Web Content Management Systems

Templates: Standard output templates can be created and applied to change the design of the entire web page can be changed centrally. Access Control: Some of the web content management systems allow the content manager to manage access rights to certain groups or users, 0 0 Access rights can be provided or certain pages can be blocked for specific user groups Access right can also be managed to allow or block access for ‘logged on' or ‘anonymous users' Scalable Expansion: WOWS' provide the capability to expand a single implementation (one installation on one server) to various domains.Work flow management: Workflow is the process of creating cycles of sequential and parallel tasks that must be accomplished in the SMS. For example, one or many content creators can submit a story, but it is not published until the copy editor clearness it up and the editor-in-chief approves it. Collaboration: WOWS allows many people to collaborate on a single web page. Many authorized conte nt writers can work on one document or web page simultaneously, these changes can be authorized to make them permanent or denied to revert to the original document.Document management: SMS software may provide a meaner of collaboratively managing the life cycle of a document from initial creation time, through revisions, publication, archive, and document destruction. Content fertilization: SMS software may provide a meaner of allowing each user to work within a virtual copy of the entire web site, document set, and/or code base.This enables changes to multiple interdependent resources to be viewed and/or executed in-context prior to Content syndication: Content management systems help in content distribution by he likes of IRS feeds, emails can also be sent out to registered users in case the content is updated. Multilingual support: The content can be displayed in multiple languages. Versioning: Like many document management system, versioning can be done on the web content as wel l.Authorized content editors can pick up writing from a point in the article already published. This feature is very useful in contents that require regular updating. Types of content management systems There are three types of content management systems: 0 0 0 Online SMS Offline SMS Hybrid SMS Online SMS: The online content management systems are capable of displaying content on demand when a user visits the web page. E. G. A certain template can be applied to the weapon from the web cache when a user is visiting the web page.Offline SMS: These are sometimes referred to as â€Å"static-site generators†, here instead of displaying the content on-demand, the content processing is done before publishing. Since pre-processing tools don't require a server to display content on- demand. Offline SMS can also exist purely as a design time tool. Hybrid SMS: These intent management systems write executable content, in which SMS itself doesn't have to be deployed on a server but server similar functionality of the online SMS.Most popular content management systems 0 0 0 0 0 Wordless Joana Mood Text pattern Refinery SMS Drupes Concrete 5 Donned nuke Embrace Tiny SMS Advantages of SMS Cost effective With a content management system, a web page can be maintained for a fraction of a price of hiring a web developer. Easy customization The web page can be easily customized without coding. Most WOWS provide a GUI using which the intent can be customized using user friendly features such as ‘drag and drop'.SEE friendly Websites managed by WOWS are more Search Engine friendly for the following reasons; 0 0 0 Regularly updated content- Some search engines give preference to regularly updated content while displaying the results. URL rewriting can be implemented easily which produces clean URL without parameters. Auto generated IRS feeds increase the number of subscribers to the website. Disadvantages of SMS Latency issues Larger Cams can experience latency if hardwar e infrastructure is not up to date, if loaded every time data is updated grow large.Load balancing issues may also impair caching files. (1) Tool mixing Because the URL of many Cams are dynamically generated with internal parameters and reference information, they are often not stable enough for static pages and other web tools, particularly search engines, to rely on them. (1) Managerial Implications of Implementing a SMS In today's business scenario, where having an e-presence is no longer a differentiating factor but a necessity, where profit margins are wafer thin.WOWS' can lay a crucial role of meeting both goals of having an e-presence at the same time keeping the costs related to maintaining a website in check. With a WOWS except for the implementing costs the rest of the functioning is relatively cost free, as any ‘non- technical' person with little or no training can maintain content using a SMS. WOWS' allows for frequent updating of content, which would help keep the content fresh and help in SEE. References 0 0 http://en. Wisped. Org/wick/content_management_system http:// www. Masseuses. Com/tag/l (I-popular-content-management-systems-online/

Obesity Has a Deep Impact in the Life of a Child Essay

Using the Center for Writing Excellence and MyFoundationsLab resources, provide the topic sentence and informal outline for your Personal Ethics Statement. †¢ Topic sentence: Obesity has a deep impact in the life of a child. †¢ Informal outline: 1. Explain how obesity affects the child’s physical health. 2. Explain how obesity affects the child’s mental health. 3. Give ideas of how parents can be involved in the change of habits in the obese child. 5. Summarize why obesity has a deep impact in the life of a child. Obesity has a deep impact in the life of a child, physically, and mentally as well. An obese child is at risk of having health problems, such as diabetes, heart disease, and strokes as an adult, if he or she is not treated in an early age. An overweight child can be a target for bullying at school, making his or her social life poor, creating anxiety, depression, and lowering their self esteem. The parents play an important role in the life of an obese child. does not matter if the child is obese because a genetic factor, or just because his or her does not have a proper eating habit, the condition it is treatable. Encourage the child to follow a healthy diet, being an example for him or her, and being supportive, are examples of how a parent can be involve in the life of an obese child. Taking obesity in a child seriously, and trying to find ways to improve this condition, are the first steps to a better future in an obese child’s life.

Statistics Assignment #9 (additional pages+payment) Speech or Presentation

Statistics Assignment #9 (additional pages+payment) - Speech or Presentation Example Often, the experiment is carried out as a double blind test where both the doctors and patients do not know whether the given drug is actually a placebo or not. A simplified approach to this type of experiment may result in the table seen below. From this table, the problem can actually be handled as a chi square problem. Specifically, the Test of Homogeneity may be used in such a case. In such a case, the null hypothesis is that the ratio of effective against non-effective cases for both the new drug and the placebo must be equal. If the drug is to be considered for use, there must be a high probability of rejecting the null hypothesis hence indicating a significant difference between the control group (placebo group) and the trial group. In contrast, the lack of a control group would simply result to a measure of whether the new drug was effective or not. Since the testers are bound to think that the new drug would cure their complaints, the placebo effect takes place and the results of the experiment will no longer be reliable. The chi square approach establishes a framework for testing with non-parametric probability distributions. That is, the distribution is not defined by parameters such as the mean and standard deviation in the case of the normal distribution. Instead, the frequency or probabilities of certain observations are necessary to describe a model. Three applications of the chi square paradigm are the Goodness of Fit, Test of Independence, and Test of Homogeneity. While the three revolve around the same approach, they differ slightly in terms of interpretation. The Goodness of Fit testing approach is used when the expected probability of certain observations are known. This test compares the actual observations from the expected values and determines whether there is a significant deviation from the expected probabilities. An example for this would be a die roll. Each side of the die is supposed to appear as often as

Challenges in Teaching Culture Research Paper Example | Topics and Well Written Essays - 500 words

Challenges in Teaching Culture - Research Paper Example That said, any study that forms a conduit by which interdisciplinary coherence may be built has potential, but in the end, it is only in its failing that component hypotheses coalesce into bigger and better ways of looking at things. As such, when a system of knowledge emerges that allows for a more elegant explanation of a wider range of data, the obsolete understanding has reached its maximum value. 2- The historical moment in which we are now living is widely taken to be the start of a new era. How this attaches to millennial fantasies and to old-fashioned fin de sicle patterns of cultural production remains to be seen. Make no mistake; nearly every generation sees itself at one time or another as the generation especial. Doomsday prophets have forever propagated their beliefs attenuated to this confirmatory bias. Just because our year 2000 has passed, does not mean it's not over yet. After all, the Mayan calendar implies an end in 2012, and if that does not work, I'm sure we'll think of some other way to scare ourselves about our impending extinction. The gestalt of any period is built upon the gestalt of their predecessors just as that of their successors are built upon theirs. Time does not appear to be cyclical, and history is the study of human psychology over time. Since people die and are not known to reincarnate en masse with the same mind, history cannot repeat itself.

Development of European Science and Medicine Research Paper

Development of European Science and Medicine - Research Paper Example During early stages of this period Islamic philosophy, science and medicine was more advanced. Islamic scholars (Amber 357) both preserved and added their own innovations upon Ancient Greek and Roman traditions. The work of great researchers Aristotle, Ptolemy, Avicenna, Jabir ibn Hayyan and Averroes, backed by their contact with the Islamic world in Spain and access to scientific Greek and Arabic texts of the early 12th century opened the doors to academic awakening in Europe. Later, European scholars approached Toledo School of translators to initiate translation programs from Arabic to Latin and aided universities aiming development of scientific communities. The Black Death and other debacles in the late 12th century ended massive learning till it was resumed in 1453 after The Fall of Constantinople. 2. Impact of Science in Medieval Western Europe At the beginning of the 13th century (Late Middle Ages) intellectual translations of the important works related to science, natural p hilosophy and medicine were allowed to spread via both universities and monasteries. It was then, during the Renaissance period 14th century to 17th century that academicians presented the various facets of biological sciences (botany, anatomy, medicine) art, and culture. Invention of printing press in the same era found a way to fast printing of books and spread of ideas around Europe like never before, embarking a revolution in Science and Information Technology. Books namely, De humani corporis fabrica  (On the Workings of the Human Body) by  Andreas Vesalius, and  De Revolutionibus, by the astronomer  Nicolaus Copernicus, were first to be printed. Though the teachings of church dominated medicine, physicians focused on deepening their knowledge about human body by reading translations from Arabian medical texts. The first anatomical drawings made by Andreas Vesalius  and Leonardo Da Vinci after dissection of human body helped in understanding of the internal organs and various systems. The Church prevented medical researchers from dissection of ‘God fearing human bodies’, but allowed criminals and sinners to be dissected as a part of punishment either alive or dead. William Harvey’s experiments in 1628, theorized that the heart act as a muscular pump circulating blood around the body in the blood vessels. Thus understanding of the human body systems forged with the study of Arabic texts on medicinal value of herbs and minerals chalked out more advances in the field of scientific investigations. .The Renaissance apothecaries brought new plants from distant lands explored by Christopher Columbus and others and experimented with them. Apothecary is a historical name to an institution of modern pharmacists and medical practitioners; first apothecary shop was founded by Muslim Pharmacist during Islamic Golden Age and was popular in Spain by the 11th century (High Middle Ages). The work of apothecary in investigation of herbal and c hemical ingredients may be regarded as a precursor of modern sciences and medicine.Qninine extracted from bark of Quina tree was used in treatment of malaria; tobacco leaves were considered to be containing medicinal properties and an opium-based painkiller was prescribed for many disorders. Trade between different parts of the

3.2 Smithsons Holiday Tour Proposal Speech or Presentation

3.2 Smithsons Holiday Tour Proposal - Speech or Presentation Example The first date we will set to join the tour to Salvador before flying to Manaus. The location is classic, with a moderate pace and standard comfort. It is appropriate for small groups. At Salvador there are many activities that will be undertaken: On arrival at Manaus on day three, we will have the opportunity to experience the beautiful scenery of the metropolis jungle. The area keeps the picture of the golden times of its peak era during the rubber economic boom. It consists of restored monuments and restored buildings. The city is nestled in the forest and also offers exotic resorts and hotels a convention centre and state-of-art technology. The allure of the paradise is exclusive. The fourth day will be the launch into the Amazon rainforest. The Amazon rain forest is a top area of attraction and has several activities that will engage us. It is located in the state of Amazonas which is the largest in the Brazil region. It is an enormous tropical rain forest that is interrupted by a gigantic network of rivers. It is an elegant tourist destination that gives the exuberance of the jungle when exploring it in an economically friendly manner. On return to Cuiaba, we will commence our journey to explore the wildlife reserve at Pantanal. Pantanal in Brazil is the principal wetland in the whole world. Additionally, it is the best place to consider for wildlife tours in the southern parts of America. The wildlife includes among others monkeys, anteaters, giant river otters, the elusive jaguar, ocelots, anacondas plus approximately 400 species of fishes. The destination is heaven for the birders with a passion for the colourful parrots, large flocks of Jabiru storks. Precisely, more than 650 species of birds live in this location. Indeed, this is a superb destination for an individual who wants to view birdlife and wildlife. A visit to Foz do Iguacu will be

The Modern Industrial Development and the Relationship of Human Being Research Paper

The Modern Industrial Development and the Relationship of Human Being With Nature - Research Paper Example Around the 1980s the term ‘sustainability’ is often used by professionals to refer to the notion of development in a merely technical sense. Theoretically, it includes the conditions of â€Å"meeting human needs, or maintaining economic growth or conserving natural capital, or about all three†. Agriculture, economics, livelihoods or whatever the features that modern society embodies are intertwined with the nature, natural resources and its ecological balance, as Michael Pollan, in his book, ‘the Omnivore’s Dilemma† attempts to infer that man like no other creature on earth is depended on a nature for his biological requirements (Pollan, 91). For Sneddon ‘sustainability’ is a term that is to be associated with the concept of sustainable development, as he says, â€Å"Both ‘sustainable development’ and ‘sustainability’ are at root normative concepts, describing visions of how human activities and ecological processes might be reconciled for the ‘good’ of both†. Indeed Sneddon is prone to view the concept as â€Å"to development, to societies, to livelihoods and to a host of additional social, economic and ecological activities†. The concept of â€Å"Sustainability† is a multifaceted one that includes a holistic definition in modern context. But it renders different definitions depending upon different contexts: ecological, social, and economic and in modern industrial age, eco-industrial. The idea of Eco-industrial sustainability includes a reconciliatory view of industrialization and ecology.

A mini essay regarding sexuality, and sexualized violence and sexual

A mini regarding sexuality, and sexualized violence and sexual assault - Essay Example In addition, about 99 percent of the convicted rapists are males (RAINN, 2010). Prevalence of rape in different countries varies, where some report higher rates than others do. Sweden for instance has one of the highest reported incidents of rape in developed countries and in the globe. Various factors account to this disparity in incidents of rape. These include inconsistencies in definition of rape, underreporting and ignorance (Meyer, 2006). Different societies define rape in various contexts causing disparities in reported incidents. In some societies, it is acceptable for a man to have sex with a woman irrespective of her consent. In such situations, the channels for reporting such cases are virtually non-existent and victims are left with no option of seeking legal redress. Moreover, the society focuses more on male – female rape, overlooking other types such as male-male, female- male , and female –female sexual abuse (Malamuth, 1986). In societies with low literacy levels, many crimes including rape go unreported because of strong cultural or traditional values that prevent victims from reporting due to fear. Hence, in conservative, third world and developing nations the incidents of rape could be higher than reported data because of ignorance , underreporting and other factors. Similarly, developed countries report high incidents of rape because victims are more informed about their rights and there are competent and broad legal definitions of the crime. Sexual violence is caused by various factors as explained by many theories to explain the phenomena. Meyer(2006) classified these into two categories, namely offender based factors and societal influence Offender based factors include biological make up of an individual such as high levels of hormones that increases aggression, including testosterone and serotonin, abusing drugs such as alcohol, in addition to sex and power motives. Societal influence includes

Development of Aging Tourists Market in China Dissertation

Development of Aging Tourists Market in China - Dissertation Example Studies conducted by The World Health Organization revealed that ageing population includes the people who are 60 years of more of age. Although this population is more prone to opt for tourism opportunities, however, tourism management authorities have not been encouraging this because of the various costs that are involved with this from which the major ones include cost of security, medical and time. Tourism management refers to the management of all the activities that are related to tourism and this also includes those activities that are related to tourism. Furthermore, they also have to implement strategies that promote tourism and provide easy access to people for the purpose of tourism. Tourism Consumption System The authors, Dubelaar and Woodsie (2002) have defined the tourism consumption system (TCS) as the set of related travel thoughts, decisions, and behaviors by a discretionary traveler prior to, during, and following a trip. The central proposition that the authors have given by this theory is that the thoughts, decisions, and behaviors with regards to an activity have a major impact on the thoughts, decisions, and behaviors for the other activities. Further in the article, the authors have used exit interview travel data and quick clustering analysis for the purpose of examining the seven main propositions of tourism consumption system on the basis of which the tourists take decisions. It has also been said by the authors that this approach is very beneficial for the marketers and practitioners with regards to tourism and this would greatly help them in increasing the effectiveness of the tourism marketing strategies. Tourism Behavior The set of responses that the people develop with regards to tourism develop tourism behavior and this determines their likeliness and their interest. There are some elders who opt for places which are more lively and colorful while there are some people in the ageing population who prefer going to places which are calm and serene. Sustainable Tourism According to Dubelaar and Woodsie (2002), tourism involves a certain cost which can be monetary as well as time and energy of the tourists. Since the ageing popula

Computer Data Storage Essay Example for Free

Computer Data Storage Essay Computers have brought about a revolution across all industries. They have changed the face of society. They are no longer specialized tools to be used by specially trained people. They are ubiquitous and used in almost every sphere of life. Computers have changed the way we work, be it any profession. Therefore, it is only natural that the role of computers in education has been given a lot of importance in recent years. Computers play a vital role in every field. They aid industrial processes, they find application in medicine; they are the reason why software industries developed and flourished and they play an important role in education. This is also why the education system has made computer education a part of school curriculum. Lets look at what role computer technology plays in the education sector. The advantages of computers in education primarily include: * Storage of information * Quick data processing * Audio-visual aids in teaching * Better presentation of information * Access to the Internet * Quick communication between students, teachers and parents * There are tools like spelling and grammar checker, thesaurus and dictionary, installed in the computer. Thus, it takes less time to proofread a written document * Also, there is no need to open up a dictionary book to look for meanings of words. * Typing is much faster than writing on a paper. * If there is a need for reorganizing the sentences or paragraphs, one can cut and paste and make the necessary changes. * In schools, computer education has been made compulsory to spread awareness about computers. As a matter of fact, computers have become a learning tool for children. Computers are a brilliant aid in teaching. Online education has revolutionized the education industry. Computer technology has made the dream of distance learning, a reality. Education is no longer limited to classrooms. It has reached far and wide, thanks to computers. Physically distant locations have come closer due to Internet accessibility. So, even if students and teachers are not in the same premises, they can very well communicate with one another. There are many online educational courses, whereby students are not required to attend classes or be physically present for lectures. They can learn from the comfort of their homes and adjust timings as per their convenience. Computers have given impetus to distance education. Computers facilitate effective presentation of information. Presentation software like PowerPoint and animation software like Flash among others can be of great help to teachers while delivering lectures. Computers facilitate audio-visual representation of information, thus making the process of learning interactive and interesting. Computer-aided teaching adds a fun element to education. Teachers hardly use chalk and board today. They bring presentations on a flash drive, plug it in to a computer in the classroom, and the teaching begins. Theres color, theres sound, theres movement the same old information comes forth in a different way and learning becomes fun. The otherwise not-so-interesting lessons become interesting due to audio-visual effects. Due to the visual aid, difficult subjects can be explained in better ways. Things become easier to follow, thanks to the use of computers in education. Computers enable access to the Internet which has information on literally everything. Computers enable storage of data in the electronic format, thereby saving paper. Memory capacities of computer storage devices are in gigabytes. This enables them to store huge chunks of data. Moreover, these deveices are compact. They occupy very less space, yet store large amounts of data. Both teachers and students benefit from the use of computer technology. Presentations, notes and test papers can be stored and transferred easily over computer storage devices. Similarly, students can submit homework and assignments as soft copies. The process becomes paperless, thus saving paper. Plus, the electronic format makes data storage more durable. Electronically erasable memory devices can be used repeatedly. They offer robust storage of data and reliable data retrieval. Computer hard drives and storage devices are an excellent way to store data. This was about the role of computers in education. But we know, its not just the education sector which computers have impacted. They are of great use in every field. Today, a life without computers is unimaginable. This undelines the importance of computer education. Knowledge of computers can propel ones career in the right direction. Computers are a part of almost every industry today. They are no longer limited any specific field. They are used in networking, for information access and data storage and also in the processing and presentation of information. Computers should be introduced early in education. I dont think I am making an overstatement in saying that computer education is as fundamental as learning English. Yes, it is. Conclusion: Computers have come a long way since the first unit was invented. With the advancements of hardware as well as software, we can now accomplish many, tasks such as typing papers, watching TV, editing videos, learning online and gaming. The world of computing has made our lives a lot more convenient. Without the invention and deployment of computers, there would be no social networking sites such as Facebook and Twitter.

Factors Influencing Academic Performance | Literature Review

Factors Influencing Academic Performance | Literature Review Ema Marie Attard Extra (or essential?) Curricular Activities As stated by (Goldberg, 1946), extra-curricular activities, before they act as and become potentially enhancing to something else, we could say that they are beneficial in themselves. We can say this because they seem to present substantial values and skills to the participant, whatever the extra-curricular activity is. Whether the activity is sports or drama, dance or music, a successful participant of this activity will, at the very least, endure â€Å"satisfaction and joy for its own sake† (Goldberg, 1946). That being said, there are ‘secondary’ uses (so to speak) for these extra-curricular activities and studies (Miller, Moyer Patricl, 1956, Sybouts Krepel among others) have proved and seem to be continuing to prove, the effects of these extra-curriculars are real and valid. So much so, that they might even lead us to temporarily forget the aforementioned intrinsic value of said activities. In fact, advocates of extracurricular activities (Fozzard, 1967; Miller, Moyer, Patrick, 1956; Sybouts Krepel, 1984) claim that this less formal aspect of education is partially responsible for contributing to the development of good citizens, the development of a healthy approach to life, both mentally and physically, the direction of use of an individual’s leisure time, the development of personal interests and talents, as well as a positive outlet for creative expression. The belief in the significance and validity of extra-curricular activity involvement pervades many academically respected institutions. For example, as McCormick (1999) noted, the University of Chicago’s undergraduate admissions could fill the ‘freshman’ class to come entirely with Valedictorians, however the university specifically chooses not to do so in favour of opting for those students who possess more than just a high academic performance. That being said, the idea that extra-curricular activities are essential for important skills is not a view that is shared universally. There is a long-standing question if extra-curricular activities have any value at all (Coleman J. S., 1959). Some research actually states that extra-curricular activities may serve for little other than social function and detracting from more important academic work (Gose, 1996). Impacts of Extra Curricular Activities on Academic Performance Immediately what comes to mind when thinking of extra-curricular activities is the idea that participation in an extra-curricular activity could potentially help a student adjust to working within a team, help build and increase his/her self-confidence, learn to become more efficient and more social (Goldberg, 1946). We can also propose that it helps reap tangible rewards; such as the payments of a service given, or merely the satisfaction of, say, a public performance. Not to mention the fact of the possibility of hobbies becoming careers (the tennis player becomes the coach) and the friendships that stand the test of time and somehow enrich the individual’s future (Goldberg, 1946). We can also talk about the discipline it requires to properly engage in an extra-curricular activity and the added discipline it takes to maintain it whilst maintaining a satisfactory academic performance. That being said, the exact opposite has also been argued; the fact that extra-curricular activities are a distraction, that they split focus, are too demanding in of themselves and are a general waste of time. In fact, one of the foremost beliefs about extra-curricular activities is that they should, whenever it was deemed possible â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930). However, as time passed activities which were not directly related to the academic were being perceived as frivolous and were beginning to be deemed as disadvantageous and detrimental to academic achievement (Marsh Kleitman, 2002), which then led to them starting to be discouraged. Another point that could also be made is that it is those adolescents who already have more developed interpersonal skills choose to participate in extra-curricular activities and therefore such activities are not necessarily responsible for the development of the skills (Rubin, Bommer, Baldwin, 2002). It has only been in more recent years that we have come full circle and educational researchers are, once again, taking a more favourable approach to extra-curricular activities and their effect on accomplishments in academia (Marsh Kleitman, 2002). According to Broh (2002), total extra-curricular activity participation (TEAP) is in fact correlated to an improved grade point average (to use American jargon), decreased absenteeism and also elevated academic goals and aspirations.. Although we can argue that, for the most part, researchers agree that extra-curricular activities do have an impact on academic performance, the National Educational Longitudinal Study found that while participation in select activities improves achievement and performance, participation in others reduces it. As cited by Broh (2002); Eccles (2003) and Marsh Willis (2003) found that participation in sports had a consistently higher rate for enrolment in colleges. Synder Spreitzer (1990) also found that college attendance was significantly higher for those who participated in sports than those who did not; to use their words â€Å"the athletic role enhances the academic role† Extra Curricular Activities Formal Education We live in a world in which it is the norm and tendency to view formal education as a place where information is simply passed on to students. These students are seen as no more than passive recipients who merely absorb and gather this knowledge which has been passed on to them. In an article, Swanson (2002), attempts to change the perspective on students’ behaviour as he begins to look at it from the point of view of â€Å"purposive action†. This view is one where both the formal as well as the non-academic pursuits serve as resources in which adolescents may deem fit to invest in, with the intention of attaining any possible future goals. In other, older, studies (Winner, 1923), emphasis is placed on the structure of schools and the formation of extra-curricular activities within the school. However, more recent literature wants to call attention away from this and focus on the possibility (and probability) of a wider selection of activities that could have a significant effect of the achievement of educational aims that occur outside the formal educational system, in other words: the classroom. At this point we have established that the way in which adolescents decide to use their free time will somehow probably affect their performance academically in some way or other. Schlesser (2004) states that students who participated in co-curricular activities were three times more likely to have a higher grade point than those who did not participate in extra-curricular activities (Schlesser, 2004). The National Centre for Educational Statistics (1999) also reported that students who used their time by engaging in extra-curricular activities had a significant (positive) difference to those who did not engage in extra-curricular activities. Factors such as unexcused absences, skipping class were significantly lower in students who participated in extra-curriculars, it was also found that theses students not only did well academically but were ranked in the highest quartile on math and reading, not to mention the fact that they were expected to earn a Bachelor’s degree or hig her. The Centre for Comprehensive School Reform (CCSR) carried out another study which talks about the correlation between the student involvement in activities and their performance in the classroom. It states that activities aid the students in forming strong and successful relationships among adults and peers alike, an attribute that is of the utmost importance both within a classroom and to the outside world. They also state that activity programmes help foster within individuals more personal expectations of excellence and dedication to academic success. Not to mention, of course, the fact that they promote a positive psychological, social, emotional and healthy well being all around. Adolescents as Rational Actors Investors Returns on Investment If when examining social behaviour we choose to take a rational choice perspective we are implying that, the reason for an adolescent taking any form of action is due to an intention of somehow increasing, to the fullest extent, that adolescent’s own personal interest in goals of importance to them. We are aware that in this respect, adolescents states of mind are more normally portrayed as being the result of their surroundings and their all-encompassing environment rather than being self motivated â€Å"rational actors† (Swanson, 2002). Despite this pre-conceived notion, as Swanson continues to argue, the decisions adolescents are confronted with, for example, in terms of time management and motivation, can in fact be seen as influential in their capability of fulfilling important milestones in their lives. Findings show that participation in activities shows criteria of both social exchange and that of investment. In the previously cited study done by Swanson (2002), there was evidence supporting high returns for college enrolment when there was involvement in both the official academic curriculum as well as in extra-curricular activities. In  economics, the law of diminishing returnsis understood to be the decrease in theoutput of aspecific production  process as the quantity of a single  factor of production  is gradually increased, while the amounts of all other aspects of production stay constant. The law of diminishing returns states that in most productive processes, increasing more of a particular factor of production, while keeping all others stable will eventually produce lower returns per unit. So, in tandem with Swanson’s idea of return on investment, when associations with overinvestment (of extra-curricular activities) were made, indications of diminishing returns were seen. The Zero Sum Hypothesis This ties in, naturally, with those studies that propose that not only do extra-curriculars not have a positive effect of academic outcomes but rather that extra-curricular activities are in fact, a hindrance to any positive educational outcomes. This hypothesis is largely credited to James Coleman (1961) who, in The Adolescent Society, is often referenced as the source on the ‘zero-sum’ model of transaction between extra-curricular activities and academics (Holland and Andre 1987; Marsh 1992). A very watered down explanation of the concept of the ‘zero-sum’ hypothesis is that one investor’s profit mirrors another investor’s loss (whereby for every 1 euro someone makes, somebody loses 1 euro). In his study, Coleman investigated the social order structure of students in the typical American High School. He notes that whereas popularity is pre-eminent (leading to participation in activities such as athletics and cheerleading), academic excellence is a ‘secondary consideration’. The zero-sum logic is very typically used in studies about participation in extra-curricular activities whereby time is a fixed commodity split among a various number of activities, due to the nature of the formulation (that there are only two competing alternatives) and that the total amount of time available is constant, the individual must reduce the time spent on one activity in order to increase time devoted to the other. Time The Zero Sum Hypothesis Hence, according to Coleman (1961) time used on extra-curricular pursuits must necessarily diminish any and all academic pursuits. We can also speculate that, it could be the case that time is not the most fitting variable to measure returns on participation in a particular activity. The amount of time dedicated to a pursuit in actual fact, tells us very little about the level of dedication the person has invested in it and even more so about how productive they have been during that time. An individual might use time from areas of strength in order to support possible weaker areas of performance. By doing this, we can see time is not a used like a ‘currency’ that can be spent on any activity but rather represents a ‘resource to invest’, used strategically on the activities that will knowledgably have the highest possible rate of returns on the investments. This idea problematises the straightforward relationship adopted by the zero-sum hypothesis regarding the return of extra-curricular activities and the time spent pursuing them (Swanson, 2002). That being said, other studies also support the idea of limiting time of extra-curricular activities so as not to encroach on time of studies. Laurence Steinberg (1996) in his book the Classroom: Why School Reform Has Failed and What Parents Need to Do, criticises the fact that a large amount of students are completely too wrapped up in extra-curricular activities. He even suggests to parents to limit the number of hours (not more than ten) that their children are allowed to take part in extra-curricular activities. However, another assumption of the above model is that all academic pursuits are uniformly beneficial versus the fact that all extra-curriculars are intrinsically disadvantageous. That said, years of research conducted have now consistently shown positive academic results associated with extra-curricular participation, thus increasing the tendency for the discreditation of the zero-sum model’s main predication. For example, the fore-mentioned Synder Spreitzer (199 0) study which showed that participation in Sports increases college enrolment, among others (Spady 1970, 1971; Otto 1975, 1976; Otto and Alwin 1977; Marsh 1992). Social Capital Cultural Capital Social Capital Mullis, Rathge Mullis in their study Predictors of academic performance during early adolescence: A contextual view (2003), attempted to decipher the relationship between academic performance in adolescents and their contextual variables. In particular, their study consisted of testing the idea that commonly known aspects of resource capital, social capital and student behaviour can in actual fact predict academic performance in young adolescents. Mullis, Rathge Mullis quantified social capital in two particular components; through parental networks and student activity networks. For the benefit of my study I will mostly be taking into consideration their findings and hypothesis on social capital in relation to student activity networks; whereby we mean student reports of school activities and non-school activities. According to their research conducted, the links between the idea of social capital and academic performance was not as significant as expected and documented in other research (Coleman, 1988; Schneider Coleman, 1993; Steinberg, 1996; Steinberg, Dornbusch, Brown, 1991) mentioned. What this research did state is that through these social networks, the student’s opportunities are somehow boosted which, in turn, could lead to a more favourable environments that lend themselves to achievement (Mullis, Rathge, Mullis, 2003). This means that, due to the fact that they have increased opportunities to succeed, they do in actual fact succeed more; however not due to the individual being more equipped to succeed but by just being more exposed to times when succeeding is an option. Cultural Capital Similar in terminology, though not so much in meaning; another concept is that of Cultural Capital. The term Cultural Capital references the social, non economic attributes that contribute positively to the idea of social mobility beyond financial means. For example, level of education, IQ and physical appearance. All these give a person advantages which in turn give them an elevated status within society. Pierre Bourdieu divided this idea of cultural capital into three subtypes: embodied, objectified and institutionalised (Bourdieu, 1986). Cultural capital is not something that one acquires instantaneously or at one moment in time. Rather, it is embedded over time as it leaves an impact on one’s ‘habitus’ (character and way of thinking). Exposure to different activities and different disciplines in the form of extra-curriculars may inherently add to the adolescent’s cultural capital by adding to their pool of knowledge and skills. At the more basic level, cultural capital refers to the understanding of the central conceptual and normative codes that are inscribed in a culture. In the article Does Cultural Capital Really Affect Academic Achievement (Jà ¦ger, 2011), Jaeger is reflecting on Bourdieu’s famous hypothesis that cultural capital is actually an important resources that adds to a person’s academic success. According to Bourdieu, as stated previously the cultural capital one has, i.e. knowledge, skills and general idea of knowing ‘the rules of the game’ is wh at in fact the educational system is after and rewards. This subject is one that has fascinated not only Bourdieu. In fact, a long series of quantitative research has been done and found that various measures of cultural capital are indeed correlated in a positive way to academic attainment and educational achievement. Among those who have researched said topics are DiMaggio, 1982; Cheadle 2008; Crook 1997; De Graaf, de Graaf, and Kraaykamp 2000; DiMaggio and Mohr 1985; Dumais 2002; Farkas et al. 1990 and van de Werfhorst and Hofstede 2007, among others. Even though we might be unawares, the educational system is in fact structured to recognise and reward cultural capital, whereby teachers and other individuals in the educational system misinterpret a child’s cultural capital as actual academic brilliance and hence encourage upwardly biased ideas of these children. In turn, these biases contribute to the possible positive returns the children with cultural capital receive as fruit of these perceptions and preferential treatment (Jà ¦ger, 2011). We could say that individuals are not academically stronger because their cultural capital has in some way affected their academic prowess but rather because their cultural capital sets them apart in terms of how their educators view them. This altered view, somehow induces preferential treatment from their teachers and peers which strengthens their academic development. Research has consistently found that participation in extra-curricular activities has had a somehow positive effect on academic achievement (Cheadle 2008; Covay and Carbonaro 2010; Lareau 2003). In terms of Jaeger’s research, he found that cultural capital has a causal direct effect of on academic achievement also, which is an important result due to the causality that is proven rather than merely an influence. Counterculture Analysis: Al Capone Counterculture Analysis: Al Capone Joey Hagel Al Capone was one of the most notorious leaders of a criminal syndicate in the 20th century (Biography). So how can Al Capones reputation as a gangster be interpreted as a counter culture? Firstly, a counter culture is a sub-culture that rejects the culture of the larger society (Thomas). Al Capone is notorious for his smuggling of alcohol during the Prohibition era (Biography). Establishing himself and the Chicago mafia as a counterculture (Biography). Alphonse Capone was an Italian immigrant living in New York at a young age (Biography). He dropped out of school during the sixth grade and joined Johnny Torrios street gang in New York City (FBI). After Johnny Torrio moved to Chicago Al Capone followed him there assuming the role as his right hand man (FBI). Torrio taught Capone the importance of an opulent and respectable front while running the businesses behind the scenes (Biography). Eventually Torrio retired giving the lead way for Al Capone to take charge after already establishing a fearsome reputation (FBI). It was the beginning of prohibition during the time Torrio retired and Capone took charge smuggling alcohol into the city conceiving the genesis of Capones fortunes (Biography). As a sign of his position Capone never walked around armed, he instead traveled with two bodyguards at all times (Biography). Capone eventually gained office in Cicero City after threatening voters with violence and kidnapped election workers (Biography). After the assassination of Capones mentor Johnny Torrio, Capone gained full titles as head of the mob, by owning Torrios nightclubs, whorehouses, breweries, and gambling dens and attaining a government position (Biography). After gaining power Capone was always out, unlike other gangsters, Capone was always well dressed and wanted to be viewed as a businessman (Biography). His bootlegging of whiskey and alcohol was making him rich, but a few incidents including the Valentines Massacre and the Adonis Club Massacre, Capone was blamed for these incidents but was never incarcerated due to lack of evidence (Biography). Finally, in October 1931 Capone was charged with tax evasion, but was never charged for smuggling alcohol (Berger). The Jury found him guilty on two misdemeanor and three felony counts (Berger). Capone was sent to Alcatraz until 1940 when he was released (Biography). The sociological perspective is a view that involves looking at social life in a scientific systematic way (Thomas). This view assists you in identifying the fact that all people are social beings, in finding a balance between personal desires and demands of your social environment, and in viewing your own life within a large social and historical context (Thomas). Using the sociological perspective one can develop a sociological imagination; which is the ability to understand your place in society and how your actions affect others in your society (Thomas). The actions of this counter cultural group has affected the American government immensely. Laws were changed due to the actions of the Chicago Mafia and Al Capone. By continuously smuggling alcohol into the cities of the United States and making a fortune for themselves, an amendment to the constitution was formulated in order to negate the amendment prohibiting alcohol (Constitution). This brought back the ability to sell liquor in the United States once again (Constitution). Not only that but they broke other important laws that brought attention to the government and fear to society (FBI). Ethnocentrism is the belief that ones culture is superior than other cultures (Thomas). Ethnocentrism is imminent in the larger society of America who restricts the sale of alcohol. Where Al Capone was smuggling and selling alcohol to the society that forbid the action to occur (Biography). The larger society of America established a law that prohibited the sale of alcohol in the United States (Constitution). Since the subculture, the Chicago Mafia, did not agree with the amendment they decided to sell the liquor illegally going against the norms of the larger society (Biography). So the larger society found this group as a counter culture for not only bootlegging alcohol, but for braking other laws and going against other norms as well. They have also murdered, ran a whorehouse, and frequently gambled (FBI). These actions have defied the laws that the larger society created and due to the attempt of their incarceration found themselves to be a more superior culture. Cultural relativism is judging a person with the standards of that persons culture not your own culture (Thomas). I believe that the Chicago Mafia acts the way they do because of the 18th amendment which prohibits the sale of alcohol (Constitution). Not only did they disagree with this they saw the opportunity to make profits off of this prohibition; which seemed to be quite fruitful considering Capone made millions of dollars (Biography). Due to the defying of these laws the U.S. government, or larger society, they attempted to incarcerate the people behind these crimes (FBI). Which brought on more crime from the Chicago Mafia involving murders and shootouts with cops (Biography). One of these shootouts resulted in the death of one of Capones brother which may have affected Capones choices of action during this time period (Biography). So due to the laws of the larger society, the Chicago Mafia made actions that defied these laws due to disagreement, desperation, and a chance at opu lence (Biography). Personally I agree with the philosophy of the sale of alcohol; although I do not agree with the direction of the actions that the Chicago Mafia underwent. I agree that the ethnocentric view from the larger society possessed its flaws through the prohibition of alcohol which could have made the government money instead Al Capone took advantage and made the profits for himself (FBI). I do not agree with the actions Capone took to have the ability to sell liquor (FBI). Some of those involving murders including some massacres (Biography). With a sociological imagination one can understand the emotions of the society Capone effected through his actions. Although by understanding cultural relativism one can understand Capones actions which involved the smuggling of alcohol into American cities (Biography). Through these sociological understandings one can understand the actions of the counter culture and the emotions and reactions of the larger society. Works Cited Al Capone. Biography.com. AE Networks Television, 03 Mar. 2016. Web. 11 Mar. 2017. Al Capone. FBI. FBI, 20 July 2016. Web. 11 Mar. 2017 Berger, Meyer. The New York Times. The New York Times, n.d. Web. 11 Mar. 2017. Eighteenth Amendment. Constitution. N.p., n.d. Web. 11 Mar. 2017. LaVerne, Thomas. Sociology. N.p., 2003. Textbook. 11 Mar. 2017.

Danger and Hope in the Information Age :: Philosophy Religion Essays

Danger and Hope in the Information Age Where can we find hope in today’s information age? To answer this question satisfactorily one must be clear as to its presupposition. To find hope in the information society means that there appears to be something wrong with it, so that one needs to search for hope in such a society. In this paper I would like to outline some of the perils of today's information society and to point out that, though the perils are real and very strong, we nonetheless can overcome them through concerted action which I shall outline in the sections to follow. In short, I would like to show that there is a realistic, practicable hope in today’s information society, but such a hope can never come into fruit without effort. Hope does not come through a total negation of the technology, nor does it come through a blind adherence to it. Rather realistic hope can obtain only through concerted effort to understand the implications and impact of the technology. As for the cultures of the Third Word, where the potential dangers of the technology appear grave, hope can come through strengthening of local resources and searches for ways to co-opt the technology and to adapt it into the cultures’ particular life-world. Human society is increasingly characterized by an increasingly pervasive use of technologies, notably among which are the information and communication technologies (ICT’s). Today in Bangkok one could hardly fail to be giant billboards exhorting commuters to log on the Internet and visit one web site or another. Name cards increasingly carry email addresses as well as personal web sites. In Thailand, new Internet cafà ©s spring up everyday like mushrooms in rainy season. Nowadays it is estimated that there are around four million people on the Internet in the country, up from just one or two million just a few months ago. These events and numbers are just superficial indicators of a deep change that is going on throughout the world. Technologies are obviously becoming more and more important, or at least they are becoming ubiquitous. Since there is no time in human history that this kind of profound pervasiveness of technologies, especially those connected with information and communication, occurs, human beings need to reflect and think hard about what kind of life, what kind of society we as a species are creating. This thinking calls for a bold vision and an imaginative construction of possible scenarios more than ever before, since the situation we are facing is totally new and we cannot rely solely on lessons of the past. We cannot just compare the current situation to a historical event in order to

The Sedition Act of 1798 :: history

The Sedition Act of 1798 For the first few years of Constitutional government, under the leadership of George Washington, there was a unity, commonly called Federalism that even James Madison (the future architect of the Republican Party) acknowledged in describing the Republican form of government-- à ¿ And according to the degree of pleasure and pride we feel in being republicans, ought to be our zeal in cherishing the spirit and supporting the character of Federalists.à ¿ Although legislators had serious differences of opinions, political unity was considered absolutely essential for the stability of the nation. Political parties or factions were considered evil as à ¿Complaints are everywhere heard from our most considerate and virtuous citizens, equally the friends of public and private faith, and of public and personal liberty, that our governments are too unstable, that the public good is disregarded in the conflicts of rival parties, and that measures are too often decided, not according to the rules of justice and the rights of the minor party, but by the superior force of an interested and overbearing majorityà ¿Ãƒ ¿ Public perception of factions were related to British excesses and thought to be à ¿the mortal diseases under which popular governments have everywhere perished.à ¿ James Madison wrote in Federalist Papers #10, à ¿By a faction, I understand a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community.à ¿ He went on to explain that faction is part of human nature; à ¿that the CAUSES of faction cannot be removed, and that relief is only to be sought in the means of controlling its EFFECTS.à ¿ The significant point Madison was to make in this essay was that the Union was a safeguard against factions in that even if à ¿the influence of factious leaders may kindle a flame within their particular States, [they will be] unable to spread a general conflagration through the other States.à ¿ What caused men like Thomas Jefferson and James Madison to defy tradition and public perceptions against factions and build an opposition party? Did they finally agree with Edmund Burkesà ¿ famous aphorism: à ¿When bad men combine, the good must associate; else they will fall, one by one, an unpitied sacrifice in a contemptible struggle?à ¿ Did the answer lie in their opposition with the agenda of Alexander Hamilton and the The Sedition Act of 1798 :: history The Sedition Act of 1798 For the first few years of Constitutional government, under the leadership of George Washington, there was a unity, commonly called Federalism that even James Madison (the future architect of the Republican Party) acknowledged in describing the Republican form of government-- à ¿ And according to the degree of pleasure and pride we feel in being republicans, ought to be our zeal in cherishing the spirit and supporting the character of Federalists.à ¿ Although legislators had serious differences of opinions, political unity was considered absolutely essential for the stability of the nation. Political parties or factions were considered evil as à ¿Complaints are everywhere heard from our most considerate and virtuous citizens, equally the friends of public and private faith, and of public and personal liberty, that our governments are too unstable, that the public good is disregarded in the conflicts of rival parties, and that measures are too often decided, not according to the rules of justice and the rights of the minor party, but by the superior force of an interested and overbearing majorityà ¿Ãƒ ¿ Public perception of factions were related to British excesses and thought to be à ¿the mortal diseases under which popular governments have everywhere perished.à ¿ James Madison wrote in Federalist Papers #10, à ¿By a faction, I understand a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community.à ¿ He went on to explain that faction is part of human nature; à ¿that the CAUSES of faction cannot be removed, and that relief is only to be sought in the means of controlling its EFFECTS.à ¿ The significant point Madison was to make in this essay was that the Union was a safeguard against factions in that even if à ¿the influence of factious leaders may kindle a flame within their particular States, [they will be] unable to spread a general conflagration through the other States.à ¿ What caused men like Thomas Jefferson and James Madison to defy tradition and public perceptions against factions and build an opposition party? Did they finally agree with Edmund Burkesà ¿ famous aphorism: à ¿When bad men combine, the good must associate; else they will fall, one by one, an unpitied sacrifice in a contemptible struggle?à ¿ Did the answer lie in their opposition with the agenda of Alexander Hamilton and the

Cameron Auto Parts Essay

1. Should Cameron have licensed McTaggart or continued to export? Cameron Auto Parts has many factors to consider when addressing the future of their company. While Cameron has had their eye on expanding internationally, they must also consider how using licensing, as opposed to say FDI, for international expansion will affect Cameron’s control of the business. Cameron is said to have close relationships with whom they do business with, and the lose of control and possible communication issues that come with allowing McTaggart in could harm Cameron’s relations with their clients. I believe that Andy has reason for concern with licensing out the work directly to McTaggart â€Å"on a silver platter.† However it can be just as risky to stick to exporting and paying off Cameron’s debts. Cameron seems to not have the specific market knowledge needed to expand internationally, or need to continue to run the risks of currency exchange and other exporting risks such as transportation costs. Additionally, the high investment required in expanding the exporting business locally could hurt future endeavors to expand internationally. Although Cameron has the capacity to expand their current plant, that is still a limited resource, whereas international expansion would allow for potential beyond their current space. While they could invest in a new plant or two-shift system, to have licensed with McTaggart is much easier to implement and greatly reduces Cameron’s risks. While exporting would eventually allow for economies of scale (seen in the estimated 20% reduction of production cost annually), expanding internationally with the flexible coupling will allow for an economies of scope with Cameron’s spread out assets. If profits are expected to increase with the flexible coupling, there is no reason to believe that meeting McTaggart’s demand first and then later investing in a new plant isn’t possible. 2. Was McTaggart a good choice for licensee? Yes McTaggart was a good choice as a licensee for many reasons. McTaggart is already deeply entrenched into their markets, and seem to have the kind of market knowledge that Cameron does not have. McTaggart also has the capacities to handle such an arrangement, as well as taking on the brunt of the financing themselves. Most importantly McTaggart was having proven success selling Cameron’s equipment, bringing in $4,000 in the first four months alone while not being able to keep up with demand. Additionally, technology flow-back and McTaggart’s excellent credit record were very appealing to Cameron. McTaggart also has a good reach, having several sales representatives outside of the UK. McTaggart holds a boasting reputation that has seen 130 years of business a high caliber sales force with a proven track record. McTaggart could pose some problems for Cameron as well. Currently McTaggart’s sales reach is limited, and perhaps Cameron could become more of an international player through other means. McTaggart also may have separate ideas from Cameron on how to generate sales, and their partnership is still a bit infantile. McTaggart’s most notable advantage though remains their excellent credit. Considering 59% of McTaggart’s total assets are tied into equity, their credit will remain very strong. McTaggart was also able to reach a staggering 1.5 million pound profit despite losing 9 million pounds in total sales, perhaps showing that a licensing opportunity with the flexible coupling can bring a surge into expected sales. McTaggart also seems willing to develop and this could call for future collaborations between the two. 3. Was the royalty rate reasonable? Did Cameron leave money on the table? I believe that Cameron could have gotten more out of the deal, but considering the tradition of 1.5% being a normal rate the deal is reasonable for both parties. McTaggart has already been paying an extreme amount of residual costs through importing, and by Cameron sharing their information they are greatly reducing what McTaggart could charge for their product. McTaggart was also able to help capitalize on a product already highly in demand, as  well as getting the training and insight from Cameron’s longtime experience in the industry. In return, Cameron is allowed to gain valuable insight on the UK market and is allowed to dip their feet into international operations. The real concern for Cameron is the relationship the two will have after the five-year contract is up. Once McTaggart has the necessary information and training from Cameron, will McTaggart still be fine with a deal that is traditionally higher than normal? Despite this future concern, Cameron still comes away with a $100,000 knowledge transfer fee and an initial royalty rate that is double the norm for the first million. In conclusion nothing will be able to beat the profitability of Cameron continuing to export. However, the knowledge and reduction of risk that comes through licensing is what makes a partnership with McTaggart so enticing. Through licensing Cameron will be able pay lower labor, import, and transportation costs as well as gaining invaluable information from a partner that has been a part of an international scene for a long time. Cameron also has plans to go public by 2007, and while allowing for McTaggart to have so much control could hurt the image of Cameron, it also allows for further brand and image recognition for potential stockholders. I believe Cameron’s plans for expansion are very ambitious and well found, but could perhaps benefit from more time to develop. McTaggart on the other hand is unable to keep up with demand, and with projected sales from flexible couplings only climbing it may be reasonable to hit the market that is proving to be more in need of the product. I believe that in a couple years Cameron will benefit from their market knowledge obtained from McTaggart and will be more ready to decide between expanding their current plant or tackling a bigger international project such as a JV or FDI.

Genre Theory Essay

Genres what are they, and why are they so important in the film industry? Genres a kind of label or category something people can base what place expectations or gain a general idea of what the film is about, and will be like. However most genres will likely have a sub genre According to Goodyknootz, B. , & Jacobs, C. P. (2014) Film: From watching to seeing (2nd ed. ) CH4. â€Å"Many genres also have a variety of related Subgenres with more narrowly defined formulas and expectations. † Having these smaller classifications set giving a mix of category, and expectations allows for a lot more unique variety. Some films can often mix 4 genres into a  single film allowing the creator the free use of his imagination, however even these films ultimately will fall into a major genre category. Unfortunately genres can also cause some people to often judge a film based on it’s genre, if they’ve seen a certain film that was a Western for instance that they did not particularity enjoy they will assume all films under this genre are not worth their time. As stated in Goodyknootz, B. , & Jacobs, C. P. (2014) Film: From watching to seeing (2nd ed. ) CH4. â€Å"It is not a preordained measure of quality, despite the way some film theorists and critics might dismiss a â€Å"genre†Ã‚  movie formulaic for serious dramatic analysis† despite this genres are very important, they label the films making it easier for viewers to find the sort of movie they are wanting the see at any giving time. These labels help people make decisions when picking a film to watch, either causing them to want or not want to view certain films based on its genre characterizations. When looking at specific genres they often have their reoccurring characteristics that immediately allow that film to fall into a specific genre, for example Westerns According to Goodyknootz, B. , & Jacobs, C. P. (2014) Film: From watching to seeing (2nd ed. ) CH4. â€Å"At its GENRE THEORY 3 simplest, a Western is a man and his horse, taking on the struggles of nature and his fellow man†. Most Westerns are set in a mainframe of 1800’s-1900’s giving them the wild untamed American frontier feel, and the main characters are often outlaws or underdogs, taking out the wild west. The most recent Western film I personally have seen was 3:10 to Yuma, this movie was about a small rancher and, Civil War veteran Dan Evans who was wounded losing his leg, now after the wars end is struggling to support his wife and children. When a wanted gang leader Ben Wade is captured in his area after robbing a stagecoach, he volunteers to escort the prisoner to the train station to make the 3:10 to Yuma for $200. As Dan Evans and the law men head to the train station his group is pursued by the Outlaw Ben Wades gang of dangerous outlaws. Being set shortly after the civil war 3:10 to Yuma this puts the story in a time frame where most of the west was still very unsettled, and untamed. This film also has many 1800’s style fire fights involving revolvers and single shot rifles, pitting the gunslinger gang of murderous outlaws  against the lawmen who fight to maintain order on the frontier, and Dan Wade who fights for his family. 3:10 to Yuma is not only a Western film but the main elements that made this film so good, and the reason I personally enjoyed it was to Drama driven story of how the Outlaw Ben Wade slowly becomes friends with Civil War vet Dan Evans. As the film progresses Ben starts to understand, and sympathize with Dan Evans situation of he lost his leg and how he feels useless in supporting his family as a cripple. Near the end of the film Ben Wade begins to help Dan  Evans with getting him to the train so Dan Evans can collect the $200 bounty promised by the GENRE THEORY 4 law men. When Dan Evans finally get Ben Wade to the train his is fatally shot by the pro-suing gang but not before his son see’s him getting Ben to the train allowing him to die a hero to his son. In the end to me genres and basic storyline are a very necessary thing for movies it allows you to have a basic understand of what you’re about to watch without ruining the plot before you have to chance to dive into the story, and get the enjoyment of a fresh story for yourself.

Proper Citation, Quotation and Referencing Using the Publication Manual of the Apa, 6th Edition

Running head: PROPER CITATION, QUOTATION AND REFERENCING Proper Citation, Quotation and Referencing Using The Publication Manual of the APA, 6th Edition Sample Paper Free Essays Biffy Wentworth University PROPER CITATION, QUOTATION AND REFERENCING Proper Citation, Quotation and Referencing Using The Publication Manual of the APA, 6th Edition Every student at some time in his or her college career will be called on to write a term paper for a course. Many students have never learned, or have not been taught, the proper form of citation, quotation and referencing using the Publication Manual of the APA. When students use citations incorrectly, they are running the risk that they are plagiarizing the author of the text that they are referencing in their paper. Whether these errors are intentional or unintentional, they are difficult to overcome. If the citations are incorrect, many of the facts stated and referenced in the paper may be incorrect as well. This will reflect poorly on the outcome of the student’s grade for the paper being reviewed. And that is unfortunate, since it is within the student’s grasp to review the Publication Manual of the APA for proper information regarding citations and uotations. In this way, the papers have the best opportunity to be well written, well cited and an interesting format for everyone involved in the process. The 6th Edition is the latest version of the manual of style, and it is a well written guide PROPER CITATION, QUOTATION AND REFERENCING for students to follow when completing their college level term papers and written assi gnments. Most professors at the college level, expect students to know how to use the Publication Manual of the APA to reference the citations and quotations used in the papers the students present on arious assigned topics. When the students are able to utilize the Publication Manual of the APA correctly, the papers are reflective of solid references and correct citations, and will most likely earn a higher grade than those that are submitted with incorrect citations and notations. Students who utilize the Publication Manual of the APA, 6th Edition are referencing the best source for correctly giving credit to the authors of the information used within their term papers and assignments. It is imperative that students give credit where credit is due, and that hey learn to follow the manual of style for giving credit to the copyrighted work of authors used in their term papers submitted for review and grading. Students will need to use primary sources when referencing work cited with in the body of the paper they are writing. For example, if a student is writing a paper on saving the polar bears, it will be important to get the best sources for the paper and to provide correct citations for those sources used. Before a student can cite a source, it is important to note that some sources are better than PROPER CITATION, QUOTATION AND REFERENCING others. Many students will use library sources or books as sources for their assignments. There are also a variety of sources available on the internet. It is critical that students understand what to use and not to use as references for internet sources. If a student wants to write a paper on saving the polar bears, using a Wikipedia or blog as a reference point is not the best idea. These sources are actually just the writer’s personal opinion, and will rarely be backed by credible information. Also, if the student goes to a website that has strong views for or against the topic, he or she may be using a biased site that is less than rofessional. The best websites to use for this type of project would be sites that are university based, have been peer reviewed, or are part of larger scientific studies on the polar bears and efforts to save their habitats. It is true that an encyclopedia source will have some information regarding polar bears, but it is better to review scientific st udies from accredited sources, such as National Geographic or other well known sites. Many references will be found, and if they are good sources, they can all be used since seven references are better than using only two for a term paper. PROPER CITATION, QUOTATION AND REFERENCING Once the student has reputable sources, and is developing the topic for the paper, it is time to think about the sources themselves. When students are using citations in a paper, it is crucial to give credit to the author. This may be a problem, since some sources do not have an author listed, are anonymous without an author noted. Other sources do not have page numbers, are missing the date the text was written, or are internet sources that appear to be professional but can’t be verified. At this point, the student will want to use the Publication Manual of the APA, th Edition to find the correct way to make the citation. The student will want to make the point he or she is making, in his or her own words, and use the source citation as back up to solidify that point. For example, if the student says that global warming is affecting the polar bear’s habitat, it is an empty statement without some professionally grounded proof o f the fact. Students can make a statement in their paper, and use their sources as proof of what they declare. These notations are put right in the body of the term paper to show that they haven’t just made up the facts, that they come from a reputable and rofessionally reviewed source. The student makes a statement, and should then follow it with a source within the body of the paper as proof. The scheme of events will look like this: student PROPER CITATION, QUOTATION AND REFERENCING statement, then proof (with citation in the body of the paper), statement, then proof. The reader will appreciate the proof as backup to the statements being made, and it makes the statements have more power to be backed up by professionals who agree with what is said. Citations can be paraphrased or quoted directly within the body of the paper. In fact, the Publication Manual of the APA states that when there are direct quotations, the information varies depending on whether using print or electric form. When citing print sources, give the â€Å"author, year, and page number in parentheses† (Publication Manual of the APA, 2010, p. 120). When students are paraphrasing, which means boiling down the phrases into their own words, the idea from the original source must also be given proper credit. This means that the student should correctly cite, and put quotations around the text that was used, so that the reader can go ack and find the citation and the context it was used in the original text. Students may also need to make a citation for secondary sources within the body of a term paper. A secondary source is when the author quotes someone else, and makes a citation within the text the student is quoting from. It is like a double quote, or a quote within a quote for the student interested in using the words that the a uthor got from someone else. If this is done, PROPER CITATION, QUOTATION AND REFERENCING the student needs to remember to put the secondary source in the reference listing too. A roperly cited secondary source would need to include the name of the original work, and the citation for the secondary source (Publication Manual of the APA, 2010, p. 247). The text citation will look like this: Gleason and McLurkin’s study (as cited in Tressel, Roger, 1990). If the student is interested in using quotation marks, special care needs to be taken to get it right. A double quotation mark should be used around direct quotes taken from a text. A single quotation mark is used â€Å"within double quotation marks to set off material that is in the original source† (Publication Manual of the APA, 2010, p. 119). The student can use a block of text if there are more than 40 words that are going to be used in the quote. For example, if the student wants to discuss a direct quote longer than 40 words, it would be separated like this, with no quotation marks necessary. The quotation should be indented five spaces from the left margin, in the same position as a new paragraph (Publication Manual of the APA, 2010, p. 117). It would be typed double space, just as the paper is typed, and should include the author’s last name and the publication date as an introduction to the quote. It should PROPER CITATION, QUOTATION AND REFERENCING nd with the page number noted so that the reader could find the original text if necessary. Johnson’s (1998) study on polar bears found the following: Polar bears live in the Northern Hemisphere only. They are great swimmers and they can outrun a man while on land. They have an average weight of one ton, and they eat several hundreds of pounds of fish a day . Polar bears have been known to kill off whole populations of indigenous seals in certain localities. They are known to hunt individually, preferring not to hunt in packs. They are so large that they often have been known to fall through solid ice platforms, which is never fatal. p. 114) This block of quoted text above would need to be cited at the end of the paper. The citation for this made up quote about polar bears may look like this citation below, and would be placed at the end of the paper under the References section. Johnson, Jeremy P. & Babush, Max R. (1998). The Complexities of Studying the Great Polar Bear in the Wild. Journal of Wildlife Sciences, 10(9), 114-127. Finally, if students are carful in their use of quoted materials and citations within their term papers, they will be good stewards of the words spoken by others that are used as reference. PROPER CITATION, QUOTATION AND REFERENCING In this way, their term papers will have valid ideas and thoughts backed up by facts from reputable sources. The reader will have a better understanding of the topic, and the subject matter will be clearer with correctly referenced works from experts in the fields they are writing about and studying. PROPER CITATION, QUOTATION AND REFERENCING References American Psychological Association. (2001). Publication Manual of the American Psychological Association, 5th Edition: Washington, DC: American Psychological Association.

Communication and Assisting Service Users

How to communicate and assist service users on how to do what they can not do After the handing over, we are assigned to service users in other to support them with their personal care needs. In the morning, i knock at the service users doors and say morning to prepare them to get ready for a wash. For those that are unable to have access to toilet facilities, i apply a manual handling by supporting them in movement from the bed to the toilet by using hoist or wheelchair which must be in good standard and for those who are able; I make sure they use the toilet.Communication comes in many ways, you can communicate with service users verbally, body language or eye to eye contact. The process of care and communication to provide a good care is something which should be carefully planned to meant to be helping the service user, it is very important to know the well being response to individual needs to provide right care that the service user benefit from and contribute to overall improv ement in care plan.So after providing the help for those who are able and unable to help themselves, I then give report in the hand over book to enable the staff taking over from me knows where problems are and how resident have been and what they need. This is where communication comes in, to instruct somebody to do something verbally or through hand written in the hand over book or care plan.During the process of personal care, some of the service users are very aggressive or they have a challenging behaviour response to the service you are rendering to them, you calm them down or go away for some minutes and then come back to them and make sure all these is written in the hand over book or your care plan for the staff to know what is happening and how to go about it.I also communicate with the service users while giving them a wash, i ask them if they had good sleep and also ask them for the colour or type of cloth he or she would like to wear. After washing and dressing up, i ta ke the resident to where he or she will sit for his or her breakfast. When is coming to food, every resident own identity to what they like or dislike. By following these, individual needs are met and these promote the well being of service user.That is open flexible approach. When dealing with service user’s food, the first thing you do is to wash your hand, make sure the area is clean, don’t forget to get your apron on and make sure you get to the service user according to their needs and you must write everything in the care plan or hand over book, how the service user ate and drink to enable the staff the well being of the service user.After all these, the activities of the day begins, some like watching television, playing ball, games, i even assist them in reading news papers and also chart with them. At the end of the day, I give reports on what has happen during the shift, things that need to be extra vigilant about and how the residents are generally in the bo ok of hand over and care plan.

The Return: Midnight Chapter 36

Matt broke a lot of traffic rules on the way to the Saitous'street. Meredith leaned on the console between the two front seats so that she could see the digital clock ticking down to midnight, and so that she could watch the transformation of Mrs. Flowers. At last her recently sane, sensible mind forced words out of her mouth. â€Å"Mrs. Flowers – you're changing.† â€Å"Yes, Meredith, dear. Some of it is due to the little present that Sage left for me. Some of it is my own wil – to return to the days when I was in my prime. I believe that this wil be my last fight, so I don't mind using al my energy in it. Fel ‘s Church must be saved.† â€Å"But – Mrs. Flowers – the people here – Well, they haven't always been – exactly nice – â€Å"Matt stammered his way to a stop. â€Å"The people here are like people everywhere,†Mrs. Flowers said calmly. â€Å"Treat them as you'd like to be treated, and things wil be fine. It was only when I'd let myself become a bitter, lonely old woman, always resentful of the fact that I had had to turn my home into a boardinghouse just to make ends meet, that people began to treat me – Well, at best as a loony old hag.† â€Å"Oh, Mrs. Flowers – and we've been such a bother to you!†Meredith found the words coming without her volition. â€Å"You've been the saving of me, child. Dear Stefan was the start, but as you can imagine, he didn't want to explain al his little differences to me, and I was suspicious of him. But he was always cordial and respectful and Elena was like sunlight, and Bonnie like laughter. Eventual y, when I dropped my hidebound barriers, so did you young ones. I won't say more about those who are present so as not to embarrass you, but you've done me a world of good.† Matt ran another stop sign and cleared his throat. Then, the steering wheel wavering slightly, he cleared his throat again. Meredith took over. â€Å"I think what Matt and I both want to say is†¦Well, it's that you've become very special to us, and we don't want to see you get hurt. This battle – â€Å" â€Å"Is a battle for al I hold dear. For al my memories. Back when I was a child and the boardinghouse was built – it was just a home, then, and I was very happy. As a young woman, I was very happy. And now that I have lived long enough to be an old woman – Well, besides you children, I Stillhave friends like Sophia Alpert and Orime Saitou. They are both healing women, and very good at it. We Stilltalk about different uses for my herbs.† Matt snapped his fingers. â€Å"That's another reason I was confused,†he said. â€Å"Because Dr. Alpert said that you and Mrs. Saitou were such good people. I thought she meant the old Mrs. Saitou – â€Å" â€Å"Who is not a ‘Mrs. Saitou'at all,†Mrs. Flowers said, almost sharply. â€Å"I have no idea what her name real y is – perhaps she is real y Inari, a deity gone bad. Ten years ago, I didn't know what made Orime Saitou suddenly so diffident and quiet. Now I realize that it began just around the time her ‘mother'moved in with her. I was quite fond of young Isobel, but she suddenly became – aloof – in an unchildlike way. Now I understand. And I am determined to fight for her – and for you – and for a town that is worth saving. Human lives are very, very precious. And now – here we are.† Matt had just turned onto the Saitous'block. Meredith took a moment to openly stare at the figure in the front passenger seat. â€Å"Mrs. Flowers!†she exclaimed. This made Matt turn to stare in his turn and what he saw made him clip a Volkswagen Jetta parked by the sidewalk. â€Å"Mrs†¦. Flowers?† â€Å"Please park now, Matt. You needn't cal me Mrs. Flowers if you don't want to. I have returned to the time when I was Theophilia – when my friends cal ed me Theo.† â€Å"But – how – why – ?†Matt stuttered. â€Å"I told you. I felt that it was time. Sage left me a gift that helped me change. An enemy beyond your powers to fight has arisen. I felt this back at the boardinghouse. This is the time that I have been waiting for. The last battle with the true enemy of Fel ‘s Church.† Meredith's heart actual y seemed ready to fly out of her chest. She had to be calm – calm and logical. She had seen magic many times. She knew the look of it, the feel of it. But frequently she had been too busy comforting Bonnie, or too worried about aiding Bonnie to take in what she was facing. Now, it was just her and Matt – and Matt had a stricken, stupefied look, as if he hadn't seen enough magic before. As if he might crack. â€Å"Matt,†she said loudly, and then even louder, â€Å"Matt!† He turned, then, to look at her, with his blue eyes wild and dark. â€Å"They'l kill her, Meredith!†he said. â€Å"Shinichi and Misao – you don't know what it feels like†¦Ã¢â‚¬  â€Å"Come on,†Meredith said. â€Å"We have to make sure that it doesn't kil her.† The dazed look passed from Matt's eyes. â€Å"We have to do this,†he agreed simply. â€Å"Right,†said Meredith, final y releasing him. Together they got out of the car to stand by Mrs. Flowers – no, by Theo. Theo had hair that hung almost to her waist; so fair that it looked silver in the moonlight. Her face was – electrifying. It was young; young and proud, with classic features and a look of quiet determination. Somehow during the drive, her clothes had changed too. Instead of a coat covered with bits of paper, she was wearing a sleeveless white gown that ended in a slight train. In style, it reminded Meredith a little of the â€Å"mermaid†dress she herself had worn when going to a bal in the Dark Dimension. But Meredith's dress had only made her look sultry. Theo looked†¦magnificent. As for the Post-it Note amulets†¦somehow the paper had disappeared and the writing had grown enormously, changing into very large scrawls that wrapped around the white gown. Theo was literal y swathed in haute couture arcane protection. And although she was reed slender, she was tal . Tal er than Meredith, tal er than Matt, tal er than Stefan, wherever he was in the Dark Dimensions. She was this tal not only because she had grown so much, but because the train of her dress was just brushing the ground. She had entirely overcome gravity. The whip, Sage's present to her, was coiled into a circle attached to her waist, shining as silver as her hair. Matt and Meredith simultaneously closed the SUV's doors. Matt left the engine running for a quick getaway. They walked around the garage so that they could see the front of the house. Meredith, not caring what she looked like or whether she seemed cool or in control, wiped her hands, one and then the other, on her jeans. This was the stave's first – and possibly only – true battle. What counted was not appearance, but performance. Both she and Matt stopped dead when they saw the figure standing at the bottom of the steps in front of the porch. It was no one they could identify from the house. But then the crimson lips opened, the delicate hands flew up to cover them, and wind-chime laughter came from somewhere behind the hands. For a moment they could only stare, fascinated, at this woman who was dressed al in black. She was ful y as tal as Theo, ful y as slender and graceful, and she was floating equal y high off the ground. But what Meredith and Matt were staring at was the fact that her hair was like Misao's or Shinichi's – but reversed. Whereas they had black hair with a crimson fringe on the bottom, this woman had crimson hair – yards and yards of it, with a black fringe al around it. Not only that, but she had delicate black fox ears emerging from the crimson hair, and a long sleek crimson tail, tipped with black. â€Å"Obaasan?†Matt gasped in disbelief. â€Å"Inari!†Meredith snapped. The lovely creature didn't even look at them. She was staring at Theo in contempt. â€Å"Tiny witch of a tiny town,†she said. â€Å"You've used nearly al your Power just to stand up to my level. What good are you?† â€Å"I have very smal Powers,†Theo agreed. â€Å"But if the town is worthless, why has it taken you so long to destroy it? Why have you watched others try – or were they all your pawns, Inari? Katherine, Klaus, poor young Tyler – were they your pawns, Kitsune Goddess?† Inari laughed – Stillthat chiming, girlish giggling, behind her fingers. â€Å"I don't need pawns! Shinichi and Misao are my bond-servants, as al kitsune are! If I have left them some freedom, it has been so they can get experience. We'l go on to larger cities now, and ravage them.† â€Å"You have to take Fel ‘s Church first,†Theo said steadily. â€Å"And I won't let you do that.† â€Å"You Stilldon't understand, do you? You are a human, with almost no Power left! Mine is the largest star bal in the worlds! I am a Goddess!† Theo lowered her head, then lifted it to look Inari in the eyes. â€Å"Do you want to know what I think the truth is, Inari?†she said. â€Å"I think that you have come to the end of a long, long, but not immortal life. I think you have dwindled so that at last you need to use a great deal of Power from your star bal – wherever it is – to appear this way. You are a very, very ancient woman and you have been setting children against their own parents, and parents against children across the world because you envy the children's youth. You have even come to envy Shinichi and Misao, and let them be hurt, as revenge.† Matt and Meredith looked at each other with wide eyes. Inari was breathing rapidly, but it seemed she couldn't think of anything to say. â€Å"You've even pretended to have entered a ‘second childhood'to behave girlishly. But none of it satisfies you, because the plain, sad truth is that you have come to the end of your long, long lifetime – no matter how great your Power. We must al take that final journey, and it is your turn now.† â€Å"Liar!†shrieked Inari, looking for a moment more glorious – more radiant than before. But then Meredith saw why. Her scarlet hair had actual y begun to smolder, framing her face in a dancing red light. And at last she spoke venemously. â€Å"Well, then, if you think this is my last battle, I must be sure to cause al the pain I can. Starting with you, witch.† Meredith and Matt both gasped. They were afraid for Theo, especial y as Inari's hair was braiding itself into thick ropes like serpents that floated around her head as if she were Medusa. The gasps were a mistake – they attracted Inari's attention. But she didn't move. She only said, â€Å"Smel that sweet scent on the wind? A roast sacrifice! I think the result wil be oishii – delicious! But perhaps you two would like to speak to Orime or Isobel one last time. I'm afraid they can't come out to see you.† Meredith's heart was pounding violently in her throat, as she realized that the Saitous'house was on fire. It seemed as if there were several smal fires burning, but she was terrified at the implication that Inari had already done something to the mother and daughter. â€Å"No, Matt!†she cried, grabbing Matt's arm. He would have charged straight at the laughing black-clad woman and tried to attack her feet – and seconds were invaluable now. â€Å"Come help me find them!† Theo came to their aid. Drawing up the white bul whip, she whirled it once around her head and cracked it precisely on Inari's raised hands, leaving a bloody gash on one. As a furious Inari turned back to her, Meredith and Matt ran. â€Å"The back door,†Matt said as they careered around the side of the house. Up ahead they saw a wooden fence, but no gate. Meredith was just considering using the stave to pole-vault, when Matt panted, â€Å"Here!†and made a cradle of his hands for her to step into. â€Å"I'l boost you over!† Meredith hesitated only an instant. Then, as he skidded to a stop she jumped to place one foot in his inter-locked fingers. Suddenly she was flying upward. She made the most of it, landing, catlike, on the fence's flat top, and then jumping down. She could hear Matt scrambling up the fence as she was suddenly surrounded by black smoke. She jumped backward three feet and yel ed, â€Å"Matt, the smoke is dangerous! Get low; hold your breath. Stay outside to help them when I bring them out!† Meredith had no idea whether Matt would listen to her or not, but she obeyed her own rules, crouching low, breath held, opening her eyes briefly to try to find the door. Then she almost jumped out of her skin at the sound of an axe crashing into wood, of wood splintering, and of the axe crashing again. She opened her eyes and saw that Matt hadn't listened to her, but she was glad because he'd found the door. His face was black with soot. â€Å"It was locked,†he explained, hefting the axe. Any optimism Meredith might have felt splintered like the door as she looked inside and saw only flames and more flames. My God, she thought, anyone in there is roasting, is probably dead already. But where had that thought come from? Her knowledge or her fear? Meredith couldn't just stop now. She took a step into searing heat and shouted, â€Å"Isobel! Mrs. Saitou! Where are you?† There was a weak, choking cry. â€Å"That's the kitchen!†she said. â€Å"Matt, it's Mrs. Saitou! Please go get her!† Matt obeyed, but threw over his shoulder, â€Å"Don't you go farther in.† Meredith had to go farther in. She remembered very well where Isobel's room was. Directly under her â€Å"grandmother's.† â€Å"Isobel! Isobel! Can you hear me?†Her voice was so low and husky from smoke that she knew she had to keep going. Isobel might be unconscious or too hoarse to answer. Meredith dropped to her knees, crawling on the ground where the air was slightly cooler and more clear. Okay. Isobel's room. She didn't want to touch the door handle with her hand, so she wrapped her T-shirt around it. The handle wouldn't turn. Locked. She didn't bother to investigate how, she simply turned around and mule-kicked the door right beside the handle. Wood splintered. Another kick, and with a wooden scream the door swung free. Meredith was feeling dizzy now, but she needed to see the entire room. She took two strides in, and – there! Sitting up on the bed in the smoky, hot, but otherwise scrupulously tidy little room was Isobel. As Meredith neared the bed she saw – to her fury – that the girl was tied to the brass headboard with duct tape. Two slashes of the stave took care of that. Then, amazingly, Isobel moved, raising a blackened face up to Meredith's. That was when Meredith's fury peaked. The girl had duct tape across her mouth, to prevent her from making any cry for help. Wincing herself to show that she knew this was going to be painful, Meredith grasped the duct tape and stripped it off. Isobel didn't cry out; instead she took in lungful after lungful of smoky air. Meredith stumbled toward the closet, snatched two identical-looking white shirts, and swerved back to Isobel. There was a ful tumbler of water right beside her, on the nightstand. Meredith wondered if it had been put there deliberately to increase Isobel's agony, but she didn't hesitate to use it. She gave Isobel a quick sip, took one herself, and then soaked each shirt. She held one over her own mouth and Isobel mimicked her, holding the wet shirt over her nose and mouth. Then Meredith grabbed her and guided her back to the door. After that it simply became a nightmare journey of crawling and kneeling and choking, pul ing Isobel with her al the time. Meredith thought it would never end, as each inch forward became harder and harder. The stave was an unbearable weight to heave along with her, but she refused to let go of it. It's precious, her mind said, but is it worth your life? No, Meredith thought. Not my life, but who knows what else wil be out there if I get Isobel into the cool darkness? You'l never get her there if you die because of – an object. It's not an object! Painful y Meredith used the stave to clear some smoldering debris from her path. It belonged to Grandpa in the time when he was sane. It fits my hand. It's not just a thing! Have it your own way, the voice said, and disappeared. Meredith was beginning to run into more debris now. Despite the cramping in her lungs, she was sure that she could make it out of the back door. She knew there should be a laundry room on her right. They should be able to feel a space there. And then suddenly in the dark something reared up and struck her a blow on the head. It took her dimming mind a long time to come up with a name for the thing that had hurt her. Armchair. Somehow they'd crawled too far. This was the living room. Meredith was flooded with horror. They'd gone too far – and they couldn't go out the front door into the midst of magical battle. They would have to backtrack, and this time make sure to find the laundry room, their gate to freedom. Meredith turned around, pul ing Isobel with her, hoping the younger girl would understand what they had to do. She left the stave on the burning living room floor. Elena sobbed to get her breath, even though she was al owing Stefan to help her now. He ran, holding Bonnie by one hand and Elena by the other. Damon was somewhere in front – scouting. It can't be far now, she kept thinking. Bonnie and I both saw the brightness – we both did. Just then, like a lantern put into a window, Elena saw it again. It's big, that's the problem. I keep thinking we should reach it because I have the wrong idea of what size it is in my mind. The closer we get, the bigger it gets. And that's good for us. We'l need a lot of Power. But we need to get there soon, or it could be al the Power in the universe and it won't matter. We'l be too late. Shinichi had indicated that they would be too late – but Shinichi had been born a liar. Still, surely just beyond that low branch was†¦ Oh, dear God, she thought. It's a star ball.