can be seen with the recent push by some schools for ‘responsible inclusion’. Some of these children mental health needs are beyond what the mainstream education can deliver and as such can be disruptive to other students. Schools have become de facto mental health providers for children with special needs yet they were not set up for such purposes (Heinneman & Vickerman 2009). Despite these challenges, the focus should be on promoting integration of special needs students into the mainstream education. While there are many arguments in favour of and against integrations, the benefits for such integration are significant. Those in favour of special facilities argue that these facilities are best for children with special needs in that it helps them maintain self-esteem and experience greater success (Cohen et al. 2004). They argue that segregation helps them with self-esteem and protects them from stigmatization. To some extent, they raise a valid argument especially given that the mainstream schools do not have enough human resources and adequate material for catering for the needs of such children (Hocutt 1996). However, such an approach will only further enhance stigmatization and negative labelling. Also, it might lead to social isolation from their peers and a lack of academic press, and higher order thinking among children with special needs. Moreover, placing such students in special facilities conjures up images which render them as failures and this may further reinforce their low-self esteem (Cohen et al 2004). Perhaps this might be the reason why some of these students become physically aggressive or verbally abusive. They end up viewing aggression as the only way to be recognized (Cohen et al 2004). There are several benefits to such an intergrated approach to learning including better social adjustment and stigma reduction. Children with special needs may also benefit from inclusion programs through participating in typical experiences of childhood, gaining an understanding about diversity of people in the community, and gaining the confidence to pursue inclusion in other settings such as recreational groups (Nutbrown & Clough 2010). Other regular students may benefit from the opportunity to meet and share experiences with special needs students, and developing positive attitudes towards students with varied abilities (Weston 2003). There is a need to ensure that these students receive as broad and balanced an entitlement curriculum as possible, similar to that received by the regular students (Cohens et al. 2004). Regardless of their condition or of the developmental delays that children with special needs may e xperience, they should all be allowed to learn and participate in everyday routines just like other children (Weston 2003).It should be remembered that children of all ages have the same intrinsic value and are entitled to the same opportunities for participation in child care. Conclusion Research has shown that special needs students who are mixed with their peers in mainstream classrooms are more likely to achieve better outcomes academically and socially while those in segregated classes fall further behind. There are, however, challenges to such an integrated approach to working with special needs children. Challenges related to coping with emotionally and behaviourally disturbed children and the challenge of ensuring fairness have been highlighted in this paper. Despite these challenges, the paper calls for an integrated approach to working with children with special needs. Unless there is a compelling reason to put special needs children in special settings, they should be placed in the mainstream educational setting. To ensure the success of this integrated approach, it is important that all the professionals involved value and appreciate their individual roles and those of others in order to ensure that these children receive best education, care and support. Families must also show their commitment to the multi-disciplinary partnership approaches. References Allen, K. E., and Cowdery, G. E., 2004. The exceptional child: Inclusion in early childhood. Albany, NY: Delmar. Brown, J.G., Hemmeter, M.L. and Pretti-Frontczak, K., 2005. Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Cohen, L., Manion, L. and Morrison, K., 2004. A guide to teaching practice. Psychology press Connor, J. (2006) Redefining inclusion. Every Child. 12(3) Watson ACT: ECA Department of Education (DoE), 2009. The way forward for special educational needs and inclusion. Department of Education Dukes, C. and Smith, M., 2007. Working with parents of children with special educational needs. London: SAGE publications. Griffin, S., 2008. Inclusion, equality and diversity in working with children, Professional Development. Oxford Heinemann, A. and Vickerman, P., 2009. Key issues in special educational needs and inclusion. London: Sage Hocutt, A.M., 1996.’Effectiveness of special education: is placement the critical factor?à ¢â‚¬â„¢ The Future of Children Special Education For Students With Disabilities, Vol.6 (1) Jones, C.A., 2004. Supporting inclusion in the early years. Supporting early learning. McGraw-Hill Mitchell, D. (ed) 2009, Contextualizing inclusive education. London: Routledge National Council for Special Education (NCSE), 2011. Children with special educational needs, National Council for Special Education Nutbrown, C. and Clough, P., 2010. Inclusion in the early years. London: Sage Owens, A., 2009. Including children with additional needs in child care. National Childcare Accreditation Council Inc. Porter, L., 2003. Young children’s behaviour. Practical approaches for caregivers and teachers. 2nd edition. London: Paul Chapman Publishing Robinson, K.H. and Jones-Diaz, C., 2005. Diversity and difference in early childhood education. Issues for Theory and Practice. Maidenhead: Open University Press Roffey, S., 2001. Special needs in the early years London. David Fulton Sammons, P., Tag gart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford and Elliot, K., 2003.The early years transition and special educational needs (EyTSEN) project. London: University of Oxford Silberfeld, C. et al., (eds), 2009, UEL early childhood studies reader. London: Sage publications Swartz, S.L., 2005. Working together: a collaborative model for the delivery of special services in general classrooms. Wall, K., 2011. Special needs and the early years. A practictioner guide. 3rd edition. London: Sage publications Wang, H.L., 2009. ‘Should all students with special educational needs (SEN) be included in mainstream education provision– a critical analysis’. International Education Studies, vol. 2(4) Weston, C (ed), 2010. UEL special needs and inclusive education reader. London. Sage publications Weston, C., 2003. ‘Educating all: inclusive classroom practice’. In: Alfrey, C., Understanding Children’s learning. London. David Fulton.

College tuition Essay

College tuition soars, but aid grows along with it, students are paying up to 9% more to attend school. It is said that the lifetime earnings of a college graduate is at 1 million more than the overall earnings of someone with only a high school diploma. So in the end something good is coming out of spending the money to graduate from college. How are the students affected and how may it affect schools, why is tuition increasing, and what are the colleges doing with the revenues they receive. Students are affected by this increase because they are forced to take out larger loans, work full time or may even have to take fewer classes. They face opportunity costs because they are willing to sacrifice working for school hoping that school will help them more in the end. This increase not only affects the student, but the parents as well, that means that taxpayers are subsidizing a smaller share of the cost of their state universities, while students and their parents are paying an even larger slice. State funding now accounts for about 36% of revenues at public colleges, down from 45% in 1980, while tuition accounts for 19% of state university revenue, up from 13% twenty years ago. Tuition, room and board, plus the cost of books transportation and other expenses have all increased. States have been warned for months of big tuition increases because falling state revenues have forced them to cut the subsidies they provide their public universities. Colleges both public and private attribute rising tuition because of increase in faculty salaries and rising technology also construction costs. Students want better computer labs, high speed internet connections, lavish dormitories, and high tech fitness centers somebody has to pay for these accommodations after all there is â€Å"no free lunch†. Tuition at public colleges just took its biggest jump in a quarter century. Tuition at four-year public colleges and universities is up to 9. 6% from a year ago, or about seven times the rate of inflation. Private college tuition increased by 5. 8% and tuition at community colleges where laid off workers go for retraining during a weak economy. Increased by 7. 9%. Private college tuition rose to an average $18,273 but combined with living costs, books and transportation, that comes to a total of 27, 677 a year, community colleges remained the higher education bargain at 1,735 but when other costs are added, even they total $10, 458. College tuition soars, but aid grows along with it students are paying up to 9% more to attend school. Prices may be going up for tuition, but it seems like its for a good cause when the money is used to improve campus living and student well being. Students and parents may be paying an extra 7-9%, but financial aid has also increased to those who really need financial assistance. The price jumps for four year public colleges was an increase of 9. 6%, four year private college 5. 8%, and community college7. 9% these increases could be accredited to the increase of staff. Hopefully when the students graduate, they will make all the money back they spent, and plus more.

Terrorist Attack On World Trade Center Essay Example | Topics and Well Written Essays - 1000 words

Terrorist Attack On World Trade Center - Essay Example From mental health issues to psychic episodes, the result and impact of the terror attacks on survivors is far beyond physical and tend to have changed the lives of various victims of the blasts. In theory and practice, it is not expected that an event will affect everyone at the same scale. Following this fact, the victims who lost their lives, who were injured, those hospitalized, and those who took their lives after losing a family member or a friend. The psychic episodes and mental instability of the survivors is covered by different authors from different perspectives. While the argument of some authors reflect on the expected, diagnosed, and standard effects of traumatic events, others show that there is no explicit connection between expected traumatic patients and increased consumption of corresponding drugs. Digrande et al. (271-281) and Ghunman et al. (491) focus on the psychological effects of the terror attacks. Both publications emphasize on the aspect of trauma after the event occurred. This means that that the two publications undertake the same course in analyzing the effects of the events. Digrande et al. (271-281) explain that the number of people affected negatively by the attacks include some 3,271 civilians, whom 95.6% were diagnosed and observed to suffer from posttraumatic stress disorder. On the other hand, Ghunman et al. (491) identify that about 34.2% of the surviving victims suffer from unmet mental health issues. Considering the two publications, posttraumatic stress disorder and unmet mental health issues can be considered or addressed as psychological issues. With reference to the unmet mental health issues, it is clear that, regardless of the fact that unmet mental health issues can point to a variety of psychological issues among them posttraumatic stress disorder . The relationship between psychological issues facing any set of individuals who experience the same effects of an event and

Marketing Assignment Example | Topics and Well Written Essays - 3750 words

Marketing - Assignment Example The spa will offer massage in different variety of styles including traditional massage, deep tissue work, hot stone massage, pregnancy, reflexology, sports and others. (Bplans, 2010). Treatments on body and face using the best products such as Pevonia’s Anti Free Radical Treatment a...... Turnover will be a major consideration in formulating which marketing strategies to be used. Their type and their numbers are also equally important so as to bring a variety of the products to fit in the various types of customers. It will target potential clients both male and female within ten mile radius within our location at a busy plaza in the city. Both individual employees/self employed and non employed employees are also placed in the plan. In order to acquire clients, the spas will implement a very aggressive marketing and networking in the business community through advertising in the media and going to the business premises to carry out presentations, followed by offering the best services in the health spa business. Skilled therapists and trainers include the personnel. Their prices are also competitive in the area so will give a better financial advantage. Pricing approach includes; penetration pricing, promotional pricing and premium pricing. Penetration pricing is nor mally put first and includes setting the prices very low to gain market share. Promotional pricing comes in order to enable the business to buy for long term. Premium pricing will be used lastly which involves setting a very high price of the unique product to gain competitive advantage from the other competitors in the market. Social sites like face book, twitter, you\tube will be of great marketing help, and also in the company’s website. Sales promotion using short term incentives to encourage business to respond and undertake some activity and personal contact between Bodywise Health spa and prospective business clients through face to face meetings and tele-marketing will help maintain they spas competitive edge. The success of the business is

Ethnicity and Nationalism Essay Example | Topics and Well Written Essays - 3000 words

Ethnicity and Nationalism - Essay Example The definition of a nation is distinct from that of a country because it assumes that there is a cultural and historical bond between the people inhabiting a delineated territory. Not only must the citizens of a nation be bound together in terms of government and territory, but they must be united as one because of their cultural links. Nigeria can clearly be defined as a country, however the fragmentation of its culture, especially in recent history, calls its status as a nation into question. The Federal Republic of Nigeria is located in Western Africa, bordering Benin, Chad, Cameroon and Niger. Its capital city is called Abuja; although its historic capital is Benin City, once called Edo during the years of the Kingdom of Benin. The country is located on the Atlantic Ocean and has benefited from this placement in terms of international trade; currently Nigeria boasts the highest population in all of Africa at more than 140 million people, and it has been hailed by economists as being one of the fastest growing economies in the world (Foreign and Commonwealth Office 2007). In the near future it stands to reason that Nigeria will stand out from other African countries as one of the most successful in terms of trade and finance. Niger Nigeria is comprised of 36 individual states, plus the Federal Capital Territory (FCT) which houses Abuja. See Figure 1 for a map and names of all Nigerian states. The FCT was created from former Niger, Nasarawa and Koji territories, and is located in the centre of the country (Falola 1999, pp.1-5). The environment is varied and encompasses savannah, rainforest and deserts; the country is home to what is believed to be the largest and most diverse selection of butterflies in the world, and the native Drill Monkey is only found wild in Nigeria and Cameroon. The Delta region of the country is used for oil drilling, an industry that is of particular importance to the Nigerian economy. The official language of Nigeria is English, however traditional languages like Yoruba, Hausa and Igbo are publicly recognised and regularly used by many citizens. History Nigeria is located in an ancient part of the world as far as human history is concerned, and archaeological evidence suggests that the area has been inhabited by people since at least 9000 BC. From its early cultural beginnings, the area that now encompasses Nigeria developed one of the most influential and powerful empires in Africa and the world: the Kingdom of Benin. From the 15th to the 19th century, the land which is now the Federal Republic of Nigeria as well as surrounding countries was all incorporated into the Kingdom of Benin, a vast kingdom that held influence over a large part of the African continent and whose cultural traditions still echo in that part of the world today. It was under the rule of the Kingdom of Benin that the modern Nigerian state evolved into one of the most economically viable African countries during the 16th and 17th centuries; this was due largely to the European slave trade and the fact that the Kingdom of Benin was both forceful and powerful in its dealings with neighbouring nations. As European countries

Social Change Essay Example | Topics and Well Written Essays - 750 words - 3

Social Change - Essay Example Supply and demand for dangerous drugs is international and global. An important source of world opium, for example, is Afghanistan and the United Nations Office on Drugs and Crime is anticipating that cultivation of opium in the Northern and North-Eastern regions of Afghanistan will likely increase â€Å"strongly† this 2011. For Cocaine, an important source is Columbia and the cocaine goes through several routes by various means of transportation and through several countries before going to Europe and, of course, the United States. Some of the transnational routes for cocaine are shown in Figure 1. Drug use is not only a problem of law enforcement. Several studies confirm that it is a social problem. Several studies of the US National Institute on Drug Abuse in 1980, for example, pointed out that the drug problem arose because of social factors. On the other hand, a 1995 study of the United Nations International Drug Program indicated that the drug problem will have social consequences. Addressing the use of illegal drugs and narcotics require more than a cloak-and-dagger and police work approaches as it is a social problem in the first place. There is a need to work on both the supply and demand sides of the social problem. On the supply side, there is a need for at least five initiatives. First, there is a need to strengthen international cooperation and sharing of intelligence towards exposing and destroying the international networks engaged in illegal drugs and narcotics. This means that current efforts on the sharing intelligence must be supported. Most likely, the world has the technological capability to identify the plantations that are likely being used as the raw materials for producing drugs. This is one important piece of intelligence that must be shared worldwide. Volumes of drug transports require large ships, planes, and the like for international transport. In some of the

The films Rush Hour and Rush Hour 2 Essay Example | Topics and Well Written Essays - 2500 words

The films Rush Hour and Rush Hour 2 - Essay Example Rush Hour – The Scene When Carter and Lee Meet for the First Time The first scene that will be examined will be the scene in Rush Hour, where Jackie Chan’s character, Chief Inspector Lee, is getting off the plane to meet Carter, played by Chris Tucker, for the very first time. The scene opens with an overhead shot of Carter sitting on the roof of a black car, with the words â€Å"Snake Boss 24† overlaid on the scene in large red letters. The scene then cuts to a medium shot of a plane that is coming in on the runway. Then, a medium shot of Carter, in a full length body shot, as he checks his watch. After this shot is a long shot of the same plane that was shown in the very first shot, but, this time, the plane is shot through a window pane, and the plane is seen down below. The words â€Å"is back with† is overlaid on the window pane, in red, in the same writing as â€Å"Snake Boss 24† as the plane coming in on a long shot on the other side of the window pane. These three shots are edited and cut so that they are very c lose together – the original shot of the plane, which was the medium shot, was about seven seconds long, the shot of Carter checking his watch was about three seconds long, and the long shot of the plane was also about seven seconds long. ... The next shot is a close up of Inspector Lee, as he looks around, with the words â€Å"Rush Hour† overlaid on that shot, then a medium shot of Lee as he descends the stairs. When he gets to the bottom of the stairs, the camera cuts immediately to Carter, in a medium shot, as he is walking towards Lee. The shot of Carter walking towards Lee is about three seconds long. The shot after the shot of Carter walking towards Lee, is another medium shot of Lee, who is looking towards Carter, then turns to a woman next to him and speaks Chinese. During this entire sequence, there is no speaking, until Lee greets the Chinese woman next to him – rather, there is music that sounds Chinese. The pacing of this sequence is extremely rapid, as there is cutting away to show different parts of the shot – the plane, Carter, the plane, Carter, and the plane. After Carter reaches Lee, the first dialogue is spoken in the scene, while a bass guitar plays in the background. When Carter f irst reaches Lee, he is shot from the back, then the camera immediately cuts to a close up of Carter’s face, and now Lee is being shot from the back. This shot alternates between a close up of Carter, as he is talking to Lee, thinking that Lee doesn’t speak English, and a close up of Lee’s face, which first looks perplexed, then he is smiling, then back to Carter close up, then back to Lee closeup, then a medium shot of both of them as Carter is turning towards the camera. The camera is of the two men in a medium shot, from the waist up, as Carter talks about how he can’t believe that he got stuck with this assignment. This shot, where Carter is facing the camera and talking to himself is the slowest shot of the sequence, as this shot is around 12 seconds long.

Mergers and Acquisitions (AECOM) Essay Example | Topics and Well Written Essays - 1750 words

Mergers and Acquisitions (AECOM) - Essay Example The acquisition between the two firms created a lot of opportunities for the competitors in the market to gain stability and thus pose even stronger competition in the market. Besides, the acquisition led to an increase in the shares [prices of the company as opposed to the reduction in its value as it was anticipated. Moreover, the acquisition was as a result of ACM struggling to pursue its selfish interest in the construction industry to ensure that it controls the whole market. It is evident that the primary aim of the acquisition was to eliminate other competitors from the market in order to create a free market for ACM Construction Company to dominate the market. This however did not succeed due to the poor strategies involved in the acquisition. To begin with, the Income statement of the company before the acquisition is better than after the acquisition. The company used to make a lot of profits in the past as observed by Depamphilis (2011). Since the acquisition between the two companies took place, Jacobs Construction Company has remained steady and continued to enjoy more customer base than before. There has been a significant increase in the number of share of JCE traded with a stable price of $ 23.8 and an average of 240 shares being traded daily. The income statement also signifies a decrease in diluted average weighted share from 132.18 to 126.47 by the r March 2015. This is a good indicator that the company had gained economies of scale and thus financial growth due to the competitiveness created by the acquisition of the two firms according to Bruner, (2004). The operational synergy for JCE converged and moved together in the same direction after the acquisition of AECOM. This also signifies an improvement in functionality and management of JCE as compared to the merged firm. Moreover, it means increased competition among the firms in the industry as opposed to the primary intention

Independent, Mediating, Moderating and Dependent Variables Coursework

Independent, Mediating, Moderating and Dependent Variables - Coursework Example For instance, intervening variables explicate the statistical association between longevity needs and income because having money does not necessarily make someone live longer. However, the relationship between income and longevity needs might hold considering that people with higher income tend to have better medical care. A typical example of the intervening variable is the medical care. It basically mediates or intervenes the relation between longevity and income (Springer, 2014). All the correlations between predictor and mediator variables, mediator and criterion variables, as well as predictor and criterion variables are significant for the general test for mediation. For instance, parents typically transmit their social statuses directly to their children. In the same way, they effectively transmit those statuses to their children through education. Parent’s status âž› child’s education âž› child’s status. A mediating variable is vital for statistical analyses and research designs that aim to investigate how tobacco prevention programs impact or accomplish their effects on the use of tobacco. The theoretical approach to program evaluation and development mainly focuses on the action theory (Amine et al. 2012). In particular, the action theory explains how the tobacco prevention program would affect intervening variables. Similarly, a conceptual approach seeks to explicate how mediator variables are related to smoking. Tobacco prevention programs would ultimately obtain information on the intervening mechanisms; information would be very useful to the development of adequate programs (Amine et al. 2012). The information would further provide a valuable test of the theoretical or hypothetical basis of tobacco prevention efforts. Amine, Chakor, and Alaoui (2012) investigate the influence of mediating variables on the theoretical analysis of ethics, relationship marketing, and corporate performance.  

Ancient Rome Essay Example for Free

Ancient Rome Essay †¢ It is not acceptable to simply say â€Å"the two civilizations were similar and different† – specify specifically how they are similar and different †¢ Possible Prompt: Analyze similarities and differences in techniques of imperial administration in TWO of the following empires. – Han China (206 B. C. E. –220 C. E. ) – Mauryan/Gupta India (320 B. C. E. –550 C. E. ) – Imperial Rome (31 B. C. E. –476 C. E. )Example †¢ The political system of Han China is similar to the Guptan Empire in that both included strict laws and stressed the importance of your role in society. A major difference between these administrations is that in Han China the king was fully in charge, even revered, while in the Mauryan/Guptan Empire priests were at the top of the hierarchy. Example †¢ The imperial administration of Han China and Imperial Rome were similar because they were both headed by an emperor. However, they differed in their treatment of the emperor. In Han China a ruler’s decisions, if detrimental to society, could be questioned. While in Rome, what the emperor decreed could not be questioned. What do I need for my thesis? †¢ You must address 1 specific similarity and 1 specific difference. †¢ i. e. Both the Empires of China and Rome were ruled by an emperor who maintained imperial control, however, the Chinese instituted a system of scholar bureaucrats that gained their position through merit, while the Romans never achieved such an elaborate bureaucracy. What is a direct comparison? †¢ This is a comparison that is not split between paragraphs or by other sentences. It must be one or two sentences that compare one subject of the comparison to another. †¢ Your comparisons should be supported by evidence to support your statement. Example Direct Comparison: While both the Roman and Han (or Gupta) Empires left behind many achievements, the Han (or Gupta) were much more technologically and culturally creative. Evidence: The Romans took much of their culture from the Greeks, such as their religion, artwork and architecture. While the Romans had aqueducts, roads and other great works, much of this was taken from others and improved upon. The Gupta on the other hand came up with the concept of zero and a base 10 number system that is still in use today. The Romans relied on slavery for their source of labor, while the Chinese relied upon free peasants. This led to technological stagnation on the part of the Romans, while the Chinese were able to (insert pieces of specific evidence here). What is analysis? †¢ This is where you explain why. †¢ You tell the reader what caused this similarity or difference to occur. †¢ This is usually a because sentence and the most difficult part of the comparison essay. †¢ The reason that the Guptan bureaucracy was never as elaborate as that of the Chinese was because†¦. View as multi-pages TOPICS IN THIS DOCUMENT China, Difference, Ancient Rome, Han Chinese, Qing Dynasty, Similarity, Roman Empire, Imperial examination RELATED DOCUMENTS China Essay From 1403 to about 1492 China participated in numerous voyages led by Zheng He, the leader of their maritime operations, including the visiting of 37 countries and traveling through the Atlantic Ocean around the tip of Africa and beyond Europe (pg 202). Countries such as Ceylon, India, and the Persian Gulf were a few of their stops along the way. These voyages proved that China was the supreme world sea power whose shipbuilding techniques and navigational 471   Words | 3   Pages READ FULL DOCUMENT Rome vs. Han China Research Paper Han China Vs. Imperial Rome The Han Dynasty and Imperial Rome were both large and powerful empires that existed during the Classical Period. The Han Dynasty and Imperial Rome had some major similarities as well as differences. The Han Dynasty had a similar government system as Imperial Rome, the empires’ governments made the same mistakes that led to similar declines; however the government’s involvement and view on 471   Words | 3   Pages READ FULL DOCUMENT Athens vs Han China Dbq Essay 10/17/12 DBQ Athens vs Han China In the 5th century BCE Sparta and Athens constantly battled for 27 years for the number one spot in Greece. Despite being at war for such a long time, Athens made their culture most memorable in our worlds history. Athens, located in Attica was rather small surprisingly, smaller then Rhode Island. Athens was known for its talent; like we know today, Pericles, Plato, Socrates and more. While Athens Greece was prospering, 471   Words | 3   Pages READ FULL DOCUMENT Religion in China Essay Chapter 12 of gamer deals solely with the topic of religion in China. Right away it is told that the Chinese do not worship any one god, diety, or force. They are very spiritual but have no set predominant religion that most people worship. The Chinese culture can be said to be a mix between polytheistic, pantheistic, and atheistic. In the past some sinologists and sociologists such as Jan De Groot and C. K. Yang have sought to fully understand China’s religious position and 471   Words | 3   Pages READ FULL DOCUMENT Essay about Introduction to China ? Introduction to China Cheng Ho Cheng Ho Cheng Ho (1371 1433) was a eunuch in the service of the Ming emperor Yung-lo and commander in chief of the Chinese expeditionary fleet to the South Seas in the early years of the 15th century. Born into a family named Ma, presumably of Mongol-Arab origin, in central Yunnan Province, Cheng Ho was selected to be 471   Words | 5   Pages READ FULL DOCUMENT Mcdonald s in China Essay McDonald’s: Is China Lovin it? Executive Summary This case studies McDonald’s’ business model as it develops to achieve success in the Chinese market. Issues addressed included how to retain McDonald’s’ image of cultural Americana, yet adapt to satisfy pallets and appeal to patrons in Chinese culture. 1. What is the purpose of conducting an external environmental analysis? What are the general environmental forces that could influence or have influenced McDonald’s 471   Words | 6   Pages READ FULL DOCUMENT China and Japan Essay China and Japan From 1500 to 1800, China and Japan tried to politically and economically established their countries in very different ways. Japan fought war after war for a century before they changed their ways. China on the other hand slowly established a government and used education as a tool to be politically and economically strong. Japan would later do the same. China was one of the most politically and economically strong 471   Words | 3   Pages READ FULL DOCUMENT China Doll Essay may be looking to China to ‘contract manufacture’ for them as the price there were very competitive. HCF is not match to China growing economy and this new development will definitely cause the downfall of HCF. Jeffrey had garnered the assistance of his senior management team to brainstorm on possible options HCF can look at. Although acknowledging that looking into China is in inevitable, the team was divided in the approach to be taken. First 471   Words | 4   Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2012, 11). Han China. StudyMode. com. Retrieved 11, 2012, from http://www. studymode. com/essays/Han-China-1218267. html MLA MLA 7 CHICAGO.

Irish Dance Essay Example for Free

Irish Dance Essay Dance has always been an integral part of social gatherings and it is likely that it evolved before or autonomously of music as we know it today, as the human body contains rhythms of its own in heartbeat and breathing, therefore it is somewhat a natural instinct of movement. The earliest social dances were circular and linear chain dances, dating to 1400-1200 BC, of these the ‘ring’ dances, which used a sacred tree or stone as central focus are most likely the oldest. Couple dances arose in the twelfth century as a break up of the line into pairs in procession, and/or in response to the ‘courtly-love’ concept in the songs of the Troubadours, which developed within the courts of Europe presenting differentiation from court and folk dance. In particular, French cotillions a ‘square’ dance for four couples developed and moved to England, America and Ireland as did the later quadrilles (sets). In Irish dance history specifically: haye, rinnce fada and rinnce mor are the three names used to referring to the action in old literature. The first reference to dance in the Irish language is 1588. Rinnce appears first in 1609 amd ‘damhsa’ ten years later. HB15 It is not until the 17thC that we have any real documention referring to dance not just confined to Ireland worldwide. Citm: The common people in Ireland may have been dancing more free-form, simple dance, to fiddle and pipes. As well as courting, dancing had important social ritual functions. Rinnce fada is described as being performed on May-eve and dancing is associated with other important times are the year, e. g. Bealtaine, births, weddings, wakes. It is a matter of speculation whether country dances had an identifiably Irish form, but seems highly likely that group dance was part of the native Irish tradition in this period. Step dance itself is an accurate, rhythmic performance genre that focuses chiefly in predetermined leg movements. Done either in group or solo. hard shoes enhance the percussive nature of the treble reel, jig, hornpipe and solo set dances whereas soft shoes emphasise the graceful, airborne nature of the reel, slip/single/light jig. The primary solo Irish step dances are the jig, reel and hornpipe. The jig is first mentioned in Ireland in 1674. Four variants exist within Irish dance traditions: double, single, slide and slip, the most common of these being the double. Double: most common dance tune after the reel. 6/8 time characterised by rhythmic pattern of groups of three quavers. While jig tempo is generally lively when played solo, competitive dancers usually call for a greatly reduced tempo in order to execute their complicated footwork. Single: either 6/8 or 12/8 time. Crotchet followed by quaver. Associated with specific soft-shoe solo dance still performed in competitions today, usually by female dancers. A fast version of the tune is referred to as a slide and is used in the dancing of sets. Slide: essentially dance music. Long-short rhythm of tune is echoed by movements of dancers. Dancing of sets and, along with the polka is particularly associated with music and dance traditions of Sliabh Luachra, where it is brisk tempo of 12/8 tunes that dominates. Slip: 9/8 time. Distinct from other jig types usually in single form, continues to be danced in competitions usually by females in soft shoes. The reel is done to the music of tune type with same name and given its present dominance in music and dance, it may seem surprising that the reel is a relative latecomer to the Irish scene. Scholars are agreed that the reel as a dance tempo with its associated faster figures and stepping did not attain universal popularity in Ireland until the late eighteenth century, whereas across the water in Scotland it had long existed in many forms. The hornpipe originates from the mid eighteenth century and has maritime connections. The later, common time version made its way to Ireland where it was adopted by the dancing masters as a showpiece. Heavy stepping deemed it unsuitable for female dancers and for a number of years was solely male domain. Today, is used in solo dance and certain set-dances. Most likely came from England in late 1700s. There it had taken its present form in 1760s and was a figure dance, its older forms in 3/2 time and was performed between acts of plays usually by professional dancers. In Ireland, it became the supreme display of intricate footwork. HB: A sole reference in 1718 to the hornpipe is not necessarily a solo dance, as the measure was also used in some country dances. Very different initially to what it is known as. Other dances include: The German is a variant of a nineteenth century popular continental ‘schottische’, adopted as a couple dance in Co. Donegal, in 4/4 time and similar in tempo to a barn dance. Mazurka 231: is in ? time and is a round dance done by four couples, implemented more vigorously than the sensuous waltz. Adopted into Donegal tradition, it is one of the many local couple dances but is no longer commonly danced. Barn dance 25: is a form of ‘round the hall’ social dance most popular up to 1950s that is generally performed to hornpipe time (4/4), but in relation to marching practice is danced to 6/8 time in north Co. Antrim. March 228: among the most ancient music forms in any country. Originally related to military activities and incorporated into dance in Ireland to utilise the number of tunes so called. Quick march used in popular early 1900s dance as the ‘quickstep.’ in Irish tradition most common in 4/4, 2/4 and 6/8. During the ceili band ear many common song melodies were recruited as march tunes. Because of the redundancy of the bulk of traditional music in dancing entertainment, the march has fallen out of popularity and will almost never be heard played except in a limited fashion in ceili dances. Sean-nos 383: ‘old style’. traditional style of solo step dance. Freedom of arm movement, steps do not follow prescribed pattern and stepping is close to the floor. Public presentation highlighted one of Connemara culture features which was unrecognised by and possibly even unknown to the authorities of Gaelic League. Prior to the 1970s the local term was simply an bhatrail (the battering) and was on verge of extinction but such was the enthusiasm engendered by its new community staging, that many local people began to see this dance as a badge of culteral identity and a source of pride. Set dance 346: ‘a set of quadrilles’ and comprises a combination of irish dancing steps and French dance movements, danced to irish music. Developed by 18C dancing-masters who travelled in various parts of Ireland. Originally taught solo step dancing and created group or figure dances for their less talented pupils. In time the also included new dances such as the minuet, cotillions, and quadrilles. Brought from France, to England, Scotland then Ireland by military personnel and other travellers of the time. Dancing masters first taught them to upper classes in big country houses and later to the ordinary people in barns or at crossroads in the summer. Irish sets have most likely evolved from these or from other quadrilles that are no longer popularly danced. Today, most of the sets are named after their local town or area. Historically, ‘set’ dancing has been frowned upon by religious authorities of all denominations. Set dancing had been banned too by the Gaelic League in the early 20C and new ceili dances were taught by the Dancing Commission. It enjoyed a remarkable revival all over Ireland throughout late 20C, attributable to work of individual set-dance teachers, and also to CCE and the GAA network of set-dance competitions since the 1970s. 23. Main event of 18th C in dance terms introduction of reel and hornpipe measures. 19th C saw arrival of quadrille. 25. Quadrille sets (or half sets for 2 couples), were initially ballroom dances, moved from â€Å"polite† society (via dance masters or local enthusiasts) to country houses of rural Ireland and urban centres. Far from adopting these new dances, the Irish dance tradition absorbed them and made them something new in terms of figures, musical tempo and stepping. This cross fertilisation of new imports with elements of older dances - result in a new and identifiably Irish product. 27. Certain areas became associated with particular sets. 28. Apart from sets, most popular new dances in 19th C were ballroom dances such as the scottische, barndance, military two-step and waltz. When reached areas where traditional dance was strong, absorbed into the repertoire and subtly changed by effects of Irish stepping and local musical tastes. Fintan Vallely: The Companion to Irish Traditional Music.

Candide Is A Humorous Satire About Young Candide Religion Essay

Candide Is A Humorous Satire About Young Candide Religion Essay Criticism of religion is a reappearing topic in Candide. After the great earthquake that destroys Lisbon, agents of the Inquisition capture Candide and Pangloss. Pangloss is charged with speaking his mind and Candide for seeming to approve what he had said. Eight days later, they are prepared for an auto-da-fe where Candide is whipped and Pangloss is hanged. The very same day, there is another earthquake. Voltaire intended this event to show the foolishness and ineffectiveness of the Church. The auto-da-fe is organized because the Inquisitors believe that by punishing offenders, they can save the city from any additional damage. The reader sees through the closely following earthquake that the Church made no difference with their impractical solution. One also sees the cruelty shown by the Inquisitors, the intended servants of God that in Candides reality only harm. They wickedly torture and execute their fellow citizens over philosophical disputes, many of which cannot be backed up by Scripture. Voltaire strongly emphasizes the hypocrisy shown by the Church officials that Candide encounters. The Grand Inquisitor captures a man for marrying his godmother, and yet he himself is guilty of several crimes. He threatens to use his influence with the Church to punish Don Issachar for his Jewish religion if he does not share Cunà ©gonde with him as his mistress. The Inquisitor plainly shows his hypocrisy through this blackmail and unchaste behavior. Cunà ©gondes own brother, the baron, becomes a Jesuit priest. He is guilty of having homosexual tendencies, as implied throughout his part in the book. Even the most prominent Church figure, the Pope, has a role in Candide, even though Candide does not meet him directly. Candide meets an old woman who is the daughter of a Pope. Simply the fact that the Pope has a daughter makes him a sinner and a hypocrite, for he violated his vows of celibacy. These themes of sin and blatant hypocrisy appear in connection with the Churc h throughout Candide. As a well-known philosopher, Voltaire had his own specific beliefs about life and human nature, many of which he expressed in Candide. One of his major ideas throughout the book is a question of philosophy, but in a different sense than one would think should come from a man of his time. Voltaire still channels Enlightenment thought as he argues against philosophy as a pattern for life and instead promotes practical action and hard work. Candides mentor, Pangloss, believes in unrestrained optimism. This is shown though his constant assertions that everything is for the best. Pangloss is Voltaires burlesque representation of a group of philosophers during the Enlightenment known for their optimism. As crisis and calamity repeatedly befall Candide and Pangloss, his never-wavering optimism appears self-indulgent and senseless. Voltaire supplies a polar opposite to Pangloss in Martin. Also a philosopher, Martin is an internally scarred man who advocates complete pessimism. His negativity is so absolute that he disagrees with Candides statement that there is some good in the world. Martins philosophy appears to be more reasonable. This could be because his character is more knowledgeable, or simply because the philosophy itself is more suited to human nature. Voltaire himself leans more towards Martins views in his personal thinking, but he points out that Martins philosophy is also flawed. Because Martin believes that nothing happens for the better in the world, he cannot see it as it really is. Although the many tragic events that happen support Martins pessimism, Voltaire denounces this philosophy as asinine as well. Coming from a philosopher, condemnation of a philosophic lifestyle, both optimistic and pessimistic, creates a heavy emphasis on the virtues of hard work and action instead of unreasonable thoughts. In Candide, Voltaire champions honest hard work. His character Cacambo is a reliable, practical man. In contrast to the philosophers, Pangloss and Martin, Cacambo inspires confidence and optimism, although he is neither an optimist nor a pessimist. When Candide gets into trying situations, Cacambo repeatedly helps him. Through this, Voltaire shows that action is more beneficial and practical than ideas are. Cacambo disagrees with Pangloss opinion that the world is created perfect by his own experiences, saying that the law of nature teaches us to kill our neighbor. He directly disproves Martins view of the world through his trustworthiness. Cacambo is responsible for reuniting Candide with his love, Cunà ©gonde. Instead of taking advantage of Candide as so many others did, Cacambo stays true to his word. Many misfortunes befall Cacambo, as with most other characters in the book, but he manages to lessen the ill effects of these events through his intellect and willingness to work in order to improve the world. Cacambo restores the readers faith in human nature after so many other characters have destroyed it. Voltaires Candide is a masterpiece of the Enlightenment, championing the ideals of hard work and morality. Voltaire takes a traditional Enlightenment perspective on the corruption within the organization of the Church, exposing the guilt and hypocrisy he sees in Church officials. While Voltaire condemns philosophy as a basis for life, he does not denounce it completely. He elevates Cacambo above the other characters because he uses thought in a practical way, while Pangloss and Martins philosophies prevent them from seeing the true world and living in reality. Voltaire masterfully manipulates his characters to reflect Enlightenment values and his personal beliefs pertaining to them.

Gender and Movie Selection Essay -- Research Essays

Gender and Movie Selection Introduction: A very diverse, broad, and extensive industry is the filmmaking industry. However, the unique aspect of the industry is that it is so expansive in all of the different categories and types of movies, but yet each film is individualized. A certain characteristic of a movie may appeal to one person and not another. Such characteristics may not only appeal to an individual but to a certain group of people. Could it be that characteristics of a film appeal to either the male gender or the female gender? Is there a difference in the category of movie that a male chooses as opposed to one that a female chooses? Such questions prove to be very interesting and ponderous. Upon thinking of such questions, I decided to revolve my research paper around the two concepts of movies and gender. My hypothesis for this research paper is â€Å"In determining a movie to watch, college-age males choose action and adventure movies while females of the same age choose roman ce or romantic comedy movies†. I feel that this topic is very interesting because many items today are marketed towards a specific gender. This can be viewed and noticed in such items as clothing, motor vehicles, and certain hobbies. This pattern may just as well carry over into the film industry. If it does, it may be reflected by the category of movie a certain gender selects to watch. Therefore, my thesis is: By used of an observation, a survey, an interview, and a personal history, I will prove that men choose action movies and women choose romance/romantic comedy movies because each gender relates to a different characteristic found in each type of movie. Methods and Materials: ... ...that I encountered in collecting data was when I was observing. Since I had no contact with the subjects, I simply made the assumption that they were picking the movie for themselves to watch. However, the person could have been renting the movie for someone else. Another limitation occurred through the survey. I had two different choices for the categories of the movies. One choice was action/adventure and the other was romance/romantic comedy. Romantic comedy and true romance movies vary in multiple ways and I should not have categorized them as one type of movie. This could have swayed my results a little. In doing this research again, I would have three categories; one action, one comedy, and one romance. I also could have interviewed a female. I only interviewed a male and therefore, I only gained detailed information from one gender’s perspective.

Affirming Discourse :: Julia Cameron Attention Literature Essays

Affirming Discourse Both the Malcolm X "Coming to Awareness of Writing" reading selection form The Autobiography of Malcolm X and Julia Cameron’s essay "A Few Irresistible Reasons for Paying Attention" are great examples of using different ways to heal mental pain by paying attention to a particular subject. The Julia Cameron’s essay shows the examples of Julia’s and her grandmother Mimi’s life, which reveal reasons for paying attention. First, Julia shows her grandmother’s life and how she by paying close attention to her big interest, observing flora and fauna behaviors, heals her "mental pain": Mimi's husband, my grandfather Daddy Howard, an elegant rascal with a gambler's smile and a loser's luck, had made and lost several fortunes, the last of them permanently. He drank them away, gambled them away, tossed them away the way Mimi threw crumbs to her birds. He squandered life's big chance the same way she savored its small ones. "That man," my mother would say (167). Second, Julia found out the importance of paying attention as a means to heal mental pain after her marriage blew apart. She moved to a different place and lived alone, trying to survive as long as the pain will go away. She learned that her attention to the cat was an act of connection. By accident, she met a new friend, a gray striped cat [Its normal for a lonely human being finding something interesting in his/her environment]. After a while they get used to each other. By spending more time with the cat, Julia's pain began to go away. The in third reason she found out that pain taught her to pay attention: Writing about attention, I see that I have written a good deal about pain. This is no coincidence. It may be different for others, but pain is what it took to teach me to pay attention. In time of pain, when the future is too terrifying to contemplate and the past too painful to remember, I have learned to pay attention to right now. The precise moment I was in was always the only safe place for me (168). She healed the pain or she knew that the pain was always bearable. The Malcolm X article illustrate his life in the prison. This part shows an interesting and strong approaching to life. In this few paragraphs Malcolm X is trying to show a view for reader how he has came to the awareness of English language in time he was cut away form the world.

Management of a 40 Acre Sugar Maple (Acer saccharum) Stand in Southern Michigan for Sustained Production of Sawtimber. :: Ecology Sugar Maple Trees Essays

Management of a 40 Acre Sugar Maple (Acer saccharum) Stand in Southern Michigan for Sustained Production of Sawtimber Sugar maple (Acer saccharum) is a hard maple used primarily for its lumber and sap. In fact, 9% of the hardwood sawtimber volume in the U.S. comes from this species (5). My client would like to begin extracting sawtimber from her 40 acre maple-dominated stand that has been unmanaged to this point. She sees a market for her sawtimber in the regional flooring industry, but would also like to manage for sustained yield. The sugar maple needs a cool, moist climate in which to grow, and my client ¡Ã‚ ¯s stand in southern Michigan is well within its natural range. The Lake States in general have the following habitat characteristics optimal for the sugar maple (5): . temperatures averaging 00 to 600 F, . precipitation averaging 15 (west) to 40 (east) inches per year, . a growing season of 80 to 260 days, . well-drained, loam soils, . elevations up to 1,600 ft., and . associated Beech, Basswood, Yellow Birch, and Red Spruce trees. Under these conditions, the sugar maple is commonly the dominant species, because it is so shade tolerant. Its seedlings are aggressive under the canopy ¡Ã‚ ¯s shade and restrict the establishment of other species (11). Natural sugar maple regeneration is typically sufficient for this reason, and the selection harvesting system is commonly chosen. I will now describe characteristics of various sugar maple growth stages, beginning with the seed stage. Seed The sugar maple is a very prolific seed producer. It produces a good seed crop every two to five years and can disperse 8.56 million samaras per acre in a virgin stand or 4.3 million in a selectively cut stand during an exceptional year (5). This is a large number, but only about 1 in 100 of these seeds will reach the seedling stage because of mortality, predation, competition, and the very low light levels in a sugar maple stand. Artificial regenerative measures are usually unnecessary in places such as the Lake States where the sugar maple grows naturally. A sugar maple tree begins seed production between the ages of 40 and 60, with the best seed coming near ages 70 to 100 (9). My client ¡Ã‚ ¯s stand should be producing adequate seed, as the oldest age class is over 100 years old. The seed that is produced has a high germination capacity of 95% (5).

Florida- Blind, Deaf, and Dumb Essay

Coleman already knew one thing for sure about his future, and that was that he wanted to make educating children his life’s work. Coleman knowing about the lack of educational decrees in Florida decided to take the opportunity to advantage, by writing to Governor William D. Bloxham asking for a sum of $20,000 minimum appropriation to start a school for the deaf and blind. Coleman’s hopes came true when in 1883 Florida’s legislature establishes an institution for blind and deaf children for two years at $20,000. The location of the school was put to a biding between the towns in Florida. Captain Edward E. Vaill offered St. Augustine the biggest bid of $1,000 and 5 acres. The original three wood buildings were erected by contractor William A. MacDuff at $12,749. The school was completed in December 1884. The first class entered in 1892 with 62 students. The two first graduates were both deaf, their names were Artemas W. Pope of St. Augustine and Cora Carlton of Island Grove. The two later married and became parents of Florida Senator Verle A. Pope. The first blind student graduated in 1908. The first African American graduates were Louise Jones a blind student in 1914, and Cary White a deaf student in 1925. The school originally only had 5 trustees in 1905, until 1963 were there were 7. Taylor Hardwick began construction on new dormitories in late 1958 and opened in 1959. The school is now the largest of its type in the U. S. The school now has 47 buildings and 72 acres. The school’s annual budget is over $30 million dollars. The schools no longer an boarding school but, now a public school. It’s the only school in Florida that is pre-school through 12th grade. It also has a post-secondary program. The school is accredited by the Southern Association of Colleges, and Schools. The Conference of Education Administrators serving the deaf, and the National Accreditation Council for Agencies Serving the Blind and visually handicapped. The school has two departments: the Deaf department, and the Blind department. The school also has outreach programs for parents, teachers, and other staff in small and rural school districts in Florida. The also has a healthcare center on campus for students, as well as two well-appointed auditoriums. The school boasts the Copeland recreation and fitness center, which is specially designed and constructed for the blind. The center is the site of the annual USABA’s youth national goalball tournament. Not only that but blind high school students get state of the art sound system within the school. The school has 11 sports you can join at the school: Football, Soccer, Volleyball, Basketball, Little League Baseball, Track, Cross Country, Swimming, Goalball, Wrestling, and Cheerleading. They have preforming arts groups, the deaf department has a traveling dance troupe, and the blind department has a band known as the OuttaSight. The school also has several clubs: the blind skier, academic bowl team (competitive), and a traveling math club called MathCounts. -Notable Alumni- * Ray Charles- He learned to read braille here. When he went to the school it was known as the Institute for the Blind, Deaf and Dumb. * Ashley Fiolek- A very well-known rider in motocross racing. * Marcus Roberts- A famous Jazz pianist. -My Perspective- I really enjoyed researching and writing this essay. Originally the essay was supposed to be about all deaf culture related things in Florida but, as I started one of the things that kept popping up was the Florida school for the Deaf and Blind. Since it kept popping up I clicked on it and was amazed that it was in St. Augustine (which is where I was going to go for spring break), and that it was the oldest school for the deaf in Florida. All of a sudden I knew that I wasn’t doing my project on the deaf culture in Florida but instead a certain school for the deaf in Florida. Then I realized I had to make a decision; the schools name is the school for the Deaf and Blind. Meaning I would have to decide if I wanted to do my project on the school as a whole which means the Deaf and Blind, or just the Deaf department. As you already know (because hopefully you read the essay) I choose to both. The reason I choose to do both is because if I’m writing (or typing) this essay about the school than I’m going to write about the school in a whole. When I saw the school in person was when I finally realized just how big 47 buildings and 72 acres is. the school is huge and looked like it could swallow are school times two. I wasn’t able to go into the school. I was also surprised that I didn’t see that many people who were either deaf or blind from what I could tell at least. I do remember seeing this one girl who was deaf a couple times, I think she might have been a tourist though because I saw her at a tourist spot. The first time I say her we were sitting across from each other at a restaurant. My dad kept telling me to go say hi, and I swear I told him a million times that I couldn’t and that it would be considered rude. All in all I feel extremely pleased with what I came up with for this essay, and I hope you are too.

The Making of the Writer, Richard Wright

The making of the writer, Richard Wright In Richard Wright? s autobiography Black Boy Wright describes his life from a very young boy to his early twenties. He gives us a good perspective on what it is like to be a black person in the 1920? s. But not only that, he gives us a very good perspective on what it is like to be an individual. How did Wright become a writer? What events in this book described why Wright became a writer? Wright discovers the power of words at a young age and is a rebellious little kid. He kills a cat over one of his father? careless comments, â€Å"Kill that damn thing†, â€Å"Do anything, but get it away from here†. He gets drunk in a bar and starts whispering words he does not know to some of the women in the bar, â€Å".. for a penny or nickel, I would repeat to anyone whatever was whispered to me†. He writes bad words he learns from his classmates on almost all the windows in the neighborhood without knowing what they mean. And when his grandma is cleaning his ass he says to her, â€Å"When you get through, kiss back there†. When Wright gets new words and expressions he uses them before knowing what they mean.It is like you could give him a detonator to a bomb and he would push the button before asking what the button was for. But after all the punishment he gets for all the events he learns little by little that he need to think before speaking. It is not only from his family that he learns that, it is mostly strangers. Like when he was out on delivery for the clothing store and his bike brakes. Some white folks offer him a ride back to town, Wright says yes. When they offer him a drink he says â€Å"Oh, no†. He gets a whiskey bottle smashed between his eyes. The white man says â€Å"Nigger, ain? you learned no better sense? n that yet†. †Ain? t you learned to say sir to a white man yet†. Wright realizes little by little that words are â€Å"weapons† and you get punished if you â€Å"shoot† the wrong person. Wright learns the power of words the tough way with beating and punishments. But when Wright discovers books, it changes his life. The first real story Wright writes is in 8th grade, the story is called â€Å"The Voodoo of Hell? s Half-Acre†. When the kids at school read the story in the newspaper they asked Wright why he wrote it and they think he copied it out of a book.He doesn’t get any support from his family neither. Nobody in his society understands why he wants to become a writer. It sounds like it is the stupidest thing they ever heard. When Wright gets Ella to reads him a story from the book she is carrying, it is like a new reality to him. â€Å"She whispered to me the story of Bluebeard and His Seven Wives and I ceased to see the porch, the sunshine, her face, everything. As her words fell upon my new ears, I endowed them with a reality that welled up from somewhere within me†.The story is so intriguing t o him that he vows to himself that when he is old enough, he is buying all the novels he can. Nothing could change his mind after that. Wright realizes that books are a better reality that the reality he is living in now. It is his way of dreaming away from all the misery he is living in. But how is Wright so determined when most of the people he knows make fun of him and don’t understand why he wants to become a writer. Why can? t he just be like his family and the society around him wants him to be? Where is he getting all this inspiration? Anything seemed possible, likely, feasible, because I wanted everything to be possible †¦ Because I had no power to make things happen outside of me in the objective world, I made things happen within†. It? s like he lives in his own nutshell, with windows and a door. He knows what’s outside and he even goes outside sometimes. But he just waits to find his place in society so he can leave his nutshell, come out and expr ess everything on his mind. He hopes the north can give him that. The rumors Wright hears that in the north black people are treated better than in the south.This makes Wright drops out of school so he can work more and save up more money to travel up there. When he gets there he is by himself for the first time in his life. No family or friends, we see that Wright is maturing and acting more like a man and not like the boy he used to be. When Wright first meets Mrs. Moss and her daughter Bess, he is really uncomfortable. He has no previous experience on how to deal with them. Mrs. Moss is like the complete opposite to his mother. But we see that during the stay in Memphis, he has more of a chance to stand up for himself.He handles Bess? s overwhelming crush and establishes a workable relationship for all of them. Wright handles it like a more mature person. There is a transition from Richard as a boy to Mr. Wright, the writer he became when he wrote this book, two points of view go ing into one. When Wright gets help from his Catholic coworker to get a library card he finally fulfills his vow to himself to read all the novels he can get his hands on. This is the real beginning to his self-education. He reads and reads, every day he reads. He gets to know all the writers.It is like he is swimming in parallel universes, but instead of universes he is swimming in different peoples? minds. â€Å"I was jarred and shocked by the style, the clear, clean, sweeping sentences†. He never read anything like it before. After reading book after books Wright gets a revelation. He is not alone anymore. There are other people like him out there, who feel and think like Wright does. They also feel like individuals in this society and the world they are living in. This makes Wright really satisfied. For the first time in his life he feels like he is part of a group, a society.He wants to tell somebody about his discovery. He just wants to talk to somebody about this, tell about what he has learned and his dreams for the future. But Wright has nobody to talk to about this. His coworkers, friends, and family would not understand. They would ask Wright why he is reading, what? s the point? After Wright is satisfied he becomes sad. He knows he is not alone, but the people that share the same view and understanding as him are not around. He is still alone. Wright became a writer because that was his only way out.He was an individual, trying to fit in to the society where he was born. It was the only way he could express himself, as an individual. Writing allowed him to say what was on his mind without getting punish for it. It was an escape from the reality he was living in. After learning more and more he became more secure on the path he had chosen. Words became his weapon in life. We see that writing and reading was his inspiration and motivation. He feels like he can do anything when he reads or writes. â€Å"Anything seemed possible, likely, feasib le, because I wanted everything to be possible†.

Accounting Career

Accounting Career Essay Kawanza Carey Everest Online University Strategies for Success 221 Accounting Career Essay Most people think accounting is just crunching numbers all day; everyone uses some form of accounting. There is much more to accounting than just crunching numbers. There are many types of accountants, covering a wide range of the business world, becoming an accountant opens a wide range of career opportunities. I want to become an accountant because it’s something that I’m familiar with since I prepare tax returns. Math has always been my favorite subject I enjoy working with numbers. Accountants help to ensure that firms run efficiently, taxes are paid properly and on time and public records are kept accurately. They analyze financial information for all different types of companies, individual clients, and Federal, State, and local governments. Beyond doing the basic tasks; providing information to clients by preparing , analyzing, and verifying financial documents; some accountants offer budget analysis, financial and investment planning, information technology consulting, and limited legal services. There are four major fields of accounting and auditing: public accounting, management accounting, government accounting, and internal auditing. Public accountants perform a broad range of accounting, auditing, tax, and consulting activities for their clients. Some public accountants decide to prepare tax returns while others offer advice in areas such as compensation. Public accountants; many who are Certified Public Accountants (CPAs), generally have their own businesses or work for public accounting firms. Management accountants are responsible for budgeting, performance evaluation, cost management, and asset management. They analyze and interpret the financial information that corporate executives need to make sound decisions. Government accountants and auditors work in the public sector, maintaining and examining the records of the government agencies and auditing private businesses and individuals whose activities are subject to government regulations or taxation. Those employed y the Federal Government may work as Internal Revenue Service agents or in financial management, financial institution examination, or budget analysis and administration. Internal auditors verify the effectiveness of their organization’s internal controls and check for mismanagement, waste, or fraud. They examine and evaluate their firms’ financial and information systems, management procedures, and internal controls to ensure that records are accurate and controls are adequate. Most accountants work in an office setting while other may be able to do part of their work at home. They work a 40-hour week job, but some may work longer hours if self-employed and have quite a few clients. During the tax season tax specialist often work longer hours. Accounting, bookkeeping, and auditing clerk are required to have a high school degree at minimum. Having an associate degree in business or accounting is required for some positions. Accountants and auditors need at least a bachelor’s degree in accounting or a related field. Some employers prefer applicants with a master’s degree in accounting or business administration. An accounting clerk should be very comfortable with working with numbers, enjoy routine because you’re going to be doing the same thing daily. Other personality characteristics to be a successful accounting clerk are computer literate, great communication skills, and ethical. You have to be professional at all time because there may be a lot of irate clients upset about getting audited. If math is your favorite subject and you get along with everybody then being an accountant is a great career for you. Each year, numerous jobs will become available, as clerks transfer to other occupations or leave the labor force. There would be many opportunities for temporary and part-time work. Clerks who can carry out a wider range of accounting activities will be in greater demand than specialized clerks. An example is the demand for full-charge bookkeeper is expected to increase, because they can perform a wider variety of financial transactions. Certified Bookkeepers (CBs) and those with several years of accounting or bookkeeping experience who have demonstrates that they can handle a range of tasks will have the best job prospects. Accountants will always be in demand so I hope to be successful when I complete my degree. (n. d. ) References General Accountant Certified General Accountant Board †¦ (n. d. ). Retrieved from http://certifiedgeneralaccountant. org/ Accountants and Auditors. (n. d. ). Retrieved from http://www. bls. gov/oco/ocos001. htm Bookkeeping, Accounting, and Auditing Clerks. (n. d. ). Retrieved from http://www. bls. gov/oco/ocos144. htm