Princess de Cleves , Tartuffe, Nathan the Wise: a study of Irony Essay

In Princess de cleves which is believed to be written by Madam La Fayette irony has been used to describe the heroine who is torn between her duty and love. While her heart is passionate about her lover, her sense of duty towards her husband and above all the societal norms forbade her to do so. In the very first scene the writer describes about the splendor and magnificence of the court of Henry II ,it is inhabited by beautiful ladies and handsome gallants. The heroine gets impressed by it but her mother warns her against false appearances because she knows that outwardly these people are attractive but inwardly they are all jealous of each other. â€Å"If you judge by appearances in this place†¦you will often be deceived, because what appeals to be the case hardly ever is. †(Introduction, Princess de cleves by Penguin Classics pg. 4). Here we see a form of situational irony because the princess takes the outward appearances of people to be their true self while they are quite contrary to it. Again when she refuses to see Nemours but he is brought to her room by her own husband; it is a dramatic irony for the husband who is unaware that Nemours is his wife’s lover. Princess de Cleves questions the false norms of the society which demand that princess should follow the path of duty while heart yearns for love. Her world is ruined by her passion but throughout the novel she pretends that she is in control of her life. In the end her mother’s words: ‘what appeals to be the case hardly ever is’ are applicable to her as well. Jazz 2 Tartuffe, a comedy by Moliere mocks at the people who are befooled by hypocrites in the name of religion. In Act I when Orgon returns home, he asks his maid Dorine about the news of the family, Dorine reports that Madam was down with fever and headache but Orgon is more concerned about his ‘friend and mentor’ Tartuffe’s health. Dorine reports that he is well but Orgon says that he is a ‘poor man. ’ The dialogue continues and Dorine reports that Madam could not take her supper nor could she sleep but Tartuffe ate up two patridges and half a leg of mutton and slept quite well Orgon again calls him ‘poor man. ’ We experience a verbal irony in the following comment by Dorine â€Å"they are both doing well and I’ll go straightway and inform my mistress how pleased you are at her recovery. †( by Wilbur ActI , Scene II) In the next scene when Orgon is talking to Cleante , he says that Tartuffe has totally transformed him and now he has no love for his wife, children or mother he can even see them dying without caring a snap to which Cleante replies â€Å"Your feelings are humane , I must say brother! †( by Wilbur ActI , scene VI). Here we see a verbal comedy because Cleante actually means it is ‘inhuman’. Through the irony in this play Moliere emphasizes that people should not be gullible to religious zealots, as Cleante says that wise men ‘do not make noise of their deeds of honor’ and ones who do so are actually hypocrites fooling people. Jazz 3 In the poem Nathan the wise Lessing questions the reality of all the religions. When all the religions believe in God then why each considers his religion to be superior? This is itself an irony. In act III when Nathan appears before sultan Saladin he thinks that he will be asked to part with his money because he has been told by Al Hafi that sultan just wants to rob people and Nathan is just like any other trader who supplies him with money . On the contrary sultan asks him to answer his question –which religion is better or is preferred by Nathan because Sultan considers Nathan as a wise man who can answer his questions. This may be described as a form of structural irony where the unexpected thing happens . As Nathan says â€Å"I came prepared with cash-he asks truth. Truth? as if truth too were cash—a coin disu’d†( Taylor and Lewes, Act III). Lessing uses structural irony in Act IV when Friar tells Nathan that he is the same man who gave him the girl child. Nathan says that his own family was burnt alive by Christians but he brought up the Christian girl as his own child and looked after her lovingly. Friar is touched and says that Nathan is a true Christian. â€Å"Nathan you are a true Christian! Yes, by God† Nathan: â€Å"Heaven bless us! What makes me to you a Christian makes you to me a jew. †(Taylor and Lewes, act IV). Here they are praising again their own religions but fail to realize the oneness of their Gods. This poem gives a strong message that we have different religions and faiths and we consider our religion to be superior which teaches us to worship ‘our’ God but who , ironically is one . Works Cited Cave , Terence (translator) Princess de cleves Oxford world classics. UK (13 march ,2009) La Fayette. The Princess de Cleves Penguin classicsUK. (first published, March 1678) Lessing Ephraim Gotthold. Nathan the Wise translated by Taylor William And Lewes lee Charles, Leipzig 1868. (14 march 2009) Wilbur, Richard(translator) Tartuffe: comedy in five acts â€Å"A Harvest/HBJ book†( first published 1669)

Impact Of Attitude And Information

Abstraction: This survey investigated the effects of pupils ‘ attitude, instruction and larning methodological analysis on accomplishment in mathematical geometric building. The survey was carried out as a consequence of uninterrupted hapless public presentation in geometric building in Senior Secondary Schools, a 3 twelvemonth progressive educational plan in Nigeria. A purpose sample comprised of 35 Male and 27 Female pupils from two integral categories of different private secondary schools in the Lagos Mainland Local Government Area of Lagos State was used for the survey. A 28 ( 28 ) – point questionnaire titled, â€Å" Survey of Attitude to Mathematicss † ( SAM ) , to happen out the pupils ‘ attitude to mathematics by and large and geometric building in peculiar, and A 3- point word- job type, teacher made Mathematics Achievement Test in Geometric Construction ( MATGC ) instruments were used to carry on the survey. An experimental group was taught utiliz ing computing machine and based on constructivist theory of larning for a period of 12 contact hours over a period of 4 hebdomads. The responses of the questionnaires were subjected to descriptive analyses while the MATGC tonss were subjected to t-test, Pearson correlativity coefficient and arrested development analysis. Consequences revealed that attitude appeared to play a minimum function in accomplishment of geometric building in mathematics. In malice of divergent earlier findings on impact of instructional methodological analysis on accomplishment and attitude, this survey revealed the constructivist attack as a better attack in learning as it had a positive impact on accomplishment and attitude towards the subject. The survey farther revealed that male pupils performed better than female pupils. Deduction of all these findings calls for reappraisal of mathematics curriculum by inclusion of Assisted Delivery Method in learning geometric building in schools. A farther survey is recommended for rural and public school scenes as against the urban and private school scenes. It is besides recommended that an ADM attack be applied to other countries of mathematics where pupils perform ill. Keywords: Attitude, Computer, Constructivist TheoryIntroductionEducation, such a critical force and major participant in a state ‘s economic system, liberates the head and opens up broad chance to whoever acquires it. An educated people can utilize available technological developments to his/her advantage. Today the power of a state is determined non by its portion size of economic wealth but by its technological art. â€Å" The distinction, safety, and wellbeing of states have been entwined for centuries with the ability of their people to cover with sophisticated quantitative thoughts. Leading societies have commanded strong mathematical accomplishments to maintain them on the taking border in scientific discipline, medical specialty, and engineering ( National Mathematics Advisory Panel. Foundations for Success, 2008 ) . Despite the fact that some people do n't hold much preference for mathematics and see it as an highly hard topic, it is a necessity in all aspects of society. Two chief grounds for troubles of larning mathematics are the abstract construction of mathematics and instructors ‘ attempts to do pupils memorise the capable alternatively of assisting them internalise mathematical cognition ( Summers, 2006 ) . In add-on, math learning methods may hold a positive impact on pupils ‘ apprehension and public presentation in this capable country. Information Communication Technology ( ICT ) an country that has pervaded every aspect of human life with the command of computing machine applications giving a competitory border to persons in the school every bit good as occupation markets. ICT can be used to leverage instructional methods in the schools. Harmonizing to Chung ( 2004 ) who noted that mmethods of learning mathematics are founded upon and straight affected by the pedagogue ‘s probes of larning. Teachers must look into and utilize best instruction patterns to impact pupil larning. Computer-based instructions will no uncertainty be a utile method to present mathematical constructs most particularly those viewed as hard subjects. Performance is a map of attitude and ability. To get accomplishments, be it cognitive, affectional or otherwise one must be mentally and emotionally prepared. A incorrect attitude could turn a superb pupil who is capable of doing As into an mean pupils who achieves merely Bs and Cs. Despite the fact that mathematics is a nucleus capable taught at both the Junior and Senior Secondary degrees of Education in Nigeria, pupils continue to execute ill in this topic ( NPE, 2004 ) ; a topic described as the ‘queen of the scientific disciplines ‘ by the celebrated German mathematician Carl Friedrich Gauss. The Chief Examiners ‘ studies ( Nigeria ) of the West African Senior School Certificate Examination all said that pupil ‘s public presentation in mathematics continues to be hapless, but laid accent on geometric building as one of the countries where pupils performed ill ( May/June 1998, Nov/Dec 1998, Nov/Dec 2003 and Nov/Dec 2004, Table 1. ) . Reasons for this amongst others were attributed to: Poor appreciation of the inside informations needed for replying inquiries Insufficient borings and tutorials from instructors and deficiency of sufficient single assignments and undertaking The suggestions made for betterment were: Students should organize survey groups and exchange thoughts Students ‘ cognition of the basicss of English Language should be improved More drills and tutorials should be given by instructors. Sufficient single assignment and undertaking should be used to prosecute pupils. Year Campaigners ‘ Strengths Campaigners ‘ Failing May/June 1998 Logarithm Linear Equations Statisticss Linear EquationsGeometric buildingTrigonometry Coincident Equations Set Theory Nov/Dec 1998 Logarithm Statisticss Set TheoryGeometric buildingBearings Trigonometry Nov/Dec 2003 Statisticss Number bases Longitude and LatitudeGeometric buildingWord job on Inequalities Bearings Nov/Dec 2004 Probability Commercial Arithmetic Linear Equation Explicating Algebraic Expression Geometric Construction Bearings Set Theory Use of Four Figure tabular array â€Å" Table 1 † : Performance in subjects examined at the SSCE Examination The issues raised above and the fact that good cognition of geometric buildings ( The mathematics of the belongingss, measuring, and relationships of points, lines, angles, surfaces, and solids ) are of import foundations for pupils who will wish to foster their instruction in such countries as mathematics, technology, natural philosophies and other subjects under Science and Technology ( S & A ; T ) – an country of Education the Federal Government of Nigeria is passionate about its function in national development. These are what necessitated this survey.Purpose of the surveyThe intent of this survey was to: Investigate possible differences between the impact of traditional method of learning geometric building and the aided find method Show the importance of appropriate methodological analysis in teaching/learning, particularly in Mathematics. Look for any relationships between public presentation and instructional methods Investigate whether attitude and methodological analysis impact pupils ‘ public presentation in mathematical geometric building Suggest ways that can be used, to guarantee betterment in instruction of geometric building in mathematics.MethodologyResearch inquiriesDepartment of energies attitude play a function in accomplishment in geometric building in mathematics? What are the impacts of the traditional method of instruction and the aided find method on pupils ‘ accomplishment in mathematics geometric building? Does Gender hold any function in accomplishment in geometric building in mathematics?Research HypothesissStudents ‘ attitude will non significantly affect their accomplishment in geometric There is no statistically important difference between public presentation of computing machine and chalkboard groups There is no statistically important difference between male and female pupils in the combined dependant variables that make up the acquisition resultsDesign of the StudyThis survey made usage of both study and experimental designs, get downing with a study to find pupils ‘ attitude to mathematics by and large and geometric building in peculiar, followed by four hebdomads tutorials to two integral categoriesPopulation of the surveyThe population of the survey comprised the SS2 Students in Private Secondary Schools in Lagos State. ( Since Mathematics is compulsory )Sample and Sampling TechniquesThe sample size comprised of 62 pupils was used for the survey. These pupils were drawn from two indiscriminately selected Private Secondary Schools from a Local Government Area of Lagos State, one of the 36 provinces doing up Nigeria. The pupils were selected from integral SS2 categories in the schools comprising of 35 male and 27 female. There were 33 pupils from Science integral categor ies of one school and 29 pupils from Social Science integral categories ( Commercial ) of another school. The SS2 pupils in these schools had a pretest. The pretest books were graded out of 30marks. The average mark for a Social Science category was 9.45 while for the scientific discipline category it was 11.18. These agencies were used as benchmarks to sort the pupils into More Knowing Others ( MKO ) and Less Knowledgeable Others ( LKO ) . Any pupils hiting above the mean were classified as MKO while pupil hiting below the mean was classified as LKO. The scientific discipline category and societal scientific discipline categories were assigned as experimental and control group severally. The ground for this was that the schools where the scientific discipline sample was drawn had all the installations needed for computer-based instruction, such resources as computing machines, internet entree, changeless power supply, and a contributing research lab. Students could utilize the bundle at their free periods which afforded them the chance to make single farther work. The MKO and LKO were indiscriminately mixed in the category to accomplish a collaborative acquisition consequence ; the purpose of this randomisation was to neutralize all immaterial variables such as sex, personality, age, race, parents ‘ educational position, hapless nutrition, etc. that may impact the findings of this research work. However such step ining variables as fixed mathematics course of study, clip available after categories, decrease in attending and assimilation which may be due to tire after normal school hours could non be controlled.Research InstrumentsThe research instruments used were: Twenty-eight point questionnaire titled â€Å" Survey of Attitude to Mathematicss † ( SAM ) to happen out pupils ‘ attitude toward mathematics by and large and geometric building in peculiar. And A three-item word-problem type, teacher made Mathematics Achievement Test in Geometric Construction ( MATGC ) was administered as a pre trial to command and experimental group for classification of the MKO and LKO. The same trial was administered to both the control and experimental group as a station trial. The MATGC was drawn from past West African Examination Council ( WAEC ) , Secondary School Certificate Examination ( SSCE ) inquiries ( 1998-2008 ) . The pick of WAEC, SSCE inquiries was based on the fact that they are standardised trial inquiries which had already undergone cogency and dependability trials by WAEC. It is besides the scrutiny the pupils will take at the completion of their Senior Secondary Education.Method of Data CollectionThe pupils were divided into two groups, a control and experimental group. The SAM was administered to both groups by the research worker with the aid of the mathematics instructors of the categories used. The pupils were encouraged to reply a ll inquiries in the questionnaire while the benefits that will accrue from the research were clearly explained to them. Deduction of non replying all inquiries in the questionnaire was besides explained to them. The Students were given codifications alternatively of utilizing their names to conceal their individuality in order to promote them to take part in the research. These codifications were written on the single Survey of Attitude to Mathematics ( SAM ) . Method of informations aggregation for the MATGC: The three-item trials were administered to the experimental and control group with the aid of their category instructors. The engagement of the instructor was necessary if the pupil will take the research earnestly and for meaningful informations aggregation. The same designation codification used for the SAM by an single pupil was used for the MATGC. This enabled the research worker to fit the documents of the pupils together. The pretest books were graded out of 30 Markss utilizing a marker usher which was developed and used for rating the trial. The tonss were analyzed in order to place the More Knowing Others ( MKO ) and Less Knowledgeable Others ( LKO ) in the experimental group. A mark above the experimental group category mean ( Mean=7.58 ) qualified a pupil for MKO class while a mark less than the average qualifies a pupil for LKO. The MKO and LKO were made to sit alternately in their several categories to accomplish the collaborative acquisition consequence ; the purpose of this randomisation was to neutralize all immaterial variables such as sex, personality, age, race, parents ‘ educational position, hapless nutrition etc that may impact the findings of this research work. However, such intervening variables as fixed mathematics course of study, clip available after categories, decrease in attending and assimilation which may be due to tire after normal school hours could non be controlled. The two groups of pupils ( i.e. the experimental and command groups ) were now taken through a four hebdomads learning of one hr per twenty-four hours for every other twenty-four hours ( i.e. Mondays, Midweeks and Fridays ) . Classs were conducted after the stopping point of the regular categories, which was designed to take attention of non interrupting the normal mathematics categories and seting those taking portion in the experiment at a disadvantage. The research worker took the experimental groups while the controlled groups were taken by their single mathematics instructor who had been before taught how to utilize the lesson program drawn up by the research worker. The entire figure of contact period came to three hours a hebdomad and a sum of 12 hours for the full period of learning. Consent from school authorization and parents had been antecedently sought. Students in the experimental group were taught utilizing the ADM method, a collaborative-based group learning utilizing the computing machine. The ADM was an cyberspace based geometric building tutorial developed by John Page on hypertext transfer protocol: //www.mathopenref.com/ . The pick of this bundle is the simpleness with which it taught geometric building, utilizing lifes and graphical illustration. Students of the experimental group have entree to computing machines and to the bundle at school during their free periods or if they have internet entree at place thereby larning further on their ain. The bundle is synergistic, provides good visual image for the pupils, it is free for all users, intriguing and captivates the pupils ‘ involvement. It hence provides good apprehension for pupils. Students were now required to execute buildings affecting angle 750, 150O, 1050 angles. Any angle which are non basic have to undergo some uses such as add-on or minus. This was the major jobs the pupils faced. At this point they were allowed to join forces in add-on the MKO were to help the LKO to acquire to a point they could use the construct and build the assorted angles on their ain. The control groups who were taught by their several instructors were taught utilizing the chalkboard, chalkboard compass, and swayer as a medium of direction. They were taught how to build basic angles, , how to bisect angles, buildings affecting angle 750, 150O, 1050, i.e angle which have to undergo some uses such as add-on or minus. No coaction was allowed in this group. Drills and assignments were given to both the experimental and control groups at the terminal of each contact period, while two group undertakings were given to both groups after the terminal of the contact periods. The SAM and the MATGC were now administered to the control and experimental group as station intervention. The responses to SAM and the trial documents were collected, scored and analyzed.Method of Data AnalysisAll informations gathered were organized and analyzed utilizing the undermentioned stairss. The responses from the pre and station SAM were placed against the four- point Likert Scaling, Strongly Agree ( SA=4 ) , Agree ( A=3 ) , Strongly Disagree ( SD=2 ) and Disagree ( D=1 ) for positive statements while the points were reversed for negative statements i.e. ( SA=1 ) , ( A=2 ) , ( SD=3 ) ( D=4 ) . Descriptive analyses was used for the SAM. There were no uncomplete responses to any questionnaire since the filing of the questionnaire was closely monitored by the research worker to guarantee all inquiries were answered by pupils. The MATGC was scored out of 30 Markss utilizing a marking strategy. The pre and station tonss from MATGC were subjected to Pearson Correlation coefficient analysis for variables that can be ranked and ordered, e.g public presentation and attitude, while t-test statistics was used for variables with no order such as relationship between attitude and instructional method while relationships amongst multiple variables such as attitude, public presentation and methodological analysis were subjected to multivariate analysis of discrepancy ( MANOVA ) . Arrested development analysis was besides used to happen out the part of each of the independent variables to the dependent variables. All hypotheses were tested at 0.05 degree of significance.FindingssIn this research, three research inquiries and four hypotheses were posed. The consequences of the pre-test and post-test of MATGC were analyzed utilizing agencies, standard divergence ( S.D ) , t-test statistics. All hypotheses were tested at 0.05 degree of significance. A p- value ( deliberate value ) & lt ; than 0.05 leads to rejection of the void hypothesis, otherwise it is accepted. HYPOTHESIS I- Students ‘ Attitude will non significantly affect their accomplishment in geometric building Table1a: The Pearson correlativity between attitude and accomplishment before interventionVariablePre-Attitude markPre-Achievement markPearson correlativity ( R ) 1.000 0.038 P – value 0.684 Nitrogen 62 62Pre – Accomplishment markPearson correlativity ( R ) 0.038 1.000 P – value 0.684 Nitrogen 62 62 Table1b The Pearson Correlation between Attitude and Achievement after interventionVariablePost-Attitude markPost-Achievement markPost attitude mark Pearson correlativity ( R ) 1.000 0.005 P – value 0.955 Nitrogen 62 62Post – Accomplishment markPearson correlativity ( R ) 0.005 1.000 P – value 0.955 Nitrogen 62 62 From Table 1a above, the Pearson-correlation coefficient between accomplishment mark and the attitudinal mark before intervention was positive but weak ( r=.038 ) . The p-value which is the important value of correlativity between the two variables ( pre- accomplishment mark and pre-attitudinal mark ) is r=0.684 which was greater than 0.05 demoing that the correlativity was non important before intervention. From Table 1b shows the Pearson-correlation coefficient between accomplishment mark and the attitudinal mark after intervention ( r=.005 ) , which was positive but weaker than earlier intervention, while the p-value which is the important value of correlativity between the two variables ( post accomplishment mark and station attitudinal mark ) was p=0.955. The values showed a farther weakening of the relationship between attitude and public presentation. Since this is greater than 0.05 i.e P & gt ; 0.05, it follows that the correlativity was non important. Therefore there was no important relationship between the station accomplishment mark and station attitudinal mark. The attitude of pupils hence did non significantly affect their accomplishment in geometric building. HYPOTHESIS II- There is no statistically important difference between public presentation of computing machine and chalkboard groups. Table 2a: T-test analysis of pretest tonss for control ( Blackboard ) and experimental groups Treatment group Nitrogen Mean S.D df tcalc p-value Experimental Group 33 8.58 6.37 60 1.634 0.108 Control Group 29 6.17 5.02 Table 2b: T-test analysis of station -test tonss for control and experimental groups Treatment group Nitrogen Mean S.D df tcalc p-value Experimental Group 33 11.18 8.59 60 0.932 0.355 Control Group 29 9.45 5.48 The pre-test as shown in table 1a above, the mean of the experimental group ( = 8.58 ) is higher than that of the control group ( = 6.17 ) . The p-value which is the important value shows that the difference is non important ( p & gt ; 0.05 ) . The hypothesis is hence upheld for the pretest. Table 2b presents the post-test tonss and the t-test analysis which showed that the experimental group maintained the lead with a mean of 11.18 over the control group with a mean of 9.45. The t-test analysis shows that the important value of 0.355 is besides greater than 0.05. Again, the hypothesis is upheld in the station trial tonss. In drumhead, from the tabular arraies 2a and 2b above, the experimental group ( computing machine group ) performed better in both the pre and station trials than the control group as evidenced by the agencies ; but the difference in the average public presentations of the two groups is non important. It so follows that the impact of the computing machine assisted direction is non noticeable. HYPOTHESIS III: There is no statistically important difference between male and female pupils in the combined dependant variables that make up the acquisition results Note: The variables that make up the acquisition outcomes in this survey are Students ‘ accomplishment ( tonss ) in geometric building scrutiny. Students ‘ attitude to geometric building. A one-way between groups Multivariate Analysis of Variance ( MANOVA ) was performed to look into sex differences in larning results ( accomplishment and attitudes ) . Two dependent variables ( Achievement in geometric building scrutiny and attitude to geometric building ) were involved. The independent variable was gender. There was a statistically important difference between males and females on the combined dependant variable: F ( 2, 58 ) = 3.763, P = 0.029 ; with lambda = 0.885 ; Eta squared = 0.115. when the consequences for the dependent variables were considered individually utilizing 0.05 alpha degree of significance, the lone difference to make statistical significance was the accomplishment mark after intervention: F ( 1,59 ) = 6.713, P = 0.012 ; Basque Homeland and Freedom squared = 0.102. An review of the average tonss indicated that males reported higher tonss ( intend = 13.154, SD = 7.00 ) than females ( average = 8.457, S.D = 7.01 ) . HYPOTHESIS IV: There is no statistically important difference between computing machine and chalkboard groups in the combined dependant variables that make up the acquisition results. Note: The variables that make up the acquisition outcomes in this survey are ; Students ‘ accomplishment tonss in geometric building scrutiny. Students ‘ attitude to geometric building A one-way between groups Multivariate Analysis of Variance ( MANOVA ) was performed to look into differences in larning result ( achievement and attitudes ) . Two dependent variables ( Achievement in geometric building scrutiny and Attitude to geometric building ) were involved. The independent variable was instructional methodological analysis. There was no statistically important difference between computing machine and chalkboard groups on the combined dependent variables: F ( 2, 59 ) = 0.591, p=0.557 ; Wilks ‘ lamda = 0.980, Eta squared = 0.020. When the consequences of the dependent variables were considered individually, none of the differences reached statistical significance. An review of the average tonss indicated that the computing machine group performed better in both achievement tonss in geometric building scrutiny and attitude to geometric building than the chalkboard group. Below are the agencies and standard divergences. The Hypothesis is hence upheld that ther e is no significance difference between the two groups in the combined dependent variables. Dependent variable Group Mean S.D Achievement trial in geometric building Computer group 11.18 8.59 Blackboard group 9. 45 5.48 Attitude to geometric building Computer group 71.97 4.24 Blackboard group 70.76 10.13DiscussionThe credence of this hypothesis provides replies to the research inquiry, â€Å" Does Assisted Discovery Method of direction affect pupils ‘ accomplishment in geometric building positively † . The hypothesis may non be important and does non uphold Rosen ‘s ( 2007 ) survey on â€Å" Different Learning Environments Provide Different Learning Experiences † where he stated that overall constructivist acquisition environments are more effectual than traditional 1s, but to the contrary to outlooks, traditional scenes did non differ from constructivist 1s when traditionally-appropriate steps were used. The consequences of this probe were able to reply some of the research inquiries: What are the impact of the ADM and traditional method of learning on pupils ‘ accomplishment in mathematics geometric building? Harmonizing to hypothesis two, the mean and standard divergence of both the pre and station trial was non statistically important therefore there may non be any noticeable impact that instructional engineering had on public presentation of both the control and experimental group. The ADM attack nevertheless, harmonizing to hypothesis four revealed a better attack in footings of betterment in both accomplishment and attitude of the experimental group. There was merely a little impact in attitudinal alteration after the intercession from the experimental group. The ground for this could be attributed to the involvement pupils have in computer-based instruction as supported by earlier findings of ( Salami 2008 ) that pupils taught mathematics with computing machine engineeri ng achieved cognitively higher than those taught without computing machine engineering. Further research by Julia in ( Salami 2008 ) stated â€Å" computing machine tutorials, developing through World Wide Web etc can be a rewarding utile experience for pupils † . The Impact Gender played in attitude and public presentation to geometric building survey revealed that male ( average =13.154 ) as against female ( mean=8.457 ) performed better in geometric building than females. This may be topic specific as there are surveies to demo that mathematic public presentation is non gender particular.DecisionThis research has been able to demo that both the traditional method of direction and the computing machine based method plays an of import function in learning and larning.The deduction for this is a demand to:Deduction to PracticeStudents ‘ attitude is cardinal to larning and instructors should make all possible to instill in pupils the right attitude. ADM attack should be applied to other countries of mathematics where pupils perform ill.Deduction to PolicyBetter on mathematics curriculum by seting more accent on usage of Instructional AIDSs in instruction and acquisition. The accent should be on the usage and non which specific one as from this survey the attitude of pupils to whether traditional or computer-based was non important, but the impact of instructional method was noticeable in public presentation.More teacher preparation development plan in current instructional methodological analysisFemale pupils should be given more encouragement in larning mathematics.Further SurveiesA farther survey is recommended for rural and public school scenes as against the urban and private school scenes used for this survey.

Strategic Management planning and execution Essay

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Traditional male heterosexuality - Essay Example At the same time they were expected to be emotionally insensitive especially to intimate issues. Women were regarded as sex objects to bear children and serve the men while remaining to take care of the home. Role distribution between males and females was clear cut. As it is evident, changes have been first and swift. From the hardened and burly figure, the modern heterosexual has taken the level of manhood to the next level. Areas of operation originally seen as women zones have become a dominant resting place for the modern heterosexual man. To begin with, the present day man has shifted from the hardened burly to a soft sponge that is available for only pleasurable ventures. Men form the advertising sought after images, they do household chores, they intimately relate with both females and males, and they abuse drugs among other things that were detested by the traditional man. This leads to the position that man has changed from his rough nature to the soft one that is on show at present. Heterosexuality reflects sexual behavior, identity, and practices that indicate a desire or preference for the opposite gender. In terms of sexual orientation, heterosexuality is used in reference to a lasting mode of or character to practice affection, physical, sexual, or romantic attractions chiefly to people of the opposite sex. It can also refer to an individual sagacity of social and personal identity on the basis of those attractions, behaviors, and association in a group of people who subscribe them. The term typically applies to human beings. But it is also observed in respect to all mammals. There have arisen changes that have altered male behavior as reflected by the works of Palahniuk and Hollinghurst. The bodily deed of heterosexual fertilization is the only way of sexual reproductive potential in humans devoid of the use of recent guided reproductive technologies. The relations with romantic love plus

TOO LONG WILL EMAIL TO U Assignment Example | Topics and Well Written Essays - 1000 words

TOO LONG WILL EMAIL TO U - Assignment Example To be more explicit: life in Berlin and life in Poland. So settings might seem off as the writer of this paper has concentrated on Berlin and Auschwitz though they are interchanged in the book. The family characters are explained as if they hadn't left Berlin. Once they are in "OutWith", they each go through a major change in life. Bruno, a nine year old boy who knows nothing of the outside world, is the main character of the story. He has the quality of always telling the truth, being sincere, respecting adults, and never interrupting. His one goal in life is to be an explorer. This will be significant towards the end of the story. A parallel can be drawn from his life in Berlin, that he is a little soldier, he does as he is told without questioning why. He does not think, he just does. "Just settle into your new home and be good, that's all I ask. Accept the situation in which you find yourself and everything will be so much easier." (p53) His father is talking to him about his new house but his father could be any father in the camp talking to his child: the futility of the situation. A common idea goes through the book. Bruno is not happy to be leaving their house. His mother explains "Your father's job, you know how important it is don't you?' (p 3) Father is a very important man because the '"Fury" has something very important in mind for him.' (p 5,p50,) Bruno is not allowed in his office and must always follow orders. He is never touched or hugged. When father is given the new uniform, and is to be called Commandant, he becomes even more important and distant. He makes Bruno salute him as he raised without any physical contact. 'This is my important work. Important to the Fury.' (p 48) They were to stay in OutWith for the foreseable future. Mother spends her time supporting her husband's career. She entertains soldiers and even has the pleasure (sarcasm) of having a party for the "Fury" and the "Blond Lady". She is kind to the children and tries to expl ain that they should be proud of their father for all the work he does for the country. Little and little the reader sees how she doesn't like the fanatism of her husband. "Pavel, if the commandant asks who cleaned up Bruno's wound, we will say I did it" (p 85) Gretel is his sister who is two years older. She is the "Hopeless Case". Her personality in Berlin is a young adolescent who still likes playing with dolls. In their new home. When she walks in on Bruno and Maria, she shows a sign of being jealous and treats Maria with disrespect by dictating that she draws her a bath. "Why can't you draw yourself a bath? Because she is the maid and that is what she is here for.(p 82) She develops into a cold and heartless 13 year old who studies the movement of the German troops across Europe. Of all the characters she rapidly becomes a Nazi. Gretel is upset about having come to Auschwitz. She is lonely and the reader sees her playing with her dolls. In making friends with Lieutenant Kotler, she pretends she is older than she is and the Lieutenant becomes interested in her. When he loses interest, and she finds she has nothing to do, she gets rid of her dolls and starts analysing the German European advances by putting up map all across her room. Do her dolls

American history Essay Example | Topics and Well Written Essays - 1000 words - 4

American history - Essay Example The temperance movement was a culmination of growing religious and moral sentiments in the North. The main goal of the temperance movement according to Blocker, Tyrrell and Fahey was â€Å"to define and control alcohol consumption† (40). During the colonial era drinking was socially acceptable but in the nineteenth century it was found to be no longer respectable as it viewed as the cause of social evils. Alcoholism was often associated with evils such as domestic violence, poverty, crime, prostitution and poor health and as such needed to be regulated. The aim was not to ban drinking and eliminate the production of alcohol but to moderate its use as it was affecting the economic development. Later in the nineteenth century, the movement advocated for abstinence from drinking alcoholic beverages and this goal was achieved in 1920 when â€Å"manufacture, sale and transport of alcoholic beverages in the US and its possessions† was prohibited nationwide through the eightee nth Amendment to the US constitution (Blocker et al. 42). The first national organization responsible for temperance efforts was the American Temperance Society (ATS) founded in 1826. Women also played a great role in pushing for temperance reforms as they had moral influence. They did this through Woman’s Christian Temperance Union (WCTU) formed in 1874. Another organization that played crucial role in pushing for legislative agenda was the Anti-Saloon League of America (ASLA). It saw the passing of eighteenth Amendment although it was repealed in 1833. The Educational Reform movement was also prominent during this period. Education was viewed as the cause and solution of many problems in the society hence it was geared to solving current problems of each epoch. Reformers like John Dewey believed that the society could only be reformed through education reforms (Horn 42). According to Berube (99) and Horn (41-55) there were

The Controversy of college students use Ritalin and Adderal Research Paper

The Controversy of college students use Ritalin and Adderal - Research Paper Example The research establishes the risks of using Ritalin and Adderall illegally and recommends the establishment of strict laws to limit the illegal acquisition and use of prescription drugs in colleges. Thesis: The Ritalin and Adderall are the prescription drugs with the prescript. Even though it can help student focus on studying and get a good grade, it brings the risks of using that illegally. The policy maker should pass new stringent standards to limit getting those ADHD drugs in campus and prevent using those drugs illegally. In the recent past, the rate of using Ritalin and Adderall drugs within colleges has increased considerably causing a wide research about the possible effects of these drugs. Even though there are some high school students use the Ritalin and Adderall for their academic, the nonmedical use of those prescription stimulants is more rampant in college. According to the result of the research â€Å"Non-medical use of prescription stimulants among US college student†, 4.1% to 10.8% of college students were reported that using prescription stimulant nomadically during 2012. Although the drugs may be beneficial while used to improve the grades of learners within the learning environment, especially for students with the attention deficit hyperactivity disorder (ADHD), it is clear that these drugs can be abused within the public domain hence have negative consequences (Partridge, Bell, Lucke & Hall, 2013). The fact that these drugs are now available outside the health facilities makes it a big challenge to control their abuse within the public. The Ritalin and Adderall are prescription drugs with the prescript. Even though it can help student focus on studying to get a better grade, there is the risk of using the drugs illegally. Ritalin and Adderall are psycho-stimulant drugs that are commonly administered to people with the

Gospel Choir by Walter Hawkins Essay Example | Topics and Well Written Essays - 500 words

Gospel Choir by Walter Hawkins - Essay Example Somehow Walter Hawkins managed to combine being an attentive pastor, a successful musician and a loving father. He got two kids from his marriage with Tramaine Hawkins. Even though their marriage was quite short, they remained friends and link-minded people. The album series â€Å"Love Alive† were very popular and their success was growing with each next recorded hits. The audience loved that Gospel singer for his counter tenor and it can be said that his voice was so powerful that it made him sound almost like an opera singer. The role of the Choir in Walter’s performances cannot be neglected   because some velvety texture was added to his singing.   The worship of God, expressed in such talented manner, made its work and carried the necessary message to his audience . People got silent listening to his songs as they were full of his energy and love that was felt by people. It was not important what languages were understood by his listeners because language of lov e had always been understood by everyone. Walter Hawkins got many awards for his talent. Grammy Award (he was nominated nine times), Dove Awards and Stellar Awards are the most prestigious among all of them.Walter was an exceptional man because he was the best in accomplishing each task that he had started. His main contribution was his dedication to people, either to those ones who entered his life for long, or those ones who crossed it for a while. His singing career enriched the whole musical world with jazz improvisation connected.

A Reflective on Senior Portfolio inTowson University Assignment

A Reflective on Senior Portfolio inTowson University - Assignment Example I have produced a term paper which directs on the New Mexico Medicaid and its Modernization Plan and an in-class presentation on cultural competence. On the paper, I only scored 85% due to the fact that I fail to correctly gather the entire relevant issues imperative for a correct interpretation of the study. On the oral presentation, I scored 90.3% partly because of partial mastery of the topic and certain demonstrations lapses like the lack of eye contact. Reflecting on these selections, I realized how important it is to be thorough, complete and all-encompassing in analyzing a particular issue. Professionally, working on these projects triggered my critical thinking skills needed in order to assimilate all possible aspects of a particular issue with the aim of delivering more accurate, comprehensive and wide-ranging interpretations and inferences that will serve as a focal point in making more effective solutions and developments. Further, the selections taught me the importance o f preparedness, self-confidence, and profoundness in terms of the knowledge about the topic to facilitate the delivery of an informed, knowledgeable presentation. The opportunities that were offered to me during the entire duration of my Master’s degree work, and the chances presented to me to work on the many societal issues related to the administration of health sciences, were all expansive and thought-provoking. Nevertheless, the learning that I received from my professors, classmates and my research projects widened my understanding about health administration by allowing me to directly experience the administrative practices involved in the research projects, by working together with professors, and most importantly, by reflecting on my personal encounters. Today, there are numerous cases of sexual relationships thriving in our society; in fact, they are proliferating in acceleration. This is a problem that has been existing for so many years, and yet because of the typ e of government we are living in, prostitution cases has continued to shoot up. It is an imperative societal problem that needs to be addressed as this destroys the lives of many young individuals who were unintentionally impregnated due to certain causes. These particular grounds triggered my interest in knowing the different causative factors encompassing the issues of promiscuity in relation to the activity of parenthood. As a result, I have conducted a study on the related pieces of literature pertaining to The Jamaican Adolescent study and one literature review on Father Presence matters. These selections capture my analytic abilities as it requires thorough and inquisitive scrutiny on the possible reasons why many young children, especially adolescents are indulging in oftentimes pre-marital sexual intercourse which according to my research and many other studies, promiscuity in children is attributable to the poor â€Å"father presence† during childhood. In conducting this study, it is important for me as a researcher to develop profound knowledge and sharp analytic expertise on the different overlapping issues and parallel studies that can be related to the topic at hand.

The investigation of RTF virus Essay Example | Topics and Well Written Essays - 2000 words

The investigation of RTF virus - Essay Example The individuals affected by this virus hesitate to come forward and test themselves. Due to this, the organizations like WHO are unable to help the people affected by this virus. People affected by RTF are unwilling to co-operate with these organizations and this in turn leads to a situation where the affected lose their lives. This is due to the undiagnosed situation and the negligence of the patients. WHO is one among the voluntary health organizations that assist and guide people to overcome and prevent themselves from diseases. This organization also helps the people affected by deadly virus and diseases and helps them in recovering. These organizations get the help and assistance from philanthropists and they provide treatment for people who suffer from poverty. In spite of the initiatives from WHO, people are reluctant to approach them and seek medical help. Lack of awareness is the major problem and it leads to various severe consequences. WHO creates awareness among the people and this makes them aware of the diseases. These organizations are ready to spend money to cure these diseases and to prevent people from getting affected by these diseases. Once people get affected by this virus, they can approach the health centers that provide treatment for this disease. WHO cannot find the people affected by this deadly virus. ... To conduct such study and survey, the support and co-operation of the public is the important requirement. If the public does not support and them, it will be difficult for these voluntary organizations to help the affected. As people hesitate to reveal that they are affected by RTF, the treatment becomes a problem. The hesitation is due to the cultural factors. The sexual behaviors and acts depend on the culture. People follow their culture and they are reluctant to change according to the prevailing situation. This leads to various problems and the affected people fall as victims to death. The culture is an important factor that decides the people's behavior in the society. The culture and its activities does not allow them to Come forward if they are affected by RTF. The patient's do not approach any medical centers to get them tested. Even a primary test can reveal their illness and will prove whether they are affected by RTF. Since it is a sexually transmitted disease, people have more hesitation and they do not want others to know about their illness. This is due to the cultural influence and it worsens the current situation. The medical centers guide the infected people and this helps them to recover soon. WHO is the best organization that serves the public and it is one among the voluntary organization that helps the people affected by deadly diseases. Theoretical Issues As a culture expert I must decide on the investigations and early tests that would reveal the number of people affected by RTF. Preliminary tests should be conducted to find out the number of people affected by this virus. Once the numbers of people are known, it is easy to detect the people who are

European EN and International ISO standards Essay Example for Free

European EN and International ISO standards Essay The abbreviations â€Å"EN† refers to European Norm while â€Å"ISO† refer to International Standards Organization. Endoscopy literally means â€Å"looking inside† and it is usually refers to look inside the body usually in relation to medical reasons using an instrument called an endoscope. It is used to examine the interior parts of a hollow organ or cavity of the body, and they are inserted directly into the organ. The endoscopes, especially flexible endoscopes are usually complex but can be reused but require very unique conditions for reuse in respect to their decontamination. It is not only their outer surfaces that are exposed, but also their air channels, water channels and even their accessories that enable them to function in the right manner. Their exposure to body fluids and other contaminants means that their reuse has to be very carefully looked into so as to avoid spread of diseases. It is also important to realize that most endoscopes are heat labile and cannot be autoclaved meaning they change under different heat conditions. European (EN) and International (ISO) standards that would be applicable to an endoscope decontamination unit (EDU) in the UK As abstracted from EN ISO 15883, information from the manufacturers should be given prior to purchasing the endoscope. This implies that the manufacturer provides information such the best disinfectants to use with that particular endoscope and what is expected when cleaning, for example the bacteria expected to be found there and also if the disinfectant in question is compatible with the automatic reprocessor in which it is being used. (Gurusamy Manivannan, 2008) As per BS EN ISO 15883-1, a temperature recorder having no fewer than ten sensors should be used, and the specifications are well indicated in the ISO standard. This is because the endoscopes are heat labile, and temperature may affect the chemical compositions of the accessories or other chemicals involved. The manufacturer should also establish the worst conditions under of the devices configuration. Such conditions encompass temperature, detergent concentration and surrogate device configuration. This also includes water flow pressure for use during testing. This may also be categorized in a similar manner as biocompatibility testing where limits such as residual limits are stipulated as per ISO 10993. (Denise Sheard, 20120 The calibrations should be checked in accordance with ISO 10012-1 for uniformity purposes. These are usually dictated by manufacturers using a validated method of applying a sensible reference. Each instrument should also be labeled with a unique reference number. This is important when measuring passage of fluids or drugs so as to get accurate and true results. The standard prEN ISO 15883-1-2004 has a clause that indicates that the manufacture shall all addition information associated with the use and decontamination of the particular endoscope. Information such as maximum flow and pressure of fluids within each channel in the device and the maximum possible permissible restriction of flow within each channel is deemed important and must be provided. (James Walker, 2014) There is also a standard similar to both that the manufacturers may be requested to give information concerning the device at any stage, and act as consultants. This is stipulated in prEN ISO 15883-1-2004. This is important when complications arise that personnel involved were not expecting References Gurusamy Manivannan, Disinfection and decontamination: principles, applications and related issues. Boca Raton : CRC Press/Taylor Francis Group, 2008 Denise Sheard , A practical guide to decontamination in healthcare . Hoboken: John Wiley Sons, 2012. James Walker, Decontamination in hospitals and healthcare. Oxford: Woodhead Publishing, 2014 Source document

Transportation And The National Economy Essay Example for Free

Transportation And The National Economy Essay We’ve come a long way when it comes to transportation. One need not look closely to notice the many changes that occur during the long period of time when our ancestors used the primitive way of transport by riding horses astride or making them carry their carts and the like. Surely, transportation played a large and important part in our lives. Nowadays we need not spend long voyage over seas when we want to visit our friends and relatives who happened to live on the other side of the world. However, the importance of transportation did not end from visiting one relative or another. Transportation plays a major part on our economy not only because some people make use of transportation for their business or whatever. In all the uses we get from transportation, transportation is also considered a necessity by our businessmen in delivering products for their customers. Due to these reasons among many others it seems to suffice to say that transportation does indeed contributes largely to how our economy operates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, the way one values transportation differs from one person to another. Aside from the fact that the avoidance of traffic could cause us great travel time savings and also it could lessen gasoline cost there are also people who values time or rather, there are those who consider time as money, and thus a quick and efficient way of transportation for them is a must. The same thing however, does not apply for those who can live idly or even for those who have other things more important for them than time. For people of the latter sort, spending too much money on transportation would be a waste of important resources, for those kinds of people believes that there are other things more important than transportation which needs notice.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Countries with growing economy for one, appreciates forms of transportation that are quick and efficient. They believe that a reliable form of transportation is needed by companies for them to produce jobs for those who have none. Ex-president Clinton and his vice-president Bush are examples of people who give high credits on a good transportation. These two famous people formed an alliance with the world’s greatest auto manufacturers, Ford, General Motors and Chrysler. They both believe that such an approach would help greatly in terms of economy. Of course there are others like them who have got so much faith on transportation. It was due to this that many debates and arguments are happening on the national level because both sides can’t meet on the middle on how much resources should be spend on the development of transportations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     I can see the benefits we could reap out of good transportations and the like however, I think that there should be a limit as to how much resources we should spend on transportation projects alone. There are other important things which contribute to our economy and I don’t believe that those things should be kept in the dark only because most of our politicians have so much faith on transportation benefits. I believe that a thorough examination of the pros and cons is needed before pursuing a project on transportation and other projects as well. If the benefits we could reap are greater than its cost then I think it’s only right for both our public and private sectors to go on with the project. Also, they should also put into account other things which are important such as education, better housing for those who are homeless and the like. Before they should spend our resources on transportations they should first weigh if transportation is really the one we need to improve and not other things which also plays a major factor on our lives. They should also weigh if the majority of the population would benefit for the project or not. If they could keep the majority of the population satisfied, the better. Such, I think is the proper approach in lessening the dispute between the two parties, those who believes in the great value of transportation and those who believes that there are more important things than transportation that the government should focus their eyes on. Thus, as a conclusion I think that the betterment of the many should catch they eyes of our public officials first and foremost. Reference: http://www.apta.com http://www.ibiblio.org

Ways To Overcome Plagiarism

Ways To Overcome Plagiarism As we know, plagiarism has becoming part of life among colledge student. They cannot live without doing plagiarism because of it is easy way for them to do their assingment. Almost al the fresh graduate nowdays is not in high quality because of their plagiarism while their studying. They doenst really understand what they been studied and this will affected when they started to work. Their perfomance are poor because of no experiences and understanding while studying. Employers will complaints and not satiesfied of their work and this will increasing the number of unemployed people. However, there are many ways have been found to solve this plagiarized problem. For example colledge have reacted to this situation with writing rule which is student convicted of plagiarism will go through application to graduate school,job application later with one word clear that is plagiarised. There also have been created a program that can detected that the report or work is a plagiarized or not. This program are known as Turnitin that can detect that the report is a plagiarized or not. This program work to identify the passage or paragraph and it will tell you where it have been found. With this report I have been listed what is plagiarism and plagiarism that happen among student. I also suggested some ways that we can used in order to overcome this problem. SIX HATS WHITE HAT (INFORMATION, FACTS) Professor Amrin got a complaint from the industry about a percentage of gardutes from EITM does not perform well in their work. After he got the complaint, Professor Amrin had do a random check on their previous work. From the result he found that, the majority of studentd got the element of plagiarism because from their works had some same point. In this case, professor amrin expected that its will be give impact to the whole process being a genuine graduates. From that case, he found that plagiarism have many type. Some types of plagiarism is: Total / partial copying When you submit an assigment, report or project that you have copied totally or partially from a website, a friends work, or some other sources without acknowledgement, this is plagiarism besause: You did not do any original research or writing. The work is created by someone else and yet you put your name on it. If you were to change a few words or substitute some words / phrases in the original text with your own, you would still be plagiarizing. Plagiarized text with word changes. Qualitative research is an approach to research methodology in social sciences. Qualitative research involves a deep understanding of human behaviour and the reason that control human. It relies on reasons behind various aspects of behaviour. Cut and paste Another type of plagiarism involves copying large chunks of text from one or more original sources and inserting them into the assignment. For example, suppose you are doing the above assignment on Qualitative Research and you include a few sentences from the wikipedia website. Unless you present the sentences as a quote with full citation, you are committing plagiarism. Inappropriate paraphrase A more subtle type of plagiarism is the Inappropriate Paraphase. In this form of plagiarism, the quoted text is: Altered only slightly from the original and no acknowledgement of the original author is given. Extensively paraphrased but with acknowledgement of the original author. GREEN HAT (CREATIVITY,NEW IDEAS,SUGGESTION) Professor Amrin suggest and generate new ideas. The ideas include what to do and what not to do. Quotation A quotation is a word for word presentation of what is said or written in someone elses work. Its presented by using quotation mark (.). The sourceof the quote must be cited in the text and reference list. Sometimes quotation referred to as a Direct Quote. What To Do: Quote only when necessary the quoted part should only be supplementary to your own work. Copy the sentence(s) exactly the same as the original. Emti is committed to the fight against plagiarism. Use quotation marks () At the beginning and the end of the quote (for a long quote, use an indented block set off from the main text. Identify every source of the quote; write its author, title of article / journal / book, volume number, year and place of publication, publisher, page number, website address, etc. What Not To Do: Substituting just a few words in the original text and passing it off as your own also borrowing large portions of the original work. Manage your time If you have to meet a deadline, start work early. So you have plenty of time to research and write. Lack of time is one reason many people, especially stressed-out students, intentionally or unintentionally plagiarize. Paraphase A paraphase is a restatement of what someone else wrote or said (in your own words). What To Do: Use you own words. Your paraphased text can be shorter oe longer than the source. The source of the paraphase must be cited in the text and reference list. What Not To Do: Use the original words, phases and expression. There than that omit details of the original source. The third way, lose the original sense of the source and replace only a few words in the original. Then rearrange the order of words or sentences. Reference List / Bibliography At the end of your work, you need to acknowledge the information that you have referred in your text by providing a list of all your sources. This reference list or bibliography should be based on whichever particular style your faculty uses. Once you are familiar with the references style, you need to note that all references in the references list must be cited in the text and the site of the references must be include in the reference list. Therefore it should start with a new page. The title of the list should be Reference / Bibliography, centre at the top of the page and the references are listed in alphabetical order by authors surname, while the reference list should be double spaced with a hanging indent for the second and subsequent lines. RED HAT (FEELING, EMOTION) Professor Amrin related his emotion and feelings on plagiarism. In this case, he feel scared about the technology because rampant plagiarism and it make very afraid what could happen. He as a professor and also as a Head of the Undergraduate Thesis Evaluation Committee feel frustrated over plagiarism. This is because that they fear they are missing a change to teach student. He also felt anger and betrayal at student who turned in work that wasnt original. YELLOW HAT (BENEFITS, SUNSHINE, POSITIVE) From the view, Professor Amrin find that the plagiarism also have some benefits. There is : Energy saving copy and paste uses far fewer resources than does thinking your own way around any subject. Time saving its quite obviously, time not spent doing your own research and your own thinking, it also can be spend in other and more worthwhile pursuits. Meanwhile in finding other people to steal from for instance. Esteem of colleagues what writer could help but admire a person who can meet the assignment deadlines with efficiency. Evolution the plagiarist will, after all and be teaching his/her children that it is perfectly acceptable to misuse the property of another, especially if you can do it without having go through pesky details such as permission. Surely the advantage to the body politic of that childs adulthood is self evident. BLACK HAT (JUDGEMENT, BAD POINT) Professor Amrin give penalties for plagiarism. He think plagiarism is a very serious academic offence, and can result in serious consequences for you as a student including: A fail grade for your work (assignment, project thesis, course). Suspension of one semester or one academic session. Expulsion from the university. Withdrawal of your degree. BLUE HAT (THINKING ABOUT THINKING, NEXT STEP) Summary A summary is a shortened version of the original source without changing the meaning. Students have clearly identify the main points and leaves out details and examples also the source of the summary must be cited. They must not to change the original meaning of the text. Citation A citation is an identification of the source of a quote, paraphrase or summary. Academic and professional writing requires a full citation that there are in text, in a bibliography at the end of the text and includes author and title of article / journal / book, volume number, year and place of publication / publisher, page number, website address and etc. Discussion College plagiarism seems to be on the increase. So we round up and decry the usual suspects. The rise of the internet and the decline of student writing. To be sure, there are term papers for sale on the internet and the vary process of surfing the web encourages looseness in borrowing and surely fewer student seem to master the art of sustained research and argument in long papers these days. Each semester a term paper time a few of the colleagues invariably seek computer help for diagnosing and tracing suspected instances of plagiarism. By then it is almost too late. For many teacher or lecture the labor of proving suspected plagiarism is a formidable obstacle to face at the end of the semester. If the plagiarism is to be combated, it must be done regularly throughout the semester and not just at the end. SCAMPER SUBTITUTE You can change the sentence of the article or journal, but it is still plagiarism. You need to do more research to get more idea and information for your summary or its more better if you use your own word and idea. Each time you choose your words, order you thoughts and convey your idea, you can improve your writing. Practise make perfect. COMBINE You may combine the new idea and more information from your friends or lecturer during discussion to your summary or thesis. One solution has many weakness but combination of many solution may overcome the weakness. It will give your summary and the thesis much stronger to avoid the plagiarism. ADAPT You cannot copy the other person idea to make it for our assignment. If the own writer know that you copy their journal, the writer can sue you in the court. You need to create by own self with elaborate that word or use more journal to classified your jounal as one jounal. MAGNIFY Now a days, people are more brilliant to make plagiarism like sham paraphrasing, illicit paraphrasing, verbatim copying, recycling, ghost writing and purloining. But we cant do it like that because it stills same we copyright someone work. It is still plagiarism. PUT TO OTHER USE You can use your current idea to the markets and industries if your idea is still not plagiarism. We need to be more creative to discover and think the new thing or method.People always measure your originality of your work and appreciate the originality that you do it than you just copy from someone else. ELIMINATE You need to read a lot of the journal or article and make your own summary that you understand from your reading. You also have do some research to more understand what you want to simplify from the article. REVERSE It is still plagiarism if you do that way even you change their word. To avoid the plagiarism, the better way that you need to do is just thinking the new idea even your idea is not much, at least you already try it. REFERENCES http://en.wikipedia.org/wiki/Open_source_software http://en.wikipedia.org/wiki/American_Historical_Association http://en.wikipedia.org/wiki/Plagiarism http://www.plagiarism.org/plag_article_what_is_plagiarism.html http://kidshealth.org/kid/feeling/school/plagiarism.html http://ezinearticles.com/?7-Tips-to-Overcome-Plagiarism-in-Your-Essaysid=1401495 http://eduscapes.com/tap/topic24b.htm http://www.buzzle.com/articles/how-can-you-prevent-plagiarism.html Aziz Yahya, Aida Nasirah Abdullah, Hazmillah Hassan, Raja Roslan Raja Abd Dahman, Critical and Creative Thingking Skills.

Its Time for West Virginia to Eliminate Food Tax Essay -- Argumentati

It's Time for West Virginia to Eliminate Food Tax Can you recall an incident in American history involving disgruntled citizens dumping tea into the Boston Harbor? I can. This tea dumping was one of the foremost events of the revolution. Do you remember why these angry citizens dressed as Indians, stormed one of their own boats, and dumped all of the crates of tea into the harbor? The English monarchy’s taxing of the settlers’ tea caused this uprising. Right now, West Virginia’s government is levying an almost identical tax; the government is taxing the very food that West Virginians eat for survival. Doesn’t the government tax enough each year without taxing something that is required for our very sustenance? According to USA Today, "The government takes more money in other taxes each year than the average American spends on food, shelter, and clothing combined." (Armey, internet) At least the first Americans could choose whether or not they would drink tea. Currently, West Virginians do not have the cho ice whether or not to eat food. Why should we have to pay any more than the store charges us for the food? It is time for the legislature in West Virginia to reform West Virginia’s tax system and do away with the ridiculous tax on food. Initially, a West Virginia food tax doesn’t seem like such a bad idea, but after contemplating the principles, it becomes more and more unethical. Ethically, why should West Virginians pay tax on food when many other American citizens do not? Consequently, a West Virginia food tax is unethical in that it punishes the poor. Every year in West Virginia, poor children go hungry because their families can’t afford to put food on the table. I conducted an independent survey involving fifty anon... ... On Food Would Aid The Poor" St Louis Post Dispatch. 3-28-97 page 1 and 2 Bill Rankin. "Like most tax cuts, state’s elimination of food sales tax hinders real: reform". Atlanta Journal and Constitution. 6 October 1996. http://www.elibrary.com/ Sam Attlesey. "Democrats support sales tax amendment: Proposal would ban levy on food, medicine". The Dallas Morning News. 19 March 1998. www.elibrary.com Andrew Cain. "Help take a bite out of food tax". The Washington Times". 29 September 1998. Gene Callahan. "Bandersnatch Tax cut Proposal". http://www.bandersnatch.com/ Warren McGraw. "Elect Warren McGraw to the supreme court". Radio Commercial. 27 October 1998. Staton, Rick. Personal interview. 7 Nov. 1998. Cecil Underwood. "Governor’s Commission on Fair Taxation". www.state.wv.us/fairtax/agenda.htm Cadle, Pat. Personal interview. 8 Nov. 1998

The Opening Chapter of Enduring Love by Ian McEwan Essay -- Enduring L

The Opening Chapter of Enduring Love by Ian McEwan A dictionary defines the word addictive as being: wholly devoted to something, a slave to another and in a state of wanting more. Ian McEwan claimed that he wanted to write an opening chapter that had the same effect as a highly addictive drug. In my opinion he has achieved in doing this. At the end of chapter one the reader is left needing more information about the characters introduced and what tragedy actually occurred. McEwan took the definition, addictive, and wrote the opening chapter, never forgetting what his objective was. The opening chapter has to be effective in order to keep the reader interested and to keep them reading. The style of the writer and novel also need to be established and tailored to suit the tastes of anyone that decides to read this novel. McEwan uses many factors that all contribute towards the effectiveness of the opening chapter. A lot of suspense and tension is used right from the start of the novel, in the first line, "The beginning is simple to mark," which makes you question, the beginning of what exactly? This is a short sentence that is used which draws you in and leaves you wanting to know more. McEwan also creates a lot of tension, "partly protected from a strong, gusty wind," which describes the wind as being an unpredictable, natural force which together conveys a sense of urgency. The narrator also starts to withhold vital information from the reader to create anxiety from within. "The encounter that would unhinge us was minutes away," the narrator is building up the tension that leads to this huge disaster, but doesn’t just say what is install for him and the other characters. He also hints that the disaster is life changing, "This was the last time that I understood anything clearly at all." The narrator then goes on to describe the atmosphere and events just before the disaster reached them, "I heard what was coming two seconds before it reached us." Which is an innuendo, which McEwan uses a lot throughout this first chapter. The narrator then goes on to describe the wind that day using verbs to describe the strength of it, "transversing" and "hurtling," but before the narrator goes any further he says "Let me freeze the frame," which is media terminology, which too is used quite a lot through this opening chapter. McEwan uses this techniq... ...t it is ruthless and is used to increase the sense of danger, "Met Office figures. . . . . . it was said of 70 miles per hour." The wind threatens the characters, leaving the reader knowing that disaster is just around the corner. The idea of a catastrophe is always present throughout the opening chapter. It is used to create excitement in the reader and to fuel the craving of needing more information, "At the inquest" at this point, the reader is left to deal with the fact that, obviously someone died, but it is not yet revealed who - the boy in the basket or Logan. Also, the fact that what happened is life changing, "It was time when other outcomes were still possible." The narrator even says they "Were running towards a catastrophe." All the points I have considered, all contribute towards creating a stimulating and addictive opening chapter. The main stimulant being, the need for more information. Where the narrator deliberately gives you a hint as to what may happen next, he then takes it away from you, making you want the information more - therefor he has created an addiction. The cause of it, being the first chapter, the only way to cure it, is to finish the novel!

Death of a Salesman by Miller and A Dolls House by Ibsen Essay

"Death of a Salesman" by Miller and "A Doll's House" by Ibsen "Death of a Salesman" and "A Doll's House" are two plays that were written in different centuries. In these plays, among other things, is presented the place that women hold in the family, as well as in the society. Although in many aspects, the two protagonists of the plays, Linda and Nora respectively, appear to have things in common, at the same time they are very different, since Nora seems to be more modern and liberal than Linda, which is ironic given the fact that Ibsen wrote his play seventy years earlier than Miller. The representation of the two women in these two plays is what will be discussed in this paper. In "Death of a Salesman", Linda embodies the role of the traditional American woman, which was to take care of her husband, her children and the house, regardless of her personal aspirations, and dreams. The woman is expected to stay at home and engage in everyday house works, like cooking, cleaning and sewing, while the man, as the head of the family, is expected to find a well-respected job position because it was the man's duty to provide for the entire family. So Linda has given up on everything she hoped for in her life, she sacrificed herself, just to be with her husband and her two sons, even though her husband doesn't seem to be treating her very well. Willy disregards every word Linda attempts to interject in family conversations by interrupting her and accusing her of interrupting him. He shouts at her, he doesn't let her speak and when she does, he speaks to her badly. A distinct example is the passage towards the end of Act I in which Linda attempts in vain to speak her m ind: Linda: "Maybe things are beginning to-" Willy: "Stop interr... ... and in the society. Two different women, from two different times were victims of their era. The one is old, unattractive but caring and supportive; she is Linda, the woman of the 1940s. The other is young, and beautiful but also more modern and demanding; she is Nora, the woman of the 1870s. Both of them weren't happy with their lives, but only one of them, Nora, finds the strength to leave and change her life. And that is why the Linda was the victim of the capitalistic society, while Nora's more of a feminist. Works Cited: Ibsen, Henrik. A Doll's House. In Four Major Plays. Trans. James McFarlane and Jens Arup. Oxford: Oxford University Press, 1981. Miller, Arthur. Death of a Salesman. Literature: An Introduction to Fiction, Poetry, and Drama. Seventh Edition. X.J. Kennedy, and Dana Gioia. New York: Addison Wesley Longman, Inc., 1999. 1636-1707 Death of a Salesman by Miller and A Doll's House by Ibsen Essay "Death of a Salesman" by Miller and "A Doll's House" by Ibsen "Death of a Salesman" and "A Doll's House" are two plays that were written in different centuries. In these plays, among other things, is presented the place that women hold in the family, as well as in the society. Although in many aspects, the two protagonists of the plays, Linda and Nora respectively, appear to have things in common, at the same time they are very different, since Nora seems to be more modern and liberal than Linda, which is ironic given the fact that Ibsen wrote his play seventy years earlier than Miller. The representation of the two women in these two plays is what will be discussed in this paper. In "Death of a Salesman", Linda embodies the role of the traditional American woman, which was to take care of her husband, her children and the house, regardless of her personal aspirations, and dreams. The woman is expected to stay at home and engage in everyday house works, like cooking, cleaning and sewing, while the man, as the head of the family, is expected to find a well-respected job position because it was the man's duty to provide for the entire family. So Linda has given up on everything she hoped for in her life, she sacrificed herself, just to be with her husband and her two sons, even though her husband doesn't seem to be treating her very well. Willy disregards every word Linda attempts to interject in family conversations by interrupting her and accusing her of interrupting him. He shouts at her, he doesn't let her speak and when she does, he speaks to her badly. A distinct example is the passage towards the end of Act I in which Linda attempts in vain to speak her m ind: Linda: "Maybe things are beginning to-" Willy: "Stop interr... ... and in the society. Two different women, from two different times were victims of their era. The one is old, unattractive but caring and supportive; she is Linda, the woman of the 1940s. The other is young, and beautiful but also more modern and demanding; she is Nora, the woman of the 1870s. Both of them weren't happy with their lives, but only one of them, Nora, finds the strength to leave and change her life. And that is why the Linda was the victim of the capitalistic society, while Nora's more of a feminist. Works Cited: Ibsen, Henrik. A Doll's House. In Four Major Plays. Trans. James McFarlane and Jens Arup. Oxford: Oxford University Press, 1981. Miller, Arthur. Death of a Salesman. Literature: An Introduction to Fiction, Poetry, and Drama. Seventh Edition. X.J. Kennedy, and Dana Gioia. New York: Addison Wesley Longman, Inc., 1999. 1636-1707

The Twilight Saga 2: New Moon Chapter 24 VOTE

HE WAS NOT PLEASED, THAT MUCH WAS EASY TO READ in his face. But, without further argument, he took me in his arms and sprang lithely from my window, landing without the slightest jolt, like a cat. It was a little bit farther down than I'd imagined. â€Å"All right then,† he said, his voice seething with disapproval. â€Å"Up you go.† He helped me onto his back, and took off running. Even after all this time, it felt routine. Easy. Evidently this was something you never forgot, like riding a bicycle. It was so very quiet and dark as he ran through the forest, his breathing slow and evendark enough that the trees flying past us were nearly invisible, and only the rush of air in my face truly gave away our speed. The air was damp; it didn't burn my eyes the way the wind in the big plaza had, and that was comforting. As was the night, too, after that terrifying brightness. Like the thick quilt I'd played under as a child, the dark felt familiar and protecting. I remembered that running through the forest like this used to frighten me, that I used to have to close my eyes. It seemed a silly reaction to me now. I kept my eyes wide, my chin resting on his shoulder, my cheek against his neck. The speed was exhilarating. A hundred times better than the motorcycle. I turned my face toward him and pressed my lips into the cold stone skin of his neck. â€Å"Thank you,† he said, as the vague, black shapes of trees raced past us. â€Å"Does that mean you've decided you're awake?† I laughed. The sound was easy, natural, effortless. It sounded right. â€Å"Not really. More that, either way, I'm not trying to wake up. Not tonight.† â€Å"I'll earn your trust back somehow,† he murmured, mostly to himself. â€Å"If it's my final act.† â€Å"I trust you,† I assured him. â€Å"It's me I don't trust.† â€Å"Explain that, please.† He'd slowed to a walkI could only tell because the wind ceasedand I guessed that we weren't far from the house. In fact, I thought I could make out the sound of the river rushing somewhere close by in the darkness. â€Å"Well† I struggled to find the right way to phrase it. â€Å"I don't trust myself to be enough. To deserve you. There's nothing about me that could hold you.† He stopped and reached around to pull me from his back. His gentle hands did not release me; after he'd set me on my feet again, he wrapped his arms tightly around me, hugging me to his chest. â€Å"Your hold is permanent and unbreakable,† he whispered. â€Å"Never doubt that.† But how could I not? â€Å"You never did tell me† he murmured. â€Å"What?† â€Å"What your greatest problem is.† â€Å"I'll give you one guess.† I sighed, and reached up to touch the tip of his nose with my index finger. He nodded. â€Å"I'm worse than the Volturi,† he said grimly. â€Å"I guess I've earned that.† I rolled my eyes. â€Å"The worst the Volturi can do is kill me.† He waited with tense eyes. â€Å"You can leave me,† I explained. â€Å"The Volturi, Victoria they're nothing compared to that.† Even in the darkness, I could see the anguish twist his faceit reminded me of his expression under Jane's torturing gaze; I felt sick, and regretted speaking the truth. â€Å"Don't,† I whispered, touching his face. â€Å"Don't be sad.† He pulled one corner of his mouth up halfheartedly, but the expression didn't touch his eyes. â€Å"If there was only some way to make you see that I can't leave you,† he whispered. â€Å"Time, I suppose, will be the way to convince you.† I liked the idea of time. â€Å"Okay,† I agreed. His face was still tormented. I tried to distract him with inconsequentials. â€Å"Sosince you're staying. Can I have my stuff back?† I asked, making my tone as light as I could manage. My attempt worked, to an extent: he laughed. But his eyes retained the misery. â€Å"Your things were never gone,† he told me. â€Å"I knew it was wrong, since I promised you peace without reminders. It was stupid and childish, but I wanted to leave something of myself with you. The CD, the pictures, the ticketsthey're all under your floorboards.† â€Å"Really?† He nodded, seeming slightly cheered by my obvious pleasure in this trivial fact. It wasn't enough to heal the pain in his face completely. â€Å"I think,† I said slowly, â€Å"I'm not sure, but I wonder I think maybe I knew it the whole time.† â€Å"What did you know?† I only wanted to take away the agony in his eyes, but as I spoke the words, they sounded truer than I expected they would. â€Å"Some part of me, my subconscious maybe, never stopped believing that you still cared whether I lived or died. That's probably why I was hearing the voices.† There was a very deep silence for a moment. â€Å"Voices?† he asked flatly. â€Å"Well, just one voice. Yours. It's a long story.† The wary look on his face made me wish that I hadn't brought that up. Would he think I was crazy, like everyone else? Was everyone else right about that? But at least that expressionthe one that made him look like something was burning himfaded. â€Å"I've got time.† His voice was unnaturally even. â€Å"It's pretty pathetic.† He waited. I wasn't sure how to explain. â€Å"Do you remember what Alice said about extreme sports?† He spoke the words without inflection or emphasis. â€Å"You jumped off a cliff for fun.† â€Å"Er, right. And before that, with the motorcycle† â€Å"Motorcycle?† he asked. I knew his voice well enough to hear something brewing behind the calm. â€Å"I guess I didn't tell Alice about that part.† â€Å"No.† â€Å"Well, about that See, I found that when I was doing something dangerous or stupid I could remember you more clearly,† I confessed, feeling completely mental. â€Å"I could remember how your voice sounded when you were angry. I could hear it, like you were standing right there next to me. Mostly I tried not to think about you, but this didn't hurt so muchit was like you were protecting me again. Like you didn't want me to be hurt. â€Å"And, well, I wonder if the reason I could hear you so clearly was because, underneath it all. I always knew that you hadn't stopped loving me.† Again, as I spoke, the words brought with them a sense of conviction. Of rightness. Some deep place inside me recognized truth. His words came out half-strangled. â€Å"You were risking your life to hear† â€Å"Shh,† I interrupted him. â€Å"Hold on a second. I think I'm having an epiphany here.† I thought of that night in Port Angeles when I'd had my first delusion. I'd come up with two options. Insanity or wish fulfillment. I'd seen no third option. But what if What if you sincerely believed something was true, but you were dead wrong? What if you were so stubbornly sure that you were right, that you wouldn't even consider the truth? Would the truth be silenced, or would it try to break through? Option three: Edward loved me. The bond forged between us was not one that could be broken by absence, distance, or time. And no matter how much more special or beautiful or brilliant or perfect than me he might be, he was as irreversibly altered as I was. As I would always belong to him, so would he always be mine. Was that what I'd been trying to tell myself? â€Å"Oh!† â€Å"Bella?† â€Å"Oh. Okay. I see.† â€Å"Your epiphany?† he asked, his voice uneven and strained. â€Å"You love me,† I marveled. The sense of conviction and Tightness washed through me again. Though his eyes were still anxious, the crooked smile I loved best flashed across his face. â€Å"Truly, I do.† My heart inflated like it was going to crack right through my ribs. It filled my chest and blocked my throat so that I could not speak. He really did want me the way I wanted himforever. It was only fear for my soul, for the human things he didn't want to take from me, that made him so desperate to leave me mortal. Compared to the fear that he didn't want me, this hurdlemy soulseemed almost insignificant. He took my face tightly between his cool hands and kissed me until I was so dizzy the forest was spinning. Then he leaned his forehead against mine, and I was not the only one breathing harder than usual. â€Å"You were better at it than I was, you know,† he told me. â€Å"Better at what?† â€Å"Surviving. You, at least, made an effort. You got up in the morning, tried to be normal for Charlie, followed the pattern of your life. When I wasn't actively tracking, I was totally useless. I couldn't be around my familyI couldn't be around anyone. I'm embarrassed to admit that I more or less curled up into a ball and let the misery have me.† He grinned, sheepish. â€Å"It was much more pathetic than hearing voices. And, of course, you know I do that, too.† I was deeply relieved that he really seemed to understandcomforted that this all made sense to him. At any rate, he wasn't looking at me like I was crazy. He was looking at me like he loved me. â€Å"I only heard one voice,† I corrected him. He laughed and then pulled me tight against his right side and started to lead me forward. â€Å"I'm just humoring you with this.† He motioned broadly with his hand toward the darkness in front of us as we walked. There was something pale and immense therethe house, I realized. â€Å"It doesn't matter in the slightest what they say.† â€Å"This affects them now, too.† He shrugged indifferently. He led me through the open front door into the dark house and flipped the lights on. The room was just as I'd remembered itthe piano and the white couches and the pale, massive staircase. No dust, no white sheets. Edward called out the names with no more volume than I'd use in regular conversation. â€Å"Carlisle? Esme? Rosalie? Emmett? Jasper? Alice?† They would hear. Carlisle was suddenly standing beside me, as if he'd been there all along. â€Å"Welcome back, Bella.† He smiled. â€Å"What can we do for you this morning? I imagine, due to the hour, that this is not a purely social visit?† I nodded. â€Å"I'd like to talk to everyone at once, if that's okay. About something important.† I couldn't help glancing up at Edward's face as I spoke. His expression was critical, but resigned. When I looked back to Carlisle, he was looking at Edward, too. â€Å"Of course,† Carlisle said. â€Å"Why don't we talk in the other room?† Carlisle led the way through the bright living room, around the corner to the dining room, turning on lights as he went. The walls were white, the ceilings high, like the living room. In the center of the room, under the low-hanging chandelier, was a large, polished oval table surrounded by eight chairs. Carlisle held out a chair for me at the head. I'd never seen the Cullens use the dining room table beforeit was just a prop. They didn't eat in the house. As soon as I turned to sit in the chair, I saw that we were not alone. Esme had followed Edward, and behind her the rest of the family filed in. Carlisle sat down on my right, and Edward on my left. Everyone else took their seats in silence. Alice was grinning at me, already in on the plot. Emmett and Jasper looked curious, and Rosalie smiled at me tentatively. My answering smile was just as timid. That was going to take some getting used to. Carlisle nodded toward me. â€Å"The floor is yours.† I swallowed. Their gazing eyes made me nervous. Edward took my hand under the table. I peeked at him, but he was watching the others, his fate suddenly fierce. â€Å"Well,† I paused. â€Å"I'm hoping Alice has already told you everything that happened in Volterra?† â€Å"Everything,† Alice assured me. I threw her a meaningful look. â€Å"And on the way?† â€Å"That, too,† she nodded. â€Å"Good,† I sighed with relief. â€Å"Then we're all on the same page.† They waited patiently while I tried to order my thoughts. â€Å"So, I have a problem,† I began. â€Å"Alice promised the Volturi that I would become one of you. They're going to send someone to check, and I'm sure that's a bad thingsomething to avoid. â€Å"And so, now, this involves you all. I'm sorry about that.† I looked at each one of their beautiful faces, saving the most beautiful for last. Edward's mouth was turned down into a grimace. â€Å"But, if you don't want me, then I'm not going to force myself on you, whether Alice is willing or not.† Esme opened her mouth to speak, but I held up one finger to stop her. â€Å"Please, let me finish. You all know what I want. And I'm sure you know what Edward thinks, too. I think the only fair way to decide is for everyone to have a vote. If you decide you don't want me, then I guess I'll go back to Italy alone. I can't have them coming here.† My forehead creased as I considered that. There was the faint rumble of a growl in Edward's chest. I ignored him. â€Å"Taking into account, then, that I won't put any of you in danger either way, I want you to vote yes or no on the issue of me becoming a vampire.† I half-smiled on the last word, and gestured toward Carlisle to begin. â€Å"Just a minute,† Edward interrupted. I glared at him through narrowed eyes. He raised his eyebrows at me, squeezing my hand. â€Å"I have something to add before we vote.† I sighed. â€Å"About the danger Bella's referring to,† he continued. â€Å"I don't think we need to be overly anxious.† His expression became more animated. He put his free hand on the shining table and leaned forward. â€Å"You see,† he explained, looking around the table while he spoke, â€Å"there was more than one reason why I didn't want to shake Aro's hand there at the end. There's something they didn't think of, and I didn't want to cine them in.† He grinned. â€Å"Which was?† Alice prodded. I was sure my expression was just as skeptical as hers. â€Å"The Volturi are overconfident, and with good reason. When they decide to find someone, it's not really a problem. Do you remember Demetri?† He glanced down at me. I shuddered. He took that as a yes. â€Å"He finds peoplethat's his talent, why they keep him. â€Å"Now, the whole time we were with any of them, I was picking their brains for anything that might save us, getting as much information as possible. So I saw how Demetri's talent works. He's a trackera tracker a thousand times more gifted than Jarres was. His ability is loosely related to what I do, or what Aro does. He catches the flavor? I don't know how to describe it the tenor of someone's mind, and then he follows that. It works over immense distances. â€Å"But after Aro's little experiments, well† Edward shrugged. â€Å"You think he won't be able to find me,† I said flatly. He was smug. â€Å"I'm sure of it. He relies totally on that other sense. When it doesn't work with you, they'll all be blind.† â€Å"And how does that solve anything?† â€Å"Quite obviously, Alice will be able to tell when they're planning a visit, and I'll hide you. They'll be helpless,† he said with fierce enjoyment. â€Å"It will be like looking for a piece of straw in a haystack!† He and Emmett exchanged a glance and a smirk. This made no sense. â€Å"But they can find you,† I reminded him. â€Å"And I can take care of myself.† Emmett laughed, and reached across the table toward his brother, extending a fist. â€Å"Excellent plan, my brother,† he said with enthusiasm. Edward stretched out his arm to smack Emmett's fist with his own. â€Å"No,† Rosalie hissed. â€Å"Absolutely not,† I agreed. â€Å"Nice.† Jasper's voice was appreciative. â€Å"Idiots,† Alice muttered. Esme just glared at Edward. I straightened up in my chair, focusing. This was my meeting. â€Å"All right, then. Edward has offered an alternative for you to consider,† I said coolly. â€Å"Let's vote.† I looked toward Edward this time; it would be better to get his opinion out of the way. â€Å"Do you want me to join your family?† His eyes were hard and black as flint. â€Å"Not that way. You're staying human.† I nodded once, keeping my face businesslike, and then moved on. â€Å"Alice?† â€Å"Yes.† â€Å"Jasper?† â€Å"Yes,† he said, voice grave. I was a little surprisedI hadn't been at all sure of his votebut I suppressed my reaction and moved on. â€Å"Rosalie?† She hesitated, biting down on her full, perfect bottom lip. â€Å"No.† I kept my face blank and turned my head slightly to move on, but she held up both her hands, palms forward. â€Å"Let me explain,† she pleaded. â€Å"I don't mean that I have any aversion to you as a sister. It's just that this is not the life I would have chosen for myself. I wish there had been someone there to vote no for me.† I nodded slowly, and then turned to Emmett. â€Å"Hell, yes!† He grinned. â€Å"We can find some other way to pick a fight with this Demetri.† I was still grimacing at that when I looked at Esme. â€Å"Yes, of course, Bella. I already think of you as part of my family.† â€Å"Thank you, Esme,† I murmured as I turned toward Carlisle. I was suddenly nervous, wishing I had asked for his vote first. I was sure that this was the vote that mattered most, the vote that counted more than any majority. Carlisle wasn't looking at me. â€Å"Edward,† he said. â€Å"No,† Edward growled. His jaw was strained tight, his lips curled back from his teeth. â€Å"It's the only way that makes sense,† Carlisle insisted. â€Å"You've chosen not to live without her, and that doesn't leave me a choice.† Edward dropped my hand, shoving away from the table. He stalked out of the room, snarling under his breath. â€Å"I guess you know my vote.† Carlisle sighed. I was still staring after Edward. â€Å"Thanks,† I mumbled. An earsplitting crash echoed from the other room. I flinched, and spoke quickly. â€Å"That's all I needed. Thank you. For wanting to keep me. I feel exactly the same way about all of you, too.† My voice was jagged with emotion by the end. Esme was at my side in a flash, her cold arms around me. â€Å"Dearest Bella,† she breathed. I hugged her back. Out of the corner of my eye, I noticed Rosalie looking down at the table, and I realized that my words could be construed in two ways. â€Å"Well, Alice,† I said when Esme released me. â€Å"Where do you want to do this?† Alice stared at me, her eyes widening with terror. â€Å"No! No! NO!† Edward roared, charging back into the room. He was in my face before I had time to blink, bending over me, his expression twisted in rage. â€Å"Are you insane?† he shouted. â€Å"Have you utterly lost your mind?† I cringed away, my hands over my ears. â€Å"Um, Bella,† Alice interjected in an anxious voice. â€Å"I don't think I'm ready for that. I'll need to prepare† â€Å"You promised,† I reminded her, glaring under Edward's arm. â€Å"I know, but Seriously, Bella! I don't have any idea how to not killyou.† â€Å"You can do it,† I encouraged. â€Å"I trust you.† Edward snarled in fury. Alice shook her head quickly, looking panicked. â€Å"Carlisle?† I turned to look at him. Edward grabbed my face in his hand, forcing me to look at him. His other hand was out, palm toward Carlisle. Carlisle ignored that. â€Å"I'm able to do it,† he answered my question. I wished I could see his expression. â€Å"You would be in no danger of me losing control.† â€Å"Sounds good.† I hoped he could understand; it was hard to talk clearly the way Edward held my jaw. â€Å"Hold on,† Edward said between his teeth. â€Å"It doesn't have to be now.† â€Å"There's no reason for it not to be now,† I said, the words coming out distorted. â€Å"I can think of a few.† â€Å"Of course you can,† I said sourly. â€Å"Now let go of me.† He freed my face, and folded his arms across his chest. â€Å"In about two hours, Charlie will be here looking for you. I wouldn't put it past him to involve the police.† â€Å"All three of them.† But I frowned. This was always the hardest part. Charlie, Renee. Now Jacob, too. The people I would lose, the people I would hurt. I wished there was some way that I could be the only one to suffer, but I knew that was impossible. At the same time, I was hurting them more by staying human. Putting Charlie in constant danger through my proximity. Putting Jake in worse danger still by drawing his enemies across the land he felt bound to protect. And ReneeI couldn't even risk a visit to see my own mother for fear of bringing my deadly problems along with me! I was a danger magnet; I'd accepted that about myself. Accepting this, I knew I needed to be able to take care of myself and protect the ones I loved, even if that meant that I couldn't be with them. I needed to be strong. â€Å"In the interest of remaining inconspicuous,† Edward said, still talking through his gritted teeth, but looking at Carlisle now, â€Å"I suggest that we put this conversation off, at the very least until Bella finishes high school, and moves out of Charlie's house.† â€Å"That's a reasonable request, Bella,† Carlisle pointed out. I thought about Charlie's reaction when he woke up this morning, ifafter all that life had put him through in the last week with Harry's loss, and then I had put him through with my unexplained disappearancehe were to find my bed empty. Charlie deserved better than that. It was just a little more time; graduation wasn't so far away I pursed my lips. â€Å"I'll consider it.† Edward relaxed. His jaw unclenched. â€Å"I should probably take you home,† he said, more calm now, but clearly in a hurry to get me out of here. â€Å"Just in case Charlie wakes up early.† I looked at Carlisle. â€Å"After graduation?† â€Å"You have my word.† I took a deep breath, smiled, and turned back to Edward. â€Å"Okay. You can take me home.† Edward rushed me out of the house before Carlisle could promise me anything else. He took me out the back, so I didn't get to see what was broken in the living room. It was a quiet trip home. I was feeling triumphant, and a little smug. Scared stiff, too, of course, but I tried not to think about that part. It did me no good to worry about the painthe physical or the emotionalso I wouldn't. Not until I absolutely had to. When we got to my house, Edward didn't pause. He dashed up the wall and through my window in half a second. Then he pulled my arms frcm around his neck and set me on the bed. I thought I had a pretty good idea of what he was thinking, but his expression surprised me. Instead of furious, it was calculating. He paced silently back and forth across my dark room while I watched with growing suspicion. â€Å"Whatever you're planning, it's not going to work,† I told him. â€Å"Shh. I'm thinking.† â€Å"Ugh,† I groaned, throwing myself back on the bed and pulling the quilt over my head. There was no sound, but suddenly he was there. He flipped the cover back so he could see me. He was lying next to me. His hand reached up to brush my hair from my cheek. â€Å"If you don't mind, I'd much rather you didn't hide your face. I've lived without it for as long as I can stand. Now tell me something.† â€Å"What?† I asked, unwilling. â€Å"If you could have anything in the world, anything at all, what would it be?† I could feel the skepticism in my eyes. â€Å"You.† He shook his head impatiently. â€Å"Something you don't already have.† I wasn't sure where he was trying to lead me, so I thought carefully before I answered. I came up with something that was both true, and also probably impossible. â€Å"I would want Carlisle not to have to do it. I would want you to change me.† I watched his reaction warily, expecting more of the fury I'd seen at his house. I was surprised that his expression didn't change. It was still calculating, thoughtful. â€Å"What would you be willing to trade for that?† I couldn't believe my ears. I gawked at his composed face and blurted out the answer before I could think about it. â€Å"Anything.† He smiled faintly, and then pursed his lips. â€Å"Five years?† My face twisted into an expression somewhere between chagrin and horror. â€Å"You said anything,† he reminded me. â€Å"Yes, but you'll use the time to find a way out of it. I have to strike while the iron is hot. Besides, it's just too dangerous to be humanfor me, at least. So, anything but that.† He frowned. â€Å"Three years?† â€Å"No!† â€Å"Isn't it worth anyrhing to you at all? â€Å" I thought about how much I wanted this. Better to keep a poker face, I decided, and not let him know how very much that was. It would give me more leverage. â€Å"Six months?† He rolled his eyes. â€Å"Not good enough.† â€Å"One year, then,† I said. â€Å"That's my limit.† â€Å"At least give me two.† â€Å"No way. Nineteen I'll do. But I'm not going anywhere near twenty. If you're staying in your teens forever, then so am I.† He thought for a minute. â€Å"All right. Forget time limits. If you want me to be the onethen you'll just have to meet one condition.† â€Å"Condition?† My voice went flat. â€Å"What condition?† His eyes were cautioushe spoke slowly. â€Å"Marry me first.† I stared at him, waiting â€Å"Okay. What's the punch line?† He sighed. â€Å"You're wounding my ego, Bella. I just proposed to you, and you think it's a joke.† â€Å"Edward, please be serious.† â€Å"I am one hundred percent serious.† He gazed at me with no hint of humor in his face. â€Å"Oh, c'mon,† I said, an edge of hysteria in my voice. â€Å"I'm only eighteen.† â€Å"Well, I'm nearly a hundred and ten. It's time I settled down.† I looked away, out the dark window, trying to control the panic before it gave me away. â€Å"Look, marriage isn't exactly that high on my list of priorities, you know? It was sort of the kiss of death for Renee and Charlie.† â€Å"Interesting choice of words.† â€Å"You know what I mean.† He inhaled deeply. â€Å"Please don't tell me that you're afraid of the commitment,† his voice was disbelieving, and I understood what he meant. â€Å"That's not it exactly,† I hedged. â€Å"I'm afraid of Renee. She has some really intense opinions on getting married before you're thirty.† â€Å"Because she'd rather you became one of the eternal damned than get married.† He laughed darkly. â€Å"You think you're joking.† â€Å"Bella, if you compare the level of commitment between a marital union as opposed to bartering your soul in exchange for an eternity as a vampire† He shook his head. â€Å"If you're not brave enough to marry me, then† â€Å"Well,† I interrupted. â€Å"What if I did? What if I told you to take me to Vegas now? Would I be a vampire in three days?† He smiled, his teeth flashing in the dark. â€Å"Sure,† he said, calling my bluff. â€Å"I'll get my car.† â€Å"Dammit.† I muttered. â€Å"I'll give you eighteen months.† â€Å"No deal,† he said, grinning. â€Å"I like this condition.† â€Å"Fine. I'll have Carlisle do it when I graduate.† â€Å"If that's what you really want.† He shrugged, and his smile became absolutely angelic. â€Å"You're impossible,† I groaned. â€Å"A monster.† He chuckled. â€Å"Is that why you won't marry me?† I groaned again. He leaned toward me; his night-dark eyes melted and smoldered and shattered my concentration. † Please, Bella?† he breathed. I forgot how to breathe for a moment. When I recovered, I shook my head quickly, trying to clear my suddenly clouded mind. â€Å"Would this have gone better if I d had time to get a ring.'† â€Å"No! No rings!† I very nearly snouted. â€Å"Now you've done it,† he whispered. â€Å"Oops.† â€Å"Charlie's getting up; I'd better leave,† Edward said with resignation. My heart stopped beating. He gauged my expression for a second. â€Å"Would it be childish of me to hide in your closet, then?† â€Å"No,† I whispered eagerly. â€Å"Stay. Please.† Edward smiled and disappeared. I seethed in the darkness as I waited for Charlie to check on me. Edward knew exactly what he was doing, and I was willing to bet that all the injured surprise was part of the ploy. Of course, I still had the Carlisle option, but now that I knew there was a chance that Edward would change me himself, I wanted it bad. He was such a cheater. My door cracked open. â€Å"Morning, Dad.† â€Å"Oh, hey, Bella.† He sounded embarrassed at getting caught. â€Å"I didn't know you were awake.† â€Å"Yeah. I've just been waiting ior you to wake up so I could take a shower.† I started to get up. â€Å"Hold on,† Charlie said, flipping the light on. I blinked in the sudden brightness, and carefully kept my eyes away from the closet. â€Å"Let's talk for a minute first.† I couldn't control my grimace. I'd forgotten to ask Alice for a good excuse. â€Å"You know you're in trouble.† â€Å"Yeah, I know.† â€Å"I just about went crazy these last three days. I come home from Harry's funeral, and you're gone. Jacob could only tell me that you'd run off with Alice Cullen, and that he thought you were in trouble. You didn't leave me a number, and you didn't call. I didn't know where you were or whenor ifyou were coming back. Do you have any idea how how† He couldn't finish the sentence. He sucked in a sharp breath and moved on. â€Å"Can you give me one reason why I shouldn't ship you off to Jacksonville this second?† My eyes narrowed. So it was going to be threats, was it? Two could play at that game. I sat up, pulling the quilt around me. â€Å"Because I won't go.† â€Å"Now just one minute, young lady† â€Å"Look, Dad, I accept complete responsibility for my actions, and you have the right to ground me for as long as you want. I will also do all the chores and laundry and dishes until you think I've learned my lesson. And I guess you're within your rights if you want to kick me out, toobut that won't make me to go to Florida.† His face turned bright red. He took a few deep breaths before he answered. â€Å"Would you like to explain where you've been?† Oh, crap. â€Å"There was an emergency.† He raised his eyebrows in expectation of my brilliant explanation. I filled my cheeks with air and then blew it out noisily. â€Å"I don't know what to tell you, Dad. It was mostly a misunderstanding. He said, she said. It got out of hand.† He waited with a distrustful expression. â€Å"See, Alice told Rosalie about me jumping off the cliff† I was scrambling frantically to make this work, to keep it as close to the truth as possible so that my inability to lie convincingly would not undermine the excuse, but before I could go on, Charlie's expression reminded me that he didn't know arything about thecliff. Major oops. As if I wasn't already toast. â€Å"I guess I didn't tell you about that,† I choked out. â€Å"It was nothing. Just messing around, swimming with Jake. Anyway, Rosalie told Edward, and he was upset. She sort of accidentally made it sound like I wa? trying to kill myself or something. He wouldn't answer his phone, so Alice dragged me to L.A., to explain in person.† I shrugged, desperately hoping that he would not be so distracted by my slip that he'd miss the brilliant explanation I'd provided. Charlie's face was frozen. â€Å"Were you trying to kill yourself, Bella?† â€Å"No, of course not. Just having fun with Jake. Cliff diving. The La Push kids do it all the time. Like I said, nothing.† Charlie's face heated upfrom frozen to hot with fury. â€Å"What's it to Edward Cullen anyway?† he barked. â€Å"All this time, he's just left you dangling without a word† I interrupted him. â€Å"Another misunderstanding.† His face flushed again. â€Å"So is he back then?† â€Å"I'm not sure what the exact plan is. I think they all are.† He shook his head, the vein in his forehead pulsing. â€Å"I want you to stay away from him, Bella. I don't trust him. He's rotten for you. I won't let him mess you up like that again.† â€Å"Fine,† I said curtly. Charlie rocked back onto his heels. â€Å"Oh.† He scrambled for a second, exhaling loudly in surprise. â€Å"I thought you were going to be difficult.† â€Å"I am.† I stared straight into his eyes. â€Å"I meant, ‘Fine, I'll move out.'† His eyes bulged; his face turned puce. My resolve wavered as I started to worry about his health. He was no younger than Harry â€Å"Dad, I don't want to move out,† I said in a softer tone. â€Å"I love you. I know you're worried, but you need to trust me on this. And you're going to have to ease up on Edward if you want me to stay. Do you want me to live here or not?† â€Å"That's not fair, Bella. You know I want you to stay.† â€Å"Then be nice to Edward, because he's going to be where I am.† I said it with confidence. The conviction of my epiphany was still strong. â€Å"Not under my roof,† Charlie stormed. I sighed a heavy sigh. â€Å"Look, I'm not going to give you any more ultimatums tonightor I guess it's this morning. Just think about it for a few days, okay? But keep in mind that Edward and I are sort of a package deal.† â€Å"Bella† â€Å"Think it over,† I insisted. â€Å"And while you're doing that, could you give me some privacy? I really need a shower.† Charlie's face was a strange shade of purple, but he left, slamming the door behind him. I heard him stomp furiously down the stairs. I threw off my quilt, and Edward was already there, sitting in the rocking chair as if he d been present through the whole conversation. â€Å"Sorry about that,† I whispered. â€Å"It's not as if I don't deserve far worse,† he murmured. â€Å"Don't start anything with Charlie over me, please. â€Å" â€Å"Don't worry about it,† I breathed as I gathered up my bathroom things and a set of clean clothes. â€Å"I will start exactly as much as is necessary, and no more than that. Or are you trying to tell me I have nowhere to go?† I widened my eyes with false alarm. â€Å"You'd move in with a house full of vampires?† â€Å"That's probably the safest place for someone like me. Besides† I grinned. â€Å"If Charlie kicks me out, then there's no need for a graduation deadline, is there?† His jaw tightened. â€Å"So eager for eternal damnation,† he muttered. â€Å"You know you don't really believe that.† â€Å"Oh, don't I?† he fumed. â€Å"No. You don't.† He glowered at me and started to speak, but I cut him off. â€Å"If you really believed that you'd lost your soul, then when I found you in Volterra, you would have realized immediately what was happening, instead of thinking we were both dead together. But you didn'tyou said ‘Amazing. Carlisle was right,'† I reminded him, triumphant. â€Å"There's hope in you, after all.† For once, Edward was speechless. â€Å"So let's both just be hopeful, all right?† I suggested. â€Å"Not that it matters. If you stay, I don't need heaven.† He got up slowly, and came to put his hands on either side of my face as he stared into my eyes. â€Å"Forever,† he vowed, still a little staggered. â€Å"That's all I'm asking for,† I said, and stretched up on my toes so that I could press my lips to his.